Using Entry Ticket Attendance: Moving Beyond “Pass the Sign-In Sheet” to Engage With Each Student, Every Day
Can I Teach You in a Hall? Can I Teach You on a Call? Can I Teach You from My Room? Can I Teach You on a Zoom?
Professors—and perhaps law professors more than most—can usually rely on the architecture of the place, the costuming of the participants, and even the nature of our audience for at least some of our success in the classroom. In a normal year, I know I benefit from the kind of people in the room: a captive audience who have been rewarded for sitting quietly and attentively for sixteen years. I benefit from the students’ relationships with one another: they enliven and enrich the class discussion and the classwork.
When we set out to plan our fall remote legal-writing course in summer 2020, we found ourselves in a bit of a panic. We covered it well on the surface, sharing exercises and tips with colleagues to ground ourselves and show that we had concrete ideas for the fall. Beneath that surface, however, we each frantically researched
This issue contains mini-essays by the following authors on the impact of the coronavirus pandemic on their lives:
Mirielle Butler, UC Berkeley
John Cook, Elon University
Megan Davis, University of Houston
Olympia Duhart, Nova Southeastern University
Rebekah Hanley, University of Oregon
Anne Johnson, Mercer University
Megan McAlpin, University of Oregon
Mary Ann Robinson, Villanova University
Joyce Rosenberg, University of Kansas
Robyn Stanton, Stanford University