Law Commons^™

Turning Risks Of Cheating With Ai Into Opportunities For Better Teaching, John M. Lande

Faculty Publications

Many law school faculty are concerned that students may misuse artificial intelligence (AI) tools to undermine their learning and violate academic integrity policies.  Although some students will inevitably cheat, faculty can reduce the risk – and improve student learning – by rethinking assignment design and classroom communication.

This article frames the risk of AI-related cheating as an opportunity for pedagogical improvement.  It offers practical strategies to help faculty design assignments that enhance student learning, promote good decision-making, discourage inappropriate AI use, and foster responsible AI literacy.  It outlines approaches consistent with the ABA’s new requirement for formative assessment throughout the …

Relentless: The Pressures Shortening Law School Deanships And What Must Change, Katie Kempner, Patricia E. Roberts

Faculty Articles

It is no small thing when a law school loses its dean. The departure triggers a national search, stalls institutional momentum, disrupts fundraising, and requires rebuilding years of relationships with faculty, alumni, and university leadership, all while the institution navigates one of the most turbulent periods in legal education's history. Approximately 25 percent of the nation's law schools transition to a new dean in any given year. That reality prompted this study.

This study combined a survey of 624 current and former law school deans, which yielded 256 responses and data on 294 deanships, with 70 qualitative interviews conducted between …

Property Law As History, Michael Allan Wolf

UF Law Faculty Publications

Because property law and history are so inextricably intertwined, it has become even more important for law professors to share with students and colleagues the ways in which knowledge of history unlocks difficult concepts, suggests workable solutions to contemporary puzzles, and makes very dry concepts—destructible contingent remainders, running covenants, privity, and the Rule in Dumpor’s Case—much easier to digest.   Sampling from the doctrinal menu of a typical first-year property course--adverse possession, present estates and future interests, landlord-tenant, concurrent interests, servitudes, land transactions, eminent domain, regulatory takings, and zoning--this article identifies two aspects of the law of property as history, using …

Interrogating The Facts Of The Case, Anna Roberts

Indiana Law Journal

Buried within many criminal judicial opinions is the origin of their “facts”—the interrogation room. Criminal law pedagogy should expose this origin. If we treat the alleged product of interrogation as “what happened,” as criminal cases (and professors) sometimes do, we obscure the ways in which interrogators are trained to incriminate and to co-create confessions. We also risk obscuring subsequent layers of reporting by police, prosecutors, or judges.

Recent scholarly literature urges criminal law professors to teach differently, warning that we distort, sanitize, and bolster the carceral state when we erase governmental agents and bypass procedure. Treating the “facts of the …

My Friend Dan Subotnik, Harvey Gilmore

Touro Law Review

No abstract provided.

Front Matter

Lewis & Clark Law Review

Front Matter contains Table of Contents, Masthead, and faculty for Lewis & Clark Law Review Volume 30, Issue 1.

Put Me In, Coach: Enhancing Foundational Lawyering Skills Across The Curriculum With Neurodivergent Law Students In Mind, Erica M. Lux

Mitchell Hamline Law Review

As more adults discover that they are neurodivergent, the law student population is likely to be no different, and legal education must adapt to support the skill development needs of neurodivergent students as they prepare to enter the profession. Neurodivergence is a non-medical term that refers to a variety of conditions resulting from changes to a person’s brain structure and function. More commonly, academic discussions around neurodivergence focus on autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD)—both of which have not been properly diagnosed over the past several decades. However, neurodivergence also incorporates anxiety disorders, obsessive-compulsive disorder (OCD), …

Religious Freedom, Jesuit Mission, And Dei, William M. Treanor, Amelia J. Uelmen

Georgetown Law Faculty Publications and Other Works

The ability of Jesuit educational institutions to pursue a central part of their mission – that of fostering diverse, equitable and inclusive educational environments – is under attack. This essay outlines several dimensions of their religiously-grounded mission and the reasons to strongly protect from government interference the rights of Jesuit universities to implement programs and practices that align with DEI values. First, for Jesuit universities, these programs and practices are rooted in a much deeper culture of the more than 2,000-year old Catholic intellectual tradition and the now 500-year old tradition of Jesuit spirituality. Second, drawing on the classic work …

Gamification: The Viability Of Using Genai To Create Games To Teach Legal Concepts, Nicole Belbin

Faculty Scholarship

This Essay examines whether generative artificial intelligence (GenAI) can lower the technical, time, and cost barriers that have limited the use of game-based learning (GBL) in legal education. It first considers the science of learning, focusing on spaced practice, retrieval practice, and concrete examples, and explains how GBL can incorporate these strategies. It then evaluates four general-purpose GenAI tools—Perplexity, Gemini, ChatGPT, and Claude—by testing their ability to state legal rules accurately and create games that teach personal jurisdiction.

