Journal of Legal Studies Education最新文献

While textbooks may remain important tools for information delivery, how can educators find and present interesting and relevant content to eighteen to twenty-something-year-olds? If learning is to take place, capturing and maintaining student attention, interest, and active engagement is a primary challenge in the classroom. Given this reality, this teaching note presents a few cinema-based classroom strategies to improve student engagement.

The decision to pursue a legal education can be life-changing, but students often receive outdated advice from legal studies faculty. This article seeks to educate legal studies faculty advising potential law school students. We review the Law School Admission Test and consider how predictive that measurement may be of various forms of success. We then discuss the law school market by reviewing the historical evolution of law school ranking systems, as well as long-term application and enrollment patterns. By updating faculty understanding of law school admissions, advisees will receive useful and actionable advice before making this serious decision.

Businesses use facial recognition software, fingerprint scanning, and other biometric tools in the workplace and/or commercial establishments. Concerned with the collection, use, retention, and security of biometric data, and the impact of these practices, Illinois enacted the Biometric Information Privacy Act in 2008. We designed a project that requires student teams to read and compare several biometric privacy statutes, identify “best practices” from these laws, examine the desirability of enacting such a statute, and apply the Texas Capture and Use of Biometric Information to a now-settled lawsuit against Facebook/Meta.

Business law can be a daunting course for today's college students, as they confront what feels like a new language in each content area. This article introduces a semester-long activity that provides faculty with a tool to integrate real-world activities into the business law curriculum to help students connect theory with real-world application. Students work in teams to create businesses that interest them, connecting the law they are learning to the context of their simulated business. The sample assignments provide a framework for faculty to adopt and adapt this approach to their individual courses.

This article compares the Trump Organization's 2022 tax fraud conviction with a 50-year-old Canadian film The Sloane Affair. The comparison yields timeless and timely insights into our tax system for business law students.

This article provides a teaching guide on how to use Canadian sport-related issues to teach business or sports law concepts in university or college business law classes. Special pedagogical perspectives for the U.S. professor are provided throughout the article at relevant points. In sum, Canada is rich with material for a professor looking for an additional, neighboring perspective. It provides a wide domain of opportunities from the land where pines and maples grow and can add considerable value to the U.S. business law professor to enhance the overall educational experience.

Experiential learning plays an important role in teaching business law. This paper builds upon prior research regarding the use of experiential learning activities to teach contract law, by adding the use of generative artificial intelligence to a contract simulation activity. As part of a multi-week, in-class simulation, students used generative artificial intelligence to generate contract language and applied the principles learned in an undergraduate business law course to critically evaluate and revise contract terms with instructor guidance. Students perceived that this experiential learning exercise effectively promoted student engagement, critical thinking skills, and learning about contract law and generative artificial intelligence.