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Case Study

American University of Sharjah logo

Course-Tuned AI for Calculus and Physics at AUS

How the American University of Sharjah deployed ibl.ai agents in gateway STEM courses — grounded in faculty-approved sources, able to compute and plot, and measured against published accuracy targets before any rollout.

In math-heavy courses a confident wrong answer is worse than no answer. AUS’s agents for Calculus I and Physics 101 were built to compute and visualize, not just converse — with inline citations back to faculty-approved sources so students can check the work.

Gateway STEM

Calculus I and Physics 101

≥95%

Weekly graphing-accuracy target

≥4.2 / 5

Monthly explanation-quality score

≥70%

Adoption target among enrolled students

The Deployment

Prove it in the hardest courses first

AUS chose two gateway STEM courses — Calculus I (Math 103) and Physics 101 — deliberately. The work was designed to validate instructional impact, technical fit, and day-to-day faculty and student workflows in the courses where accuracy matters most.

Course-specific agents

Each agent carries AUS-specific prompts, tone, and guardrails, grounded in faculty-approved texts and OER, returning inline citations to those sources so learning stays transparent and verifiable.

Cost under the university’s control

Per-student usage controls let AUS manage consumption directly, and they can be adjusted at any point by the university rather than renegotiated with a vendor.

Model Independence

The university’s keys, with a fallback ready

The setup is model-agnostic and runs on AUS-provided API keys by default, with a pre-selected secondary LLM standing by if service quality fluctuates. Switching does not require changing the agents — the model is configuration, not architecture.

Why this matters mid-term: a semester is long enough for a model to be deprecated, repriced, or degraded. Being able to fail over without rebuilding the course agent is what keeps a term on schedule.
Code Interpreter

To be useful in math, it has to actually compute

The agents run a secure code-execution environment, which is what separates a genuinely useful STEM assistant from a fluent one. Text prediction alone produces plausible-sounding but wrong mathematics.

Plot and render

Precise graphs of equations and vector fields, produced as images students can reference later.

Check work numerically

Verify limits and derivatives, evaluate integrals, and test boundary conditions rather than asserting a result.

Sanity-check symbolic steps

Sample values to spot algebraic slips and compare equivalent forms, catching errors a student would otherwise inherit.

The effect is fewer confidently wrong answers and clearer visual feedback — especially valuable in early calculus and mechanics, where a small algebraic slip propagates through everything after it.

How Impact Is Measured

Targets published up front, not after the fact

AUS and ibl.ai committed to concrete numbers and a tight feedback loop — the part most AI programs skip, and the reason most of them cannot say whether they worked.

MeasureTargetHow it’s checked
Graphing accuracy≥95% passWeekly 25-item checklist; critical issues resolved within five business days
Explanation qualityavg ≥4.2 / 5Monthly sampling on correctness, clarity, and alignment to sources
Student perception≥80% helpfulStudents rating the agent “helpful” or “very helpful”
Adoption≥70% of enrolled studentsUnique users, sessions, and messages per session

Quality is monitored continuously through monthly response audits, targeted spot-checks on graphing, and in-product flagging — faculty, and optionally students, can flag any response. Issues are triaged, fixed with precise prompt or dataset changes, and tracked in a shared log.

Access and Support

Inside the LMS students already use

Access arrives through secure links or LTI, with the technical groundwork — HTTPS, CSP allow-listing, standard LTI claims for user, role, and course — handled up front so access is smooth across browsers and sections.

Faculty enablement

Hands-on working sessions per course for setup, testing, and deployment, plus asynchronous support throughout the term for prompt tuning and dataset adjustments, and an end-of-term debrief on usage, satisfaction, and accuracy.

Clear division of responsibility: AUS provides API keys, approves source materials or OER substitutes, and names a lead faculty member per course. Issues follow a defined path — contain, fix, verify, log — with response targets by severity.
Get Started

Run this in your hardest courses

Course-tuned agents grounded in your own materials, computing rather than guessing, on your API keys — with targets agreed before anyone calls it a success.