Academics have been slow to respond to the need for experts in object-oriented technology and have generally responded by treating the new technology as an addendum to conventional curricula, either through special advanced courses or as final topics in existing courses. A much more radical integration with the curriculum is needed to ensure that the fundamental notions of object-oriented programming become ingrained in the thought processes of next generation students. This article describes how Carleton University made this radical change by switching to Small-talk as the primary pedagogic language.

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Journal Computer Science Education
Lalonde, W. (1993). Making Object-Oriented Concepts Play a Central Role in Academic Curricula. Computer Science Education, 4(1), 13–23. doi:10.1080/0899340930040103