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Journals ACM SIGCSE Bulletin Volume 25 Issue 1

Panel on Approaches to Teaching Parallel Processing on the Undergraduate Level Wofford Angela Shiflet, Moderator College, Spartanburg, South Carolina shifletab @woflord. edu Scott Cannon Utah State University, scott@cannon.cs. usu.edu Terry J. Frederick of Central Florida, fied@cs.ucJedu University Janet Hartman U. S. Air Force Academy, On sabbatical from Illinois hartmun@kirk.usa fa.afi mil Marsha Meredith Blackburn College, 217-854-3231 State University Chris Nevison Colgate University, chris@cs.colgate. edu Dean Sanders State University, sanders @ilstu.bitnet Illinois Abstract The ACM/IEEE-CS Joint Curriculum Task Force in its Computing Curricula 1991 listed several knowledge units related to parallel processing, which they consider should be “common requirements for all undergraduate programs in the field of computing.” (p. 4) But incorporating use of parallel processors poses unique problems for the professor. How can one provide the appropriate equipment--simulation, transputers, UNIX distributed workstations, or perhaps a computer available through Internet? What are the advantages and tradeoffs of these systems? What are the support requirements? Should the professor expose the students to several architectures or delve deeply into one? Which programming language(s) should be taught? What textbooks are appropriate for the undergraduate? What kinds of projects are reasonable? Exposure can be part of several traditional courses, such as Operating Systems, Programming Languages, and Simulation; or there can be a separate course or enough courses to create an emphasis in parallel computing. Which approach is best for your school? How can one obtain funding to develop a course in the area? What short courses, workshops, and conferences are available to help the professor learn more about parallel computing? Professors, who have been deeply involved in parallel processing on the undergraduate level, will discuss these and related issues during this panel.

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