LFB: Schedule

Before Week 1 (before August 27th)

Complete this deliverable by visiting the Before We Begin page at ShannonWeb. These deliverables must be completed even if you join the course after the first day of class.

Module 1: Introduction To The Legal Environment

Week 1, Classes 1 & 2

Before Class (Monday):
During Class (Monday):
  • Introduction to the course
  • Review current events

Before Class (Wednesday):

During Class (Wednesday):

  • Overview of Generative AI, Prompt Engineering, Ethics, and Use of Generative AI

Week 2, Class 3

Monday: No Class, Labor Day

Before Class (Wednesday):

During Class (Wednesday):

Deliverable(s):

Week 3, Classes 4 & 5

Before Class:
During Class:
Deliverable(s):

Week 4, Classes 6 & 7

Before Class:
During Class:
Deliverable(s):
  • Success Plan due Sunday no later than 9:18p
  • Ideas Essay due Saturday no later than 11:53p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

 Week 5, Classes 8 & 9

Before Class:
During Class:
Deliverable(s):
  • TID #1 is available on Saturday at 1p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Week 6, Classes 10 & 11

Before Class:
During Class:
Deliverable(s):
  • TID #1 Initial Response due on Wednesday no later than 11p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Module 2: Contracts

Week 7, Class 12

Monday: No Class, Fall Break

Before Class:
During Class:
Deliverable(s):
  • TID #1 Critique due no later than Wednesday at 11p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9

Week 8, Classes 13 & 14

Before Class:
During Class (Wednesday):
Deliverable(s):
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Week 9, Classes 15 & 16

Before Class:
During Class:
Deliverable(s):
  • TID #2 is available on Saturday at 1p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Week 10, Classes 17 & 18

Before Class:
During Class:
Deliverable(s):
  • TID #2 Initial Response due on Wednesday no later than 11p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Week 11, Classes 19 & 20

Before Class:
  • Read and prepare the cases and materials in Chapter 12, Performance and Discharge, and Chapter 13, Remedies for Breach of Contract
  • Watch the videos on Contract Law
During Class:
Deliverable(s):
  • TID #2 Critique due no later than Sunday at 11p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Module 3: Business Associations

Week 12, Classes 21 & 22

Before Class:
During Class:
Deliverable(s):
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Week 13, Class 24

Wednesday: No Class, Thanksgiving Break

Before Class (Monday):
During Class (Monday):

Module 4: Regulatory Environment

Week 14, Classes 25 & 26

Before Class:
During Class:
Deliverable(s):
  • TID #3 is available on Sunday at 1p
  • TID #3 Initial Response due on Thursday no later than 11p
  • Complete two (2) comments on the Course Blog no later than Friday evening at 9p

Week 15, Classes 27 & 28

Before Class:
During Class:
Deliverable(s):

Week 16, Class 29

Deliverable(s):
  • Discuss the Final Exam. The final exam will be a writing assignment requiring each student to define, interpret, and analyze a topic or topics related to the course materials. Details TBA

LFB: Review This First

Stillman’s Mission

… is to enrich each student’s life through an ethics-centered education focusing on transforming concepts into business practice.

Welcome To The Course

Welcome to the Legal Environment of Business. This is the first section of your course syllabus. We will meet F2F weekly both in class and, when necessary, remotely via Teams. I will update this syllabus if I add something to the course or if something unexpected intervenes … like a hurricane, blizzard, or returning to fully remote class meetings. You must remain current on course assignments and materials by reviewing this syllabus regularly for updates.

You should review the entire course syllabus beginning with Review This First and then the calendar, Deliverables, Schedule, and any other materials included in this course site. You will find answers to any questions when you review the rest of the information included here. If you have any questions after you’ve reviewed this syllabus and the rest of the course site, you can DM me in Teams to contact me.

Before We Meet

We will meet for the first time on Monday, August 28th, at 2p in JH141. We will meet F2F unless notified otherwise. Our course will require masks in class. Please bring a mask to every class meeting since we will be wearing masks during class. Before we meet please click Before We Begin to complete some housekeeping items, including introducing yourself, agreeing to the learning contract, and completing your O365 profile by adding a headshot as your profile picture.

You will find your Teams workspace by clicking the Teams icon in the sidebar of the Teams app. It is important that you complete your signup immediately since all of our course communication will be via Teams and I will not use email for our course communication in the future.

