GUEST EDITORS
Sushil Prasad (Managing Editor), Georgia State University and
National Science Foundation, sprasad@gsu.edu
Ramachandran Vaidyanathan, Louisiana State
University, vaidy@lsu.edu
SCOPE
This special
issue is devoted to progress in one of the most important challenges facing
education pertinent to computing technologies. The work published here is of
relevance to those who teach computing technology at all levels, with greatest
implications for undergraduate education.
Parallel and
distributed computing (PDC) has become ubiquitous to the extent that even
casual users depend on parallel processing. This necessitates that every
programmer understands how parallelism and distributed programming affect
problem solving. Thus, teaching only traditional, sequential programming is no
longer adequate. For this reason, it is essential to impart a range of PDC and
high performance computing (HPC) knowledge and skills at various levels within the
educational fabric woven by Computer Science (CS), Computer Engineering (CE),
and related computational science and engineering curricula. However, rapid
changes in hardware platforms, languages, programming environments, and
advances in research increasingly challenge educators to decide what to teach
and how to teach it, in order to prepare students for their careers in
technology.
In
recognition of the importance of the issue coupled with its challenges, in 2012
the IEEE Technical Committee on Parallel Processing (TCPP) released its
Curriculum on Parallel and Distributed Computing for undergraduates following a
preliminary version in 2010. The curriculum includes a list of core topics on
parallelism for undergraduate studies.
In 2011, to facilitate sharing of findings and experiences and fostering
the community, the EduPar workshop series was established at TCPP’s flagship
IPDPS conference. Inaugurated in 2013, the EduHPC workshop series at SC
conference, with greater emphasis on HPC, followed the success of EduPar.
Reflecting the truly global nature of the community, in 2015 the workshops were
expanded with the first Euro-EduPar, with an European orientation, at the EuroPar
conference. In summary, there are now three workshops per year devoted to PDC and
HPC Education. The workshops are very successful, which indicates community’s
interest in Parallel and Distributed Computing, in accordance with the
necessity of initiating today's students to a technology they will work with in
their professional life.
This special
issue seeks high quality contributions in the fields of PDC and HPC education. Submissions should be on the topics of EduPar 2016,
Euro-EduPar 2016 and EduHPC 2016 workshops, but the submission is open to all. Submissions extending
the regular and keynote presentations in these three workshops are particularly
encouraged, with the expectation of at least 30% new material beyond
the content presented
at the workshops. This is an opportunity for these authors, whose
contributions were already found valuable to the advancement of computing
education, to provide an update on their ongoing work and bring their
contributions to the much broader audience of a prestigious archival journal. Submissions are expected to address the
evaluation of methods or tools proposed.
Submissions will be reviewed by the program committee members of the
three 2016 workshops and other experts.
TOPICS:
The topics are compilations of topics from
EduPar, Euro-EduPar and EduHPC:
·
Curriculum design and models for
incorporating PDC and HPC topics in core CS/CE curriculum
·
Experience with incorporating PDC
and HPC topics into core CS/CE courses
·
Experience with incorporating PDC
and HPC topics in the context of other applications learning
·
Pedagogical issues in
incorporating PDC and HPC in undergraduate and graduate education, especially
in core courses
·
Novel ways of teaching PDC and
HPC topics, including informal learning environments
·
Pedagogical tools, programming
environments, infrastructures, languages and projects for PDC and HPC
·
Education resources based on
higher level programming languages such as PGAS, X10, Chapel, Haskell, Python
and Cilk, and emerging environments such as CUDA, OpenCL, OpenACC, and Hadoop
·
Parallel and distributed models
of programming/computation suitable for teaching, learning and workforce
development
·
E-Learning, e-Laboratory, Massive
Open Online Courses (MOOC), Small Private Online Courses (SPOC)
·
PDC and HPC experiences at
non-university levels; secondary school, postgraduate, industry, diffusion of
PDC and HPC
·
Employers’ experiences with and
expectation of the level of PDC and HPC proficiency among new graduates
·
Issues and experiences to
address gender gap and broadening participation of underrepresented groups
(both students and educators) in PDC
·
Teaching of HPC and Big
Data Analytics across STEM disciplines
IMPORTANT DATES
Letter of intent to submit (title/authors due
to a Guest Editor): April 30, 2017 (optional)
Submission of papers to the journal due: June
15th, 2017
First round review results: September 8th,
2017
Revised papers due for submission: October 13th,
2017
Second round review results: November 10th,
2017
Final version of accepted papers: December 15th, 2017
Publication: Spring 2018
SUBMISSION GUIDELINES
All manuscripts submission and review will be handled by
Elsevier Editorial System http://ees.elsevier.com/jpdc. All papers should be prepared according to
JPDC Guide
for Authors. Manuscripts should be
no longer than 40 double-spaced pages, not including the title page, abstract,
or references. It is important that authors select “VSI: Edu*-2016” when they reach the “Article Type” step in the
submission process.
For further questions or inquiries, please
contact the Guest Editors.
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