Given the goals of the class, I think the TTL approach is fine, and I say this as an "FPGA guy". FPGAs are a sea of logic and you can do all sorts of fun stuff with them, but there's only so much that's humanly possible to do in a semester.
Looking at your syllabus, your class is a mix of the logic design and "machine structures" courses I took in undergrad. (Plus, it's for CS majors. I'm all for CS majors having to face real hardware--letting them get away with writing code seems like a step back.) At this introductory level, where you're going over how assembly instructions are broken down, I see no real benefit to having students do things in code versus by hand. Doing HDL means learning the HDL, learning how to write synthesizable HDL, and learning the IDE. This is a lot more conceptual complexity and re-abstraction. Plus you have to deal with software issues.
Generally the point of a course that uses FPGAs is to practice creating logic that is useful--useful for talking to peripherals, serial comms, RAM, video generators, etc. This is valuable knowledge to have, but it seems very much out of the scope of your course. More advanced classes in computer architecture have students implement sophisticated CPUs in FPGAs, but again, this seems out of the scope of your course.
I would at the very least devote a lecture to FPGAs. Run through a few demos with a dev board and show them the workflow. Since you're at Mills, perhaps you could contact the folks at Berkeley who run CS150/152 and go see how they do things.
They probably set it to 71 as the relationship between the register value and the divider value is probably divider = (BRG register value + 1)*2. In this case, (71+1)*2=144. You just need to calculate the divider value, divide by two, and subtract 1.
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You should be able to modulate the 400kHz up and down a little bit. This will spread the spectrum of the noise your 6ph converter produces. This would be a standard approach. If you want this verifying for your precise set-up then circuits are needed.