Higher‑education leaders are wrestling with generative AI’s effect on assessment and curriculum as faculty rethink what constitutes meaningful student thinking. Thought leaders urged that human cognitive work must move up Bloom’s taxonomy while AI handles routine tasks, prompting curricular redesign and new academic‑integrity frameworks. The courts and campuses are now adjudicating AI’s academic boundaries: an Adelphi student won an AI‑plagiarism case, signaling that faculty, administrators and legal systems will face tough precedent questions about intent, agency and acceptable use. Institutions must align policy, pedagogy and due‑process to manage AI‑related disputes.