Services

Schools usually start with one of these and add others as decisions come into focus. Each one ends in something written the school can act on.

School-wide AI review

A map of where AI touches your school (teaching, assessment, admissions, career services, faculty policy) and which changes are most urgent.

You get: a written review ranking the areas by urgency and effort, with the evidence behind each and the decisions they depend on.

Assessment and grading

Which exams and assignments still show what a student can do alone, which no longer do, and what to replace them with. Options are weighed for cost, faculty time and effect on grade reliability.

You get: a position paper for the dean and faculty, with the trade-offs of each option and a practical guide for faculty.

Faculty working group support

Help setting up an AI working group and running it to decisions: its charter, the criteria it judges proposals by, how members propose and rank areas, and briefings at each meeting.

You get: a working plan for the group, meeting materials, and plain-language briefings members can share with colleagues.

Research briefings

Short, sourced answers to the questions faculty ask. Does AI weaken students’ thinking? What do employers now expect of new lawyers? What have peer schools changed? Each briefing says how strong the evidence is and what it leaves open.

You get: a written note with sources for each question, usually within one to two weeks.

Analysis of your school’s data

Evidence from your own records: how consistent your exams and grades are, how grades relate across courses and years, how they relate to bar passage and first jobs, and what a proposed grading change would do before you adopt it. Work is done on de-identified records your school prepares.

You get: a plain-language report with the figures behind it, and the analysis code if you want to rerun it.

Implementation planning

For changes the school adopts: pilots, owners, timelines, and how results will be judged before anything is scaled up.

You get: a written plan for each change, with the measures that will show whether it worked.

How I work

Start from the decision, not the technology. The first question is what your school has to decide, who decides it and by when. The work is shaped around that.
Say how strong the evidence is. Research on AI in education moves fast and much of it is thin. I separate what studies show from what they only suggest, check claims against the original sources, and say plainly when a question is still open.
Bring faculty in early. Faculty change how they teach when they have worked through the problem themselves. I build that into the process, with briefings people can read in ten minutes and discussions that focus on where members disagree.
Use your own evidence where it matters. National studies set the frame. Your exams, grades and outcomes show what is true at your school.
Protect your data. I follow your institution’s data security terms. Student analysis uses de-identified records your school prepares, kept encrypted and deleted when the work ends. Identifiable student records never go into AI tools without your institution’s written approval.
Be open about AI. I use AI tools, including Anthropic’s Claude, in line with your institution’s AI and data policies, and I tell you how they are used. Every claim in a deliverable is checked against its source before it reaches you.
Bill clearly. Engagements have a written scope and a cap. Monthly invoices list dates, hours and tasks, and you hear from me well before the hours run out.

Working together

First conversation. A free 30-minute call about where your school is and what it needs to decide.
Advisory support. Hourly, with a cap set in advance, for working-group support, briefings and ongoing advice. You hear from me well before the hours run out.
Defined projects. A fixed scope and deliverable, such as a school-wide review, a position paper or an analysis of your data.

Rates: $400 an hour. Reduced rates are available to select law schools and other educational institutions.

I work with schools anywhere: in person in Southern California, and remotely elsewhere.

Every school is starting from a different place. Tell me where yours is.

Start a conversation