Abstract
Abstract This paper considers the impact of Computer Aided Engineering (CAE) on traditional engineering teaching philosophy and methodology. The nature of CAE is discussed and the problems associated with its inclusion within existing curricula examined. The integrative potential available is seen in terms of a challenge to engineering education. The academic dilemma posed by the challenge of CAE is presented and a new educational approach based on CAE as the teaching vehicle advocated. The introduction of CAE is seen to provide an opportunity to re–appraise teaching philosophy, devise new objectives and fundamentally revise teaching methods to take full advantage of the potential available. One academic response to the challenge of CAE is discussed and illustrated with reference to several documented examples. The use of CAE as a design tool for problem simulation and solution is advocated. The paper concludes by observing the need to change traditional teaching philosophy, methodology and practices.
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