Here are some suggested changes for dealing with ChatGPT, in no particular order. Note that these are based on our discussions in (mathematics and natural sciences) teacher education, so they are not fully adjusted for pure/applied mathematics, so use your own judgment.

 1. Present a wrong proof or calculation provided by ChatGPT and ask them to find an explain or fix the mistakes. (In general it is a good idea to vary the kinds of exercises you use; not only prove this and calculate that, but also other types.) Or you peer evaluation as an exercise.
 2. Have an exercise that requires use of both pictures and text, or where the answer is supposed to be a picture. Draw a comic about an epsilon-delta proof or explain what kind of argument a geometric drawing might contain the idea of. Easier in analysis, geometry or graph theory, but often visualizations are also useful elsewhere.
 3. Have longer exercises in several steps, where students deliver something, get feedback and adjust accordingly, delivering again.
 4. In university mathematics it is probably fairly hard to get writing exercises where one reflects on their own experiences, but if you manage it, ChatGPT is of limited help. Self-reflection and similar skills are useful also in mathematics.
 5. Ask students to solve a problem with several methods. For example, if it is computing an integral, design an integral that can be evaluated by using substitution, integration by parts and trigonometric substitutions. Contributed by [Mahdi Majidi-Zolbanin](https://matheducators.stackexchange.com/users/20488/mahdi-majidi-zolbanin).
 6. Give students a solution and maybe a method, and ask them to create an exercise that can be solved using the given method and that has the given solution. Maybe combine with number one.