Generative Tools

The last few years there has been an explosion in the use of generative tools for images, text, moving images, 3D, audio, etc etc. All forms of media are fair game for the companies producing these and our students in IDM are patient zero for their use. While the marketing hype around them would lead a casual observer to think that these are a silicone wafer away from becoming fully sentient and thoughtful non-corporeal beings with their own agency any day now, the reality is that they are just statistical models working on probability. It’s just fancy math.

NYU, Tandon, TCS, and IDM do not have explicit policies around the use of these tools – it is up to the instructor to best decide what works in the classroom. For every class, each instructor, even between individual assignments there may be differentiation in how permissive or restrictive the use of these tools are. For example, a graduate theory class may not permit the use of these tools while an undergraduate production class on creative applications with Midjourney will by their very nature have different policies. Regardless of how you determine these are best used in your course, be explicit in the why for the students — don’t have a knee-jerk reaction (in either direction)!

Regardless of the specifics, students may not claim generated text, images, code, video, audio, or any other forms of media as their own work. If you permitting a tools use in class, the student must be able to explicitly describe how it was used, make sure it is appropriate for use as outlined, and that the content is accurate — that is, they are responsible for any false information that is spit out by a generative tool.

Guidance

You do not need to be an expert in these tools to allow their use, make policy for your course, or have discussions about it!

Students want to hear from you on this. They have repeatedly said that they will follow their instructor’s guidance on the use of these tools. Be proactive and let them know your policies for your class.

Generally, you can think of the ways these tools are used as living along a spectrum :

  • Free use across the board – this is the most liberal and unchecked use of generative tools, with no guardrails or restrictions on use.
  • Limited/ moderated use – looking at these tools as a companion that is limited to assisting in some capacity, whether that is ideation, grammar, spell checking, idea generation, or mood boarding as an extension of other tools.
  • Barring use outright – no use of these tools in any circumstances

Similarly, you can think of the application of them in your assignments along a spectrum

  • The class has a blanked policy on the use of these tools
  • Each project, assignment, homework, etc has its own allowed use of these tools
  • none of the course assignments allow the use of these

Whatever you opt to do, put it in your syllabus and be prepared to explain why you’re taking your position. Don’t shy away from the ethical weaknesses — especially with regards to race, gender, capital, environment among other issues — inherent with these tools.

No matter the option you choose, all students are still bound by the standards set forth by the Academic Integrity for Students at NYU

Resources