Students have gravitated toward the convenience of artificial intelligence (AI) to generate text, music, and for entertainment. Faculty are also emerging as AI consumers. Given that faculty workloads have become increasingly difficult to manage, AI holds promise for assisting with teaching and research. In this article, a pedagogical case study is presented with findings from two courses where generative AI was implemented to facilitate graduate student learning through assignments created that aligned to course objectives and lessons. Findings and implications are discussed.