Experts in the area of educational research have documented that students can simultaneously possess alternate knowledge frameworks. Furthermore, the development and use of such knowledge frameworks are context dependent. John Heron, of University of Surrey provides guidelines to transform attitudes towards learning in educational institutions and society at large. Inspired by John Heron’s Research, the author has generated DISCUSS to cultivate inspiration in the college experience. In this presentation, the author presents an analysis of the data he has collected and tries to draw conclusions as to how to improve classroom teaching techniques. Directional: By providing direct guidance and steering them in the appropriate direction. Informative: By giving instruction and documenting necessary knowledge and information. Supporting: By affirming the worth and value of student’s beliefs, actions and qualities. Catalytic: By motivating and encouraging them to learn and to move towards self-discovery. Uplifting: By enabling the student to ease tension and to react to powerful emotions. Steering: By means of creative feedback to challenging the student to rise to the occasion. Stimulating: By asking the student to develop interesting problem-solving methodologies. In this presentation, the author tries to present a model analysis. Here, he tries to apply qualitative research to establish and interpret a quantitative data representation. References Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic, 2000. Barr, R. B., & Tagg, J. (1995, November/December). From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Higher Education, 13-24. Saxe, S. (1990, June). Peer influence and learning. Training and Development Journal, 42 (6), 50-53. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday. Sims, R. R. (1992, Fall). Developing the learning climate in public sector training programs. Public Personnel Management, 21 (3), 335-346.

Inspired by the AAHE Assessment Forum’s Principles for good practice for assessing students’ learning, the author has generated Ten Steps (1992) to Promote a Stronger Emphasis on Student Learning in a Hydrology–Fluid Mechanics Course. Student-Learning must not be focused only about making the connections initially. Instead it should concentrate more about maintaining those connections in the long run. Student learning is fundamentally about a strong bond between the academic establishment and the student citizens of the entire community. Student-Learning is enhanced by the environment. It should take place in the context of a compelling situation that balances curiosity, challenge and opportunity. Student-Learning should have an active search for meaning by the learner – constructing knowledge rather than passively delivering it or receiving it. In other words one should create a Concept Mapping Model instead of a Structured Content Model. Student-Learning is developmental. In other words, it is a cumulative process involving the whole person, who is capable of integrating the new with the old. The settings, the surroundings, the influences of others contribute to successful accomplishments. Student-Learning should be viewed as an effort promoted by individuals who are intrinsically tied to others as social beings, actually interacting as collaborators. Student-Learning is strongly influenced by the educational climate in which learning achievements takes place. Student-Learning requires Action, Communication, Ownership, Reflection and Nurture (ACORN) as suggested by Hawkins and Winter (1997). Student-Learning in reality aims at an educational experience that takes place informally and incidentally, beyond explicit teaching in the lecture hall. Student-Learning is grounded in particular contexts and individual experiences, requiring effort to transfer specific knowledge and skills to other citizens. Student-Learning involves the ability of individuals not only to monitor their own learning, but also be able to enhance learning through collaboration and cooperation. References: Hawkins, P., & Winter, J. (1997). Mastering change: Learning the lessons of the enterprise in higher education initiative. London: Department for Education and Employment.

Accentuating Student Performance in a Hydrology Class The author has successfully used student centered performance pedagogy to enhance student learning in a Fluid Mechanics and Hydrology Class. In this particular research activity, he has used Socratic Inquisition Techniques to enhance student learning. He presents detailed analysis of the data he has collected to examine and determine how student performance can be accentuated and improved. Socratic Inquisition is based on Critical thinking and Critical thinking is the objective analysis of facts to form a judgment. The subject is complex, and several different definitions exist. However, one can generally view it as “unbiased analysis or expressive evaluation of factual evidence.” Scholars agree that Critical thinking must be self-directed, self-disciplined, self-monitored, and self-corrective procedure. This helps the students to become independent learners and be enthusiastic to expand their knowledge base. Fluid Mechanics and Hydrology is a junior level course that is based on providing a mathematical base for building the needed knowledge for a variety of subsequent engineering courses. The main objective has been to instill effective communication skills among students and to enhance problem-solving abilities. The author is satisfied with the results gathered, however he sees lots of areas for improvement of student learning. Based on the research data collected, the author has concluded that the method of Critical Thinking actually motivates the students to take ownership of learning. This is definitely a useful path for Accentuating Student Performance in a Fluid Mechanics and Hydrology Class. References 1. Gardner, Howard (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic. 2. Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, VA: National Association of Secondary School Principals. 3. Lage, M. J.,Platt, G. J. & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education.