Introduction

This course’s subject matter will include an introduction to the American legal system, incorporating a survey of US court systems and types of jurisprudence; an introduction to the US Constitution with an analysis of certain basic constitutional concepts, constitutional amendments and illustrative cases. We will examine ethical and international perspectives of the law related to contemporary business. Areas of study will also include contract law, the law of business organizations and the regulatory environment. Students will examine the ethical challenges that arise at the intersection of law and business.

What Should You Expect?

The subject matter of the course is interesting, challenging and always timely. While we examine the basis and evolution of our legal system we will always keep an eye on how that legal system impacts the business environment in real time. We will use a variety of digital platforms to interact with each other and the course materials. You will actively engage in the course through the use of the Socratic Method, both in class and during our digital discussions outside class. You will have a better sense of what to expect during a class session after you review my perspective on Teaching and Learning.

The COVID-19 pandemic has forced us to use a fundamentally different set of delivery modalities, e.g., in-person, HyFlex, hybrid, remote, synchronous, or not, or some combination of approaches to teaching and learning. We have met remotely, when necessary, in order to accomplish our work over these last several years. The use of remote modalities demands that we adjust our understanding of acceptable protocols for attendance and participation, whether a meeting or course attendance, engagement and participation.

While working together using a digital platform, e.g., Teams, Zoom, Slack, etc. it is important that you join the session with a live camera and muted mic. A live camera helps to create a sense of community and will help all of us to engage effectively during our discussions. If you only unmute your mic when speaking we can avoid feedback, unsolicited input from family, pets and others as well as any random noise. If you cannot be seen or heard by your classmates it will be difficult to actively engage in course meetings. That will have negative implications for your grade results. Please review the Protocols for Online Meetings and Classes for more information.

I will actively engage you through the use of the Socratic Method, both in class and during our discussions outside class. You will have a better sense of my class sessions after you read my perspective on Teaching and Learning.

Learning Objectives

This is an introductory class in the legal environment that is intended to help students improve in the competencies of critical thinking, communication, oral presentation, technology, and ethics. This course will help prepare students to meet the legal and regulatory challenges and opportunities they can expect to encounter as managers of private and public businesses. The course provides a conceptual framework for understanding the various legal tools available to managers engaged in evaluating and pursuing opportunities. The objective is not to teach business students how to think like lawyers, but rather to teach students how to become more legally astute so they can handle the legal aspects of management with confidence.

Required Course Text

Hunter, Shannon, Amoroso & O’Sullivan-Gavin. Law, Business and Regulation: A Managerial Perspective, CreateSpace (2017).

The required course text is available from several sources.

Professors Hunter, Amoroso, O’Sullivan-Gavin and I have decided to provide a digital version of the text for your use at no cost to our students. You will find the digital version here. Access to a digital version of the text will facilitate your course work.

If you prefer a print copy of the text it is available from the SHU bookstore. You will need the text before our first class meeting to complete the assignments described in the Schedule.

N.B. Do not purchase, or use, The Legal Environment of Business: A Managerial and Regulatory Perspective, 3rd Ed. CreateSpace (2011).

Additional Materials

I may assign additional materials for use in our course. I will post links to those materials in advance in the Schedule. Please check the syllabus regularly for updates.

Technology

Since you have reviewed my Course Policies, you are already familiar with my expectations about the use of technology in my courses. Your participation in this course will require you to engage with a number of different digital platforms. Our communication and collaboration platform will be Teams. If you need to reach me or have a question, please DM in Teams. We use Teams video for our virtual office hours on Tuesday mornings. You will prepare your writing assignments using digital platforms that will allow you to incorporate multimedia that will enhance your text based content. You will use resources as varied as a search engine (GoogleDuckDuckGo or Bing) and also the resources available from our own Walsh Library.

You are responsible for “figuring it out” when it comes to the “how to” aspects of a project. If you don’t know how to do something … “Google” it!

Many of my students have told me that “figuring it out” was both an unexpected and beneficial experience and a critical learning outcome.

Remote Learning

In the event that circumstances (hurricane, COVID spike) demand it, we will be prepared to adapt and move to a remote, synchronous learning environment.

The COVID-19 pandemic forced us to move to a fundamentally different set of delivery modalities, e.g., HyFlex, hybrid, remote, synchronous, or not, or some combination of approaches to teaching and learning. We are increasingly working remotely in order to accomplish our work. That remote modality demands that we adjust our understanding of acceptable protocols for attendance and participation, whether a meeting or course attendance, engagement and participation.

