Scheduling university courses is extra challenging when classroom capacities are reduced because of social distancing requirements that are implemented in response to a pandemic such as COVID-19. In this work, we propose an expanded taxonomy of course delivery modes, present an integer program, and develop a course scheduling algorithm to enable all course sections -- even the largest -- to have a significant classroom learning component during a pandemic. Our approach is fair by ensuring that a certain fraction of the instruction in every course section occurs in the classroom. Unlike previous studies, we do not allow rotating attendance and instead require simultaneous attendance in which all students in a section meet in 1-5 rooms at the same time but less often than in a normal semester. These mass meetings, which create opportunities for in-person midterm exams and group activities, are scheduled at high precision across all days of the semester rather than a single, repeating week. A fast heuristic algorithm makes the schedule in an hour. Results: We consider the 1834 in-person course sections, 172 classrooms, and 96 days in the fall 2022 semester at [UniversityXYZ]. If average classroom capacity is reduced by 75% due to a pandemic, our approach still allows at least 25% of the instruction in every section, and more than 49% of all instruction across the entire campus, to be in the classroom. Our method also produces excellent results for regular classroom assignment. Managerial implications: An algorithm based on the principles of fairness and simultaneous attendance can significantly improve university course schedules during a pandemic and in normal times. High-precision schedules that prepare a campus for various pandemic possibilities can be created with minimal administrative effort and activated at a moment's notice before or during a semester if an outbreak occurs.

As more clinical workflows continue to be augmented by artificial intelligence (AI), AI literacy among physicians will become a critical requirement for ensuring safe and ethical AI-enabled patient care. Despite the evolving importance of AI in healthcare, the extent to which it has been adopted into traditional and often-overloaded medical curricula is currently unknown. In a scoping review of 1,699 articles published between January 2016 and June 2024, we identified 18 studies which propose guiding frameworks, and 11 studies documenting real-world instruction, centered around the integration of AI into medical education. We found that comprehensive guidelines will require greater clinical relevance and personalization to suit medical student interests and career trajectories. Current efforts highlight discrepancies in the teaching guidelines, emphasizing AI evaluation and ethics over technical topics such as data science and coding. Additionally, we identified several challenges associated with integrating AI training into the medical education program, including a lack of guidelines to define medical students AI literacy, a perceived lack of proven clinical value, and a scarcity of qualified instructors. With this knowledge, we propose an AI literacy framework to define competencies for medical students. To prioritize relevant and personalized AI education, we categorize literacy into four dimensions: Foundational, Practical, Experimental, and Ethical, with tailored learning objectives to the pre-clinical, clinical, and clinical research stages of medical education. This review provides a road map for developing practical and relevant education strategies for building an AI-competent healthcare workforce.

Rapid progress in general-purpose AI has sparked significant interest in "red teaming," a practice of adversarial testing originating in military and cybersecurity applications. AI red teaming raises many questions about the human factor, such as how red teamers are selected, biases and blindspots in how tests are conducted, and harmful content's psychological effects on red teamers. A growing body of HCI and CSCW literature examines related practices-including data labeling, content moderation, and algorithmic auditing. However, few, if any, have investigated red teaming itself. This workshop seeks to consider the conceptual and empirical challenges associated with this practice, often rendered opaque by non-disclosure agreements. Future studies may explore topics ranging from fairness to mental health and other areas of potential harm. We aim to facilitate a community of researchers and practitioners who can begin to meet these challenges with creativity, innovation, and thoughtful reflection.

AI systems make decisions in physical environments through primitive actions or affordances that are accessed via API calls. While deploying AI agents in the real world involves numerous high-level actions, existing embodied simulators offer a limited set of domain-salient APIs. This naturally brings up the questions: how many primitive actions (APIs) are needed for a versatile embodied agent, and what should they look like? We explore this via a thought experiment: assuming that wikiHow tutorials cover a wide variety of human-written tasks, what is the space of APIs needed to cover these instructions? We propose a framework to iteratively induce new APIs by grounding wikiHow instruction to situated agent policies. Inspired by recent successes in large language models (LLMs) for embodied planning, we propose a few-shot prompting to steer GPT-4 to generate Pythonic programs as agent policies and bootstrap a universe of APIs by 1) reusing a seed set of APIs; and then 2) fabricate new API calls when necessary. The focus of this thought experiment is on defining these APIs rather than their executability. We apply the proposed pipeline on instructions from wikiHow tutorials. On a small fraction (0.5%) of tutorials, we induce an action space of 300+ APIs necessary for capturing the rich variety of tasks in the physical world. A detailed automatic and human analysis of the induction output reveals that the proposed pipeline enables effective reuse and creation of APIs. Moreover, a manual review revealed that existing simulators support only a small subset of the induced APIs (9 of the top 50 frequent APIs), motivating the development of action-rich embodied environments.

