This article offers a semester-long approach to using generative AI in the public-speaking course. Using critical communication pedagogy, the authors provide practices to navigate the turbulence that has followed the emergence of publicly available generative AI tools. These tools have received negative attention because of their potential to facilitate academic dishonesty and undermine the learning process. Despite this concern, we've chosen to embrace these tools and the transformative power they have for public-speaking curricula. Course: Public Speaking. Objectives: Create an environment of co-learning with students; formulate expectations for student use of AI; develop a reflective process for students to critically evaluate AI material; and design assignments to encourage critical thinking skills.