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Abstract. Chip architectures are shifting from few, faster, functionally heavy cores to abundant, slower, simpler cores to address pressing physical limitations such as energy consumption and heat expenditure. As architectural trends continue to fluctuate, we propose a novel program execution model, the Codelet model, which is designed for new systems tasked with efficiently managing varying resources. The Codelet model is a fine-grained dataflow inspired model extended to address the cumbersome resources available in new architectures. In the following, we define the Codelet execution model as well as provide an implementation named DARTS. Utilizing DARTS and two predominant kernels, matrix multiplication and the Graph 500's breadth first search, we explore the validity of fine-grain execution as a promising and viable execution model for future and current architectures. We show that our runtime is on par or performs better than AMD's highly-optimized parallel library for matrix multication, outperforming it on average by 1.40× with a speedup up to 4×. Our implementation of the parallel BFS outperforms Graph 500's reference implementation (with or without dynamic scheduling) on average by 1.50× with a speed up of up to 2.38×.

Autonomous driving is not one single technology but rather a complex system integrating many technologies, which means that teaching autonomous driving is a challenging task. Indeed, most existing autonomous driving classes focus on one of the technologies involved. This not only fails to provide a comprehensive coverage, but also sets a high entry barrier for students with different technology backgrounds. In this paper, we present a modular, integrated approach to teaching autonomous driving. Specifically, we organize the technologies used in autonomous driving into modules. This is described in the textbook we have developed as well as a series of multimedia online lectures designed to provide technical overview for each module. Then, once the students have understood these modules, the experimental platforms for integration we have developed allow the students to fully understand how the modules interact with each other. To verify this teaching approach, we present three case studies: an introductory class on autonomous driving for students with only a basic technology background; a new session in an existing embedded systems class to demonstrate how embedded system technologies can be applied to autonomous driving; and an industry professional training session to quickly bring up experienced engineers to work in autonomous driving. The results show that students can maintain a high interest level and make great progress by starting with familiar concepts before moving onto other modules.

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