Developing sustainable software for the scientific community requires expertise in software engineering and domain science. This can be challenging due to the unique needs of scientific software, the insufficient resources for software engineering practices in the scientific community, and the complexity of developing for evolving scientific contexts. While open‐source software can partially address these concerns, it can introduce complicating dependencies and delay development. These issues can be reduced if scientists and software developers collaborate. We present a case study wherein scientists from the SuperNova Early Warning System collaborated with software developers from the Scalable Cyberinfrastructure for Multi‐Messenger Astrophysics project. The collaboration addressed the difficulties of open‐source software development, but presented additional risks to each team. For the scientists, there was a concern of relying on external systems and lacking control in the development process. For the developers, there was a risk in supporting a user‐group while maintaining core development. These issues were mitigated by creating a second Agile Scrum framework in parallel with the developers' ongoing Agile Scrum process. This Agile collaboration promoted communication, ensured that the scientists had an active role in development, and allowed the developers to evaluate and implement the scientists' software requirements. The collaboration provided benefits for each group: the scientists actuated their development by using an existing platform, and the developers utilized the scientists' use‐case to improve their systems. This case study suggests that scientists and software developers can avoid scientific computing issues by collaborating and that Agile Scrum methods can address emergent concerns.
I/O, meet Scrum: Agile engineering processes for teams and change management
Study explores Scrum, a comprehensive team performance process based on Agile engineering principles, through an I/O lens. Study focuses on impact of Scrum implementation on team performance, organizational culture, and change management. Role of I/O in implementing engineering process improvement programs is discussed, as well as need for greater I/O involvement in engineering process management.
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- Award ID(s):
- 1920780
- NSF-PAR ID:
- 10296878
- Date Published:
- Journal Name:
- 36th Annual Conference of the Society for Industrial and Organizational Psychology
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract -
Teamwork has been identified as one of the essential professional skills for the 21st century. Business, industries, and corporates require their employees to work in teams on various projects. Therefore, it is crucial to introduce and train undergraduate students on teamwork skills. Working in teams is not easy as one needs to collaborate with people from diverse backgrounds, skillsets, and opinions. The disagreement among the team members may lead to conflict and chaos that jeopardizes the team's harmony. Therefore, just creating teams and assigning a group project is insufficient to help undergraduate students develop teamwork skills. Instructors need to help students become cognizant of their teamwork skills, such as conflict resolution, scrum values, and cultural self-awareness. In this research paper, we intend to understand the perception of students enrolled in a sophomore-level system's course regarding conflict resolution skills, scrum values, and cultural self-awareness. We also want to understand how the perception of these values is related to one another. In the light of this study, we want to answer the following research questions (1) How do students' reported conflict management skills relate to their reported scrum values? (2) How do students' cultural self-awareness relate to their conflict management skills? (3) How do students' cultural self-awareness relate to their reported scrum values? A course on system analysis and design followed a project-based cooperative learning approach. The students were required to work in teams and complete the course deliverables, including the final course project. The team projects followed a scrum approach that helped students identify the project requirements, perform modeling and develop a prototype. Since students worked on scrum- driven projects in a cooperative learning environment, the students were required to participate in a survey study that allowed the instructional team to develop an understanding of the students' perception of conflict management, scrum values, and cultural self-awareness. The responses of the students were analyzed using descriptive and inferential statistics. The results suggest that students found themselves competent in managing conflict, adhering to scrum values, and demonstrating a high-level cultural self-awareness.more » « less
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Teamwork has been identified as one of the essential professional skills for the 21st century. Business, industries, and corporates require their employees to work in teams on various projects. Therefore, it is crucial to introduce and train undergraduate students on teamwork skills. Working in teams is not easy as one needs to collaborate with people from diverse backgrounds, skillsets, and opinions. The disagreement among the team members may lead to conflict and chaos that jeopardizes the team's harmony. Therefore, just creating teams and assigning a group project is insufficient to help undergraduate students develop teamwork skills. Instructors need to help students become cognizant of their teamwork skills, such as conflict resolution, scrum values, and cultural self-awareness. In this research paper, we intend to understand the perception of students enrolled in a sophomore-level system's course regarding conflict resolution skills, scrum values, and cultural self-awareness. We also want to understand how the perception of these values is related to one another. In the light of this study, we want to answer the following research questions (1) How do students' reported conflict management skills relate to their reported scrum values? (2) How do students' cultural self-awareness relate to their conflict management skills? (3) How do students' cultural self-awareness relate to their reported scrum values? A course on system analysis and design followed a project-based cooperative learning approach. The students were required to work in teams and complete the course deliverables, including the final course project. The team projects followed a scrum approach that helped students identify the project requirements, perform modeling and develop a prototype. Since students worked on scrum- driven projects in a cooperative learning environment, the students were required to participate in a survey study that allowed the instructional team to develop an understanding of the students' perception of conflict management, scrum values, and cultural self-awareness. The responses of the students were analyzed using descriptive and inferential statistics. The results suggest that students found themselves competent in managing conflict, adhering to scrum values, and demonstrating a high-level cultural self-awareness.more » « less
