Effective and Inclusive Teaching
Class lists with pictures and student biographical information are available on LawNet. LawNet also contains the names preferred by your students (if different than the name in the class list), audio of the name pronunciation, and students’ preferred pronouns (if one is indicated). You can access a guide to the LawNet Directory here. In our conversations, students express appreciation for professors’ efforts to learn and pronounce their names.
Many of you choose to cancel or record classes for religious holidays. Some religious holidays for the spring semester are listed here. Registration Services will automatically record classes on major religious holidays. You or your assistant can also arrange periodic or regular recording for other purposes by contacting AV Support. Whenever your classes are recorded, remember to make and reinforce consistent use of microphones in class—even if participants’ unamplified voices are audible to the individuals present. Requesting that ASR (transcription) be enabled for your class recordings also greatly improves their accessibility and value to students.
Columbia Law School is committed to the full inclusion of students with disabilities in the life of the University. Some professors have found it useful to place language describing our disability accommodation policy in the syllabus. You can find sample language on our commitment to disability accommodation here.
Regarding disability accommodation, you should reserve seats for students with physical disabilities. Additional guidelines can be found here.
In recent years, we have had faculty discussions and workshops on promoting equity and inclusion in the classroom, and on strategies to encourage full participation. A faculty-student working group has discussed these issues and put together a description of strategies and techniques that some faculty have found to be useful and that students think are helpful in enhancing the classroom learning experience. These techniques include think-pair-share, pause/third hand cold-calling, increasing the frequency of cold-calling, and diminishing reliance on volunteers. They are described in some detail in the “Inclusive Classroom Strategies” document, available here.