Large language models (LLMs) generate diverse, situated, persuasive texts from a plurality of potential perspectives, influenced heavily by their prompts and training data. As part of LLM adoption, we seek to characterize - and ideally, manage - the socio-cultural values that they express, for reasons of safety, accuracy, inclusion, and cultural fidelity. We present a validated approach to automatically (1) extracting heterogeneous latent value propositions from texts, (2) assessing resonance and conflict of values with texts, and (3) combining these operations to characterize the pluralistic value alignment of human-sourced and LLM-sourced textual data.

Sketching can be a valuable tool for science education, but it is currently underutilized. Sketch worksheets were developed to help change this, by using AI technology to give students immediate feedback and to give instructors assistance in grading. Sketch worksheets use visual representations automatically computed by CogSketch, which are combined with conceptual information from the OpenCyc ontology. Feedback is provided to students by comparing an instructor’s sketch to a student’s sketch, using the Structure-Mapping Engine. This paper describes our experiences in deploying sketch worksheets in two types of classes: Geoscience and AI. Sketch worksheets for introductory geoscience classes were developed by geoscientists at University of Wisconsin-Madison, authored using CogSketch and used in classes at both Wisconsin and Northwestern University. Sketch worksheets were also developed and deployed for a knowledge representation and reasoning course at Northwestern. Our experience indicates that sketch worksheets can provide helpful on-the-spot feedback to students, and significantly improve grading efficiency, to the point where sketching assignments can be more practical to use broadly in STEM education.