Pub Date : 2020-01-01DOI: 10.22369/issn.2153-4136/11/1/3
Dhruva K. Chakravorty, Marinus Pennings, Hong-gang Liu, Xien Thomas, D. M. Rodriguez, L. Pérez
Summer computing camps for high school students are rapidly becoming a staple at High Performance Computing (HPC) centers and Computer Science departments around the country. Developing complexity in education in these camps remains a challenge. Here, we present a report about the implementation of such a program. The Summer Computing Academy (SCA) at is a weeklong cybertraining1 program offered to high school students by High Performance Research Computing (HPRC) at Texas A&M University (Texas A&M; TAMU). The Summer Computing Academy effectively uses cloud computing paradigms, artificial intelligence technologies coupled with Raspberry Pi micro-controllers and sensors to demonstrate “computational thinking”. The program is steeped in wellreviewed pedagogy; the refinement of the educational methods based on constant assessment is a critical factor that has contributed to its success. The hands-on exercises included in the program have received rave reviews from parents and students alike. The camp program is financially self-sufficient and has successfully broadened participation of underrepresented groups in computing by including diverse groups of students. Modules from the SCA program may be implemented at other institutions with relative ease and promote cybertraining efforts nationwide.
{"title":"Incorporating Complexity in Computing Camps for High School Students – A Report on the Summer Computing Academy Program at Texas A&M University","authors":"Dhruva K. Chakravorty, Marinus Pennings, Hong-gang Liu, Xien Thomas, D. M. Rodriguez, L. Pérez","doi":"10.22369/issn.2153-4136/11/1/3","DOIUrl":"https://doi.org/10.22369/issn.2153-4136/11/1/3","url":null,"abstract":"Summer computing camps for high school students are rapidly becoming a staple at High Performance Computing (HPC) centers and Computer Science departments around the country. Developing complexity in education in these camps remains a challenge. Here, we present a report about the implementation of such a program. The Summer Computing Academy (SCA) at is a weeklong cybertraining1 program offered to high school students by High Performance Research Computing (HPRC) at Texas A&M University (Texas A&M; TAMU). The Summer Computing Academy effectively uses cloud computing paradigms, artificial intelligence technologies coupled with Raspberry Pi micro-controllers and sensors to demonstrate “computational thinking”. The program is steeped in wellreviewed pedagogy; the refinement of the educational methods based on constant assessment is a critical factor that has contributed to its success. The hands-on exercises included in the program have received rave reviews from parents and students alike. The camp program is financially self-sufficient and has successfully broadened participation of underrepresented groups in computing by including diverse groups of students. Modules from the SCA program may be implemented at other institutions with relative ease and promote cybertraining efforts nationwide.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125739576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.22369/issn.2153-4136/11/1/15
Dhruva K. Chakravorty, Minh Tri Pham
Developments in large scale computing environments have led to design of workflows that rely on containers and analytics platform that are well supported by the commercial cloud. The National Science Foundation also envisions a future in science and engineering that includes commercial cloud service providers (CSPs) such as Amazon Web Services, Azure and Google Cloud. These twin forces have made researchers consider the commercial cloud as an alternative option to current high performance computing (HPC) environments. Training and knowledge on how to migrate workflows, cost control, data management, and system administration remain some of the commonly listed concerns with adoption of cloud computing. In an effort to ameliorate this situation, CSPs have developed online and in-person training platforms to help address this problem. Scalability, ability to impart knowledge, evaluating knowledge gain, and accreditation are the core concepts that have driven this approach. Here, we present a review of our experience using Google’s Qwiklabs online platform for remote and in-person training from the perspective of a HPC user. For this study, we completed over 50 online courses, earned five badges and attended a one-day session. We identify the strengths of the approach, identify avenues to refine them, and consider means to further community engagement. We further evaluate the readiness of these resources for a cloud-curious researcher who is familiar with HPC. Finally, we present recommendations on how the large scale computing community can leverage these opportunities to work with CSPs to assist researchers nationally and at their home institutions. CCS CONCEPTS •CS→Computer Science; •Cybertraining→training on using cyberinfrastructure; •HPC→high performance computing
