James J. Rosenberg
Department of Engineering, Harvey Mudd College
301 E. 12th St., Claremont, CA 91711, U.S.A.
This article addresses the issue of educating undergraduate engineering students in the appropriate use of computer simulation in the design process. The premise that poorly designed assignments involving simulation can actually impair understanding is addressed. A set of goals for simulation-based exercises is suggested, and some tactics for meeting these goals are introduced. Finally, a specific example of a half-term assignment that is used to meet these goals is provided for illustration.