Shader programming has become an indispensable part of graphics application development. However, learning to program shaders is difficult, especially when it comes to understanding the effect of shader parameters. The course presents shader development from an interactive standpoint. Attendees will be given free software so that they can follow and interact with our examples. The course will discuss vertex, fragment, geometry, and tessellation shaders, as well as shader-specific theory and the GLSL 4.0 shader language. We will review the graphics pipeline, show what features are exposed in shaders, and demonstrate how shaders fit into the pipeline operations. We will introduce each class of shaders, show examples with glman, and use the examples to discuss details of the concept. The OpenGL 4.0 and GLSL 4.0 specifications were released in 2010. While most attendees will not yet have compatible hardware on their laptops, we will show what is new in this release and what extra functions can be done with it.

The SIGGRAPH Asia conference is an exciting event, but it is often a confusing experience for first-time attendees. There are many new terms, new concepts, and new products to try to understand. This course is designed to ease newcomers into the SIGGRAPH Asia conference experience by presenting the fundamental concepts and vocabulary at a level that can be readily understood. Far from being made up of dry facts, this course will also portray the fun and excitement that led most of us here in the first place. Attendees in the course will be well-prepared to understand, appreciate, enjoy, network, and learn from the rest of the SIGGRAPH experience.

research-article Share on Introduction to computer graphics Authors: Mike Bailey Oregon State University Oregon State UniversityView Profile , Steve Cunningham Brown/Cunningham Associates Brown/Cunningham AssociatesView Profile Authors Info & Claims SA '10: ACM SIGGRAPH ASIA 2010 CoursesDecember 2010 Article No.: 6Pages 1–100https://doi.org/10.1145/1900520.1900526Published:15 December 2010Publication History 0citation338DownloadsMetricsTotal Citations0Total Downloads338Last 12 Months4Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

research-article Share on Computer graphics shaders using OpenGL 4.X Authors: Mike Bailey Oregon State University Oregon State UniversityView Profile , Steve Cunningham Brown Cunningham Associates Brown Cunningham AssociatesView Profile Authors Info & Claims SA '10: ACM SIGGRAPH ASIA 2010 CoursesDecember 2010Article No.: 23Pages 1–173https://doi.org/10.1145/1900520.1900543Published:15 December 2010Publication History 1citation381DownloadsMetricsTotal Citations1Total Downloads381Last 12 Months2Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

research-article Share on Introduction to CG shaders Authors: Mike Bailey Oregon State University Oregon State UniversityView Profile , Steve Cunningham Brown Cunningham Associates Brown Cunningham AssociatesView Profile Authors Info & Claims SIGGRAPH Asia '08: ACM SIGGRAPH ASIA 2008 coursesDecember 2008Article No.: 8Pages 1–126https://doi.org/10.1145/1508044.1508069Published:10 December 2008Publication History 2citation796DownloadsMetricsTotal Citations2Total Downloads796Last 12 Months3Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

research-article Share on Introduction to computer graphics Authors: Mike Bailey Oregon State University Oregon State UniversityView Profile , Steve Cunningham Brown/Cunningham Associates Brown/Cunningham AssociatesView Profile Authors Info & Claims SIGGRAPH Asia '08: ACM SIGGRAPH ASIA 2008 coursesDecember 2008 Article No.: 9Pages 1–103https://doi.org/10.1145/1508044.1508070Online:10 December 2008Publication History 0citation929DownloadsMetricsTotal Citations0Total Downloads929Last 12 Months3Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Computer graphics programmes in Europe have been working to address the requirements of the Bologna education process. This poster presents the results of a workshop held in Vienna, Austria in September 2006 that developed an outline for computer graphics curricula to meet those requirements.

GPU programming is fast becoming an essential skill for computer graphics students. It has immediate application in all areas of graphics including science, engineering, art, animation, and gaming. Because it is new, experience with teaching GPU programming is scarce. This paper describes the teaching of a GPU programming course with a hands-on program called glman. glman allows students to create a shader scene description file which not only creates the 3D scene, but creates an interactive user interface to adjust shader parameters. Our experience in an experimental class taught in Spring 2006 is that glman is flexible enough to donstrate and experiment with many shader concepts, and creates a fast and fun learning curve for the students.

Classical computer graphics textbooks (e.g. [1-4]) introduce the field by covering the details of raster-level algorithms. Many computer graphics educators have long recognized that depending on students’ backgrounds and needs (e.g. major vs non-major) [5,6] alternate approaches may be more appropriate [7-8]. With the recent advances in the field, advent of powerful hardware, and sophisticated APIs, the field of computer graphics has become much larger and richer. As educators, we must make tough decisions about what to include in a one semester/quarter class. This panel presents three distinct approaches to teaching introductory Computer Graphics without covering raster-level algorithms. These approaches are suitable for a wide-range of students with different backgrounds and needs. To ensure neutrality and balanced of viewpoints, the panel also discusses the merits of teaching raster-level algorithms and situations where the classical approach better aligns with and serves students’ needs.

The National Science Foundation wants STEM faculty to be able to develop projects that will succeed in attracting funding from NSF programs. For the SIGCSE Symposium audience, this probably means being successful in being funded from the CCLI program. This special session gives attendees the opportunity to learn from those who have built successful CCLI-funded projects.

