Researcher profile

Kenneth Holstein

Kenneth Holstein contributes to research discovery and scholarly infrastructure.

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Published work

7 published item(s)

preprint2026arXiv

PersonaTeaming: Supporting Persona-Driven Red-Teaming for Generative AI

Recent developments in AI safety research have called for red-teaming methods that effectively surface potential risks posed by generative AI models, with growing emphasis on how red-teamers' backgrounds and perspectives shape their strategies and the risks they uncover. While automated red-teaming approaches promise to complement human red-teaming through larger-scale exploration, existing automated approaches do not account for human identities and rarely incorporate human inputs. In this work, we explore persona-driven red-teaming to advance both automated red-teaming and human-AI collaboration. We first develop PersonaTeaming Workflow, which incorporates personas into the adversarial prompt generation process to explore a wider spectrum of adversarial strategies. Compared to RainbowPlus, a state-of-the-art automated red-teaming method, PersonaTeaming Workflow achieves higher attack success rates while maintaining prompt diversity. However, since automated personas only approximate real human perspectives, we further instantiate PersonaTeaming Workflow as PersonaTeaming Playground, a user-facing interface that enables red-teamers to author their own personas and collaborate with AI to mutate and refine prompts. In a user study with 11 industry practitioners, we found that PersonaTeaming Playground enabled diverse red-teaming strategies and outputs that practitioners perceived as useful, and that AI-generated suggestions in the PersonaTeaming Playground encouraged out-of-the-box thinking even when practitioners did not follow them strictly. Together, our work advances both automated and human-in-the-loop approaches to red-teaming, while shedding light on interaction patterns and design insights for supporting human-AI collaboration in generative AI red-teaming.

preprint2023arXiv

Exploring How Machine Learning Practitioners (Try To) Use Fairness Toolkits

Recent years have seen the development of many open-source ML fairness toolkits aimed at helping ML practitioners assess and address unfairness in their systems. However, there has been little research investigating how ML practitioners actually use these toolkits in practice. In this paper, we conducted the first in-depth empirical exploration of how industry practitioners (try to) work with existing fairness toolkits. In particular, we conducted think-aloud interviews to understand how participants learn about and use fairness toolkits, and explored the generality of our findings through an anonymous online survey. We identified several opportunities for fairness toolkits to better address practitioner needs and scaffold them in using toolkits effectively and responsibly. Based on these findings, we highlight implications for the design of future open-source fairness toolkits that can support practitioners in better contextualizing, communicating, and collaborating around ML fairness efforts.

preprint2022arXiv

Extended Analysis of "How Child Welfare Workers Reduce Racial Disparities in Algorithmic Decisions"

This is an extended analysis of our paper "How Child Welfare Workers Reduce Racial Disparities in Algorithmic Decisions," which looks at racial disparities in the Allegheny Family Screening Tool, an algorithm used to help child welfare workers decide which families the Allegheny County child welfare agency (CYF) should investigate. On April 27, 2022, Allegheny County CYF sent us an updated dataset and pre-processing steps. In this extended analysis of our paper, we show the results from re-running all quantitative analyses in our paper with this new data and pre-processing. We find that our main findings in our paper were robust to changes in data and pre-processing. Particularly, the Allegheny Family Screening Tool on its own would have made more racially disparate decisions than workers, and workers used the tool to decrease those algorithmic disparities. Some minor results changed, including a slight increase in the screen-in rate from before to after the implementation of the AFST reported our paper.

preprint2022arXiv

Imagining new futures beyond predictive systems in child welfare: A qualitative study with impacted stakeholders

Child welfare agencies across the United States are turning to data-driven predictive technologies (commonly called predictive analytics) which use government administrative data to assist workers' decision-making. While some prior work has explored impacted stakeholders' concerns with current uses of data-driven predictive risk models (PRMs), less work has asked stakeholders whether such tools ought to be used in the first place. In this work, we conducted a set of seven design workshops with 35 stakeholders who have been impacted by the child welfare system or who work in it to understand their beliefs and concerns around PRMs, and to engage them in imagining new uses of data and technologies in the child welfare system. We found that participants worried current PRMs perpetuate or exacerbate existing problems in child welfare. Participants suggested new ways to use data and data-driven tools to better support impacted communities and suggested paths to mitigate possible harms of these tools. Participants also suggested low-tech or no-tech alternatives to PRMs to address problems in child welfare. Our study sheds light on how researchers and designers can work in solidarity with impacted communities, possibly to circumvent or oppose child welfare agencies.

preprint2022arXiv

Improving Human-AI Partnerships in Child Welfare: Understanding Worker Practices, Challenges, and Desires for Algorithmic Decision Support

AI-based decision support tools (ADS) are increasingly used to augment human decision-making in high-stakes, social contexts. As public sector agencies begin to adopt ADS, it is critical that we understand workers' experiences with these systems in practice. In this paper, we present findings from a series of interviews and contextual inquiries at a child welfare agency, to understand how they currently make AI-assisted child maltreatment screening decisions. Overall, we observe how workers' reliance upon the ADS is guided by (1) their knowledge of rich, contextual information beyond what the AI model captures, (2) their beliefs about the ADS's capabilities and limitations relative to their own, (3) organizational pressures and incentives around the use of the ADS, and (4) awareness of misalignments between algorithmic predictions and their own decision-making objectives. Drawing upon these findings, we discuss design implications towards supporting more effective human-AI decision-making.

preprint2022arXiv

Team Learning as a Lens for Designing Human-AI Co-Creative Systems

Generative, ML-driven interactive systems have the potential to change how people interact with computers in creative processes - turning tools into co-creators. However, it is still unclear how we might achieve effective human-AI collaboration in open-ended task domains. There are several known challenges around communication in the interaction with ML-driven systems. An overlooked aspect in the design of co-creative systems is how users can be better supported in learning to collaborate with such systems. Here we reframe human-AI collaboration as a learning problem: Inspired by research on team learning, we hypothesize that similar learning strategies that apply to human-human teams might also increase the collaboration effectiveness and quality of humans working with co-creative generative systems. In this position paper, we aim to promote team learning as a lens for designing more effective co-creative human-AI collaboration and emphasize collaboration process quality as a goal for co-creative systems. Furthermore, we outline a preliminary schematic framework for embedding team learning support in co-creative AI systems. We conclude by proposing a research agenda and posing open questions for further study on supporting people in learning to collaborate with generative AI systems.

preprint2020arXiv

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.