Tags: case simulation

AT: Schedule

Before Week 1 (before January 14th)

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

Week 1, Class 1 | Introduction To The Course

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

Week 2, Class 2 | AT Projects

During Class (Wednesday):
  • Discuss AT Project requirements

Week 3, Classes 3 & 4 | Prompt Engineering, Adobe Express & WordPress

Before Class (Monday)
Review the following in sufficient depth that you can participate in an informed discussion
During Class (Monday)
  • Overview of Generative AI, Prompt Engineering, Ethics, and Use of Generative AI
Before Class (Wednesday):
During Class (Wednesday):

Week 4, Class 5 | Judicial Power and the Role of the Supreme Court

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Civic Stories: Breaking Down the Constitution | Episode 1: The Constitution’s Big Picture (transcript)

  • Supreme Court (Wikipedia)
  • Judicial Review (Wikipedia)
  • Marbury v. Madison (1803) Oyez | Wikipedia: Establishing judicial review
  • Cooper v. Aaron (1958) (Justia | Wikipedia): Reinforcing the supremacy of the Court’s decisions
  • Martin v. Hunter’s Lessee (1816) Oyez | Wikipedia: Supreme Court asserted its authority to review decisions of state courts involving federal law, reinforcing federal supremacy
  • Cohens v. Virginia (1821) Oyez | Wikipedia): Court extended its power to review criminal cases from state courts, strengthening federal judicial power
  • Worcester v. Georgia (1832) Oyez | Wikipedia: President Andrew Jackson allegedly defied the Court’s ruling, refusing to enforce protections for Cherokee lands
During Class
  • Discuss
    • The Supreme Court’s creation, structure, and constitutional foundations
    • The establishment of judicial review and the Court’s role in maintaining the balance of power in the federal government
    • The evolution of the Court’s authority and legitimacy in the American constitutional system, judicial review, separation of powers, and the Court’s role in the constitutional system
  • Review current events
Deliverable(s):
  • ATP Phase 1 Due Before Sunday at 10:42p

Week 4, Class 6 | Theories of Constitutional Interpretation

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Civic Stories: Breaking Down the Constitution | Episode 1: The Constitution’s Big Picture (transcript)

  • Originalism: Interpreting the Constitution as understood at the time of enactment
  • Living Constitution: Adapting the Constitution to contemporary societal needs
  • Textualism: Focusing on the plain meaning of the Constitution’s text
  • Structuralism: Deriving principles from the structure and relationships within the Constitution
  • District of Columbia v. Heller (2008) Oyez | Wikipedia: Originalism vs. Living Constitution
  • New York State Rifle & Pistol Association v. Bruen (2022) Justia | Wikipedia: Originalism vs. Living Constitution
During Class
  • Discuss competing approaches to understanding and applying the Constitution
  • Review current events
Deliverable(s):
  • Prompt Engineering Exercise Due Before Saturday at 8:41p

Week 5, Class 7 | Federalism and States’ Rights

Review the following in sufficient depth that you can participate in an informed discussion
  • Civic Stories: Breaking Down the Constitution | Episode 2: The Supremacy Clause and Preemption (transcript)

  • Federalism (Wikipedia)
  • McCulloch v. Maryland (1819) Justia | Wikipedia: Federal supremacy and implied powers
  • Gibbons v. Ogden (1824) Justia | Wikipedia: Federal control over interstate commerce
  • United States v. Lopez (1995) Justia | Wikipedia: Limits on federal power under the Commerce Clause
During Class
    • Discuss the balance of power between federal and state governments
    • Review current events
Deliverable(s)
  • Case Simulation #1 Materials Available Before Sunday at 1p
  • Case Simulation #1, Phase 1 Memo Due Before Friday at 11a; Submit Using Teams DM

Week 5, Class 8 | Commerce Clause and Economic Regulation

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Civic Stories: Breaking Down the Constitution | Episode 3: The Commerce Clause and Contracts Clause (transcript)

  • Article 1, Section 8 Commerce Clause (Wikipedia)
  • Wickard v. Filburn (1942) Justia | Wikipedia: Broad federal authority under the Commerce Clause
  • Heart of Atlanta Motel v. United States (1964) Justia | Wikipedia: Commerce power and civil rights
  • National Federation of Independent Business v. Sebelius (2012) Justia | Wikipedia: Federal power in regulating commerce and healthcare
During Class
    • Discuss the Commerce Clause and Economic Regulation
    • Review current events

Week 6, Classes 9 & 10 | Case Simulation

During Class
Case Simulation #1
  • Monday: Phase 1, discuss case simulation memos
  • Wednesday: Phase 2, team Q&A

