From bogucz@drongo.npac.syr.edu Mon Sep 12 17:01:16 1994
Date: Mon, 12 Sep 94 16:49:35 EDT
From: Ed Bogucz <bogucz@drongo.npac.syr.edu>
To: paulc@drongo.npac.syr.edu
Subject: REU92 NSF progress report


here is latex of progress report (good for list of students,
majors, etc., plus excerpts from letters)

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\begin{document}

\begin{titlepage}
\begin{center}
\vspace*{0.5in}
{\Large\bf Progress Report \\}
\medskip
{\large submitted to \\}
\medskip
{\Large The National Science Foundation \\ }
\medskip
{\large for \\}
\medskip
{\Large\bf Grant CDA-9200577 \\}
\vspace{0.5in}
{\Large\bf ``Research Experiences for Undergraduates Site: \\
Undergraduate Research Experience \\
in Computational Science'' \\}
\vspace{0.5in}
{\large submitted by \\}
\medskip
{\Large\bf Syracuse Center for Computational Science\\
Syracuse University \\}
\bigskip
{\large Geoffrey C. Fox \\ Director \\ Principal Investigator \\}
\bigskip
{\large Edward A. Bogucz \\ Project Leader \\}
\vspace{0.5in}
{\large 29 December 1992}
\end{center}
\end{titlepage}

\vspace*{1.5in}
\begin{center}
{\Large\bf Summary \\}
\end{center}
\smallskip
A Research Experiences for Undergraduates Program in Computational
Science held at the Syracuse Center for Computational Science during
the summer of 1992 is described in this report.  
The 10-week program included two
main components: group training in the application of high-performance
parallel computers, and an individual research project.  The 1992
program had 15 undergraduate ``Research Apprentices,'' 
including majors in computer science, engineering, physics, mathematics,
and finance.  The two-week training phase of the program included lectures
on numerical methods, computer architecture and programming techniques.
Apprentices received hands-on experience with four
parallel computers: the Connection Machine Model CM-2, the Connection
Machine Model CM-5, the DECmpp 1200 and the nCUBE2.  Individual student
projects included topics in multimedia applications, computational
fluid dynamics, database operations, image processing, weather prediction
and optimization techniques.  As part of their research experiences,
apprentices prepared written research proposals, gave oral proposal
presentations, prepared posters describing their projects, prepared
final written reports, and gave final oral presentations.  
Results produced by the apprentices demonstrate that the program
successfully provided both a formative research experience and 
a clear understanding of the application
of high-performance computing in cross-disciplinary projects.
\pagebreak

\section{Introduction}
During the summer of 1992, the Syracuse Center for Computational Science 
(SCCS) at Syracuse University conducted a 10-week Research Experiences 
for Undergraduates (REU) Program in Computational Science.  Major 
funding for the program included \$46,000 from the National Science 
Foundation, which was provided as the first year of a three-year REU 
Site Grant  (NSF CDA-9200577).\footnote{The title of the NSF grant is 
``REU Site: Undergraduate Research in Computer Science and Computational
 Physics.''  The title 
``1992 REU Program in Computational Science'' was used 
throughout the program to provide a unifying context 
for cross-disciplinary projects conducted in a variety of fields, 
including computer science, physics, engineering, and finance.}
  This document is a progress report describing activities of 
student participants during the 1992 program. 

SCCS is an interdisciplinary organization that combines the faculty, 
staff, and computing resources of three different units within Syracuse 
University: the Northeast Parallel Architectures Center (NPAC), the 
L.C. Smith College of Engineering and Computer Science, and the Department 
of Physics.  In addition, SCCS is a member of the NSF-funded Center 
for Research on Parallel Computation (CRPC), which is headquartered 
at Rice University.  NPAC operates a variety of high-performance, 
parallel-architecture computers, including Connection Machine Models 
CM-2 and CM-5, a DECmpp 1200, and an nCUBE2.  Student participants 
in the REU Program had ready access to all SCCS resources.  Additional 
resources available at Syracuse University---including clusters 
of Sun workstations and Macintosh II computers---also were freely 
available to participants.

