ACM SIGGRAPH Education Committee - Past Projects

ACM SIGGRAPH Education Index

wobbe — Sun, 17 Dec 2017 22:19:18 +0000

A directory of academic programs that offer computer graphics, digital arts, interactive media and games curricula.

go to the ACM SIGGRAPH Education Index

This resource is no longer being maintained. The website is still accessible but does not work on all browsers.

Arts

wobbe — Mon, 01 Jan 2007 05:00:00 +0000

This group is concerned with the place of Computer Graphics in the Arts Curriculum.

The publication of the "Faculty Guidelines in Computer-based Media in Fine Art and Design" by Cynthia Beth Rubin, Annette Weintraub and Dave Poindexter evolved in 1995 as an extension to the Dream Curriculum Workshop and subsequent publication, "Guidelines for Curricula in Computer Graphics in the Visual Arts", written by Barbara Mones-Hattal, Ken O'Connell and Deborah Sokolove and sponsored by the Education Committee in 1990. Both of these documents have outlined proposed guidelines for curriculum and administrative/management issues related specifically to art and design faculty.

An updated version of the guidelines can be found on the CAA website: Guidelines for Faculty Teaching in New-Media Arts

Additional curricular efforts in the Art Curriculum area have centered around the development of a clearer definition of a computer graphics curriculum for all discipline area (a "univeral curriculum") and a further refinement of the differentiation between these disciplines, with a focus on the arts.

Several follow on curriculum based interdisciplinary workshops are planned for the coming year and reports will follow. Another area that has been most recently pursued has been the internet access now available to more and more artists/educators. Cynthia Beth Rubin has coordinated a distribution of artists online that has been very successful.

Computer Science Educational Resources Project

wobbe — Fri, 11 Aug 2006 17:29:00 +0000

We have been working on the following projects:

Building a repository of syllabi for introductory computer science graphics courses, tailored to fit the needs of various students and the constraints of university resources.
Identifying a set of most-commonly taught concepts in introductory courses.
Maintaining a list of teaching resources for various topics commonly taught in graphics classes.
Establishing a list of sources and review of graphics software that available at no cost.
Encouraging the submission of papers, panels, workshops on issues of interest to computer science graphics educators.

All interested educators were invited to participate. Possibilities included:

a "syllabus survey" of introductory graphics courses
developing teaching material (images, demonstrations, interactive tools) to support selected topics in an introductory course
identifying and evaluating free or low-cost software for use in the classroom, laboratory or in completing homework.

Contact: Lew Hitchner (hitchner [at] csc [dot] calpoly [dot] edu)

Curriculum Resources for Computer Science Graphics Courses

All material in this section is contributed by Rosalee Wolfe (wolfe [at] siggraph [dot] org)
Chair of the Computer Science Educational Resources Project

Columns from past issues of Computer Graphics

OpenGL: Agent for Change`or Sign of the Times? (Nov '98)
A Syllabus Survey: Examining the State of Current Practice in Introductory Computer Graphics Courses (Feb '99)
New Possibilities in the Introductory Graphics Course for Computer Science Majors (May '99)
Student Gallery Samples of student work (May '99)

Home pages for introductory courses using OpenGL:

Steve Cunningham's course at California State University, Stanislaus: http://yahi.csustan.edu/~rsc/CS3600F98/3600SylF98.html
Lew Hitchner's course at Cal Poly State University: http://www.csc.calpoly.edu/~hitchner/CSC455/ Not Available
Rosalee Wolfe's course at DePaul University: http://www.depaul.edu/~rwolfe/469 Not Available

HyperGraph - Teaching Computer Graphics

wobbe — Mon, 06 Jun 2005 04:00:00 +0000

A project of the ACM SIGGRAPH Education Committee, the Hypermedia and Visualization Laboratory, Georgia State University, and the National Science Foundation (IIS-9980130), (USE-8954402), (DUE-9255489), (DUE-9752398), (DUE9751419).

