Journal of Legal Studies Education最新文献

{"title":"Scott's Tots: A Class Activity in Contract Formation","authors":"Michael Conklin","doi":"10.1111/jlse.12155","DOIUrl":"https://doi.org/10.1111/jlse.12155","url":null,"abstract":"<p>This teaching note presents an active learning exercise using a clip from the television show <i>The Office</i>. The exercise centers on a promise to pay for the college education of a group of third graders, raising questions about capacity, consideration, offer, acceptance, statute of frauds, revocations, promissory estoppel, and other key contract elements. This resource is designed to be adaptable for various teaching styles and class modalities and can be implemented at any point in the semester, even before contracts have been covered. The note explores the pedagogical benefits of implementing pop culture videos and active learning techniques to enhance student engagement and understanding. It provides detailed guidance on conducting the activity, including discussion points, sample exam questions, and an analogous, real-life circumstance.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"42 1","pages":"23-29"},"PeriodicalIF":0.5,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Zoning Relevant for Business Students: An Interactive Exercise in Selecting a Business Location","authors":"Lara Grow","doi":"10.1111/jlse.12156","DOIUrl":"https://doi.org/10.1111/jlse.12156","url":null,"abstract":"<p>This article describes an in-class exercise that can be used when teaching zoning law to a Real Estate Law or Legal Environment of Business undergraduate course. The exercise requires students to utilize Salt Lake City's zoning code to locate the best site for a restaurant chain given certain locational and operational requirements, and to research the likelihood of a variance request. The exercise is an effective means for instructors to connect an increasingly relevant area of the law to a practical business objective.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"42 1","pages":"31-37"},"PeriodicalIF":0.5,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jlse.12156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Living in the Zone: Incorporating Richard Rothstein's The Color of Law into the Business Law Curriculum","authors":"Sean J. Shannon","doi":"10.1111/jlse.12157","DOIUrl":"https://doi.org/10.1111/jlse.12157","url":null,"abstract":"<p>Making business law topics relevant to students’ lived experiences can be challenging, but there is one business issue that all students share: the need for housing. One aspect of the present housing crisis is the continuing patterns of residential segregation. To address the legacy costs of past practices of residential segregation, students should understand the underlying role of business law in residential housing and how business law can be used to solve these challenges. To aid business law and real estate instructors wishing to address these issues, this teaching note provides exercises using Richard Rothstein's <i>The Color of Law</i>.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"42 1","pages":"39-47"},"PeriodicalIF":0.5,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing a Data Privacy Course","authors":"Patricia M. Sheridan,&nbsp;Marc Waldman","doi":"10.1111/jlse.12152","DOIUrl":"10.1111/jlse.12152","url":null,"abstract":"<p>Today's college students increasingly rely on technology in their daily activities, and a basic awareness of data privacy is becoming essential from both a personal and professional standpoint. This article describes the design of an interdisciplinary undergraduate course focused on data privacy law. It outlines the key content areas that encompass the foundational principles of this emerging field and includes descriptions of hands-on exercises that illustrate the technical and managerial elements of a comprehensive privacy compliance program. The course framework and sample assignments can serve as a model for other faculty seeking to teach data privacy law to undergraduate students.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 2","pages":"107-121"},"PeriodicalIF":0.5,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141585931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Metacognitive Teaching Intervention to Overcome Student Misunderstandings About Negligence","authors":"Judd L. Leach,&nbsp;Lesley F. Leach,&nbsp;Kyle Post","doi":"10.1111/jlse.12151","DOIUrl":"10.1111/jlse.12151","url":null,"abstract":"<p>Negligence can be a difficult concept for business law students to understand, likely due to faulty schemas and naïve theories formed by their prior experiences. In this article, we describe a metacognitive teaching intervention used in a business law course to potentially overcome students’ misconceptions regarding negligence. On average, students who received the teaching intervention experienced greater growth in their understanding of negligence than students who did not receive the teaching intervention. These initial results provide support for the development of additional metacognitive strategies to overcome student obstacles to understanding negligence.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 2","pages":"95-105"},"PeriodicalIF":0.5,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Escape the Professor's Office: An Exercise of Collaboration and Game-Play","authors":"Kylie S. Aikey","doi":"10.1111/jlse.12150","DOIUrl":"10.1111/jlse.12150","url":null,"abstract":"<p>This teaching note illustrates how escape rooms can be utilized as a tool to teach or review business law concepts, encourage student collaboration, and provide an opportunity for gameplay. Escape rooms can be adapted to any topic, made asynchronous, and scaled up to accommodate larger groups. This note also describes the value of incorporating gameplay and collaborative pedagogy activities into the classroom and gives a complete overview of everything needed to complete “Escape the Professor's Office.”