An Experience-Driven Pedagogy for the Instruction of Software Testing in Computer Science

In the realm of computer programming, the experience of writing a program is used to reinforce concepts and evaluate ability. This research uses three case studies to evaluate the introduction of testing through Kolb's Experiential Learning Model (ELM). We then analyze the impact of those testing experiences to determine methods for improving future courses. The first testing experience that students encounter are unit test reports in their early courses. This course demonstrates that automating and improving feedback can provide more ELM iterations. The JUnit Generation (JUG) tool also provided a positive experience for the instructor by reducing the overall workload. Later, undergraduate and graduate students have the opportunity to work together in a multi-role Human-Computer Interaction (HCI) course. The interactions use usability analysis techniques with graduate students as usability experts and undergraduate students as design engineers. Students get experience testing the user experience of their product prototypes using methods varying from heuristic analysis to user testing. From this course, we learned the importance of the instructors role in the ELM. As more roles were added to the HCI course, a desire arose to provide more complete, quality assured software. This inspired the addition of unit testing experiences to the course. However, we learned that significant preparations must be made to apply the ELM when students are resistant. The research presented through these courses was driven by the recognition of a need for testing in a Computer Science curriculum. Our understanding of the ELM suggests the need for student experience when being introduced to testing concepts. We learned that experiential learning, when appropriately implemented, can provide benefits to the Computer Science classroom. When examined together, these course-based research projects provided insight into building strong testing practices into a curriculum.

SPRING DISCHARGE MONITORING IN LOW-RESOURCE SETTINGS: A CASE STUDY OF CONCEPCIÓN CHIQUIRICHAPA, GUATEMALA

Water springs are the principal source of water for many localities in Central America, including the municipality of Concepción Chiquirichapa in the Western Highlands of Guatemala. Long-term monitoring records are critical for informed water management as well as resource forecasting, though data are scarce and monitoring in low-resource settings presents special challenges. Spring discharge was monitored monthly in six municipal springs during the author’s Peace Corps assignment, from May 2011 to March 2012, and water level height was monitored in two spring boxes over the same time period using automated water-level loggers. The intention of this approach was to circumvent the need for frequent and time-intensive manual measurement by identifying a fixed relationship between discharge and water level. No such relationship was identified, but the water level record reveals that spring yield increased for four months following Tropical Depression 12E in October 2011. This suggests that the relationship between extreme precipitation events and long-term water spring yields in Concepción should be examined further. These limited discharge data also indicate that aquifer baseflow recession and catchment water balance could be successfully characterized if a long-term discharge record were established. This study also presents technical and social considerations for selecting a methodology for spring discharge measurement and highlights the importance of local interest in conducting successful community-based research in intercultural low-resource settings.