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null (Ed.)Entrepreneurial education has been rapidly expanding within universities over the past 15 years with colleges of engineering being amongst the most active participants in embedding entrepreneurship into curricular and cocurricular activities (Pittaway & Cope, 2007). Well-developed and theoretically grounded educational interventions have been shown to increase entrepreneurial skills and perception among students. (Pittaway & Cope, 2007; Matlay & Caray, 2007; Duval-Couetil & Wheadon, 2013; Duval-Couetil & Rheed-Roads, 2012). Organizations including the National Science Foundation through the Lean Launch Curriculum and I-Corps program, VentureWell through curriculum development grants and their E-Team program, and the Kern Family Foundation through the Kern Entrepreneurial Education Network (KEEN) have provided significant funding to embed and transform entrepreneurial teaching and practice into colleges of engineering (Matthew et al., 2017; Pistrui, Blessing & Mekemson, 2008; Smith et al. 2017). This activity combines with an added emphasis among engineering programs to develop an entrepreneurial mindset among their engineering students with the belief that this will lead to them being more productive and innovative whether their career path leads them into established industry (becoming “intrapreneurs”) or later as entrepreneurs. While this trend toward developing more entrepreneurially minded engineering students is supported by global economic trends and a rapidly changing work environment, one factor has been largely overlooked in this process. Statistically, most entrepreneurial ventures fail, with disproportionately large value being created from a minority of entrepreneurial endeavors (Coats, 2019). Given this fact, until we find ways to drastically increase the success rate of entrepreneurial ventures, as we increase engineering students’ exposure to entrepreneurship, we are also increasing their exposure to failure very early in their careers. With this exposure, it is unknown whether sufficient preparation and education around project/venture failure is occurring to properly equip entrepreneurially minded engineering students to learn and grow from entrepreneurial failure. In this work in progress study, current and former engineering students who formed entrepreneurial ventures and experienced either failure of the venture or significant failure during the venture are interviewed to better understand the influences that led to both adaptive and maladaptive responses to these failures. Participants have been selected from those that have received funding through the national VentureWell E-Team program. This program awards three levels of funding and provides mentorship, training, and networking for the teams. The study uses the framework developed by Henry, Shorter, Charkoudian, Heemstra, and Corwin (2018) in which they associate pre-failure dispositions related to fixed and growth mindset (Dweck, 2000, 2006) and mastery vs. performance disposition (Pintrich, 2000 a, b). Our work will utilize this framework to guide the research, but more importantly will provide a unique context for analysis, specifically within engineering entrepreneurship, which will add to the body of work and expand the understanding of this pre-failure/post-failure disposition framework. Initial interview data and analysis will be presented in the context of this framework with preliminary insights to be shared with those in the field.more » « less
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Many applications are increasingly becoming I/O-bound. To improve scalability, analytical models of parallel I/O performance are often consulted to determine possible I/O optimizations. However, I/O performance modeling has predominantly focused on applications that directly issue I/O requests to a parallel file system or a local storage device. These I/O models are not directly usable by applications that access data through standardized I/O libraries, such as HDF5, FITS, and NetCDF, because a single I/O request to an object can trigger a cascade of I/O operations to different storage blocks. The I/O performance characteristics of applications that rely on these libraries is a complex function of the underlying data storage model, user-configurable parameters and object-level access patterns. As a consequence, I/O optimization is predominantly an ad-hoc process that is performed by application developers, who are often domain scientists with limited desire to delve into nuances of the storage hierarchy of modern computers.This paper presents an analytical cost model to predict the end-to-end execution time of applications that perform I/O through established array management libraries. The paper focuses on the HDF5 and Zarr array libraries, as examples of I/O libraries with radically different storage models: HDF5 stores every object in one file, while Zarr creates multiple files to store different objects. We find that accessing array objects via these I/O libraries introduces new overheads and optimizations. Specifically, in addition to I/O time, it is crucial to model the cost of transforming data to a particular storage layout (memory copy cost), as well as model the benefit of accessing a software cache. We evaluate the model on real applications that process observations (neuroscience) and simulation results (plasma physics). The evaluation on three HPC clusters reveals that I/O accounts for as little as 10% of the execution time in some cases, and hence models that only focus on I/O performance cannot accurately capture the performance of applications that use standard array storage libraries. In parallel experiments, our model correctly predicts the fastest storage library between HDF5 and Zarr 94% of the time, in contrast with 70% of the time for a cutting-edge I/O model.more » « less
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