</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 2","pages":"123-130"},"PeriodicalIF":0.5,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why and How to Include Comparative Law Examples in Today's Business Law or Legal Environment Course","authors":"Tonia Hap Murphy","doi":"10.1111/jlse.12149","DOIUrl":"https://doi.org/10.1111/jlse.12149","url":null,"abstract":"<p>Increasing numbers of international students attend American universities. Many study business. This article advocates comparative law examples in an introductory Business Law or Legal Environment course, toward signaling respect and inclusion to international students and fostering in American students critical thinking and a global mindset. The article provides background on comparative law and suggestions for how to incorporate comparative law examples on the jury system, eminent domain, defamation, contract law, and employment at-will.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 2","pages":"81-93"},"PeriodicalIF":0.5,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shine more light on your classroom: A review of Perry Binder's Classroom Lightbulbs for College Professors","authors":"Michael Conklin","doi":"10.1111/jlse.12143","DOIUrl":"https://doi.org/10.1111/jlse.12143","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"73-75"},"PeriodicalIF":0.4,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139976556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rising to Meet the Challenge of Generative AI","authors":"Inara Scott","doi":"10.1111/jlse.12141","DOIUrl":"10.1111/jlse.12141","url":null,"abstract":"<p>ChatGPT launched in November 2022 and quickly became the fastest-growing user application in history, marking one million users in two months—a milestone that took TikTok nine months to achieve and Instagram two and a half years.1 That explosive growth has come with an explosion of concern for the ability of scientists and regulators to understand what it is, how it works,2 and its potential to change life as we know it. Politicians and technology executives alike are calling for more and better regulation to ensure apocalyptic scenarios of artificial intelligence (AI)-aided disasters (everything from AI-created weapons to sentient AI systems) do not come to pass.3 Meanwhile, the practice of law is dealing with the implications of a tool that can pass the Bar exam4 and colleges and universities are grappling with the reality that students can use generative AI to complete just about any assignment they can give.5</p><p>This article is not intended to “solve” the problem of generative AI. Rather, recognizing the astonishing pace of development of generative AI tools and their impact on business law and other higher education classes, it seeks to provide specific, concrete steps that faculty can take to evolve alongside these tools. There is no way to “AI-proof” your classes. However, taking the steps outlined here can help you decide <i>what</i> you want to teach and <i>how</i> you should teach it. It offers a structure for identifying the content you want to keep and what you can let go of and tips for redesigning assignments and syllabi to clarify your approach to students and reduce academic misconduct.</p><p>To understand the profound impact of generative AI and tools like ChatGPT, it is helpful to begin by unpacking some of the language that is used in this field.6 AI, short for “artificial intelligence,” generally refers to the use of machines, particularly computers, to perform tasks that simulate the use of human thinking, reasoning, and learning.7 We encounter AI throughout our day, when using computer applications like a Google search, interacting with a chatbot on a consumer website, or using a virtual assistant like Siri or Alexa. The ubiquity of AI in our daily lives is predicted to increase.8 In the near term, AI's use will likely become more ubiquitous as it becomes embedded in the way we interact with everyday items like our cars, office computers, and coffee machines.9</p><p>The term artificial “intelligence” is controversial because machines do not actually have the capacity to think or learn like humans. Their programming can <i>simulate</i> some aspects of human intelligence, but they do not reason like a human.10 For this reason, scientists distinguish between “strong AI” or “artificial general intelligence” and “weak AI.”11 Weak AI is what we generally have in use today—computers simulating human intelligence while they complete a specific type of task they have been programmed to perform. Strong AI is a theoretical system","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"29-37"},"PeriodicalIF":0.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jlse.12141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Learning Power of Testing","authors":"Richard G. Kunkel J.D.","doi":"10.1111/jlse.12140","DOIUrl":"10.1111/jlse.12140","url":null,"abstract":"<p>For many professors, testing is primarily a tool for assessing the learning of students. However, research into the “testing effect” has established the value of testing also as a learning tool, not just as an assessment tool. This article provides an overview of this research and also of my own experiences in using a variety of testing approaches. Based on these experiences, the article offers a process for adopting testing as a learning tool, along with a review of design choices. By increasing their use of testing in business law instruction, business law professors will improve learning.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"17-27"},"PeriodicalIF":0.4,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139773549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}