The recent rise of large language models (LLMs) and generative artificial intelligence (GenAI) has presented formidable challenges for educators, sparking extensive debates on how LLMs can be integrated into classrooms. Despite varying opinions, AI in education is unavoidable, and educators must act to prepare for the effects of GenAI on academic writing. Previous literature has studied either student or faculty perceptions of AI in college writing, but fewer studies observe student/faculty perceptions side-by-side. Students and faculty alike may hold uncertainties about AI use, including the ways and reasons individuals choose to use AI, and the discussions that the opposite groups are having about AI. One of the greatest obstacles to achieving more efficient adaptations of AI in writing education is the gap between student understandings of the technology and those of educators. This survey study records and observes both college student and faculty perceptions of AI use in college writing. Findings on students include the various ways students use LLMs, the reasons behind decisions to use LLMs, and student attitudes toward this usage. Findings on faculty consist of concerns about the potential effects of LLMs in writing education, understandings of how students use AI for writing assignments, and ideas of why students turn to LLMs. This study aims to bridge the conceptual gaps between students and educators regarding the application of LLMs in writing education. Doing so will allow educators to gain a better understanding of how to integrate this rapidly pervasive technology into their classrooms and curriculums.