This paper presents an observational study on the redevelopment of an Australian systems analysis and design course to incorporate a Generative Artificial Intelligence (GenAI) tool, primarily ChatGPT, for student skill development and assessment. Addressing concerns about academic misconduct, the course was redesigned following Sydney University’s “two-lane” approach to assessment. The study, conducted in a master of computing program, evaluated the effectiveness of this redesigned assessment approach. Findings indicate that while integrating GenAI tools was largely successful, unexpected outcomes necessitated further course improvements. Lessons learned from this study have implications for both postgraduate and undergraduate computing programs, emphasizing the need for continuous adaptation in assessment design to maintain academic integrity and enhance learning outcomes.