2. CyberInfrastructure What is it? Why do we care? What do we do about it now? What is it? Why do we care? What do we do about it now? Peter M. Siegel Educause Cyberinfrastructure Summit July 10-11, 2007 Denver, Colorado

3. CI - Definitions  Coined by the National Science Foundation (NSF) to characterize infrastructure based upon distributed computer, information, and communication technology, the newer term cyberinfrastructure was later popularized by the NSF Blue Ribbon Advisory Panel on Cyberinfrastructure.  Report of the American Council of Learned Societies’ Commission on Cyberinfrastructure for Humanities and Social Sciences  Coined by the National Science Foundation (NSF) to characterize infrastructure based upon distributed computer, information, and communication technology, the newer term cyberinfrastructure was later popularized by the NSF Blue Ribbon Advisory Panel on Cyberinfrastructure.  Report of the American Council of Learned Societies’ Commission on Cyberinfrastructure for Humanities and Social Sciences

4. Definitions - Knowledge Economy  “The term infrastructure has been used since the 1920’s to refer collectively to the roads, power grids, telephone systems, bridges, rail lines, and similar public works that are required for an industrial economy to function.  Although good infrastructure is often taken for granted and noticed only when it stops functioning, it is among the most complex and expensive things that society creates.  The newer term cyberinfrastructure refers to infrastructure based upon distributed computer, information and communication technology.  “If infrastructure is required for an industrial economy, then we could say that cyberinfrastructure is required for a knowledge economy.”  Revolutionizing Science and Engineering through Cyberinfrastructure: Report of the National Science Foundation Blue Ribbon Advisory Panel on Cyberinfrastructure, (Atkins Report), 2003.  “The term infrastructure has been used since the 1920’s to refer collectively to the roads, power grids, telephone systems, bridges, rail lines, and similar public works that are required for an industrial economy to function.  Although good infrastructure is often taken for granted and noticed only when it stops functioning, it is among the most complex and expensive things that society creates.  The newer term cyberinfrastructure refers to infrastructure based upon distributed computer, information and communication technology.  “If infrastructure is required for an industrial economy, then we could say that cyberinfrastructure is required for a knowledge economy.”  Revolutionizing Science and Engineering through Cyberinfrastructure: Report of the National Science Foundation Blue Ribbon Advisory Panel on Cyberinfrastructure, (Atkins Report), 2003.

5. Definitions - Education, Commerce, Social Good  “The emerging vision is to use Cyberinfrastructure to build more ubiquitous, comprehensive digital environments that become interactive and functionally complete for research communities in terms of people, data, information, tools, and instruments and that operate at unprecedented levels of computational, storage, and data transfer capacity.  Increasingly, new types of scientific organizations and support environments for science are essential, not optional, to the aspirations of research communities and to broadening participation in those communities.  They can serve individuals, teams, and organizations in ways that revolutionize what they can do, how they can do it, and who participates.  “This vision also has profound broader implications for education, commerce, and social good.”  Executive Summary, page 2, Revolutionizing Science and Engineering through Cyberinfrastructure: Report of the National Science Foundation Blue Ribbon Advisory Panel on Cyberinfrastructure, (Atkins Report), 2003.  “The emerging vision is to use Cyberinfrastructure to build more ubiquitous, comprehensive digital environments that become interactive and functionally complete for research communities in terms of people, data, information, tools, and instruments and that operate at unprecedented levels of computational, storage, and data transfer capacity.  Increasingly, new types of scientific organizations and support environments for science are essential, not optional, to the aspirations of research communities and to broadening participation in those communities.  They can serve individuals, teams, and organizations in ways that revolutionize what they can do, how they can do it, and who participates.  “This vision also has profound broader implications for education, commerce, and social good.”  Executive Summary, page 2, Revolutionizing Science and Engineering through Cyberinfrastructure: Report of the National Science Foundation Blue Ribbon Advisory Panel on Cyberinfrastructure, (Atkins Report), 2003.