The results demonstrate both GenAI’s promise and its limitations. Although all four tools incorporated core concepts of general jurisdiction, each omitted at …

Performing Democracy, Carliss N. Chatman

Faculty Journal Articles and Book Chapters

American universities are frequently portrayed as stewards of democracy—sites where dissent is protected, truth is pursued, and diversity is championed. Yet these institutions often betray these ideals, especially under the pressures of donor influence, reputational risk, and political retrenchment. This Essay interrogates the internal contradictions of the university by centering one of its most guarded rituals: faculty hiring. Building on my 2021 article The Soft Shoe and Shuffle of Law School Hiring Committee Practices, I argue that hiring serves as both a performance of inclusion and a mechanism for preserving institutional whiteness, elite networks, and gatekeeping norms. I extend …

My Negotiation Chatbot Toby And Pedagogical Governance, Renee Henson

Faculty Publications

The use of artificial intelligence (AI) chatbots is exploding. Adolescents increasingly prefer interactions with AI companions over peers. Adults rely on these systems for health planning, therapy, administrative assistance, nutrition guidance, and even simulated “romantic relationships.” Individuals and institutions are adopting AI tools at a pace that far exceeds the development of governance frameworks.

I developed Toby for use in my first-year Lawyering: Problem-Solving and Dispute Resolution (“Lawyering”) course to expose students to the dynamics of negotiating against an opposing counsel with a difficult personality—a type of adversary all too common in legal practice, yet difficult to prepare for. Toby …

Report On The 2025-26 Survey Of Applied Legal Education, David A. Santacroce, Robert R. Kuehn, June T. Tai, Sarah Boonin

Other Publications

This report summarizes the results of the Center for the Study of Applied Legal Education’s (CSALE) 2025-26 Survey of Applied Legal Education. The 2025-26 CSALE Survey is CSALE’s seventh triennial survey of law clinic and field placement (i.e., externship) courses and educators. The results provide insight into the state of experiential legal education in areas like program design, capacity, administration, funding, and pedagogy, and the role of clinic and field placement educators in the legal academy. Law schools, legal educators, scholars, and oversight agencies rely on CSALE’s data. The 2025-26 CSALE Survey is composed of two parts. A Survey of …

Front Matter

Lewis & Clark Law Review

Front Matter contains Table of Contents, Masthead, and faculty for Lewis & Clark Law Review Volume 30, Issue 2.

The Other Side Of The Glass Cliff, Angela Onwuachi-Willig, Kellye Testy

Faculty Scholarship

First articulated by researchers Michelle K. Ryan and S. Alexander Haslam in 2005, the glass cliff theory posits that individuals from traditionally underrepresented groups in leadership, such as women and people of color, are more likely to obtain executive leadership positions during times of crisis, which means that such leaders take on their roles under conditions where they are more prone to fail. In this Essay, we focus on what we have termed “the other side of the glass cliff”: the intentional steps that women and people of color leaders in the legal academy have taken to build structures that …

Critical Analysis Of Legal Education: Faculty Perspectives Of Law School's Role In Producing Practice-Ready Graduates, Sophia M. Akel

Graduate Studies Theses and Dissertations 2026

Legal education has long been the subject of harsh, widespread criticism due to concerns about its ability to adequately prepare students for legal practice. Newer attorneys have reported feeling incapable of performing even the most basic functions of their job after graduation from law school (Merritt & Cornett, 2020). Despite this troubling reality, law schools largely continue to function as they always have (Cramton, 1981). To gain insight directly from important figures in legal academia, this study examined law faculty perceptions on legal education’s role in producing practice-ready graduates. A mixed-methods survey design incorporating both quantitative descriptive and qualitative elements …

Professor Yvette Butler Named 2026 Recipient Of Derrick A. Bell, Jr. Award, Maurer School Of Law - Indiana University

Keep Up With the Latest News from the Law School (blog)

Indiana University Maurer School of Law Professor Yvette Butler has been selected as the 2026 recipient of the Derrick A. Bell, Jr. Award, the Association of American Law Schools (AALS) Section on Minority Groups announced late Friday (Dec. 12).