Project Director: G. Scott Owen

This resources has been archived and can still be accessed here

Note: moved to new location, July 2019.

HyperVis - Teaching Scientific Visualization

wobbe — Sun, 24 Oct 1999 04:00:00 +0000

A project of the ACM SIGGRAPH Education Committee, the National Science Foundation (DUE-9752398), and the Hypermedia and Visualization Laboratory, Georgia State University.

Project Director: G. Scott Owen

This resources has been archived and can still be accessed here

Note: moved to new location July 2019

The Use of Computer Graphics in Biology

wobbe — Sat, 03 Jul 1999 04:00:00 +0000

by Robert Blystone

I have been "furiously" trying out new teaching approaches in biology based on computer graphics. We are incorporating the software Electric Image into the microscopy labs and have encountered a host of difficulties. I am about to prepare a report "paper" that describes five years of classroom use of computer graphics in biology. In terms of spreading my experiences, most biologists would rather have my students' output rather than spending the time learning and teaching how do visualizations with the computer in a biology setting. The most kindred group with which I deal are the MRI reconstruction groups and they typically are only interested in medical diagnostics and not so much how to teach with computer graphics. So I still find myself out on a limb, in a manner of speaking, as a biological microscopist who uses computer graphics to teach biological microstructure. I told Scott (Owen, former Director for Education) several years that I would have problems being a "conventional" committee member. So I have no subcommittee nor do I see one on the immediate horizon.

My long term goals in terms of Computer Graphics are the following:

Build a CD that explores the possibility of a virtual microscope;
Building a flythrough animation that explores embryological and histological topics - a flythrough of the kidney and of a developing chick embyro heart for examples;
And to use the principles of digital imaging and visualization to get at quantitative problems in biology education.

I am way behind on the first goal. We are working on the animations for the second goal as we speak with the hope of an unveiling at the 97 Siggraph. As for the third goal I am beginning a three year NSF grant this month to do just what is outlined in goal three. I will be supervising a team of students this summer working on new lab exercises using computer graphics and digital imaging to do quantitative biology and statistics.

**********************
ROBERT V. BLYSTONE

DEPARTMENT OF BIOLOGY
Trinity University
715 Stadium Drive
San Antonio, TX, 78212
PHONE:(210)736-7243
FAX:(210)736-7229
RBlyston [at] Trinity [dot]edu
**********************

Submitted 3 July 1996 by Robert V. Blystone

Undergraduate Faculty Enhancement Workshop in Scientific Visualization

wobbe — Wed, 21 May 1997 04:00:00 +0000

Detailed workshop outline

1 Definitions and Goals of Visualization

For any visualization course it is important to discuss background, definitions, and goals in order to provide a common understanding of visualization.

We will discuss the following subtopics in the tutorial:

History of (scientific) visualization
Definitions of visualization
Goals of visualization

2 Abstract Visualization Concepts

It is necessary to establish a framework for the use of visualization. Participants should learn how to make use of concepts and paradigms, specifically of the ones they are not yet familiar with (e.g., paradigms from Fine Arts for Computer Science students). We will discuss the following subtopics in the tutorial:

General visualization models and taxonomy
Examples of specific visualization models and paradigms

3 Human Perception Concepts

This section will enhance the understanding of how to use graphics tools to support human perception in order to gain insight into phenomena that we seek to interpret. We will discuss the following subtopics in the tutorial:

The human visual system (biological, psychophysical and cognitive issues, visual phenomena, texture and color perception)
Perception theories
Presenting complex information to the human visual system (e.g. data exploration, natural computing, integrated displays, using senses additional to vision)
Practical considerations (e.g. expressiveness, effectiveness, interactivity, annotations, avoiding pitfalls)
Evaluation methods

4 Scientific Methods and Concepts

This theme explains the relationship between the 'real world' and the 'models' we have available in order to understand the real world and the 'empirical (data) measurements' we have of the real world. Non-science students have usually little approach to models, data concepts and reality. We will discuss the following subtopics in the tutorial:

