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Letters of recommendation (LORs) provide valuable insights into candidates' capabilities and experiences beyond standardized test scores. However, reviewing these text-heavy materials is time-consuming and labor-intensive. To address this challenge and support the admission committee in providing feedback for students' professional growth, our study introduces LORI: LOR Insights, a novel AI-based detection tool for assessing leadership skills in LORs submitted by online master's program applicants. By employing natural language processing and leveraging large language models using RoBERTa and LLAMA, we seek to identify leadership attributes such as teamwork, communication, and innovation. Our latest RoBERTa model achieves a weighted F1 score of 91.6%, a precision of 92.4%, and a recall of 91.6%, showing a strong level of consistency in our test data. With the growing importance of leadership skills in the STEM sector, integrating LORI into the graduate admissions process is crucial for accurately assessing applicants' leadership capabilities. This approach not only streamlines the admissions process but also automates and ensures a more comprehensive evaluation of candidates' capabilities.

Graduate-level CS programs in the U.S. increasingly enroll international students, with 60.2 percent of master's degrees in 2023 awarded to non-U.S. students. Many of these students take online courses, where peer feedback is used to engage students and improve pedagogy in a scalable manner. Since these courses are conducted in English, many students study in a language other than their first. This paper examines how native versus non-native English speaker status affects three metrics of peer feedback experience in online U.S.-based computing courses. Using the Twitter-roBERTa-based model, we analyze the sentiment of peer reviews written by and to a random sample of 500 students. We then relate sentiment scores and peer feedback ratings to students' language background. Results show that native English speakers rate feedback less favorably, while non-native speakers write more positively but receive less positive sentiment in return. When controlling for sex and age, significant interactions emerge, suggesting that language background plays a modest but complex role in shaping peer feedback experiences.

There has been rapid development in generative AI tools across the education sector, which in turn is leading to increased adoption by teachers. However, this raises concerns regarding the safety and age-appropriateness of the AI-generated content that is being created for use in classrooms. This paper explores Oak National Academy's approach to addressing these concerns within the development of the UK Government's first publicly available generative AI tool - our AI-powered lesson planning assistant (Aila). Aila is intended to support teachers planning national curriculum-aligned lessons that are appropriate for pupils aged 5-16 years. To mitigate safety risks associated with AI-generated content we have implemented four key safety guardrails: (1) prompt engineering to ensure AI outputs are generated within pedagogically sound and curriculum-aligned parameters; (2) input threat detection to mitigate attacks; (3) an Independent Asynchronous Content Moderation Agent (IACMA) to assess outputs against predefined safety categories; and (4) taking a human-in-the-loop approach, to encourage teachers to review generated content before it is used in the classroom. Through our on-going evaluation of these safety guardrails we have identified several challenges and opportunities to take into account when implementing and testing safety guardrails. This paper highlights ways to build more effective safety guardrails in generative AI education tools including the on-going iteration and refinement of guardrails, as well as enabling cross-sector collaboration through sharing both open-source code/datasets and learnings.

Reinforcement Learning with Verifiable Rewards (RLVR) improves instruction following capabilities of large language models (LLMs), but suffers from training inefficiency due to inadequate difficulty assessment. Moreover, RLVR is prone to over-optimization, where LLMs exploit verification shortcuts without aligning to the actual intent of user instructions. We introduce Instruction Following Decorator (IFDecorator}, a framework that wraps RLVR training into a robust and sample-efficient pipeline. It consists of three components: (1) a cooperative-adversarial data flywheel that co-evolves instructions and hybrid verifications, generating progressively more challenging instruction-verification pairs; (2) IntentCheck, a bypass module enforcing intent alignment; and (3) trip wires, a diagnostic mechanism that detects reward hacking via trap instructions, which trigger and capture shortcut exploitation behaviors. Our Qwen2.5-32B-Instruct-IFDecorator achieves 87.43% accuracy on IFEval, outperforming larger proprietary models such as GPT-4o. Additionally, we demonstrate substantial improvements on FollowBench while preserving general capabilities. Our trip wires show significant reductions in reward hacking rates. We will release models, code, and data for future research.

This study conducts a comprehensive comparison of four neural network architectures: Convolutional Neural Network, Capsule Network, Convolutional Kolmogorov-Arnold Network, and the newly proposed Capsule-Convolutional Kolmogorov-Arnold Network. The proposed Capsule-ConvKAN architecture combines the dynamic routing and spatial hierarchy capabilities of Capsule Network with the flexible and interpretable function approximation of Convolutional Kolmogorov-Arnold Networks. This novel hybrid model was developed to improve feature representation and classification accuracy, particularly in challenging real-world biomedical image data. The architectures were evaluated on a histopathological image dataset, where Capsule-ConvKAN achieved the highest classification performance with an accuracy of 91.21%. The results demonstrate the potential of the newly introduced Capsule-ConvKAN in capturing spatial patterns, managing complex features, and addressing the limitations of traditional convolutional models in medical image classification.

