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[Blogs](https://genio.co/blog) 2. [Supporting Students](https://genio.co/blog/tag/supporting-students) # How to advocate for class recording in higher education Advocating for recording in class can be challenging, so we're exploring how to navigate potential roadblocks. Tracy Blanchard from Louisiana State University and Allie Quinn from Mitchell Hamline School of Law share their experience of working with lecture recording accommodations. ![Image 69: Clock](https://genio.co/hubfs/raw_assets/public/genio-2025/images/clock.svg) 2 min read ![Image 70: Calendar](https://genio.co/hubfs/raw_assets/public/genio-2025/images/calender.svg)Published: 16 Dec 2024 ![Image 71: Author](https://genio.co/hubfs/raw_assets/public/genio-2025/images/author.svg)Chileshe Jackson ![Image 72: How to advocate for class recording in higher education](https://genio.co/hubfs/BLOG_confidence%20academic%20performance%20THUMB.png) ![Image 73: BLOG_confidence academic performance HERO](https://genio.co/hubfs/BLOG_confidence%20academic%20performance%20HERO.png) Class recording has become increasingly prevalent in higher education, offering significant benefits to students, particularly those with disabilities. However, implementing and advocating for class recording can be challenging, often met with resistance from faculty and institutional barriers. Disability services professionals often face several roadblocks when advocating for class recording such as: * **Faculty concerns**: Some faculty members may express concerns about intellectual property rights, privacy, and classroom dynamics. * **Institutional policies**: Existing institutional policies may not explicitly address class recording, leading to confusion and inconsistency. * **Technical limitations**: Issues with recording equipment, software, and accessibility can hinder the effective implementation of recording solutions. To understand more, we explored the experiences of two disability services professionals, Tracy Blanchard from Louisiana State University and Allie Quinn from Mitchell Hamline School of Law, who have successfully navigated these challenges. Their insights provide valuable strategies for overcoming common obstacles and advocating for the rights of students with disabilities. [Missed the webinar](https://genio.co/events/recording-not-in-my-class)? Fear not, below you’ll find the key takeaways… ## How can you address faculty concerns about intellectual property rights and privacy when advocating for class recording? Tracy: "Be transparent about the benefits of class recording for students with disabilities, and address concerns about intellectual property by emphasizing that recordings are primarily for student use and not for public distribution. Highlight the importance of data privacy and security measures." Allie: "Educate faculty about the reality of recording technology. Explain that students can easily record lectures on their own devices and that the focus should be on the ethical use of recordings rather than simply preventing them." ## What are some effective strategies for training students on the ethical use of recorded lectures? Tracy: "Develop clear guidelines for students regarding the appropriate use of recordings, and emphasize the potential consequences of misuse. Consider conducting workshops or training sessions to reinforce these guidelines." Allie: "Clearly outline the expectations for ethical use of recordings, emphasizing the importance of using them for personal study and avoiding unauthorized sharing. Consider the potential consequences of misuse, particularly for law students who must maintain professional integrity." ## How can you advocate for increased funding and resources to support class recording initiatives? Tracy: "Collect data on the impact of class recording on student success and accessibility. Collaborate with IT departments to identify cost-effective solutions. Emphasize the broader institutional benefits of class recording, such as improved student retention and graduation rates." ## What are some specific challenges faced by disability services professionals in advocating for class recording, and how can these be overcome? Tracy: "Faculty resistance and a lack of institutional support can be significant challenges. Address faculty concerns through open communication, education, and collaboration. Advocate for clear policies and procedures that support class recording, and work with IT departments to address technical limitations." Allie: "Legal and ethical considerations can be complex, especially in different jurisdictions. Consult with legal counsel to ensure compliance with relevant laws and regulations. Emphasize the importance of balancing student needs with institutional obligations." * * * By understanding the common challenges and implementing effective strategies, disability services professionals can successfully advocate for class recording and improve the learning experience for students with disabilities. By following the guidance of experienced professionals like Tracy and Allie, you can overcome obstacles, build support, and ultimately create a more inclusive and accessible learning environment for all! Remember, advocacy is key. By advocating for class recording, you're empowering students with disabilities to reach their full potential. 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