Claire Hourani
Research Mentor: Patrick Barry
Mentor Department: Law, Law
Author(s): Claire Hourani, Patrick Barry
Session: Session 3 (11:00 AM – 11:50 AM)
Presentation Type: Poster 31
Abstract
As AI continues to develop, its role in professional fields is becoming increasingly relevant, and the need to be informed about large language models is becoming crucial. However, there seems to be a gap, as students struggle to transition from a mindset in which AI is seen as a shortcut in a classroom setting to the real world, where the true value lies in knowing when and how to take those shortcuts. To tackle this area, this study compiled feedback in the form of student memos to further develop and strengthen an AI in Law course, focusing not merely on pushing individuals to use or not use AI, but on informing their decision-making surrounding AI use. These memos consisted of areas to eliminate, decrease, increase, and try in each class session (culminating in 6 feedback memos on the in-class sessions), as well as transfer to the online version of the course. Through these feedback memos, the AI in Law course is developed and adapted to account for varying perspectives (whether that means removing an activity, adapting an existing one, adding a new one, or adjusting an approach to a topic, etc.), further informing students. By increasing the number of informed AI users in law and other professional fields, students are being left better equipped to tackle what is expected of them in workspaces and to make the best choices for themselves when it comes to AI use.
