A wave of agentic AI tools that autonomously complete tasks for users has prompted widespread alarm among faculty. Developers released apps and sites that can produce student assignments or simulate human agents; one provocative demonstration intentionally stoked controversy and ignited debate about whether such tools can undermine teaching and assessment. Professors and academic administrators report campuses are unprepared for agentic workflows that bypass traditional learning processes. Universities face immediate decisions on academic‑integrity policies, assessment redesign, and detection versus redesign strategies. Legal and pedagogical responses are still forming, and many institutions are racing to set guardrails while preserving access to legitimate AI‑enabled pedagogies. For provosts and deans, the episode spotlights the need for coordinated policy, faculty training, and rapid curricular adaptation to prevent erosion of learning outcomes.