Campuses are confronting two competing realities as AI capabilities accelerate: commercial “agentic” tools that can complete multi‑step academic tasks and experimental AI teaching assistants that aim to support faculty workload. A new generation of agentic systems—marketed to finish extended assignments or even full courses—has prompted faculty debate over academic integrity, assessment design, and curricular governance. At the same time, institutions such as Fort Hays State University are piloting AI TAs to handle routine student questions and administrative triage, freeing instructors for higher‑value work. Administrators and faculty leaders are now racing to define acceptable use, assessment safeguards, and procurement checks; scholars emphasize that governance and training, not technology bans, will determine whether AI augments or undermines learning.