The IEEE Technical Committee on Parallel Processing (TCPP) was formed
in 1992 with the intent of providing a forum for scientists 
and engineers throughout the world to exchange ideas on parallel processing.
As part of its mission, the TCPP is concerned with establishing
guidelines for parallel processing education.
This report concentrates on developing the basis for such an
undertaking by considering the 
current status of parallelism in
the post-secondary education process.

In October, 1992, the first Newsletter of the Parallel Processing
Technical Committee was distributed to more than 4,000 members of
the IEEE Computer Society.
The newsletter contained
a request for information regarding current and proposed
mechanisms (new and revised courses, seminars, and so forth) for
incorporating parallelism into the education process.
Subsequently, direct mailings were sent
to chairs of computer
science and engineering departments.
The direct mail distribution list was based on various lists
that were assembled at the State University of New York at Buffalo.
Finally, a request for information was posted to the
well-established newsgroup ``comp.parallel.''

This report contains information from more than 70 sites that 
offer educational opportunities
involving parallelism, including
undergraduate institutions, university centers, 
institutes, and corporations, from a variety of countries around
the world.
It is interesting to note that the majority of this information was obtained in 
response to the electronic posting.

The incorporation of parallelism into the education process is in
a state of flux.  
In order to accommodate such an environment, it is expected that
this report will continue to evolve, with existing entries being updated
and new entries being created.
In order to facilitate the dissemination of such a document, it has been 
decided that most recent version will be available via 
anonymous FTP in the directory
users/miller on ftp.cs.buffalo.edu.  

It is the intent that this report provide insight for
the community at large in terms of 
developing individual curricula that incorporate parallelism.
In addition, this report should be of use to high school and college students 
who are interested in continuing their education, and incorporating
parallelism into that process.
One of the early modifications planned for this report 
is to update it to include a contact at
each institution, whether that is a member of the faculty,
administrative assistant, or scientist.
Further, in revising the information initially obtained for this report, 
a decision was made
to eliminate the few references to texts and machines
that were provided, due to the inconsistency of this information.
Therefore, at some point in the future, we would like to provide
such information in a uniform fashion.

After reviewing the information provided from various sites,
the following trends appear to have emerged.
\begin{itemize}
\item At four year colleges, courses in parallelism are beginning
to appear.  Many of these colleges have access to either a small
parallel machine (typically, transputer-based) or a small network
of workstations.  These machines are used for projects in the 
courses and for independent studies on parallelism.
\item The trend at university centers in terms of graduate-level
education appears to be to provide
an array of courses, including
parallel algorithms, parallel programming, and parallel architectures,
to name a few.
Typically, the students have access to machines either at the university
or at one of the NSF sponsored sites.  Typical machines that are
utilized in the classroom include machines manufactured by
Maspar, Thinking Machines (both the CM-2 and CM-5),
Intel, and Ncube.
\item The trend at university centers in terms of undergraduate education
appears to be to include aspects of parallelism in a variety of
traditional courses (e.g., algorithms, architecture, operating systems, and
programming languages) and to provide at most one introductory course
in parallel processing.
However, it is interesting to note the
one-year laboratory
course in High Performance
Scientific Computing being developed with NSF support at the University
of Colorado at Boulder, which is described in more detail below.
\end{itemize}

Finally, we would like to mention an electronic facility
called `parlib,'
which contains entries
of 37 schools with a graduate emphasis on parallel processing.
Parlib can be reached by sending mail to parlib@hubcap.clemson.edu.
