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Large language models (LLMs) have advanced to encompass extensive knowledge across diverse domains. Yet controlling what a large language model should not know is important for ensuring alignment and thus safe use. However, accurately and efficiently unlearning knowledge from an LLM remains challenging due to the potential collateral damage caused by the fuzzy boundary between retention and forgetting, and the large computational requirements for optimization across state-of-the-art models with hundreds of billions of parameters. In this work, we present \textbf{Embedding-COrrupted (ECO) Prompts}, a lightweight unlearning framework for large language models to address both the challenges of knowledge entanglement and unlearning efficiency. Instead of relying on the LLM itself to unlearn, we enforce an unlearned state during inference by employing a prompt classifier to identify and safeguard prompts to forget. We learn corruptions added to prompt embeddings via zeroth order optimization toward the unlearning objective offline and corrupt prompts flagged by the classifier during inference. We find that these embedding-corrupted prompts not only lead to desirable outputs that satisfy the unlearning objective but also closely approximate the output from a model that has never been trained on the data intended for forgetting. Through extensive experiments on unlearning, we demonstrate the superiority of our method in achieving promising unlearning at \textit{nearly zero side effects} in general domains and domains closely related to the unlearned ones. Additionally, we highlight the scalability of our method to 100 LLMs, ranging from 0.5B to 236B parameters, incurring no additional cost as the number of parameters increases. We have made our code publicly available at \url{this https URL}. 

Abstract The Institute for Student‐AI Teaming (iSAT) addresses the foundational question:how to promote deep conceptual learning via rich socio‐collaborative learning experiences for all students?—a question that is ripe for AI‐based facilitation and has the potential to transform classrooms. We advance research in speech, computer vision, human‐agent teaming, computer‐supported collaborative learning, expansive co‐design, and the science of broadening participation to design and study next generation AI technologies (called AI Partners) embedded in student collaborative learning teams in coordination with teachers. Our institute ascribes to theoretical perspectives that aim to create a normative environment of widespread engagement through responsible design of technology, curriculum, and pedagogy in partnership with K–12 educators, racially diverse students, parents, and other community members. 

Leveraging additional unlabeled data to boost model performance is common practice in machine learning and natural language processing. For generation tasks, if there is overlap between the additional data and the target text evaluation data, then training on the additional data is training on answers of the test set. This leads to overly-inflated scores with the additional data compared to real-world testing scenarios and problems when comparing models. We study the AMR dataset and Gigaword, which is popularly used for improving AMR-to-text generators, and find significant overlap between Gigaword and a subset of the AMR dataset. We propose methods for excluding parts of Gigaword to remove this overlap, and show that our approach leads to a more realistic evaluation of the task of AMR-to-text generation. Going forward, we give simple best-practice recommendations for leveraging additional data in AMR-to-text generation.