Computational science education: Standards, learning outcomes, and assessment

Abstract

We have entered a new phase in the growth process of computational science. The first phase (1990-2000), which coincides with the federal high performance computing and communication program, can be named as the recognition phase, at the end of which there was a general agreement to accept computation and computational science as a distinct methodology and discipline. The recognition started at the doctorate level and moved down to at least the baccalaureate level and even to a few high schools. This first decade of growth period saw at least one standalone computational department, one stand-alone school at the dean level, and a program to train high school teachers. The second phase (2001-2010), which coincides with the federal information technology program, will witness curriculum standardization at all levels, perhaps accompanied with an accreditation mechanism for future programs. It is important to assess student success in the new programs. In this paper, we will address learning outcomes and assessment techniques, followed by a brief account of research-curriculum integration at our institution. We will also give a brief overview of computational science and engineering.