Week 7, Class 11 | Civil Rights and Discrimination

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Civil And Political Rights (Wikipedia)
  • History Of Civil Rights In The United States (Wikipedia)
  • Civil Rights Acts (United States) (1866-pres) (Wikipedia)
  • Gender Inequality In The United States (Wikipedia)
  • Dred Scott v. Sandford (1857) Justia | Wikipedia: African Americans were not US citizens and had no constitutional rights, effectively protecting slavery
  • Cooper v. Aaron (1958) Justia | Wikipedia: Reaffirmed that states must comply with Supreme Court decisions on civil rights and cannot nullify federal court orders
  • Loving v. Virginia (1967) Justia | Wikipedia: Struck down laws banning interracial marriage as unconstitutional
During Class
  • Discuss racial equality, gender equality, and protections against discrimination.
  • Review current events
Deliverable(s)
  • ATP Phase 2 Due Before Monday at 1:12a

Week 7, Class 12 | Voting Rights and Representation

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Reynolds v. Sims (1964) Justia | Wikipedia: “One person, one vote”
  • Shelby County v. Holder (2013) Justia | Wikipedia: Rollback of the Voting Rights Act
  • Rucho v. Common Cause (2019) Justia | Wikipedia: Partisan gerrymandering and judicial limits
During Class
  • Discuss equal representation, disenfranchisement, and gerrymandering.
  • Review current events

Week 8, No Classes | Spring Break

Week 9, Class 13 | The First Amendment: Free Speech, Religion, and the Press

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Civic Stories: Breaking Down the Constitution | Episode 4: The First Amendment Freedoms (transcript)

During Class
  • Discuss Protections For Speech, Religious Freedoms, And Press Rights.
  • Review current events

Week 9, Class 14 | Equal Protection Under the Fourteenth Amendment

Before Class
Review the following in sufficient depth so that you can participate in an informed discussion
  • Civic Stories: Breaking Down the Constitution | Episode 7: The Fourteenth Amendment—Equal Protection and Due Process (transcript)

  • Plessy v. Ferguson (1896) Justia | Wikipedia: Established the “separate but equal” doctrine, legitimizing racial segregation for nearly 60 years
  • Brown v. Board of Education (1954) Justia | Wikipedia: Equal educational opportunity
  • Romer v. Evans (1996) Justia | Wikipedia: Protections against discrimination based on sexual orientation
  • Students for Fair Admissions v. Harvard (2023) Justia | Wikipedia: Race-conscious admissions policies
During Class
  • Discuss Expanding Rights And Protections Through The Equal Protection Clause.
  • Review current events

Week 10, Classes 15 & 16 | Due Process and Substantive Rights

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Griswold v. Connecticut (1965) Justia | Wikipedia: Right to privacy in marital contraception
  • Roe v. Wade (1973) Justia | Wikipedia: Reproductive rights (and subsequent challenges)
  • Obergefell v. Hodges (2015) Justia | Wikipedia: Marriage equality for same-sex couples
During Class
  • Discuss privacy, liberty, and the extension of constitutional protections.
  • 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 11, Classes 17 & 18 | Case Simulation

During Class
Case Simulation #2
  • Monday: Phase 1, discuss case simulation memos
  • Wednesday: Phase 2, team Q&A

Week 12, Class 19 | Criminal Procedure and the Rights of the Accused

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Miranda v. Arizona (1966) Justia | Wikipedia: Right to remain silent and police procedure
  • Gideon v. Wainwright (1963) Justia | Wikipedia: Right to counsel in criminal trials
  • Mapp v. Ohio (1961) Justia | Wikipedia: Exclusionary rule and Fourth Amendment protections
During Class
  • Discuss expanding protections for defendants under the Fourth, Fifth, and Sixth Amendments.
  • Review current events

Deliverable(s)

  • ATP Phase 3 Due Before Sunday at 3:49p

Week 12, Class 20 | Executive Power and Separation of Powers

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Unitary Executive | Wikipedia
  • Youngstown Sheet & Tube Co. v. Sawyer (1952) Justia | Wikipedia: Limiting executive authority
  • United States v. Nixon (1974) Justia | Wikipedia: Executive privilege and accountability
  • Boumediene v. Bush (2008) Justia | Wikipedia: Habeas corpus rights for detainees
  • Trump v. United States (2024) Justia | Wikipedia: Presidential immunity
During Class
  • Discuss presidential authority, checks and balances, and wartime powers.
  • Review current events

Week 13, Classes 21 & 22 | Civil Liberties in Times of Crisis

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Korematsu v. United States (1944) Justia | Wikipedia: Internment of Japanese Americans
  • Hamdi v. Rumsfeld (2004) Justia | Wikipedia: Detention of enemy combatants
  • Trump v. Hawaii (2018) Justia | Wikipedia: Travel bans and executive authority
During Class
  • Discuss balancing national security and individual rights.
  • Review current events

Week 14, Classes 23 & 24 | The Supreme Court’s Legacy and Contemporary Issues

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • Civic Stories: Breaking Down the Constitution | Episode 8: The First Fifteen Amendments—Building the Framework of Rights (transcript)

During Class
  • Discuss evolving interpretations of the Constitution and modern challenges.
  • Review current events
Deliverable(s)
  • Final ATPs due before Sunday at 4:47a

Week 15, Class 26

Monday: No Class, Easter Monday

Before Class (Wednesday)
Review the following in sufficient depth that you can participate in an informed discussion
  • TBD
During Class (Wednesday)
  • Discuss TBD
  • Review current events

Week 16, Classes 27 & 28

Before Class
Review the following in sufficient depth that you can participate in an informed discussion
  • AT 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 session.
  • Review current events

Week 17, Class 29

Course Wrap

AT: Deliverables

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.

