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.

A COMPARISON OF PIXEL-BASED VERSUS OBJECT ORIENTED ANALYSIS OF LANDSLIDES USING HISTORICAL REMOTE SENSING DATA

With recent advances in remote sensing processing technology, it has become more feasible to begin analysis of the enormous historic archive of remotely sensed data. This historical data provides valuable information on a wide variety of topics which can influence the lives of millions of people if processed correctly and in a timely manner. One such field of benefit is that of landslide mapping and inventory. This data provides a historical reference to those who live near high risk areas so future disasters may be avoided. In order to properly map landslides remotely, an optimum method must first be determined. Historically, mapping has been attempted using pixel based methods such as unsupervised and supervised classification. These methods are limited by their ability to only characterize an image spectrally based on single pixel values. This creates a result prone to false positives and often without meaningful objects created. Recently, several reliable methods of Object Oriented Analysis (OOA) have been developed which utilize a full range of spectral, spatial, textural, and contextual parameters to delineate regions of interest. A comparison of these two methods on a historical dataset of the landslide affected city of San Juan La Laguna, Guatemala has proven the benefits of OOA methods over those of unsupervised classification. Overall accuracies of 96.5% and 94.3% and F-score of 84.3% and 77.9% were achieved for OOA and unsupervised classification methods respectively. The greater difference in F-score is a result of the low precision values of unsupervised classification caused by poor false positive removal, the greatest shortcoming of this method.