While working together using a digital platform, e.g., Teams, Zoom, Slack, etc. it is important that you join the session with a live camera and muted mic. A live camera helps to create a sense of community and will help all of us to engage effectively during our discussions. If you only unmute your mic when speaking we can avoid feedback, unsolicited input from family, pets and others as well as any random noise. If you cannot be seen or heard by your classmates it will be difficult to actively engage in course meetings. That will have negative implications for your grade results. Please review the Protocols for Online Meetings and Classes for more information.

Course Policies

It is your responsibility to become familiar with my Course Policies including in class performance; attendance, preparation & participation; assignments; course communication; assessment and plagiarism. Please review them carefully.

As in the law … ignorance (of the Course Policies) is not an excuse.

Contact Me

Professor John H. Shannon

  • Office: 651 Jubilee Hall or Teams
  • Communications: Teams DM (preferred) or email at john DOT shannon AT shu DOT edu
  • Office Hours: Mon & Wed, 10a – 1130a (click here to join via Teams); also by appt, all office hours and other meetings will be held via Teams

We can schedule an alternative meeting time if you are not available during my office hours. As you know, our course communications platform is Teams. Please DM me in Teams with some days/times when you are available and we can schedule a video conference in Teams.

I can be reached via any number of platforms … Teams (preferred), email, voice or video. As a general rule, I am available if I am online. You can DM me in Teams or, if you are already enrolled in one of my courses, post a question to the #Course Questions channel in our course’s Teams workspace. I will try to reply to any communications as soon as possible but certainly no more than 24 hours after receipt. If you prefer a video conference (and who doesn’t?) please DM me with some convenient days/times and we’ll set it up.

My office hours are subject to change pretty much every semester so please check your course syllabus for my current office hours (see above). I have, in the past, generally scheduled at least one hour a week using Teams video to accommodate those who have a conflict with my scheduled office hours. Since we are conducting all office hours and other meetings via Teams and if you are unavailable to meet during my scheduled office hours, you can schedule an appointment for a video conference via Teams. I prefer video conferences because they give me more options when answering your questions.

That said, I do try to carve out some space for thoughtful consideration of life. The practical impact of that desire is to keep evenings and weekends clear for family, friends and other forms of social interaction. If you going to ping me late on a Friday then I will get back to you on Monday unless it is an emergency … a REAL emergency.

When communicating with me please include the following information: your name, the question or issue to be resolved, your course/section and any other necessary information.

LFB: Deliverables

I want you to know that you are responsible for completing the following deliverables this semester.

Engagement

Success in this course will require you to do more than appear in class twice weekly and answer an occasional question. In business, that is called just “meeting expectations,” the lowest level of achievement. I expect that all of my students are prepared to actively participate in our in-class and digital discussions since that is a crucial way to learn as much as possible. This course is about active, on-the-field engagement, not one focused primarily on lectures.

If we must meet remotely, please review the protocol necessary for all of our remote meetings before we meet. Please see your Outlook or Teams calendar for links to our Teams class meetings.

We will focus on assigned cases using the Socratic method to engage with and learn the course material. That will require you to complete the Before We Begin deliverables found in the Schedule. Assessment of your preparedness and engagement may include your performance on unscheduled content quizzes. Please review the Engagement Rubric in this site’s Engagement page of the Course Policies section. Review the Engagement section on this page of your course’s syllabus for more information.

GenAI Journal

You will build a journal that reflects your creative process throughout the DT&L experience. You will create an Adobe Express web page and then share the page with me via Teams DM. Post update entries and republish the site throughout the semester. Journal entries should include thoughtfully incorporated multimedia content (text, images, audio, video) and the reflections described in your GenAI Journal.

Success Plan

Complete this deliverable by posting your plan to Teams’s #success plan and assessment channel.

Your first deliverable will be developing a plan describing the steps/actions you need to take that are necessary for success in this course. The end in mind of this effort is for you to provide the path/process that you choose to address the challenges and opportunities for growth and learning that this experience presents. It is also meant to define the template you will use in dealing with challenging situations, issues, and other significant confrontations throughout your personal and professional life. Your submission, in a minimum of 750 words, should address the suggestions for success described here. Remember that you are using a digital platform to complete this deliverable, so review my advice on writing on digital platforms. Never post a Word, Google Doc, or PDF.

Ideas Essay

Complete this deliverable by posting your plan to Teams’ #ideas essay channel.

