As a law teacher in a business school I am presented with the challenge of educating non-legal professionals. The breadth and depth of legal knowledge to be imparted to business students that are not going to be lawyers must be customized according to their needs. The main learning objective is to provide them with adequate legal knowledge so that they are able to appreciate the implications of the law when making business decisions. This is the challenge. I am tasked to make law accessible to these students but at the same time, I must ensure accuracy and correctness of the black letter law imparted to them. The problems that I face are thus associated with 'demystifying' the law for non-legal students. In that respect, I have found the case-method to be very effective and by learning through cases, students are able to overcome their initial fear and dislike for the subject and subsequently developed a genuine interest in the study of the law. With regard to teaching intellectual property laws as a subject in a business school, the foremost challenge presented to me is in generating students interests in the subject. Business students are trained to be generalists and they are must be equipped with a wide range of subject disciplines in order to be ready for the job market. Intellectual property law is not a core discipline in the business curriculum and may be offered only as an elective. If the enrolment of the module is low, the module may not be offered. To overcome this problem, the modules offered must be interesting, useful and relevant to the students. This requires the teacher to constantly update the teaching materials and improve on teaching methodologies. A. Teaching Methods (i) Student-Centered Learning or Outcome-based Education A student-centered learning approach is to empower students towards learning on their own with the help of clear and easily accessible learning objectives. In the same way, outcome-based education is a method of curriculum design and teaching that focuses on what the students can actually achieve and do after they have been taught. I have basically adopted the outcome-based education approach in the design of the intellectual property law based modules which I now offer to business, engineering and humanities students in the university. The learning objectives of the intellectual property law related modules are clearly defined in the course outlines which are make available to the students and are posted on the websites of my modules. Multiple instructional (case presentations, lectures and tutorials, role play and debates etc) and assessment (short quizzes, group presentations, project work, written examinations, class participation etc) strategies are adopted to meet the learning objectives. The students are also given timely feedback so that assistance may be rendered in time and each student can reach his or her maximum potential. In adopting an outcome-based education method of curriculum design and teaching, I am compelled to review the content of the modules from time to time so as to ensure that the goals of learning are achieved. (ii) Teachers as Facilitators In the advance module, Management of Intellectual Property, offered to fourth year students in the University Scholars Program, I change my pedagogical approach from instruction to facilitation. As class size is relatively small, approximately 40 to 50 students, I adopt a seminar style. Teaching by facilitation encourages the generation of a greater volume of discussion and debate on the various issues found in the complex subject matter of intellectual property laws. More importantly, through teaching by facilitation, students are constantly challenged to look and re-look at the issues and arguments presented by themselves and their classmates. As a facilitator, the professor exchanges the more traditional role of a teacher imparting knowledge to the students for the more interactive roles of a moderator or a discussant of issues and arguments presented in class. I have found via such a teaching method, students are encouraged to share their views in class (an ability that is much lacking in Asian students) and to further understand, analyse and integrate the subject matter of intellectual property into their existing assumptions or body of knowledge. Through the discussions in class, intellectual property is transformed from a dry unpalatable body of laws, treaties and regulations into an interesting and intriguing foray of arguments and issues that spur the students to explore further into the subject and to conduct independent research on topics of interest. (iii) Teaching with the Case Method In a law based module, the discussion and analysis of cases (legal judgments) is a useful and helpful teaching tool in this regard. Through an interactive discussion of the cases, students are presented with true to life accounts and real issues of contention. With the help of these cases, students are in a better position to understand the legal principles, appreciate the business or social implications and see the relevance of studying them. (iv) Large Class Teaching At the first year undergraduate level, a basic understanding of the legal and regulatory environment of business is important for a holistic business education. Intellectual Property laws are introduced to the first year undergraduates in the core module Legal Environment of Business. As all first year business students must read this core law module, the class size is approximately 350 to 400 students. One of the main challenges of teaching in a large class is the ability to engage the students intellectually and to maintain their attention for the entire 2 hour duration of the class. A number of strategies may be employed by the professor to effectively conduct an interactive session and avoid a monologue where learning is most passive. These strategies include (a) personalizing the large class by chatting informally and getting to knowing the students personally and inviting student feedback at the end of the class; (b) an abundant use of stories drawn from personal experiences and news headlines which help to make the lectures concepts vivid and interesting; (c) encourage students to ask and respond to questions in class. This can be achieved by creating a fun and relaxed atmosphere in the classroom where students are not afraid of being challenged or contradicted. (v) Small Class Seminar-Style Teaching For undergraduates in their senior years as well as postgraduates, a basic understanding of the legal and regulatory environment of business coupled with the ability to assess and evaluate the impact of legal judgments in making business decision is an important attribute of legal education for business students. In terms of teaching methodology, I recommend teaching by cases in seminars. Students are given a list of cases, textbooks, reference books, journal articles and legislations to read before the seminar. At the seminar, the instructor acts as a facilitator in a question and answer learning session. The impartation of knowledge via traditional lecture style is reduced to a minimum. This teaching methodology encourages independent learning and challenges the intellect of the students.