AI Use
- Page ID
- 142014
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)AI Use in Course Development – Transparency & Standards
As part of the development process for this textbook and its accompanying course materials, we utilized artificial intelligence (AI) as a supportive educational technology to assist with idea generation, content organization, and early-stage drafting. Our use of AI was guided by principles of transparency, academic integrity, accessibility, and human oversight. At no point was AI used as a substitute for faculty expertise, scholarly judgment, or pedagogical decision-making.
The AI’s role was limited to ideation and preliminary content generation. The course authors extensively reviewed, revised, verified, and edited all AI-generated material. Faculty members evaluated content for accuracy, clarity, inclusivity, accessibility, relevance, and alignment with course learning outcomes. In many cases, AI-generated text served only as a starting point and was substantially modified, expanded, reorganized, or rewritten during development.
We also recognized that AI systems can reflect biases, inaccuracies, omissions, or outdated information. For this reason, we did not accept any content without human review and independent verification. We evaluated all factual claims, educational recommendations, examples, and references against current evidence, professional standards, and the authors’ subject matter expertise. The human authors ultimately remain responsible for the content, not the technology used during development.
Our use of AI mirrors how many professionals increasingly use emerging technologies in education and the workplace: as tools that can enhance efficiency, creativity, and productivity while still requiring critical thinking, ethical judgment, and expert oversight. By incorporating AI transparently and responsibly, we sought not only to improve the development process but also to model thoughtful technology use for students navigating an increasingly digital and AI-assisted world.
Finally, we believe that innovation must be balanced with a commitment to equity and accessibility. Throughout the development process, all content was reviewed to ensure it met accessibility standards and supported diverse learners. AI-assisted drafting was only one component of a much larger process that included faculty collaboration, scholarly review, accessibility evaluation, and continuous revision. The result is a resource that reflects both the opportunities offered by emerging technologies and the enduring importance of human expertise in teaching and learning.
Copyright & Fair Use Considerations
We aligned with evolving IP policy frameworks, especially insights from the U.S. Copyright Office:
- The Office’s Part 3 report on AI model training highlights the importance of fair use analysis and restricts reliance on generative AI when it could replicate copyrighted works—our use was limited to non-protected, openly licensed materials.
- This cautious approach is consistent with guidance. that encourages transformative use, transparency, and limiting output that could inadvertently mirror protected content.