How does this approach shift the grading focus from the final product to the learning process?

Well, this is something that I think is one of the great opportunities of our time, and many have pointed this out, that the crisis presented by AI, where a number of traditional assessments now don't seem secure or safe, relevant, presents an opportunity to redesign curriculum, to redesign assessments such that they are not so outcome focused.

And yes, this is a constant sort of thorn, I suppose, for students and educators alike who want to find the value in learning, but are constantly thinking about these outcomes.

And our culture is so focused on results that we often forget to savor the process itself.

The sort of portfolio approach that you're referring to is simply a little bit of advice for students in the book about how they can, I suppose, how they can take care of their own process, be a kind of a champion for their own process, should they ever be questioned on their use of AI technologies.

So that sort of gives them a bit of insurance.

I think that more and more, however, we'll see, as you suggest, assessments that build that into it.

um what role should academic and student affairs leadership play in addressing those real psychological risks