7. Definitions - All areas of Inquiry “Cyberinfrastructure (CI) enables and supports scientific research through online digital instruments, emerging sensor and observing technologies, high- powered computers, extensive data storage capabilities, visualization facilities, and networks for communication and collaboration. The report of the Blue Ribbon Advisory Panel on Cyberinfrastructure (the “Atkins Report”) signals that the sum of these changes constitutes “a new age” which “has crossed thresholds that now make possible a comprehensive ‘Cyberinfrastructure’ on which to build new types of scientific and engineering knowledge environments and organizations and to pursue research in new ways and with increased efficacy.” Science and engineering are being transformed by Cyberinfrastructure. This is just as true of the social, behavioral, and economic (SBE) sciences as of the physical, natural, engineering, and biological sciences.  Francine Berman and Henry Brady, SBE/CISE Workshop on Cyberinfrastructure for the Social Sciences, May 2005 “Cyberinfrastructure (CI) enables and supports scientific research through online digital instruments, emerging sensor and observing technologies, high- powered computers, extensive data storage capabilities, visualization facilities, and networks for communication and collaboration. The report of the Blue Ribbon Advisory Panel on Cyberinfrastructure (the “Atkins Report”) signals that the sum of these changes constitutes “a new age” which “has crossed thresholds that now make possible a comprehensive ‘Cyberinfrastructure’ on which to build new types of scientific and engineering knowledge environments and organizations and to pursue research in new ways and with increased efficacy.” Science and engineering are being transformed by Cyberinfrastructure. This is just as true of the social, behavioral, and economic (SBE) sciences as of the physical, natural, engineering, and biological sciences.  Francine Berman and Henry Brady, SBE/CISE Workshop on Cyberinfrastructure for the Social Sciences, May 2005

8. Definitions - Culture of Collaboration  Campus cyberinfrastructure is not just about the technology. We need to understand and engage the research community, bridge the cultures, enhance the collaborative relationships on campuses and between campuses, and learn from each other.  Ken Klingenstein, Kevin Morooney, Steve Olshansky. Final Report: A Workshop on Effective Approaches to Campus Research Computing Cyberinfrastructure. April 25-27, 2006 Arlington, VA  Campus cyberinfrastructure is not just about the technology. We need to understand and engage the research community, bridge the cultures, enhance the collaborative relationships on campuses and between campuses, and learn from each other.  Ken Klingenstein, Kevin Morooney, Steve Olshansky. Final Report: A Workshop on Effective Approaches to Campus Research Computing Cyberinfrastructure. April 25-27, 2006 Arlington, VA

9. Definitions - Learning and Workforce Development Priority Areas Building Capacity for Creation and Use of CI Using CI to Enhance Learning Priority Areas Building Capacity for Creation and Use of CI Using CI to Enhance Learning NSF Cyberinfrastructure Vision for 21st Century Discovery, March 2007

10. Definitions - Campus Investments  But what do we invest in?  Where do we get the resources?  Who actually does the planning and gets the money?  What don’t we do?  Who are the institutional leaders?  Research Czar, CIO, Provost, Faculty Senate, …  But what do we invest in?  Where do we get the resources?  Who actually does the planning and gets the money?  What don’t we do?  Who are the institutional leaders?  Research Czar, CIO, Provost, Faculty Senate, …

11. NSF Cyberinfrastructure Vision for 21st Century Discovery  “Final Version”  March 2007  “Final Version”  March 2007

12. NSF Cyberinfrastructure Vision for 21st Century Discovery  “NSF will play a leadership role in the development and support of a comprehensive cyberinfrastructure essential to 21st century advances in science and engineering research and education”

13. NSF Cyberinfrastructure Vision for 21st Century Discovery  Five Areas  Call for Action (Vision for 2006-2010)  HPC  Data, Data Analysis, and Visualization  Virtual Organizations for Distributed Communities  Learning and Workforce Development  Five Areas  Call for Action (Vision for 2006-2010)  HPC  Data, Data Analysis, and Visualization  Virtual Organizations for Distributed Communities  Learning and Workforce Development

14. NSF Cyberinfrastructure Vision The Mission  Develop human-centered CI driven by research and education opportunities  Provide world-class CI tools and services in five key areas  Promote a CI that broadens participation and strengthens the nation’s workforce in all areas of science and engineering  Provide a sustainable CI- secure, efficient, reliable… that [is] an essential national infrastructure  Create a stable but extensible CI environment  Develop human-centered CI driven by research and education opportunities  Provide world-class CI tools and services in five key areas  Promote a CI that broadens participation and strengthens the nation’s workforce in all areas of science and engineering  Provide a sustainable CI- secure, efficient, reliable… that [is] an essential national infrastructure  Create a stable but extensible CI environment

