Large language models (LLMs) are increasingly trained from AI constitutions and model specifications that establish behavioral guidelines and ethical principles. However, these specifications face critical challenges, including internal conflicts between principles and insufficient coverage of nuanced scenarios. We present a systematic methodology for stress-testing model character specifications, automatically identifying numerous cases of principle contradictions and interpretive ambiguities in current model specs. We stress test current model specs by generating scenarios that force explicit tradeoffs between competing value-based principles. Using a comprehensive taxonomy we generate diverse value tradeoff scenarios where models must choose between pairs of legitimate principles that cannot be simultaneously satisfied. We evaluate responses from twelve frontier LLMs across major providers (Anthropic, OpenAI, Google, xAI) and measure behavioral disagreement through value classification scores. Among these scenarios, we identify over 70,000 cases exhibiting significant behavioral divergence. Empirically, we show this high divergence in model behavior strongly predicts underlying problems in model specifications. Through qualitative analysis, we provide numerous example issues in current model specs such as direct contradiction and interpretive ambiguities of several principles. Additionally, our generated dataset also reveals both clear misalignment cases and false-positive refusals across all of the frontier models we study. Lastly, we also provide value prioritization patterns and differences of these models.

Interdisciplinary teaching is a cornerstone of modern curriculum reform, but its implementation is hindered by challenges in knowledge integration and time-consuming lesson planning. Existing tools often lack the required pedagogical and domain-specific depth.We introduce TriQuest, an AI-copilot platform designed to solve these problems. TriQuest uses large language models and knowledge graphs via an intuitive GUI to help teachers efficiently generate high-quality interdisciplinary lesson plans. Its core features include intelligent knowledge integration from various disciplines and a human-computer collaborative review process to ensure quality and innovation.In a study with 43 teachers, TriQuest increased curriculum design efficiency and improved lesson plan quality. It also significantly lowered design barriers and cognitive load. Our work presents a new paradigm for empowering teacher professional development with intelligent technologies.

Instrumental variable methods are fundamental to causal inference when treatment assignment is confounded by unobserved variables. In this article, we develop a general nonparametric framework for identification and learning with multi-categorical or continuous instrumental variables. Specifically, we propose an additive instrumental variable framework to identify mean potential outcomes and the average treatment effect with a weighting function. Leveraging semiparametric theory, we derive efficient influence functions and construct consistent, asymptotically normal estimators via debiased machine learning. Extensions to longitudinal data, dynamic treatment regimes, and multiplicative instrumental variables are further developed. We demonstrate the proposed method by employing simulation studies and analyzing real data from the Job Training Partnership Act program.

Andrew Barto (barto@cs.umass.edu) is Professor Emeritus of computer science at the University of Massachusetts Amherst. He is also a co-recipient of the 2024 ACM A.M Turing Award.

Linear contextual bandits, especially LinUCB, are widely used in recommender systems. However, its training, inference, and memory costs grow with feature dimensionality and the size of the action space. The key bottleneck becomes the need to update, invert and store a design matrix that absorbs contextual information from interaction history. In this paper, we introduce Scalable LinUCB, the algorithm that enables fast and memory efficient operations with the inverse regularized design matrix. We achieve this through a dynamical low-rank parametrization of its inverse Cholesky-style factors. We derive numerically stable rank-1 and batched updates that maintain the inverse without directly forming the entire matrix. To control memory growth, we employ a projector-splitting integrator for dynamical low-rank approximation, yielding average per-step update cost $O(dr)$ and memory $O(dr)$ for approximation rank $r$. Inference complexity of the suggested algorithm is $O(dr)$ per action evaluation. Experiments on recommender system datasets demonstrate the effectiveness of our algorithm.

This pilot study traces students' reflections on the use of AI in a 13-week foundational design course enrolling over 500 first-year engineering and architecture students at the Singapore University of Technology and Design. The course was an AI-enhanced design course, with several interventions to equip students with AI based design skills. Students were required to reflect on whether the technology was used as a tool (instrumental assistant), a teammate (collaborative partner), or neither (deliberate non-use). By foregrounding this three-way lens, students learned to use AI for innovation rather than just automation and to reflect on agency, ethics, and context rather than on prompt crafting alone. Evidence stems from coursework artefacts: thirteen structured reflection spreadsheets and eight illustrated briefs submitted, combined with notes of teachers and researchers. Qualitative coding of these materials reveals shared practices brought about through the inclusion of Gen-AI, including accelerated prototyping, rapid skill acquisition, iterative prompt refinement, purposeful "switch-offs" during user research, and emergent routines for recognizing hallucinations. Unexpectedly, students not only harnessed Gen-AI for speed but (enabled by the tool-teammate-neither triage) also learned to reject its outputs, invent their own hallucination fire-drills, and divert the reclaimed hours into deeper user research, thereby transforming efficiency into innovation. The implications of the approach we explore shows that: we can transform AI uptake into an assessable design habit; that rewarding selective non-use cultivates hallucination-aware workflows; and, practically, that a coordinated bundle of tool access, reflection, role tagging, and public recognition through competition awards allows AI based innovation in education to scale without compromising accountability.

