INTERACTIVE VIDEOS: AN EFFECTIVE TOOL FOR IMPROVING LEARNING OUTCOMES IN BUSINESS LAW
By Jeffrey Bone
Key Words: BLENDED LEARNING, CLASSROOM TECHNOLOGY, ENHANCED STUDENT LEARNING, HYBRID LEARNING, WEB-ASSISTED LEARNING
Abstract: In legal education, studying the myriad of facts and issues raised in fundamental legal cases has been a long-standing tradition. However, asking students at the undergraduate level, who are outside of the legal discipline, to read lengthy legal cases is an exercise many students find dry and unhelpful. This paper presents the findings from an innovative blended learning program for business law students. The program is based on face-to-face instruction paired with a series of online videos and animations that highlight legal cases. As a result of the program, there is evidence of improved student performance on examinations compared to traditional offerings of the course. In terms of improvement, the program could be augmented to create further incentives for students to participate in class discussions. This may lead to an increase in student public speaking and debating skills.
STUDENT GENDER BIAS IN COLLEGE CLASS SELECTION
By Michael Conklin and Andrew Tiger
Key Words: GENDER DISCRIMINATION, GENDER BIAS IN HIGHER EDUCATION, GENDER STEREOTYPING, SEX DISCRIMINATION, FACULTY EVALUATIONS, CLASS SELECTION
Abstract: The existing literature on instructor gender preferences by students has a glaring gap. Namely, when college students are faced with the real-life decision of choosing classes, does the gender of the instructor influence their decision? This research is one of the first to address this question. Enrollment data from 581 class sections at a regional university in the United States was analyzed. The main findings of this research show that there is a significant bias in favor of male instructors. Even more troubling is the finding that this male preference bias is more pronounced in sophomore classes than freshman classes. This elicits discussion of how gender disparities in tenured positions may perpetuate harmful stereotypes regarding gender and teaching ability. Additionally, findings on math classes call into question some of the literature on gender bias and therefore point to the need for replication. The paper concludes by assessing the efficacy of potential solutions.
A GOAT WALKS INTO A COPYRIGHT LECTURE: USING THE JUMPMAN LOGO CASE TO TEACH COPYRIGHT LAW BASICS
By Jason R. Hildebrand
Abstract: While this paper does not resolve the Michael Jordan vs. LeBron James “Greatest of All Time,” or “GOAT” debate among professional basketball fans, it does highlight Rentmeester v. Nike, Inc.—the Jumpman logo case—as perhaps the GOAT pedagogical case for teaching business students copyright law basics and the importance of making wise intellectual property business decisions. This paper discusses why the Jumpman logo case is particularly appealing from a pedagogical perspective and how the case can be practically applied in the Business Law classroom.
CONTRACT EXERCISES IN THE AGE OF SNAPCHAT
By Dale B. Thompson, Susan A. Supina, and Susan J. Marsnik
Abstract: New technologies present many distractions for students’ attention. In response, business law faculty can implement rich in-class exercises, in order to re-attract students’ attention by carefully integrating law with strategy. This article offers two such in-class, integrative, contract-law exercises. In one, students negotiate, draft, and execute a complete sales contract, all within one-hour. In the other, students analyze complete contracts, on the basis of whether they meet specified strategic business objectives. By developing and using more in-class exercises like these, business law faculty will demonstrate to all the essential lens of law in educating ethical and effective business leaders.