15. Learning and Workforce Development NSF Cyberinfrastructure Vision for 21st Century Discovery, March 2007

16. Definitions - Learning and Workforce Development Principles 2006-2010  Widespread use of CI tools by researchers, educators, learners requires new methods and educational materials  Privacy, social, cultural, ethical, and ownership issues associated with CI use must be addressed  Learning and workforce development will contribute to CI development  CI developments will lead to new Learning Models for lifelong learning in new learning environments  CI investments by NSF and other agencies must be leveraged  Scientists & Engineers must collaborate across disciplinary, institutional, geopolitical and cultural boundaries using CI-mediated tools Principles 2006-2010  Widespread use of CI tools by researchers, educators, learners requires new methods and educational materials  Privacy, social, cultural, ethical, and ownership issues associated with CI use must be addressed  Learning and workforce development will contribute to CI development  CI developments will lead to new Learning Models for lifelong learning in new learning environments  CI investments by NSF and other agencies must be leveraged  Scientists & Engineers must collaborate across disciplinary, institutional, geopolitical and cultural boundaries using CI-mediated tools NSF Cyberinfrastructure Vision for 21st Century Discovery, March 2007

17. Cyberinfrastructure Functions and Resources Instrumentation Security Control Data Generation Computation Analysis Simulation Program Security Management Security and Access Authentication Access Control Authorization Researcher Control Program Viewing Security 3D Imaging Display and Visualization. Display Tools Security Data Input Collab Tools Publishing Human Support Help Desk Policy and Funding Resource Providers Funding Agencies Campuses Search Data Sets Storage Security Retrieval Input Schema Metadata Data Directories Ontologies Archive Education And Outreach Training Russ Hobby, Internet2

18. The Network is the Backplane for the Distributed CI Computer Instrumentation Security Control Data Generation Computation Analysis Simulation Program Security Management Security and Access Authentication Access Control Authorization Researcher Control Program Viewing Security 3D Imaging Display and Visualization. Display Tools Security Data Input Collab Tools Publishing Human Support Help Desk Policy and Funding Resource Providers Funding Agencies Campuses Search Data Sets Storage Security Retrieval Input Schema Metadata Data Directories Ontologies Archive Education And Outreach Network Training

19. Medicine Discipline Groups* Biological Science. Physical Science Grid Orgs* National Regional International Supercomputer Sites* Computation Storage Software Development Discipline Support Campus IT Security ID Mgmt Network Data Center Researchers* Staff Grad Students Faculty Network Providers* National Regional International Security/ Access Coordinators* National Regional International Cyberinfrastructure Players Collections Organizations* Discipline Groups PublishersLibraries Policy*/ Leadership*/ Funding Federal Agencies Educational Organizations OGF Other Disciplines Russ Hobby, Internet2 * University Consortia & Systems

20. University of California IT Guidance Committee  Multi-campus models for cyber- infrastructure planning

21. University of California IT Guidance Committee  “Research data need to be collected, transmitted, mined, and interpreted in increasingly sophisticated ways. Researchers require services for data storage, management, shared access, standards, and security.”  From the draft UC IT GC Report, spring 2007  “Research data need to be collected, transmitted, mined, and interpreted in increasingly sophisticated ways. Researchers require services for data storage, management, shared access, standards, and security.”  From the draft UC IT GC Report, spring 2007

22. This Workshop’s Focus SUPPORT FOR RESEARCH – LEADERSHIP PRIORITY and FUNDING STRATEGIES LONG TERM STRATEGIES SHORT TERM EDUCAUSE INVOLVEMENT - How can we help each other? SUPPORT FOR RESEARCH – LEADERSHIP PRIORITY and FUNDING STRATEGIES LONG TERM STRATEGIES SHORT TERM EDUCAUSE INVOLVEMENT - How can we help each other?

