HPCERC1999–023 28 September 1999
Update on the Status of Computational Science and Engineering in U.S. Graduate Programs
Author
Martha Lee Ennis
The University of New Mexico
High Performance Computing, Education & Research Center
Disclaimer
The Albuquerque High Performance Computing Center (AHPCC) Provides a focus for high performance computing and communication at the University of New Mexico (UNM). AHPCC is committed to innovative research in computational and computer science with emphasis on both algorithm development and application. As part of this commitment, AHPCC sponsors this technical report series.
The technical reports are subject to internal review by the AHPCC. However, the material, as presented, does not necessarily reflect any position of the AHPCC. Further, neither UNM,
nor the AHPCC, makes any warranty or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information contained in this report.
The AHPCC is a division of the High Performance Computing, Education & Research Center (HPCERC), a strategic center of UNM
Frank L. Gilfeather, Executive Director, HPCERC Brian T. Smith, Chief Scientist, HPCERC John S. Sobolewski, Chief Technologist, HPCERC
Ernest D. Herrera, Associate Director, HPCERC
Brian T. Smith, Director, AHPCC
Susan R. Atlas, Associate Director, AHPCC
Robert A. Ballance, Associate Director, AHPCC
Update on the Status of Computational Science and Engineering in U.S. Graduate Programs 1
Martha Lee Ennis
Albuquerque High Performance Computing Center The University of New Mexico
1601 Central NE, (Galles Building) Albuquerque, NM 87131
ABSTRACT
This paper, presented at the Alliance Chautauqua held at the Albuquerque High Performance Computing Center in Albuquerque, NM, August 1999, summarizes the status of computational science and engineering programs in U. S. graduate schools as of mid-1999. It also compares the results with those in an earlier paper (1998), written by Charles D. Swanson 2 . An appendix tabulates information such as the nature of the programs, the numbers of years the programs have existed and numbers of students graduated, and the program's URL, where available.
1
Supported by the National Computational Science Alliance, through the National Science Foundation.
2
"Computational Science Education," by C. D. Swanson (<http://www.sgi.com/education/whitepaper.dir/>). A
copy of this paper is also available at <http://www.ahpcc.unm.edu/Publication/TR00> and is provided as
supplementary information to this technical report.
LIST OF TABLES
Summary of results from the original report and the updated report ………..4
i
TABLE OF CONTENTS
List of Tables i
Introduction………..……….………...…..………….1
Data Collection…………..………..………...……….…2
Results……….………...……….…2
Discussion………..………...………...…...3
Acknowledgments…………...……..………...………...3
Appendix……….……….…..………A1
INTRODUCTION
Computational Science and Engineering (CSE) studies have become increasingly important as computers have become more powerful. The “interesting” scientific problems have increased in size to take advantage of the newly available computational speed and storage capabilities. The Grand Challenge scientific problems 3 , considered to be among the most important and the most difficult, will be solved—if they are solved—only by using high- performance computers.
Computational Science and Engineering programs are inherently interdisciplinary, involving innovative and essential use of high-performance computation, and/or the development of computational technologies, to advance knowledge or capabilities in a scientific or engineering discipline. It is neither pure science nor pure computer science nor pure mathematics, but a merger of all three disciplines to create a science-plus-technology environment in which the most challenging and important problems facing humanity can be addressed.
This paper may be viewed as a follow-up to a report written by Charles D. Swanson, then at SGI 4 , or as a brief stand-alone document describing the state of U.S. graduate education in CSE programs as of mid-July, 1999. An appendix lists the CSE programs at the colleges and universities noted in the original report (denoted by a single asterisk), the new college or university programs and/or courses we discovered, and the numbers of years they have existed and numbers of students they have graduated. Also included in the appendix is information about the CSE education available at the listed colleges and universities — the type of CSE program offered and the program’s URLs (where available). This report is not a comprehensive document of all current CSE endeavors in the U.S., but a recognition of the efforts of the people involved in the listed programs to “spread the word,” both about their program and about CSE in general.
As such, this paper is also a starting point for those students looking for a CSE program to fit their needs and interests.
3
See <www.nersc.gov/research/GC/genersc.html> for a discussion of Grand Challenge problems.
4