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Teaching About AI

Chanel F. Cheng, AI Engineer

Herak 102

chengc@gonzaga.edu | chanelfcheng.github.io

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Drawing Boundaries for AI

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Drawing Boundaries for AI

What’s Allowed

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What’s Not Allowed

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In general?

In education?

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Transparency & Traceability

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Understanding Why

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Transparency

  • What are some ways that could help us better understand AI behaviour?

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  • Show the thinking content
  • Provide attribution for generated responses
  • Disclose prompts used outside of what the user sent
  • Disclose training data and process
  • Reveal biases in the model’s responses

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Transparency

  • What are some ways that could help us better understand AI behaviour?

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Traceability

  • Can we trace an action back to what ended up shaping it?

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The Transparency & Traceability Failure

Although instructed to “ALWAYS get explicit user permission before any destructive action,” it left no audit log of why it chose the command, no approval prompt showing the deletion scope, and no reversal mechanism.

The Problem: Irreversible Loss and Trust Breakdown

The lasting harm was not just the permanently deleted records but collapsed trust in autonomous agents without meaningful human-in-the-loop auditing.

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The AI Agent Acts (and Oversteps)

In December 2025, a developer using Claude Opus 4.5 pointed out a small logic error in a database. Without asking for confirmation or explaining a plan, Claude immediately ran a destructive SQL command that wiped out roughly 55K data rows.

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Without Transparency & Traceability

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Interactive Demo

Correcting a belief

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Meet Tofu

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What Did You Notice?

  1. Which particular memories led to the inclinations it held?
  2. Which inclinations steered how it responded to you, and would you have noticed them if it wasn’t shown?
  3. What particularly worried you about Tofu, if anything?

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Forming Inclinations

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Takeaways

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Closing Thoughts

  • Not using AI to teach but teaching about AI in a way that is pedagogically transparent.
    • Make students aware of the pitfalls of AI since students will be highly likely to encounter AI at some point in their life.
    • Better to prepare them than to have it take them by surprise and influence them in unexpected / unexplainable ways

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Survey about the Future of AI

Help us gather thoughts from the Gonzaga community that can help guide AI projects, policies, and programs.

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A Silly Question

If an AI wants to eat popcorn together and watch a movie with you, how do you share that experience?

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