23. Some issues to ponder  At what level should cyberinfrastructure services be provided?  What is the appropriate campus role and investment in cyberinfrastructure?  What is the appropriate role at the college level? At the research group level? In the multi-institutional research communities?  How do you create the right incentives for collaborative behavior?  What about cyberinfrastructure services?  In what ways should a university support its researchers and students in the context of very large data management?  What is the role of cyberinfrastructure planning beyond the research arena?  How do we increase federal (and state) attention to the investment needs for cyberinfrastructure at the campus level?  At what level should cyberinfrastructure services be provided?  What is the appropriate campus role and investment in cyberinfrastructure?  What is the appropriate role at the college level? At the research group level? In the multi-institutional research communities?  How do you create the right incentives for collaborative behavior?  What about cyberinfrastructure services?  In what ways should a university support its researchers and students in the context of very large data management?  What is the role of cyberinfrastructure planning beyond the research arena?  How do we increase federal (and state) attention to the investment needs for cyberinfrastructure at the campus level?

24. Before I tell you the issues…  First, how did I come up with these?  Did I make them up?  No!  We had to talk … to the faculty!  But how?  We had a cyberinfrastructure workshop  First, how did I come up with these?  Did I make them up?  No!  We had to talk … to the faculty!  But how?  We had a cyberinfrastructure workshop

25. Before I tell you the issues…  First, how did I come up with these?  Did I make them up?  No!  We had to listen to the faculty!  But how?  We had a cyberinfrastructure workshop  CI Days  First, how did I come up with these?  Did I make them up?  No!  We had to listen to the faculty!  But how?  We had a cyberinfrastructure workshop  CI Days

26. From The Hidden Scrolls of CI And it came to pass that we decided to invite faculty and deans to a cyber- infrastructure workshop… And lo! The faculty and deans actually attended. And prophets and wise ones came from afar bearing common sense and mirth. And the wise ones did speak unto the faculty and their words were truly wise. In all the assembly in those days there were 70. We bid the faculty to speak and not just listen; and we were fearful of what we had wrought and so we hid. And lo! A miracle occurred. The faculty did speak and speak and speak… a lot! And after 40 days and 40 nights (actually 2 half days and one night), they stopped and needed a day of rest. And over many days, we collected their words and our words onto a tablet (actually a Mac) and we saw that it was good. And we did query them as to whether what we had wrought (in writing) was wrought right. And lo! The faculty spoke as if of one voice (ok, a few voices): “Verily!” And it came to pass that we decided to invite faculty and deans to a cyber- infrastructure workshop… And lo! The faculty and deans actually attended. And prophets and wise ones came from afar bearing common sense and mirth. And the wise ones did speak unto the faculty and their words were truly wise. In all the assembly in those days there were 70. We bid the faculty to speak and not just listen; and we were fearful of what we had wrought and so we hid. And lo! A miracle occurred. The faculty did speak and speak and speak… a lot! And after 40 days and 40 nights (actually 2 half days and one night), they stopped and needed a day of rest. And over many days, we collected their words and our words onto a tablet (actually a Mac) and we saw that it was good. And we did query them as to whether what we had wrought (in writing) was wrought right. And lo! The faculty spoke as if of one voice (ok, a few voices): “Verily!”

27. Listening to the faculty…  Let me recap our CI Days at UC Davis  Our view of ourselves  We have great scientists, scholars, engineers,…  Our investments are behind where we want them  We aren’t smarter, richer (!), more innovative.  Nor did we stay in a Holiday Inn Express  But we do actively involve our faculty on a growing basis in CI planning  Let me recap our CI Days at UC Davis  Our view of ourselves  We have great scientists, scholars, engineers,…  Our investments are behind where we want them  We aren’t smarter, richer (!), more innovative.  Nor did we stay in a Holiday Inn Express  But we do actively involve our faculty on a growing basis in CI planning

28. Visualization in the KeckCAVES An interdisciplinary collaboration between physical scientists and computer scientists The project engages graduate students, faculty, researchers from multiple colleges Requires space and most importantly technical support Requires flexibility: the technical needs evolve as the project does Louise Kellogg, Chair, Geology, UC Davis

