Yugin Tan

Bo Ai, Yuchen Wang, Yugin Tan et al.

Authorship attribution is the task of identifying the author of a given text. The key is finding representations that can differentiate between authors. Existing approaches typically use manually designed features that capture a dataset's content and style, but these approaches are dataset-dependent and yield inconsistent performance across corpora. In this work, we propose \textit{learning} author-specific representations by fine-tuning pre-trained generic language representations with a contrastive objective (Contra-X). We show that Contra-X learns representations that form highly separable clusters for different authors. It advances the state-of-the-art on multiple human and machine authorship attribution benchmarks, enabling improvements of up to 6.8% over cross-entropy fine-tuning. However, we find that Contra-X improves overall accuracy at the cost of sacrificing performance for some authors. Resolving this tension will be an important direction for future work. To the best of our knowledge, we are the first to integrate contrastive learning with pre-trained language model fine-tuning for authorship attribution.

Yi-Chieh Lee, Nattapat Boonprakong, Yugin Tan et al.

Generative AI represents a turning point for Computer Science (CS) education. In recent decades, post-secondary CS education has largely focused on what has been seen as practical software engineering skills: implementation-level programming, debugging, testing, and software design, analysis, and documentation. However, this framing is becoming less tenable as generative AI automates many of these tasks, challenging their centrality in CS education. To keep pace with advances in AI technology, CS curricula should consider a shift toward understanding and verifying AI-generated artifacts. This white paper outlines the findings of two international NUS-Google Workshops in Singapore, where we convened faculty members, industry practitioners, and students, and proposes a strategic response to reshape how CS should be taught at the undergraduate level. Based on the findings, we identify critical skills that must be preserved and those that are becoming less important. By incorporating these skills as "breadcrumbs," we can provide helpful nudges and engaging exercises within the current curriculum, enhancing learning experiences for everyone. We believe that to effectively prepare future computer science graduates, capable of creating, solving problems, and managing, as well as co-creating, artifacts with AI. It is important to consider a shift in curricula. Emphasizing system design, abstraction, and critical evaluation could greatly enhance their education and readiness for the challenges ahead. We propose prerequisites for solutions to reform CS education by fostering AI-native competencies, re-centering fundamental education, enhancing advanced pathways, embracing new pedagogies, and shifting institutional support.