NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED449997
Record Type: Non-Journal
Publication Date: 1998-Aug
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Adaptive Core Requirements for an Ever Changing Electrical Engineering Curriculum.
Daneshvar, K.; Tranjan, F. M.
Although in the liberal arts the main concern is comprehensive education, it is generally accepted that an engineering curriculum, while providing the fundamentals, can change continuously to accommodate technological, industrial, and economical interests. Meanwhile, in recent years many new forms of learning have been proposed that are quite different from traditional approach. These include virtual learning, distance learning, international options, and many forms of audio-visual methods and software that are supposed to enhance educational objectives. At the same time, the technological expansion in many areas demands the introduction of new materials and the abandonment of old ones. Nontraditional topics such as optical engineering, laser electronics, market forecasting, image processing, information technology, and human soft-skills are frequently seen in the electrical engineering curricula. While the traditional courses had overlapping continuity, the new topics in electrical engineering have very little mutual relevance. This raises the question whether the traditional courses are an essential background for the electrical engineering graduate or if students should be allowed to chose what may be perceived as essential requirements. At the same time, there are concerns that the introduction of so many new topics in electrical engineering may reduce the contrast with other disciplines and definition of electrical engineering degrees. All this makes it essential to redefine the major required courses that are considered as the foundation for an undergraduate electrical engineering degree. While changes in electrical engineering are being introduced, they raise concerns about the limits beyond which the changes lead to the complete loss of the original objective. This may result in a system that does not function as it was intended and that may not be adequate for what is expected. This paper is intended to discuss the main requirements for a typical electrical engineering curriculum that can absorb changes through a dynamic process while maintaining its integrity. (Author)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A