The disruptions and challenges posed by the advent of artificial intelligence-- specifically, generative AI apps powered by Large Language Models--represent the most significant upheaval in the long-established classroom practices and methods used by history teachers in our lifetime. A quick glance at the teaching-related columns and articles in the Chronicle of Higher Education, as well as the anecdotal evidence of countless conversations we've all had at professional conferences and meetings, confirms that these disruptions--whether seen as a net negative or a net positive--dominate our professional discourse at the moment. A complicating factor is the competing messages which bombard our students, from classrooms in which AI is strictly forbidden to celebrations of its glories organized by administrators. In this panel, we will offer concrete and specific ways that history teachers at the university level have addressed these challenges in their own classrooms. Views will range from optimistic to warily uncertain, and will be drawn from a spectrum of institutions: a small private university, two mid-sized regional comprehensives, and a large R1. Ample time will be alloted to allow audience members to share their own views and methods, as well as ask questions of our panelists.