BU3010 –Business LawCourse SyllabusSchool of Professiona.docx

BU3010 –Business Law
Course Syllabus
School of Professional Studies
BUS3010 – BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings

3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6“Publication” of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques

6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1

Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and
PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail
messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On
Ground classes by appointment.

Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through
February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin
Luther King Jr. Day (1/15) AND President’s Day (2/19). We
will meet in person on both of those days.
However, in the event of inclement weather, check Moodle
and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at:
http://www.centenarycollege.edu/cms/en/moodle-help-
center/moodle-help-center/students/ for instructions on how to
log in, navigate, and submit assignments.
Moodle accessibility versions are available for download;
please contact the IT Help Desk at ext. 2362 or
[email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting
business including the legal process and forms of businesses;
contract law; the law of sales; personal, real, and intellectual
property law, and product liability and consumer protection.
These and business ethics will comprise the principal focus of
the course. International treaties and laws affecting those areas
of law will also be explored throughout the course.College
Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, the Centenary faculty adopted the Centenary
Greater Expectation Learning Outcomes. It is very important for
assessment purposes that all stakeholders understand the value
added that is part of a Centenary education. By the time
students graduate from Centenary University, in addition to

more discipline-specific outcomes, students will be able to:
CGE 1. Communicate in diverse settings and groups, using
written, oral, and visual means.
CGE 2. Understand and employ both quantitative and
qualitative analysis to describe and solve problems.
CGE 3. Interpret, evaluate, and use information discerningly
from a variety of sources.
CGE 4. Integrate knowledge of various types and understand
complex systems.
CGE 5. Work well in teams, including those of diverse
composition, and build consensus.
CGE 6. Understand and employ the integrity, social
responsibility, and ethical behavior required for a diverse
democratic society.
Business Department Learning Outcomes:
Learners graduating from Centenary University's business
programs are expected to perform the following activities as a
business practitioner:
BDLO 1. Communicate clearly, orally and in writing, to both
business and non-business professionals. (Mapped to CGE 1)
BDLO 2. Research, evaluate, and apply relevant qualitative
and quantitative information from all types of business and
other data. (Mapped to CGE 2, 3, 4)
BDLO 3. Collaborate effectively and collegially, as a team
member. (Mapped to CGE 5)
BDLO 4. Employ integrity, ethics, and social responsibility.

(Mapped to CGE 6)
BDLO 5. Demonstrate essential skills across business
disciplines.
Classroom Conduct:
Students are expected to be respectful and courteous to their
fellow classmates and their instructor in all correspondence,
whether in class, through e-mail, postings, or synchronous
chats. Improper conduct includes using abusive language, using
informal “IM” language, criticizing other students, and other
counterproductive negative behavior. The instructor has the
right to remove a disruptive student from the classroom.
Students have the right – and are encouraged – to speak to the
instructor (in private) about a disruptive student.
Academic Code:
Students should be aware that all violations of the Academic
Code, which are found in the College Catalog and the Student
Handbook, will be reported by the faculty member to the
Academic Review Board for their consideration.
Academic Honesty:
All students are expected to adhere to Centenary University’s
policy concerning academic honesty. Any student found
cheating, plagiarizing, submitting non-original work, etc., will
receive a grade of zero (0) for that work. Flagrant cases of
academic dishonesty may result in the student being dismissed
from the class and referred to the Academic Review Board for
further action or sanction as deemed appropriate, up to and
including dismissal from Centenary University.
Note: Any violation of Centenary University’s Academic
Honesty Policy will result in a failing grade for the course.
All relevant student work will be screened for plagiarism. The

electronic submission is checked against a database of other
manuscripts collected from different universities, Centenary
University classes, published works, and the Internet. If a
professor determines from this resource that any portion of
paper is plagiarized, Centenary University’s Academic Honesty
Policy applies, and the student receives a zero on that
submission. Below are some resources to help explain how to
cite documents properly and to describe plagiarism further. It is
the student’s responsibility to ensure that he or she fully
understands plagiarism, as lack of understanding does not
excuse the offense.
http://www.lib.usm.edu/research/plag/plagiarismtutorial.php
http://www.indiana.edu/~wts/pamphlets.shtml
http://www.lib.ncsu.edu/dspc/tutorial/plagiarism/
http://www.mc.cc.md.us/library/plagiarismintro.htm
A student must always submit work that represents his or her
original words or ideas. If any words or ideas used do not
represent the student’s original words or ideas, the student must
cite all relevant sources. The student should also make clear the
extent to which such sources were used. Words or ideas that
require citations include, but are not limited to, all hardcopy or
electronic publications, whether copyrighted or not, and all
verbal or visual communication when the content of such
communication clearly originates from an identifiable source.
Academic dishonesty could also involve:
· Having a tutor or friend complete a portion of your
assignments;
· Having a reviewer make extensive revisions to an assignment;
· Copying work submitted by another student; or
· Using information from online information services without
proper citation.

Submitting the same paper or portions thereof (presumably your
work) for different assignments is considered plagiarism and
will carry the same consequences, even if the assignments were
completed at different institutions. This means that you cannot
submit a paper, or any part thereof, from a previous class.
Although this does not involve the intellectual theft that
characterizes complete or reckless plagiarism, it is an academic
impropriety. If you want to use a previously completed paper as
a starting point for a new project, or if you want to use paper
with similar premises for two classes, you must obtain the
permission of all instructors involved and reference the works
appropriately.“Publication” of Written Work and Assignments:
By continuation in this course and by submitting written
assignments and work, students understand that they are
granting the instructor permission under the Federal Education
Records Act and a limited license to publish that work for the
purposes of grading the work. That limited license extends to
submission, within the instructor’s sole discretion, to various
electronic grading tools (e.g., grading books, cite checkers, etc.)
and to other faculty members.
Academic Assistance:
The Quill and Query (“The Q”) offers academic assistance
through professional tutoring. Contact [email protected] or call
(973) 257-5190.
Accommodations:
Students with documented disabilities are entitled under the law
to reasonable accommodations. Support services available are
listed at http://www.centenarycollege.edu/cms/?id=1511. If you
have a disability and need accommodations, please notify the
instructor as early as possible during the semester. In addition,
contact the Office of Disability Services at [email protected] or

908-852-1400 ext. 2251.
Technical Support:
If you need technical assistance, please contact the Centenary
University Help Desk on 908-852-1400 ext. 2000 or
[email protected]. Course Information
Course Material:
1. Cheeseman, H. R. (2016). Legal environment of business:
Online commerce, business ethics, and global issues (8th ed.).
Boston, MA: Pearson.
ISBN-13: 978-0133973310
2. American Psychological Association. (2009). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: Author. ISBN 978-1-4338-0561-5
Instructional Techniques:
This course will be conducted using a variety of teaching
methods including lectures, class discussions, case studies,
sharing of individual research and projects, and other related
instructional methods and techniques.
Course Objectives:
Upon completion of this course, students should be able to:
CO 1. Communicate in diverse settings and groups, using
written and visual means.
CO 2. Work well in teams, including those of diverse
composition, and building consensus.
CO 3. Understand and employ qualitative analysis to describe
and solve complex law-related problems in the field of business.
CO 4. Find, interpret, evaluate, and use information
discerningly from a variety of contemporary sources.