Integrating AI-driven tools in higher education is an emerging area with transformative potential. This paper introduces Iris, a chat-based virtual tutor integrated into the interactive learning platform Artemis that offers personalized, context-aware assistance in large-scale educational settings. Iris supports computer science students by guiding them through programming exercises and is designed to act as a tutor in a didactically meaningful way. Its calibrated assistance avoids revealing complete solutions, offering subtle hints or counter-questions to foster independent problem-solving skills. For each question, it issues multiple prompts in a Chain-of-Thought to GPT-3.5-Turbo. The prompts include a tutor role description and examples of meaningful answers through few-shot learning. Iris employs contextual awareness by accessing the problem statement, student code, and automated feedback to provide tailored advice. An empirical evaluation shows that students perceive Iris as effective because it understands their questions, provides relevant support, and contributes to the learning process. While students consider Iris a valuable tool for programming exercises and homework, they also feel confident solving programming tasks in computer-based exams without Iris. The findings underscore students' appreciation for Iris' immediate and personalized support, though students predominantly view it as a complement to, rather than a replacement for, human tutors. Nevertheless, Iris creates a space for students to ask questions without being judged by others.

Reinforcement learning (RL) and causal modelling naturally complement each other. The goal of causal modelling is to predict the effects of interventions in an environment, while the goal of reinforcement learning is to select interventions that maximize the rewards the agent receives from the environment. Reinforcement learning includes the two most powerful sources of information for estimating causal relationships: temporal ordering and the ability to act on an environment. This paper examines which reinforcement learning settings we can expect to benefit from causal modelling, and how. In online learning, the agent has the ability to interact directly with their environment, and learn from exploring it. Our main argument is that in online learning, conditional probabilities are causal, and therefore offline RL is the setting where causal learning has the most potential to make a difference. Essentially, the reason is that when an agent learns from their {\em own} experience, there are no unobserved confounders that influence both the agent's own exploratory actions and the rewards they receive. Our paper formalizes this argument. For offline RL, where an agent may and typically does learn from the experience of {\em others}, we describe previous and new methods for leveraging a causal model, including support for counterfactual queries.

Many real-world applications require machine-learning models to be able to deal with non-stationary data distributions and thus learn autonomously over an extended period of time, often in an online setting. One of the main challenges in this scenario is the so-called catastrophic forgetting (CF) for which the learning model tends to focus on the most recent tasks while experiencing predictive degradation on older ones. In the online setting, the most effective solutions employ a fixed-size memory buffer to store old samples used for replay when training on new tasks. Many approaches have been presented to tackle this problem. However, it is not clear how predictive uncertainty information for memory management can be leveraged in the most effective manner and conflicting strategies are proposed to populate the memory. Are the easiest-to-forget or the easiest-to-remember samples more effective in combating CF? Starting from the intuition that predictive uncertainty provides an idea of the samples' location in the decision space, this work presents an in-depth analysis of different uncertainty estimates and strategies for populating the memory. The investigation provides a better understanding of the characteristics data points should have for alleviating CF. Then, we propose an alternative method for estimating predictive uncertainty via the generalised variance induced by the negative log-likelihood. Finally, we demonstrate that the use of predictive uncertainty measures helps in reducing CF in different settings.

With the ongoing rapid adoption of Artificial Intelligence (AI)-based systems in high-stakes domains, ensuring the trustworthiness, safety, and observability of these systems has become crucial. It is essential to evaluate and monitor AI systems not only for accuracy and quality-related metrics but also for robustness, bias, security, interpretability, and other responsible AI dimensions. We focus on large language models (LLMs) and other generative AI models, which present additional challenges such as hallucinations, harmful and manipulative content, and copyright infringement. In this survey article accompanying our KDD 2024 tutorial, we highlight a wide range of harms associated with generative AI systems, and survey state of the art approaches (along with open challenges) to address these harms.

Concentric Tube Robots (CTRs) have garnered significant interest within the surgical robotics community because of their flexibility, dexterity, and ease of miniaturization. However, mastering the unique kinematics and design principles of CTRs can be challenging for newcomers to the field. In this paper, we present an educational kit aimed at lowering the barriers to entry into concentric tube robot research. Our goal is to provide accessible learning resources for CTRs, bridging the knowledge gap between traditional robotic arms and these specialized devices. The proposed kit includes (1) An open-source design and assembly instructions for an economical (cost of materials $\approx$ 700 USD) modular CTR; (2) A set of self-study materials to learn the basics of CTR modeling and control, including automatically-graded assignments. To evaluate the effectiveness of our educational kit, we conducted a human subjects study involving first-year graduate students in engineering. Over a four-week period, participants -- none of whom had any prior knowledge of concentric tube robots -- successfully built their first CTR using the provided materials, implemented the robot's kinematics in MATLAB, and conducted a tip-tracking experiment with an optical tracking device. Our findings suggest that the proposed kit facilitates learning and hands-on experience with CTRs, and furthermore, it has the potential to help early-stage graduate students get rapidly started with CTR research. By disseminating these resources, we hope to broaden participation in concentric tube robot research to a wider a more diverse group of researchers.

While deep learning approaches represent the state-of-the-art of natural language processing (NLP) today, classical algorithms and approaches still find a place in NLP textbooks and courses of recent years. This paper discusses the perspectives of conveners of two introductory NLP courses taught in Australia and India, and examines how classical and deep learning approaches can be balanced within the lecture plan and assessments of the courses. We also draw parallels with the objects-first and objects-later debate in CS1 education. We observe that teaching classical approaches adds value to student learning by building an intuitive understanding of NLP problems, potential solutions, and even deep learning models themselves. Despite classical approaches not being state-of-the-art, the paper makes a case for their inclusion in NLP courses today.