The 1992 SCCS REU program was conducted from 1 June 1992 through
7 August 1992.  The program had two main components: an intensive two-week 
training course in high-performance computing, and an individual research 
project.  The training course included lectures on numerical methods,
computer architectures and programming techniques; students also
gained hands-on experience with four different parallel computers.
Requirements for the research project were structured to 
expose students to the full range of research activities: 
the students wrote research proposals, gave oral 
proposal presentations,
prepared posters describing their projects and results,
wrote full technical papers, and gave final oral presentations.  
In addition to training and research experiences, the REU program 
also included weekly seminars, in which speakers presented applications 
of high-performance computing, and periodic social events involving 
students and their advisors, which facilitated group interaction.

A total of 15 ``Research Apprentices'' 
participated in the 1992 SCCS REU program.  
Stipends for 12 students were provided by the NSF grant.  Funding 
for the stipends of an additional three students was provided by a grant from 
the GE Foundation Faculty of the Future Program, which specifically 
requires participants to be women or members of groups that are 
under-represented in science and engineering.  
Significant funding also was contributed 
by Syracuse University, which provided partial housing and living 
expenses for participants, as well as salary support for faculty, 
staff, and graduate students who participated in the training program 
and in the supervision of the student projects.

The 15 students composed a diverse group, in terms of academic 
major, home academic institution, computing experience, sex, and ethnic/racial 
background.  The group included majors in computer science, engineering, 
mathematics, physics, and finance.  Several participants had previous 
experience with parallel-architecture machines; a few students 
had very limited computing experience of any kind.  
Of the 12 students supported by NSF, seven 
were from institutions other than Syracuse University.  The total 
group included five women and three members of under-represented groups.

The remainder of this report is divided into four additional sections.  
Section 2 describes the process used to recruit participants and 
lists the students who participated in the program.  The two-week 
training program is described in Section 3.  Section 4 describes
the research activities pursued by participants, 
and an evaluation of the program is contained in Section 5.  The report
has two appendices.  Appendix A contains abstracts from the participants'
final papers.  Appendix B contains copies of letters received from
the participants, describing their overall evaluation of the program.


\section{Student Participants}

Consistent with the interdisciplinary nature of the work addressed by 
SCCS researchers, a central objective of the 1992 REU Program was 
the recruiting of a diverse group of well-qualified student participants.  
The program was advertised in three ways.  First, SCCS mailed a poster, 
information packet, and application materials to physics and computer 
science departments at 45 schools throughout the northeastern United States. 
 Second, CRPC distributed information nationally concerning opportunities for 
undergraduate research experiences at CRPC sites (Rice University, 
Syracuse University, California Institute of Technology, University 
of Tennessee, Argonne National Laboratory, and Los Alamos National 
Laboratory).  Third, information about the program was distributed 
widely within Syracuse University, where  special efforts were made 
to bring the program to the attention of women and members 
of under-represented groups through announcements in the classroom 
and by recruiting well-qualified individual candidates.

Students interested in the SCCS REU program could apply either directly 
to SCCS or to CRPC.  CRPC acted as a clearinghouse for all six CRPC sites.
Applicants to CRPC were encouraged to rank-order their 
preferences for research sites, and the names of all applicants and their 
lists of preferences were circulated to all sites.  
In response to program announcements, 
23 students applied directly to SCCS; of these, 17 were students at 
Syracuse University.
CRPC received 22 applications for 1992 undergraduate research experiences,
including 2 Syracuse University students who also applied directly to SCCS.

Applicants submitted an academic 
transcript and two letters of recommendation.  Application materials 
were reviewed by a group of three individuals who had major roles in the
Program: Dr. Edward A. Bogucz, Associate Professor of Mechanical and
Aerospace Engineering, who served as the SCCS Project Leader for the
the 1992 REU Program; Dr. Nancy McCracken, NPAC Senior Researcher,
who served as the 1992 REU Training Coordinator; and Dr. Ernest Sibert, 
Professor of Computer and Information Science, who was one of the principal
lecturers during the 1991 and 1992 REU Programs.  
Final decisions regarding each applicant 
were reached by consensus of the group.  Offers of participation were 
extended to 17 individuals, 15 of whom accepted.

