Changeset 3063 in /cluster/svnroot


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Timestamp:
Mar 11, 2011 5:19:08 PM (10 years ago)
Author:
fitz
Message:

#612 minor edits

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1 edited

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  • bccd-ng/text/gsoc/gsoc_application.txt

    r3062 r3063  
    33
    44===> Description:
    5   The BCCD was created in 2002 to facilitate the teaching of parallel programming techniques and the tool-chains used for cluster computing. Among the difficulties instructors often face is a lack of dedicated resources to explore parallel computing with, and a lack of time and/or knowledge to configure the necessary software environment. The BCCD addresses these problems by providing a non-destructive way (live ISO) to run a full-fledged parallel computing environment supporting shared memory, distributed memory, and GPGPU parallelism on a collection of just about any desktop, laptop or notebook systems.  When the class is done reboot and the machines are back to their original configuration. For more permanent environments, the BCCD can also be installed ("liberated") onto a host disk, thereby creating a more customary cluster distribution.
     5  The BCCD was created in 2002 to facilitate the teaching of parallel programming techniques and the tool-chains used for cluster computing. Among the difficulties instructors often face is a lack of dedicated resources to explore parallel computing with, and a lack of time and/or knowledge to configure the necessary software environment. The BCCD addresses these problems by providing a non-destructive way (live ISO) to run a full-fledged parallel computing environment supporting shared memory, distributed memory, and GPGPU parallelism on a collection of just about any desktop, laptop, or notebook systems. When the class is done, reboot and the machines are back to their original configuration. For more permanent environments, the BCCD can also be installed ("liberated") onto a host disk, thereby creating a more customary cluster distribution.
    66
    77===> Home page:
     
    1212
    1313===> Why is your organization applying to participate in GSoC 2011? What do you hope to gain by participating?
    14   Looking through the 2010 list of participating organizations, there are few, if any, organizations geared towards the set of parallel programming, cluster computing, computational science, and the teaching of those topics. The BCCD can help fill this gap by providing projects in each of these areas.  Applying -- and subsequently participating -- in GSoC will afford us opportunities to increase our developer pool and work towards strengthening the community around the tools and curricula for parallel programming, cluster computing, and computational science. As such, any student accepted into the project will provide a pivotal role in a growing community which seeks to address a critical need in computer science education.
     14  Looking through the 2010 list of participating organizations, there are few, if any, organizations geared towards the set of parallel programming, cluster computing, computational science, and the teaching of those topics. The BCCD can help fill this gap by providing projects in each of these areas. Applying -- and subsequently participating -- in GSoC will afford us opportunities to increase our developer pool and work towards strengthening the community around the tools and curricula for parallel programming, cluster computing, and computational science. As such, any student accepted into the project will provide a pivotal role in a growing community which seeks to address a critical need in computer science education.
    1515
    1616===> If accepted, would this be your first year participating in GSoC?
     
    3737  * Email:
    3838  * Cell number:
    39   * Educational Institution:
     39  * Educational institution:
    4040  * Grade level:
    4141  * Major (minor):
     
