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									Towards Making Modeling & Simulation into a Discipline
               Hessam S. Sarjoughian
                 Bernard P. Zeigler



          Arizona Center for Integrative Modeling and Simulation
              Electrical & Computer Engineering Department
         University of Arizona, Tucson, Arizona, 85721-0104, USA

                Email: {hessam|zeigler}@ece.arizona.edu
                  URL: http://www.acims.arizona.edu
          Goal: Strategic approach for
            establishing M&S as an
             undergraduate degree

Fundamental elements

       •Body of Knowledge
       •Curriculum,
       •Accreditation

Transition M&S into a recognized discipline with ABET Accreditation
          Recent Meetings/Articles
•   Rogers, R. (1997). “What Makes A Modeling and Simulation Professional?
    The Consensus View from one Workshop,” WSC, Atlanta, GA       .
•   Yurcik, W. and R. Silverman (2000), “The 1998 NSF Workshop on Teaching
    Simulation to Undergraduate Computer Science Majors,” SCSC, Vancouver,
    Canada.
•   M&S Education and Training Track at Summer Computer Simulation
    Conference (SCSC,2000).
•   Curriculum for Simulation Education, WSC Sesssion, December,2000
•    Certification of DOD M8S professionals -- in process
•   Tucker, W. V., B. T. Fairchild, et al., (2000), “Simulationists: What Does
    Industry Want?,” SCSC, Vancouver, Canada.
•   Fujimoto (2000), “Principles for M&S Education,”
    http://www.sisostds.org/webletter/siso/iss_61/art_299.htm, Simulation and
    Technology Magazine.
              Education/Training
• M&S University Programs:
   – Old Dominion University
   – Naval Post Graduate School
   – McLeod Institute Simulation Sciences
       • University of Hamburg
       • California State University at Chico
• Gov’t/Private Sector:
   – Defense Modeling and Simulation Organization,
   – Aegis Technologies
   – DISTI.
               Top-Down Approach
•   a realistic vision of the M&S discipline
•   support by all stakeholders
•   overcome chief obstacle: extensive widespread use
•   same + different: software engineering and robotics
     – IEEE Software. (1999). “Special Issue on Professional Software
         Engineering.” IEEE Software 16(6), 13-64.
     – Ford, G. and N. E. Gibbs (1996). A Mature Profession of Software
         Engineering. Pittsburgh, Pennsylvania, Carnegie Mellon University.
•   distinguish between university (fundamentals) and professional (applications)
Necessary Elements
                        Curriculum
•  necessary condition for M&S to become a discipline is to have a
  curriculum
• curriculum is a set of courses constituting general and specialization
  knowledge
• general blueprint tailored by each institution offering its own
  customized degree program
 Discipline vs (Inter/Multi)discipline
• Should M&S become a discipline (e.g., Computer Engineering) or a
  multi-disciplinary program (e.g., Computational Sciences)?
• A multi-disciplinary program
    – generally spans multiple colleges/departments
    – programs are inherently less constrained
    – Students can choose from a larger pool of courses towards meeting course
      requirements.
    – Selection of courses is less vigorously monitored by various entities
      within a university.
    – potentially easier to achieve,
    Discipline vs (Inter/Multi)discipline
                   Cont’d
•    Multi-disciplinary programs are not accredited by any independent
     organization (e.g., ABET).
•    specialization is inadequate since it cannot provide a uniform basis for
     education across all participating educational institutions worldwide

•    core theory and concepts different from all other disciplines
      – mathematics
      – computer science
      – industrial engineering
      – systems science
    What is the Discipline of M&S?
•   M&S deals with representing real world and artificial systems in computerized
    form for the purpose of
     – experimentation
     – understanding
     – training
     – design
     – etc.
•   Needs abilities to
     – create abstraction from complexity
     – represent structure in operable form (program)
     – portray behavior in understandable form (visualization, VR)
     – understand credibility issues/perform validation
IT IS THE KEY DISCIPLINE IN CONNECTING THE COMPUTER TO THE
    REAL WORLD!!
 Theory of M&S



picture of TMS 2000 book and chapters
      DEVS (Discrete Event System
       Specification) formalism:
• The Computational Basis                  uses the formalism of
  for enacting the Theory of
  M&S                               Framework for              Mathematical
                                    Modeling and                Systems
                                      Simulation                Theory
•    provides a sound means to
    manipulate the framework                    is interpreted by
                                                                    Hierarchy of
    elements to derive logical       entities                         System
    relationships among them that                                   Specifications

    are usefully applied to real
    world problems in simulation                                    Hierarchy of
                                                                    Specification
                                    relations
    modeling                                                         Morphisms
What are the candidate courses appropriate for
            an M&S curriculum?


 Background         M&S Core               Specialization
 Block              Block                  Block

                                                   Collaboration
 • Gen Ed            • M&S framework                 Decision
 • Math              • Theory                        Search
     • discrete      • DEVS-based                   Modeling
     • continuous      Techniques                   Simulation
 • CS&E              • Other formalisms:
     •hardware            • continuous
                                                   Middleware


     • software           • real-time
                                                     Network


                          • ...
   Within this comprehensive view, there are many
       specializations in the M&S profession
• Such specializations may be located with reference to their place
  within the generic architecture. For example,
     Hardware-centered professionals whose training would be centered in the
      technologies of the lower layers


     Software-centered professionals whose training is concerned with developing the
      software that utilizes the hardware to support the applications

     Applications-oriented professionals trained in particular application domains,
      knowledgeable in marshaling the M&S assets for application to problems in those
      domains

     Facilitation professionals, a new breed, able to facilitate collaborations of other
      professionals using groupware technologies

     M&S Scientists, responsible for researching the architecture itself, continually assessing
      its capabilities relative to the needs of the other professionals.
     New Product Development, Business-oriented use of M&S for product
        development strategies, concept exploration, experimentation and project
        management
Academic ladder for M&S
      education

								
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