A separate undergraduate software engineering curriculum considered harmful
on Software Engineering Education SEI Conference 1989
The annotated C++ reference manual
The annotated C++ reference manual
The case for case studies of programming problems
Communications of the ACM
The impact of object-oriented software engineering in the introductory computer science curriculum
OOPSLA '92 Addendum to the proceedings on Object-oriented programming systems, languages, and applications (Addendum)
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SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Prospects for an Engineering Discipline of Software
IEEE Software
Planning the Software Industrial Revolution
IEEE Software
Integrating Object-Oriented Software Engineering in the Computer Science Curriculum
Proceedings of the SEI Conference on Software Engineering Education
Supporting software engineering education with a local Web site
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Lessons Learned from Teaching Software Engineering to Adult Students
CSEET '00 Proceedings of the 13th Conference on Software Engineering Education & Training
Teaching software development skills early in the Curriculum through software engineering
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
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Software engineering education and practice are currently undergoing extensive re-evaluation and analysis in the light of new object-oriented software development techniques as the complexity of software development is rapidly increasing. There is a growing recognition that software reuse can contribute to increased productivity, and the programming paradigm that best supports software reuse is the object-oriented paradigm. Component-based software engineering is currently best facilitated by the object-oriented approach through reuse of available class libraries and application frameworks. We present a comparative analysis of the procedural and object-oriented paradigm from a pedagogic perspective, and show that object-oriented techniques are a logical progression of the well tested structured methodologies. We show that the object-oriented methodology better addresses the fundamental concepts and processes defined in the ACM/IEEE Computing Curricula '91.