Higher education is confronting AI acceleration through student behavior and institutional assessment challenges, as multiple reports point to rapid adoption without consistent school rules. One analysis notes that 84% of high school students used AI for homework, while only 3 in 10 schools have rules, intensifying academic integrity and learning-evidence questions. Educators also report concerns about whether learning assessment can distinguish student understanding from AI-generated output. Separately, reporting on an Ivy League professor’s attempt to counter AI cheating highlights how take-home exams can become less effective when students use LLMs to generate responses that undermine measure-of-learning assumptions. For colleges, these developments pressure assessment design and policy: institutions may need to rethink assignment authentication, proctoring approaches, and faculty guidance to ensure AI use does not erase evidence of learning while preserving responsible instructional use.