Jonathan Zittrain, George Bemis Professor of International Law, adapted his digital governance course to incorporate what everyone was really focused on in mid-spring of 2020: the COVID-19 pandemic. Instead of “compartmentalizing” between class and crisis, he reworked the syllabus to respond to students’ needs and evolving experiences. Zittrain replaced the final exam with collaborative reports in which students examined aspects of the pandemic through the lens of digital governance dilemmas. “The idea was to offer students an opportunity to apply what they learned in the course to problems that were on everybody’s mind.”
When William Fisher, WilmerHale Professor of Intellectual Property Law, was approached to create an online course version of his Harvard Law SchoolCopyrightcourse, he agreed with the stipulation that CopyrightXbe paired with the residential version, that enrollment be limited to 500, and that students meet in discussion sections of 25. Both online and residential students watch the same 90-minute lecture video prior to class time. When the class meets, Fisher facilitates case study discussions with residential students and 15-20 teaching fellows do so for sections of online students.... Read more about Applying Pedagogical Insights to Large Online Courses
Elizabeth Papp Kamali, Assistant Professor of Law, wants to ensure that students contribute consistently throughout the semester: "A student can get into a rut if they don't participate in those first few classes, and it can be very difficult to break that cycle." She uses different models to encourage participation—for example, the Socratic method in larger introductory courses and student-led discussion in smaller seminars—often asking students to adopt non-mainstream arguments.
Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.
Lani Guinier,Bennett Boskey Professor of Law, incorporates collaboration into her late semester assignments in order to provide opportunities for self-improvement and self-reflection. “By sharing perspectives and differing approaches, classmates can in some cases teach their students more effectively than the professor.”
Jon Hanson, Alfred Smart Professor of Law, saw an opportunity to improve learning by putting students in the driver's seat. Along with Jacob Lipton, JD ’14, he developed The Systemic Justice Project (SJP) – a policy innovation collaboration, organized and catalyzed by students – as a problem-oriented, team-driven, and experiential approach to courses in legal education.