On a blustery spring Thursday, just after midterms, I went out for noodles with Alex and Eugene, two undergraduates at New York University, to talk about how they use artificial intelligence in their schoolwork. When I first met Alex, last year, he was interested in a career in the arts, and he devoted a lot of his free time to photo shoots with his friends. But he had recently decided on a more practical path: he wanted to become a C.P.A. His Thursdays were busy, and he had forty-five minutes until a study session for an accounting class. He stowed his skateboard under a bench in the restaurant and shook his laptop out of his bag, connecting to the internet before we sat down. Alex has wavy hair and speaks with the chill, singsong cadence of someone who has spent a lot of time in the Bay Area.

Nearly two years ago, I wrote that AI would kill the undergraduate essay. That reaction came in the immediate aftermath of ChatGPT, when the sudden appearance of its shocking capabilities seemed to present endless vistas of possibility--some liberating, some catastrophic. Since then, the potential of generative AI has felt clear, although its practical applications in everyday life have remained somewhat nebulous. Academia remains at the forefront of this question: Everybody knows students are using AI. The answer to those questions will, at least to some extent, reveal the place that AI will find for itself in society at large.

His mother, Nicole Mancini, is a teacher at the middle school in Scituate. She heard of others using 3-D printers to build prosthetics and approached the high school with the idea. The school hopes to be able to make another arm for Ollie as he grows.