Scientific concepts: what is a model; model vs. acquiring; going from macro-to micro worlds
Modeling concepts: mathematical methods to represent reality; mathematical concepts; computational models
Data concepts: how to represent reality; data collections; errors

5 Aspects of Data

Various aspects of data, such as acquisition, classification, storage and retrieval of data, will be discussed. Appropriate subtopics are

Acquisition of data (Simulation vs. measuring devices)
Discipline-independent classification of information sources
Data base issues
Query languages
Reliability of data

6 Visualization Techniques

This section provides tutorial participants with a wealth of ideas for visual representations and teaches them how to apply appropriate tools. We will discuss 2-d, 3-d and multi-dimensional visualization techniques, such as color transformations, glyphs for high dimensional data sets, visualization of gaseous and fluid information, volume rendering, isolines and isosurfaces, coloring, particle tracing, animation, techniques in virtual environments, and interactive steering.

7 Interaction Issues

Interaction techniques are fundamental to the design and use of visualization systems. We will discuss interaction from the view point of ergonometry, HCI and hardware techniques.

8 Existing Visualization Systems/Tools

Available visualization systems will be discussed.

9 Aesthetics in Visualization

The following subtopics will be discussed:

Aspects of successful visualizations
Comparison of good and bad visual representations

10 Related Topics

A visualization course might include fundamental aspects of mathematics and computer science. The presentation of appropriate subtopics depends on the objectives of the course and the background of the students. Appropriate subtopics may be:

Mathematical techniques (e.g. vectors, matrices, interpolation approximation, transformations for 2- and 3-d, parametric versus implicit versus explicit representations, curves, surfaces, fractals);
Computer graphics (e.g. 2-d drawing, clipping, filling; 3-d modeling, rendering, lighting; transparency, translucency; raytracing, radiosity, volume rendering; graphics standards and libraries)
General computer science (e.g. user interface design; computational geometry; computer hardware architectures, input/output technologies; data structures, data models, data formats, data transfer; programming languages)

American Indian Mythology and the Use of Computer

wobbe — Wed, 03 Jul 1996 04:00:00 +0000

by Tracy E. Monteith, Ruth Littlejohn Foundation, Inc. (rlf [at] atlanta [dot] com)

I am sending this report to update you about the work of the Ruth Littlejohn Foundation, Inc. relative to Siggraph 97. I estimate that we are finished with about one-half of the research requested for Siggraph. We have broken our research into six geographical regions which follow the Federal mapping scheme. To date I have visited three of these regions and will detail some of the findings below. It is my intent to finish the travel part of this investigation by early summer. Because of the level of funding for this investigation, this will only be an overview and not be comprehensive of all Indian Nations. In addition there are some regions of the country that are using computers, but their remote nature will prohibit our research to visit these locations. The methods of information gathering at the sites that we do visit is comprehensive for each of the areas and has provided a database of resources that will be available to Siggraph 97.

The Ruth Littlejohn Foundation, Inc. has been using computers to teach mythology for the past three years. Because of experience and our ties in the Indian community we have a unique understanding of the challenge to teach without stepping on cultural "toes".

Because Indians are community based people, I felt it important to focus the research within Indian communities. This has allowed incite into the use of computers that educate and provide a platform for self expresion for Indian children. This focus has provided us with a rich tapestry of Indian life through visual art. Most of these efforts are grass root efforts rather than those programs that have extensive funds and modern technology.

We have also been focusing our efforts within the schools systems on reservations rather than the more commercial routes (there are 20 Navajo artists alone that sell their work on the Internet). We have certainly not ignored the commercial efforts and will include it in our findings. Another aspect of which we are aware involves non-Indian people using the computer to do Indian themes. This can be broken into two areas: that which educates and that which exploits. For obvious reasons we will also include those efforts which intend to teach, but not those involved with cultural piracy.