CO 5. Understand and employ the integrity, social
responsibility and ethical behavior required for a diverse
democratic society by understanding the role of ethics in law
and business.
CO 6. Recognize and identify legal issues that affect business
relationships, organizations, and transactions.
CO 7. Read, understand, and summarize legal cases.
Student Evaluation:
Students will be evaluated based on participation in class
discussions, demonstration of critical thinking skills, and the
quality of their work in terms of planning, organization, critical
review of related literature, actual execution and presentation,
and overall effort. Quizzes may be used to test understanding
of basic concepts.
Grades will be assigned in the following manner:
ITEM
% OF GRADE
CGEs
Class Participation
Reflection/Activities Papers (Contracts: 1; Torts: 2)
Case Studies (Contracts: 3; Ethics: 1)
Team Project: Torts Presentation
Team Project: Contract Drafting Project
Legal Process – Drafting Documents
Legal Formation – Memo
Other: Consumer Protection Exercise (Session 5)
20%

15%
20%
15%
15%
5%
5%
5%
1- 6
1- 4, 6
1-4, 6
1- 6
1- 6
1-4, 6
1-4, 6
1-4, 6
Course grades are based upon a student’s work throughout the
entire semester. Following is an explanation of how points
equate to grades, based on a 100-point scale. Fractions of .5 and
above will be rounded up. No extra credit is available, and
assignments may not be resubmitted, so be sure to put forth
your best effort on every assignment. Incompletes are not
granted in this class.
Instructor will do his best to submit Grades for assignments
within one week after submission due date.

GradeQuantitativeQualitativeDefinition
A
A-
93 to 100
90 to 92
Excellent
Superior quality in the mastery of content and method of the
course, demonstrated ability to perceive relationships, initiative
in doing work in which quality consistently surpasses that
required.
B+
B
B-
88 to 89
83 to 87
80 to 82
Good
Good understanding of the content and method of the course,
demonstrated ability to recognize relationships, better than
average achievement of course objectives and fulfillment of
course requirements.
C+
C
C-
78 to 79

73 to 77
70 to 72
Below Average
Sufficient understanding of the content and method of the
course, demonstrated ability to recognize obvious relationships,
adequate achievement of course objectives and fulfillment of
course requirements.
D+
D
D-
68 to 69
63 to 67
60 to 62
Below Average
Incomplete understanding of the content and method of the
course, inability to demonstrate satisfactory recognition of
obvious relationships, unsatisfactory achievement of course
objectives and requirements.
F
59 and below
Failure
Lack of understanding of the content and method of the course,
failure to achieve objectives and/or complete requirements of
the course. Student is dropped from the program.
Grades are based strictly on individual performance, not on any
environmental factors (e.g., tuition reimbursement policies at
your corporation or requirements for graduation). All grade

questions and requests must be made in writing. In order to
retain professionalism among the student(s) and not create a
counterproductive classroom atmosphere, grade questions
should remain between the instructor and the student.
Attendance:
Academic performance is contingent upon students’ attendance
at all classes. In the event that an absence is unavoidable, the
student must discuss the absence with the faculty member
before the absence, if possible. Students who miss a class are
fully responsible for the class content and information presented
that day. Students are expected to arrive on time, stay until
dismissed, and be present at all class meetings. Absences in
excess of one class without a documented reason will result in
withdrawal from the course.Unexcused absences and
tardiness/leaving early (more than five minutes) will affect your
final grade. Two late arrivals/early departures equal one
absence.
FOR ONLINE WEEK(S) (e.g., in the event of inclement
weather)—
· Primary posts are due by 9:00 p.m. on the Monday scheduled
for that class. Secondary posts thereafter. Primary posts after
the due date are considered late and will lose grade points AND
will be reflected as “late” for attendance. Failure to post
Primary posts or Secondary posts at all is considered
unsubmitted for assignment purposes AND will be reflected as
“unexcused absence” for attendance.
Participation:
FOR ON GROUND COURSES--
Students are expected to participate regularly and actively in
classroom discussions; without substantial participation, you

cannot get an A in this class. Read the material and respond to
comments and questions in class. You are also encouraged to
share your experiences in class discussions and assignments.
However, please maintain confidentiality and acknowledge
personal privacy in communication of personal or professional
information about one’s employer, other students, and their
employers.
Assignments:
· All written assignments must be typed, with proper
citations included as necessary, and submitted in class in hard
copy or, if specified by the instructor, as an email attachment to
the professor. All assignments must be submitted as a Word
(.doc or .docx) document. It is the student’s responsibility to
ensure that the assignment has been submitted electronically
successfully. A grade of incomplete will apply until it has been
successfully submitted electronically.
· Assignments are due by 6:00 p.m. on the Monday
scheduled for that class. Assignments received after the due
date are considered late and will lose grade points.
· All assignments and class presentations are graded on content
and presentation, which includes readability, style, and
mechanics (grammar, punctuation, and APA format).
Professionally presenting organized thoughts is a critical
requirement in business.
· Please comply with APA formatas described in the APA
Manual (6th edition) when completing your
assignments. Written assignments must also give text citations
for all statements requiring support and cite current (within last
three to five years), reliable (from peer-reviewed
journals)sources.
Late Assignments:

In the event that a late submittal is unavoidable, the student
must discuss the matter with the professor before the due date.
For unexcused late submittal, up to twenty percent (two full
grades) will be deducted per day late (i.e., 24 hours), up to a
maximum of two days (48 hours). After two days, late
assignments are not accepted.
No assignments will be accepted after the last day of class.
NOTE: EXCEPTIONS TO THIS POLICY ARE WITHIN THE
PROFESSOR’S DISCRETION.
Course Schedule
Students are encouraged to check the Moodle discussion board
regularly for changes to this syllabus.
Session 1: January 8, 2018
Topic: Legal Heritage and Formation of Contracts
Objectives:
1. Demonstrate an understanding of the sources of law that
impact commerce in the United States
2. Use an understanding of basic contract principles to assess
factual scenarios, consider arguments on all sides, and identify
if the elements for a valid contract have been met.
Resources:
1. Read Chs. 1, 9, and 26
Activities Due: Read and be prepared to discuss (No written
deliverables required):
1. Review pp. 6-8 of the Cheeseman textbook. Do internet
research and read: Lon Fuller’s “The Case of the Speluncean
Explorers” (Harvard Law Review, 1949).
2. Which U.S. agencies regulate your company (see pp. 13-15 of
the Cheeseman textbook) and which non-U.S. laws and
organizations (see pp. 555-567 of the textbook) regulate your
company’s international practices?

