Three years after ChatGPT’s debut, institutions nationwide are still defining classroom policies and curricular responses to generative AI. Administrators and faculty report inconsistent rules on permissible student and instructor uses of tools like ChatGPT, while academic integrity offices face new enforcement and pedagogical challenges. At the same time, business‑school researchers argue curricula must teach students how to collaborate with AI—emphasizing human oversight, distributed decision‑making and design for human‑AI work rather than promises of full automation. Schools are piloting new assignments, honor‑code updates and faculty training, but uniform best practices remain elusive.