University professors traditionally struggle to incorporate software testing into their course curriculum. Worries include doublegrading for correctness of both source and test code and finding time to teach testing as a topic. Testdriven development (TDD) has been suggested as a possible solution to improve student software testing skills and to realize the benefits of testing. According to most existing studies, TDD improves software quality and student productivity. This paper surveys the current state of TDD experiments conducted exclusively at universities. Similar surveys compare experiments in both the classroom and industry, but none have focused strictly on academia.

Many academic and industry professionals have called for more testing in computer science curricula. Test-driven development (TDD) has been proposed as a solution to improve testing in academia. This paper demonstrates how TDD can be integrated into existing course materials without reducing topic coverage. Two controlled experiments were conducted in a CS1/CS2 course in Winter 2008. Following a test-driven learning approach, unit testing was introduced at the beginning of the course and reinforced through example. Results indicate that while student work loads may increase with the incorporation of TDD, students are able to successfully develop unit tests while learning to program.

Many academic and industry professionals have called for more testing in computer science curricula. Test-driven development (TDD) has been proposed as a solution to improve testing in academia. This paper demonstrates how TDD can be integrated into existing course materials without reducing topic coverage. Two controlled experiments were conducted in a CS1/CS2 course in Winter 2008. Following a test-driven learning approach, unit testing was introduced at the beginning of the course and reinforced through example. Results indicate that while student work loads may increase with the incorporation of TDD, students are able to successfully develop unit tests while learning to program.

Historically, government organizations have developed "operations centers" as hubs for command and control functions. Over the past decade there has been significant interest in shared situational awareness and collaboration as well as improvement in networking capabilities of these organizations, which has resulted in concepts and terms such as Common Operational Picture, Common Relevant Operational Picture, and User-Defined Operational Picture. These 'pictures' make operational information available directly to an individual's desktop (outside the operations centers). This paper defines and introduces the technology concepts for a User-Defined Operational Picture (UDOP) that enable collaboration by providing visual situational awareness to end-users working within an operational Network-Centric environment that is offering an increasing number of web service-enabled information sources. UDOPs are created, visualized, augmented, tailored, and shared by the organization to enhance situational awareness and support collaborative and hierarchical decision-making.The UDOP architecture supports 2D, 3D, and 4D (3D + time) visualization using COTS technologies. Implementation of a robust and flexible UDOP system relies on several key system design patterns that include Service Oriented Architecture (SOA), plug-in mechanisms, layer/filter models, and loose coupling. This paper will also describe one reference implementation of a UDOP system by reviewing an operationally deployed capability called Global Awareness Presentation Services (GAPS).