Topic: Performance of Contracts: Sales, Leases, and Warranties
Objectives:
1. Draft standard business contracts and analyze/revise
contracts that are used in everyday business.
Resources:
1. Read Chs. 10, 11, and 12
Activities Due:
1. CASE STUDIES #1, 2, and 3: Select and answer 3 out of the
5 Short Case Studies presented on pp. 14-15 in the syllabus
below. Be sure to refer to the Case Studies Rubric.
2. REFLECTION PAPER #1 (Contracts): Write your reflection
on Contracts presented on p. 14 in the syllabus below. Be sure
to refer to the Reflective Paper Rubric.
Topic: Torts and Agency Law
Objectives:
1. Discuss tort law and its effect on business operations from
the perspective of an employee, employer and manager.
2. Use an understanding of tort law to make informed business
decisions.
Resources:
1. Read Chs. 6 and 18
Activities Due:
1. CONTRACT DRAFTING PROJECT – A team presentation
2. TORTS PROJECT – A team presentation
Be sure to refer to Multimedia Project and Oral Presentation
Rubrics.
3. Product Liability Activity – In Class. Read and be
prepared to discuss the Product Liability Activity on pp. 17-19
in the syllabus below. Two fact patterns: one on liability and
one on damages.
Topic: Consumer Protection and Product Safety
Objectives:
1. Explain how product liability laws can impact business

decisions regarding the design and manufacture of products.
2. Make litigation and settlement decisions by evaluating and
estimating potential legal liability and financial exposure in the
context of a personal injury/product liability lawsuit.
Resources:
1. Read Ch. 23.
Activities Due:
1. REFLECTION PAPER #2 AND 3 (Torts): Select and answer
the TWO reflections on Product Liability presented on pp. 17-
19 in the syllabus below. Be sure to refer to the Reflective
Paper Rubric.
Session 5: February 5, 2018
Topic: The Legal Process
Objectives:
1. Make informed business decisions based upon an
understanding of the legal process, how a case moves from
commencement to conclusion, and the potential costs involved.
2. Draft basic litigation documents, such as a complaint,
interrogatories, and document requests.
Resources:
1. Read Chs. 3 and 4 especially pp. 68-69 and independent
internet research on the “Discovery” process. (Also review Ch.
1).
Activities Due:
1. LEGAL PROCESS – DRAFTING DOCUMENTS: Prepare
the documents described in questions Part A, and Part C: 1, 2,
and 3 at the end of The Legal Process – Drafting Legal
Documents assignment on p. 19-20 in the syllabus below.
2. CONSUMER PROTECTION/ETHICS CASE 23.3 on p. 514:
Federal Trade Commission v. Colgate-Palmolive Company case.
Answer the three questions in the textbook for this case note,
not in excess of one page.

Topic: Ethics and the Law
Objectives:
1. Construct a personal ethical framework and then, applying
that framework to case studies, analyze legal and business
decisions.
Resources:
1. Read Chs. 2 and 7.
Activities Due:
1. CASE STUDY #4 -- ETHICS CASE STUDY: Do the Ethics
Case Study assignment on p. 20 in the syllabus below. Be sure
to refer to the Ethics Case Study Rubric.
Topic: Formation of Business – Legal Structures
Objectives:
1. Develop an understanding of the different types of legal
business formations and demonstrate an ability to properly
choose the right one for given business situations.
Resources:
1. Read Chs. 14, 15, and 16.
Activities Due:
1. LEGAL FORMATION - MEMO: Select and answer 1 out of
the 3 Case Studies Memos presented on pp. 20-21 in the
syllabus below. Critical Thinking: Be sure to explore all
alternatives before presenting your final recommendation.
Topic: Intellectual Property
Objectives:
1. Be able to protect the intellectual work product of a business
by simulating the employment of patent, copyright, and
trademark safeguards while, at the same time, respecting the
legal protections afforded to the intellectual work product of
others.

Resources:
1. Read Ch. 8
Activities Due (No written deliverables required this week):
1. “Law in the News”: Find a current news or magazine article
that deals with patent, trademark, or copyright infringement,
and discuss it in class.
2. Review the case study presented on Moodle and be prepared
to discuss in class.
Activities and Rubrics
Threaded Discussion Requirements [For OnLine Courses]
Primary responses (initial responses to threaded discussion
postings must be at least 250 words and supported by
references, preferably outside the assigned readings.
Secondary responses (those in response to other students’ and
the instructor’s postings) should be at least several sentences in
length (a minimum of 100 words, excluding quotes, signature
blocks, etc.) and substantial, meaning that your message has
value and helps to further the discussion of course content.
Substantial messages include contributions of additional ideas
and sources, insights or questions about classmates’ comments,
connections to the course readings, ways of applying the lessons
from the course, etc. Short comments, such as "Good idea" or "I
agree," are not substantial on their own; neither are comments
unrelated to the week’s topics. All of your points should be
explained fully.
Primary and secondary responses must include citations and
references in APA format, as appropriate.
Tips for Creating Substantial Participation:
· Explain why you agree or disagree and add some examples to
support your belief.
· Relate your personal or work experiences to the topic.
· Ask additional questions of your classmates.

· Make connections between the topic and the weekly readings.
· Explain ways the lessons from the class may be applied to
your work.
Threaded Discussion Rubric
Assessment Criteria
Exceeds Expectations
5
Meets Expectations
4 3
Does Not Meet
Expectations
2 1
Does Not Address
0
Content
Exceeds designated number of posts and demonstrates good
self-initiative.
Expected number of posts; responds within guidelines.
Fewer than required number of posts; rarely participates.
No postings
Responses are well developed and rich in concepts as well as
demonstrating applied knowledge.
Responses are well developed but could use additional
development of concepts and/or application of knowledge.
Responses are not well developed or they do not relate to

concepts or demonstrate applied knowledge.
Responses are not well developed and do not relate to concepts
or demonstrate applied knowledge.
Opinions and ideas are expressed in a clear and concise manner
with obvious connections to the topic.
Opinions and ideas are stated clearly with occasional lack of
connection to the topic.
Responses do not express opinions or ideas clearly.
Responses do not express opinions or personal ideas.
Includes appropriate peer-reviewed references in support of all
postings.
Includes appropriate peer-reviewed references in support of
some postings.
Includes references in support of some postings.
No references
Quality of Writing
Writing and organization is consistently of outstanding quality.
Flawless presentation. No spelling, grammar, or punctuation
errors. Citations and references are completely in APA format.
Good writing and organization of responses. Minimal spelling,
grammatical, and/or punctuation errors. Good use of APA
format for citations and references.
Writing and/or organization of responses needs improvement.
The frequency of spelling, grammatical, and/or punctuation
errors is distracting to the reader. Infrequent use of APA format
for citations and references
The frequency of spelling, grammatical, and/or punctuation
errors makes the response incomprehensible. No use of APA
format for citations and references.
Overall Effort
Postings clearly demonstrate exemplary effort and show
significant initiative, creativity, and original thought.

