AT Deliverables

The question of the right to privacy must be one of the defining issues of our time.Salil Shetty

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. All of my students will be prepared to actively participate in our in-class discussions since that is a crucial way to take as much away from the course as possible. Please review the Engagement Rubric in the Engagement section of this site. Our conversations are ongoing, so you must engage your classmates with commentary, reaction, and/or analysis in class and online. Remember, conversation ” … is a form of interactive, spontaneous communication between two or more people …” generally, ” … written exchanges are usually not referred to as conversations.” The good news is that Teams will allow us to engage in synchronous or asynchronous written exchanges to stand in for conversations.

GenAI Journal

You will complete this deliverable by posting your journal entries to your Adobe Express GenAI Journal.

We will actively integrate GenAI platforms in the creative process of the course. Students will use Adobe Express to create a weekly journal, documenting their journey of using various GenAI tools. The GenAI Journal deliverable aims to enhance students’ understanding of AI technology, its potential in learning, and its practical application in different projects. The objectives of this deliverable include understanding the principles of GenAI and its applications, developing skills in Adobe Express for digital journaling and content creation, enhancing creativity and innovation through AI tools, and reflecting on the impact of AI on the creative process. The final deliverable will be a complete digital GenAI Journal compiled in Adobe Express, showcasing your journey and projects throughout the course. I will evaluate the depth of insight and understanding of GenAI’s role in the creative process, innovative use of GenAI platforms in journal entries and projects, effective use of Adobe Express for journaling, and regular updates and adherence to the submission schedule when assessing your Journals.

Prompt Engineering Exercise

You will complete this deliverable by posting prompt results to your Adobe Express GenAI Journal.

This deliverable will help students understand how to communicate with AI effectively, recognize the importance of clear and structured prompts, and reflect on the interaction between human input and AI output. The deliverable aims to develop skills in prompt engineering for AI interactions, specifically with ChatGPT. Students will craft prompts in various categories, engage with ChatGPT, and reflect on the process and outcomes. The journal will comprehensively record their learning journey in prompt engineering and AI interaction. This deliverable will enhance your understanding of AI communication and develop critical thinking and analytical skills. You will prepare the following prompts:

  • Persona Prompt
    • Objective: Create a prompt that describes a fictional character’s personality, background, and situation
    • Final Form: A detailed description of the persona
    • ChatGPT Response: Generate a story or dialogue involving the persona
    • Student Reflection: Evaluate the effectiveness of the description in guiding the AI’s response
  • Audience Persona Prompt
    • Objective: Develop a prompt that outlines a target audience’s characteristics for a hypothetical product or message
    • Final Form: Detailed audience persona (age, interests, needs, etc.)
    • ChatGPT Response: Suggest marketing strategies or messages tailored to the audience
    • Student Reflection: Assess how well the AI’s suggestions fit the audience persona
  • Question Refinement Prompt
    • Objective: Refine a broad or ambiguous question into a transparent, specific inquiry
    • Final Form: Original broad question and its refined version
    • ChatGPT Response: Answers to both the original and refined questions
    • Student Reflection: Compare the responses and discuss the impact of question refinement
  • Chain of Thought Prompt
    • Objective: Encourage the AI to display its reasoning process
    • Final Form: A complex question or problem that requires step-by-step reasoning
    • ChatGPT Response: Detailed explanation of the thought process and conclusion
    • Student Reflection: Analyze the AI’s reasoning and effectiveness in addressing the problem
  • Image Generation Prompt
    • Objective: Compose a prompt for image generation, demonstrating an understanding of descriptive language
    • Final Form: A vivid, detailed description of an image
    • ChatGPT Response: Generated image based on the description
    • Student Reflection: Reflect on the correlation between the description and the generated image

Students will submit their prompts, ChatGPT responses, and reflections in their GenAI Journal by the submission schedule. I will evaluate the clarity and creativity of the prompts, relevance, depth of the ChatGPT responses, insightfulness and thoughtfulness of the reflections, and overall presentation and organization of the GenAI Journal when assessing your  Journals.

