Generative AI products include ChatGPT for text, Dall-E for imagery, deepfakes for videos, avatars in social media feeds, Google’s Music LM and Jukebox for music generation, software code generation, and more. These tools are moving rapidly from experimental to core features of ubiquitous software products, including Bing and Google search, Microsoft Office, and many more. Industries are investing heavily in artificial intelligence and introducing them into products and services across all domains. Facial recognition tools on mobile phones, anti-plagiarism reviews in learning management systems, and pre-selection tools on job application websites are just a few of the areas law students engage with AI on a regular basis. The rapid expansion of AI has significant implications to teaching and learning across most fields. At a minimum, ChatGPT requires that law school courses emphasize content accuracy and academic integrity as well as promote digital literacy in student research. Beyond pedagogy, the introduction of generative AI has important legal and ethical implications regarding copyright, privacy laws, antidiscrimination laws, ADA compliance, and much more. This discussion will explore the legal, ethical, and academic policy considerations regarding the use of generative AI by students, faculty, and institutions.


Jon Garon
Professor of Law and Director, Intellectual Property, Cybersecurity, and Technology Law Program