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1. Software Training in HEP

   Sudhir Malik, Samuel Meehan ( February 2021 , ArXivorg)

   null (Ed.)

   Long term sustainability of the high energy physics (HEP) research software ecosystem is essential for the field. With upgrades and new facilities coming online throughout the 2020s this will only become increasingly relevant throughout this decade. Meeting this sustainability challenge requires a workforce with a combination of HEP domain knowledge and advanced software skills. The required software skills fall into three broad groups. The first is fundamental and generic software engineering (e.g. Unix, version control,C++, continuous integration). The second is knowledge of domain specific HEP packages and practices (e.g., the ROOT data format and analysis framework). The third is more advanced knowledge involving more specialized techniques. These include parallel programming, machine learning and data science tools, and techniques to preserve software projects at all scales. This paper dis-cusses the collective software training program in HEP and its activities led by the HEP Software Foundation (HSF) and the Institute for Research and Innovation in Software in HEP (IRIS-HEP). The program equips participants with an array of software skills that serve as ingredients from which solutions to the computing challenges of HEP can be formed. Beyond serving the community by ensuring that members are able to pursue research goals, this program serves individuals by providing intellectual capital and transferable skills that are becoming increasingly important to careers in the realm of software and computing, whether inside or outside HEP 

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2. Software Training in HEP

   https://doi.org/10.1007/s41781-021-00069-9  

   Malik, Sudhir ; Meehan, Samuel ; Lieret, Kilian ; Oan Evans, Meirin ; Villanueva, Michel H. ; Katz, Daniel S. ; Stewart, Graeme A. ; Elmer, Peter ; Aziz, Sizar ; Bellis, Matthew ; et al ( October 2021 , Computing and Software for Big Science)

   The long-term sustainability of the high-energy physics (HEP) research software ecosystem is essential to the field. With new facilities and upgrades coming online throughout the 2020s, this will only become increasingly important. Meeting the sustainability challenge requires a workforce with a combination of HEP domain knowledge and advanced software skills. The required software skills fall into three broad groups. The first is fundamental and generic software engineering (e.g., Unix, version control, C++, and continuous integration). The second is knowledge of domain-specific HEP packages and practices (e.g., the ROOT data format and analysis framework). The third is more advanced knowledge involving specialized techniques, including parallel programming, machine learning and data science tools, and techniques to maintain software projects at all scales. This paper discusses the collective software training program in HEP led by the HEP Software Foundation (HSF) and the Institute for Research and Innovation in Software in HEP (IRIS-HEP). The program equips participants with an array of software skills that serve as ingredients for the solution of HEP computing challenges. Beyond serving the community by ensuring that members are able to pursue research goals, the program serves individuals by providing intellectual capital and transferable skills important to careers in the realm of software and computing, inside or outside HEP.

    

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3. Improving ecological data science with workflow management software

   https://doi.org/10.1111/2041-210X.14113  

   Brousil, Matthew R. ; Filazzola, Alessandro ; Meyer, Michael F. ; Sharma, Sapna ; Hampton, Stephanie E. ( April 2023 , Methods in Ecology and Evolution)

   Pressing environmental research questions demand the integration of increasingly diverse and large‐scale ecological datasets as well as complex analytical methods, which require specialized tools and resources.

   Computational training for ecological and evolutionary sciences has become more abundant and accessible over the past decade, but tool development has outpaced the availability of specialized training. Most training for scripted analyses focuses on individual analysis steps in one script rather than creating a scripted pipeline, where modular functions comprise an ecosystem of interdependent steps. Although current computational training creates an excellent starting place, linear styles of scripting can risk becoming labor‐ and time‐intensive and less reproducible by often requiring manual execution. Pipelines, however, can be easily automated or tracked by software to increase efficiency and reduce potential errors. Ecology and evolution would benefit from techniques that reduce these risks by managing analytical pipelines in a modular, readily parallelizable format with clear documentation of dependencies.

   Workflow management software (WMS) can aid in the reproducibility, intelligibility and computational efficiency of complex pipelines. To date, WMS adoption in ecology and evolutionary research has been slow. We discuss the benefits and challenges of implementing WMS and illustrate its use through a case study with thetargets rpackage to further highlight WMS benefits through workflow automation, dependency tracking and improved clarity for reviewers.

   Although WMS requires familiarity with function‐oriented programming and careful planning for more advanced applications and pipeline sharing, investment in training will enable access to the benefits of WMS and impart transferable computing skills that can facilitate ecological and evolutionary data science at large scales.