I also wanted to give an overview of the kinds of materials that the Ruth Littlejohn Foundation, Inc. is considering as mythology. There are very few people in Indian comunities that are telling stories begining to end on the computer. Rather, most school systems are allowing students the freedom of self expresion based on their local mythology. A good example of this is the work that is being done at the Crownpoint Institute of Technology, Crownpoint NM, where the Navajo children are being taught computer graphics. One of the first computer graphics project they complete is the design of a Navajo rug. Each student designs a rug; the design is printed and placed on the wall for all to see. Because most of the designs are traditional, we consider this an expresion of mythology because of the common, traditional, mythological themes that are showing up on computer screens. These children have the freedom to do "MTV" type themes as there is no shortage of cable TV in the area, yet for now they choose the more traditional themes. These themes are as old as the Navajo themselves and give us a look into the Navajo mythological explinations of life.

Another use of mythological themes in art is in the school system of the Arrapaho and Shoshone of WY. The children are using stories from their communities and showing "snapshots" of these stories. This program begins in the middle grades and peaks in the 8th grade with the work of the children being readied for a World Wide Web. These images and text are a collection of traditional stories although some are tinted by Catholic themes. It is a very interesting study of the modern American Indian child discovering their self-identity and displaying the process with the use of computers. These images show mythological themes in a modern setting and in some ways help to form the mythology of the future.

Mythology exists in all that Indian children create. It is the basis for the art and stories that are being perpetuted with and without the computer. Sometimes modern themes are combined with traditional ones and this combination serves as a wonderful example of the nature of storytelling. It is a combination of tradition and imagination, of what was and what is to be. For the past two centuries the stories of the Indian people have been restricted for various reasons. The computer is one of the first tools that will allow these restrictions to be lifted so that our children can express themselves without compromise. This level of expresion is what we hope to demonstrate to the global community.

If I can provide any more information about the project or if you have any questions please let me know. Thank you for your time.

Submitted 3 July 1996 by Tracy Monteith

Undergraduate Faculty Enhancement Workshops in Computer Graphics.

wobbe — Mon, 01 Aug 1994 04:00:00 +0000

We have given three Workshops in Computer Graphics co-sponsored by the National Science Foundation (Grants #USE-8954402 and #DUE-9255489)and the Education Committee. These workshops have been held in August 1991, August 1993, and August 1994 at Georgia State University, Atlanta, Georgia. The objective of these workshops was the following: to help undergraduate computer science faculty upgrade their knowledge so as to be able to teach more advanced concepts, to make them aware of what software and other resources were available, and to integrate them into the community of computer graphics educators.

Each workshop had about twenty five to thirty participants (forty percent of the participants were female and about the same percentage were from minority institutions). Many of the participants later applied for and received the Conference Educator's Grants and/or have become members of the Education Committee. (Valerie Miller and Scott Owen).

M.S. and Ph.D. Computer Graphics Theses

wobbe — Wed, 01 Sep 1993 04:00:00 +0000

Dissertation Abstracts in Computer Graphics

This directory contains the ASCII text files for all of the Computer Graphics Thesis and Dissertation Abstracts Compendiums published in *Computer Graphics*. Each of the compendium files are labeled ThesesXX where XX is the year in which that compendium was published (which bears little relationship to when the individual thesis or dissertations were published).

The citations for the five published compendiums (in TeX format) are:

Jeffrey J. McConnell, Dissertation Abstracts in Computer Graphics, {\it Computer Graphics 22}, 2(April 1988), 77-94.
Jeffrey J. McConnell, Dissertation Abstracts in Computer Graphics, {\it Computer Graphics 23}, 2(April 1989), 191-206.
Jeffrey J. McConnell, Dissertation Abstracts in Computer Graphics, {\it Computer Graphics 25}, 3(July 1991), 214-221.
Clifford A. Shaffer, Dissertation Abstracts in Computer Graphics, {\it Computer Graphics 26}, 1(January 1992), 76-96.
Clifford A. Shaffer, Dissertation Abstracts in Computer Graphics, {\it Computer Graphics 27}, 2(September 1993), 86-98.