Postings demonstrate adequate effort and re complete, thorough,
and reflect original thought.
Postings demonstrate little effort or are consistently incomplete
or shallow.
Postings demonstrate no effort.
CONTRACTS REFLECTION PAPER
For this reflection paper, you will consider the role of contracts
in your everyday life – both in your personal life and in your
business world. The paper should be between two (2) and three
(3) pages long. Include the guideposts below to assist you in
writing your reflection. Use APA format for citations.
Think about areas of your life which are impacted by contract:
· What is the nature of those contracts and how do they affect
you?
· How do contracts impact your place of business?
Consider what would happen if contracts and agreements were
not enforceable by law (meaning, what would happen if it was
up to each person’s good faith to fulfill agreed upon
obligations?):
· How might business transactions differ?
· How important is contract law to the functioning of business
markets?
Reflect upon at least one personal experience where you either
negotiated or entered into a contract:
· Did the existence of a legally binding contract improve the
transaction in any way?

· Was the experience positive or negative? Explain.
· Did you have a say in the terms of the contract? Did you
engage in any negotiation?
· What were the elements of the contract? (What areas and
situations did it cover?)
*Please refer to the Reflective Paper Rubric.
CONTRACTS - SHORT CASE STUDIES
· CASE A: Lucinda has applied with Orange, Inc. a computer
and technology company. Orange, Inc. is located in
Morristown, New Jersey and has a strong presence on the east
coast. Lucinda would work in the research and development
department, designing new products for release. The
information to which she would be privy is very sensitive, and
there is a general concern that employees will jump to a
competitor and bring the trades secrets with them. Human
resources wants to include a non-compete provision in the
contract. In discussions with you, they mention they are going
to prevent her from ever joining a competing firm anywhere on
the east coast. This, of course, raises your concern.
For Case Study A, prepare a draft non-compete provision for an
employment contract that achieves Orange’s intent to the
greatest extent possible and will likely be upheld in court. The
provision would be included in Lucinda’s employment contract
and would outline the reasonable restrictions placed upon
subsequent employment options elsewhere. It should be no
more than one (1) page in length.
· CASE B: Buyer said to Seller, “I’ll give you $100 for that
bracelet.” Seller replied, “Would you give me $135?” Buyer
said “No thanks.” Seller then said that she accepted the $100.
Buyer was no longer interested and said that there was no

contract. Seller says that a contract exists because she
unequivocally responded to the offer. Buyer disagrees. Which
side do you take?
For Case Study B, draft EITHER: (i) a brief business letter to
Seller, no more than two (2) pages, explaining why you, as
Buyer, do not have a legal obligation to purchase the bracelet,
or (ii) a brief business letter as Seller to Buyer, no more than
two (2) pages, explaining why the Buyer does have a legal
obligation to purchase the bracelet for $100. The letter should
set forth the basic elements of a contract, and explain why,
based upon the facts given, they were or were not met in this
case – in other words, no matter which letter you write, you
should acknowledge the opposing party’s argument and explain
them away. Assume that you might do business with the other
party in the future and want to maintain cordial relations.
· CASE C: Fanny Farmer enters a written contract with Billy
Buyer. The agreement states: “Fanny Farmer shall provide to
Billy Buyer 100 healthy beef cattle at $1,000 per head, to be
delivered by January 1, 2008.” On November 30, 2007, a
tornado, unheard of in this part of the country, rips through
Fanny Farmer’s land and destroys her barn and, unfortunately
all of her cattle, including the 100 cattle she intended to deliver
to Billy Buyer.
For Case Study C, briefly set forth the legal arguments that can
be made both on behalf of Fanny and on behalf of Billy. Your
analysis should include a statement of the legal principle that
governs the situation and an application of the facts to those
principles. You should describe the best argument that each
side can make. You also should decide which side should
prevail and explain why your decision is fair. Your analysis
should not exceed two (2) pages.
· CASE D: Seller owns land that is suitable for agriculture.
Buyer age 25 is in the market for farmland to raise a corn and
cattle operation. Seller sends a letter to buyer which says: “I

will sell you the parcel of land known as White Acre for
$500,000.” Buyer responds, in writing, “I accept that offer and
will pay the amount specified for that parcel.” The closing
takes place and the deed is conveyed. Shortly thereafter, buyer
learns for the very first time that the land is worth 10 times the
sales price – unbeknownst to either party, there were valuable
mineral deposits below the surface. Seller wants to undo the
sale.
For Case Study D, you will prepare two brief business letters.
First, stand in the shoes of Seller and write a business letter
(not in excess of one page) to Buyer indicating your legal
argument for undoing the sale. Your letter should explain the
legal principles applicable to the case and an application of the
facts to those principles. Next, stand in the shoes of the Buyer
and draft a response letter (not in excess of one page) indicating
why a valid contract does exist. Again, cite the governing law
and set forth a factual application that demonstrates Buyer’s
best argument. Do not add any facts to those given in the case
study.
· CASE E: Tweedy is an aspiring restaurateur. He wants to
start his own French restaurant, but he lacks the needed start up
money. Tweedy’s wealthy Uncle Tupelo wants to help Tweedy
out, and he makes the following promise. “I think you’ve got
what it takes. I am going to give you $10,000 to get this project
off the ground.” Tweedy is ecstatic. He quits his job, buys
$8,000 worth of kitchen equipment, $4,000 worth of furniture,
and enters a lease for space. However, shortly thereafter, Uncle
Tupelo later becomes mired in a messy divorce and he refuses
to pay Tweedy.
For Case Study E, you will play the role of judge and determine
if you would require Uncle Tupelo to make payment. Prepare a
written opinion paper, not in excess of two (2) pages, that sets
forth your decision. In your opinion paper, you should analyze

the situation under basic contract principles and fully explain
the legal reasoning supporting your conclusion. Be sure to
include the law that governs the situation and the best factual
arguments that both Tweedy and Uncle Tupelo can make to
support their respective positions. Also, explain what practical
business lessons, if any, can be drawn from this case study. Do
not add any facts to those given in the case study.
*Please refer to the Case Studies Rubric.
CONTRACT DRAFTING ASSIGNMENT (Team Project)
For this activity, you will work in a team, represent an assigned
client (either Wahoo or Almost Paradise), prepare an ideal
contract, negotiate with another group, and submit a legally
enforceable, agreed-upon contract. Prepare one document and
make copies for the other team to review and negotiate. For the
activity, you will assume the facts below.
Almost Paradise is a family owned, rustic lodge. The grounds
are private and secluded. The housing includes seven
individual cabins and a 10-room, lodge-styled guest house.
They have done solid business for 10 years, primarily
advertising Almost Paradise as the perfect “romantic get-away.”
Recently, more competitors have located in the proximate area
and business has slowed. Facing cash flow issues, Almost
Paradise wants to create a marketing plan that will increase
their exposure generally and broaden their appeal to families
and outdoors enthusiasts.
Wahoo is a midsized company that specializes in drafting
marketing plans for hotels, motels, and lodges. As part of their
service they offer to provide overall consultation and create
marketing plans rooted in print, television, radio, and the web.
Almost Paradise is interested in retaining Wahoo and securing
their services for the next year. They have not found an