This session will highlight programs in the National Science Foundation EHR Division of Undergraduate Education and CISE Division of Computer and Network Systems that are of interest to college faculty, discussing the requirements and guidelines for programs in these areas. It will also include a presentation of the characteristics of a competitive proposal and the proposal and review processes, and participants will be encouraged to explore their ideas with the presenters.

We describe several National Science Foundation programs that support educational efforts in computer science.

This session will highlight programs in the National Science Foundation EHR Division of Undergraduate Education and CISE Division of Experimental and Integrative Activities that are of interest to college faculty, discussing the requirements and guidelines for programs in these areas. It will include a presentation of the characteristics of a competitive proposal and the proposal and review processes, and participants will be encouraged to explore their ideas with the presenters.

Computer graphics is an important part of a working scientist's toolkit. The graphics may be provided by resources with the scientist's group or by capabilities of the toolkits that the scientist uses directly in his or her work. However, in order for the scientist to understand how computer graphics images represent models and what possibilities there are for this representation, and for the occasional time when the scientist may want to create a presentation that is beyond the capability of standard tools, it is important for the science student to understand the basic capabilities and processes of computer graphics. This paper outlines how a computational science program can give students the background they need to have this understanding.

The beginning computer graphics course can teach much more than just computer graphics. It can also provide an excellent introduction to graphical problem solving and visual communication, and in so doing can be an excellent complement to other computer science courses that teach more analytical problem solving. This paper describes the graphical problem-solving and visual communication contexts and discusses how they can be supported by the beginning computer graphics course.

The methods of computational science and engineering have been applied to a wide range of problems such as weather forecasting, cosmology, drug design, and car crash simulation. More recently, high performance computers have been applied to problems in biology (e.g., molecular biology, bioinformatics). The development of CSE as an interdisciplinary field has had a profound effect on the way science and engineering is done, both for basic research and product development. Less than ten years ago, these methods required very expensive supercomputers and special software skills to be effective. Today, while supercomputers are still important, the power of widely available PCs and workstations means that many of these methods can be introduced into the undergraduate curriculum. The objectives of this session are, therefore:• To introduce participants to some of the methods of CSE (e.g., modeling, scientific visualization).• To demonstrate the range of software tools that can be utilized.• To provide examples of these tools applied to teaching topics from different scientific disciplines.• To provide participants ideas and resources that they can use in their own courses.

This 90-minute panel session will discuss recent and future developments in incorporating Computational Science and Engineering into the undergraduate curriculum. There is a companion session devoted to tools and techniques and so the focus here is on programs and courses.The panelists will demonstrate a clear uniformity of purpose but a wide variety of approaches to increasing the CSE experience of undergraduates in different types of schools.The schools represented vary from large state universities to small private liberal arts colleges and a medium-sized school with a strong engineering bias.The approaches adopted also differ. There are complete programs built largely from existing courses, specific courses that are added to established programs to allow a student to follow an emphasis in CSE. The introduction of CSE into existing programs through faculty advice and education has also been successful.Yet other approaches represented among the panelists are the introduction of multi-disciplinary team-taught project-based courses as a springboard for growing an undergraduate CSE program including undergraduate research projects. The incremental use of small add-on courses to supplement conventional mathematics offerings with some CSE content has also been used successfully.Another approach represented on the panel is the use of a particular vehicle --- in this case graphics and visualization --- to introduce key ideas of CSE into regular parts of the curriculum.The unifying theme of the panel --- the desire to improve undergraduate CSE education will be evident throughout. By presenting a wide variety of approaches to achieve this end, it is hoped that any audience participants who wish to create a CSE thread in their own programs will find some ideas to help them. Some of the practical and political issues will also be discussed in the various contexts.The program for the panel would allow each panelist a maximum of 10 minutes to outline their programs and approaches. The remaining 30 (or more) minutes would then be reserved for general discussion and questions and contributions from the audience.

The growing maturity of computer graphics technology now makes it possible to view the introductory graphics course in a general computer science curriculum in a new light. Instead of requiring highly specialized techniques and a great deal of mathematics before a student can produce significant work, the course can now be built around generally-accepted standard graphics standard APIs. This opens the door to making computer graphics available to a wider audience and moves the introductory computer graphics course in exciting new directions.

The field of computer graphics has matured greatly since the formal statement of the introductory undergraduate course was created for Curriculum 91, and courses must change accordingly. This panel will describe a philosophical basis for the changes and will give some examples of courses that are responding to that change.

This paper describes a course designed to fill the need for education in the Human-Computer Communication area as described in the Denning report [4].The course is still evolving, but it seems to illustrate a successful approach to undergraduate computer science education in this increasingly important area.

No abstract available.

The increased importance of graphics in computer systems has made computer graphics a more visible and important part of computer science education. This graphics education can take any of several forms. This panel describes four of these: the graphics service course for non-majors, the graphics systems course, the graphics concepts and algorithms course, and advanced or graduate courses in graphics. This panel is based on part of a workshop presented at SIGGRAPH '87.

No abstract available.