“Professor Butler’s commitment to advancing racial justice and elevating the voices of marginalized communities embodies the highest ideals of our profession,” said Indiana Law Dean Christiana Ochoa. “Her work reflects the courage, clarity of purpose, and unwavering advocacy that defined Derrick Bell’s legacy. We are immensely proud to see her recognized with this award and look forward to the continued impact …

Ben's Blog 1: What Would Benjamin Cardozo Do? (Wwcd): The Holiday Party Edition, Benjamin N. Cardozo School Of Law

Cardozo Law News Archive

The inaugural installment of Ben's Blog presents a fictional exchange inspired by Justice Benjamin N. Cardozo, applying his judicial philosophy to contemporary workplace holiday party issues. The blog explores employment law topics including workplace inclusion, alcohol policies, cannabis use, anti-harassment obligations, and employer liability in a lighthearted educational format.

Solving Professors' Dilemmas About Prohibiting Or Promoting Student Ai Use, John Lande

Faculty Publications

Faculty face difficult dilemmas as law students increasingly use generative artificial intelligence (AI) tools like ChatGPT.  Should faculty prohibit student use of AI in course work, allow it within limits, or actively encourage it to build professional skills?  Because students already use AI tools, faculty must respond.  Doing nothing can undermine core educational goals.

This article offers practical strategies for addressing these dilemmas.  These strategies are designed to promote learning, uphold academic integrity, and prepare students for an evolving legal profession.  This article outlines two broad approaches:  restricting unauthorized AI use and promoting responsible, supervised use.  It provides concrete suggestions …

Dean's Desk: We’Re Providing Encouragement To Would-Be Lawyers, Christiana Ochoa

Christiana Ochoa (7/22-10/22 Acting; 11/2022-)

As dean of the Indiana University Maurer School of Law, I have the privilege of witnessing firsthand how transformative legal education can be—not only for individual students, but also for the communities and institutions they go on to serve.

But there’s a problem: many promising undergraduate students have been told, explicitly or implicitly, that law school isn’t for them. Some don’t have anyone to turn to for advice and guidance.

Some have been discouraged from considering legal education because their backgrounds don’t fit the traditional mold of what society envisions an attorney to be. Maybe they are first-generation students and …

From Prestige To Performance: Evaluating Law School Outcomes Using Value-Added Modeling, Jason Scott, Andrea Pals, Dominique Monserrat

AccessLex Institute Research

Bar passage and employment rates are widely used to evaluate law school performance, yet these raw outcomes often reflect student selection rather than institutional performance. This study applies a value-added modeling (VAM) framework to assess the contributions of law schools to student success, controlling for prior achievement and contextual factors. Using a 10-year panel dataset of 189 ABA-accredited law schools, we estimate fixed-effects models to isolate the impact of the law school learning environment on first-time bar passage and law-related employment. Our findings reveal that schools traditionally viewed as underperforming often exceed expectations when student background is accounted for, challenging …

Teaching With Ai: Insights From A Faculty Focus Group, John M. Lande

Faculty Publications

This report summarizes insights from a focus group of law faculty who discussed their experiences and perspectives about using artificial intelligence (AI) in legal education.  The focus group took place at the 2025 Works-in-Progress Conference sponsored by the ADR Section of the Association of American Law Schools.

The responses reflect a range of reactions, providing a snapshot of how some faculty are experimenting with AI, evaluating its risks and benefits, and considering how best to achieve their pedagogical goals.  Participants expressed interest in using AI as a teaching tool – particularly in communication exercises, simulations, and written assignments – and …

Kwanza Jones & José E. Feliciano Commit $6 Million To Name Clinical Education Program At Cardozo School Of Law, Benjamin N. Cardozo School Of Law

Cardozo Law News Archive

Cardozo School of Law announced a $6 million gift from alumna Kwanza Jones and José E. Feliciano to renovate and expand its clinical education facilities. The gift will establish the Kwanza Jones and José E. Feliciano Program for Clinical Education, supporting experiential legal education and increasing access to justice through Cardozo's nationally recognized clinical programs.

Teaching Students To Write Well With Ai (Even If You're Still Learning It): A Guide For Faculty Who Want To Teach - Not Play Detective, John Lande

Faculty Publications

As generative artificial intelligence (AI) tools rapidly enter legal education, faculty need practical ways to guide student writing and promote academic integrity.  This one-page guide offers concrete strategies to help faculty teach students to think and write more effectively with AI tools.  As students increasingly use AI on their own, faculty face two related challenges:  preventing misuse and promoting deeper learning.

