Qamar, S. Z., & Al-Maharbi, M., & Chekotu, J. C. (2020, June), A Significant Learning Approach for Materials Education  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34048

\bibitem{asee_peer_34048}
  Qamar, S. Z., \& Al-Maharbi, M., \& Chekotu, J. C. (2020, June), \emph{A Significant Learning Approach for Materials Education}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34048

Sayyad Zahid Qamar P.E., Majid Al-Maharbi, and Josiah Cherian Chekotu.  "A Significant Learning Approach for Materials Education".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34048 Internet.  19 Apr, 2024

\bibitem{asee_peer_34048}
  Sayyad Zahid Qamar P.E., Majid Al-Maharbi, and Josiah Cherian Chekotu.
  "A Significant Learning Approach for Materials Education".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34048 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_34048
author = "Sayyad Zahid Qamar P.E., Majid Al-Maharbi, and Josiah Cherian Chekotu"
title = "A Significant Learning Approach for Materials Education"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34048}
number = {10.18260/1-2--34048}
}

TY  - CPAPER
AB  - Higher education, especially in the engineering milieu, is a complex activity. Many different tasks need to be performed well to achieve high quality student learning. Significant learning experiences require specific (and optimal) course design, and inculcation of relevant skills. The more common approach for course design is the ‘content-centered’ one. A list of topics is decided (using well-established textbook/s), together with time slots and a testing scheme (number of quizzes, tests, etc). Though relatively easy, this methodology pays scant attention to student learning outside of content knowledge. The more time and effort intensive ‘learning-centered’ approach is more systematic and rewarding. Course design is based on deciding what students can optimally learn in a certain subject, and how to best facilitate this learning. Fink’s model of “significant learning” or “integrated course design” has three major components: identification of important situational factors; use of these factors to make key decisions about learning goals, feedback and assessment, and teaching/learning activities; and making sure that these crucial components are well integrated and supplement and strengthen each other.

This work-in-progress paper presents a strategy to use Fink’s significant learning approach in materials science and engineering courses in an undergraduate engineering program. Examples and activities are taken from two core courses of the Mechanical engineering program at Sultan Qaboos University (Materials science, and Engineering materials). Learning outcomes, learning assessments, and learning activities are described for various levels and domains: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. This methodology, targeting significant learning experiences, can also be applied to other engineering and science (and even non-science) courses.

AU  - Sayyad Zahid Qamar P.E.
AU  - Majid Al-Maharbi
AU  - Josiah Cherian Chekotu
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - A Significant Learning Approach for Materials Education
UR  - https://peer.asee.org/34048
DO  - 10.18260/1-2--34048
ER  -