Your next deliverable is a thought exercise. You will find several quotes in the Some Ideas section of the right sidebar of the SW Blog. You will choose one of those quotes and prepare an essay, with a maximum of 750 words, that discusses your perspective on the ideas raised by one of the quotes. Be sure to identify the quote you have chosen at the beginning of your essay. I will evaluate the clarity of your writing, spelling and grammar, your success in writing on a digital platform, articulation of the ideas raised by your chosen quote, and the quality and depth of analysis when assessing your essays. Remember that you are using a digital platform to complete this deliverable, so review my advice on writing on digital platforms. Never post a Word, Google Doc, or PDF.

Course Blog

Post your comments in the SW Blog that I maintain for my courses.

I post items of interest relevant to the material covered in my courses. The materials in the posts will be discussed over the semester in class and online. You are responsible for keeping current on the posts to the blog and providing comments. The submission schedule is included in the Schedule. My goal is to encourage an active discussion between and among all of my students related to the day’s events. And remember … it is a public blog … be sure that your comments comport with the etiquette requirements described in the Etiquette section of the Communication page. I will evaluate the following factors when I assess your blog comments:

  • A thoughtful, substantive, and well-reasoned summary/response to the blog post you have chosen – approximately 350 words per comment and
  • Your comments should be more than just regurgitating the article you have reviewed. I am not interested in reading your selected article’s “book report” version. I am, however, interested in comments that provide your insight into the relevance of the article in question and
  • Evidence in your blog comments in that you have read and are specifically and thoughtfully responding to the points raised by the author and/or responding to someone’s prior comments on a post.

Please refer to the Schedule and calendar for details about the blog comments submission schedule. Please don’t be late … you know my policy on accepting late submissions!

Topic | Issue Discussions

Complete this deliverable by posting your contributions to the appropriate #TID channel on Blackboard.

You will engage in three topic/issue discussions (TID). Each TID will consist of two parts.

Part 1: Your Initial Response

In the first part of this deliverable, you will develop your initial response to the Topic/Issue Discussion (TID) based on the article, video, podcast, or question provided in the TID. Your task is to carefully review and respond to the material I’ve provided, presenting your informed perspective and opinions on the topic(s) or issue(s). This will be the foundation for your subsequent critique in Part 2 of the deliverable.

Step 1. Review the Assigned Material: Begin by thoroughly reviewing the materials provided in the TID. Take note of the key points, arguments, and questions raised in those materials.

Step 2. Conduct Additional Research: If the provided material requires additional context or if you want to strengthen your response with supporting evidence, conduct further research on the topic. Use reputable sources like scholarly articles, books, or websites to gather relevant information.

Step 3. Formulate Your Initial Response: Craft a thoughtful and well-organized response to the TID materials. Your initial response should be a minimum of 1,000 words and must include the following elements:
  1. Introduction: Begin with an introduction that provides context for the topic or issue. Clearly state the main question(s) or issue(s) raised in the provided material.
  2. Thesis Statement: Present a concise thesis statement outlining your stance on the topic or issue. This statement should guide your entire response.
  3. Supporting Arguments: Develop supporting arguments for your position. Draw from the provided material and any additional research you conducted. Use specific examples and evidence to bolster your claims.
  4. Counterarguments: Anticipate potential counterarguments to your position. Address these counterarguments and explain why your perspective remains valid despite differing viewpoints.
  5. Use of Hyperlinks: When referencing external sources to support your position, hyperlink to the additional materials. Do not provide traditional sourcing with separate source lists in MLA, APA, etc., format. This allows me and your peers to access and evaluate the sources you rely on.
  6. Conclusion: End your initial response with a well-rounded conclusion summarizing your main points and reaffirming your position on the topic or issue.

Step 4. Edit and Revise: Before submitting your initial response, review it for clarity, coherence, and grammar. Make sure your arguments are well-structured, and your writing is free from errors.

Step 5. Submission: Submit your initial response per the instructions provided in the TID. Be sure to adhere to any specific submission guidelines and deadlines. Ensure that your critique meets at least the minimum word count of 1,000 words and is correctly formatted with an introduction, body paragraphs, and a conclusion. Provide hyperlinks to any additional materials you reference in your critique. It is important to remember that if you just meet the minimum requirements, the result will be an average grade. Remember, this part of the assignment is your opportunity to showcase your understanding of the material and demonstrate critical thinking skills. Support your arguments with evidence and approach the discussion with an open mind. Your initial response will be the basis for the critique you will undertake in Part 2 of the assignment, where you will analyze and evaluate a classmate’s response to the same topic or issue.