This guide frames the instructor’s role not as a detective, but as a coach who helps students use AI responsibly.  It outlines techniques to clarify expectations, promote good writing, and foster critical engagement with AI.  Adapted from the short …

Did Your Student Or A Bot Write This Paper?: Teaching And Grading In The Age Of Ai, John Lande

Faculty Publications

Generative artificial intelligence (AI) is disrupting traditional assumptions about law students’ authorship of their written assignments.  Faculty are concerned about their ability to tell whether students are writing their own papers or simply using AI tools like ChatGPT.  This article offers practical strategies for addressing this problem, focusing on teaching and grading practices that promote transparency, accountability, and learning.

It recommends that faculty require students to include AI use certification cover sheets with their papers, disclosing whether and how they used AI tools during the writing process.  The article also explains how faculty can shift from purely summative to use …

Faculty Use Of Artificial Intelligence In Teaching, John Lande

Faculty Publications

This report presents findings from a 2025 survey of U.S. law faculty about their own use of generative artificial intelligence (AI) tools such as ChatGPT and how their students use them as well.  Most respondents reported using AI at least occasionally for teaching-related purposes, and many estimated that a majority of their students used it in their courses.

Faculty identified benefits such as time savings, idea generation, and improved clarity. They also reported significant concerns about students’ over-reliance on AI, as well as the unreliability of its outputs.

Most faculty had revised assignments and assessment practices and provided guidance to …

The Art Of Ai Prompting In Law And Dispute Resolution Practice, John Lande

Faculty Publications

This short article offers a practical guide for using AI tools to improve the judgment and efficiency of lawyers, mediators, and arbitrators.  It cites ABA Ethics Opinion 512, which describes lawyers’ ethical duty of technological competence under the ABA Model Rules.

The article encourages practitioners to begin by selecting AI tools appropriate to their tasks such as general-purpose platforms or specialized tools listed in the article.  It explains how to write effective prompts, use follow-up questions to refine outputs, and apply professional judgment when reviewing results.  It includes a list of suggested follow-up prompts.

Getting useful results from AI tools …

How Mediators And Lawyers Can Use Ai: A Practical Video Guide, John Lande

Faculty Publications

This article explains why mediators and lawyers increasingly need to use artificial intelligence (AI) tools in their work.  It introduces a video that offers practical guidance for mediators and lawyers on using AI to enhance planning, help clients make better decisions, and improve efficiency.  It includes a basic introduction to AI, guidance on getting good results and managing risks, and demonstrations of RPS Coach, a specialized AI tool.  The article provides links to the video, PowerPoint slides, and a transcript of the demonstrations.

Promoting Better Dispute Decision-Making With An Ai Tool Built On Rps Theory, John Lande

Faculty Publications

Traditional theories of negotiation and mediation rely on rigid models, false dichotomies, and confusing terminology that fails to reflect the complexity of real practice. This article critiques those theories and introduces Real Practice Systems (RPS) theory as a more accurate and practical alternative.

RPS theory conceptualizes negotiation and mediation as sequences of professional judgment shaped by context, experience, and goals, rather than as idealized or linear processes. It promotes a realistic and ethically responsible practice by encouraging reflection, intentional process design, and adaptability.

The article introduces “RPS Coach,” a free artificial intelligence tool built on the ChatGPT platform. It is …

Thinking Like Mediators About The Future Of Ai, John Lande

Faculty Publications

Some public discourse about artificial intelligence (AI) reflects the uncertainty and tension typical of high-stakes conflicts, where differing perceptions and strong emotions shape how people respond to change. This short essay suggests that dispute resolution professionals are well-positioned to apply our tools to this emerging and complex issue, though we don’t always do so.

The essay calls for a balanced analysis of AI’s risks and benefits, drawing on familiar dispute resolution practices like careful consideration of situations, interests, and options. It highlights the differences between individual and societal impacts of AI use on the environment and education. It encourages the …

A Video Guide For Teaching Law Students To Use Ai Wisely, John Lande

Faculty Publications

This article introduces a video that provides practical guidance about using artificial intelligence (AI) in legal education.  It presents a basic introduction to AI and describes how law students and faculty can benefit from tools like ChatGPT.  Because many students already use AI on their own, the video emphasizes the need to teach them how to use it wisely and responsibly.  The video also includes demonstrations showing how faculty can use AI to develop new simulations and how students can use it to prepare for them.  This article provides links to the video, PowerPoint slides, the chat transcript, and related …