Slide 5 - Proof of the Problem

slide 5Definitions followed in this slide.  First, we needed to define "student", so I proposed the notion of a "student unit" (SU), representing an appropriate ratio for the value of the worth of students with different amounts of education.  Pretty straightword, one SU will "buy" you 10 undergrads or 1 MS student.

Next, we need to define what the ACKs are worth.  First, I proposed that industry could purchase 0.5 SU by offering, for example, a visiting speaker for a class or seminar.  Very handy, actually.

Alternately, by making the services of one of their senior folks available for teaching a class, they could ACK 5 SUs.

Perhaps a small grant, enough to support say 2 MS students, would be the equivalent of ACKing 3 SUs.  The students would be supported in a manner comparable to what they'd make in industry, of course, to encourage them to work on their degrees.

Of course, the more money, the better (remember lunch?).  One large grant is good for 5 SUs and one PU.  PU standing, of course, for one Professor Unit.  Infer what you will  :-)

For the very generous, funding a nice Unix lab would be the equivalent to receiving 12 SUs of ACK credit.

Lastly, the generous donation of a large ATM switch would earn an industrial "partner" 15 HSUs.  HSU being a reference to History Student Units.  Again, infer what you will :-)

Speaking ever more quickly as Greg Wetzel began to eye the "gong"...

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Introduction   |   Slide 1   |  Slide 2   |   Slide 3   |   Slide 4   |  Slide 5  |   Slide 6  |   Conclusions
© 1998 Shawn Ostermann All Rights Reserved.