{"title":"Evaluating the Effectiveness of an Online Learning Platform in Transitioning Users from a High Performance Computing to a Commercial Cloud Computing Environment","authors":"Dhruva K. Chakravorty, Minh Tri Pham","doi":"10.22369/issn.2153-4136/11/1/15","DOIUrl":"https://doi.org/10.22369/issn.2153-4136/11/1/15","url":null,"abstract":"Developments in large scale computing environments have led to design of workflows that rely on containers and analytics platform that are well supported by the commercial cloud. The National Science Foundation also envisions a future in science and engineering that includes commercial cloud service providers (CSPs) such as Amazon Web Services, Azure and Google Cloud. These twin forces have made researchers consider the commercial cloud as an alternative option to current high performance computing (HPC) environments. Training and knowledge on how to migrate workflows, cost control, data management, and system administration remain some of the commonly listed concerns with adoption of cloud computing. In an effort to ameliorate this situation, CSPs have developed online and in-person training platforms to help address this problem. Scalability, ability to impart knowledge, evaluating knowledge gain, and accreditation are the core concepts that have driven this approach. Here, we present a review of our experience using Google’s Qwiklabs online platform for remote and in-person training from the perspective of a HPC user. For this study, we completed over 50 online courses, earned five badges and attended a one-day session. We identify the strengths of the approach, identify avenues to refine them, and consider means to further community engagement. We further evaluate the readiness of these resources for a cloud-curious researcher who is familiar with HPC. Finally, we present recommendations on how the large scale computing community can leverage these opportunities to work with CSPs to assist researchers nationally and at their home institutions. CCS CONCEPTS •CS→Computer Science; •Cybertraining→training on using cyberinfrastructure; •HPC→high performance computing","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123223853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/issn.2153-4136/10/1/2
Erica D. Hummel, S. Stieber
Advanced computational inorganic methods were introduced as course-based undergraduate research experiences (CUREs) through use of the National Science Foundation’s Extreme Science and Engineering Discovery Environment (NSF XSEDE). The ORCA ab initio quantum chemistry program allowed students to conduct independent research projects following in-class lectures and tutorials. Students wrote publication-style papers and conducted peer review of classmates’ papers to learn about the full scientific process.
{"title":"Student-led Computational Inorganic Chemistry Research in a Classroom Setting","authors":"Erica D. Hummel, S. Stieber","doi":"10.22369/issn.2153-4136/10/1/2","DOIUrl":"https://doi.org/10.22369/issn.2153-4136/10/1/2","url":null,"abstract":"Advanced computational inorganic methods were introduced as course-based undergraduate research experiences (CUREs) through use of the National Science Foundation’s Extreme Science and Engineering Discovery Environment (NSF XSEDE). The ORCA ab initio quantum chemistry program allowed students to conduct independent research projects following in-class lectures and tutorials. Students wrote publication-style papers and conducted peer review of classmates’ papers to learn about the full scientific process.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115424830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/issn.2153-4136/10/1/17
Linh Ngo, Jeffrey Denton
A significant challenge in teaching cluster computing, an advanced topic in the parallel and distributed computing body of knowledge, is to provide students with an adequate environment where they can become familiar with real-world infrastructures that embody the conceptual principles taught in lectures. In this paper, we describe our experience setting up such an environment by leveraging CloudLab, a national experimentation platform for advanced computing research. We explored two approaches in using CloudLab to teach advanced concepts in cluster computing: direct deployment of virtual machines (VMs) on bare-metal nodes and indirect deployment of VMs inside a CloudLab-based cloud.
{"title":"Using CloudLab as a Scalable Platform for Teaching Cluster Computing Ambassador Program","authors":"Linh Ngo, Jeffrey Denton","doi":"10.22369/issn.2153-4136/10/1/17","DOIUrl":"https://doi.org/10.22369/issn.2153-4136/10/1/17","url":null,"abstract":"A significant challenge in teaching cluster computing, an advanced topic in the parallel and distributed computing body of knowledge, is to provide students with an adequate environment where they can become familiar with real-world infrastructures that embody the conceptual principles taught in lectures. In this paper, we describe our experience setting up such an environment by leveraging CloudLab, a national experimentation platform for advanced computing research. We explored two approaches in using CloudLab to teach advanced concepts in cluster computing: direct deployment of virtual machines (VMs) on bare-metal nodes and indirect deployment of VMs inside a CloudLab-based cloud.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"s3-10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130069435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/ISSN.2153-4136/10/1/11
Julia S. Mullen, Weronika Filinger, Lauren Milechin, D. Henty
This work explores the applicability of Massively Open Online Courses (MOOCs) for scaling High Performance Computing (HPC) training and education. Most HPC centers recognize the need to provide their users with HPC training; however, the current educational structure and accessibility prevents many scientists and engineers who need HPC knowledge and skills from becoming HPC practitioners. To provide more accessible and scalable learning paths toward HPC expertise, the authors explore MOOCs and their related technologies and teaching approaches. In this paper the authors outline how MOOC courses differ from face-to-face training, video-capturing of live events, webinars, and other established teaching methods with respect to pedagogical design, development issues and deployment concerns. The work proceeds to explore two MOOC case studies, including the design decisions, pedagogy and delivery. TheMOOC development methods discussed are universal and easily replicated by educators and trainers in any field; however, HPC has specific technical needs and concerns not encountered in other online courses. Strategies for addressing these HPC concerns are discussed throughout the work.
