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As society, ethics, and professional practice become increasingly integrated across the computer science curriculum, technical courses need practical ways to support ethical reasoning. Ethical essay assignments offer one approach, but little is known about how students use GenAI when writing such essays. This experience report examines GenAI use across three years of ethical essay assignments in a large first-year computer systems course. Across six post-essay surveys from 2024 to 2026, we analyzed 1,894 responses, linked survey data with essay grades in 2025 and 2026, and introduced a scaffolded responsible-use workflow in 2026. Under voluntary-use policies, AI adoption remained steady at around two-thirds of students, rising above 90% when use was scaffolded. Students reported mainly using AI for help with grammar and style, while tool use diversified beyond ChatGPT in 2026. Grade-linked analyses showed that AI use did not independently predict essay quality, while marker evaluations indicated high levels of critical engagement when use was scaffolded. Overall, GenAI's pedagogical value appears to depend on how assessment design guides students to evaluate and critically engage with AI-generated suggestions.

Looped Transformers increase effective depth by re-executing shared layers, but three limitations hinder their adoption: memory grows with the loop count, compute can only be adjusted in whole-block steps, and the loop count is hard to change after training. We propose LooM (Loop-invariant Memory), which addresses each in turn. In a causal encoder-decoder (CED), LooM loops only the decoder layers after the first, which read a global memory written once per token, and each of them publishes the key-value (KV) entry for a token only on its first visit, so the cache does not grow with the loop count. These layers loop independently, providing every budget from 3 to 21 layer executions per token, and one model trained on randomly sampled budgets covers all of them without a router. With enough loops, LooM outperforms a single-pass baseline trained on the same data on language modeling, zero-shot accuracy and long-context perplexity, while using the same cache size. Our analysis further shows that the training budget distribution decides what extra depth buys. These results suggest that a CED is a natural place to loop: memory is written once, and depth becomes a budget chosen at deployment.

Weight-normalized (WN) training is emerging as a compelling alternative to conventional weight decay (WD), with recent studies reporting substantial pretraining loss gains. We show that these gains are driven primarily by the induced effective learning rate (ELR) trajectory rather than by normalization alone. Matching ELR trajectories largely collapses the training loss dynamics of WN and WD. Schedule design should therefore target ELR rather than the nominal learning rate (LR) alone. Building on this principle, we propose AIR (Affine Inverse-square-Root decay), which combines a theoretically derived $1/\sqrt{t}$ decay with an affine adjustment to satisfy prescribed peak and terminal LRs over a finite training horizon. We further identify late-stage ELR scheduling as a key source of its gains, because a shared late schedule attenuates the effect of earlier LR choices. Experiments on 128 B-token Mixture-of-Experts pretraining demonstrate that AIR outperforms cosine and other candidate schedules in training loss, downstream performance, and hyperparameter robustness, reducing terminal training loss by approximately 0.01 relative to cosine at matched cumulative LR. Applying the same ELR trajectory to WD reproduces the corresponding training dynamics, showing that the benefits extend beyond fixed-norm training and establishing ELR as the principled scheduling object.