WSC 2007 Final Abstracts

Simulation Education Track

Tuesday 3:30:00 PM 5:00:00 PM
Panel: What I Wish They Would have Taught Me in School

Chair: Catherine Harmonosky (The Pennsylvania State University)

What I Wish They Would Have Taught Me (or That I Would Have Better Remembered!) in School
Charles R. Standridge (Grand Valley State University), Daniel A. Finke (Penn State University), Carley Jurishica (Rockwell Automation), David M. Ferrin (FDI Simulation) and Catherine M. Harmonosky (Penn State University)

This panel reflects upon their experiences as simulation professionals and shares their thoughts regarding elements of their simulation education that they have found most helpful in their work as well as things they wish they would have learned. With diverse backgrounds and simulation application areas, their perspectives may provide food for thought to simulation course developers and to those in the midst of their educational process.

Wednesday 8:30:00 AM 10:00:00 AM
Using Simulation to Teach Other Concepts

Chair: Catherine Harmonosky (The Pennsylvania State University)

Supporting Parametrization Of Business Games For Multiple Educational Settings
Stijn-Pieter van Houten and Alexander Verbraeck (Delft University of Technology)

The parametrization of business games benefits from the usage of a multi-tier architecture and software services. This paper shows that themulti-tier concept supports parametrization of business games for multiple educational settings, where for example the number of players, the scenario to use, and the underlying simulation model may differ each time. Using the concept of multi-tier architectures, we implemented a strict decoupling between the graphical user interface layer, the business logic layer, and the resource management layer. This decoupling is supported by using interfaces between the different services. The services have been successfully used to develop, adapt, and use the Distributor Game for different educational settings. Further research will focus on extending the set of services to better support changes in graphical user interfaces that players use and the specification of the services’ parameters themselves using a web-based user interface.

Teaching Simulation to Business Students - Summary of 30 Years’ Experience
Ingolf Stahl (Stockholm School of Economics)

I summarize my experience from having taught simulation to over 7000 students for over 30 years; to undergraduate, graduate and Ph. D. business students, executives and high school students, in five countries. I discuss how my students differed from other simulation students and my general teaching goals. I answer the question of why Discrete Events Simulation is important at a business school. I present the five main types of course modules that I have taught. I finally discuss my choice of DES software, explaining why I have chosen to use a streamlined GUI based version of GPSS, WebGPSS.

High-performance Computing Enables Simulations to Transform Education
Dan M. Davis (University of Southern California), Thomas D. Gottschalk (Caltech) and Laurel K. Davis (Next Generation Leaders, Inc.)

This paper presents the case that education in the 21st Century can only measure up to national needs if technologies developed in the simulation community, further enhanced by the power of high performance computing, are harnessed to supplant traditional didactic instruction. The authors cite their professional experiences in simulation, high performance computing and pedagogical studies to support their thesis that this implementation is not only required, it is feasible, supportable and affordable. Surveying and reporting on work in computer-aided education, this paper will discuss the pedagogical imperatives for group learning, risk management and "hero teacher" surrogates, all being optimally delivered with entity level simulations of varying types. Further, experience and research is adduced to support the thesis that effective implementation of this level of simulation is enabled only by, and is largely dependent upon, high performance computing, especially by the ready utility and acceptable costs of Linux clusters.

Wednesday 10:30:00 AM 12:00:00 PM
Education Beyond the University Walls

Chair: Christopher Ligetti (The Pennsylvania State University)

Developing and Implementing a High School Simulation Course to Provide Rigor and Relevance to the Curriculum
Beverly B. Kuch (Cuyahoga Valley Career Center)

This paper discusses the chronology of events leading to the development of one of the nation’s first high school simulation courses using Arena® software. Through the efforts of a partnership between Cuyahoga Valley Career Center (CVCC), North Royalton High School (NRHS) and Rockwell Automation, specialists in mathematics, career-technical education and simulation collaborated to develop and implement a high school course in alignment with academic and career-technical standards, containing the rigor and relevance required of a 21st century high school. Included in the discussion is the need for high school reform, the rationale for the course, philosophical barriers, curriculum development and related standards. Examples are given of class projects, including student culminating projects used for assessment and grading.

A Simulation Course for High School Students
David Goldsman (Georgia Institute of Technology)

Computer simulation presents a variety of opportunities for high school students to receive exposure to mathematics and engineering in the real world. We describe in a high-level way a course that uses computer simulation to enhance students' general modeling skills in probability and statistics, queueing models, financial engineering, and programming. Our experience has been that students can easily handle the material, and certainly seem to enjoy the experience.

Beyond the University: Simulation Education on the Job
David Krahl (Imagine That, Inc.) and Peter Tag (Horizon Systems Modeling)

Simulation modelers have a diversity of educational backgrounds including several engineering and scientific disciplines, mathematics and computer related fields. Many of the skills required to achieve modeling proficiency are learned “on the job”. Emerging trends in the demand for more complex and fully automated simulation applications are requiring simulators to develop a working knowledge of a much broader range of software technologies and modeling methodologies. Unfortunately, there are no structured educational programs for acquiring and developing these skills. Simulation apprenticeships provide an effective means for acquiring many of the essential and emerging simulation skills that are not delivered through conventional educational methods.

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