Journal of Legal Studies Education最新文献

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.

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.

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.”

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.

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

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 what you want to teach and how 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.

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

The term artificial “intelligence” is controversial because machines do not actually have the capacity to think or learn like humans. Their programming can simulate 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

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.

While it is important to research the negative impact of generative artificial intelligence on academic integrity, academics should focus most of their efforts on the opportunities these technologies present for improving pedagogical practices. In this note, I attempt to flip the narrative from one of fear to one of opportunity. I suggest that academics should research the use of generative AI to improve teaching effectiveness and efficiency. I offer various practical suggestions on how these tools can be used to advance pedagogical practices, with specific business law examples.

Generative artificial intelligence (generative AI) applications such as ChatGPT and its brethren erupted onto the scene last year and have been quite a disruptor throughout higher education. Like much new technology, generative AI brings with it benefits and challenges. This note focuses on early experiences with ChatGPT, attempts to learn how to use it, and possible changes needed for our assessment methodologies. I provide some suggested modifications to traditional assignments to adapt to generative AI's ubiquity.

This article provides instructions for an engaging classroom activity when discussing the Equal Pay Act of 1963. Students are asked to consider how to approach pay decisions when hiring a new employee for their business. Issues arise when the new hire asks for a higher wage than a current employee of a different sex. Legal Environment of Business/Business Law, Business Communication, and Business Ethics are all tied together in a discussion of what it means to pay someone more or less money based on their sex.