Around 2021, well before ChatGPT launched, Vincent Hellendoorn suggested I try GPT-3 on the reading quizzes in my course. It produced convincing answers passing our rubric without actually seeing the assigned paper. At the time, I changed nothing. Five years later, AI agents could do all my assignments and I have redesigned most assessments in that course, even though what I want students to learn has barely changed. The strategy is always the same: No longer test understanding with anything that is done at home and instead focus on interactions with a TA, on exam, and on a video demo. Some of these changes violate evidence-based best pedagogy practices, and I made them anyway. For the last couple of years, I have mostly taught the course Machine Learning in Production , an upper-level course on building production-ready software around ML models with a heavy focus on MLOps, usually with 100 to 170 students.…