Background: The advent of generative-artificial intelligence (AI) applications introduces new challenges for colleges. Importantly, the growth of these applications requires faculty to adjust their pedagogy to account for the changing technological landscape. Objective: As colleges wrestle with the implications of these applications, it is important to understand college students' perceptions and use of generative-AI. Method: Undergraduate college students' (in psychology courses) were surveyed about their use and perception of these applications. The sample was from five U.S. universities; primarily made up of women, and included White, Hispanic, and Black participants. Results: Most students were familiar with these applications, yet less than half had used them in college, primarily to receive help with assignments. Those not using these applications gave "getting caught" and "cheating" as responses for not using them. Finally, most students perceived using these applications as cheating. Conclusions: Students were familiar with these applications and were most likely to use them in humanities courses. Furthermore, these applications were used most often in writing tasks. Teaching Implications: The increased use of these applications has led to educators debating whether these applications should be incorporated into the college classroom. Do these applications have pedological value or are they just another means for cheating?