Shodor

The Journal of Computational Science Education (JOCSE) promotes the use of computation in education through disseminating unique uses of computation in the classroom as well as research findings in computational science education, with submissions from both professionals and students. JOCSE utilizes internet technology and a web-based format to allow for enhanced interactivity in all publications.

Wildfire simulations are developed for interactive use in online geography classes under the course titled Disasters. Development of local capability to design and offer computational activities in courses at a small, rural college is a long-term activity based on integrated scientific research and education efforts.

For a long time, high-performance computers and simulations were of interest only at universities and research institutes. In recent years, however, their application and relevance in a wider field has grown; not only do industry and small and medium-sized businesses benefit from these technologies, but their social and political impacts are also increasing significantly. Therefore, there is an increasing need for experts in this field as well as better understanding of the importance of high-performance computing (HPC) and simulations among the general public. For this reason, the German National Supercomputing Center HLRS has broadened its academic training program to include courses for students and teachers as well as for professionals. Specifically, this expansion involves two projects: "Simulated Worlds," which offers a variety of educational programs for middle and high school students, and the "MoeWE" project with its "Supercomputing Academy" for professionals. These projects complement the center's academic educational focus by addressing the special needs of these new target groups who have otherwise not been able to benefit from HLRS' academic training program. In this paper, we present background concepts, programmatic offerings, and exemplary content of the two projects; discuss the experiences involved in their development and implementation; and provide insights that may be useful for improving education and training in this area.

The growing need for a workforce that can analyze, model, and interpret real-world data strongly points to the importance of imparting fundamental concepts of computational and data science to the current student generation regardless of their intended majors. This paper describes the experiences in developing and implementing a course in computation, modeling, and simulation. The main goal of the course was to infuse fundamental competencies of computational science to the undergraduate curriculum. The course also aimed at making students aware that modeling and simulation have become an essential part of the research and development process in the sciences, social sciences, and engineering. The course was targeted to students of all majors.