Too Polite to Disagree: Understanding Sycophancy Propagation in Multi-Agent Systems

Large language models (LLMs) often exhibit sycophancy: agreement with user stance even when it conflicts with the model's opinion. While prior work has mostly studied this in single-agent settings, it remains underexplored in collaborative multi-agent systems. We ask whether awareness of other agents' sycophancy levels influences discussion outcomes. To investigate this, we run controlled experiments with six open-source LLMs, providing agents with peer sycophancy rankings that estimate each peer's tendency toward sycophancy. These rankings are based on scores calculated using various static (pre-discussion) and dynamic (online) strategies. We find that providing sycophancy priors reduces the influence of sycophancy-prone peers, mitigates error-cascades, and improves final discussion accuracy by an absolute 10.5%. Thus, this is a lightweight, effective way to reduce discussion sycophancy and improve downstream accuracy.

Instructor-Aligned Knowledge Graphs for Personalized Learning

Mastering educational concepts requires understanding both their prerequisites (e.g., recursion before merge sort) and sub-concepts (e.g., merge sort as part of sorting algorithms). Capturing these dependencies is critical for identifying students' knowledge gaps and enabling targeted intervention for personalized learning. This is especially challenging in large-scale courses, where instructors cannot feasibly diagnose individual misunderstanding or determine which concepts need reinforcement. While knowledge graphs offer a natural representation for capturing these conceptual relationships at scale, existing approaches are either surface-level (focusing on course-level concepts like "Algorithms" or logistical relationships such as course enrollment), or disregard the rich pedagogical signals embedded in instructional materials. We propose InstructKG, a framework for automatically constructing instructor-aligned knowledge graphs that capture a course's intended learning progression. Given a course's lecture materials (slides, notes, etc.), InstructKG extracts significant concepts as nodes and infers learning dependencies as directed edges (e.g., "part-of" or "depends-on" relationships). The framework synergizes the rich temporal and semantic signals unique to educational materials (e.g., "recursion" is taught before "mergesort"; "recursion" is mentioned in the definition of "merge sort") with the generalizability of large language models. Through experiments on real-world, diverse lecture materials across multiple courses and human-based evaluation, we demonstrate that InstructKG captures rich, instructor-aligned learning progressions.