Margaret Morris

Garvita Agarwal, Lauren Hay, Ia Iashvili et al.

A framework is presented to extract and understand decision-making information from a deep neural network (DNN) classifier of jet substructure tagging techniques. The general method studied is to provide expert variables that augment inputs ("eXpert AUGmented" variables, or XAUG variables), then apply layerwise relevance propagation (LRP) to networks both with and without XAUG variables. The XAUG variables are concatenated with the intermediate layers after network-specific operations (such as convolution or recurrence), and used in the final layers of the network. The results of comparing networks with and without the addition of XAUG variables show that XAUG variables can be used to interpret classifier behavior, increase discrimination ability when combined with low-level features, and in some cases capture the behavior of the classifier completely. The LRP technique can be used to find relevant information the network is using, and when combined with the XAUG variables, can be used to rank features, allowing one to find a reduced set of features that capture part of the network performance. In the studies presented, adding XAUG variables to low-level DNNs increased the efficiency of classifiers by as much as 30-40\%. In addition to performance improvements, an approach to quantify numerical uncertainties in the training of these DNNs is presented.

Han Zhang, Paula Nurius, Yasaman Sefidgar et al.

The impact of COVID-19 on students has been enormous, with an increase in worries about fiscal and physical health, a rapid shift to online learning, and increased isolation. In addition to these changes, students with disabilities/health concerns may face accessibility problems with online learning or communication tools, and their stress may be compounded by additional risks such as financial stress or pre-existing conditions. To our knowledge, no one has looked specifically at the impact of COVID-19 on students with disabilities/health concerns. In this paper, we present data from a survey of 147 students with and without disabilities collected in late March to early April of 2020 to assess the impact of COVID-19 on these students' education and mental health. Our findings show that students with disabilities/health concerns were more concerned about classes going online than their peers without disabilities. In addition, students with disabilities/health concerns also reported that they have experienced more COVID-19 related adversities compared to their peers without disabilities/health concerns. We argue that students with disabilities/health concerns in higher education need confidence in the accessibility of the online learning tools that are becoming increasingly prevalent in higher education not only because of COVID-19 but also more generally. In addition, educational technologies will be more accessible if they consider the learning context, and are designed to provide a supportive, calm, and connecting learning environment.