Case Simulation

You will complete this deliverable by posting your memo to the appropriate channel in Teams.

We will complete two case simulations this semester. Links to the materials related to each case simulation are in the Schedule. Each case simulation requires two phases.

The first phase will require you to review materials in the text. You will also study a case that examines issues related to the simulation topic, focusing on facts, a statutory excerpt, and case law. Based on your knowledge of the particular area of law, you can compose a neutral memorandum (not to exceed 750 words) that outlines each legal issue with a short explanation of the applicable legal rules or doctrine. The sources of law for this memorandum are the text’s chapter on the area of law and any applicable statutory and case law. Your perspective is not that of an advocate. Instead, your analysis is as objective as possible in spotting any potential issues that could arise in the case and opine as to the likelihood of success on each point. You will complete this phase of the assignment individually. Be sure to carefully review the materials included in Writing on a Digital Platform and Writing and ResearchNever post a Word, Google Doc, or pdf.

During the second phase, you will prepare for an in-class Q & A discussion of the issues presented by the materials included in the first phase. You will be assigned to a team that will advocate for one side or the other during the discussion.

I will evaluate the following factors when I assess your contributions to the simulations:
  • Phase 1: Assessment will be based on the clarity of your writing, spelling and grammar, document appearance and satisfaction of form requirements, articulation of all potential issues presented, and the quality and depth of analysis. You will complete Phase 1 individually. Your issues memorandum should reflect a thoughtful, substantive, and well-reasoned summary and
  • Phase 2: Assessment will be based on your mastery of the issues under consideration, contribution to the preparatory work of your team, and participation in the give and take of the in-class discussion.

AT Project

You will complete this deliverable by developing your AT Project using Adobe Express, Adobe Portfolio, and your Teams Project channel.

The project aims to develop an in-depth understanding of information privacy by creating a collaborative multimedia project focusing on legal, ethical, and various interdisciplinary perspectives.

Much of your work in this course will be as part of a small project team. Teams will be formed based on a mix of interests and skills. Your work on that project team will focus on developing an analysis that examines the implications of an area of information privacy. Of course, I expect you will address the ethical issues that arise. Each team will develop and report their AT Project using Adobe Express to create the digital artifacts incorporated into your AT Project. You will use Adobe Portfolio to build your AT Project over the semester progressively. Each team must use its Teams project channel for all brainstorming, communication, file sharing, etc., related to the AT Project. Each team will be responsible for preparing and posting progress and content updates to their project channel in Teams as described in the schedule. Teams will provide full transparency as the project development process progresses. In other words, everyone involved in the course with access to our Teams workspace will have the opportunity to review and comment on the progress of each team’s project.

You will join a project team that will be responsible for the management of all aspects of the development of your AT Project:
  • Your AT Project will feature a multimedia production documentary in which a storyteller (your team) combines photos, videos, and audio with interviews, narration, text, and graphics to deliver a message, invoke an emotional response, and suggest action. You are encouraged to include diverse perspectives, especially from those significantly impacted by information privacy issues.
  • Your AT Project will examine not just the legal aspects of information privacy but also the cultural, economic, ethical, personal, political, social, and regulatory perspectives, present and future, of the area you have chosen. You will develop these sections as the semester progresses. The calendar and course schedule will guide submission dates and deadlines.
  • Prepare and share your analysis using Adobe Express to develop project-specific artifacts and Adobe Portfolio to share your AT Project. This allows your classmates to prepare thoroughly for our AT Project discussions.
  • Relate AT Projects to current information privacy issues.
  • Active participation in the scheduled discussion of all AT Projects.

You will use your AT Project channel to collaborate with your team and memorialize your discussions and supporting materials, including, for example, web sources, documents, and multimedia content for each case. Be sure to carefully review the materials included in Writing on a Digital Platform and Writing and Research.

