Harald Schilly wrote:
> Also, there will always be a gap between a commercial closed source
> system and Sage due to it's nature of development, the attitude of the
> community and the circumstances how development works. All these
> factors contribute how the final product actually manifests!
> I think this should be emphasized in some way, that this is something
> "positive". Enabling the consumer to give feedback, actually
> contribute to the product in many ways (documentation+online
> tutorials, sharing knowledge [peer to peer help], code, ...) and
> probably following the development process very closely.

At many undergrad-only institutions in the US, giving capable students
a "research experience" is a big, big  priority.  When I have
supervised these, I have often tried to make some computing part of
the project, since it gives the students something additional that is
more tangible to work with than trying to develop and write proofs all
day long (something they don't typically have the stamina for).  So
with Sage's open development process this makes an ideal component for
such a project.

Much of the mathematical infrastructure is there already (ie
symbolics, factoring, linear algebra, Python, R, etc, etc, etc) so a
student can build onto the basics from the start.  And the software
they produce can be folded back into Sage, or maybe a contribution to
Sage might be the whole focus of such a project.  William has involved
many UW undergrads with Sage development and I am sure there are
others.  But I am thinking more of examples like David Perkinson's
sandpile package, which I believe is part of a student's senior thesis
project at Reed College.  And I think Jason Grout (and/or somebody he
works with) is using Sage as part of an NSF-REU project this summer.

If there were more examples like this, it might demonstrate the value
of Sage to a portion of the undergraduate-teaching market, and one or
two might be something to highlight in Sun's marketing.
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