Prompt Engineering Exercise

Complete this deliverable by posting prompt results to the Prompt Engineering module in Canvas.

We will actively integrate generative GenAI platforms into the course’s creative process. The objectives of this deliverable include understanding the principles of GenAI and its applications, developing content creation skills, enhancing creativity and innovation through AI tools, and reflecting on the impact of AI on the creative process. This deliverable will help you 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 the prompts below, engage with GenAI, and reflect on the process and outcomes. All prompts must be related to the course material. This deliverable will enhance your understanding of AI communication and develop your 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
    • AI Use Policy: Include a statement that meets the requirements of the Use of Artificial Intelligence and GenAI policy
  • 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
    • AI Use Policy: Include a statement that meets the requirements of the Use of Artificial Intelligence and GenAI policy
  • 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
    • AI Use Policy: Include a statement that meets the requirements of the Use of Artificial Intelligence and GenAI policy
  • 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
    • AI Use Policy: Include a statement that meets the requirements of the Use of Artificial Intelligence and GenAI policy
  • 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
    • AI Use Policy: Include a statement that meets the requirements of the Use of Artificial Intelligence and GenAI policy

Each student will submit their prompts, ChatGPT responses, and reflections in the Prompt Engineering module in Canvas, following the submission schedule. I will evaluate the clarity and creativity of the prompts, the relevance and depth of the ChatGPT responses, the insightfulness and thoughtfulness of the reflections, and the overall presentation and organization of each prompt submission.

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 certain materials. You will also study a case that examines issues related to the simulation topic, focusing on facts, perhaps 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 area of law and any relevant 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 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 Research. Include a statement that meets the requirements for the use of artificial intelligence (AI) and GenAI policy. Never 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, your contribution to the preparatory work of your team, and your participation in the give-and-take of the in-class discussion.

AT Project

You will complete this deliverable by developing your AT Project (ATP) using Adobe Express, WordPress, and the Teams ATP channel.

The project aims to develop an in-depth understanding of the history of the US Supreme Court and Constitutional Law 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 related to the course’s subject matter. Of course, I expect you will address the ethical issues that arise. Each team will develop its ATP using Adobe Express to create digital artifacts that will be incorporated into your ATP. You will use WordPress to build your ATP site over the semester. Each team must use its Teams ATP channel for all brainstorming, communication, file sharing, etc., related to the ATP. 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 ATP:
  • Your ATP 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. I would encourage you to include diverse perspectives, especially from those impacted by the area of law that is the focus of your ATP.
  • Your ATP will examine not just the legal aspects of the area of law but also the cultural, economic, ethical, personal, political, social, and regulatory perspectives, as well as the 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 WordPress to build your ATP. This allows your classmates to prepare thoroughly for our ATP discussions.
  • Active participation in the scheduled discussion of all ATPs.

You will use your ATP Teams 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 ATP will include, but not be limited to, the following sections (submission deadlines in the Schedule):

Phase 1 | Preliminary Evaluation (post to ATP channel and WordPress Project site)
  • Outline key issues and adjacent domains related to your ATP area of focus and
  • Submit a report (500 words maximum) to your ATP channel
  • Assessment will be based on clarity, relevance, and depth of preliminary analysis
Phase 2 | Status Report and Updates (post to ATP channel and WordPress Project site)
  • Provide a progress assessment of your ATP and
  • Include challenges faced and how they were addressed
Phase 3 | Status Report and Updates (post to ATP channel and WordPress Project site)
  • Provide a progress assessment of your ATP and
  • Include challenges faced and how they were addressed
Phase 4 | Final AT Project (post to WordPress ATP site)
The ATP must incorporate, but not be limited to:
  • All of the sections identified in the WordPress ATP template
  • A multimedia documentary that incorporates a diverse range of perspectives and disciplines related to the ATP focus area
  • A source list with hyperlinks to all references and
Phase 5 | ATP Discussions
All teams will facilitate and participate in an integrated discussion of the ATPs during our Week 16 class meetings. Each AT Project Team will select a Team Lead for each Monday and Wednesday session; the Team Leads will facilitate an integrated discussion of the ATPs in their respective sessions. The 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 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 Deliverables 124 Info Privacy

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 Research. Never 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: