Discrete event simulation class for engineering graduate students

Abstract

To graduate students accustomed to working with the numerical solution of partial differential equations using finite difference, finite elements, spectral methods, etc. where time generally progresses in evenlyspaced small intervals, switching paradigms to a discrete-event simulation environment is not only counterintuitive but is also difficult. The SimCenter at the University of Tennessee Chattanooga recently introduced a class in discrete event simulation with the goal of providing sufficient coverage of the topic to enable any of thH 6LP&HQWHU ¶V VWXGHQWV FRPSOHWLQJ the course to work effectively in a typical industry-or government-supported simulation modeling group. The course is structured around a diverse set of engineering problems rather than traditional industrial engineering-type simulations in order to present the material in a more palatable fashion for students who come primarily from other disciplines. This paper discusses the organization of the class and serves as a good outline for another professor attempting a similar introduction.

Teaching system dynamics and discrete event simulation together: a case study

“…In terms of evaluating the acquisition of skills by students, research in SD focus on the use of graphs for explaining behavior over time, identification of feedback loops using causal loop diagrams or verbal descriptions, interpretation of the results observed in the base case simulation in terms of feedback structure and validation with the reference mode (historical performance of the key variables), discussion of the policies implemented and the results obtained in terms of feedback structure, and adequate use of graphs (time series) to depict the predominant feedback processes (Kunc, 2012, Booth Sweeny andSterman, 2000) In DES there seems to be increasing interest in education, for example da Silva et al (2014), Kress et al (2010), Garcia andCenteno (2009), andTag andKrahl (2007), which describe approaches to improve discrete event education in diverse environments: industry, academia and diverse levels: high school, undergraduate and graduate. Similar to SD, DES is taught stand-alone or embedded in diverse subjects such as engineering, physics, mathematics, business and healthcare (Kress et al, 2010).…”

“…Similar to SD, DES is taught stand-alone or embedded in diverse subjects such as engineering, physics, mathematics, business and healthcare (Kress et al, 2010). Differently than SD, DES has a varied set of books on simulation modeling, e.g.…”

The use of search experimentation in discrete-event simulation practice

“…We propose two possible approaches to encourage uptake of search experimentation. First, educators could highlight SETs examples in the context of application domains where students may apply simulation following their degree-for example Engineering (Kress et al, 2010). Free online search experimentation resources and tutorials may also encourage uptake.…”