I work at the intersection of legal education and artificial intelligence — developing curricula, training programs, and policy frameworks that help lawyers, law students, and institutions use powerful new tools with competence and care. My practice draws on nearly a decade of teaching in law schools and years of tracking how rapidly evolving AI technologies interact with legal practice, professional responsibility, and access to justice. I specialize in making complex, fast-moving information usable.
A comprehensive, annotated generative AI policy for law clinics, synthesizing scholarly research and pedagogical best practices into a modular framework for institutional adoption. Includes a sample multiple-choice quiz to test knowledge and comprehension.
Explore the policyA repository of law school assessments designed to navigate the pedagogical challenges of generative AI, featuring modular assignments that either integrate responsible AI use or employ instructional design to incentivize human-first analysis.
Coming soon
A comprehensive legal research framework that integrates generative AI tools into the traditional research process, providing a structured methodology for balancing technological efficiency with rigorous verification and ethical standards. Designed for 1Ls but suitable for all law students.
Explore the guideA selection of invited keynote addresses, panels, and workshops centered on the intersection of generative AI and the law. These engagements reflect my commitment to distilling the complexities of emerging tech into accessible frameworks for legal scholars, practitioners, and general audiences.
This workshop and CLE session for Rutgers Law School clinical faculty covers the responsible and ethical use, including necessary risks and safeguards for integrating Generative AI into clinical legal education
In this presentation for Rutgers Law School senior leadership, I make the case for integrating AI literacy as an essential component of legal education curriculum and workflows.
Delivered at the RWJBarnabus Health Medical Humanities Conference, this presentation details the practical applications of Large Language Models for research, writing, studying, and skill development.
This symposium keynote talk explores the environmental regulation and responsibility of AI by applying key lessons learned from the history of consumer recycling.
A four-session series covering: AI for drafting and reviewing hypos; AI assistance with recommendation and clerkship letters; AI for studying; and AI in writing courses and supervising student notes.
Covering ethical considerations, prompt engineering, and the limitations of LLMs, this remote presentation introduced members to fundamental generative AI skills.
This presentation (co-presented with Anna Elbroch) sought to inform educators and faculty about some best practices for integrating Generative AI tools into online and other educational courses.
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An introductory exploration of general AI models and prompting strategies, designed to highlight high-value use cases alongside the essential ethical guardrails required for legal work.
As a panelist for the AI and Legal Ethics portion of this symposium, I explained the academic integrity and professional responsibility implications of AI in law schools.
This brief ethics overview for legal writing professors analyzed the implications of ABA Formal Opinion No. 512 for Generative AI ethics in both legal writing and ethics instruction.
This keynote address (co-presented with Hon. Scott Schlegel) at the State Bar of Wisconsin Annual Meeting & Conference addressed the specific benefits and risks of using artificial intelligence in the practice of law, including hallucinations, deepfakes and authentication of evidence, and ethical duties.
In this CLE session at the State Bar of Wisconsin Annual Meeting & Conference, this presentation provided an overview of generative AI utility in legal practice, covering the mechanics of effective prompting, diverse workflow applications, and the critical security warnings inherent to the technology.
This presentation advocated for the integration of generative AI into law school curricula, exploring how faculty and administrators can master the technology's mechanics, ethics, and practical applications to effectively adapt teaching and assessment for an AI-augmented legal landscape.
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A comprehensive look at the capabilities and limitations of LLMs, featuring a deep dive into prompt design, practical office integration, and the primary ethical risks facing practitioners.
Focused on improving legal writing, this California CLE Webinar highlights essential techniques drawn from the distinct writing styles of renowned Supreme Court Justices.
"If a machine can easily do everything we are asking our students to do, then we are not asking enough of our students."
— David S. KempI contribute to the legal conversation through a mix of formal journal articles and digital editorials. My work often explores the intersection of emerging technologies, equity, and ethics, distilling complex legal frameworks into clear, accessible insights for scholars, industry leaders, and the public alike.
49 Seton Hall J. Legis. & Pub. Pol'y 633 (2025)
This article explores the integration of generative AI into legal education, examining its history and the potential for faculty to utilize it for pedagogical, administrative, and scholarly purposes. It further addresses the risks of student over-reliance on AI, proposing that law schools should treat AI as a collaborative tool and shift toward assessments that prioritize process and diverse lawyering skills over traditional exams.
Rutgers Comp. & Tech. L.J. (forthcoming 2025)
Drawing on the failures of consumer recycling, this article argues that AI's environmental impact cannot be solved through individual responsibility or voluntary corporate commitments alone. Instead, it proposes a regulatory framework that aligns market forces with sustainability by using mandatory disclosures, resource-weighted fees, and producer responsibility to reward resource efficiency.
Verdict (Sep. 2023)
The article argues that ChatGPT's well-known failures in legal research — such as hallucinating cases and misrepresenting the law — can be turned into a pedagogical advantage, by having law students use AI-generated output as a starting point for learning how to verify legal information using reliable tools like Westlaw and LexisNexis.
Verdict (Aug. 2023)
The article argues for the integration—rather than prohibition—of generative AI tools, specifically ChatGPT, into legal education. It suggests that guided AI instruction on how to harness this disruptive technology prepares law students for the evolving landscape of legal practice.
Legal education is slow to change, and AI is changing everything fast. My work lives in that gap.
I design curricula, assessments, supervision protocols, and institutional policies for law schools and legal organizations navigating the practical challenges of generative AI. That work requires both a researcher's habits — tracking a field that shifts weekly — and a teacher's discipline: translating what's technically true into what's actually actionable for lawyers and law students. I've taught in both capacities at Rutgers Law School, UC Berkeley School of Law, and UC Law San Francisco, including six semesters of a law school course — first called Emerging Tools & Technology in the Practice of Law, and most recently AI Skills for Lawyers — built around developing the kind of judgment and transferable problem-solving skills that hold up as tools and circumstances change.
My approach to training and curriculum development is grounded in learning science — how memory works, how skills transfer, how judgment develops under pressure. That foundation shapes everything from how I sequence a curriculum to how I design individual exercises.
I am particularly interested in speaking with law school administrations and faculties about AI pedagogy, curriculum design, and the institutional questions that don't yet have settled answers.
Juris Doctor
Bachelor of Arts, Psychology
A complete record of my academic appointments, publications, presentations, and professional experience.
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