This quantitative study surveyed 162 higher education faculty nationwide to examine attitudes toward artificial intelligence integration across academic disciplines and backgrounds. Using validated survey instruments, the study measured AI familiarity, usage, adoption readiness, perceived benefits, and concerns. Statistical analysis revealed teaching experience did not significantly influence perceptions. However, age and gender interacted to impact openness to AI; younger male faculty were most enthusiastic. AI knowledge slightly varied across fields but not significantly. Full-time professors utilized AI in teaching more extensively than adjuncts and lecturers. Perceptions of AI ethics were moderately positive overall, with private institution faculty demonstrating a heightened sensitivity to AI ethics versus public institution faculty. While findings did not conclusively confirm hypothesized experience and disciplinary differences, they underscored intricacies in perspectives needing customized, evidence-based policies guiding equitable AI adoption. Further research should build on these insights by tracking evolutions in attitudes over time and incorporating additional variables. Ultimately, this nationwide investigation filled a critical gap by quantifying faculty readiness during a transitional era of AI transformation in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]