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Redefining Engineering Education Methods Using New Technologies

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2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

New Approaches in Engineering Curriculum

Page Count


Page Numbers

7.975.1 - 7.975.5



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Bahman Motlagh

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 3460

Redefining Engineering Education Methods Using New Technologies

Bahman S. Motlagh, A. Rahrooh, Nick Safai University of Central Florida/University of Central Florida/Salt Lake City College

I. Introduction

As our global community increases its utilization of new technologies in the distribution and acquisition of knowledge and information, new paradigms in engineering and technology education emerge. Engineering education’s traditional standards, methods and educational models must be reassessed in order to proactively address future needs in the training of engineers and technologists.

A successful engineering education model must include and initiate new and diverse methods in order to effectively determine and address the current and forthcoming needs in the training of engineers and technologists.

Learning complex subject matter, often times, begins with failure and frustration. With a plethora of information, in diverse and varied locations, covering a rich abundance of concepts, and changing constantly, a conventional content-oriented education model has proven to be ineffectual.

Diversification in several areas including course content, multimedia learning environments, team teaching and application of industry resources all play a critical role in the successful advancement in engineering education [1].

At the University of Central Florida new approaches in engineering and technology education are currently being redefined and implemented. The changes being made in various aspects of engineering education including course content and curriculum, multimedia learning environments, teaching methods, classroom and laboratory setup.

II. Course Content and Curriculum

Traditionally, curriculums for various engineering disciplines focused on that independent discipline with little to no reference to other engineering disciplines. Course content helped to define and maintain this disciplinary focus and isolation.

Cross utilization of multiple engineering disciplines should be incorporated into each discipline-specific engineering education curriculum as it lends itself to more holistic knowledge base to best fuel creative thinking and cross-application.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Motlagh, B. (2002, June), Redefining Engineering Education Methods Using New Technologies Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11216

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