Teaming in the microprocessor laboratory

 This paper presents the methods and ideas used to incorporate these techniques into the Microprocessor Laboratory and the lessons learned the past year through the initial implementation and refinement phases. Using experience gained as a design engineer for five years and running group projects in VLSI design classes, cooperative learning techniques were adapted and incorporated into two microprocessor classes beginning in Spring 1995. A set of four roles were devised for the four projects in each course. The roles (Project Manager, Software Designer, Hardware Designer, and System Integrator) evolved from models used in other cooperative learning projects within K-12 programs and from tasks that are normally performed on industrial projects. The students rotate roles for each project, performing each role once, and experiencing the advantages and disadvantages of each role. This paper discusses in depth the instructor's experiences in developing these roles; obtaining relevant material for students learning these techniques; student assessments and evaluations; and how these methods relate to other cooperative learning strategies and industrial practices

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