Researcher profile

Weishi Shi

Weishi Shi contributes to research discovery and scholarly infrastructure.

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Published work

2 published item(s)

preprint2026arXiv

Metric-Normalized Posterior Leakage (mPL): Attacker-Aligned Privacy for Joint Consumption

Metric differential privacy (mDP) strengthens local differential privacy (LDP) by scaling noise to semantic distance, but many machine learning (ML) systems are consumed under joint observation, where model-agnostic, per-record guarantees can miss leakage from evidence aggregation. We introduce metric-normalized posterior leakage (mPL), an attacker-aligned, distance-calibrated measure of posterior-odds shift induced by releases, and show that for single or independent releases, uniformly bounding mPL is equivalent to mDP. Under joint observation, however, satisfying mDP may still leave mPL high because learned aggregators compound evidence across correlated items. To make control practical, we formalize probabilistically bounded mPL (PBmPL), which limits how often mPL may exceed a target budget, and we operationalize it via Adaptive mPL (AmPL), a trust-and-verify framework that perturbs, audits with a learned attacker, and adapts parameters (with optional Bayesian remapping) to balance privacy and utility. In a word-embedding case study, neural adversaries violate mPL under joint consumption despite per-record mDP perturbations, whereas AmPL substantially lowers the frequency of such violations with low utility loss, indicating PBmPL as a practical, certifiable protection for joint-consumption settings.

preprint2020arXiv

Presenting and Evaluating the Impact of Experiential Learning in Computing Accessibility Education

Studies indicate that much of the software created today is not accessible to all users, indicating that developers don't see the need to devote sufficient resources to creating accessible software. Compounding this problem, there is a lack of robust, easily adoptable educational accessibility material available to instructors for inclusion in their curricula. To address these issues, we have created five Accessibility Learning Labs (ALL) using an experiential learning structure. The labs are designed to educate and create awareness of accessibility needs in computing. The labs enable easy classroom integration by providing instructors with complete educational materials including lecture slides, activities, and quizzes. The labs are hosted on our servers and require only a browser to be utilized. To demonstrate the benefit of our material and the potential benefits of our experiential lab format with empathy-creating material, we conducted a study involving 276 students in ten sections of an introductory computing course. Our findings include: (I) The demonstrated potential of the proposed experiential learning format and labs are effective in motivating and educating students about the importance of accessibility (II) The labs are effective in informing students about foundational accessibility topics (III) Empathy-creating material is demonstrated to be a beneficial component in computing accessibility education, supporting students in placing a higher value on the importance of creating accessible software. Created labs and project materials are publicly available on the project website: http://all.rit.edu