The Lazy Student's Dream: ChatGPT Passing an Engineering Course on Its Own
This addresses the problem of AI's impact on academic integrity and course design for engineering educators, though it is incremental in assessing existing LLM capabilities.
This paper investigated whether ChatGPT could pass an undergraduate control systems course by evaluating 115 deliverables under a 'minimal effort' protocol, finding it achieved a B-grade (82.24%) but fell short of the class average (84.99%).
This paper presents a comprehensive investigation into the capability of Large Language Models (LLMs) to successfully complete a semester-long undergraduate control systems course. Through evaluation of 115 course deliverables, we assess LLM performance using ChatGPT under a "minimal effort" protocol that simulates realistic student usage patterns. The investigation employs a rigorous testing methodology across multiple assessment formats, from auto-graded multiple choice questions to complex Python programming tasks and long-form analytical writing. Our analysis provides quantitative insights into AI's strengths and limitations in handling mathematical formulations, coding challenges, and theoretical concepts in control systems engineering. The LLM achieved a B-grade performance (82.24\%), approaching but not exceeding the class average (84.99\%), with strongest results in structured assignments and greatest limitations in open-ended projects. The findings inform discussions about course design adaptation in response to AI advancement, moving beyond simple prohibition towards thoughtful integration of these tools in engineering education. Additional materials including syllabus, examination papers, design projects, and example responses can be found at the project website: https://gradegpt.github.io.