International Journal of Education and Learning

Vol.2, No.2 (2013), pp.27-38

http://dx.doi.org/10.14257/ijel.2013.2.2.03

Application of Accelerated Learning in Teaching Environmental

Control System in Qassim University

Tomas U. Ganiron Jr.

College of Architecture, Qassim University, Buraidah City
tomas@qec.edu.sa

Abstract
This paper presents findings based on the adoption of the principles of Accelerated
Learning in Environmental Control System course of the College of Architecture, Planning
and Design, Qassim University, Buraidah City. The results of the study suggest the
effectiveness of Accelerated learning as indicated by the following: the students’ active
participation in class individual and group activities, their good performance in midterm and
final examinations and ability to apply what they had learned in environmental control
system for their area of specialization in architecture, planning and design. As this study is
based on classroom instruction of Environmental Control System, the change in behavior
expected is the increased ability of the architecture students to perform the core plus the
additional requirements of the course.

Keywords: Accelerated learning, educational management, engineering education,

multiple intelligences

1. Introduction
Learning in a structured educational setting may be thought of as a two-step process
involving the reception and processing of information. In the reception step, external
information (observable through the senses) and internal information (arising introspectively)
become available to students, who select the material they will process and ignore the rest.
Learning in a structured educational setting may be thought of as a two-step process involving
the reception and processing of information. In the reception step, external information
(observable through the senses) and internal information (arising introspectively) become
available to students, who select the material they will process and ignore the rest. The
processing step may involve simple memorization or inductive or deductive reasoning,
reflection or action, and introspection or interaction with others [1]. The outcome is that the
material is either “learned” in one sense or another or not learned.
Research reveals that Accelerated Learning (AL) techniques can enhance retention and
lead to improved performance.
Many educationalists have been working on the most effective approaches to classroom
teaching. In America the Accelerated Schools program was established, aimed particularly at
improving education for at-risk students [2]. The term “accelerated learning” is used,
sometimes fairly loosely, to indicate modern research-based approaches to learning, drawn
from a wide range of fields such as neuro-science, psychology, and learning theory. The
technique is grounded in an understanding of how learning takes place, rather than what is to
be learned. The principle is that with the correct teaching and motivation, and a positive
learning environment, learners are able to achieve beyond expectations [1, 2].

ISSN: 2234-8034 IJEL

Copyright ⓒ 2013 SERSC
International Journal of Education and Learning
Vol. 2, No. 2 (2013)

As this study is based on classroom instruction of Environmental Control System course,

the change in behavior expected is the increased ability of the students to perform the core
plus the additional requirements of the course.
The Bachelor degree course in Architecture is a 4 year course consisting of 139
credit-hours. At the Qassim University, the educational system in the college is based
on two main semesters per educational year. Each semester is fifteen (15) week s length.
In addition; an optional eight week summer semester may be offered. An architecture
student may complete any of the architecture programs in 8 semesters after the
Preparatory Year Program (PYP) [2, 13]. A successful architecture student may
complete the full requirements of the selected program if he completed (after the PYP)
a total of 139 credit-hours.
One of the engineering courses in Architecture is Environmental Control System, a
2-unit subject offered in level 4 of fall semester. Environmental Control System is the
capstone course in architecture since it presents the basic principles for the selection
and the design of the main environmental control systems in buildings, including
plumbing, heating, ventilation, air conditioning, electric, protection systems .
This course has traditionally been delivered through classroom multimedia
instruction to architecture students. One semester learning period is insufficient to fully
discuss all the topics for this course.
The adoption of the principles of Accelerated Learning benefited the students in that
they learned more, faster, and better, were able to apply what they learned in class in
working on their projects, and became better and more creative innovators [4].
Among the techniques used in the course, lectures with the aid of an LCD have been
weak in tapping a number of intelligences. This implies that although its use may lead
to higher efficiency, the learner may find it difficult to be fully attentive, hence may not
learn as much as expected.
The use of the other techniques such as individual and group activities is more
involving and fun to the students. The learning facilitator noted that mapping out the
intelligences for each instruction technique allows one to be more aware of the
distinctions among the students with respect to their learning styles. If an instruction
technique addresses most of the students’ intelligences, then they learn much more at
that span of time.
Therefore, this is a practice that must be adopted by an accelerated learning
facilitator in his pursuit of higher efficiency. Without using AL techniques, learning
facilitators could still be effective as long as they are able to catch the attention of the
class through humor and fun and the use of multimedia. The learning facilitator must be
open to learning from the ten (10) students’ intelligence and should retain a sense of
wonder that could be passed on to the students [2, 4]. In so doing, professional
preparation becomes more thorough because it was more enjoyable than cumbersome

