Lemley, E. C., & Gillispie, A. M., & Dorety, A., & Meier, A., & Riahinezhad, S. (2016, June), Integration of High Performance Computing into Engineering Physics Education  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25426

\bibitem{asee_peer_25426}
  Lemley, E. C., \& Gillispie, A. M., \& Dorety, A., \& Meier, A., \& Riahinezhad, S. (2016, June), \emph{Integration of High Performance Computing into Engineering Physics Education}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25426

Evan C. Lemley, Aric Martin Gillispie, Adam Dorety, Andrew Meier, and Shahram Riahinezhad.  "Integration of High Performance Computing into Engineering Physics Education".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25426 Internet.  09 Oct, 2024

\bibitem{asee_peer_25426}
  Evan C. Lemley, Aric Martin Gillispie, Adam Dorety, Andrew Meier, and Shahram Riahinezhad.
  "Integration of High Performance Computing into Engineering Physics Education".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25426 Internet.  09 Oct, 2024

@INPROCEEDINGS{asee_peer_25426
author = "Evan C. Lemley, Aric Martin Gillispie, Adam Dorety, Andrew Meier, and Shahram Riahinezhad"
title = "Integration of High Performance Computing into Engineering Physics Education"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25426}
number = {10.18260/p.25426}
}

TY  - CPAPER
AB  - Computational skills are foundational in engineering physics education. Computational exercises, labs, and projects often employ instructive small-scale problems. These small- scale problems serve to introduce content and process, and as such, serve the purpose for which they were intended.  Small-scale problems do not serve to introduce students to solving problems at industrial-scale or with research-quality as required in the workplace or graduate laboratory This paper describes the integration of industrial-scale and research-quality high-performance computing (HPC) into a senior/graduate level fluid dynamics course.

This paper focuses on a combined senior level-graduate level course (enrollment of 12) in fluid dynamics at the U__, a predominantly undergraduate institution (PUI) . A HPC cluster, B___ has been deployed recently at the U__. The first author operates and administers the B__ cluster and serves as instructor of the fluid dynamics course, providing an opportunity to advance the course outcomes to include a high impact project that takes advantage of distributed computing. These projects will be transformative for the students and expose them to HPC “at scale.” The projects require the use of computational fluid dynamics (CFD) on a HPC system; intentionally exposing students to a new way of doing things. The issues that students must confront include: 1) complex geometric modeling that result in very large file sizes, 2) meshing geometries that are large or require many nodes, 3) transitioning files generated on a desktop computer to a HPC environment, 4) understanding navigation and use of an HPC system, 5) understanding the use of parallelism in a distributed computing environment, 6) quantifying results, and 7) visualizing results.

The goal of this work is to impact the student’s long term ability to deal with computationally intensive problems. Although we cannot determine the impact long term yet, we are using a rubric to gauge the immediate impact and surveying the students to determine their perceptions.
AU  - Evan C. Lemley
AU  - Aric Martin Gillispie
AU  - Adam Dorety
AU  - Andrew Meier
AU  - Shahram Riahinezhad
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Integration of High Performance Computing into Engineering Physics Education
UR  - https://peer.asee.org/25426
DO  - 10.18260/p.25426
ER  -