Well... here's something from "boots on the ground": I teach a bachelor's degree where programming is a smallish facet of a curriculum. My course is the last of a series of 3 courses which progressively introduce more concepts and try make practical implementations more feasible. I've been able to grade the course purely based on returns to take-home exercises, some of which are complex, some trivial. When ChatGPT (& Co.) came along I was still able to do that but with a major added workload to me (suddenly everyone started producing mountains of code, often nonsensical, but I still had to read it all). I always requested targeted, atomic changes to code (vs. rewrites) which served me well up to a point (I was still able to grade fairly). I requested them originally to avoid "github copies", but that worked kind of OK with ChatGPT too. However, when ClaudeCode came along it was obvious to me I'm loosing the battle. It does not particularly matter to me whether students use AI or not as long as the rows they add and alter in the assignments make sense, but the "last nail to the coffin" problem now with ClaudeCode is that in the latest batch (this spring) it is clear some students "pay themselves" a good grade (i.e. they pay for ClaudeCode, thus bypassing the need to actually learn). I cannot make assignments that are both complex enough to cause ClaudeCode tripping on something and still humane for those who do not use AI or only use free chatbot options. Essentially ClaudeCode plays havoc with the whole grading process: students not using it (whether they try to write code fully manually or ChatGPT assisted) are left with far less points that students who just push all the code I give to ClaudeCode and "let it rip" for some 15 minutes. This really irks me. So, my solution? Still working on it and hoping to find one! For sure no more points from most take-home assignments: lowest grades still achievable through them (the trivial ones), but that's it, the rest it preparation for an exam. Practically this already means anyone with ChatGPT is going to pass, no doubt about it... As for the higher grades, for autumn I'm desperately now figuring out how to even make a meaningful paper based exam for my course. I've myself completed a master's degree writing C language on paper with a pencil. I sure did not want to start doing that to others, but here we are. Besides, back in my youth the only "library" was pretty much ANSI-parts-of-C! I'm not sure what kind of a 2 inch thick stack of papers I'd have to give my students into the exam these days as reference material. One horrible aspect is that students are now far more dependent on compiler errors to spot pretty much anything and everything... I worry the first paper exam from me will be a total horror story to us all. In any case, interesting times.