alternative marketing company with which they are comfortable.
Almost Paradise wants to do some intense marketing in the
short term to drum up business for an upcoming busy-season.
They also want to work on some longer-term efforts that they
can unveil afterwards. Almost Paradise wants to focus on web
and television mediums primarily, with some secondary print
ads. They also want to reach out to all of their past customers.
Wahoo’s business is somewhat slow right now and it is eager to
secure the Almost Paradise contract.
· Draft an ideal contract: As a team, before negotiations begin,
draft a contract which you consider a realistic “ideal” for your
side. Submit that contract to the other party and the instructor
in class on the due date and explain why you chose to include
the provisions that you did (either through marginal annotations
or a written summary or orally in class). What advantages have
you secured for your client?
· Negotiate: In class, you will negotiate with the other team.
The instructor will guide the format and how negotiations will
begin. (One side can submit a proposal. Both sides can submit
a proposal. Or you can try to negotiate it term-by-term.) When
all parties are satisfied and an agreement has been reached, you
can finalize the contract. Remember, it is crucial to both
parties that some agreement be reached.
· Reflect:Discuss in class: What was your overall goal upon
entering the negotiations? What terms did you think were
crucial to include? Was your team able to get them in the
contract? Why or why not? What challenges arose during
negotiations and what tactics were employed to overcome them?
Based upon the lessons learned from this exercise, what do you
consider the keys to successful contract negotiation? Overall,
do you think that the final result was close enough to the
“ideal” to satisfy your client?
TORTS PRESENTATION (Team Project)

For this activity, you will prepare, as a team, a multi-media
presentation (using PowerPoint or another comparable means)
incorporating an understanding of tort law. Use APA format for
citations.
*Please refer to Multimedia Project and Oral Presentation
Rubrics.
Critical Thinking: Be sure to explore all possible sides to the
issue before presenting your final recommendation.
Note: As a point of reference, each member of the group should
consider contacting an actual retail store to ascertain how they
proceed under similar facts. The findings from that outreach
should be documented.
· TEAM A: A business security plan.
Assume the facts below:
You are the manager of a large electronics retail store. Over the
past two years, business has been brisk but, unfortunately, so
has crime. Shoplifting has become a real concern. For
purposes of deterrence and principle, you want to take a strong
stand against potential shoplifters by apprehending and
interrogating suspects.
Using your knowledge of the intentional torts of assault,
battery, intentional infliction of emotional distress, and false
imprisonment, along with your knowledge of the “Shopkeeper’s
Privilege” (see N.J.S.A. 2C:20-11(e)),draft a detailed store
policy that instructs employees how to effectuate your desire to
detain suspected shoplifters without committing any torts.
The presentation should teach about the potential torts involved
in a security policy and how they are implicated by your policy.
Explain in detail how your plan, if effectuated properly, will
meet the business objectives while reducing the chance of tort
liability.
· TEAM B: A parking lot security plan.

Assume the facts below:
The owner of the electronics store (the same one referred to in
Part A), when made aware of the rise in crime in the city which
your store is located stated: “We’ll deal with the shoplifting
problem internally, but there’s nothing we can do about
criminal activity in the parking lot. I don’t have a duty to the
patrons once they leave the store. Plus, if something happens,
it’s the criminal who caused the problem, not our store.” Rather
than take this at face value, you decide to conduct research and
provide the owner with a variety of perspectives regarding the
legal and ethical issues involved. For purposes of this
assignment, assume first that you own the parking lot, and then
assume that the parking lot is owned by another party.
PRODUCT LIABILITY ACTIVITIES AND REFLECTIONS:
For both of these activities, you will serve as a juror in a
product liability case. In the first case you will deliberate on
whether tort liability should be found. In the second, you will
deliberate on whether punitive damages should be awarded.
[Optional: The instructor will facilitate the deliberation as a
role play and will serve as the judge on the case.] Review these
fact patterns and write a brief analysis of the issue. Be sure to
include your “vote” as a juror. Specific instructions for the
reflections follow the fact patterns provided below.
I. Liability Exercise
· Jury Deliberations
Facts Given: Lewis purchased a 1.5-gallon heavy duty gas can
from Z-Mart. The can consisted of a jug for the liquid and a
screw-on cap. The gas can was bright red, and there was not
any writing or graphics on it. It cost $19.99. The packaging for
the jug contained a single sheet of paper, written in English. It
included the following: (1) a list of the type of liquids that the

container could hold (i.e., gasoline), (2) contact information for
the manufacturer (Acme Container Co.), and (3) a warning that
read: “Keep Out of Reach of Children.” Lewis, who speaks
Spanish as a primary language and English as a second
language, glanced at the paper and then discarded it.
Clark, a four-year old, was visiting with Lewis’s child, also
four years old. They were playing in Lewis’s basement and
discovered the gas can. It was on the floor in the middle of the
room. They easily unscrewed the cap and poured about one
gallon of gas onto the floor. The vapors from the gas ignited,
and Clark was burned severely as a result.
Clark’s father and mother filed a lawsuit against Acme
Container Co. alleging that the product was defective, and
against Lewis alleging that he was negligent.
As a “juror”:
· Consider Acme’s potential liability under all three product
liability theories: defective manufacture, defective design, and
failure to warn. Explain your thinking.
· Consider if Lewis is negligent. Explain your thinking.
Deliverable Assignment: Individually prepare a short paper --
one (1) to two (2) pages – and describe why or why not each
defendant is liable, or if neither defendant is liable. If you
think both are liable, what percentage of liability should each
defendant be responsible for?
· Helpful Hint: You may find helpful information about proper
warnings in case like this on the Internet. Use APA format for
citations.
· (In class or threaded discussion) Reflect upon and discuss why
it is difficult to make a decision in a case like this as a juror. In
doing so, consider the following questions: What was the most
challenging aspect of the deliberations? Did deliberations