Your AT Project will include, but not be limited to, the following sections (submission deadlines in the Schedule):

Phase 1 | Preliminary Evaluation (post to AT Project channel)
  • Identify and briefly discuss two different areas of information privacy and
  • Outline key issues and adjacent domains for each area and
  • Submit a report (500-word maximum) per area to your AT Project channel
  • Assessment will be based on clarity, relevance, and depth of preliminary analysis
  • Approval of one of your AT Project areas of focus will be posted to your project channel
Phase 2 | Status Report and Updates (post to AT Project channel)
  • Provide a progress assessment of your AT Project and
  • Include challenges faced and how they were addressed
Phase 3 | Final AT Project (post to AT Project channel)
The AT Project must incorporate, but not be limited to:
  • A multimedia documentary that incorporates a diverse range of perspectives and disciplines and includes
  • An executive summary and
  • An introduction to the documentary and
  • A description including a review of the domain being evaluated that describes the nature and scope of your project, an in-depth review including the significance of each domain, the developing trends related to those domains, the stakeholders, industries, and markets impacted, the opportunities for innovation that have or might arise and
  • Emphasize ethical implications in your analysis and
  • Recommendations for changes to the information privacy legal and regulatory environment and
  • A conclusion that includes your strategy for leveraging your personal and professional learnings and discusses the significance of the same and
  • A source list with hyperlinks to all references and
Phase 4 | AT Project Discussions
All teams will facilitate and participate in an integrated discussion of the AT Projects during our Week 16 class meetings. Each AT Project Team will select a Team Lead for each Monday and Wednesday sessions; the Teams Leads will facilitate an integrated discussion of the AT Projects in their respective sessions. Assessment will be based on the requirements described in Writing and Research and Writing on a Digital Platform. I will also evaluate the depth of content, interdisciplinary approach, ethical considerations, and multimedia integration, as well as your individual contributions to your team, level of engagement, clarity of writing, spelling and grammar, appearance and satisfaction of form requirements, articulation of all potential issues presented, and quality and depth of analysis.

Grading

The following weights will be assigned to each component of your final grade:

AT Schedule

Privacy is an inherent human right and a requirement for maintaining the human condition with dignity and respect. ― BRUCE SCHNEIER

Before Week 1 (before January 14th)

You will complete this deliverable by visiting the Before We Begin section of ShannonWeb. These deliverables must be completed even if you join the course after the first day of class.

Course Resources: Information Privacy

Familiarize yourself with the following so that you can use these sources throughout the course
US Constitution: Penumbra of Rights

Cases and Materials

Week 1, Class 1

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

Week 2, Classes 2 & 3

Before Class (Monday):
Read/Watch the following in sufficient depth that you can participate in an informed discussion, and you can use these sources throughout the course
During Class (Monday):
  • Overview of Generative AI, Prompt Engineering, Ethics, and Use of Generative AI
Before Class (Wednesday):
During Class (Wednesday):

Week 3, Classes 4 & 5

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
During Class
  • Discuss
  • Review current events
Deliverable(s):
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe your understanding of GenAI and your expectations of its use in the course, including some detail about the GenAI platforms you might use each week, e.g., DALL-E for image generation and GPT-3 for text creation

