At the University of Texas at Austin School of Law, Dean Bobby Chesney issued a faculty memo urging a classroom approach built around Socratic discussion and tighter assessment integrity in response to AI tools. Chesney said the classroom is the “sole context” where professors can ensure students learn without becoming reliant on AI-enabled drafting. The memo outlines three operational priorities: defining what AI knowledge students should learn, preserving assessment integrity, and mitigating AI use in completing course materials and assignments. The dean’s emphasis on student “hard work” positions the law school to update its AI stance as other law schools consider curriculum changes. In the broader legal education context, reporting notes that by 2024 most law schools had either incorporated AI learning opportunities or were considering updates to include AI education. For academic leadership, the memo is part of a rising governance pattern: AI integration is increasingly paired with explicit classroom pedagogy shifts and assessment redesign plans to manage both learning outcomes and policy compliance.