29. The ANGSTROM group ( http://angstrom.ucdavis.edu/) is located in the Chemistry Department at UCD and headed by Prof. Giulia Galli. Its research activity focuses on the development and use of quantum simulation tools to understand and predict the properties and behavior of materials (solids, liquids and nanostructures) at the microscopic scale. http://angstrom.ucdavis.edu/ Access to and management of robust and stable campus cyber- infrastructure are critical needs for the group. ANGSTROM Highlights: Proposal "Water in confined states" selected to receive a 2007 DOE-INCITE award. “Quantum Simulations of Materials and Nanostructures”: SciDAC grant awarded to UCD-led team in September 2006. “Materials by design: applications to thermoelectrics”: DARPA-PROM grant awarded to UCD-led team in January 2006. Agreement with IBM/Watson signed for use of BG/L supercomputer by Angstrom members “First principles simulations of dielectric properties in nano-silicon”: INTEL grant awarded in February 2006. Work of Prof Galli, described by Louise Kellogg, Chair, Geology, UC Davis

30. S.J. Ben Yoo, ECE, UC Davis, UC Davis CITRIS Director Cyber Infrastructure and the Quality of Life

31. Genomics and Bioinformatics  New Genome and Biomedical Sciences Facility  $95 million, 225,000 square-ft building  Cross-cutting, leading-edge research in genomics, bioinformatics, biomedical engineering, pharmacology and toxicology, and other areas.  New Genome and Biomedical Sciences Facility  $95 million, 225,000 square-ft building  Cross-cutting, leading-edge research in genomics, bioinformatics, biomedical engineering, pharmacology and toxicology, and other areas. From Segal DS et al. "Structure of Aart, a Designed Six-Finger Zinc Finger Peptide, bound to DNA." J. Mol. Biol. Aug 2006 S.J. Ben Yoo, ECE, UC Davis, UC Davis CITRIS Director

32. Overlay Photos: IEEE Spectrum, October 2006 Cyber Infrastructure in Health Care and Telemedicine S.J. Ben Yoo, ECE, UC Davis, UC Davis CITRIS Director

33. Data Integration and Sensor Networks  Management and Analysis of Environmental Observatory Data using the Kepler Scientific Workflow System, SDSC, UC Davis, OSU, CENS (UCLA), OPeNDAP  standardize services for sensor networks, support multiple views, protocols  COMET: Coast-to-Mountain Environmental Transect, UC Davis, Bodega Marine Lab, Lake Tahoe Research Center  study how environmental factors affect ecosystems along an elevation gradient from coastal California to the summit of the Sierra Nevada  Management and Analysis of Environmental Observatory Data using the Kepler Scientific Workflow System, SDSC, UC Davis, OSU, CENS (UCLA), OPeNDAP  standardize services for sensor networks, support multiple views, protocols  COMET: Coast-to-Mountain Environmental Transect, UC Davis, Bodega Marine Lab, Lake Tahoe Research Center  study how environmental factors affect ecosystems along an elevation gradient from coastal California to the summit of the Sierra Nevada CEOP/REAP CEOP/COMET CEO:P--Management and Analysis of Environmental Observatory Data Using the Kepler Scientific Workflow System CEO:P--COMET: Coast-to-Mountain Environmental Transect S.J. Ben Yoo, ECE, UC Davis, UC Davis CITRIS Director

34. OXC OLS router To Berkeley, SantaCruz To Sacramento, Merced Davis Campus Research Network Testbed Virtual reality Cluster and Grid Computing 3 D visualization machine_1 Smart Classroom Imaging Re sol uti on Lo w Mid ium Hig h Ver y Hig h Indi vid ual bas epa irs S.J. Ben Yoo, ECE, UC Davis, UC Davis CITRIS Director

35. Cyberinfrastructure Days Program CENIC Brian Court EDUCAUSE Mark Luker Internet2 Ken Klingenstein Open Science Grid John McGee CENIC Brian Court EDUCAUSE Mark Luker Internet2 Ken Klingenstein Open Science Grid John McGee Russ Hobby TeraGrid Scott Lathrop UC Davis Information and Educational Technology Rodger Hess Dave Zavatson UC Office of the President David Walker

36. CI Days- Areas of Major Findings  Data Access and Use  Awareness and Community Building  Personnel and Technical Support  Infrastructure: Space and Power  Infrastructure: Networking  Financial Support and Funding  Data Access and Use  Awareness and Community Building  Personnel and Technical Support  Infrastructure: Space and Power  Infrastructure: Networking  Financial Support and Funding

