Panel: academic perspectives: various ways academics teach simulation: are they all appropriate?

ABSTRACT

This panel discusses goals and educational strategies for teaching simulation in academia. Clearly, there is considerable material to cover in a single course or a sequence thereof in, say, an undergraduate program. The issue is how to motivate and empower students to analyze complex problems correctly and to prevent the pitfall of misusing the concept.

REFERENCES

• 1: Fourer, R., D. M. Gay, and B. W. Kernighan. 1999. AMPL: A Modeling Language for Mathematical Programming, second edition. Duxbury Press.
• 2: Averill M. Law , David M. Kelton, Simulation Modeling and Analysis, McGraw-Hill Higher Education, 1999
• 3: Thomas J. Schriber, An introduction to simulation using GPSS/H, John Wiley & Sons, Inc., New York, NY, 1991
• 4: Schriber, T. J. and D. T. Brunner. 1998. How Discrete-Event Simulation Software Works. Chapter 24 in Handbook of Simulation: Principles, Methodology, Advances, Applications, and Practice, ed. J. Banks. New York, New York: John Wiley & Sons.
• 5: Schriber, T. J. and D. T. Brunner. 2000. Inside simulation software: how it works and why it matters. In Proceedings of the 2000 Winter Simulation Conference, ed. J. A. Joines et al., 90-100. Piscataway, New Jersey: Institute of Electrical and Electronics Engineers.

INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Curriculum

Additional Classification:
  I. Computing Methodologies
  I.6 SIMULATION AND MODELING
      I.6.0 General

  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Information systems education

General Terms:
Algorithms, Human Factors, Performance