Scott Anthony, a Dartmouth business-school professor, reported that a significant portion of his Gen Z students approach artificial intelligence with fear rather than curiosity, worrying that deep reliance on AI could erode critical thinking and 'humanity.' Anthony observed the anxiety during courses that directly engage AI tools and said it extends beyond cheating concerns to existential unease about identity and skill atrophy. Anthony’s comments echo an MIT study on cognitive effects tied to AI use and pose a challenge for faculty designing assignments and assessments. Professors and academic technologists face pressure to craft curricula that both incorporate AI capabilities and preserve cognitive skill development. For academic leaders, the immediate tasks are training faculty on pedagogical safeguards, revising honor codes to address AI use, and investing in digital literacy programs that mitigate student anxiety while enabling responsible adoption.