At Iowa State University in the early 1980's the first engineering course, Engineering Problem Solving, began inca"porating FOR1RAN programming in an integrated, three semester credit course. At first this course was taught in "dry lab" style with the students assigned to fmd keypunch tenninals outside of class in order to create and edit their programs. Soon after that the course switched to interactive VAX terminals and the first classroom/laboratory was born. This room allowed for a terminal for each pair of students and in~class programming assignments. The engineering problems content was also "dry~labbed" at first. For example, in order to learn beginning statistics students were presented with a table of data from an "experiment. n These "experiments" were most often hypothetical and found at the back of a textbook chapter.