A faculty member who moved from consulting into teaching at Dartmouth recounts launching an AI-focused course the same year ChatGPT debuted and describes the ensuing disruption to pedagogy and academic practice. The professor has been experimenting with AI in a course on consultative decision-making and argues that disruption is predictable but messy. The narrative draws lessons from historical innovations—transistors to Pampers—and applies them to AI’s entry in higher education, arguing that faculty and administrators should expect uneven adoption and unanticipated twists. The author recommends iterative course design and institution-level support for faculty experimenting with AI-driven pedagogy. For provosts and deans, the account reinforces the need for faculty-development resources, updated assessment policies, and academic-integrity frameworks as AI tools become embedded in classrooms and advising.