Week 4, Classes 6 & 7

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Information Gathering
    • Nader v. General Motors Corp., 255 N.E.2d 765 (N.Y. Ct. App. 1970) (CB81)
    • Dietemann v. Time, Inc., 449 F.2d 245 (9th Cir. 1971) (CB86)
    • Desnick v. American Broadcasting Co., Inc., 44 F.3d 1345 (7th Cir. 1995)(CB88)
    • Shulman v. Group W Productions, Inc., 955 P.2d 469 (Cal. 1998) (CB93)
  • Disclosure of Truthful Information
    • Gill v. Hearst Publishing Co., 253 P.2d 441 (Cal. 1953) (CB105)
    • Daily Times Democrat v. Graham, 162 So. 2d 474 (Ala. 1964) (CB109)
    • Sipple v. Chronicle Publishing Co., 201 Cal. Rptr. 665 (Cal. Ct. App. 1984) (CB115)
    • Shulman v. Group W Productions, Inc., 955 P.2d 469 (Cal. 1998) (CB125)
    • Bonome v. Kaysen, 17 Mass. L. Rptr. 695 (Mass. Supp. 2004) (CB128)
    • Cox Broadcasting Corp. v. Cohn, 420 U.S. 469 (1975) (CB136)
    • The Florida Star v. B.J.F., 491 U.S. 524 (1989) (CB142)
    • Bartnicki v. Vopper, 532 U.S. 514 (2001) (CB152)
During Class
  • Discuss
  • Review current events
Deliverable(s):

Week 5, Classes 8 & 9

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Dissemination of False Information
    • Zeran v. America Online, Inc., 129 F.3d 327 (4th Cir. 1997) (CB169)
    • New York Times Co. v. Sullivan, 376 U.S. 254 (1964) (CB176)
    • Gertz v. Robert Welch, Inc., 418 U.S. 323 (1974) (CB176)
    • Time, Inc. v. Hill, 385 U.S. 374 (1967) (CB187)
  • Appropriation of Name or Likeness
    • Carson v. Here’s Johnny Portable Toilets, Inc., 698 F.2d 831 (6th Cir. 1983) (CB195)
    • Raymen v. United Senior Association, Inc., 409 F. Supp. 2d 15 (D.D.C. 2006) (CB202)
    • Finger v. Omni Publications International, Ltd., 566 N.E.2d 141 (N.Y. Ct. App. 1990) (CB05)
    • Zacchini v. Scripps-Howard Broadcasting Co., 433 U.S. 562 (1977) (CB207)
    • De Havilland v. FX Networks, LLC, 21 Cal.App.5th 845 (Cal. App. 2018) (CB210)
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • Case Simulation #1 Materials Available Before Sunday at 1p
  • Case Simulation #1, Phase 1 Memo Due Before Thursday at 11p; Submit Using Teams DM

Week 6, Classes 10 & 11

During Class
Case Simulation #1
  • Monday: Phase 1, discuss case simulation memos
  • Wednesday: Phase 2, team Q&A
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 7, Classes 12 & 13

Review the following in sufficient depth that you can participate in an informed discussion
  • Privacy Protections for Anonymity and Receipt of Ideas
    • Talley v. State of California, 362 U.S. 60 (1960) (CB216)
    • McIntyre v. Ohio Elections Commission, 514 U.S. 334 (1995) (CB217)
    • Doe v. Cahill, 884 A.2d 451 (Del. 2005) (CB221)
    • Stanley v. Georgia, 394 U.S. 557 (1969) (CB228)
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • AT Project Status Report Due Before Monday at 1:12a
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated these platforms into your projects or creative processes; discuss any challenges faced and how you addressed them; and reflect on how using GenAI impacted your creativity and workflow

Week 8, No Classes | Spring Break

Week 9, Classes 14 & 15

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • The U.S. System Of Consumer Data Privacy Regulation
    • Pineda v. Williams-Sonoma Stores, 246 P.3d 162 (Cal. 2011) (CB689)
    • Spokeo, inc. v. Robins, 136 S.Ct. 1540 (2016) (CB698)
    • Trans Union LLC v. Ramirez, 141 S. Ct. 2190 (2021) (CB702)
  • Tort Law
    • Dwyer v. American Express Co., 652 N.E.2d 1351 (Ill. App. 1995) (CB710)
    • Remsburg v. Docusearch, Inc., 816 A.2d 1001 (N.H. 2003) (CB716)
  • Contract Law
    • Opting In, Opting Out, or No Options at All: The Fight for Control of Personal Information, Jeff Sovern, 74 Wash. L. Rev. 1033 (1999) (CB722)
    • In re Northwest Airlines Privacy Litigation, 2004 WL 1278459 (D. Minn. 2004) (not reported in F. Supp. 2d) (CB725)
    • In re Marriott International, Inc. Customer Data Security Breach Litigation, 440 F. Supp. 3d 447 (D. Md. 2020) (CB728)
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • Case Simulation #2 Materials Available Before Sunday at 1p
  • Case Simulation #2, Phase 1 Memo Due Before Thursday at 11p; Submit Using Teams DM

