I remember the moment I knew my approach to student use of artificial intelligence was not working. Early in a meeting at N.Y.U.’s Abu Dhabi campus last fall, a philosophy professor, arms crossed over his chest, told me he’d tried one of the strategies my office had suggested — talking with his students about the ways A.I. could interfere with their learning — and it hadn’t worked. His students had listened politely, then several of them had used A.I. to write their papers anyway. He...