The object-oriented paradigm in the undergraduate curriculum

Abstract

Many undergraduate computer science programs have not yet incorporated the object-oriented paradigm into their curriculum or have done so only minimally. Furthermore, programs which do teach object-oriented design and programming do so in a variety of ways. This paper presents a survey of different approaches to incorporating the object-oriented paradigm into the undergraduate curriculum. Data were complied from experiences related in the current literature and from a survey of undergraduate programs in Connecticut. To round out the discussion, feedback from local industry with regard to its use of this methodology is included: specifically, is there a need for proficiency in object-oriented design and programming?