In this article, the authors explore the concerns surrounding academic dishonesty related to generative artificial intelligence (GAI). The authors argue that while there are valid worries about students using GAI in ways the displace student work, these anxieties are not new and have been observed with previous disruptive technologies such as the Internet. By recontextualizing this anxiety within a broader historical perspective, educators can develop strategies to mitigate academic dishonesty while leveraging the benefits of GAI integration in education. Drawing upon lessons learned from addressing plagiarism caused by paper mill usage, the authors suggest incorporating multimodal assessments as an effective strategy for ensuring authentic representation of student learning outcomes at all levels of academia but particularly at doctoral level dissertations where oral defenses play a crucial role in evaluating expertise.