Higher‑education commentators and researchers argue the immediate threat of generative AI is less about student cheating and more about erosion of core learning and assessment norms. Universities are integrating AI across administrative and pedagogical functions — from predicting at‑risk students to automating syllabus creation — while instructors wrestle with preserving learning outcomes. Experts call for redesigning assessment to measure higher‑order skills and for institutional governance to set clear, pedagogically grounded AI policies. Faculty developers and assessment offices should prioritize authentic assignments, faculty training, and revised rubrics that account for AI‑assisted production while protecting learning integrity.