{"title":"The Impact of MOOC Methodology on the Scalability, Accessibility and Development of HPC Education and Training","authors":"Julia S. Mullen, Weronika Filinger, Lauren Milechin, D. Henty","doi":"10.22369/ISSN.2153-4136/10/1/11","DOIUrl":"https://doi.org/10.22369/ISSN.2153-4136/10/1/11","url":null,"abstract":"This work explores the applicability of Massively Open Online Courses (MOOCs) for scaling High Performance Computing (HPC) training and education. Most HPC centers recognize the need to provide their users with HPC training; however, the current educational structure and accessibility prevents many scientists and engineers who need HPC knowledge and skills from becoming HPC practitioners. To provide more accessible and scalable learning paths toward HPC expertise, the authors explore MOOCs and their related technologies and teaching approaches. In this paper the authors outline how MOOC courses differ from face-to-face training, video-capturing of live events, webinars, and other established teaching methods with respect to pedagogical design, development issues and deployment concerns. The work proceeds to explore two MOOC case studies, including the design decisions, pedagogy and delivery. TheMOOC development methods discussed are universal and easily replicated by educators and trainers in any field; however, HPC has specific technical needs and concerns not encountered in other online courses. Strategies for addressing these HPC concerns are discussed throughout the work.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129240612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/ISSN.2153-4136/10/1/13
J. Seo, Michael Bruner, A. Payne, Nathan Gober, Donald McMullen, Dhruva K. Chakravorty
The Cyberinfrastructure Security Education for Professionals and Students (CiSE-ProS) virtual reality environment is an exploratory project that uses engaging approaches to evaluate the impact of learning environments produced by augmented reality (AR) and virtual reality (VR) technologies for teaching cybersecurity concepts. The program is steeped in well-reviewed pedagogy; the refinement of the educational methods based on constant assessment is a critical factor that has contributed to its success. In its current implementation, the program supports undergraduate student education. The overarching goal is to develop the CiSE-ProS VR program for implementation at institutions with low cyberinfras-tructure adoption where students may not have access to a physical data center to learn about the physical aspects of cybersecurity.
{"title":"Using Virtual Reality to Enforce Principles of Cybersecurity","authors":"J. Seo, Michael Bruner, A. Payne, Nathan Gober, Donald McMullen, Dhruva K. Chakravorty","doi":"10.22369/ISSN.2153-4136/10/1/13","DOIUrl":"https://doi.org/10.22369/ISSN.2153-4136/10/1/13","url":null,"abstract":"The Cyberinfrastructure Security Education for Professionals and Students (CiSE-ProS) virtual reality environment is an exploratory project that uses engaging approaches to evaluate the impact of learning environments produced by augmented reality (AR) and virtual reality (VR) technologies for teaching cybersecurity concepts. The program is steeped in well-reviewed pedagogy; the refinement of the educational methods based on constant assessment is a critical factor that has contributed to its success. In its current implementation, the program supports undergraduate student education. The overarching goal is to develop the CiSE-ProS VR program for implementation at institutions with low cyberinfras-tructure adoption where students may not have access to a physical data center to learn about the physical aspects of cybersecurity.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126412523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/issn.2153-4136/10/1/14
J. Kunkel, Kai Himstedt, Nathanael Hübbe, H. Stüben, Sandra Schröder, Michael Kuhn, Matthias Riebisch, Stephan Olbrich, T. Ludwig, Weronika Filinger, Jean-Thomas Acquaviva, Anja Gerbes, Lev Lafayette
The HPC community has always considered the training of new and existing HPC practitioners to be of high importance to its growth. This diversification of HPC practitioners challenges the traditional training approaches, which are not able to satisfy the specific needs of users, often coming from non-traditionally HPC disciplines, and only interested in learning a particular set of competences. Challenges for HPC centres are to identify and overcome the gaps in users’ knowledge, while users struggle to identify relevant skills. We have developed a first version of an HPC certification program that would clearly categorize, define, and examine competences. Making clear what skills are required of or recommended for a competent HPC user would benefit both the HPC service providers and practitioners. Moreover, it would allow centres to bundle together skills that are most beneficial for specific user roles and scientific domains. From the perspective of content providers, existing training material can be mapped to competences allowing users to quickly identify and learn the skills they require. Finally, the certificates recognized by the whole HPC community simplify inter-comparison of independently offered courses and provide additional incentive for participation.
