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Hillary N. Owusu

Publications and source records attributed to Hillary N. Owusu.

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Localizing Anchoring Pathways in Language Models

Irrelevant numbers in a prompt can shift language model judgments, producing anchoring effects in numerical reasoning. We study where this anchor-sensitive signal is carried inside language models using a controlled multiple-choice setup with shared answer options. We define a logit-difference metric comparing the correct answer option with the answer option corresponding to the anchor, and validate that it tracks behavioral anchoring. Using attribution-based circuit localization on 7B--8B Qwen and Llama base and instruction-tuned models, we find that edge-level methods recover this signal more faithfully than node-level methods. Low- and high-anchor circuits transfer strongly within a model, suggesting shared pathway structure across anchor direction. However, sparse transfer across base and instruction-tuned variants is less reliable, indicating that post-training changes which pathways matter most. Overall, our results provide a mechanistic account of how anchoring-related decision signals are carried inside language models.

cs.CL

Bias-Aware AI Chatbot for Engineering Advising at the University of Maryland A. James Clark School of Engineering

Selecting a college major is a difficult decision for many incoming freshmen. Traditional academic advising is often hindered by long wait times, intimidating environments, and limited personalization. AI Chatbots present an opportunity to address these challenges. However, AI systems also have the potential to generate biased responses, prejudices related to race, gender, socioeconomic status, and disability. These biases risk turning away potential students and undermining reliability of AI systems. This study aims to develop a University of Maryland (UMD) A. James Clark School of Engineering Program-specific AI chatbot. Our research team analyzed and mitigated potential biases in the responses. Through testing the chatbot on diverse student queries, the responses are scored on metrics of accuracy, relevance, personalization, and bias presence. The results demonstrate that with careful prompt engineering and bias mitigation strategies, AI chatbots can provide high-quality, unbiased academic advising support, achieving mean scores of 9.76 for accuracy, 9.56 for relevance, and 9.60 for personalization with no stereotypical biases found in the sample data. However, due to the small sample size and limited timeframe, our AI model may not fully reflect the nuances of student queries in engineering academic advising. Regardless, these findings will inform best practices for building ethical AI systems in higher education, offering tools to complement traditional advising and address the inequities faced by many underrepresented and first-generation college students.

cs.CY