Pub Date : 1900-01-01DOI: 10.22369/issn.2153-4136/10/1/7
Dhruva K. Chakravorty, Marinus Pennings, Hong-gang Liu, Z. Wei, D. M. Rodriguez, Levi T. Jordan, Donald McMullen, Noushin Ghaffari, Shaina D. Le
Short courses offered by High Performance Computing (HPC) centers offer an avenue for aspiring Cyberinfrastructure (CI) professionals to learn much-needed skills in research computing. Such courses are a staple at universities and HPC sites around the country. These short courses offer an informal curricular model of short, intensive, and applied micro-courses that address generalizable competencies in computing as opposed to content expertise. The degree of knowledge sophistication is taught at the level of below a minor and the burden of application to domain content is on the learner. Since the Spring 2017 semester, Texas A&M University High Performance Research Computing (TAMU HPRC) has introduced a series of interventions in its short courses program that has led to a 300% growth in participation. Here, we present the strategies and best practices employed by TAMU HPRC in teaching short course modules. We present a longitudinal report that assesses the success of these strategies since the Spring semester of 2017. This data suggests that changes to student learning and a reimagination of the tiered instruction model widely adopted at institutions could be beneficial to student outcomes.
{"title":"Effectively Extending Computational Training Using Informal Means at Larger Institutions","authors":"Dhruva K. Chakravorty, Marinus Pennings, Hong-gang Liu, Z. Wei, D. M. Rodriguez, Levi T. Jordan, Donald McMullen, Noushin Ghaffari, Shaina D. Le","doi":"10.22369/issn.2153-4136/10/1/7","DOIUrl":"https://doi.org/10.22369/issn.2153-4136/10/1/7","url":null,"abstract":"Short courses offered by High Performance Computing (HPC) centers offer an avenue for aspiring Cyberinfrastructure (CI) professionals to learn much-needed skills in research computing. Such courses are a staple at universities and HPC sites around the country. These short courses offer an informal curricular model of short, intensive, and applied micro-courses that address generalizable competencies in computing as opposed to content expertise. The degree of knowledge sophistication is taught at the level of below a minor and the burden of application to domain content is on the learner. Since the Spring 2017 semester, Texas A&M University High Performance Research Computing (TAMU HPRC) has introduced a series of interventions in its short courses program that has led to a 300% growth in participation. Here, we present the strategies and best practices employed by TAMU HPRC in teaching short course modules. We present a longitudinal report that assesses the success of these strategies since the Spring semester of 2017. This data suggests that changes to student learning and a reimagination of the tiered instruction model widely adopted at institutions could be beneficial to student outcomes.","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122322276","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 : 1900-01-01DOI: 10.22369/ISSN.2153-4136/10/1/6
L. DeStefano, Jung Sun Sung
The external evaluation activities in the first three years of the Blue Waters Community Engagement program for graduate fellows and undergraduate interns are described in this study. Evaluators conducted formative and summative evaluations to acquire data from the participants at various stages during this period. Details regarding the evaluation methodology, implementation, results, information feedback process, and the overall program impact based on these evaluation findings are outlined here. Participants in both groups were selected from a variety of different scientific backgrounds and their high performance computing expertise also varied at the outset of the program. Implementation challenges stemming from these issues were identified through the evaluation, and accommodations were made in the initial phases of the program. As a result, both the graduate fellowship and undergraduate internship programs were able to successfully overcome many of the identified problems by the end of the third year. The evaluation results also show the significant impact the program was able to make on the future careers of the participants. CCS CONCEPTS Social and professional topics: Computational Science and Engineering Education
{"title":"Initial impact of Evaluation in Blue Waters Community Engagement Program","authors":"L. DeStefano, Jung Sun Sung","doi":"10.22369/ISSN.2153-4136/10/1/6","DOIUrl":"https://doi.org/10.22369/ISSN.2153-4136/10/1/6","url":null,"abstract":"The external evaluation activities in the first three years of the Blue Waters Community Engagement program for graduate fellows and undergraduate interns are described in this study. Evaluators conducted formative and summative evaluations to acquire data from the participants at various stages during this period. Details regarding the evaluation methodology, implementation, results, information feedback process, and the overall program impact based on these evaluation findings are outlined here. Participants in both groups were selected from a variety of different scientific backgrounds and their high performance computing expertise also varied at the outset of the program. Implementation challenges stemming from these issues were identified through the evaluation, and accommodations were made in the initial phases of the program. As a result, both the graduate fellowship and undergraduate internship programs were able to successfully overcome many of the identified problems by the end of the third year. The evaluation results also show the significant impact the program was able to make on the future careers of the participants. CCS CONCEPTS Social and professional topics: Computational Science and Engineering Education","PeriodicalId":330804,"journal":{"name":"The Journal of Computational Science Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125653766","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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