    4747
    4848===> What criteria did you use to select the individuals who will act as mentors for your organization? Please be as specific as possible.
    49   Many of the leaders of the BCCD project are computer science educators, and as such, we have a significant amount of experience mentoring student software projects and more importantly, identifying the characteristics of a good mentor.  In our view, a good mentor possess a combination of strong technical skills and strong people skills. The technical skills are necessary to help guide and support the student during the design and construction of the software product (when necessary), the people skills are necessary to make sure that support comes at the correct times and is packaged in such a way as to be readily acceptable to the student.
     49  Many of the leaders of the BCCD project are computer science educators and, as such, we have a significant amount of experience mentoring student software projects and, more importantly, identifying the characteristics of a good mentor. In our view, a good mentor possess a combination of strong technical skills and strong people skills. The technical skills are necessary to help guide and support the student during the design and construction of the software product (when necessary), while the people skills are necessary to make sure that support comes at the correct times and is packaged in such a way as to be readily acceptable to the student.
    5050 
    51   The mentors we have identified all have prior mentoring experience within our various projects as well as demonstrably strong technical and people skills.  One testimony to our collective mentoring skills is the number of our now former students who continue to work with us on the BCCD, LittleFe, and as workshop instructors. 
     51  The mentors we have identified all have prior mentoring experience within our various projects as well as demonstrably strong technical and people skills. One testimony to our collective mentoring skills is the number of our now former students who continue to work with us on the BCCD, LittleFe, and as workshop instructors.
    5252
    5353===> What is your plan for dealing with disappearing students?
    54   We would rather prevent them from going missing than track them down after they have disappeared. The BCCD project has been hosting weekly developer telecons for about five years now; all participating students would be expected to join those calls each week to report on their progress, ask questions, and generally participate. In the event that we don't see commits being made regularly to the project repository, or silence on or absence from the weekly telecons, the mentor will immediately reach out to the student and engage them in a conversation to determine what the obstacles to their participation are. In our experience the sooner one catches these the more likely it is to turn them around and get them actively working again.
     54  We would rather prevent students from going missing than track them down after they have disappeared. The BCCD project has been hosting weekly developer telecons for about five years now; all participating students would be expected to join those calls each week to report on their progress, ask questions, and generally participate. In the event that we don't see commits being made regularly to the project repository, or silence on or absence from the weekly telecons, the mentor will immediately reach out to the student and engage them in a conversation to determine what the obstacles to their participation are. In our experience the sooner one catches these the more likely it is to turn them around and get them actively working again.
    5555
    5656===> What is your plan for dealing with disappearing mentors?
    57   Many of the leaders of the BCCD project have been active with it for five or more years, some since its inception around 2002. We work together on this project, on proposals to the National Science Foundation (some of which are even funded!), on the LittleFe project (http://LittleFe.net), and teaching workshops together during the summer for the National Computational Science Institute (NCSI) and the Supercomputing Conference's Education Program. In short, we know how to find each other and tend to apply the same approach to mentoring each other as we do to the students we work with. 
     57  Many of the leaders of the BCCD project have been active with it for five or more years, some since its inception around 2002. We work together on this project, on proposals to the National Science Foundation (some of which are even funded!), on the LittleFe project (http://LittleFe.net), and teaching workshops together during the summer for the National Computational Science Institute (NCSI) and the Supercomputing Conference's Education Program. In short, we know how to find each other and tend to apply the same approach to mentoring each other as we do to the students we work with.
    5858
    5959===> What steps will you take to encourage students to interact with your project's community before, during and after the program?
    6060  The BCCD has been closely coupled with the National Computational Science Institute and the Supercomputing Conference's Education Program since the project's inception. These two organizations have, in one form or another, been holding workshops to teach computational science and parallel computing to college faculty, often using the BCCD, since 2001. These workshops, particularly in the Parallel Programming and Cluster Computing track, have always worked to incorporate students into the instructor pool.
    6161
    62   In keeping with the tradition of involving students in these workshops, we would highly encourage -- if not require -- GSoC students to attend at least one of these week-long workshops as an assistant instructor to either help run sessions introducing and using the BCCD and/or present to the workshop participants the current state of their project.  This is very similar to the path that many former students, including the primary author of this application, have taken to become part of Computational Science Education and Supercomputing communities. Most of these workshops are held during the summer and the annual SC conference happens in November, providing outstanding opportunities for the students to present their work to and interact with the BCCD user community.
     62  In keeping with the tradition of involving students in these workshops, we would highly encourage -- if not require -- GSoC students to attend at least one of these week-long workshops as an assistant instructor to either help run sessions introducing and using the BCCD and/or present to the workshop participants the current state of their project. This is very similar to the path that many former students, including the primary author of this application, have taken to become part of Computational Science Education and Supercomputing communities. Most of these workshops are held during the summer and the annual SC conference happens in November, providing outstanding opportunities for the students to present their work to and interact with the BCCD user community.
    6363
    6464  The BCCD developers hold a weekly conference call to discuss current issues and plan for future events and features. Since these calls are an ongoing part of the project, accepted GSoC students will be asked to participate in the calls, encouraged to weigh in on open topics, and asked to give brief updates on their plans or status.
    6565
    6666===> If you are a small or new organization applying to GSoC, please list a larger, established GSoC organization or a Googler that can vouch for you here.
    67   One of our leaders, Charlie Peck, has had a number of interactions with Chris DiBona of Google over the years.  While not GSoC organizations, we do work closely with the Educational Alliance for a Parallel Future (EAPF, http://eapf.org). In fact, in conjunction with Intel's Academic Community, three of the leaders of the BCCD project helped form the EAPF last year.  At Intel we work with Wilf Pinfold, Michael Wrinn, Clay Breshears, Jennifer Teal and Paul Steinberg. We also work closely with the TeraGrid's Education, Outreach and Training organization, Scott Lathrop is the contact there.
     67  One of our leaders, Charlie Peck, has had a number of interactions with Chris DiBona of Google over the years. While not GSoC organizations, we do work closely with the Educational Alliance for a Parallel Future (EAPF, http://eapf.org). In fact, in conjunction with Intel's Academic Community, three of the leaders of the BCCD project helped form the EAPF last year. At Intel we work with Wilf Pinfold, Michael Wrinn, Clay Breshears, Jennifer Teal and Paul Steinberg. We also work closely with the TeraGrid's Education, Outreach and Training organization, Scott Lathrop is the contact there.
    6868
    6969===> If you are a large organization who is vouching for a small organization applying to GSoC for their first time this year, please list their name and why you think they'd be good candidates for GSoC here:
    70         Not applicable.
     70  Not applicable.
    7171
    7272===> Anything else you'd like to tell us?
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