Indiana University launched GenAI 101, pairing an animated AI co‑teacher called Crimson with human instructors and enrolling more than 100,000 learners across campuses and alumni networks. The course models practical uses of generative AI for prompt engineering and workforce skills, reflecting institutional efforts to scale AI literacy quickly. At the same time, faculty across the country are rethinking assessment: some instructors argue for in‑class handwritten exams and viva voce defenses after AI‑generated submissions made traditional analytical papers harder to trust. Others call for reliable detection tools and audited frameworks that let instructors decide whether to forbid or integrate LLMs into coursework. Academic leaders should weigh investments in AI literacy, detection and academic‑integrity technology, and redesign assessments to measure higher‑order thinking in ways that are robust to generative tools.