AI is the rage. Worries about student cheating. Developments by the day.

Here is an article that might be of interest as one prepares for the classroom future (and spring 2026).

All In: Embedding AI in the Law School Classroom by Gregory M. Duhl

Abstract

What is the irreducibly human element in legal education when AI can pass the bar exam, generate effective lectures, and provide personalized learning and academic support? This Article confronts that question head-on by documenting the planning and design of a comprehensive transformation of a required doctrinal law school course—first-year Contracts—with AI fully embedded throughout the course design. Instead of adding AI exercises to conventional pedagogy or creating a stand-alone AI course, this approach reimagines legal education for the AI era by integrating AI as a learning enhancer rather than a threat to be managed. The transformation serves Mitchell Hamline School of Law’s access-driven mission: AI helps create equity for diverse learners, prepares practice-ready professionals for legal practice transformed by AI, and shifts the institutional narrative from policing technology use to leveraging it pedagogically.

This Article details the roadmap I have followed for AI integration in a course that I am teaching in Spring 2026. It documents the beginning of my experience with throwing out the traditional legal education playbook and rethinking how I approach teaching using AI pedagogy within a profession in flux. Part I establishes the pedagogical rationale grounded in learning science and institutional mission. Part II describes the implementation strategy, including partnerships with instructional designers, faculty innovators, and legal technology companies. Part III details a course-wide series of specific exercises that develop AI literacy alongside doctrinal and skill mastery. Part IV addresses legitimate objections about bar preparation, analytical skills, academic integrity, and scalability beyond transactional courses. The Article concludes with a commitment to transparent empirical research through a pilot study launching in Spring 2026, acknowledging both the promise and the uncertainty of this pedagogical innovation. For legal educators grappling with AI’s rapid transformation of both education and practice, this Article offers a mission-driven, evidence-informed, yet still preliminary template for intentional change—and an invitation to experiment, adapt, and share results.