Week 10, Classes 16 & 17

During Class
Case Simulation #2
  • Monday: Phase 1, discuss case simulation memos
  • Wednesday: Phase 2, team Q&A
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 11, Classes 18 & 19

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • FTC §5 Enforcement
    • In The Matter Of Sears Holdings Management Corp., 2009 WL 2979770 (FTC Aug. 31, 2009) (CB749)
    • United States V. Easy Health Care Corporation, Case No. 1:23-cv-3107 (N.D. Ill. 2023) (CB756)
    • In The Matter Of Facebook. Inc., 2012 WL 3518628 (FTC July 27, 2012) (2012) (CB762)
    • In The Matter Of Facebook. Inc., No. C-4365 (July 24, 2019) (2019) (CB784)
  • Federal Statutory Regulation
    • In re: Nickelodeon Consumer Privacy Litigation, 827 F.3d 262 (3d Cir. 2016) (CB787)
    • United States v. Path, Inc., 2012 WL 7006381 (N.D. Cal. 2012) (CB801)
    • FTC and New York v. Google and YouTube, Case No 1:19-cv-2642 (D.C. D. Sept. 4, 2019) (CB808)
    • In Re Facebook, Inc. Internet Tracking Litigation, 956 F.3d 589 (9th Cir. 2020) (CB808)
    • Dyer v. Northwest Airlines Corp., 334 F. Supp. 2d 1196 (D.N.D. 2004) (CB819)
    • Creative Computing v. Getloaded.com LLC, 386 F.3d 930 (9th Cir. 2004) (CB822)
    • United States v. Drew, 259 F.R.D. 449 (C.D. Cal. 2009) (CB825)
    • Stoops v. Wells Fargo Bank, 197 F. Supp.3d 782 (W.D. Pa. 2016) (CB836)
During Class
  • Discuss
  • Review current events

Deliverable(s)

  • AT Project Status Update Due Before Sunday at 3:49p

Week 12, Class 20

Monday: No Class, Easter Monday

Before Class (Wednesday)
Review the following in sufficient depth that you can participate in an informed discussion
  • State Statutory Regulation
    • Stacy Rosenbach v. Six Flags Entertainment Corporation, 129 N.E.3d 1197 (Ill. 2019) (CB856)
  • Regulating Algorithms and AI
  • First Amendment Limitations on Privacy Regulation
    • Rowan v. United States Post Office Department, 397 U.S. 728 (1970) (CB877)
    • Mainstream Marketing Services, Inc. v. Federal Trade Commission, 358 F.3d 1228 (10th Cir. 2004) (CB878)
    • U.S. West, Inc. v. Federal Communications Commission, 182 F.3d 1224 (10th Cir. 1999) (CB881)
    • Trans Union Corp. v. Federal Trade Commission, 245 F.3d 809 (D.C. Cir. 2001) (CB887)
    • Sorrell v. IMS Health, Inc., 131 S. Ct. 2653 (2011) (CB889)
    • Barr v. American Association of Political Consultants, Inc., 140 S. Ct. 2335 (2020) (CB896)
During Class (Wednesday)
  • Discuss
  • Review current events
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 13, Classes 21 & 22