{"title":"Towards an HPC Certification Program","authors":"J. Kunkel, Kai Himstedt, Nathanael Hübbe, H. Stüben, Sandra Schröder, Michael Kuhn, Matthias Riebisch, Stephan Olbrich, T. Ludwig, Weronika Filinger, Jean-Thomas Acquaviva, Anja Gerbes, Lev Lafayette","doi":"10.22369/issn.2153-4136/10/1/14","DOIUrl":"https://doi.org/10.22369/issn.2153-4136/10/1/14","url":null,"abstract":"The HPC community has always considered the training of new and existing HPC practitioners to be of high importance to its growth. This diversification of HPC practitioners challenges the traditional training approaches, which are not able to satisfy the specific needs of users, often coming from non-traditionally HPC disciplines, and only interested in learning a particular set of competences. Challenges for HPC centres are to identify and overcome the gaps in users’ knowledge, while users struggle to identify relevant skills. We have developed a first version of an HPC certification program that would clearly categorize, define, and examine competences. Making clear what skills are required of or recommended for a competent HPC user would benefit both the HPC service providers and practitioners. Moreover, it would allow centres to bundle together skills that are most beneficial for specific user roles and scientific domains. From the perspective of content providers, existing training material can be mapped to competences allowing users to quickly identify and learn the skills they require. Finally, the certificates recognized by the whole HPC community simplify inter-comparison of independently offered courses and provide additional incentive for participation.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123509113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/ISSN.2153-4136/10/1/10
Dhruva K. Chakravorty, Marinus Pennings, Hong-gang Liu, Z. Wei, D. M. Rodriguez, Levi T. Jordan, Donald McMullen, Noushin Ghaffari, Shaina D. Le, De Rodriquez, C. Buchanan, Nathan Gober
{"title":"Evaluating Active Learning Approaches for Teaching Intermediate Programming at an Early Undergraduate Level","authors":"Dhruva K. Chakravorty, Marinus Pennings, Hong-gang Liu, Z. Wei, D. M. Rodriguez, Levi T. Jordan, Donald McMullen, Noushin Ghaffari, Shaina D. Le, De Rodriquez, C. Buchanan, Nathan Gober","doi":"10.22369/ISSN.2153-4136/10/1/10","DOIUrl":"https://doi.org/10.22369/ISSN.2153-4136/10/1/10","url":null,"abstract":"","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130139716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/issn.2153-4136/10/1/8
M. Cytowski, Luke Edwards, Mark. Gray, Christopher Harris, Karina Nunez, A. Subramanya
The Pawsey Supercomputing Centre has been running a variety of education, training and outreach activities addressed to all Australian researchers for a number of years. Based on experience and user feedback we have developed a mix of on-site and online training, roadshows, user forums and hackathon-type events. We have also developed an open repository of materials covering different aspects of HPC systems usage, parallel programming techniques as well as cloud and data resources usage. In this paper, we will share our experience in using different learning methods and tools to address specific educational and training purposes. The overall goal is to emphasise that there is no universal learning solution, instead, various solutions and platforms need to be carefully selected for different groups of interest.
{"title":"HPC Education and Training: an Australian Perspective","authors":"M. Cytowski, Luke Edwards, Mark. Gray, Christopher Harris, Karina Nunez, A. Subramanya","doi":"10.22369/issn.2153-4136/10/1/8","DOIUrl":"https://doi.org/10.22369/issn.2153-4136/10/1/8","url":null,"abstract":"The Pawsey Supercomputing Centre has been running a variety of education, training and outreach activities addressed to all Australian researchers for a number of years. Based on experience and user feedback we have developed a mix of on-site and online training, roadshows, user forums and hackathon-type events. We have also developed an open repository of materials covering different aspects of HPC systems usage, parallel programming techniques as well as cloud and data resources usage. In this paper, we will share our experience in using different learning methods and tools to address specific educational and training purposes. The overall goal is to emphasise that there is no universal learning solution, instead, various solutions and platforms need to be carefully selected for different groups of interest.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126690654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22369/ISSN.2153-4136/10/1/19
Osni A. Marques, D. Bernholdt, E. Raybourn, Ashley Barker, R. Hartman-Baker
Author(s): Marques, Osni A; Bernholdt, David E; Raybourn, Elaine M; Barker, Ashley D; Hartman-Baker, Rebecca J
作者:Marques, Osni A;David E . Bernholdt;伊莱恩·雷伯恩;阿什利·巴克;丽贝卡·哈特曼-贝克著
{"title":"The HPC Best Practices Webinar Series","authors":"Osni A. Marques, D. Bernholdt, E. Raybourn, Ashley Barker, R. Hartman-Baker","doi":"10.22369/ISSN.2153-4136/10/1/19","DOIUrl":"https://doi.org/10.22369/ISSN.2153-4136/10/1/19","url":null,"abstract":"Author(s): Marques, Osni A; Bernholdt, David E; Raybourn, Elaine M; Barker, Ashley D; Hartman-Baker, Rebecca J","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133151167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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