8^th Workshop on Education for High Performance Computing (EduHiPC 2026)

In conjunction with the 33^rd IEEE International Conference on High-Performance Computing, Data, & Analytics (HiPC 2026)

Dec 16, 2026

Bengaluru, India

High Performance Computing (HPC) and, in general, Parallel and Distributed Computing (PDC) has established as an important discipline withing Computer Science. Every computing device, from a smartphone to a supercomputer, relies on parallel processing. Compute clusters of multicore and manycore processors (CPUs and GPUs) are routinely used in many subdomains of computer science (CS) such as computer vision, data science, parallel machine learning and high performance computing. Therefore, it has become essential for every programmer, software professional and CS researcher alike to know how to make effective use of parallelism and distributed computing in their solution space. The broader software industry and research laboratories require people with these skills, more so now. To impart the required skills and training, it is imperative for educators to distil knowledge of PDC and HPC topics at multiple levels within the curriculum of Computer Science (CS), Computer Engineering (CE), and related disciplines such as Computational Data Science. However, rapid changes in hardware platforms, languages, and programming environments increasingly challenge educators to decide what to teach and how to teach in order to prepare students for careers that involve PDC and HPC. EduHiPC aims to provide a forum that brings together academia, industry, government, and non-profit organizations – especially from India, its vicinity, and Asia – for exploring and exchanging experiences and ideas about the inclusion of high-performance, parallel, and distributed computing into undergraduate and graduate curriculum of Computer Science, Computer Engineering, Computational Science, Computational Engineering, and computational courses for STEM and business and other non-STEM disciplines.

The 8th EduHiPC (EduHiPC 2026) workshop invites unpublished manuscripts from individuals or teams from academia, industry, and other educational and research institutes from all over the world on topics about the teaching of PDC topics in the Computer Science and Computer Engineering curriculum as well as in domain-specific computational and data science and engineering curricula. EduHiPC invites researchers, scholars, and practitioners to submit their work for consideration in either of the following two paper tracks or for posters or peachy assignments sessions. Additionally, we encourage manuscripts that validate their innovative approaches through the systematic collection and analysis of information to evaluate their performance and impact. The workshop is particularly dedicated to bringing together stakeholders from industry (hardware vendors, and research and development organizations), government labs, and academia in the context of HiPC 2026. The goal of the workshop is to hear the challenges faced by educators and professionals, to learn about various approaches to addressing these challenges, and to have opportunities to exchange ideas and solutions.

Topics of interest include, but are not limited to:

1. Pedagogical issues in incorporating PDC and HPC in undergraduate and graduate education, especially in core courses.
2. Novel ways of teaching PDC and HPC topics.
3. Issues and experiences addressing remote synchronous and asynchronous teaching of PDC/HPC during the gone by pandemic situation and its relevance in current context.
4. Data science and big data aspects of teaching HPC/PDC, including early experience with data science, AI, and ML degree programs.
5. Evidence-based educational practices for teaching HPC/PDC topics that provide evidence about what works best under what circumstances.
6. Experience with incorporating PDC and HPC topics into core CS/CE courses and in domains.
7. Experience and challenges with HPC education in developing countries, especially in India and her neighbouring Asian countries.
8. Computational Science and Engineering courses.
9. Pedagogical tools, programming environments, infrastructures, languages, and projects for PDC and HPC.
10. Employers’ experiences with new hires and expectation of the level of PDC and HPC proficiency among new graduates.
11. Education resources based on high-level programming languages and environments such as Python, CUDA, OpenCL, OpenACC, SYCL, oneAPI, Hadoop, and Spark.
12. Parallel and distributed models of programming and computation suitable for teaching, learning, and workforce development.
13. Issues and experiences addressing the gender gap in computing and broadening participation of underrepresented groups.
14. Challenges in remote teaching and evaluations, including those related to meaningful engagement of students and fair assessments.
15. Experience of teaching large scale online courses in HPC and PDC across multiple geographies and student background
16. Impact and systemic studies on the use and experiences of AI in PDC pedagogy

Track 1 – Educational Research: For this track, we welcome researchers unpublished up to 8-page manuscripts from individuals or teams from academia, industry, and other educational and research institutes from all over the world on topics about the teaching of PDC topics in the Computer Science and Computer Engineering curriculum as well as in domain-specific computational and data science and engineering curricula. This track emphasizes conducting pedagogical research related to PDC education and evaluating it within classroom or other settings.

Track 2 – Research to Education: For this particular track, we welcome researchers to submit up to 4-page manuscripts discussing their innovative experiences in integrating their research, as well as associated methods, tools, models, simulations, or datasets, into educational settings, with a focus on undergraduate/graduate or fostering broader community engagement. Submissions do not need to include an assessment of teaching techniques or in-class evaluations.

Track 3 – Student Engagement: This particular track deals with items that involve increased student engagement via peachy assignments or unplugged activities. These are described in more detail below.

