Faulwasser, TimmTimmFaulwasserLucia, SergioSergioLuciaSchulze Darup, MoritzMoritzSchulze DarupMönnigmann, MartinMartinMönnigmann2024-03-042024-03-042021-07-01IFAC-PapersOnLine 54 (6): 238-243 (2021)https://hdl.handle.net/11420/46158Since the earliest conceptualizations by Lee and Markus, and Propoi in the 1960s, Model Predictive Control (MPC) has become a major success story of systems and control with respect to industrial impact and with respect to continued and wide-spread research interest. The field has evolved from conceptually simple linear-quadratic (convex) settings in discrete and continuous time to nonlinear and distributed settings including hybrid, stochastic, and infinite-dimensional systems. Put differently, essentially the entire spectrum of dynamic systems can be considered in the MPC framework with respect to both—system theoretic analysis and tailored numerics. Moreover, recent developments in machine learning also leverage MPC concepts and learning-based and data-driven MPC have become highly active research areas. However, this evident and continued success renders it increasingly complex to live up to industrial expectations while enabling graduate students for state-of-the-art research in teaching MPC. Hence, this position paper attempts to trigger a discussion on teaching MPC. To lay the basis for a fruitful debate, we subsequently investigate the prospect of covering MPC in undergraduate courses; we comment on teaching textbooks; and we discuss the increasing complexity of research-oriented graduate teaching of MPC.en2405-896320216238243IFACModel Predictive ControlTeachingComputer SciencesEducationMathematicsConference Paper10.1016/j.ifacol.2021.08.551Conference Paper