Keywords

1 Motivation

Nearly all research relies on software—even experimental—but researchers typically do not receive training in best practices during graduate school in the same way as they do for experimental methods. In fact, in two recent surveys the vast majority of academics confirmed that they use software and that their research would be impractical without it: 90%/70% of UK academics surveyed in 2014 [12], and 95%/63% of US postdoctoral researchers surveyed in 2017 [19]. Computational science in particular depends on software and following good, evidence-based practices when working with software and data.

For example, in the Mechanical Engineering graduate curriculum at Oregon State University, the thermal-fluid sciences option (where I teach) requires a course on experimental measurement techniques, but no analogous course on proper techniques on software development or computational science. (We do require a course on numerical methods that focuses on solving differential equations, but this does not extend to software development.) Instead, our program—as in most similar programs around the world—assumes that such practices are trivial compared with the physical phenomena or mathematical methods and/or can be self-taught. However, in the same way that appropriate measurement techniques and statistical analysis of data are necessary for experimental (and computational) research, good practices ensure reliability and correctness of research results obtained from software developed for both computational (i.e., modeling-based) or experimental (i.e., analysis of results) research.

As the research community has recognized the importance of software and data skills, in recent years Software Carpentry [27] workshops have become a recognized avenue for graduate students and postdocs (and the occasional faculty member) to learn necessary skills for working with Python, the command line, and version-control systems. While these are essential skills for research, researchers who go further to develop software require additional training. This article describes a course aimed at filling this gap by teaching graduate-student researchers practical software development skills, and also exposing them to topics related to open science and reproducibility.

2 Course Design

The course heavily relies and builds on the Effective Computation in Physics textbook by Scopatz and Huff [23] (Chaps. 10–22), as well as recommendations by Wilson et al. [28] and Jiménez et al. [13]. All materials for the course are openly available online via GitHub and shared under a Creative Commons Attribution license; the online course syllabus provides links to each lecture [20]. The course combines lectures, hosted on GitHub and presented using reveal.js [8], with in-class activities and discussions, as summarized in Table 1. Out-of-class work, described in Table 2, centers around a software development project discussed in Sect. 2.2.

Table 1. Course schedule over ten weeks, with in-class activities.
Full size table
Table 2. Assignments, with week assigned.
Full size table

2.1 Course Description and Learning Objectives

The listed course description is

This course will advance students’ understanding of topics related to computational science and engineering, and advance their skills in applying techniques to solve research problems using high-level programming languages. The course will build on existing abilities in computer programming to cover topics related to computational modeling and scientific software development. Students will gain experience in applying available packages and libraries, as well as developing software to solve problems related to their own research interests. Students will also gain experience in working collaboratively and openly on scientific computing projects.

By the end of the course, students should be able to

  1. 1.

    use high-level programming language to analyze and/or solve practical research problems;

  2. 2.

    apply principles of modern computational science and engineering, reproducibility, and open science to their research;

  3. 3.

    evaluate, visualize, write about, and publish computational research results; and

  4. 4.

    develop and share an open-source research software package that solves a problem in their research area.

These are the formal student learning objectives for the course.

2.2 Project

In lieu of standalone homework assignments, all assigned work contributes to a term-long project where students develop a new software package targeted at their own research area. The project initiates with a proposal that students submit via pull request to an open repository on GitHub, and which the instructor merges upon approval (following any changes requested). Then, students create a repository in the course organization for their software package, and fork this to their own accounts. After this, students submit all project contributions as pull requests to the upstream repository. Partners review these and either approve or request changes; only after the code-review partner approves the contribution can the project’s owner merge the pull request.

2.3 Methods of Instruction

The course is delivered using a combination of lectures, discussion, and in-class interactive work. Lectures mostly exist as reveal.js [9] presentations, which are shared openly on a public-facing syllabus website [20]. Lectures also use practical demonstrations of Python code, shown using either IPython [21] or via Jupyter Notebooks [15]. Nearly all lectures also ask students to follow along on their own computer, either executing example code or advancing their project packages.

3 Results from First Offering

I offered the first iteration of this course in the Spring 2018 term, with the title “Software Development for Engineering Research;” while the course content is not limited to engineering research, I offered the course out of the Mechanical Engineering program with a targeted audience of graduate students in the College of Engineering. 17 students enrolled in the course, with all but one being graduate students; roughly half were in the second year or later of their graduate programs. Approximately 40% of the students came from mechanical engineering (including thermal-fluid sciences and design engineering), 35% were from nuclear engineering, and the remaining came from robotics and chemical engineering. Three quarters of the students had already taken a course on Python programming for engineering applications, while the others had some self-taught Python programming skills. Half expressed comfort working with the Unix command line, and the other half said they had used it but were not as comfortable with command-line operations. None admitted to being command-line ninjas, and none were completely unfamiliar.

The first offering of this 10-week course on software development for engineering research completed successfully in June 2018, with all 17 students releasing the first version of their software developed during the course. At least four of the software packages have been developed further after the conclusion of the course, and at least one package is being prepared for submission to the Journal of Open Source Software (JOSS) [24].

The projects covered a wide variety of topics, with functions including simulation, experimental data analysis, and automation: designing detonation tubes [6], using machine learning to extract features from nuclear physics simulations [10], interfacing with an 8-channel digital pulse processor board [16], simulating and analyzing the combustion engine of a Global Formula Racing formula SAE vehicle [14], optimizing and analyzing wind-farm layouts [17], analyzing spin stabilization of solid rocket motors [18], a nodal quasi-diffusion solver for nuclear fission [22], agent-learning for autonomous path finding [25], generating input for a Monte-Carlo radiation transport code [26], calculating solar-energy terms based on location [11], analyzing radioxenon spectra [7], calculating deep-learning layers for multi-agent reinforcement learners [5], analyzing solvent extraction kinetics [4], simulating rapid compression machine experiments [3], calibrating blackbody infrared cameras [2], and simulating transient heat transfer in a microchannel with passive temperature dependent flow control [1].

Although the sample size is small, students rated the course well in their end-of-term evaluations: they rated the course as a whole 5.3/5.5 (mean/median) out of 6.0 and the instructor contribution 5.5/5.8 (mean/median) out of 6.0. Multiple comments discussed the course favorably, and that it should be taken by all students doing research involving software/programming. Suggestions included clarifying expectations for students and proving more feedback; also, one student felt the course was too advanced for their experience level.

4 Conclusions

This article describes a 10-week course given in Spring 2018 teaching skills for developing research software; all lesson and assignment content is available openly [20]. This course will be offered again in Spring term 2019 (10 weeks, April–June). Planned changes include incorporating more in-class activities in more of the topics, and adding new topics such as peer code review and high-performance computing.

In addition, I am developing alternate versions of the course aimed at different lengths of time, such as an afternoon tutorial session or day-long workshop. These lessons and modules will be shared openly for the community to use, adapt, and extend. Furthermore, while the course at Oregon State University is currently offered out of the Mechanical Engineering program, it may fit better offered as an Engineering course or more broadly in the Graduate Education program.