Teaching simulation to undergraduates

  • Authors:

  • Stephen D. Roberts;Jerry Banks;James Kho;Udo Pooch;John Ramberg

  • Affiliations:

  • Purdue University, West Lafayette, Indiana;Georgia Institute of Technology, Atlanta, GA;California State University, Sacramento, CA;Texas A & M University, College Station, TX;University of Arizona, Tucson, AZ

  • Venue:
  • WSC '82 Proceedings of the 14th conference on Winter Simulation - Volume 2
  • Year:
  • 1982

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Abstract

The purpose of this panel is to discuss the teaching of simulation to undergraduates. Traditionally, simulation has been taught at the graduate level with emphasis on simulation methods and tactics, particularly the statistical aspects. However, the explosion in computer technology and the growth in simulation languages has brought about widespread application of simulation to a variety of problems. In many cases, simulation is the "tool of first resort" because it places the fewest constraints upon its application and usable models can be obtained quickly. Nevertheless, exactly what should be taught at the undergraduate level is a source of controversy. Can undergraduates be adequately prepared to provide simulation services or should they be exposed only to fundamentals, leaving their developm~ent as simulation modelers to another segment of their education? All the members of the panel are actively involved in teaching simulation to undergraduates. They will share their particular perspectives on what they do at their institutions and Why. Obviously, opinions will differ but by considering the different arguments you can better judge what should be done to improve the instruction of these impressionable future simulation contributors. The position statements of the panelists follow.