Yingqi Zhang

Yingqi Zhang

Large language model (LLM) agents are evolving from request-response assistants into long-running software actors: they maintain state across model calls, fork subtasks, wait for external events, request human authority, generate tools, and perform side effects that must be resumed and audited. This paper presents Agent libOS, a library-OS-inspired runtime substrate for LLM agents. Agent libOS runs above a conventional host operating system; it does not implement hardware drivers, kernel-mode isolation, or a POSIX-compatible operating system. Instead, it treats an agent as an AgentProcess: a schedulable execution subject with process identity, parent-child lineage, lifecycle state, a tool table derived from an AgentImage, typed Object Memory, explicit capabilities, human queues, checkpoints, events, and audit records. Its central design rule is tools are libc-like wrappers; runtime primitives are the authority boundary. Filesystem access, object access, sleeps, human approval, JIT tool registration, and external side effects are checked at primitive boundaries under explicit capabilities and policy. We describe the design, threat model, Python prototype, and safety-oriented evaluation. The current prototype implements async scheduling, namespace-local Object Memory, runtime-integrated human approval, one-shot permission grants, per-process working directories, shell and image-registration primitives, Deno/TypeScript JIT tools over a libOS syscall broker, filesystem/object bridge tools, an injectable Resource Provider Substrate, deterministic demos, real-model smoke scripts, and 123 regression tests at the time of writing. Rather than improving planner accuracy, Agent libOS demonstrates a runtime substrate in which long-running LLM agents can be scheduled, authorized, resumed, and audited without treating tool dispatch as the trust boundary.

Yingqi Zhang, Ninghan Zheng, Shanshan Li et al.

This full research paper describes the assessment and presentation of student competencies in algorithm courses, grounded in the CC2020 competency model. With the growing emphasis on bridging the gap between academic training and industry demands, competency-based education, which integrates knowledge, skills, and dispositions, has become pivotal in computer science education. To bridge the gap, we need to develop a comprehensive framework to evaluate competencies (knowledge, skills, and dispositions) in computer science education. The research aims to analyze learning behavior patterns, design methods for competency assessment in algorithm courses, and evaluate the difficulty of course experiments to inform curriculum design. We collected programming experiment and written assignment data from 169 students, adapting it to the xAPI specification for unified analysis. In this work, Markov process modeling was employed to analyze behavioral sequences, revealing cognitive patterns during programming tasks. Multiple methods were applied to quantify competencies (knowledge, skills, dispositions) and identify distinct student clusters. Course difficulty was quantified using proactiveness metrics derived from submission timeliness. This work contributes a scalable framework for competency assessment in algorithm courses and offers actionable insights for personalized teaching and curriculum optimization. Practically, it enables instructors to tailor interventions based on student clusters and optimize task difficulty. Future work will integrate more students' performance to validate competency models and extend the framework to broader computer science curricula.