Part 2: Critique of Another Student’s Initial Response

For this second part of the assignment, you will be tasked with critiquing the initial response of a fellow student. This critique aims to engage in thoughtful analysis, respectful disagreement, and constructive feedback. Please make sure to maintain a respectful tone throughout your critique and focus on the arguments presented rather than attacking the individual. Here’s a step-by-step guide on how to approach this task:

Step 1. Choose the Initial Response: Select one of your classmates’ initial responses that address the TID topics/issues and that presents a clear position or argument. Ensure the chosen response has enough substance and depth to provide ample material for your critique.

Step 2. Identify the Main Argument: Begin your critique by identifying the central argument of the chosen initial response. Summarize the author’s main points and ensure you understand their position thoroughly.

Step 3. Evaluate the Argument: Next, critically evaluate the strengths and weaknesses of the argument presented in the initial response. Consider the following points:

  1. Clarity and Coherence: Assess how well the student articulated their argument and whether their ideas were organized logically and coherently.
  2. Supporting Evidence: Evaluate the quality and relevance of the sources cited by the student. Determine if the evidence used adequately supports their claims.
  3. Counterarguments: Look for potential gaps or counterarguments that the student should have addressed in their response. Analyze whether these omissions weaken the overall argument.
  4. Bias and Assumptions: Identify any preconceptions or assumptions made by the student in their response. Evaluate how these might impact the credibility of their argument.

Step 4. Present Your Critique: This section clearly states your critique of the student’s initial response. Begin by acknowledging the strengths of their argument and providing specific examples of where they effectively supported their position. This shows that you have considered their perspective thoughtfully. Next, address the weaknesses you identified in Step 3. Offer constructive criticism and provide evidence to support your claims. If you find logical fallacies or errors in their reasoning, point them out respectfully.

Step 5. Provide Counterarguments: Offer counterarguments to the positions taken by the student in their initial response. Use credible sources to support your viewpoint and present a well-reasoned alternative perspective. Be sure to anticipate possible objections to your counterarguments and address them accordingly.

Step 6: Conclusion. Wrap up your critique by summarizing your main points and reiterating your perspective. Reaffirm the importance of engaging in respectful discussions and open-mindedness when analyzing complex topics.

Step 7. Formatting and Citation: Ensure that your critique meets at least the minimum word count of 1,000 words and is correctly formatted with an introduction, body paragraphs, and a conclusion. Provide hyperlinks to any additional materials you reference in your critique. It is important to remember that if you just meet the minimum requirements of the deliverable, the result will be an average grade. Remember, the purpose of this critique is not to attack or belittle your classmate’s perspective but to engage in meaningful intellectual discourse. Stay objective, support your claims with evidence, and approach the critique professionally and respectfully.

Your initial response and critique must satisfy the Writing and Research requirements described on the Deliverables page. Never post a Word, Google Doc, or PDF.

I will evaluate your level of engagement, the clarity of your writing, spelling, and grammar, your success in writing on a digital platform, the appearance and satisfaction of form requirements, articulation of all potential issues presented, and the quality and depth of analysis when assessing your submissions. It is important to remember that if you just meet the minimum requirements of the deliverable, the result will be an average grade.

Please refer to the Schedule and calendar for details about the TID submission schedule. Don’t be late … you know my policy on accepting late submissions!

Success Assessment

Complete this deliverable by posting your plan to Teams’s #success plan and assessment channel.

Your last deliverable before the final exam will be an assessment of the Success Plan you developed at the course launch.  Please reflect on the substance of your Success Plan and describe how your pre-launch perspective on the course, your learning during the course, and the outcomes you described earlier have developed favorable or unfavorable results. This is not an exercise about whether you have achieved your anticipated grade. It should reflect on how your personal and professional goals have been impacted by your choices in planning and execution, both in what was achieved and how it (Success Plan) was achieved. In a minimum of 750 words, your assessment should be submitted by posting your assessment to the #success plan and assessment channel. Remember that you are using a digital platform to complete this deliverable, so review my advice on writing on digital platforms. Never post a Word, Google Doc, or PDF.

Final Exam

The final exam will be a writing assignment requiring each student to define, interpret, and analyze a topic or topics related to the course materials. Never post a Word, Google Doc, or PDF.

Grading

Grades on each deliverable will be posted to the Grades folder in Blackboard. The following weights will be assigned to each component of your final grade:

  • Engagement: Class Attendance and Participation, Success Plan and Assessment, Ideas Essay, GenAI Journal (20%)
  • Course Blog (10%)
  • TIDs (60%)
  • Final Exam (10%)