Kimberly Fluet | Searcharxiv

arXiv2026

Fortune's Bounty: Taming Complexity by Trimming Trees --- A Hands-On Problem-Solving Experience in Advanced Complexity Suitable for Introductory Students

This article provides an assignment designed to let undergraduate students who have completed an undergraduate CS1/CS2 sequence try to themselves, in groups, prove Fortune's Theorem. (Fortune's Theorem states that if the complement of the Boolean satisfiability problem polynomial-time reduces to a sparse set, then the Boolean satisfiability problem is polynomial-time computable. The assignment does not assume that students have previously seen the Boolean satisfiability problem, polynomial-time reductions, or sparse sets. Rather, it teaches those within the assignment. Note: Reworded into the technical vocabulary of complexity theory, Fortune's Theorem states that no sparse set is coNP-hard unless P=NP. Fortune's Theorem was a major advance in the understanding of the relationship between hardness and density.) We provide both the assignment handout (as the main body of this report plus Appendix A) and a solution to the assignment (as Appendix B, which would of course not be made available to the students until after they had handed in the assignment). The assignment handout, though the instructor can change this, is framed as having the students starting the assignment in teams in class for a whole class session, and then finishing it in those same teams as a take-home assignment, and handing it in before the next class session. We have found that student groups often succeed, partially or completely, in this challenge. This can mean a lot to the students: they see that they were able to make an advance that, when it was first obtained, appeared in what was arguably at the time the top journal venue for complexity theory research. This can give them confidence that they have substantial problem-solving skills (which basically means research skills) when they truly apply themselves to a given challenge.

cs.CC↗

arXiv2020

Effective Feedback for Introductory CS Theory: A JFLAP Extension and Student Persistence

Computing theory analyzes abstract computational models to rigorously study the computational difficulty of various problems. Introductory computing theory can be challenging for undergraduate students, and the main goal of our research is to help students learn these computational models. The most common pedagogical tool for interacting with these models is the Java Formal Languages and Automata Package (JFLAP). We developed a JFLAP server extension, which accepts homework submissions from students, evaluates the submission as correct or incorrect, and provides a witness string when the submission is incorrect. Our extension currently provides witness feedback for deterministic finite automata, nondeterministic finite automata, regular expressions, context-free grammars, and pushdown automata. In Fall 2019, we ran a preliminary investigation on two sections (Control and Study) of the required undergraduate course Introduction to Computer Science Theory. The Study section used our extension for five targeted homework questions, and the Control section solved and submitted these problems using traditional means. Our results show that on these five questions, the Study section performed better on average than the Control section. Moreover, the Study section persisted in submitting attempts until correct, and from this finding, our preliminary conclusion is that minimal (not detailed or grade-based) witness feedback helps students to truly learn the concepts. We describe the results that support this conclusion as well as a related hypothesis conjecturing that with witness feedback and unlimited number of submissions, partial credit is both unnecessary and ineffective.

cs.CY↗