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In autonomous robot navigation, terrain cost assignment is typically performed using a semantics-based paradigm in which terrain is first labeled using a pre-trained semantic classifier and costs are then assigned according to a user-defined mapping between label and cost. While this approach is rapidly adaptable to changing user preferences, only preferences over the types of terrain that are already known by the semantic classifier can be expressed. In this paper, we hypothesize that a machine-learning-based alternative to the semantics-based paradigm above will allow for rapid cost assignment adaptation to preferences expressed over new terrains at deployment time without the need for additional training. To investigate this hypothesis, we introduce and study PACER, a novel approach to costmap generation that accepts as input a single birds-eye view (BEV) image of the surrounding area along with a user-specified preference context and generates a corresponding BEV costmap that aligns with the preference context. Using both real and synthetic data along with a combination of proposed training tasks, we find that PACER is able to adapt quickly to new user preferences while also exhibiting better generalization to novel terrains compared to both semantics-based and representation-learning approaches. 

We describe the development of a one-credit course to promote AI literacy at the University of Texas at Austin. In response to a call for the rapid deployment of class that would serve a broad audience in Fall of 2023, we designed a 14-week seminar-style course that incorporated an interdisciplinary group of speakers who lectured on topics ranging from the fundamentals of AI to societal concerns including disinformation and employment. University students, faculty, and staff, and even community members outside of the University were invited to enroll in this online offering: The Essentials of AI for Life and Society. We collected feedback from course participants through weekly reflections and a final survey. Satisfyingly, we found that attendees reported gains in their AI literacy. We sought critical feedback through quantitative and qualitative analysis, which uncovered challenges in designing a course for this general audience. We utilized the course feedback to design a three-credit version of the course that is being offered in Fall of 2024. The lessons we learned and our plans for this new iteration may serve as a guide to instructors designing AI courses for a broad audience.