2. Related Literature
2.1. Traditional vs. Accelerated Learning
The term "traditional learner" describes a student suited to learn wi thin the
boundaries of a physical classroom using a predefined curriculum [5]. The Rochester
Institute of Technology describes this as an instructor-centered environment, where the
instructor controls materials and the learning pace for students to acquire and memorize
knowledge [6].

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The traditional teaching approaches are generally teacher -directed and follow
cookbook steps of activities and demonstrations [7]. This approach may not provide
students with valuable skills or even with a body of knowledge that lasts much beyond
the end of the term. To enhance the quality of teaching and learning in the classroom
accelerated learning such as active, cooperative, collaborative and problem-based
learning can be utilized. However, Accelerated Learning is a spin-off from Gardner’s
Theory of Multiple Intelligences and Neuro-Linguistic Programming [1, 8].
Russell differentiated the traditional learning from accelerated learning [ 9]. These are
indicated in Table 1.

Table 1. Traditional versus Accelerated Learning

Traditional Accelerated
Linear Nonlinear, systemic
Knowing about Knowing how
Formal, structured Informal, flexible
Conscious Unconscious
Intuitive and applicable
Memorized facts
knowledge
“Have to” learning “Want to” learning
Hard work Fun, effortless
Emotion-free Emotional
Passive Active

When it began in the 1970s, accelerated learning was revolutionary. Its starting point
was so completely different from anything on offer at that time [10]. Educationalists
still thought about curriculum, terms, courses and examinations. Trainers dealt in
lectures, demonstrations, classes and workshops.
It suggested that: a) learners and active learning were more important than teachers
and courses; b) the way people teach was out of step with the way the brain work s, and;
c) it was possible for learners to become much more engaged and motivated in their
learning and therefore learn faster [10, 11].
Accelerated learning was based on the work of Georgi Lozanov, a Bulgarian medical
doctor and professor of psychiatry who developed a teaching method that he called
'suggestopedia' [11, 12]. He developed program that seemed to teach young children to
read significantly more quickly and gave them a better grasp of mathematics than their
peers [12]. He also developed a language learning program in which learners were
understand and retain much more new language than was the case with other methods.
His results were validated by both Bulgarian experts and by a UNESCO team [6, 14].
However, no sooner had the west begun to hear of his methods than Lozanov was
placed under house arrest in Bulgaria and forbidden contact with foreigners by the
communist regime, which jealously guarded 'their' learning methods [12]. Those
(mainly in the US) who had seen something of the method in acti on, did their best to
make sense of it, but the result was that a lot of the early proponents missed what had
actually made the difference in the learning and therefore picked up on surface details
[12, 14].

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Early advocates of accelerated learning talked about the brain, about emotions, about
learning styles and much more. It's worth remembering that the 1970s and 1980s were
exciting times for learning and education [7, 11]. Not only were amazing things
happening in terms of scientific discoveries, but we were also beginning to get
tantalizing glimpses of the way that the human brain works.
Throughout the 1990s, as alternative therapies and developments in neuroscience
arrived thick and fast, so accelerated learning has embraced many of these too [9, 10].
In schools first, Colin Rose and then Alistair Smith have been at the forefront of
helping teachers to develop imaginative approaches that involve accelerated learning.
Accelerated learning combines aspects of established learning theory with brain -
based approaches, in order to engage learners and speed up the process of learning.
Accelerated Learning is a spin-off from Gardner’s Theory of Multiple Intelligences and
Neuro-Linguistic Programming [6, 11].

