Accurately predicting students' future performance based on their tracked academic records in college programs is crucial for effectively carrying out necessary pedagogical interventions to ensure students' on-time graduation. Although there is a rich literature on predicting student performance in solving problems and studying courses using data-driven approaches, predicting student performance in completing college programs is much less studied and faces new challenges, mainly due to the diversity of courses selected by students and the requirement of continuous tracking and incorporation of students' evolving progresses. In this paper, we develop a novel algorithm that enables progressive prediction of students' performance by adapting ensemble learning techniques and utilizing education-specific domain knowledge. We prove its prediction performance guarantee and show its performance improvement against benchmark algorithms on a real-world student dataset from UCLA.

One of the main goals of natural language processing (NLP) is synthetic understanding of natural language documents, especially reading comprehension (RC). An obstacle to the further development of RC systems is the absence of a synthetic methodology to analyze their performance. It is difficult to examine the performance of systems based solely on their results for tasks because the process of natural language understanding is complex. In order to tackle this problem, we propose in this paper a methodology inspired by unit testing in software engineering that enables the examination of RC systems from multiple aspects. Our methodology consists of three steps. First, we define a set of prerequisite skills for RC based on existing NLP tasks. We assume that RC capability can be divided into these skills. Second, we manually annotate a dataset for an RC task with information regarding the skills needed to answer each question. Finally, we analyze the performance of RC systems for each skill based on the annotation. The last two steps highlight two aspects: the characteristics of the dataset, and the weaknesses in and differences among RC systems. We tested the effectiveness of our methodology by annotating the Machine Comprehension Test (MCTest) dataset and analyzing four existing systems (including a neural system) on it. The results of the annotations showed that answering questions requires a combination of skills, and clarified the kinds of capabilities that systems need to understand natural language. We conclude that the set of prerequisite skills we define are promising for the decomposition and analysis of RC.

Prerequisite relations among concepts play an important role in many educational applications such as intelligent tutoring system and curriculum planning. With the increasing amount of educational data available, automatic discovery of concept prerequisite relations has become both an emerging research opportunity and an open challenge. Here, we investigate how to recover concept prerequisite relations from course dependencies and propose an optimization based framework to address the problem. We create the first real dataset for empirically studying this problem, which consists of the listings of computer science courses from 11 U.S. universities and their concept pairs with prerequisite labels. Experiment results on a synthetic dataset and the real course dataset both show that our method outperforms existing baselines.

Standard tests aim to evaluate the performance of examinees using different tests with consistent difficulties. Thus, a critical demand is to predict the difficulty of each test question before the test is conducted. Existing studies are usually based on the judgments of education experts (e.g., teachers), which may be subjective and labor intensive. In this paper, we propose a novel Test-aware Attention-based Convolutional Neural Network (TACNN) framework to automatically solve this Question Difficulty Prediction (QDP) task for READING problems (a typical problem style in English tests) in standard tests. Specifically, given the abundant historical test logs and text materials of questions, we first design a CNN-based architecture to extract sentence representations for the questions. Then, we utilize an attention strategy to qualify the difficulty contribution of each sentence to questions. Considering the incomparability of question difficulties in different tests, we propose a test-dependent pairwise strategy for training TACNN and generating the difficulty prediction value. Extensive experiments on a real-world dataset not only show the effectiveness of TACNN, but also give interpretable insights to track the attention information for questions.

The Robotics Program at Oregon State University has beenrunning an NSF-funded summer Research Experiences forUndergraduates (REU) site since 2014. Over twenty studentsper year (on average) have participated in the site, spendingten weeks embedded in the OSU Robotics Program. Our mainfocus with this REU Site is to give the participants a com-plete research experience, from problem definition to the fi-nal presentation of results, "in miniature". Our secondary ed-ucational objectives are: 1) Teach basic non-technical skillsneeded for graduate work, such as time management and lit-erature review, 2) Provide details on how to apply to gradu-ate school and for funding, 3) Clarify what we look for in agraduate student, and 4) Detail what to expect from the grad-uate student experience. In this paper, we describe the over-all structure of the participants’ summer experience, outlinesome of the training materials that we use, describe the moti-vations for our approach, and discuss the lessons that we havelearned after running the program for a number of years.

Systems deployed in unstructured environments must be able to adapt to novel situations. This requires the ability to perform in domains that may be vastly different from training domains. My dissertation focuses on the representations used in lifelong learning and how these representations enable predictions and knowledge sharing over time, allowing an agent to continuously learn and adapt in changing environments. Specifically, my contributions will enable lifelong learning systems to efficiently accumulate data, use prior knowledge to predict models for novel tasks, and alter existing models to account for changes in the environment.

We propose a lifelong learning system that has the ability to reuse and transfer knowledge from one task to another while efficiently retaining the previously learned knowledge-base. Knowledge is transferred by learning reusable skills to solve tasks in Minecraft, a popular video game which is an unsolved and high-dimensional lifelong learning problem. These reusable skills, which we refer to as Deep Skill Networks, are then incorporated into our novel Hierarchical Deep Reinforcement Learning Network (H-DRLN) architecture using two techniques: (1) a deep skill array and (2) skill distillation, our novel variation of policy distillation (Rusu et. al. 2015) for learning skills. Skill distillation enables the H-DRLN to efficiently retain knowledge and therefore scale in lifelong learning, by accumulating knowledge and encapsulating multiple reusable skills into a single distilled network. The H-DRLN exhibits superior performance and lower learning sample complexity compared to the regular Deep Q Network (Mnih et. al. 2015) in sub-domains of Minecraft.

With the expansion of data, increasing imbalanced data has emerged. When the imbalance ratio of data is high, most existing imbalanced learning methods decline in classification performance. To address this problem, a few highly imbalanced learning methods have been presented. However, most of them are still sensitive to the high imbalance ratio. This work aims to provide an effective solution for the highly imbalanced data classification problem. We conduct highly imbalanced learning from the perspective of feature learning. We partition the majority class into multiple blocks with each being balanced to the minority class and combine each block with the minority class to construct a balanced sample set. Multiset feature learning (MFL) is performed on these sets to learn discriminant features. We thus propose an uncorrelated cost-sensitive multiset learning (UCML) approach. UCML provides a multiple sets construction strategy, incorporates the cost-sensitive factor into MFL, and designs a weighted uncorrelated constraint to remove the correlation among multiset features. Experiments on five highly imbalanced datasets indicate that: UCML outperforms state-of-the-art imbalanced learning methods.

The purpose of this project is to provide instructions for teaching the Artificial Intelligence topic of supervised machine learning for the task of Optical Character Recognition (OCR) at various levels of a student’s undergraduate curriculum, such as basic knowledge, novice, and intermediate. The levels vary from beginner with a slight background in computing and computer science to intermediate with a better understanding of computer science fundamentals and algorithms.

ARTY is a week-long program for middle school students to teach them programming of robots and allow them to express themselves artistically. It was started in 2013 and ran its fourth edition in 2016. We describe the ideas behind the inception of this program, its curriculum, our experiences during the 2016 workshop and challenges/future directions for the program. Our primary intent in this paper is to convey the program curriculum and its design, including the way in which robots can be viewed as vehicles for artistic expression. Some results from a brief attitudinal survey that was administered before and after the workshop are also included along with a discussion of outcomes assessment and issues.