Multiple surveys and reporting this week show widespread faculty concern about generative AI’s classroom impact. Professors report students are increasingly over‑reliant on AI for writing, research and problem solving; instructors say this trend risks eroding critical‑thinking skills, shortening attention spans, and increasing academic dishonesty. A national AAC&U‑backed survey and other poll results found large majorities of faculty believe AI will diminish the value of degrees unless institutions redesign assessment and instruction. While many faculty acknowledge AI’s workplace relevance and see potential for enhancement, the dominant call is for urgent institutional leadership: clearer policies, revised assessment models, and training for both instructors and students to manage bias, hallucinations and ethical use of tools.