change your mind in any way? On what issue was there the
most consensus? The most disagreement? Were you satisfied
with the ultimate decision of your jury? Did your jury get it
right (meaning, do you think that the law of product liability
properly was applied to the facts)? From a business point of
view, what lessons did you learn regarding the potential legal
exposure that flows from wrongdoing? Do you think the
product liability tort framework is designed to bring about just
results?
II. Punitive Damages Exercise
· Jury Deliberations (punitive damages exercise)
HealthCo is a provider of non-prescription sinus and allergy
medication. They provide their pills in small plastic containers.
The bottle is labeled “Child Proof.”
Abe is a five-year old child. His parents purchased a bottle of
HealthCo’s medication and left it on the bathroom counter. Abe
finds the closed bottle of pills, opens the container, and ingests
most of the pills. Abe has to be rushed to the emergency room
and subsequently spends two weeks in the hospital. Abe was
crying hysterically when his parents found him with the pills
and his stomach had to be pumped. His parents sue HealthCo
for negligence in the manufacture and sale of the bottle -- that
is, they allege that HealthCo owes a duty to its customers, it
breached that duty, and caused Abe’s injury (Cheeseman, 2016,
pp. 120-124).
The following facts were established at trial:
· The type of cap used by HealthCo is generally effective but
below regulatory standards. Internal memos indicate that
HealthCo is aware of this but elects to remain below those
standards rather than employ a more costly/more effective

alternative design. The failure rate of the cap is much higher
than that of competing brands.
· The FDA had never specifically asked HealthCo to change the
safety cap it used.
· HealthCo’s profits for the past year were $45 million.
· In the past year, HealthCo sold 60,000 bottles of medication
which incorporated the safety cap at issue.
· Abe’s parents conscientiously purchase items based upon
child-proof representations.
· Abe’s hospital stay cost $50,000;
· Abe’s doctor bills, current and estimated future, are $5,000;
· Abe will have to undergo various forms of rehab estimated to
be $2,000;
· Due to the stress to his system, Abe has a greater chance of
contracting respiratory problems such as asthma and
emphysema;
· Abe’s respiratory system is permanently weakened; and
· Abe sustained what doctor’s termed “excruciating pain” and
“labored breathing” after the ingestion of the pills and prior to
the emergency treatment. The pain was greatly reduced but
lingered throughout his hospital stay.
At trial, the jury determined that HealthCo was negligent based
upon the facts. As a result, Abe is entitled to compensatory
damages.

The next steps for the jury are to (1) calculate the compensatory
damages, (2) determine if punitive damages are warranted, and,
if so, (3) calculate the amount of punitive damages.
Deliverable Assignment: Individually prepare a short paper –
one (1) to two (2) pages – to include the following:
1. Calculate the amount of compensatory damages you would
award and state how you calculated that amount;
2. A. Determine if you believe punitive damages are warranted;
B. If you believe punitive damages are warranted, rate, on a
scale of 0 to 10, how “reprehensible” you find HealthCo’s
behavior;
C. Then calculate the amount of punitive damages you would
award and state how you calculated that amount.
Helpful Hint: The Cheeseman text talks a bit about punitive
damages in a product liability case, but does not give enough
information about compensatory damages in a personal injury
case. Before doing this assignment, you may want to do some
brief Internet research to understand the difference between
compensatory damages and punitive damages in personal injury
or product liability cases. Use APA format for citations.) In
short, compensatory damages are intended to make the injured
person “whole” and usually consist of
· Current and future medical bills
· Current and future lost wages or lost earning potential
· Current and future pain and suffering
· Emotional distress, depression, loss of enjoyment of life
3. Finally, reflect upon and discuss why it is difficult to make a
decision in a case like this as a juror. In doing so, consider the
following questions: As a juror, what was the most challenging

aspect of your decision-making? From a business point of view,
what lessons did you learn from this case? Are there any
aspects of the process that encourage settlement by the parties
before juries resolve a case?
THE LEGAL PROCESS – DRAFTING LEGAL DOCUMENTS
For this activity, you will play the role of plaintiff’s counsel in
a personal injury lawsuit and draft a set of basic legal
documents. Please read the facts below and then complete the
tasks listed at the end.
Note: NJARTS is the plaintiff’s employer and the driver is
plaintiff’s co-worker; as such, in some states, plaintiff may be
barred from bringing a personal injury suit against them because
of workers’ compensation laws. However, there are exceptions
to that bar. So, for the purposes of this assignment, assume that
workers’ compensation laws do not bar the plaintiff from suing
either or both NJARTS and the driver.
FACTS GIVEN: NJARTS is a performing arts center in New
Jersey. Parking for the facility is limited. To increase parking
space for patrons, NJARTS requires its employees to park at a
location two miles away and take a free shuttle from the parking
lot to the center.
On August 1, a shuttle departed from the lot with 15 NJARTS
employees on board. The posted speed limit on the four-lane
road was 60 mph. The shuttle was traveling 75 mph. The
driver heard a loud “popping sound” and felt the shuttle begin
to veer right. In an effort to straighten the shuttle, the driver
sharply turned the wheel to the left. As a result, the shuttle
impacted a metal guard rail and came to a halt. The shuttle did
not have seat belts. Passengers inside were thrown as a result
of the impact, and several suffered severe injuries.
Police investigation discovered that there was “tread

separation” on the left front tire. They believe that was the
cause of the loud “popping sound” that was heard. The
pavement temperature was 120 degrees, and it appears that the
high temperature caused the separation. The shuttle was
manufactured by Zippy Motors. NJARTS had purchased the
Zippy Motors shuttle, brand new, four months prior to the
accident. The shuttle had 1,000 miles on it at the time of the
accident.
Jenny Rider was a passenger on the shuttle that day. She was
thrown from her seat upon impact with the guardrail and
suffered four broken ribs and a broken leg. She has undergone
surgery, extensive physical therapy, and missed four months of
work from her job as a talent booking agent at NJARTS.
You have been retained as legal counsel for Rider, who wants to
file a lawsuit which covers all possible legal grounds and
parties. Your assignment is this:
A. List the possible parties to the lawsuit and make a list of the
possible claims against each.
B. (Note that information from item A would be used in the
preparation of a Complaint, but you will not actually be drafting
a Complaint for this exercise.)
C. Draft the following documents that will help you obtain the
facts that you will need to prove in court to succeed on each
claim. These are called Discovery documents (see the
Cheeseman text, pp. 68-69):
1. A set of interrogatories to be served on each of the
defendants you identified (e.g., the driver, NJARTS, Zippy
Motors);
2. Document requests to be served on each of the defendants
you identified (e.g., the driver, NJARTS, Zippy Motors);

3. A list of the people who you think should be deposed in the
case.
Together, your submittal should be no more than three (3) pages
in length.
ETHICS CASE STUDY
Analyze the Coca-Cola Employee Case (Joya Williams) on page
172 of your textbook. Focus on the ethical issues raised by the
case and use the following ethics checklist as a guide in
discussing the case and what you think would be the ethical and
right decision based on your values and ethics, not necessarily
the Court’s decision. Finally, analyze the Court’s decision and
discuss if you think it was fair and just and whether you feel
that Williams deserved the punishment she received for the
crime she committed. Would you have done the same thing
Joya Williams did if you were in her situation? Use outside
research and add any other thoughts or analysis that you think
are relevant to a discussion of the case. Consider the checklist
below very carefully as you formulate your response.
Your response should be a minimum of 500 words. Use APA
format for citations.
Ethics checklist:
· What are the facts?
· What are the critical issues?
· Who are the stakeholders?
· What are the consequences?
· Does the conduct violate important values?
· Does it violate the Golden Rule?
· What were Ms. Williams’ motives?
· What are the parties’ alternatives?
· What are the ethical implications of each alternative?

