The emergence of generative artificial intelligence (AI) has forced a radical re-evaluation of pedagogical and administrative norms within the United States. While previous digital transformations focused largely on hardware accessibility and internet connectivity, the current wave centers on the cognitive capabilities of machines and their ability to mirror or surpass human performance in complex tasks. Hristova (2025) observes that platforms such as ChatGPT have triggered a global re-examination of academic practices, with the United States positioned as a primary theater for these technological disruptions. This shift represents more than a simple update to the educational toolkit; it constitutes a fundamental restructuring of how knowledge is produced, validated, and distributed within institutional frameworks. The speed of this integration has outpaced the development of regulatory and ethical guidelines, leaving a landscape defined by both unprecedented potential and significant