In this article, the authors posit that generative artificial intelligence offers universities an opportunity to make long-needed structural changes in teaching and learning. Given the complexities of generative AI, faculty need time and resources to learn to use it effectively and to adapt classes in ways that help students approach AI ethically and critically. There must be creative thinking in developing AI-powered learning assistants, adaptive learning systems, faculty assistants, and other tools to improve learning and to aid time-pressed instructors. Recommendations are offered for the implementation of generative AI so universities can focus on inclusiveness, transparency, privacy, and safety with unwavering commitment to centering human interaction and improving teaching and learning quality.