· Is more than one alternative right?
· Has the process been fair?
· Is the punishment just?
· Which values are in conflict?
· Which of these values are most important?
· Can you find an alternative punishment that is consistent with
your values?
*Please refer to the Ethics Case Study Rubric.
LEGAL FORMATION CASE STUDIES--MEMOS
Read the following fact patterns. Assume the role of consultant
and prepare a brief memorandum for your clients that suggest
the appropriate business structure for their needs. In doing so,
fully explain your reasoning and spell out the pros and cons of
the suggested structure. Also, include the reasons why you
excluded other forms of consideration. If there is additional
information you would need from the entrepreneurs, indicate the
questions you would ask them. Your response should be a
minimum of 500 words.
1. Green is a talented artist and he creates landscape paintings
while working in the open air. Green originally started selling
his works at flea markets and small craft fairs. The popular
response encouraged him to create a website and start a mail-
order business. He outsources some of the printing
responsibilities, and hired someone part time to help him ship
out his work to website-based customers. He does not currently
own permanent retail space, but he has not ruled it out. What
business structure(s) would you recommend to Green? Advise
Green of the pros and cons of that structure.
2. Sue and Nancy have just patented a coffee-roasting
procedure and have plans to open a small, storefront coffee-

shop in suburban New Jersey that will be centered around that
process. Both have substantial personal assets. However, they
also will be seeking additional financial backing through loans
and investors. They will need to pay rent, invest in all of the
machinery for the store, purchase décor and furniture, stock
supplies, and develop a marketing campaign. They are new to
the business, with few business connections, and they plan to
canvass their friends and family for potential backings. What
business structure(s) would you recommend to Sue and Nancy?
Advise Sue and Nancy on the pros and cons of that structure.
3. Matt, Brock and George are good friends who are skilled
web-site designers. They have complementary skills and work
well together. One thing they share in common is that they are
self-proclaimed “control freaks” and do not like to take orders
from others. As such, the trio has decided to pool their
resources, self-employ, and create a web design and consulting
business. They would work with small companies and perform
various services such: design websites, set up online e-
commerce stores, provide digital photography services, provide
graphic design consultation, and programming (for
bookkeeping, privacy and security, etc.). Matt would travel
extensively and meet with clients; Brock would provide the
expertise and consulting; George would provide the
programming. They have limited personal assets and would
need seed money to implement this business plan. Initially,
they need a company vehicle, small office space, and technical
equipment. They have plans for extensive future growth and
eventually would like to work with larger companies. What
business structure(s) would you recommend to Matt, Brock, and
George? Advise them on the pros and cons of that structure.
REFLECTIVE PAPER RUBRIC
Assessment Criteria

5
Meets Expectations
4 3
Does Not Meet Expectations
2 1
Did not Do
0
Application of Reflective Process
Clear evidence that the author fully engaged in the reflective
process with all 4 of the parts included.
· Describe
· Analyze
· Reflect
· Act
Some evidence that the author engaged in the reflective process.
Only 2 or 3 of the parts of reflective practice are included.
Little or no evidence that the author fully engaged in the
reflective process including:
Missing

Presentation demonstrates insight, relevance of content to
professional practice and critical thought.
There is some evidence of insight into the topic but there is
little relationship to professional practice
The evidence of reflective practice which is provided is limited
to only descriptive approach to issued related to the experiences
and/or literature.
Missing
Quality of Writing
Entries are consistently of outstanding quality. Flawless
presentation.
Entries are consistently of good quality. Minimal spelling,
grammatical, and/or punctuation errors.
Entries are consistently of poor quality. The frequency of
spelling, grammatical, and/or punctuation errors is distracting
to the reader.
Missing
Overall Effort
Written work clearly demonstrates exemplary effort. Responses
consistently show initiative, creativity, and original thought.
Written work demonstrates adequate effort. Responses are
consistently complete, thorough, and reflect original thought.
Written work demonstrates little effort. Responses are
consistently incomplete, shallow, and/or submitted late.
Missing
APA Format
All parts of the reflective journal follow APA format
requirements.
Most parts of the Case Analysis follow APA format
requirements.
Some parts of the reflective journal follow APA format
requirements.

Missing
CASE STUDIES RUBRIC
Assessment Criteria
5
Meets Expectations
3 4
Did Not Do
1 2
0
Resolution Process and Development
Effectively worked to articulate the rationale behind the
resolution and provided many details pertaining to the decision
process and fact-based assumptions.
Effectively worked to articulate the rationale behind the
resolution and provided some details pertaining to some of the
following: the decision process the decision process and fact-
based assumptions.
Attempted to work to articulate the rationale behind the
resolution and provided little or no details pertaining to the
decision process the decision process and fact-based
assumptions.
Missing
Case Analysis
Focuses on the topic required and provides good supporting
information/references.

Semi-focuses on the required topic.
Does not focus on topic.
Missing
Responses to questions are very thorough and comprehensive.
Appears well-thought out and planned.
Responses have adequate thought development and information.
Incomplete thought development and/or irrelevant information.
Appears hastily organized and/or written.
Missing
Responses to questions are detailed and own analyses
demonstrate exemplary insight.
Responses sufficiently answer the questions, but own analyses
lack insight.
Paper fails to answer all the questions and/or does not
incorporate own analysis.
Missing
Fully addresses all the required topics.
Fully addresses most of the required topics:
· Case Summary
· Analysis
· Conclusions
· Recommendations
Does not address the required topics, or does not address them
fully.
Missing
Idea Development
Paper is organized in a manner to enhance the presentation of
the material with thoughtful transitions, logical sequencing,
appropriate elaboration, and a satisfying conclusion.