High-quality pre-training data is crutial for large language models, where quality captures factual reliability and semantic value, and diversity ensures broad coverage and distributional heterogeneity. Existing approaches typically rely on single or multiple-dimensional score-based selection. However, directly selecting top-scored data often degrades performance, and sampling from a broader range is required to recover results. The above non-monotonicity between dataset scores and downstream benchmark results reveals a fundamental bias: score-based methods collapse correlated dimensions, causing top-scored data to appear high-quality while systematically overlooking diversity. We argue that ensuring diversity requires decomposing correlated metrics into orthogonal feature dimensions, from which the top-scored data can be directly selected. Therefore, we proposed the Orthogonal Diversity-Aware Selection (ODiS) algorithm, which preserves both quality and diversity during data selection. First, ODiS evaluates data from multiple dimensions, covering language quality, knowledge quality, and comprehension difficulty. The multi-dimensional scores are then decorrelated via Principal Component Analysis (PCA), yielding orthogonal evaluation dimensions. For each dimension, a Roberta-based scorer is trained to regress the data onto PCA-projected scores, enabling scalable inference on large corpora. Finally, ODiS constructs the training dataset by selecting top-scored data within each orthogonal dimension, thereby ensuring both quality and diversity. Empirical results show that ODiS-selected data exhibit less than 2\% inter-dimension overlap, confirming orthogonality between dimensions. More importantly, models trained with ODiS-selected data significantly outperform other baselines on downstream benchmarks, highlighting the necessity of orthogonal, diversity-aware data selection for LLMs.

Learning to collaborate with previously unseen partners is a fundamental generalization challenge in multi-agent learning, known as Ad Hoc Teamwork (AHT). Existing AHT approaches often adopt a two-stage pipeline, where first, a fixed population of teammates is generated with the idea that they should be representative of the teammates that will be seen at deployment time, and second, an AHT agent is trained to collaborate well with agents in the population. To date, the research community has focused on designing separate algorithms for each stage. This separation has led to algorithms that generate teammates with limited coverage of possible behaviors, and that ignore whether the generated teammates are easy to learn from for the AHT agent. Furthermore, algorithms for training AHT agents typically treat the set of training teammates as static, thus attempting to generalize to previously unseen partner agents without assuming any control over the set of training teammates. This paper presents a unified framework for AHT by reformulating the problem as an open-ended learning process between an AHT agent and an adversarial teammate generator. We introduce ROTATE, a regret-driven, open-ended training algorithm that alternates between improving the AHT agent and generating teammates that probe its deficiencies. Experiments across diverse two-player environments demonstrate that ROTATE significantly outperforms baselines at generalizing to an unseen set of evaluation teammates, thus establishing a new standard for robust and generalizable teamwork.

In recent years, natural language processing (NLP) has become integral to educational data mining, particularly in the analysis of student-generated language products. For research and assessment purposes, so-called embedding models are typically employed to generate numeric representations of text that capture its semantic content for use in subsequent quantitative analyses. Y et when it comes to science-related language, symbolic expressions such as equations and formulas introduce challenges that current embedding models struggle to address. Existing research studies and practical applications often either overlook these challenges or remove symbolic expressions altogether, potentially leading to biased research findings and diminished performance of practical applications. This study therefore explores how contemporary embedding models differ in their capability to process and interpret science-related symbolic expressions. To this end, various embedding models are evaluated using physics-specific symbolic expressions drawn from authentic student responses, with performance assessed via two approaches: 1) similarity-based analyses and 2) integration into a machine learning pipeline. Our findings reveal significant differences in model performance, with OpenAI's GPT-text-embedding-3-large outperforming all other examined models, though its advantage over other models was moderate rather than decisive. Overall, this study underscores the importance for educational data mining researchers and practitioners of carefully selecting NLP embedding models when working with science-related language products that include symbolic expressions. The code and (partial) data are available at https: //doi.org/10.17605/OSF.IO/6XQVG.

A new strategy for fair supervised machine learning is proposed. The main advantages of the proposed strategy as compared to others in the literature are as follows. (a) We introduce a new smooth nonconvex surrogate to approximate the Heaviside functions involved in discontinuous unfairness measures. The surrogate is based on smoothing methods from the optimization literature, and is new for the fair supervised learning literature. The surrogate is a tight approximation which ensures the trained prediction models are fair, as opposed to other (e.g., convex) surrogates that can fail to lead to a fair prediction model in practice. (b) Rather than rely on regularizers (that lead to optimization problems that are difficult to solve) and corresponding regularization parameters (that can be expensive to tune), we propose a strategy that employs hard constraints so that specific tolerances for unfairness can be enforced without the complications associated with the use of regularization. (c) Our proposed strategy readily allows for constraints on multiple (potentially conflicting) unfairness measures at the same time. Multiple measures can be considered with a regularization approach, but at the cost of having even more difficult optimization problems to solve and further expense for tuning. By contrast, through hard constraints, our strategy leads to optimization models that can be solved tractably with minimal tuning.