Analysis of a software testing scenario

Goals for the activity:

1. Learn to analyze critically technical/ethical matters.
2. Learn to effectively communicate, orally and in writing, technical recommendations.
3. Demonstrate the relevance and "real world" aspects of testing software and the societal implications of it.
4. Practice in critical thinking and analysis.

Knowledge / skills / attitudes to be developed (behavioral objectives):
Students should gain:

1. Skills in critical thinking,
2. sensitivity to ethics implications,
3. awareness of software testing and the probabilistic nature of it, and
4. practice in technical oral/written communications.

Procedure:
Handout assignment sheet in class and discuss memo format. Assign to individuals or teams of two. Paper due in one week. After reading and grading papers, but before returning to students, lead discussion on the issues and recommendations. Choose one (or two, if team exercise) student(s) to come forward and "play self." The instructor plays "the boss." Whatever position is taken by the student, the (instructor) "boss" takes an opposing view in an impromptu theatrical mode. The instructor steps out of character whenever points need clarification, or emphasis is needed. The instructor may (optionally) solicit coaching for the actors at such break-points. If this is done it is recommended that the actors maintain the choice to accept/reject such advice. The more articulate of the coaches may be selected to replace the current actors.

It is suggested that comedy relief occur for the well-known traditional ("classical?") reasons. About 20 minutes of theatrics will allow time for a recommended and important summary discussion after the performance.

Assessing outcomes:

1. After the class discussion and theatrics, as an in-class or homework written exercise, ask students to comment on their memoranda based on what they may have learned since preparing it.
2. Have students prepare a paper on the efficacy of the discussion/theatrics in influencing opinion.

Additional remarks:

1. Be careful not to humiliate students!
2. Be sure to acknowledge by applause the student-actors and their contributions.
3. Be sure to point out that you (instructor) were acting a role and do not necessarily subscribe to the beliefs of "the boss."
4. Emphasize before both the assignment and play begins that the students should "put themselves" into the role. They should imagine that they need the job and thus may be risking it when they make a recommendation.
5. Tailor the problem to fit your needs.
6. Vagueness in some aspects of the problem statement is intentional, i.e. "part of the problem."

Author contact information:
Joseph H. Wujek, Lecturer
Department of Electrical Engineering and Computer Sciences
University of California at Berkeley
Berkeley, CA 94720-1770
Phone: (510) 642-8485
E-mail: wuj@eecs.berkeley.edu