Participants in the 1992 SCCS REU Program are listed in Table 1.  The listing
includes each student's academic major, home institution, and expected 
graduation date.  Stipends for the first 12 participants listed in Table 1 were
funded by NSF.  As stated in the original grant proposal for the program, at 
least seven of NSF-funded participants came from institutions other than
Syracuse University.  Stipends for the final three participants listed in 
Table 1 were provided by a  grant from the GE Foundation
Faculty for the Future Program.  This grant restricted recipients to
Syracuse University undergraduate women or members of under-represented groups.
The total group of 15 participants included five women and three members
of under-represented groups.

\begin{table}[bht]
\begin{center}
\begin{tabular}{r@{\hspace{4pt}}llll@{\hspace{2pt}}c@{\hspace{2pt}}}
\hline
&{Name}&{Major}&{Home Institution}
               &{\begin{tabular}{l}{Grad.}\\{Date}\end{tabular}} 
               &{\begin{tabular}{c} Eval. \\ Letter \end{tabular}} \\
\hline
\\
&\multicolumn{5}{@{\hspace{-1pt}}l}{\it Students supported by NSF grant:}\\
1.&Baumann, Daniel&Computer Science&U. of Washington&May 1993&\dag\\
2.&Harry, Michael&Computer Science&Roch. Inst. of Tech.&Dec. 1992&\dag\\
3.&Maimon, Ron&Physics&Harvard University&May 1994\\
4.&Peters, Paul&Computer Science&Syracuse University&May 1993\\
5.&Roodin, Neal&Finance&U. of Pennsylvania&May 1993&\dag\\
6.&Rose, Thomas&Comp. Sci. \& Math&Univ. of Texas \ddag&May 1993&\dag\\
7.&Rubbo, Jennifer&Aerospace Engr.&Syracuse University&May 1993&\dag\\
8.&Solt, David G. Jr.&Comp. Sci. \& Math&Syracuse University&May 1993&\dag\\
9.&Speidel, Pamela K.&Computer Science&Univ. of Missouri&May 1993&\dag\\
10.&Vitalone, Debra L.&Aerospace Engr.&Syracuse University&May 1993&\dag\\
11.&Willis, Thomas J.&Physics \& Math&U. of San Francisco&May 1993&\dag\\
12.&Young, Matthew C.&Computer Science&Syracuse University&May 1993\\
\\
&\multicolumn{5}{@{\hspace{-1pt}}l}{\it Students supported by grant from the GE Foundation:}\\
13.&Cordero, Yvette&Aerospace Engr.&Syracuse University&May 1993&\dag\\
14.&LaFontaine, Nicole&Computer Science&Syracuse University&May 1993&\dag\\
15.&White, R. Chris&Computer Graphics&Syracuse University&May 1993\\
\\
\hline
\dag&\multicolumn{5}{@{\hspace{-1pt}}l}{Student submitted an evaluation letter, a copy of which appears in Appendix B.} \\
\ddag&\multicolumn{5}{@{\hspace{-1pt}}l}{Univ. of Texas of the Permian Basin.}
\end{tabular}
\end{center}
\caption{Participants in the 1992 SCCS REU Program.}
\end{table}

Participants were specifically selected to represent a range of academic
disciplines and previous computing experience, as would be typical in
practical cross-disciplinary research projects.  The group included 
six computer science majors, three aerospace
engineering majors, one physics major, one computer graphics major,
one finance major and three double majors.
As could be expected, the computer science majors had fairly extensive 
computing experience, including five students who had some previous 
exposure to programming techniques for parallel computers.  Among the 
engineering, physics, computer graphics and finance students, previous
computing experience generally was limited to instruction and application 
programming in a single language (FORTRAN-77 or Pascal).


