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As generative AI technologies proliferate across higher education, many U.S. universities are still developing institutional policies to address their ethical, pedagogical, and accessibility implications. This posIT column critically examines AI policies and resources at 50 four year universities—one from each U.S. state—to assess alignment with the Association of Research Libraries’ (ARL) Guiding Principles for Artificial Intelligence. Through content analysis of LibGuides, AI taskforce membership, campus events, and public-facing policies, the study reveals widespread adoption of AI resources but a significant lack of clarity, consistency, and librarian involvement in policy development. While most institutions meet baseline criteria related to privacy, plagiarism, and algorithmic transparency, fewer address AI’s potential harms to marginalized communities or its impact on accessibility for students with disabilities. Notably, fewer than half of the AI taskforces surveyed included library staff, despite librarians’ expertise in digital literacy and ethical information use. This column urges academic librarians to actively seek leadership roles in institutional AI governance to help shape inclusive, responsible, and human-centered AI policy frameworks.