When generative AI (GenAI) appeared on the higher education landscape, the general reaction ranged from enthusiasm and curiosity to grave concern around how a technology that was not designed for education would impact our lives as educators and the lives of learners. The uncertainty educators found themselves navigating led to initial bans on use of AI, policies such as a traffic light approach to GenAI use, and other forms of guidance often provided by peers or institutions. A consensus in many institutions today is that faculty should be not only deciding but also leading the way forward on GenAI use policies in their classrooms. While this approach may help preserve the core values of academic integrity, it also invites faculty to reimagine learning and teaching in an ecosystem where we can assume that most if not all students use GenAI, are curious about it, and need guidelines for how and when to use it ethically and appropriately.