\section{Training Program}

The first two weeks of the REU Program were devoted to an intensive
training program in high-performance computing.  The training program
included lectures, hands-on programming laboratories, demonstrations, and
seminars on typical applications.  In addition, time was set aside for
``independent research activity,'' during which students were encouraged
either to discuss possible research projects that had been suggested by 
participating faculty members, or to continue work on example problems
that had been introduced during the lectures and labs.

The schedule for the training program is shown in Figure 1.  Lecture topics
included numerical methods, data parallel programming techniques, and parallel 
computer architectures.  Lectures on technical communications also were
presented: oral presentations were addressed in one session, which included
an example presentation given by a student who had participated in the 1991
SCCS REU program; technical report writing was addressed in another session,
which included instruction in the use of the text formatting programs \TeX\
and \LaTeX\ .
\begin{figure}[bht]
\vspace{4.5in}
\caption{Training Schedule.}
\end{figure}

Topics addressed in the lectures on numerical methods
included linear algebra (algorithms for solution of linear matrix problems),
integration schemes (N-body problems involving systems of first-order
ordinary differential equations) and finite difference methods (ordinary
differential equation boundary-value problems, and hyperbolic, parabolic,
and elliptic partial differential equations).  Talks on parallel computer
architectures addressed both Single Instruction, Multiple Data (SIMD) and
Multiple Instruction, Multiple Data (MIMD) machines.
Over the course of the training program, students received hands-on 
experience in the use of four
machines operated by NPAC: the 
Connection Machine Model CM-2, the Connection Machine Model CM-5, the
DECmpp 1200, and the nCUBE2.  

The first day of the training program included
a brief refresher/introduction to the Unix operating system, FORTRAN-77
programming, and editing using emacs or vi.  The disparity in the levels of
previous computing experience among REU participants was addressed directly
at the start of the program.  During laboratories, the participants were
encouraged to work in pairs.  ``Lab partners'' were assigned such that a
more experienced student was teamed with a less experienced student.
Students with more experience were given the responsibility of helping
to train the less experienced participants.  

Ten different faculty and staff associated with SCCS presented lectures
during the training program.  Dr.\ Geoffrey C. Fox, Director of NPAC
and Principal Investigator of the NSF REU Site Grant, presented a
keynote talk on the first day, describing 
the history of parallel computing and the prospects for the future.
External lecturers also participated during the training period.
A systems engineer from Thinking Machines Corp.\ spent a full day
with the students, providing talks and training on the Connection
Machine Model CM-5.  A systems engineer from Maspar Corp.\ provided
a lecture and a demonstration of the DECmpp 1200.  In addition,
the recently-retired Manager of Industrial Technology at the
United Technologies Research Center presented a talk on ``Industrial
applications of the CM-2."


\section{Research Activities}

The primary research experience of the program was an individual project,
conducted under the supervision of a faculty mentor.  Requirements for the
research project were structured to expose participants to the full range
of research activities typical of graduate school: in the fourth week of
the program, participants wrote two-page proposals and gave 15-minute proposal
presentations; in the ninth week, students prepared posters describing their
project and results; in the final week, students submitted full technical
papers and gave 30-minute presentations.  In addition, every week of the
program included a seminar on applications of high-performance computing,
presented by a SCCS faculty member, researcher, or external speaker.

Students selected a research project during the two-week training program.
On the afternoon of the first day of the program, a poster session was
held, during which faculty members briefly described their research interests.
This session was followed immediately by a social event, during which 
participants and faculty interacted individually to explore mutual 
interests.  Throughout the training program, time for independent research
activity was scheduled to allow participants to discuss project topics
with faculty members in their offices.  Final decisions regarding project
topics were made by mutual agreement between participants and faculty
mentors.

Research topics addressed by REU participants cover the full range of
work underway at SCCS and NPAC.  Projects included image processing,
database algorithms, weather simulation, multimedia applications, 
signal processing, computational fluid dynamics, symbolic processing
and financial analysis.  Appendix A contains a compilation of abstracts 
from the final papers submitted by the participants.

