I teach computer science / programming, and I know what a good AI policy is: No AI.
(Dramatic. AI is fine for upper-division courses, maybe. Absolutely no use for it in introductory courses.)
Our school converted a computer lab to a programming lab. Computers in the lab have editors/compilers/interpreters, and whitelist documentation, plus an internal server for grading and submission. No internet access otherwise. We've used it for one course so far with good results, and and extending it to more courses in the fall.
An upside: our exams are now auto-graded (professors are happy) and students get to compile/run/test code on exams (students are happy).
>Students mistake mandatory assignments for something they have to overcome as effortlessly as possible.
This is the real demon to vanquish. We're approaching course design differently now (a work in progress) to tie coding exams in the lab to the homework, so that solving the homework (worth a pittance of the grade) is direct preparation for the exam (the lion's share of the grade).
(Dramatic. AI is fine for upper-division courses, maybe. Absolutely no use for it in introductory courses.)
Our school converted a computer lab to a programming lab. Computers in the lab have editors/compilers/interpreters, and whitelist documentation, plus an internal server for grading and submission. No internet access otherwise. We've used it for one course so far with good results, and and extending it to more courses in the fall.
An upside: our exams are now auto-graded (professors are happy) and students get to compile/run/test code on exams (students are happy).
>Students mistake mandatory assignments for something they have to overcome as effortlessly as possible.
This is the real demon to vanquish. We're approaching course design differently now (a work in progress) to tie coding exams in the lab to the homework, so that solving the homework (worth a pittance of the grade) is direct preparation for the exam (the lion's share of the grade).