Integrating supercomputing clusters into education: a case study in biotechnology
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Integrating supercomputing clusters into education: a case study in biotechnology Álvaro Fernández1,2 · Camino Fernández3 · José‑Ángel Miguel‑Dávila1 · Miguel Á. Conde3
© The Author(s) 2020
Abstract The integration of a Supercomputer in the educational process improves student’s technological skills. The aim of the paper is to study the interaction between science, technology, engineering, and mathematics (STEM) and non-STEM subjects for developing a course of study related to Supercomputing training. We propose a flowchart of the process to improve the performance of students attending courses related to Supercomputing. As a final result, this study highlights the analysis of the information obtained by the use of HPC infrastructures in courses implemented in higher education through a questionnaire that provides useful information about their attitudes, beliefs and evaluations. The results help us to understand how the collaboration between institutions enhances outcomes in the education context. The conclusion provides a description of the resources needed for the improvement of Supercomputing Education (SE), proposing future research directions. Keywords Supercomputing training · Education · Biotechnology
* Álvaro Fernández [email protected] Camino Fernández [email protected] José‑Ángel Miguel‑Dávila [email protected] Miguel Á. Conde [email protected] 1
Business Department, Universidad de León, León, Spain
2
Fundación Centro de Supercomputación de Castilla y León (SCAYLE), Leon, Spain
3
Mechanical, Computer and Aerospace Engineering Department, Universidad de Leon, Leon, Spain
13
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Á. Fernández et al.
1 Introduction High-performance technologies are an increasingly prominent theme in higher education. The fast introduction of Supercomputing in education is a challenge that provides a broader range of opportunities. In this sense, the possibility of managing a high volume of data and information has prompted educators and researchers to take a pedagogical view to promote the use of these infrastructures in teaching. Computing Education (CE), as a popular research field, faces new challenges that require students’ motivation, which is the foundation in systems as the SAIL—a System for Adaptive Interest-based Learning [3]. New tasks and challenges arise for the Higher Education System (HIES) which require extensive and complete training. This training has to face the limitations of the integration of technologies in teaching [44, 47] and at the same time be included in the standard curriculum as a constraint related with Supercomputing [26]. Currently, the use of Supercomputers is becoming a key element in the improvement of certain disciplines of higher education, in spite of the lack of experience and basic skills in this field [1] and low availability of Supercomputing facilities due to the high costs [19]. Supercomputing Education (SE), as one of the sub-fields of CE, is considered important for innovation, modernization and technological development, con
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