Publication Date

2025

Document Type

Article

Abstract

This essay examines the role of inclusivity as a foundational principle in online legal education, arguing that it is essential to fulfilling institutional missions, aligning with established pedagogical best practices, and enhancing the overall learning experience. Drawing on the development of a fully online J.D. program, the piece outlines how inclusivity can be embedded at both the institutional and classroom levels. It highlights strategies for fostering a sense of community among geographically dispersed students, including integrating online learners into broader academic and co-curricular activities, designing courses that balance synchronous and asynchronous instruction, and implementing consistent instructional standards. The essay further emphasizes the importance of active learning, formative assessment, and faculty accessibility in promoting engagement and student success. By demonstrating how intentional course design and programmatic structures can create meaningful connections and equitable learning environments, this work offers a practical framework for cultivating inclusive, rigorous, and student-centered online legal education.

Publication Title

St. Mary's Law Journal

Volume

57

Issue

1

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