Two recent editorials raise important considerations and discuss strategies for faculty responding to the use of ChatGPT in the classroom. In an article for The Conversation, Louis Volante (Brock University), Christopher DeLuca (Queen’s University), and Don Klinger (University of Waikato) outline five strategies that faculty can use to adapt their assessment methods in response to AI. These include deliberately incorporating AI into assessments or taking a more formative assessment approach, where students are required to submit drafts for feedback. A recent editorial for Inside Higher Ed encourages readers to be cautious about the impact of hurriedly restricting the use of AI software. The authors assert that this could disproportionately impact students with disabilities and instead encourage prioritizing universal access and considering how AI can enhance learning.