Summary form only given. Single sign-on (SSO) is an essential desired feature of computational grids. Its implementation is challenging because resources cross administrative domains and are managed by heterogeneous access schemes. We present an approach for single sign-on in a deployed functioning grid called In-VIGO. The approach relies on decoupling grid user accounts from local user accounts and making use of role-based access control lists. Role-based accesses via delegation mechanisms using short-lived user identities enable In-VIGO to handle interactive applications and application-specific authentication mechanisms. This capability is not present in existing grid architectures. SSO implementations for usage scenarios in In-VIGO are described to highlight the applicability of the proposed approach. In particular, access to interactive applications with their own security mechanisms, such as VNC, and access to remote data can be achieved using proxies that delegate In-VIGO user access via short-lived user identities.

Single sign-on in In-VIGO: role-based access via delegation mechanisms using short-lived user identities

Benchmarking for educational purposes in the context of computer science can be hindered by the low number and the homogeneity of machines to be assessed, and the inaccuracy of the benchmarks to represent specific workloads. Thus, this paper proposes a benchmarking tool developed within a service-oriented grid in order to allow students to benchmark multiple workloads in machines that may belong to several educational institutions. This tool has been validated in a real educational scenario within a course on Computer Architecture.

Grid Service-Based Benchmarking Tool for Computer Architecture Courses

This paper presents the authors' observations regarding two modes of teaching undergraduate computer architecture [2] conducted at California State University, Chico. Two sections of the course were offered: Section One was taught using a traditional classroom setup, while Section Two was taught in a classroom equipped for distance education. Although Section Two seemed to provide fewer opportunities for in-person, student-professor interaction, the students were given three options to choose how to access the class lectures. Students could (1) attend a live lecture on campus that was simultaneously being archived and broadcast on the Web; (2) attend a live lecture from a remote site via the Web; or (3) view archived class sessions via the Web. Access to live broadcasts or archived sessions was done using HorizonLive [1], a web-based teaching, learning, and interactive communications software platform.Archived lectures were available to all students registered in the course. Since the students in both sections were demographically proportional, the authors' dependent variable was the method of delivery. Using HorizonLive's tracking facilities, which keep track of every single access by each student, the authors were able to collect and analyze frequencies and patterns in accessing the course lectures. The authors also correlated results from student evaluations of the course with the tracking information. The authors conclude that even though students from Section Two enjoyed the flexibility of keeping up with the lectures at their own pace, the grade for undergraduate students did not reflect their overall satisfaction and time spent online. Students registered for Section Two of the course, on average, received lower grades than the students registered for Section One. The grade distributions are summarized in Figure 1. The grading policy for the computer architecture course was a minimum passing grade of C for undergraduate students and B for graduate students. Thus, 86% of the undergraduate students in Section One completed the course successfully, compared to 23% from Section Two. Alternatively, graduate students' grades were proportional to the time they spent accessing the online lectures: only 1 of the 3 graduate students of Section One passed the course, compared to 4 of the 5 graduate students in Section Two. Students seemed to have learned more of the course material due to the availability of the archived lectures.Since the sample size of this study is rather small, the statistics may biased. The data from this study seem to indicate that graduate students benefit more than undergraduates from web-based learning used to promote or enhance the traditional learning environment. Based on this study, the authors conclude that the time students spent accessing online lectures is not a significant factor to their final grades.

