This paper describes the development and evaluation of a graduate level Business Process Management (BPM) course with process modeling and simulation as its integral component, being offered at an accredited business university in the Northeastern U.S. Our approach is similar to that found in other Information Systems (IS) education papers, and can best be described as Design Science Research applied to pedagogical innovation. We use a survey of 95 graduate business students, classified as Information Technology (IT)-oriented and Business (non-IT)-oriented, to evaluate how the proposed artifact--the BPM course and its modeling and simulation components--supports student learning. The survey explores process analysis, course design, and process integration issues. Statistically significant differences between the two student groups on the value of modeling and simulation are found on five out of 15 survey items: analyzing process performance, creating process models, mapping process structure, understanding process concepts, and implementing process controls. The paper discusses implications of these differences for designing and delivering graduate BPM courses in colleges of business administration.