The No-B.S. AI Law Blog

Introduction

As artificial intelligence (AI) revolutionizes various aspects of our lives, including legal education, it is crucial to re-examine the concept of academic integrity and what constitutes plagiarism. The rapid advancement of AI-powered tools has led to new challenges and opportunities for law students in maintaining personal and academic integrity. This article explores the evolving definition of plagiarism, the impact of AI on academic work, and strategies for fostering a culture of integrity in the age of AI while embracing the potential benefits of these technologies.

The Evolving Definition of Plagiarism in Legal Education

Traditionally, plagiarism has been defined as the use of another person’s work or ideas without proper attribution. However, in the context of legal education, the concept of plagiarism has always been somewhat different. Lawyers are required to cite cases and conduct thorough research, and legal writing follows specific conventions that may limit individual flair or writing style (Okongwu & Imoisi, 2023). As a result, law students may feel frustrated when their adherence to these conventions is perceived as a lack of originality.

The advent of AI has further complicated the definition of plagiarism. AI-powered tools can assist students in enhancing their work by providing insights, suggestions, and even generating content. This raises questions about what constitutes “original work” and whether the use of AI should be considered plagiarism (Denisova-Schmidt, 2016). As Baum, Stuhmcke, and Wangmann (2016) point out, character traits such as adaptability and intellectual curiosity are crucial for success in the legal profession. Embracing AI as a tool for enhancing one’s work may demonstrate these qualities rather than a lack of integrity.

Reconsidering the Role of AI in Academic Work

Law schools and academic institutions must reconsider their approach to AI and its role in academic work. Rather than viewing AI as a threat to academic integrity, it can be seen as a tool that enables students to produce higher-quality work more efficiently (Bailey, Kalache & Acheson, 2022). By leveraging AI-powered tools, law students can focus on developing critical thinking skills, legal analysis, and problem-solving abilities, which are essential for success in the legal profession.

However, it is crucial to distinguish between the appropriate use of AI and the misuse of these technologies. Law schools should provide clear guidelines on how AI can be used in academic work and what constitutes plagiarism in the age of AI (James & Mahmud, 2014). This may involve updating academic integrity policies to reflect the changing landscape of technology and its impact on legal education.

Strategies for Maintaining Academic Integrity in the Age of AI

1. Embrace AI as a tool for learning: Law schools should encourage students to view AI as a tool for enhancing their learning experience rather than a means of cheating. By providing training and resources on how to use AI effectively and ethically, law schools can help students develop the skills necessary to succeed in the legal profession (Okongwu & Imoisi, 2023).
2. Foster a culture of transparency: Law students should be encouraged to be transparent about their use of AI in academic work. This may involve disclosing the tools they have used and how they have incorporated AI-generated insights into their own work (Denisova-Schmidt, 2016).
3. Emphasize the importance of critical thinking: While AI can assist in generating content and providing insights, it is essential for law students to develop critical thinking skills and exercise their own judgment. Law schools should emphasize the importance of analyzing and synthesizing information rather than simply relying on AI-generated content (Prescott, Buttrick & Skinner, 2014).
4. Adapt assessment methods: Law schools may need to adapt their assessment methods to reflect the changing nature of academic work in the age of AI. This may involve placing greater emphasis on oral presentations, group projects, and practical assignments that require students to demonstrate their understanding of legal concepts and their ability to apply them to real-world situations (Hansen & Anderson, 2015).
5. Collaborate with legal professionals: Law schools should collaborate with legal professionals to understand how AI is being used in practice and to ensure that academic integrity policies align with the expectations of the legal industry. This collaboration can also help law students understand the ethical implications of using AI in their future professional lives (Booth, Stuhmcke & Wangmann, 2020).

Conclusion

The advent of AI has challenged traditional notions of plagiarism and academic integrity in legal education. As AI-powered tools become more sophisticated and widely used, law schools must adapt their approach to academic integrity to reflect the changing landscape of technology. By embracing AI as a tool for learning, fostering a culture of transparency, and emphasizing the importance of critical thinking, law schools can help students maintain academic integrity while preparing them for the challenges and opportunities of the legal profession in the age of AI.

Ultimately, the goal of academic integrity in the age of AI should be to empower law students to use technology in a way that enhances their learning experience and enables them to become competent, ethical, and adaptable legal professionals. By redefining plagiarism and reconsidering the role of AI in academic work, law schools can create an environment that encourages innovation, creativity, and integrity in the face of technological change.

References:

Bailey, K., Kalache, L., & Acheson, R. (2022). Turn-it-out? Reframing the Academic Integrity Conversation in Online Legal Education. In ASCILITE 2022 (pp. 1-6). University of Sydney.

Baum, H. D., Stuhmcke, A., & Wangmann, J. (2016). Inward bound: An exploration of character development in law school. University of Arkansas at Little Rock Law Review, 39(1), 25-74.

Booth, T., Stuhmcke, A., & Wangmann, J. (2020). There is plagiarism … and there is plagiarism: Academic misconduct and admission to legal practice. International Journal of the Legal Profession, 27(3), 291-316.

Denisova-Schmidt, E. (2016). The global challenge of academic integrity. International Higher Education, (87), 4-6.

Hansen, R. F., & Anderson, A. (2015). Law student plagiarism: Contemporary challenges and responses. Journal of Legal Education, 64(3), 416-427.

James, C., & Mahmud, S. (2014). Promoting academic integrity in legal education: ‘Unanswered questions’ on disclosure. International Journal for Educational Integrity, 10(2), 3-16.

Okongwu, C. J. & Imoisi, S.E. (2023). Smart or Dishonest? Plagiarism and use of Writing Technologies: An Increasing Problem for Training Students for the Legal Profession. De Juriscope Law Journal, 3(1), 95-104.

Prescott, P., Buttrick, H., & Skinner, D. (2014). A jury of their peers: Turning academic dishonesty into classroom learning. Journal of Legal Studies Education, 31(2), 179-206.