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

System Dynamics (SD) and Discrete Event Simulation (DES) follow two quite different modeling philosophies and can bring very different but, nevertheless, complimentary insights in understanding the same ‘real world’ problem. Thus learning SD and DES approaches require students to absorb different modeling philosophies usually through specific and distinct courses. We run a course where we teach model conceptualization for SD and DES in parallel and, then, the technical training on SD and DES software in sequential order. The ability of students to assimilate, and then put into practice both modeling approaches, was evaluated using simulation-based problems. While we found evidence that students can master both simulation techniques, we observed that they were better able to develop skills at representing the tangible characteristics of systems, the realm of DES, rather than conceptualizing the intangible properties of systems such as feedback processes, the realm of SD. Suggestions and reflections on teaching both simulation methods together are proposed. System Dynamics (SD) and Discrete Event Simulation (DES) follow two quite different modeling philosophies and can bring very different but, nevertheless, complimentary insights in understanding the same ‘real world’ problem. Thus learning SD and DES approaches require students to absorb different modeling philosophies usually through specific and distinct courses. We run a course where we teach model conceptualization for SD and DES in parallel and, then, the technical training on SD and DES software in sequential order. The ability of students to assimilate, and then put into practice both modeling approaches, was evaluated using simulation-based problems. While we found evidence that students can master both simulation techniques, we observed that they were better able to develop skills at representing the tangible characteristics of systems, the realm of DES, rather than conceptualizing the intangible properties of systems such as feedback processes, the realm of SD. Suggestions and reflections on teaching both simulation methods together are proposed