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

Authors:
Tayfur Altiok;W. David Kelton;Pierre L'Ecuyer;Barry L. Nelson;Bruce W. Schmeiser;Thomas J. Schriber;Lee W. Schruben;James R. Wilson
Affiliations:
Rutgers University Piscataway, NJ;The Pennsylvania State University, University Park, PA;Universite de Montreal, C.P. 6128, Centre-Ville, Montreal, H3C 3J7, CANADA;Northwestern University, Evanston, IL;Purdue University, West Lafayette, IN;University of Michigan, Ann Arbor, MI;University of California, Berkeley, CA;North Carolina State University, Raleigh, NC
Venue:
Proceedings of the 33nd conference on Winter simulation
Year:
2001

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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.