This qualitative exploratory case study examines faculty members from various disciplines at a midsized urban university addressing challenges related to the widespread use of generative artificial intelligence (genAI) in higher education. Through addressing barriers such as faculty perceptions and misconceptions, factors impacting teacher resilience, and the need for multi-stakeholder support in developing literacy of generative AI technology, faculty can develop strategies to help support students in navigating the various challenges presented by generative AI in their classrooms. Through examining faculty approaches to incorporating generative AI across disciplines, this study offers pedagogical approaches to ethical incorporation of generative AI into higher education classrooms. Utilizing an Ethics of Care framework, this research study illustrates ways faculty can build resilience to develop caring pedagogical approaches to guiding responsible and effective use of Generative AI technologies. Finally, this study applies an Ethics of Care to address ambiguity around rules for appropriate use and strategies that make incorporation so time consuming.