On the journey of learning, educators must help navigate students through important stops along the way towards a destination. Significant learning environments include options for students to stay motivated and engaged in their learning, but must include focus. For students to be successful there needs to be course guidance with goals and objectives. Using Fink’s guide, I have developed an overview for the Civil Engineering Unit in the STEM (Science, Technology, Engineering, Math) course. When designing a course, Fink suggests starting with the end in mind and considering situational factors to plan a course. Developing goals that emphasize broader relational components makes the educational experience whole. These goals incorporate the student in multiple avenues: application, integration, human dimension, caring, and learning how to learn. In addition, there needs to be connection between these learning goals, activities, and assessments. The level that goals are set must align with the equivalent level of activities and assessments.
The STEM course is broken up into several types of engineering and my Big Harry Audacious Goal (BHAG) focuses on the Civil Engineering unit of the course. The state curriculum requires students to understand all components involved in Engineering as a career, and the district takes this further introducing hands on problem-solving activities. I have developed goals aligned with activities and assessments that will provide foundation and direction for this course.
Goals, Activities, & Assessments
Fink, L.D. (2003) A Self-Directed Guide to Designing Courses for Significant Learning. San Francisco: Jossey-Bass