As artificial intelligence tools become increasingly sophisticated, legal education faces fundamental questions about the nature and purpose of scholarly writing. This discussion group will explore how law schools can preserve the pedagogical value of student and faculty scholarship in an algorithmic age, addressing concerns about authorship attribution, academic integrity, and the ethical use of AI in legal research and writing. Participants will examine how faculty can meaningfully evaluate student work when AI assistance is prevalent, consider whether traditional scholarship requirements still serve their intended learning outcomes, and discuss how both students and faculty can generate and recognize authentic intellectual contribution.