Students (or their advisors) may submit abstracts to Cliff Shaffer for publication in future compendiums. Abstracts may be submitted by email or by regular mail. Please look at earlier compendiums for the proper information and format to include with your submission. Submit your abstracts to:

Cliff Shaffer
Department of Computer Science
Virginia Tech
Blacksburg, VA 24061
shaffer [at] cs.vt.edu

ACM SIGGRAPH Education Committee - Past Projects

ACM SIGGRAPH Education Index

go to the ACM SIGGRAPH Education Index

Tags:

Arts

This group is concerned with the place of Computer Graphics in the Arts Curriculum.

Tags:

Computer Science Educational Resources Project

We have been working on the following projects:

All interested educators were invited to participate. Possibilities included:

Curriculum Resources for Computer Science Graphics Courses

Columns from past issues of Computer Graphics

Home pages for introductory courses using OpenGL:

Tags:

HyperGraph - Teaching Computer Graphics

Note: moved to new location, July 2019.

Tags:

HyperVis - Teaching Scientific Visualization

Note: moved to new location July 2019

Tags:

The Use of Computer Graphics in Biology

by Robert Blystone

Submitted 3 July 1996 by Robert V. Blystone

Tags:

Undergraduate Faculty Enhancement Workshop in Scientific Visualization

Sponsored by the ACM SIGGRAPH Education Committee, the National Science Foundation (DUE-9554692), and Georgia State University

Dates: August 18-22, 1997
Location: Georgia State University, Atlanta, Georgia

Detailed workshop outline

Tags:

American Indian Mythology and the Use of Computer

by Tracy E. Monteith, Ruth Littlejohn Foundation, Inc. (rlf [at] atlanta [dot] com)

Submitted 3 July 1996 by Tracy Monteith

Tags:

Undergraduate Faculty Enhancement Workshops in Computer Graphics.

Tags:

M.S. and Ph.D. Computer Graphics Theses

Dissertation Abstracts in Computer Graphics

Tags:

ACM SIGGRAPH Education Committee - Past Projects

ACM SIGGRAPH Education Index

go to the ACM SIGGRAPH Education Index

Tags:

Arts

This group is concerned with the place of Computer Graphics in the Arts Curriculum.

Tags:

Computer Science Educational Resources Project

We have been working on the following projects:

All interested educators were invited to participate. Possibilities included:

Curriculum Resources for Computer Science Graphics Courses

Columns from past issues of Computer Graphics

Home pages for introductory courses using OpenGL:

Tags:

HyperGraph - Teaching Computer Graphics

Note: moved to new location, July 2019.

Tags:

HyperVis - Teaching Scientific Visualization

Note: moved to new location July 2019

Tags:

The Use of Computer Graphics in Biology

by Robert Blystone

Submitted 3 July 1996 by Robert V. Blystone

Tags:

Undergraduate Faculty Enhancement Workshop in Scientific Visualization

Sponsored by the ACM SIGGRAPH Education Committee, the National Science Foundation (DUE-9554692), and Georgia State University

Dates: August 18-22, 1997 Location: Georgia State University, Atlanta, Georgia

Detailed workshop outline

Tags:

American Indian Mythology and the Use of Computer

by Tracy E. Monteith, Ruth Littlejohn Foundation, Inc. (rlf [at] atlanta [dot] com)

Submitted 3 July 1996 by Tracy Monteith

Tags:

Undergraduate Faculty Enhancement Workshops in Computer Graphics.

Tags:

M.S. and Ph.D. Computer Graphics Theses

Dissertation Abstracts in Computer Graphics

Tags:

Dates: August 18-22, 1997
Location: Georgia State University, Atlanta, Georgia