Starting from the 1950s, Machine Translation (MT) was challenged by different scientific solutions, which included rule-based methods, example-based and statistical models (SMT), to hybrid models, and very recent years the neural models (NMT). While NMT has achieved a huge quality improvement in comparison to conventional methodologies, by taking advantage of a huge amount of parallel corpora available from the internet and the recently developed super computational power support with an acceptable cost, it struggles to achieve real human parity in many domains and most language pairs, if not all of them. Alongside the long road of MT research and development, quality evaluation metrics played very important roles in MT advancement and evolution. In this tutorial, we overview the traditional human judgement criteria, automatic evaluation metrics, unsupervised quality estimation models, as well as the meta-evaluation of the evaluation methods. Among these, we will also cover the very recent work in the MT evaluation (MTE) fields, taking advantage of the large size of pre-trained language models for automatic metric customisation towards exactly deployed language pairs and domains. In addition, we also introduce the statistical confidence estimation regarding the sample size needed for human evaluation in real practice simulation. Full tutorial material is \textbf{available} to download at https://github.com/poethan/LREC22_MetaEval_Tutorial.

Jailbreaking -- bypassing built-in safety mechanisms in AI models -- has traditionally required complex technical procedures or specialized human expertise. In this study, we show that the persuasive capabilities of large reasoning models (LRMs) simplify and scale jailbreaking, converting it into an inexpensive activity accessible to non-experts. We evaluated the capabilities of four LRMs (DeepSeek-R1, Gemini 2.5 Flash, Grok 3 Mini, Qwen3 235B) to act as autonomous adversaries conducting multi-turn conversations with nine widely used target models. LRMs received instructions via a system prompt, before proceeding to planning and executing jailbreaks with no further supervision. We performed extensive experiments with a benchmark of harmful prompts composed of 70 items covering seven sensitive domains. This setup yielded an overall attack success rate across all model combinations of 97.14%. Our study reveals an alignment regression, in which LRMs can systematically erode the safety guardrails of other models, highlighting the urgent need to further align frontier models not only to resist jailbreak attempts, but also to prevent them from being co-opted into acting as jailbreak agents.

Fostering students' abilities for knowledge integration and transfer in complex problem-solving scenarios is a core objective of modern education, and interdisciplinary STEM is a key pathway to achieve this, yet it requires expert guidance that is difficult to scale. While LLMs offer potential in this regard, their true capability for guided instruction remains unclear due to the lack of an effective evaluation benchmark. To address this, we introduce SID, the first benchmark designed to systematically evaluate the higher-order guidance capabilities of LLMs in multi-turn, interdisciplinary Socratic dialogues. Our contributions include a large-scale dataset of 10,000 dialogue turns across 48 complex STEM projects, a novel annotation schema for capturing deep pedagogical features, and a new suite of evaluation metrics (e.g., X-SRG). Baseline experiments confirm that even state-of-the-art LLMs struggle to execute effective guided dialogues that lead students to achieve knowledge integration and transfer. This highlights the critical value of our benchmark in driving the development of more pedagogically-aware LLMs.

High-quality, multi-turn instructional dialogues between novices and experts are essential for developing AI systems that support teaching, learning, and decision-making. These dialogues often involve scaffolding -- the process by which an expert supports a novice's thinking through questions, feedback, and step-by-step guidance. However, such data are scarce due to privacy concerns in recording and the vulnerability inherent in help-seeking. We present SimInstruct, a scalable, expert-in-the-loop tool for collecting scaffolding dialogues. Using teaching development coaching as an example domain, SimInstruct simulates novice instructors via LLMs, varying their teaching challenges and LLM's persona traits, while human experts provide multi-turn feedback, reasoning, and instructional support. This design enables the creation of realistic, pedagogically rich dialogues without requiring real novice participants. Our results reveal that persona traits, such as extroversion and introversion, meaningfully influence how experts engage. Compared to real mentoring recordings, SimInstruct dialogues demonstrate comparable pedagogical relevance and cognitive depth. Experts also reported the process as engaging and reflective, improving both data quality and their own professional insight. We further fine-tuned a LLaMA model to be an expert model using the augmented dataset, which outperformed GPT-4o in instructional quality. Our analysis highlights GPT-4o's limitations in weak reflective questioning, overuse of generic praise, a condescending tone, and a tendency to overwhelm novices with excessive suggestions.