Faculty at Arizona State University reported seeing growing patterns of AI-enabled academic misconduct in an online “Introduction to Cultural Anthropology” course, including discussion-board posts and assignments that appear to be generated or heavily outsourced to tools like Claude, Gemini, or ChatGPT. The instructor described 146 students enrolled in the asynchronous offering during spring 2026. The report notes that the course design is particularly vulnerable because it requires weekly responses, reflections, and application prompts that invite personalization—yet many submissions showed repetition, generic language, and inconsistent citation behavior. The development is a practical warning for higher education assessment design and academic integrity operations. As more institutions scale online asynchronous general studies courses, verifying authorship and preventing low-substance generative submissions will likely become a standing policy and technology challenge, not a one-off misconduct response.