/pdf/observations-from-using-two-modes-of-teaching-undergraduate-382dvfstzq.pdf

Observations from using two modes of teaching undergraduate computer architecture

This Innovative Practice Full Paper presents a multidisciplinary framework for using emerging computing systems in engineering education. The computing landscape is in the midst of significant changes. Hardware and software systems are becoming highly data intensive, specialized, parallel, and heterogeneous. With these developments, new applications across a wide range of disciplines are being enabled, from agriculture, mechanical and control systems, and many other physical sciences. For this reason, new approaches for teaching, via hands-on experiences, with these systems is needed. In this paper, we propose a novel framework that can be used to support learning objectives for these systems, at the intersection of multiple disciplines (e.g. computer science, data science, mechanical/aerospace/industrial/computer engineering). Specifically, we describe a flexible computing platform, that supports the exploration of custom hardware and software, interfaces, communications, and integrated system design. The RISC-V based system-on-chip architecture and supporting software and programming tools provide a unique opportunity for students to quickly learn advanced computing concepts critical to future computing systems. An implementation of the framework is described in the context of an important class of control applications, system identification and motion control. As these systems scale, analyzing non-linear system dynamics requires non-traditional approaches, e.g. using modern learning-based models and tools. The proposed approach allows for students to explore the impact of computing abstractions, data-intensive system design, and the potential for cross layer optimizations, while also learning key concepts related to parallel programming models and architectures. Based on this case study, we also provide an analysis and discussion of potential curricular activities that could leverage the framework. A key obstacle for such engineering education research, is the lack of familiarity that students in different disciplines have for the other fields of study, making a complete understanding of overall system design principles difficult. This paper presents a framework for multidisciplinary synergy that alleviates this problem and elevates computing systems to a potentially critical position in engineering education.

A Multidisciplinary Framework for using emerging Computing Systems in Engineering Education

Computer engineers increasingly depend on the use of software tools to evaluate and investigate the design of computer systems. It is therefore very important that educators in this eld promote extensive tool-based experimentation by students. However, the integration of today's complex tools into curricula poses several challenges to instructors. To deploy a tool-based class experiment, they must (1) obtain access to hardware resources that meet the requirements of the tool, and obtain access to student accounts on these resources; (2) install and maintain the tool (software and documentation); (3) develop education content (tutorials, assignments) to be used in class. If many tools are intended to be used throughout the semester, the overheads are magni ed in proportion to the number of needed tools. Furthermore, it becomes important to (4) guarantee that tools are presented to students with user-friendly interfaces. This paper describes how these challenges are addressed by a universally accessible NETwork-computer for Computer Architecture Research and Education NETCARE that provides educators with a Web portal to access computing resources, executable tools and educational material. This infrastructure has been used in computer architecture and parallel programming classes for three years; the experience obtained from its extensive usage has motivated several improvements in the infrastructure which are described in this paper. In terms of hardware This work was partially funded by the National Science Foundation under grants EIA-9975275 and EIA-9872516, by an academic reinvestment grant from Purdue University, and by the Comision Interministerial de Ciencia y Tecnologia, Spain (TIC98-1162-C02-02). Dr. Miguel-Alonso's stay at Purdue University is supported by the Secretaria de Estado de Universidades, Investigacion y Desarrollo, Spain. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright c 2001, American Society for Engineering Education resources, new interfaces to cluster management systems allow access to a large number of processing nodes of supercomputers and networks of workstations. In terms of content, new applications are available on NETCARE, including tools for explicitly-parallel instruction set architectures. In terms of user interfaces, a new speci cation language allows for increased exibility in the generation of dynamic Web-based tool interfaces. These features are enabled by a new version (5.0) of the underlying PUNCH network-computing infrastructure.

Network Computer For Computer Architecture Education: A Progress Report

Computer architects increasingly depend on the use of software tools to evaluate and investigate the design of computer systems. It is therefore very important that educators in this field promote extensive tool-based student experimentation in architecture classes. However, the integration of today's complex architecture tools into curricula poses several challenges to an instructor, including management of powerful computing resources, software installation and maintenance, and development of tool-specific educational material. This paper describes how these challenges are addressed by a universally accessible network-computing infrastructure - NETCARE - that provides educators with a Web portal to access computing resources, executable tools and educational material.

Jan-Jo Chen

Papers

Network Computer For Computer Architecture Education: A Progress Report

A network-computing infrastructure for tool experimentation applied to computer architecture education