Higher education institutions are increasingly finding that AI is not just a new tool for students and faculty—it is becoming a competing source of learning, with libraries and instructors redesigning assessment and support. A report on campus responses describes reduced demand for tutoring after AI tools became widely accessible, alongside concerns that fluent AI output can mask missing writing and math fundamentals. At some institutions, English faculty are tracking the difficulty of distinguishing AI-assisted prose from student work. The coverage underscores a growing shift toward nuanced AI policies and instructional redesign aimed at preserving student reasoning, originality, and skill development rather than relying on bans alone.