> If what you’re asking of these students can easily be automated by a tool then the problem is in the assignment. Either don’t request it, knowing it can be au

> If what you’re asking of these students can easily be automated by a tool then the problem is in the assignment. Either don’t request it, knowing it can be automated with ease, or accept that bubble sorts are a long solved problem and move on to teaching other things. If assignments that are easily automated are a waste of time, do you have any suggestions on how instructors should help students move from "I know literally nothing about writing code" to "I know the basics well enough to solve problems that aren't trivially generated by Copilot"? In my anecdotal experience (albeit years ago) as a graduate assistant, for students who are totally new to programming that phase often lasts throughout the typical intro to CS course and it's not unusual for it to stretch into the second level course.