Evidence-based uses of generative AI in course activities, assignments, and assessments are central to the development of student-centered, inclusive educational practices. In this paper, we discuss the transformative potential of generative AI to advance critical thinking, creativity, and academic writing with examples from two undergraduate and three graduate courses. We outline the purposeful integration of tools, showcasing how they can facilitate student learning while maintaining academic integrity and student voice. Examples shared in this paper highlight faculty-led redesigned assignments that aim to thoughtfully integrate generative AI and serve as models of the significant potential of these tools to enhance student learning and critical thinking. The presented examples are illustrative rather than prescriptive, aiming to empower faculty to identify redesign opportunities within their own courses and assessments. Ultimately, the paper suggests that thoughtfully integrating AI can open spaces for conversation, experimentation, and critical thinking, equipping students with valuable skills for the evolving technological landscape. By (re)designing courses to incorporate AI tools, faculty simultaneously deepen student knowledge and provide students with hands-on experience with emerging technologies that will enable them to contribute to a rapidly evolving economy.