NDLI: Teaching high performance computing: lessons from a flipped classroom, project-based course on finite element methods

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Teaching high performance computing: lessons from a flipped classroom, project-based course on finite element methods

Content Provider	ACM Digital Library
Author	Bangerth, Wolfgang Zarestky, Jill
Abstract	High Performance Computing (HPC) is an area that requires students to acquire knowledge in a wide range of topics. At the same time, HPC is not a theoretical subject and is best learned through non-trivial projects. Teaching HPC therefore lives with the tension of having to cover many small, disconnected areas while wanting to provide more feedback on student projects. This paper considers the lessons learned from teaching MATH 676 "Finite Element Methods in Scientific Computing", a course one of us teaches at Texas A&M University as a project course with a flipped classroom. The contribution of this paper is to describe a practitioner's approach to using principles of reflective writing and journaling to connect the material of the video lectures to student projects. We will discuss our experience with this approach, in particular regarding (1) helping students engage deeply with course content, (2) increasing motivation, independence, and perseverance, and (3) facilitating more communication with the course instructor. We will also share our experiences with the technology options for electronic journals and report on what worked and what didn't.
Starting Page	34
Ending Page	41
Page Count	8
File Format	PDF
ISBN	9781479970216
DOI	10.1109/EduHPC.2014.10
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2014-11-16
Access Restriction	Subscribed
Subject Keyword	Qualitative research Experiential learning Reflective writing Student engagement Flipped classroom Teaching and technology Journaling Practitioner's report of experience Hpc education
Content Type	Text
Resource Type	Article

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