During the 8-week research portion of the program,
the level of supervision given to each participant was tailored 
to meet the needs the individual.
Participants who had previous research experience were 
encouraged to work independently, consulting with mentors as appropriate
(typically twice a week).  Other participants initially needed guidance 
on a daily basis; these students were encouraged to work more independently
as they gained experience and confidence.  All students had electronic
card keys that enabled them to gain completely unrestricted access to
the Syracuse University Center for Science and Technology and to a cluster
of 16 Sun workstations.

Weekly seminars provided a continuing means for interaction
between students and mentors as a group.  Seminar topics included
multimedia technology, scientific visualization, financial modelling,
neural networks, and high-performance communications.  One seminar was
held off campus at Coherent Research, Inc., a local company that
produces hardware and software for massively-parallel content-addressable 
memory systems.

\section{Program Evaluation}

A variety of information was collected to facilitate an evaluation of
the program.  Evaluation forms were distributed to students three times
during the program: at the end of the first week (half-way through the
training program), at the end of the second week, and at the end of the
tenth week.  Participants also were asked to submit a final written
evaluation in the form of a personal letter to Dr.\ Fox.  Faculty mentors
also provided comments about the program.  Additional items used in
the evaluation of the program include materials produced by the 
participants: their proposals, their posters, and their final reports.
Major findings of the evaluation are summarized below.

\medskip

{\bf Length of training program.}  At the end of the second week,
nearly all participants stated enthusiasm for the training program
that had just concluded.  At the end of the tenth week, most participants
recommended that the training program be shortened to allow more time
for independent research work.  Several students stated that much of
the training program was ``not relevant'' to their specific research
project.  Nevertheless, faculty mentors involved in the program believe
that all the content of the training program is relevant to the participants'
overall education and professional development, even if the students
did not recognize it at the end of the program due to the press of
responsibilities associated with their research projects.  In response 
to student comments, a reorganization of the training program is being
considered, such that the content that was presented during the second week
is distributed over five days in the second, third, and fourth weeks
of future REU Programs.  This approach is intended to improve the
integration of the training and research phases of the program.

\medskip

{\bf Number of platforms included in training.}  
The training program included
exposure to four platforms operated by NPAC: two SIMD machines (CM-2,
DECmpp 1200), and two MIMD machines (CM-5, nCUBE2).  The intent
was to demonstrate differences in approach between different machines,
both in terms of basic architecture (SIMD, MIMD) and also within an
architecture class.  Most participants found this approach overly ambitious
and confusing.  In future REU programs, training will address one machine
in each class, with the intent of providing a deeper level of understanding
and experience with SIMD and MIMD architectures.

\medskip

{\bf Lab Partners.}  During the training period, participants were assigned
to work in pairs consisting of a student who had considerable previous
computing experience and a student who had less experience.
This arrangement worked 
extremely well for everyone: participants with more experience were kept
involved in the introductory stages of the program, students with less
experience learned quickly with peer guidance, and interactions contributed
to rapid development of esprit de corps.

\medskip

{\bf Research results.}  In terms of research productivity, the students'
performance was outstanding.  Posters and technical papers were prepared
to high professional standards.  A {\it Journal of Undergraduate Research
in Computational Science}, which contains the students' final papers,
is in final preparation.  Participants were encouraged strongly to present
the results of their work at professional conferences.  Program organizers
also intend to make summary presentations regarding their experiences.
At this writing, plans for the following six presentations have been made
(1992 SCCS RUE Participants are denoted by an asterisk):

\begin{quotation}
\small

\noindent
Fox, Geoffrey C., Bogucz, Edward A., and McCracken, Nancy J., ``Undergraduate
research experiences in computational science,'' submitted
for presentation at the 7th National Conference on Undergraduate
Research, to be held March 25-27, 1993 at the University of Utah, Salt Lake
City, Utah.