37. Some issues to ponder  At what level should cyberinfrastructure services be provided?  What is the appropriate campus role and investment in cyberinfrastructure?  What is the appropriate role at the college level? At the research group level? In the multi-institutional research communities?  How do you create the right incentives for collaborative behavior?  What about cyberinfrastructure services?  In what ways should a university support its researchers and students in the context of very large data management?  What is the role of cyberinfrastructure planning beyond the research arena?  How do we increase federal (and state) attention to the investment needs for cyberinfrastructure at the campus level?  At what level should cyberinfrastructure services be provided?  What is the appropriate campus role and investment in cyberinfrastructure?  What is the appropriate role at the college level? At the research group level? In the multi-institutional research communities?  How do you create the right incentives for collaborative behavior?  What about cyberinfrastructure services?  In what ways should a university support its researchers and students in the context of very large data management?  What is the role of cyberinfrastructure planning beyond the research arena?  How do we increase federal (and state) attention to the investment needs for cyberinfrastructure at the campus level?

38. At what level should cyberinfrastructure services be provided?  Cyberinfrastructure encompasses a wide array of technologies and services, from very application- specific tools clearly in the hands of the researchers or administrative owners to “nuts and bolts” campus-area and national networks.  How do we determine which services, technologies, or aspects of these, are supported centrally, at some other aggregation point (“centers” or other college resources), or by the individual faculty group?  Cyberinfrastructure encompasses a wide array of technologies and services, from very application- specific tools clearly in the hands of the researchers or administrative owners to “nuts and bolts” campus-area and national networks.  How do we determine which services, technologies, or aspects of these, are supported centrally, at some other aggregation point (“centers” or other college resources), or by the individual faculty group?

39. What is the appropriate campus role and investment in cyberinfrastructure?  The definition of “core” campus IT infrastructure is changing.  How do we create a process that allows our definition of core to change over time so that we are both meeting reasonable expectations and, at the same time, helping readjust our own campus investments towards new priorities? (And how do we handle the funding implications)  The definition of “core” campus IT infrastructure is changing.  How do we create a process that allows our definition of core to change over time so that we are both meeting reasonable expectations and, at the same time, helping readjust our own campus investments towards new priorities? (And how do we handle the funding implications)

40. What is the appropriate role at the college level? At the research group level? In the multi-institutional research communities?  Just as important as asking what the campus investment needs to be, we also need to keep in mind that many key cyberinfrastructure decisions must be made agilely and quickly, at a local level.  How do we sort out these investments and make sure they are taking place at the right level?  Just as important as asking what the campus investment needs to be, we also need to keep in mind that many key cyberinfrastructure decisions must be made agilely and quickly, at a local level.  How do we sort out these investments and make sure they are taking place at the right level?

41. Modified by PMS for a “researcher view”. Source: P. Weill & M. Broadbent Leveraging the New Infrastructure: How Market Leaders Capitalize on IT, Harvard Business School Press, June 1998. Cited in Brad Wheeler, IT Governance. Information Technology Components Cyberinfrastructure and Community Dynamics: Changing Roles Local Applications Agile, high innovation, Often high risk Shared and Standard IT Applications Phase Transition Moderately stable, moderate to low risk Policies, Cost-sharing, Incentives Common CI Components Institutional Hurdles Shared IT Services Less agile,solid, low risk TIMETIME Research Group DMZ Campus/College

42. How do you create the right incentives for collaborative behavior?  As every CIO and data center manager knows, there are many hidden, tangled, and perverse disincentives for sharing resources.  While policies and rules may help, they can take years of political wrangling and often, an unpleasant enforcement aspect. On many campuses, good information on true costs for local servers (and other systems) is hard to come by. At the same time, users are often confused and concerned that sharing of resources leads to a significant loss of control.  What is on the menu of incentives we can provide, both at the facilities and infrastructure levels, and in terms of incenting faculty and deans to support, create, and facilitate shared resources?  As every CIO and data center manager knows, there are many hidden, tangled, and perverse disincentives for sharing resources.  While policies and rules may help, they can take years of political wrangling and often, an unpleasant enforcement aspect. On many campuses, good information on true costs for local servers (and other systems) is hard to come by. At the same time, users are often confused and concerned that sharing of resources leads to a significant loss of control.  What is on the menu of incentives we can provide, both at the facilities and infrastructure levels, and in terms of incenting faculty and deans to support, create, and facilitate shared resources?

