Higher‑education providers are moving from discussion to deployment on generative AI, with two strands emerging: faculty guidance and autonomous AI agents. A practical guide for teachers urged campuses to embed AI literacy into syllabi, address academic integrity, and mitigate data‑privacy concerns as faculty confront time constraints and pedagogical tradeoffs. The guide stresses that AI should be taught as a tool and subject—both to harness opportunities and to preserve critical thinking. Separately, institutions are piloting AI agents to automate student services and routine administrative work; proponents argue these agents can reduce transactional workloads, help students navigate course changes and free staff for higher‑value advising. Critics warn about over‑reliance, governance gaps, and the risk that agents erode student‑staff relationships. Early adopters recommend phased pilots, robust data governance and metrics for student outcomes and satisfaction. Provosts and academic‑technology leaders should coordinate policy, training and pilot evaluation. Clear vendor contracts, student data protections, and faculty development programs will determine whether campuses convert experimentation into durable, student‑facing services.