\medskip
\noindent
Harry, Michael$^*$, ``An efficient parallel implementation of an
automatic test pattern generation algorithm,''
submitted for presentation at the 7th National Conference on Undergraduate
Research, to be held March 25-27, 1993 at the University of Utah, Salt Lake
City, Utah.

\medskip
\noindent
LaFontaine, Nicole$^*$, ``Parallel implementation of the Advanced Regional
Prediction System,''
submitted for presentation at the 7th National Conference on Undergraduate
Research, to be held March 25-27, 1993 at the University of Utah, Salt Lake
City, Utah.

\medskip
\noindent
Rose, Thomas$^*$, ``Evaluation of simulated tempering for optimization
problems,''
submitted for presentation at the 7th National Conference on Undergraduate
Research, to be held March 25-27, 1993 at the University of Utah, Salt Lake
City, Utah.

\medskip
\noindent
Solt, David G.$^*$, ``Fast programs for finding maximal planar subgraphs,''
submitted for presentation at the 7th National Conference on Undergraduate
Research, to be held March 25-27, 1993 at the University of Utah, Salt Lake
City, Utah.

\medskip
\noindent
Willis, T.J.$^*$, and Bogucz, E.A., ``Coupling symbolic processing
with parallel numeric computation,'' accepted for presentation at
the 6th SIAM Conference on Parallel Processing for Scientific Computing,
to be held March 22-24, 1993 in Norfolk, VA.

\end{quotation}

\medskip

{\bf Professional development.}  Based on participants' comments, it
appears clear that the program contributed significantly
to the students' professional development.  At least nine of
the participants intend to pursue a graduate degree.  As indicated in 
Table 1, 11 participants
responded to the request to submit an overall evaluation in the form
of a personal letter to Dr.\ Fox; copies of the letters received appear
in Appendix B.  Student comments concerning the effect of the program
include:

\begin{quotation}
\small

\noindent 
``The opportunity to get involved in an actual research project\dots has 
helped me to solidify my desires to continue my education.'' (Michael
Harry)

\medskip
\noindent
``I feel that my experiences this summer in the REU Program will be
invaluable as I make a career choice.  Before this summer, I never realized
all of [the] career opportunities involved in conducting research and
applying computers to solve problems in finance and business.'' (Neal Roodin)

\medskip
\noindent
``Before I was a member of the REU Program, I had planned on looking
for a job after graduation. \dots  Another result of the REU program
is an increased confidence in my academic ability.  Because of the credentials
the REU Program has given me, I have made graduate school a top priority
and have decided to apply to the best applied math schools in the country,
schools I never dreamed of attending but now consider within my reach.''
(Thomas Rose)

\medskip
\noindent
``\dots I came to this program with very little knowledge of computers
and perhaps even a little fear of them.  This summer I walk away with
a lot of learning under my belt as well as a new found confidence in
computing.  I have now decided that I want my career to center on the
computer aspect of engineering.'' (Jennifer Rubbo)

\medskip
\noindent
``The research I have done this summer strongly reinforces my commitment
to a graduate degree and a career in scientific computing.'' (David Solt)

\medskip
\noindent
``The students in the program worked in a microcosm of what I perceive
to be the life of a researcher.  This had two main effects.  First of
all, it gave us occupational training, i.e. we are that much closer
to being professional scientists.  Even those of us who have done
scientific speaking and writing on occasion gained from apprenticing
with those who have done it professionally for years.  Second, I believe
that the REU helped many students shape their goals for their futures.
Combining these qualities with the `safety net' of competent
and energetic advisors ensured a summer well spent by all.'' (Thomas Willis)

\end{quotation}


Overall, the participants, faculty and staff involved in 
the 1992 SCCS REU Program regard it as an outstanding success.
Participants were well satisfied with their experiences.
Their papers and comments demonstrate that they have a clear understanding
of the use of high-performance computing in basic and applied research.
Faculty mentors found the experience rewarding and productive, and
they look forward to interacting with new groups of energetic 
undergraduates in future years.

\end{document}