Paper is well organized with some transitions that could benefit
from further development, a more focused conclusion, and/or
improved sequencing.
Paper is unclearly organized and difficult to follow.
Missing
Organization
Follows instructor guidelines for writing and has consistency in
style with natural flow and well-constructed sentences that
enhance the paper.
Follows instructor guidelines for writing. Paper has natural
flow most of the time and/or some inconsistencies in style.
Does not follow instructor guidelines for writing. Paper does
not flow and/or is inconsistent in style.
Missing
Overall Effort
Written work clearly demonstrates exemplary effort.
Written work demonstrates adequate effort.
Written work demonstrates little effort.
Missing
Writing
No punctuation, grammar, or spelling errors.
Few punctuation, grammar, or spelling errors.
Numerous punctuation, grammar and spelling errors.
Missing
APA Format
All parts of the case Analysis follow APA format requirements.
Most parts of the Case Analysis follow APA format
requirements.
Some parts of the Case Analysis follow APA format
requirements.
Missing
MULTIMEDIA PROJECT RUBRIC
Assessment Criteria

Meets Expectations
Did Not Do
5
3 4
1 2
0
Curriculum Alignment
Clear evidence of connection to course curriculum. Frequent
and clear references are made to facts, concepts, and cited
resources. Users will learn from this project
Some evidence of connection to course curriculum. Users may
learn from this project
No evidence of connection to course curriculum. Users are not
likely to learn from this project
Missing
Evidence that Objectives were Met
Clear evidence that project content supports stated objectives
Some evidence that project content supports stated objectives
No evidence that project content supports stated objectives
Missing
Depth and Breadth of Project Content
Clear evidence that higher level thinking skills were used in the
creation of this project
Some evidence that higher level thinking skills were used in the
creation of the project
No evidence that higher level thinking skills were used in the
creation of this project
Missing
Subject Knowledge
Subject knowledge is evident throughout the project. All
information is clear, appropriate and correct
Subject knowledge is evident in much of the project. Most
information is clear, appropriate and correct

Subject knowledge is not evident. Information is confusing,
incorrect or flawed
Missing
Design
The combination of multimedia elements and content takes
communication to a superior level. There is clear attention
given to balance, proportion, harmony and restraint. They
synergy reaches the intended audience with style and pizzazz
Multimedia elements and contents combine to adequately
deliver a high impact message with the elements and words
reinforcing each other
Screens are either barren and stark or confusing and cluttered.
Exaggerated emphasis on graphics and special effects weakens
the message and interfered with the communication of content
and ideas
Missing
Organization
The sequence of information is logical and intuitive
The sequence of the information is logical
The sequence of the information is not logical
Missing
Technical
Project runs perfectly with no technical problems. For example,
there are no error messages, all sound/video or other files are
found
Project runs adequately with minor technical problems
Project does not run satisfactorily. There are too many
technical problems to view the project
Missing
Navigation
Users can progress intuitively throughout entire project in a
logical path to find information. All buttons and navigational
tools work
Few difficulties experienced while navigating through the
project
Buttons or navigational tools are absent or confusing. No

buttons and navigational tools work
Missing
Spelling and Grammar
Project honors all rules of spelling and grammar
Project adequately honors most rules of spelling and/or
grammar (2 or fewer)
Project has 4 or more errors in spelling and/or grammar
Missing
Completion
Project is completely finished
Project is incomplete and contains several unfinished elements
Project is incomplete and contains many unfinished elements
Missing
Citing Resources
All sources are properly cited within the project according to
APA style
Most sources are properly cited within the project according to
APA style
No sources are properly cited within the project according to
APA style
Missing
Overall Quality
It is clear that the paper reflects a serious effort by the student
and the allocation of sufficient time to its development
The paper meets the instructor’s criteria but additional time and
effort would have improved the paper
The paper minimally meets the instructor’s criteria or reflects
limited interest in the project
Missing
ORAL PRESENTATION RUBRIC
Assessment Criteria
5

Meets Expectations
4 3
2 1
Did Not Do
0
Visual Presentation
The presentation props reflect an exceptional degree of student
creativity in their design.
Some creativity is shown in the creation or design.
Little creativity is shown or lack of presentation props.
Missing
The visual is exceptionally attractive in terms of design, layout
and neatness.
The visual is attractive in terms of design, layout and neatness.
The visual is distractingly messy or very poorly designed. It is
not attractive.
Missing
Verbal Presentation
Student speaks clearly and distinctly all the time and
pronounces all words correctly and uses variation in tone to
communicate points.
Student speaks clearly and most of the presentation is able to be
heard in the back of the room.
Student mumbles, speaks too softly, speaks too quickly or
mispronounces words.
Missing
Student stands up straight, looks relaxed and confident.
Establishes eye contact.
Student stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation
or student reads from visual or note cards.
Missing
Overall Quality
Overall delivery of verbal and visual presentation was
professional
Overall delivery of verbal and visual presentation was adequate.
Overall delivery of verbal and visual presentation was lacking.
Missing
It is clear that the presentation reflects a serious effort by the
student and he/she has allocated sufficient time to its
development.
The presentation meets the requirements but additional time and
effort would have improved the overall presentation
The presentation minimally meets the requirements or reflects
limited interest in the project
Missing
The presentation was completely at the level for an executive
audience.
The presentation was somewhat at the level for an executive
audience.
The presentation was not appropriately directed for an
executive.
Missing
ETHICS CASE STUDY RUBRIC
Assessment Criteria
5
Meets Expectations
4 3

2 1
Did Not Do
0
Case Study
Audit instrument is fully used in evaluating the case
Audit instrument is used somewhat in evaluating the case
Audit instrument is not used in evaluating the case
Missing
Analysis fully addresses all the required topics:
· Facts of what happened in the situation
· Effects/results of the conflict in the case
· Primary issues that led to this conflict
· Hidden issues and why they exist
· What should be done to improve the situation
· The advantages/ disadvantages of your suggestions
· What could have been done to avoid the conflict in the first
place
Analysis fully addresses most of the required topics:

place
Analysis does not address the required topics, or does not
address them fully.
place
Missing
Analysis is thoughtful and thorough, linked to course concepts,
and demonstrates critical thinking
Most of the analysis is thoughtful and thorough, linked to
course concepts, and demonstrates critical thinking
Little of the analysis is thoughtful and thorough, linked to
course concepts, or demonstrates critical thinking
Missing

References and APA
A total of three or more additional peer-reviewed references are
cited in support of the case study; they go beyond what is
obvious in the course materials
A total of two additional peer-reviewed references are cited in
support of the case study, but no effort is made to find less
obvious references
One additional peer-reviewed references are included cited in
support of the case study, or references cited are inappropriate
or incorrect
Missing
Paper and references are completely in APA format
Paper and references are mostly in APA format
Paper and references are not in APA format
Missing
Quality of Writing
Outstanding quality; flawless presentation
Good quality; minimal spelling, grammatical, and/or
punctuation errors
Poor quality; the frequency of spelling, grammatical, and/or
punctuation errors is distracting to the reader
Missing
Overall Effort
Written work clearly demonstrates exemplary effort; responses
consistently show initiative, creativity, and original thought
Written work demonstrates adequate effort; responses are
consistently complete, thorough, and reflect original thought
Written work demonstrates little effort; responses are
consistently incomplete, and/or shallow
Missing
Activities Calendar
Week

Date
Assignments Due
1
·
2
·
3
·
4
·
5
·
6
·
7
·
8
·
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