Scott Anthony, a Dartmouth faculty member, reported that many Gen Z business students approach AI with fear, worrying that overreliance will “cause them to lose their humanity.” Faculty across disciplines are confronting similar anxieties as ChatGPT and other tools become ubiquitous in instruction and assessment. Anthony cited research, including an MIT study on cognitive effects of ChatGPT, and described a split on campus: some instructors embrace AI as a pedagogical amplifier while others hesitate, fearing atrophy of critical thinking. The divide has practical consequences for course design, academic‑integrity policies and learning outcomes. Provosts and deans must balance encouraging responsible AI adoption with clear skill‑development goals; institutions should provide faculty development on integrating AI without hollowing out core competencies.