Overview 

This lesson introduces students to the reality that GenAI policies vary across courses and instructors, and asks them to think critically about appropriate and inappropriate GenAI use in academic contexts. Students analyze the same scenario under three different policy frameworks and connect what they learn to future professional contexts. It’s also a good opportunity to consider introducing Using GenAI at LaGuardia: A Student Guide [https://ailiteracyfye.commons.gc.cuny.edu/laguardias-genai-literacy-framework/].

Materials Needed

• Projector/screen for displaying policy examples and scenarios
• Whiteboard and markers
• Printed or projected handout: Three Sample GenAI Policies (No GenAI, Conditional GenAI, Full GenAI Integration)
• Assignment scenario (see lesson; adapt to your FYS discipline)
• Optional: Statistics on GenAI in the workplace for Part 2 (included in lesson)

Preparation

 Review the three policy frameworks and the scenario in advance. Adapt the assignment scenario and student actions to your FYS discipline before class — the Supreme Court example is a placeholder. If using Part 2, identify 3–4 career fields relevant to your students to seed the small group discussion.

Lesson Sequence

Time	Activity	Description
0:00–0:02	Opening	Ask: “How many of you are taking courses from different departments this semester?” Explain: “That means you might be following 4 or 5 completely different GenAI rules. LaGuardia doesn’t have one unified GenAI policy — your job is to figure out what each professor expects.”
0:02–0:07	Step 1: Three Policy Frameworks	Project three sample policies on screen. Read through each with the class:  Policy A — No GenAI Permitted; Policy B — Conditional GenAI Use; Policy C — Full GenAI Integration.
0:07–0:12	Step 2: Scenario Introduction	Project the assignment scenario (adapted to your discipline). Walk through what the student did, step by step.
0:12–0:22	Step 3: Small Group Analysis	Divide class into 3 groups, assign each group one policy. Groups discuss: What parts of the student’s actions are acceptable under your policy? What parts are violations? What should the student have done differently?
0:22–0:32	Step 4: Policy-by-Policy Debrief	Each group shares their verdict. For each policy ask: “What’s the verdict?” and “What should they have done instead?”
0:32–0:37	Part 2 — Workplace Context	Share stats: GenAI skills in job postings up 100%+ year-over-year (Lightcast); 78% of businesses now use GenAI in at least one function (McKinsey). “Just like professors, employers have different GenAI policies too.”
0:37–0:47	Small Group Career Discussion	Assign one career field per group (brainstorm options from your discipline). Groups discuss: How is GenAI already used in this field? When would an employer want you to use it? When wouldn’t they? What’s a risk of over-relying on GenAI in this profession?
0:47–0:52	Report-Out	Groups share: “What surprised you?” “Are there situations where no one should use GenAI?”
0:52–0:60	Final Reflection (Optional)	“Why do you think different professors have different GenAI policies? What might explain these differences?”

Facilitation Notes 

The scenario in Step 2 is intentionally ambiguous — the student’s actions fall into gray areas under all three policies. That ambiguity is the point: push students to sit with the complexity rather than looking for a single right answer. For Part 2, if students aren’t sure about GenAI in their career field, encourage them to make an educated guess — the discussion matters more than the accuracy.

Differentiation / Accessibility Suggestions 

Students who may be anxious about having violated GenAI policies in the past may find this discussion activating. Frame the lesson as forward-looking: “Now that you know this, here’s how you navigate it.” Consider having the three policies available as a printed handout for students to refer back to throughout the semester.