ASMR: Agentic Schema Generation for Ship Maintenance Report Writing

In this paper, we study the automatic schema generation problem: given a collection of historical ship maintenance and operational reports across multiple form categories, automatically discover compact and informative schemas that capture the essential information requirements of each report type. To address this challenge, we propose ASMR, a modular agentic framework consisting of two specialized agents. A Field Generation Agent extracts semantic concepts from historical narratives and generates candidate schema fields through adaptive multi-granularity clustering, while a Structural Optimizer Agent employs reinforcement learning to identify compact, informative, and non-redundant schema representations. The resulting schemas can guide report authors toward producing more complete, consistent, and actionable reports. Preliminary results demonstrate the promise of the proposed approach and highlight several open research challenges at the intersection of data management, agentic AI, and human-centered AI.

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.