This paper examines the needs, opportunities, requirements, and competing approaches to developing an undergraduate engineering program in modeling and simulation. The paper is the result of a synergistic partnership between Arizona State University, East Campus (ASU East), where a new undergraduate engineering program is under consideration and the Society for Modeling and Simulation International (SCS) that is committed to providing leadership in the formulation, assessment, and accreditation of undergraduate and graduate programs in modeling and simulation 1. BACKGROUND Over the past several years there has been a continuing discussion pertaining to the development of Modeling and Simulation (M&S) degree programs. The motivation for the discussion comes from the maturation of M&S as a discipline, a continuing increase in the development of simulation applications and research, and a growing demand for simulationists. In an attempt to “spark debate on the modeling and simulation profession, ” Rogers [1997] presented a panel consensus view of the elements of an ideal simulationist that included suggested attributes, skills, and knowledge. Fujimoto [2000] later suggested a set of guiding principles as a framework for establishing a consensus relating to “standards for curricula development in the M&S field. ” Others have contributed to the discussion by elucidating the challenges and issues of creating M&S degree programs [Szczerbicka et. al, 2000; Nance, 2000; and Nance and Balci, 2001], and by proposing a strategic approach for establishing an undergraduate M&S degree program [Sarjoughian and Zeigler, 2000]. Sarjoughian and Zeigler [2000] have concluded that there is a need for an accredite

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