Advancing planning and reasoning capabilities of Large Language Models (LLMs) is one of the key prerequisites towards unlocking their potential for performing reliably in complex and impactful domains. In this paper, we aim to demonstrate this across board games (Chess, Fischer Random / Chess960, Connect Four, and Hex), and we show that search-based planning can yield significant improvements in LLM game-playing strength. We introduce, compare and contrast two major approaches: In external search, the model guides Monte Carlo Tree Search (MCTS) rollouts and evaluations without calls to an external game engine, and in internal search, the model is trained to generate in-context a linearized tree of search and a resulting final choice. Both build on a language model pre-trained on relevant domain knowledge, reliably capturing the transition and value functions in the respective environments, with minimal hallucinations. We evaluate our LLM search implementations against game-specific state-of-the-art engines, showcasing substantial improvements in strength over the base model, and reaching Grandmaster-level performance in chess while operating closer to the human search budget. Our proposed approach, combining search with domain knowledge, is not specific to board games, hinting at more general future applications.

A fundamental ability of an intelligent web-based agent is seeking out and acquiring new information. Internet search engines reliably find the correct vicinity but the top results may be a few links away from the desired target. A complementary approach is navigation via hyperlinks, employing a policy that comprehends local content and selects a link that moves it closer to the target. In this paper, we show that behavioral cloning of randomly sampled trajectories is sufficient to learn an effective link selection policy. We demonstrate the approach on a graph version of Wikipedia with 38M nodes and 387M edges. The model is able to efficiently navigate between nodes 5 and 20 steps apart 96% and 92% of the time, respectively. We then use the resulting embeddings and policy in downstream fact verification and question answering tasks where, in combination with basic TF-IDF search and ranking methods, they are competitive results to the state-of-the-art methods.

Due to the high priority of cyber-security education, the United States Naval Academy rapidly developed and implemented a new cyber-security course that is required for all of its first-year students. During the fall semester in 2011, half of the incoming class (about 600 students) took the course through a total of 31 sections offered by 16 instructors from a variety of disciplines and backgrounds. In the following spring semester, the remaining half of the first-year students will take the course. This paper explains the motivation that instigated and drove course development, the curriculum, teaching mechanics implemented, personnel required, as well as challenges and lessons learned from the first offering of the course. The information contained in this paper will be useful to those thinking of implementing a technical course required of all students at the same level in an institution (in our case first-year students) and particularly those interested in implementing such a course in cyber security.