This is a reflection on mitigation strategies for reflective writing assignments in an Alternative Dispute Resolution (ADR) course. There were 20 second and third-year law students, 10 first-year volunteer students, and 10 students from Pro Bono Students Canada taking part in this course.
AI use was not formally restricted, although I suspect some submissions relied heavily on AI. In hindsight, reflective writing assignments are particularly vulnerable to AI assistance.
These assignments are intended to develop students’ ability to critically reflect on their own negotiation behavior, mistakes, and strategic decisions across multiple simulations.
Reflection is a central learning objective in experiential courses. When AI generates overly polished reflections, it can undermine the authenticity of the learning process.
The reflective component remains pedagogically valuable, but I would modify the format. In future iterations, I would likely incorporate short in-class reflection exercises or require students to orally discuss their reflections to ensure the work reflects their own experience.
Additional Information
Students submit negotiation preparation sheets during the course and a final reflective journal analyzing their negotiation experiences.
None.
Experiential law or professional skills courses.
- Self-assessment and reflective learning
- Identifying negotiation strengths and weaknesses
- Connecting theory with practice
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