Do we need to reform civil engineering education? The notable remark about any listing of top universities is that more than 60% of these universities are located in the G8 countries with GDP of more than 60% of the world total. This fact confirms that economic growth is strictly tied to social and cultural development, which is linked to the intellectual and scientific development presented by higher education. This also reveals that the answer to the concern of reforming engineering education is YES. Thus, teaching paradigms must change to fit needs and modes of today’s students; they are not interested in passive learning. Active learning must be the path for today’s generation of ubiquitous-learning. Different innovative teaching techniques for high-level structural engineering courses have been adopted by the author and proved to be rewarding. Among these paradigms are blended learning and flipped classes, which stretch the utilization of technology in classes. Other new techniques such as student-generated examinations, student-generated classes, design competitions and project-based learning are reflection of student-centered education. Here, the said innovative paradigms, which were recently applied by the authors will be presented.