An inverted classroom is a teaching environment that mixes the use of technology with hands-on activities. In an inverted classroom, typical in-class lecture time is replaced with laboratory and in-class activities. Outside class time, lectures are delivered over some other medium such as video ondemand. In a three credit hour course for instance, contact hours are spent having students actively engaged in learning activities. Outside of class, students are focused on viewing 3-6 hours of lectures per week. Additional time outside of class is spent completing learning activities. In this paper we present the inverted classroom model in the context of a software engineering curriculum. The paper motivates the use of the inverted classroom and suggests how different courses from the Software Engineering 2004 Model Curriculum Volume can incorporate the use of the inverted classroom. In addition, we present the results of a pilot course that utilized the inverted classroom model at Miami University and describe courses that are currently in process of piloting its use.

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Design Rationale (DR) consists of the decisions made during the design process and the reasons behind them. Because it offers more than just a "snapshot" of the final design decisions, DR is invaluable as an aid for revising, maintaining, documenting, evaluating, and learning the design. Much work has been performed on how DR can be captured and represented but not as much on how it can be used. In this paper, we investigate the use of DR by building InfoRat, a system that inferences over a design's rationale in order to detect inconsistencies and to assess the impact of changes.