In this paper, we examine the adoption rates and use of generative AI (GenAI) tools among undergraduate and graduate faculty across various disciplines. Based on survey data from faculty at the NYU School of Professional Studies, we discuss GenAI adoption patterns and provide critical insights on faculty experiences with these tools. Our analysis draws on faculty self-reported data on how they are (or not) actively using these technologies across academic, personal, and professional spaces. Through analysis of open-ended responses, we identify key adoption trends and usage patterns. We believe this information is crucial for devising effective pedagogical strategies that leverage GenAI capabilities to maximize engagement and learning. Specifically, we wanted to explore faculty members’ (1) level of GenAI adoption, (2) perceptions of these tools, and (3) perceived benefits, challenges, and concerns about using GenAI tools. The insights gained from this research can help institutions support faculty in navigating GenAI’s evolving role in education, ensuring that its adoption aligns with academic integrity and pedagogical best practices. By shedding light on faculty experiences with GenAI, this study contributes to the broader discourse on how emerging technologies can be thoughtfully leveraged to improve educational outcomes while addressing concerns about their responsible use in academic settings.