Law schools everywhere are confronting the same issue: how to use AI to help rather than hinder student learning.

In an earlier column, I speculated on ways we might help law students foster good over bad uses of AI. A paper published this summer by Dutch law professor Thibault Schrepel surveys the growing literature on experiments with AI in legal education. His overview provides a more concrete sense of what better uses of AI might entail.

These applications all have potential pitfalls, but these too can be harnessed as part of the learning process. To begin with the most . . . [more]

In early 2025, I participated in the Society for Experiential Education’s Experiential Education Academy. One of the sessions I attended focused on reflection, one of the eight principles of good practice in experiential learning. While we discussed the benefits of reflection, what struck me most was a comment made during the session: students needing to be taught how to reflect.

That’s right, reflection is not an innate ability. It is a skill we must learn.

That knowledge clarified many of my past experiences in legal education. Student don’t often like to reflect. Of course, they don’t, they don’t understand its . . . [more]

Lawyers develop and grow through the experiences they gain in practice. That’s why lawyers who have been practicing longer charge a higher hourly rate. More senior lawyers have more experiences to draw when helping clients solve problems. And it’s that experience that junior lawyers wish they could somehow bottle and consume to bypass the uncertainty and doubt that plagues them in their initial years of practice.

But what if we could jump start aspiring lawyers by helping them build a toolbox of experiences to draw on in their early years of practice? That’s where experiential learning comes in.

Learning by

To understand the benefits of competency-based learning, we must first understand what it is. Competency-based learning is like learning to ride a bike. The journey starts with a tricycle, where the rider first learns to pedal. Eventually, they graduate to a bicycle with training wheels. As confidence builds, the training wheels are raised and eventually removed. The novice rider wobbles and falls, scraping a knee. But they learn from each fall, getting back on the bike with increasing confidence and steadiness. Eventually, they can ride smoothly and consistently. Later, the rider may decide to try mountain biking, applying their prior . . . [more]

The concept of “professional identify formation” came to the fore in 2007, when the report Educating Lawyers: Preparation for the Profession of Law[1] was published by the Carnegie Foundation for the Advancement of Teaching . Commonly known as the Carnegie Report, it determined that preparation for the profession required three apprenticeships. The third of these was “concerned with providing entrants to the field effective ways to engage and make their own the ethical standards, social roles, and responsibilities of the profession, grounded in the profession’s fundamental purposes.”[2] This concept became known as “professional identify formation.”

Further defining professional

Civility and its importance are contested in the Canadian legal profession and the Canadian legal academy. [1] Moreover, civility and the broader concept of professionalism have a shameful history as exclusionary concepts with significant negative impact on the ability of members of equity-seeking groups to join the legal profession and succeed in the practice of law. [2] The contemporary complexities of civility and professionalism remain problematic.[3] And even at its pinnacle, the civility movement had its critics as well as its supporters.[4] In the aftermath of Law Society of Upper Canada v Groia, the movement may not . . . [more]

An email from a faculty member at the University of Toronto on the topic of AI made the rounds at law schools across Canada recently. It’s about using AI on final exams.

It points out that if a student has an app already open when they launch Examplify – the software most schools use to administer exams – they will have access to that app while writing the exam. This could be a browser with Lexis+AI or the app version of ChatGPT, which would still be online during the exam.

To avoid this, the company that makes Examplify advises running . . . [more]

The Federation of Law Societies of Canada (the “Federation”) is a national association of 14 Canadian law societies. One of the Federations roles is to approve Canadian law schools. To be approved a law school must require that each of its graduates meet the Federation’s National Requirement. But what is the National Requirement and what does it require?

The National Requirement, which came into force in 2015, sets out the specific knowledge and skills Canadian common law program graduates must demonstrate to be ready to enter a bar admission program. The National Requirement is also the standard against which internationally . . . [more]

Artificial intelligence (AI) is transforming nearly every sector of society, and the legal field is no exception. While AI is rapidly reshaping legal practice, legal education risks falling behind.

Surveys of university graduates indicate that they feel unprepared for the workforce due to a lack of AI integration into their education. Legal regulators like the Law Society of Ontario, emphasize that lawyers must understand AI’s risks and benefits to meet professional responsibility standards. The gap between what is taught in the classroom and what is required in practice is widening by the day.

Fortunately, there are practical and innovative strategies . . . [more]

The bar examination landscape in the United States seems to be in a state of upheaval. The National Conference of Bar Examiners (NCBE) is in the midst of developing a new bar exam, called the Next Gen Bar. Meanwhile, California’s State Bar considered scrapping NCBE entirely and hiring Kaplan to write an exam for California.^[1] Though California has now paused this plan, it’s clear that they were looking for other options and thought it might be possible to write a new exam.

I once heard a teaching expert joke that she could teach anything. She would take a bet . . . [more]

As a faculty member of Simon Fraser University, I recently participated in a SFU Faculty Association vote on a motion “calling upon SFU to divest from Israeli commercial interests, suspend partnerships with Israeli universities, and offer concrete support for Palestinian faculty and students.” Such motions have been common across universities around the world during the “situation in Gaza,” as the motion calls it. The inordinate loss of life and suffering of the Israel-Hamas War has led to campus disruptions that have not been seen since the Vietnam War roiled campuses more than half-a century ago (during my student days at . . . [more]

Last week’s journey to Toronto with the University of Calgary’s Black law students for the 33rd National Conference of the Black Law Students Association of Canada (BLSAC) was more than a trip; it was a profound emotional journey for both me and my students. This event was not just a conference; it was a historic gathering of some 600 Black law students (and aspiring Black law students), the largest of its kind in the annals of BLSAC, marking the biggest assembly of Black law students in the entire history of Canada. In a profession where Black individuals and people of . . . [more]