<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
{"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}
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.
{"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}
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.
{"title":"Artificial Intelligence: The Future of Pedagogy","authors":"Brandon Mattalo","doi":"10.1111/jlse.12146","DOIUrl":"10.1111/jlse.12146","url":null,"abstract":"<p>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.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"49-71"},"PeriodicalIF":0.4,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jlse.12146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677543","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}
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.
{"title":"ChatGPT: The Sky is Not Falling","authors":"Jordan M. Blanke","doi":"10.1111/jlse.12145","DOIUrl":"10.1111/jlse.12145","url":null,"abstract":"<p>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.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"39-47"},"PeriodicalIF":0.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139968193","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}
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.
{"title":"The Equal Pay Act: Using EEOC v. Verona Area School District in the Classroom","authors":"Raygan Pierce Chain, Michael Conklin","doi":"10.1111/jlse.12139","DOIUrl":"10.1111/jlse.12139","url":null,"abstract":"<p>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.</p>","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"7-16"},"PeriodicalIF":0.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680216","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":"Editor-in-Chief's Introduction","authors":"Dale B. Thompson","doi":"10.1111/jlse.12144","DOIUrl":"10.1111/jlse.12144","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"41 1","pages":"5"},"PeriodicalIF":0.4,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605903","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}
<p>A brief examination of the fashion world reveals a multitude of learning opportunities for the business law curriculum. Fashion Law, a niche legal practice that addresses the broad range of business law concerns facing the fashion industry, has only recently gained a more respected position within legal research, debate, and discourse. In 2010, Fordham University became the site for the launch of the Fashion Law Institute,1 which offers two master's degrees in fashion law, dozens of public programs, an LL.M, and the Fashion Law Pop-Up Clinic.2 The Fashion Law Institute is regarded as the epicenter of the still-growing fashion law movement3 that includes the Harvard Fashion Law Lab and the New York Law School Fashion Law Initiative.4</p><p>Fashion has been present in society for years;5 however, our perspective on fashion has changed.6 Technology has opened a global marketplace and allows consumers more avenues in which to admire and purchase items.7 Additionally, an increased interest and hyper-focus on celebrities and their fashion, as well as private lives, help to catapult the amount of advertisements for brands and styles.8 Finally, in the past decade, an increasing list of new designers has caused the industry as a whole to grow.9</p><p>The growth of fashion law practices,10 fashion law scholarship,11 and newsworthy fashion law events supports the argument that the fashion law industry is an interesting and relevant context for teaching legal studies topics. As noted by a stalwart in the Fashion Law field, “Corporate finance, employment law, supply chain regulation, sustainability, taxes and tariffs, advertising, consumer protection, and dress codes and civil rights—these and other legal issues are all integral parts of fashion law. . . . ”12 Therefore, the topic is suited for a case study that can address numerous topics covered in the business law course.</p><p>This article provides a class exercise based on the 2014 Fall Moschino “McDonald's” collection that combined fashion and fast food in a way that arguably evoked humor, shock, wonderment, and controversy. The Moschino collection presents legal and ethical considerations such as free speech, marginalization, intellectual property rights, and business ethics. The eighty-minute exercise is designed to prepare students for a variety of legal issues they will confront as business professionals. It can be introduced within an instructor's established business law curriculum to supplement the topics of intellectual property, free speech, and business ethics. Given the range of substantive law topics, there is flexibility to either assign the activity at the end of the course or introduce the factual background at the beginning of the course and reference it throughout the semester as the topics are introduced.</p><p>Part II of this article provides the factual background of the controversial 2014 Moschino collection. Part III analyzes the legal and ethical issues and describes the class
{"title":"How Fashion and Fast Food Create a Perfect Learning Combo: A Class Exercise in Ethics, Freedom of Speech, and Intellectual Property","authors":"Rebecca Nieman","doi":"10.1111/jlse.12137","DOIUrl":"https://doi.org/10.1111/jlse.12137","url":null,"abstract":"<p>A brief examination of the fashion world reveals a multitude of learning opportunities for the business law curriculum. Fashion Law, a niche legal practice that addresses the broad range of business law concerns facing the fashion industry, has only recently gained a more respected position within legal research, debate, and discourse. In 2010, Fordham University became the site for the launch of the Fashion Law Institute,1 which offers two master's degrees in fashion law, dozens of public programs, an LL.M, and the Fashion Law Pop-Up Clinic.2 The Fashion Law Institute is regarded as the epicenter of the still-growing fashion law movement3 that includes the Harvard Fashion Law Lab and the New York Law School Fashion Law Initiative.4</p><p>Fashion has been present in society for years;5 however, our perspective on fashion has changed.6 Technology has opened a global marketplace and allows consumers more avenues in which to admire and purchase items.7 Additionally, an increased interest and hyper-focus on celebrities and their fashion, as well as private lives, help to catapult the amount of advertisements for brands and styles.8 Finally, in the past decade, an increasing list of new designers has caused the industry as a whole to grow.9</p><p>The growth of fashion law practices,10 fashion law scholarship,11 and newsworthy fashion law events supports the argument that the fashion law industry is an interesting and relevant context for teaching legal studies topics. As noted by a stalwart in the Fashion Law field, “Corporate finance, employment law, supply chain regulation, sustainability, taxes and tariffs, advertising, consumer protection, and dress codes and civil rights—these and other legal issues are all integral parts of fashion law. . . . ”12 Therefore, the topic is suited for a case study that can address numerous topics covered in the business law course.</p><p>This article provides a class exercise based on the 2014 Fall Moschino “McDonald's” collection that combined fashion and fast food in a way that arguably evoked humor, shock, wonderment, and controversy. The Moschino collection presents legal and ethical considerations such as free speech, marginalization, intellectual property rights, and business ethics. The eighty-minute exercise is designed to prepare students for a variety of legal issues they will confront as business professionals. It can be introduced within an instructor's established business law curriculum to supplement the topics of intellectual property, free speech, and business ethics. Given the range of substantive law topics, there is flexibility to either assign the activity at the end of the course or introduce the factual background at the beginning of the course and reference it throughout the semester as the topics are introduced.</p><p>Part II of this article provides the factual background of the controversial 2014 Moschino collection. Part III analyzes the legal and ethical issues and describes the class ","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 2","pages":"235-270"},"PeriodicalIF":0.4,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jlse.12137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72322151","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":"Students Must Experience the Law: The Importance of Experiential Learning Through a Court Visit in Business Law and Legal Studies Courses","authors":"Hannah R. Weiser","doi":"10.1111/jlse.12138","DOIUrl":"https://doi.org/10.1111/jlse.12138","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 2","pages":"271-313"},"PeriodicalIF":0.4,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72321397","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":"Inclusive Course Assessment in “Business Law” Courses: Tempering the Exam and Assessment Alternatives","authors":"Lucas W. Loafman","doi":"10.1111/jlse.12135","DOIUrl":"10.1111/jlse.12135","url":null,"abstract":"","PeriodicalId":42278,"journal":{"name":"Journal of Legal Studies Education","volume":"40 2","pages":"145-194"},"PeriodicalIF":0.4,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037532","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}
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