    

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4. The Emerging Impact of Community College Hispanic-Serving Institutions (2-year HSIs) in Educating Technicians in Advanced Technologies – Defining the Opportunities and Addressing the Challenges

   Pickering, Cynthia ; Craft, Elaine ; VanIngen-Dunn, Caroline ( January 2019 , ASEE annual conference)

   To remain competitive in the global economy, the United States needs skilled technical workers in occupations requiring a high level of domain-specific technical knowledge to meet the country’s anticipated shortage of 5 million technically-credentialed workers. The changing demographics of the country are of increasing importance to addressing this workforce challenge. According to federal data, half the students earning a certificate in 2016-17 received credentials from community colleges where the percent enrollment of Latinx (a gender-neutral term referencing Latin American cultural or racial identity) students (56%) exceeds that of other post-secondary sectors. If this enrollment rate persists, then by 2050 over 25% of all students enrolled in higher education will be Latinx. Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students, and nearly 50% of all HSIs are 2-year institutions. Census estimates predict Latinxs are the fastest-growing segment reaching 30% of the U.S. population while becoming the youngest group comprising 33.5% of those under 18 years by 2060. The demand for skilled workers in STEM fields will be met when workers reflect the diversity of the population, therefore more students—of all ages and backgrounds—must be brought into community colleges and supported through graduation: a central focus of community colleges everywhere. While Latinx students of color are as likely as white students to major in STEM, their completion numbers drop dramatically: Latinx students often have distinct needs that evolved from a history of discrimination in the educational system. HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation Advanced Technological Education Program (NSF ATE) being implemented by Florence Darlington Technical College and Science Foundation Arizona Center for STEM at Arizona State University to address the imperative that 2-year Hispanic Serving Institutions (HSIs) develop and improve engineering technology and related technician education programs in a way that is culturally inclusive. Interventions focus on strengthening grant-writing skills among CC HSIs to fund advancements in technician education and connecting 2-year HSIs with resources for faculty development and program improvement. A mixed methods approach will explore the following research questions: 1) What are the unique barriers and challenges for 2-year HSIs related to STEM program development and grant-writing endeavors? 2) How do we build capacity at 2-year HSIs to address these barriers and challenges? 3) How do mentoring efforts/styles need to differ? 4) How do existing ATE resources need to be augmented to better serve 2-year HSIs? 5) How do proposal submission and success rates compare for 2-year HSIs that have gone through the KS STEM planning process but not M-C, through the M-C cohort mentoring process but not KS, and through both interventions? The project will identify HSI-relevant resources, augment existing ATE resources, and create new ones to support 2-year HSI faculty as potential ATE grantees. To address the distinct needs of Latinx students in STEM, resources representing best practices and frameworks for cultural inclusivity, as well as faculty development will be included. Throughout, the community-based tradition of the ATE Program is being fostered with particular emphasis on forming, nurturing, and serving participating 2-year HSIs. This paper will discuss the need, baseline data, and early results for the three-year program, setting the stage for a series of annual papers that report new findings. 

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5. The Emerging Impact of Community College Hispanic-Serving Institutions (2-year HSIs) in Educating Technicians in Advanced Technologies – Defining the Opportunities and Addressing the Challenges

   Pickering, Cynthia ; Craft, Elaine ; VanIngen-Dunn, Caroline ( July 2019 , ASEE annual conference)

   To remain competitive in the global economy, the United States needs skilled technical workers in occupations requiring a high level of domain-specific technical knowledge to meet the country’s anticipated shortage of 5 million technically-credentialed workers. The changing demographics of the country are of increasing importance to addressing this workforce challenge. According to federal data, half the students earning a certificate in 2016-17 received credentials from community colleges where the percent enrollment of Latinx (a gender-neutral term referencing Latin American cultural or racial identity) students (56%) exceeds that of other post-secondary sectors. If this enrollment rate persists, then by 2050 over 25% of all students enrolled in higher education will be Latinx. Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students, and nearly 50% of all HSIs are 2-year institutions. Census estimates predict Latinxs are the fastest-growing segment reaching 30% of the U.S. population while becoming the youngest group comprising 33.5% of those under 18 years by 2060. The demand for skilled workers in STEM fields will be met when workers reflect the diversity of the population, therefore more students—of all ages and backgrounds—must be brought into community colleges and supported through graduation: a central focus of community colleges everywhere. While Latinx students of color are as likely as white students to major in STEM, their completion numbers drop dramatically: Latinx students often have distinct needs that evolved from a history of discrimination in the educational system. HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation Advanced Technological Education Program (NSF ATE) being implemented by Florence Darlington Technical College and Science Foundation Arizona Center for STEM at Arizona State University to address the imperative that 2-year Hispanic Serving Institutions (HSIs) develop and improve engineering technology and related technician education programs in a way that is culturally inclusive. Interventions focus on strengthening grant-writing skills among CC HSIs to fund advancements in technician education and connecting 2-year HSIs with resources for faculty development and program improvement. A mixed methods approach will explore the following research questions: 1) What are the unique barriers and challenges for 2-year HSIs related to STEM program development and grant-writing endeavors? 2) How do we build capacity at 2-year HSIs to address these barriers and challenges? 3) How do mentoring efforts/styles need to differ? 4) How do existing ATE resources need to be augmented to better serve 2-year HSIs? 5) How do proposal submission and success rates compare for 2-year HSIs that have gone through the KS STEM planning process but not M-C, through the M-C cohort mentoring process but not KS, and through both interventions? The project will identify HSI-relevant resources, augment existing ATE resources, and create new ones to support 2-year HSI faculty as potential ATE grantees. To address the distinct needs of Latinx students in STEM, resources representing best practices and frameworks for cultural inclusivity, as well as faculty development will be included. Throughout, the community-based tradition of the ATE Program is being fostered with particular emphasis on forming, nurturing, and serving participating 2-year HSIs. This paper will discuss the need, baseline data, and early results for the three-year program, setting the stage for a series of annual papers that report new findings. 

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