Human-AI Co-Mentorship in Project-Based Learning: A Case Study in Financial Forecasting

This paper reflects on a AI research project carried out by a team of high-school and early-undergraduate students under the mentorship of graduate researchers and ably assisted by AI tools. We share our experience in not only on the learning experience for the high school students, but also on how AI tools accelerated the process that enabled the high school students to focus on higher order problem formulation and solution. Although the participants entered the project with limited background in both AI and finance, they showed strong enthusiasm for technical market analysis and ETF price prediction. Traditional learning settings would first teach the necessary methods in a classroom setting and only later let students apply them. In contrast, our project emphasized workflow design: students identified the sequence of steps needed to address the problem and then used AI-driven tools to execute each step. We note that the high school students developed the necessary code through iterating with the AI tools, and we used our daily stand-ups to debug and answer conceptual questions. Each of the student was able to dig deeper into their area of interest whether computer science or finance, while collaboratively making a significant advance over the summer of 2025. This project was an important pedagogical exercise on how AI tools can be used for mentoring high school students, allowing them to focus on their specific interests and using the daily stand-ups to focus on problem definition and conceptual understanding. Despite their limited technical qualifications, the students were able to leverage AI tools to build meaningful models with real-world application.

Intersectional Divergence: Measuring Fairness in Regression

Research on fairness in machine learning has been mainly framed in the context of classification tasks, leaving critical gaps in regression. In this paper, we propose a seminal approach to measure intersectional fairness in regression tasks, going beyond the focus on single protected attributes from existing work to consider combinations of all protected attributes. Furthermore, we contend that it is insufficient to measure the average error of groups without regard for imbalanced domain preferences. To this end, we propose Intersectional Divergence (ID) as the first fairness measure for regression tasks that 1) describes fair model behavior across multiple protected attributes and 2) differentiates the impact of predictions in target ranges most relevant to users. We extend our proposal demonstrating how ID can be adapted into a loss function, IDLoss, and used in optimization problems. Through an extensive experimental evaluation, we demonstrate how ID allows unique insights into model behavior and fairness, and how incorporating IDLoss into optimization can considerably improve single-attribute and intersectional model fairness while maintaining a competitive balance in predictive performance.