Pervasive Parallel And Distributed Computing In A Liberal Arts College Curriculum

We present a model for incorporating parallel and distributed computing (PDC) throughout an undergraduate CS curriculum. Our curriculum is designed to introduce students early to parallel and distributed computing topics and to expose students to these topics repeatedly in the context of a wide variety of CS courses. The key to our approach is the development of a required intermediate-level course that serves as a introduction to computer systems and parallel computing. It serves as a requirement for every CS major and minor and is a prerequisite to upper-level courses that expand on parallel and distributed computing topics in different contexts. With the addition of this new course, we are able to easily make room in upper-level courses to add and expand parallel and distributed computing topics. The goal of our curricular design is to ensure that every graduating CS major has exposure to parallel and distributed computing, with both a breadth and depth of coverage. Our curriculum is particularly designed for the constraints of a small liberal arts college, however, much of its ideas and its design are applicable to any undergraduate CS curriculum

January 1 - December 31, 2012

This report summarizes training, education, and outreach activities for calendar 2012 of PTI and affiliated organizations, including the School of Informatics and Computing, Office of the Vice President for Information Technology, and Maurer School of Law. Reported activities include those led by PTI Research Centers (Center for Applied Cybersecurity Research, Center for Research in Extreme Scale Technologies, Data to Insight Center, Digital Science Center) and Service and Cyberinfrastructure Centers (Research Technologies Division of University Information Technology Services, National Center for Genome Assembly Support

The Future of the University in an Age of Knowledge

Submitted for publication to The Journal an Asynchronous Learning Networkshttp://deepblue.lib.umich.edu/bitstream/2027.42/88263/1/1997_ALN_Article.pd

A critical, analytical framework for the digital machine

The Faculty of Digital and Computational Studies (DCS) at Bowdoin College proposes a critical, analytical framework, referred to as the ‘4As,’ as an interdisciplinary means to interpret, evaluate, and create the data, operations, and devices of computing across all domains of knowledge production. Following other disciplines that have developed in symbiotic relationships to one another, DCS puts computation in conversation with fields from across the arts, humanities, physical, and social sciences. Our foundational premise is the bidirectional influence between these disciplines and digital artifacts and computation. The 4As (artifact, architecture, abstraction, and agency) benefit from both the scepticism of the liberal arts in the face of ubiquitous digital processes and the analytical opening for examining questions pertaining to creative and imaginative alternatives to the digital and computational status quo. We provide an ultra-contemporary case study to demonstrate the framework in use

Creative ‘Class’: Leading Innovation with Digital Pedagogy in Cultural and Creative Industry (CCI) Programs

Leaders of cultural and creative programs (CCIs) in Ontario community colleges are key to realizing potential in higher education related to digital pedagogy, creativity, industry partnerships, entrepreneurship and innovation. In this Organizational Improvement Plan (OIP), the role of an academic leadership group is considered from Ontario-centric creative industry and innovation policies and college processes. The problem of practice is the gap of harmonized leadership strategy between higher education classroom practices and regional and provincial overarching educational strategy to increase innovation through digital pedagogy. Colleges have collective capacities in innovating with digital pedagogy in creative industry programs and providing graduates with workplace skills, while supporting humanistic ideals of culture and creativity. There is an opportunity for a Creative Program Leaders Committee to move from a community of practice to become influencers of strategy and research. In the OIP I outline a plan to begin the process to define digital pedagogy in creative programs, collect exemplars, and plan to create a strategy document to lead to knowledge transfer among stakeholders. The OIP is contextualized through themes of complexity, ambiguity, and connectivity in a neo-liberal era. Eddy’s (2010) community college change communication framework and Hernes’ (2008, 2014) ideas of process organizational theory inform these themes. By doing so, the informed strategy creation can help harmonize and advance collective goals for both colleges and provincial institutions

The Future of the University in the Digital Age (1.1)

http://deepblue.lib.umich.edu/bitstream/2027.42/88267/1/ALN_Article_1.1.pd

Steps to an Ecology of Networked Knowledge and Innovation: Enabling new forms of collaboration among sciences, engineering, arts, and design

SEAD network White Papers ReportThe final White Papers (posted at http://seadnetwork.wordpress.com/white-paper- abstracts/final-white-papers/) represent a spectrum of interests in advocating for transdisciplinarity among arts, sciences, and technologies. All authors submitted plans of action and identified stakeholders they perceived as instrumental in carrying out such plans. The individual efforts led to an international scope. One of the important characteristics of this collection is that the papers do not represent a collective aim toward an explicit initiative. Rather, they offer a broad array of views on barriers faced and prospective solutions. In summary, the collected White Papers and associated Meta- analyses began as an effort to take the pulse of the SEAD community as broadly as possible. The ideas they generated provide a fruitful basis for gauging trends and challenges in facilitating the growth of the network and implementing future SEAD initiatives.National Science Foundation Grant No.1142510. Additional funding was provided by the ATEC program at the University of Texas at Dallas and the Institute for Applied Creativity at Texas A&M University

An Exploration of Mobile Device Security Artifacts At Institutions Of Higher Education

The explosive growth and rapid proliferation of smartphones and other mobile devices that access data over communication networks has necessitated advocating and implementing security constraints for the purpose of abetting safe computing. Remote data access using mobile devices is particularly popular among students at institutions of higher education. To ensure safe harbor for constituents, it is imperative for colleges and universities to establish, disseminate, and enforce mobile device security artifacts, where artifacts is defined as policies, procedures, guidelines or other documented or undocumented protocols. The purpose of this study is to explore the existence of, specific content of, and the general current state of published mobile device artifacts at higher education institutions. Results show that such artifacts are only sparsely available through public university websites, and even when available, rarely address mobile device security specifically

Mapping trends and framing issues in higher music education: Changing minds/changing practices

This article presents five case studies from within music in higher education programmes that collectively explore key questions concerning how we look at the challenges and trends, and the need for change to react to the recent higher education (HE) climate, through reference to teaching musicians the skills, knowledge and diverse career creativities that are valued in preparing musicians to enter sustained careers. In this article, the National Association for Music in Higher Education (NAMHE) elected committee members explore the emerging issues and agendas within the context of higher education, and the national and international policy shifts that are occurring. The case studies explore: (1) an inclusive curriculum and undergraduate student partner project; (2) employability skills and postgraduate courses; (3) digital creativities; (4) music career creativities and gender; and (5) an integrated student experience