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Workplace Searches
    • O’Connor v. Ortega, 480 U.S. 709 (1987) (CB989)
    • K-Mart Corp. v. Trotti, 677 S.W.2d 632 (Tex. Ct. App. 1984) (CB996)
  • Workplace Surveillance
    • Thompson v. Johnson County Community College, 930 F. Supp. 501 (D. Kan. 1996) (CB997)
  • Workplace Drug Testing
    • National Treasury Employees Union v. Von Raab, 489 U.S. 656 (1989) (CB1001)
    • Chandler v. Miller, 520 U.S. 305 (1997) (CB1004)
    • Borse v. Piece Goods Shop, 963 F.2d 611 (3d Cir. 1992) (CB1006)
  • The Issue Of Consent
    • Baggs v. Eagle-Picher Industries, Inc., 750 F. Supp. 264 (W.D. Mich. 1990) (CB1010)
During Class
  • Discuss
  • Review current events

Week 14, Classes 23 & 24

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Testing, Questionnaires, And Polygraphs
    • Greenawalt v. Indiana Department of Corrections, 397 F.3d 587 (7th Cir. 2005) (CB1016)
    • National Aeronautics and Space Administration v. Nelson, 562 U.S. 134 (2011) (CB1017)
  • Telephone Monitoring
    • Watkins v. L.M. Berry & Co., 704 F.2d 577 (11th Cir. 1983) (CB1028)
    • Deal v. Spears, 980 F.2d 1153 (8th Cir. 1992) (CB1031)
  • Computer Monitoring And Searches
    • Smyth v. Pillsbury Co., 914 F. Supp. 97 (E.D. Pa. 1996) (CB1034)
    • Leventhal v. Knapek, 266 F.3d 64 (2d Cir. 2001) (CB1040)
    • United States v. Ziegler, 474 F.3d 1184 (9th Cir. 2007) (CB1048)
  • Automation And AI in Employment
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • Final AT Projects due before Sunday at 4:47a
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 15, Classes 25 & 26

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • OECD Privacy Guidelines
  • The 1980 Original Guidelines (CB1058)
  • The 2013 OECD Privacy Guidelines (CB1060)
  • Privacy Protection In Europe
    • Divergence Or Convergence? (CB1061)
      • James Q. Whitman, The Two Western Cultures of Privacy: Dignity Versus Liberty, 113 Yale L.J. 1151 (2004) (CB1061)
      • Paul M. Schwartz & Karl-Nikolaus Peifer, Transatlantic Data Privacy Law, 106 Georgetown L.J. 115 (2017) (CB 1063)
  • European And EU Institutions And Laws (CB1066)
  • European Convention On Human Rights, Article 8 (CB1069)
  • European Union Data Protection(CB1080)
    • Google Spain SL, Google Inc. v. Agencia Española de Protección de Datos (AEPD), Mario Costeja González, European Court of Justice, Case C-131/12 (May 13, 2014) (CB1096)
    • UI v. Österreichische Post AG, CJEU (Third Chamber), Case C-300/21 (May 4, 2023)
  • Cross-Border Data Transfers (CB1109)
    • Volkswagen, A.G. v. Valdez, 909 S.W.2d 900 (Tex. 1995)
    • Schrems v. Data Protection Commissioner (Joined by Digital Rights Ireland) [Schrems I], European Court of Justice, Case C-362/14 (6 October 2015) (CB1117)
    • Data Protection Commissioner v. Facebook Ireland Ltd, and Maximillian Schrems[Schrems II], CJEU, Case C-311/18 (July 16, 2020) (Grand Chamber) (CB1124)
  • Privacy Protection Worldwide
During Class
  • Discuss
  • Review current events
Deliverable(s)
  • GenAI Journal: Prepare and post your GenAI Journal update before Friday evening at 11p. Describe the GenAI platforms used this week; describe how you incorporated them into your projects or creative processes; discuss any challenges you faced and addressed them; and reflect on how using GenAI impacted your creativity and workflow.

