(They have the same content duplicated in an AGENTS.md as well - I really wish Anthropic would hurry up and teach Claude Code to check for that file too.)
I imagine this applies here, too, if they want to enforce it strictly.
How could you tell? I proctored. People cheat pretty frequently and other students are none the wiser. It really takes like 4 proctors if you want to do it right. Even then I'm sure the clever ones are slipping through. These were scantron though. Short response/essay format you'd be screwed if you didn't know your stuff.
https://gist.github.com/1cg/a6c6f2276a1fe5ee172282580a44a7ac
best to
a) adapt assignments so that agents are bad at producing solutions
b) have more scenarios where students have to do things in controlled environments. Universities managed to adapt to 'any solution you need is readily available online' so I don't think it will be that different to have several times a month/year where students have to go into a room with nothing but pencil and paper to prove what knowledge they have vs what they have the skills to access
There really needs to be diversity in delivery styles for different modules of courses according to their aims, with 'ai access' as a key variable.
If AI is allowed, it should be based on $x of usage/student, with an audit trail to prove no external funding was used, and module aims based on using AI to the max while conserving token use. Like actually creating wild, ambitious shit which takes cutting edge services to the max.
If AI is not allowed for a module, then it really needs to go back to the old skool, with handwritten exams, or coding using old machines and textbooks. Some skills, techniques, etc, really do need drilling.
Straddling the middle will help nobody, result in accusations, increase the burden on teaching staff, and result in a course without a realistic focus.
Though I guess if you're a big brand university, you don't really need to care about innovating. The money will keep pouring in. The whole further education sector is in dire need of a shake up.
During my undergrad it was normal to see people refer to Chegg solutions to get their answers, or as a friend for theirs.
Maybe there’s a reason my first CS professor wrote out Java code with pencil and paper I guess.
> * Run bash commands
Students who prefer to use zsh keep winning.
I bet most people would not steal even if they knew they could get away with it.
Universities should be places which are at the bleeding edge of development and providing society with the best new ideas/tech, etc has to offer. Junior workers should be hotbeds of exciting talent which have the ability to revolutionise industries.
By creating such milquetoast environments to study in, which are seemingly scared or unable to prepare people for the future, students are being done a disservice.
Far too many people are far too comfortable with their cushty positions, and it's not doing the youth any favours.
The solution is to scale the difficulty of the objective measures. Expect far more from students.
Reorient the university around physical laboratories and timesharing resources no single student could afford. It's already like this in many STEM disciplines.
More internships, more networking, more large projects. Less trivial tests of knowledge and credentialism.
I think we have a tendency to think the worst of your people. They frequently surprise me though.
Getting fat is one thing, but getting stupid is another, and I really fear for the future of humanity when it becomes so easy to sidestep the processes that let us actually learn and grow because stuff like "using agent ai coding is trivial".
They shouldn't be thrown into a big soup with shaky aims.
We still - as a society - manage to have PE and driving as different subjects. The same can equally apply here.
https://gist.github.com/1cg/a6c6f2276a1fe5ee172282580a44a7ac