The integration of computational intelligence into the American pedagogical landscape represents a shift as profound as the introduction of the personal computer, yet it moves with a velocity that threatens to outpace institutional oversight. OKunlola and Naicker (2025) identify the Fourth Industrial Revolution (4IR) and the exigencies of the COVID-19 pandemic as primary catalysts that accelerated the digitization of educational systems, transforming emergency remote teaching into a permanent state of technological reliance. Unlike previous technological waves, the current expansion of Generative Artificial Intelligence (GAI), exemplified by large language models, challenges fundamental definitions of academic integrity, student agency, and the role of the educator. Basch and Hillyer (2025) suggest that undergraduate perceptions of these tools are deeply entangled with their ethical frameworks, yet a significant portion of the student body lacks the technical literacy required to navig