43. What about cyberinfrastructure services?  We know about cyberinfrastructure technologies and basic services, like networking, cluster management, and authentication/authorization.  What are the other cyberinfrastructure services we need to be building or supporting on our campuses?  How are we going to identify and build them— and then, support them in the medium term?  We know about cyberinfrastructure technologies and basic services, like networking, cluster management, and authentication/authorization.  What are the other cyberinfrastructure services we need to be building or supporting on our campuses?  How are we going to identify and build them— and then, support them in the medium term?

44. In what ways should a university support its researchers and students in the context of very large data management?  Scientific data management— including data formats, data storage, data conversion, database-like query technology, etc.— is becoming increasingly important as formerly disparate sub-fields in one scientific domain start to integrate, and diverse data sets must be “combined” for automated analysis and visual, interactive exploration and annotation.  In these contexts, it is becoming critical to have institutional support for large data management: high-speed data transfer capabilities; massive, long-term data set storage; software tools for analysis and visualization; and so on.  How do we plan for, fund, and benefit from the substantial economies of scale, reliability, and security that come from a campus-wide data management infrastructure?  Scientific data management— including data formats, data storage, data conversion, database-like query technology, etc.— is becoming increasingly important as formerly disparate sub-fields in one scientific domain start to integrate, and diverse data sets must be “combined” for automated analysis and visual, interactive exploration and annotation.  In these contexts, it is becoming critical to have institutional support for large data management: high-speed data transfer capabilities; massive, long-term data set storage; software tools for analysis and visualization; and so on.  How do we plan for, fund, and benefit from the substantial economies of scale, reliability, and security that come from a campus-wide data management infrastructure?

45. What is the role of cyberinfrastructure planning beyond the research arena?  Yes, research will likely be the driving force and engine for CI investment.  Yet, CI— including massive scale computational and storage environments— is critical beyond research to all the obvious academic areas— teaching and learning, library access, administrative services, and so on.  What are the key elements of planning for cyberinfrastructure in these other areas? How do they differ, if at all, from the requirements for research?  Yes, research will likely be the driving force and engine for CI investment.  Yet, CI— including massive scale computational and storage environments— is critical beyond research to all the obvious academic areas— teaching and learning, library access, administrative services, and so on.  What are the key elements of planning for cyberinfrastructure in these other areas? How do they differ, if at all, from the requirements for research?

46. How do we increase federal (and state) attention to the investment needs for cyberinfrastructure at the campus level?  While funding agencies have worked wonders with their strong investments in information technologies at the research group and research community levels (within and among universities), their dollars go farther if they provide incentives for campus investment through seed money, cost-sharing requirements, and so on.  How do we build consensus between funding agencies, campus administration, campus IT leadership, and the research community nationwide on the role of each group in supporting campus cyberinfrastructure investments.  While funding agencies have worked wonders with their strong investments in information technologies at the research group and research community levels (within and among universities), their dollars go farther if they provide incentives for campus investment through seed money, cost-sharing requirements, and so on.  How do we build consensus between funding agencies, campus administration, campus IT leadership, and the research community nationwide on the role of each group in supporting campus cyberinfrastructure investments.

47. Conclusions  CI is about “high end” services that are now basic, but it’s much more than that  It’s a range of technologies and services  It’s not just the researchers’ problem, it’s everyone’s  CI solutions will be built through collaboration, but must acknowledge unique requirements  CIOs will be measured by what we do in this space.  Let’s roll!  CI is about “high end” services that are now basic, but it’s much more than that  It’s a range of technologies and services  It’s not just the researchers’ problem, it’s everyone’s  CI solutions will be built through collaboration, but must acknowledge unique requirements  CIOs will be measured by what we do in this space.  Let’s roll!

48. Postscript

49.  So why do you think they call us… CIOs?

50. Postscript  So why do you think they call us… CI O s?