A Dartmouth faculty member who left consulting to teach in 2022 says the arrival of ChatGPT months after his appointment upended assumptions about classroom practice and curriculum. He launched a course titled ‘‘AI and Consultative Decision Making’’ and has spent three years experimenting with AI in pedagogy while writing Epic Disruptions, a study of historical innovation cycles. He distilled five lessons about disruptive change, arguing that major technological shifts often start in unexpected niches and then scale unpredictably — a claim grounded in historical examples from transistors to modern AI. He is using course experiments to test how AI tools can be integrated into learning objectives without undermining assessment integrity. For academic leaders and curriculum designers, the account is a concrete example of rapid pedagogical adaptation: course design, assessment methods, and faculty development must evolve in real time as generative AI reshapes student work and employer expectations. The story is directly relevant to faculty hiring, training, and assessment policies.