Biases in existing datasets used to train algorithmic decision rules can raise ethical and economic concerns due to the resulting disparate treatment of different groups. We propose an algorithm for sequentially debiasing such datasets through adaptive and bounded exploration in a classification problem with costly and censored feedback. Exploration in this context means that at times, and to a judiciouslychosen extent, the decision maker deviates from its (current) loss-minimizing rule, and instead accepts some individuals that would otherwise be rejected, so as to reduce statistical data biases. Our proposed algorithm includes parameters that can be used to balance between the ultimate goal of removing data biases - which will in turn lead to more accurate and fair decisions, and the exploration risks incurred to achieve this goal. We analytically show that such exploration can help debias data in certain distributions. We further investigate how fairness criteria can work in conjunction with our data debiasing algorithm. We illustrate the performance of our algorithm using experiments on synthetic and real-world datasets.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, in human education, teaching enhances not only the students but also the teachers by fostering more rigorous and clearer reasoning, as well as deeper knowledge building. We ask: Can LLMs also learn by teaching (LbT) for better reasoning? If the answer is yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this question. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and bring improvements.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, in human education, teaching enhances not only the students but also the teachers by fostering more rigorous and clearer reasoning, as well as deeper knowledge building. We ask: Can LLMs also learn by teaching (LbT) for better reasoning? If the answer is yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this question.

The rapid proliferation of machine learning models across domains and deployment settings has given rise to various communities (e.g. industry practitioners) which seek to benchmark models across tasks and objectives of personal value. Unfortunately, these users cannot use standard benchmark results to perform such value-driven comparisons as traditional benchmarks evaluate models on a single objective (e.g. average accuracy) and fail to facilitate a standardized training framework that controls for confounding variables (e.g. computational budget), making fair comparisons difficult. To address these challenges, we introduce the open-source Ludwig Benchmarking Toolkit (LBT), a personalized benchmarking toolkit for running end-to-end benchmark studies (from hyperparameter optimization to evaluation) across an easily extensible set of tasks, deep learning models, datasets and evaluation metrics. LBT provides a configurable interface for controlling training and customizing evaluation, a standardized training framework for eliminating confounding variables, and support for multi-objective evaluation. We demonstrate how LBT can be used to create personalized benchmark studies with a large-scale comparative analysis for text classification across 7 models and 9 datasets. We explore the trade-offs between inference latency and performance, relationships between dataset attributes and performance, and the effects of pretraining on convergence and robustness, showing how LBT can be used to satisfy various benchmarking objectives.

In human learning, an effective skill in improving learning outcomes is learning by teaching: a learner deepens his/her understanding of a topic by teaching this topic to others. In this paper, we aim to borrow this teaching-driven learning methodology from humans and leverage it to train more performant machine learning models, by proposing a novel ML framework referred to as learning by teaching (LBT). In the LBT framework, a teacher model improves itself by teaching a student model to learn well. Specifically, the teacher creates a pseudo-labeled dataset and uses it to train a student model. Based on how the student performs on a validation dataset, the teacher re-learns its model and re-teaches the student until the student achieves great validation performance. Our framework is based on three-level optimization which contains three stages: teacher learns; teacher teaches student; teacher re-learns based on how well the student performs. A simple but efficient algorithm is developed to solve the three-level optimization problem. We apply LBT to search neural architectures on CIFAR-10, CIFAR-100, and ImageNet. The efficacy of our method is demonstrated in various experiments.

Implicit generative models are difficult to train as no explicit probability density functions are defined. The well-known minimax framework proposed by generative adversarial nets (GANs) is equivalent to minimizing the Jensen-Shannon divergence and suffers from mode collapse in practice. In this paper, we propose learning by teaching (LBT) framework to train implicit generative models via incorporating an auxiliary explicit model. In LBT, an explicit model is introduced to learn the distribution defined by the implicit model and the later one's goal is to teach the explicit model to cover the training data. Formally, our method is formulated as a bilevel optimization problem, whose optimum implies that we obatin the MLE of the implicit model. We also adopt the unrolling trick to make the optimization problem differentiable with respect to the implicit model's parameters. Experimental results demonstrate the effectiveness of our proposed method.