Week 16, Classes 27 & 28

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • AT Portfolio Projects Discussions
During Class
  • Each AT Project Team will select a Monday and Wednesday session Team Lead; the Teams Leads will facilitate their respective discussion sessions on Information Privacy.
  • Review current events

Week 17, Class 29

Course Wrap

AT: Review This First

You invade my privacy; it’s nothing. I try to get it back; it’s a crime. You’ll never understand… it’s not that I have nothing to hide… I have nothing I want you to see. – THE GIRL, ANON

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 Advanced Topics. This is part of your course syllabus. We will meet for the first time on Wednesday, January 17th at 330p in JH111. I will update this syllabus if I add something to the course or if something unexpected intervenes … like a hurricane or blizzard. You’ll need to keep current on course assignments and materials by reviewing this syllabus regularly for updates.

You should carefully review the entire course syllabus, 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 contained on this site. 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

Before we meet, please click Before We Begin to complete some housekeeping items that include introducing yourself, agreeing to the learning contract, and completing your O365 profile by adding a headshot as your profile picture. Please bring a mask to every class meeting since we will be wearing masks during class.

Visit our Teams workspace. It would be best if you visited right away since all of our course communication will be via Teams, and I won’t be using email for our course communication in the future.

Introduction

Managers face various legal challenges that can both help and hinder success. This course examines several advanced topics in the legal environment that will provide a foundation that will equip students to recognize the legal challenges they will encounter as managers. We will focus on issues related to information privacy law during this semester. While we will not turn students into lawyers, we will develop the legal knowledge and analytical skills that guide entrepreneurs in a complicated legal environment.

What Should You Expect?

The course’s subject matter is interesting, challenging, and timely. We will cover some very interesting topics that are particularly important in the 21st-century economy. We will use various digital platforms to interact with each other and the course materials.

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, 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., you must 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, and random noise. If your classmates cannot see or hear you, actively engaging in course meetings will be difficult. That will have negative implications for your grade results. Please look at the Protocols for Online Meetings and Classes for more information.

I will actively engage you using the Socratic Method in class and during our discussions outside class. You will better understand my class sessions after you read my perspective on Teaching and Learning.

Learning Objectives

This course is an elective required for those students who have decided to pursue the Minor in Legal Studies. The 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 who evaluate and pursue opportunities. This course will not make you a lawyer. It will, however, help you develop insights into the law and help you handle the legal aspects of management.  This includes developing legal literacy, learning what to look for when selecting an attorney, and knowing when to call one.

Required Casebook

Information Privacy Law, 8 Ed., Solove, Daniel J. and Schwartz, Paul M., Aspen Publishing 2024 ISBN 979-8-8861-4335-5 (print) ISBN 979-8-8890-6572-2 (eBook). The print edition of the text may be available in the SHU bookstore. If it is unavailable there, you can purchase the print or eBook version of the text here.

Additional Materials

All of the course materials are available as links that you will find at ShannonWeb. I may assign additional materials for use in our course. I will post links to those materials in advance in the Course Schedule. Please check the syllabus regularly for updates.

Technology

Since you have reviewed my Course Policies, you already know my expectations about using technology in my courses. Participating in this course will require you to engage with several digital platforms. Be sure to carefully review the materials included in Writing on a Digital Platform and Writing and Research. Our communication and collaboration platform will be Teams. If you need to reach me or have questions, please DM in Teams. We use Teams video for our virtual office hours. You will prepare your writing assignments using digital platforms that will allow you to incorporate multimedia to enhance your text-based content. You will use resources as varied as a search engine (ChatGPT, Perplexity, GoogleDuckDuckGo, or Bing) and the resources available from our Walsh Library.

You are responsible for “figuring it out” regarding a project’s “how to” aspects. If you don’t know how to do something … “search for it”!

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

Course Policies

You are responsible for becoming 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)
  • Office Hours: Mon & Wed, 10a – 1130a (click the link in your Teams Calendar to join Office Hours); also by appt, all office hours and other meetings will be held via Teams

We can schedule an alternative meeting time if you are unavailable 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 post a question to the Course Questions channel in our  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 every semester, so please check your course syllabus for my current office hours (see above). In the past, I have 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 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 carve out 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 are 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.