Peachy Parallel Assignments: Course assignments are integral to student learning also play an important role in student perceptions of the field. EduHiPC will include a session showcasing “Peachy Parallel Assignments” – high-quality assignments, previously tested in class, that are readily adoptable by other educators teaching topics in parallel and distributed computing. Assignments may be previously published, but the author must have the right to publish a description of it and share all supporting materials. We are seeking assignments that are:

1. Tested – All submitted assignments should have been used successfully in a class.
2. Adoptable – Preference will be given to widely applicable and easy-to-adopt assignments. Traits of such assignments include coverage of widely taught concepts, using common parallel languages and widely available hardware, having few prerequisites, and (with variations) being appropriate for different levels of students.
3. Cool and inspirational – We want assignments that excite students and encourage them to spend time with the material. Ideally, they would be things that students want to show off to their roommates.

Assignments can cover any topics in Parallel and Distributed Computing. Preference will be given to assignments aimed at students in the early courses. Submissions (2-page abstracts) should describe the assignment and its contextual usage and include a link to a web page containing the complete set of files given to students (assignment description, supporting code, etc.). The submission should cover the following items: What is the main idea of the assignment? What concepts are covered? Who are its targeted students? In what context have you used it? What prerequisite material does it assume they have seen? What are its strengths and weaknesses? Are there any variations that may be of interest?

Unplugged Activities: Unplugged activities refer to activities that can be done in classroom without the need for any devices/laptops. These are primarily designed as group activities to illustrate fundamental PDC concepts such as scheduling and speedup, concurrency and races, deadlocks, synchronization, and the like. These activities require classroom participants to work in groups and roleplay, helping them gain an intuitive understanding of these concepts in an engaging and accessible manner.

Authors are encouraged to check the currently available list of such activities already published at https://www.pdcunplugged.org/tcpp-overview/ to gain familiarity with the scope, format, and pedagogical style of previously published activities and the topics they address.

In general, these activities help students relate PDC concepts to games and real-world scenarios. For instance, shared resources could be understood via two participants taking turns sharing a pen, load balance could be understood via participants dealing with equal amounts of work, and so on. Desirable attributes of these activities include, but are not limited to, the following.

1. Ease of Use: The activity should be easy to use in various geographies and should consume about 30 minutes of class time, including and pre- and post-activity briefings and should ideally require moderate material. Instructors should be able to replicate the activity with material that is easy to acquire/ procure.
2. Classroom Validated: The activity should have been used by the authors at least once in their classroom. Submission should discuss learnings from the prior use of the activity. Evidence of effectiveness through student feedback or pre- and post-activity assessments or surveys will be valuable for others to adjust and adapt the proposed activity according to their needs.
3. Engaging: The activity should help students improve their understanding of and interest levels in PDC concepts via easily explainable and relatable examples and analogies. Submissions that demonstrably improve both conceptual comprehension and student interest in PDC are particularly encouraged.

In this track, we solicit submissions of 4 – 6 pages. While activities can cover any topics relevant to PDC, preference will be given to activities that can be covered in early undergraduate courses. Submissions should include details on the activities, the target audience, the topics that the activities illustrate, the questions answered, the time needed to run the activity, experiences running the activity in a classroom in terms of pre- and post-activity learnings, participant feedback, and the like. The submission can also include aspects such as the scope of reusability, courses suitable for the activities, and the like.

SUBMISSION GUIDELINES

Authors should submit papers in PDF format through the Linklings submission site: https://ssl.linklings.net/conferences/HiPC/

In addition, all individual abstracts, posters, and preprints of papers will be published on the CDER website.

Papers: Authors are asked to submit up to 8-page papers in pdf format for Track 1 and 4-6 page papers in pdf format for Tracks 2 and 3. Submissions will be reviewed based on the novelty of contributions, impact on the broader undergraduate curriculum, particularly on the core curriculum, relevance to the workshop’s goals, and, for experience papers, the results of their evaluation and the evaluation methodology.

Posters: High-quality poster presentations are an integral part of EduHiPC. We seek posters (2-page abstracts) describing recent or ongoing research in PDC Education.

IMPORTANT DATES – EduHiPC Workshop

• Submission site open: September 1, 2026
• Paper Submission deadline: September 20, 2026
• Author notifications deadline: October 18, 2026
• Camera-ready version deadline: November 13, 2026


• Poster submission deadline: October 26, 2026
• Poster acceptance notification deadline: November 4, 2026

Organizing Committee

• Sushil Prasad, University of Texas, San Antonio, USA
• Sheikh Ghafoor, Tennessee Tech University, USA
• Alan Sussman, National Science Foundation & University of Maryland, USA
• Ramachandran Vaidyanathan, Louisiana State University, USA
• Charles Weems, University of Massachusetts, USA
• Ashish Kuvelkar, C-DAC, India

Workshop Co-Chairs

• Sushil K. Prasad, University of Texas San Antonio, USA, sushil.prasad@utsa.edu
• Ashish Kuvelkar, C-DAC, India, ashishk@cdac.in

Program Co-Chairs

• Kishore Kothapalli, IIIT Hyderabad, India, kkishore@iiit.ac.in
• Purushotham Bangalore, University of Alabama, USA, pvbangalore@ua.edu

Program Committee (Tentative)

TBA