by David Green, Principal, Knowledge Culture
Originally Published December 16th, 2007
Ken Hamma is a digital pioneer in the global museum community. A classics scholar, Hamma joined the Getty Trust in 1987 as Associate Curator of Antiquities for the Getty Museum. He has since had a number of roles there, including Assistant Director for Collections Information at the Getty Museum, Senior Advisor to the President for Information Policy and his current position, Executive Director for Digital Policy and Initiatives at the Getty Trust.
David Green: Ken, you are in a good position to describe the evolution of digital initiatives at the Getty Trust as you’ve moved through its structure. How have digital initiatives been defined at the Getty and how are they faring at the institutional level as a whole, as the stakes and benefits of full involvement appear to be getting higher?
Ken Hamma: Being or becoming digital as short-hand for the thousands of changes institutions like this go through as they adopt new information and communication technologies has long been discussed at the Getty from the point of view of the technology. And it did once seem that applying technology was merely doing the same things with different tools when, in fact, we were starting to embark upon completely new opportunities. It also once seemed that the technology would be the most expensive part. Now we’ve learned it’s not. It’s content, development and maintenance, staff training, and change management that are the expensive bits.
by Francis Starr, Wesleyan University
Professor Starr is a computational and theoretical physicist at Wesleyan University. In the last 10 years, he has published roughly 70 articles focusing on liquids, glasses, gels, polymers, and biologically inspired nanomaterials. Due to the computational demands of his research, Prof. Starr has been involved in developing computing infrastructure since he was a graduate student. He recently joined with several other faculty and the university ITS to provide a university-wide cluster and a companion educational center.
Originally Published December 16th, 2007
The technical nature of scientific research led to the establishment of early computing infrastructure and today, the sciences are still pushing the envelope with new developments in cyberinfrastructure. Education in the sciences poses different challenges, as faculty must develop new curricula that incorporate and educate students about the use of cyberinfrastructure resources. To be integral to both science research and education, cyberinfrastructure at liberal institutions needs to provide a combination of computing and human resources. Computing resources are a necessary first element, but without the organizational infrastructure to support and educate faculty and students alike, computing facilities will have only a limited impact. A complete local cyberinfrastructure picture, even at a small college, is quite large and includes resources like email, library databases and on-line information sources, to name just a few. Rather than trying to cover such a broad range, this article will focus on the specific hardware and human resources that are key to a successful cyberinfrastructure in the sciences at liberal arts institutions. I will also touch on how groups of institutions might pool resources, since the demands posed by the complete set of hardware and technical staff may be larger than a single institution alone can manage. I should point out that many of these features are applicable to both large and small universities, but I will emphasize those elements that are of particular relevance to liberal arts institutions. Most of this discussion is based on experiences at Wesleyan University over the past several years, as well as plans for the future of our current facilities.
by Michael Roy, Middlebury College
Originally Published September 25th, 2006. A report on the NERCOMP SIG workshop Let No Good Deed Go Unpunished; Setting up Centralized Computational Research Support, 10/25/06
Back to the Future of Research Computing
As Clifford Lynch pointed out at a recent CNI taskforce meeting, the roots of academic computing are in research. The formation of computing centers on our campuses was originally driven by faculty and students who needed access to computer systems in order to tackle research questions. It was only years later that the idea of computers being useful in teaching came into play. And once that idea took hold, it seemed that we forgot about the research origins of academic computing.
Lynch argues that the pendulum is swinging back again, as campuses nationwide report an increased interest in having libraries and computer centers provide meaningful, sustainable and programmatic support for the research enterprise across a wide range of disciplines.