Daily Papers

Code-switching (CS) poses a significant challenge for Large Language Models (LLMs), yet its comprehensibility remains underexplored in LLMs. We introduce CS-Sum, to evaluate the comprehensibility of CS by the LLMs through CS dialogue to English summarization. CS-Sum is the first benchmark for CS dialogue summarization across Mandarin-English (EN-ZH), Tamil-English (EN-TA), and Malay-English (EN-MS), with 900-1300 human-annotated dialogues per language pair. Evaluating ten LLMs, including open and closed-source models, we analyze performance across few-shot, translate-summarize, and fine-tuning (LoRA, QLoRA on synthetic data) approaches. Our findings show that though the scores on automated metrics are high, LLMs make subtle mistakes that alter the complete meaning of the dialogue. To this end, we introduce 3 most common type of errors that LLMs make when handling CS input. Error rates vary across CS pairs and LLMs, with some LLMs showing more frequent errors on certain language pairs, underscoring the need for specialized training on code-switched data.

The rapid expansion of scientific literature in computer science presents challenges in tracking research trends and extracting key insights. Existing datasets provide metadata but lack structured summaries that capture core contributions and methodologies. We introduce CS-PaperSum, a large-scale dataset of 91,919 papers from 31 top-tier computer science conferences, enriched with AI-generated structured summaries using ChatGPT. To assess summary quality, we conduct embedding alignment analysis and keyword overlap analysis, demonstrating strong preservation of key concepts. We further present a case study on AI research trends, highlighting shifts in methodologies and interdisciplinary crossovers, including the rise of self-supervised learning, retrieval-augmented generation, and multimodal AI. Our dataset enables automated literature analysis, research trend forecasting, and AI-driven scientific discovery, providing a valuable resource for researchers, policymakers, and scientific information retrieval systems.

Providing computer science (CS) offerings in the K-12 education system is often limited by the lack of experienced teachers, especially in small or rural underserved school districts. By helping teachers in underserved areas develop CS curriculum and helping them become certified to teach CS courses, more young people in underserved areas are aware of IT-career opportunities, and prepared for CS education at the university level, which ultimately helps tackle the IT workforce deficit in the United States. This paper discusses a successful implementation of a Google CS4HS grant to a rural underserved area, as well as lessons learned through the implementation of the program. Key elements in the implementation included a face-to-face hands-on workshop, followed by a seven week graduate-level online summer course for the teachers to learn and develop curriculum that covers the CS concepts they will be teaching. The teachers were supported with an online community of practice for the year as they implemented the curriculum.