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Technology, Law, & Leadership
Class Term:
Fall Term 2021-2022
Catalog Number:
5754
Professor(s):
Professor
Seminar
Credits:
3 (2 Contact, 1 Field)
Graduation Requirements:
Upper-Level Writing
"W" Writing
Priority:
Seminar - 3rd Year Priority
Full Year Course:
No
Category:
Standard Courses
Grading Details
75% of the course grade will be based on a research paper. For law students, the expected length and complexity of the paper will meet the standard for satisfying the upper-level writing requirement. For other students, the expected length and complexity of the paper will be tailored to the expectations of their degree program.
25% of the course grade will be based on course participation. The course participation grade will be based principally on each student’s preparing and leading (or co-leading) class discussion with respect to one day’s worth of assigned reading.
Description
The theme of this seminar is change. Technologies are changing in ways that we often do not even see. The character of law, legal institutions, and law practice is changing rapidly and dramatically. As humans, our capabilities and futures are changing. How do we identify and assess the virtues and drawbacks of all of this? As lawyers and as professionals in other fields, what – if anything – can and should we do about it?
The seminar approaches those questions by diving into deep critical examinations of how technological change is generating and reflecting new ideas about what law is and what law does, at both global and local scales. The payoff is greater than learning about contemporary technology law. The payoff is an introduction to leadership competencies and capabilities that help new lawyers and other professionals thrive in this new world.
This course has been flagged as a distance education course. This means this class is one in which students are separated from the faculty member or each other (other than specially accommodated students) for more than one-third of the instruction and the instruction involves the use of technology to support regular and substantive interaction among students and between the students and the faculty member, either synchronously or asynchronously.