2.2. Neuro-Linguisting Programming (NLP)

Neuro-linguistic programming (NLP) is an approach to communication, personal
development, and psychotherapy created by Richard Bandler and John Grinder in
California, USA in the 1970s [14]. Its creators claim a connection between the
neurological processes ("neuro"), language ("linguistic") and behavioural patterns
learned through experience ("programming") and that these can be changed to achieve
specific goals in life. Bandler and Grinder claim that the skills of exceptional people
can be "modelled" using NLP methodology then those skills can be acquired by anyone.
Bandler and Grinder also claim that NLP can treat problems such as phobias,
depression, habit disorder, psychosomatic illnesses, myopia, allergy, common cold and
learning disorders, often in a single session [12, 14]. NLP has been adopted by some
hypnotherapists and in seminars marketed to business and government.
Reviews of empirical research show that NLP has failed to produce reliable results
for its core tenets. The balance of scientific evidence reveals N LP to be a largely
discredited pseudoscience. Scientific reviews show it contains numerous factual errors,
and fails to produce the results asserted by proponents [11, 12]. According to clinical
psychologist Grant Devilly, NLP has had a consequent decline in prevalence since the
1970s [12]. Criticisms go beyond lack of empirical evidence for effectiveness, saying
NLP exhibits pseudoscientific characteristics, title, concepts and terminology as well.
NLP serves as an example of pseudoscience for facilitating the teaching of scientific
literacy at the professional and university level [12, 14]. NLP also appears on peer
reviewed expert-consensus based lists of discredited interventions. In research designed
to identify the "quack factor" in modern mental health practice [10, 11].

2.2.1. Applications: Early books about NLP had a psychotherapeutic focus given that the
early models were psychotherapists. As an approach to psychotherapy, NLP shares
similar core assumptions and foundations in common with some conte mporary brief and
systemic practices such as solution focused brief therapy [9, 10]. NLP has also been
acknowledged as having influenced these practices with its reframing techniques which
seeks to achieve behaviour change by shifting its context or meanin g, for example, by
finding the positive connotation of a thought or behaviour. According to Stollznow,
"Bandler and Grinder's infamous Frogs into Princes and other books boast that NLP is a
cure-all that treats a broad range of physical and mental conditions and learning
difficulties, including epilepsy, myopia and dyslexia [12]. With its promises to cure
schizophrenia, depression, and post-traumatic stress disorder, NLP shares similarities

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with Scientology and the Citizens Commission on Human Rights, CCHR. "The two
main therapeutic uses of NLP are: (1) as an adjunct by therapists practicing in other
therapeutic disciplines; (2) as a specific therapy called Neuro linguistic Psychotherapy
which is recognized by the United Kingdom Council for Psychotherapy wit h
accreditation governed at first by the Association for Neuro Linguistic Programming
and more recently by its daughter organization the Neuro Linguistic Psychotherapy and
Counselling Association [14].
While the original goals of Neuro linguistic programming were therapeutic, the
patterns have also been adapted for use outside psychotherapy for interpersonal
communications and persuasion including business communication, management
training, sales, sports, and interpersonal influence, used for coaching, tea m building,
public speaking, negotiation, and communication [9, 14].

2.3. Gardner’s Theory of Multiple Intelligences

In the 1970s, Howard Gardner, a professor of education at Harvard University,
started questioning the traditional definition of intelligence on which such tests were
based. Gardner worked with talented children and adults who had brain damage. He
found that people had many other gifts and talents that weren't necessarily reflected in
the traditional ideals of intelligence. He used a variety of sources – including
neurophysiological research and studies with autistic people, geniuses, and protégés –
to support his model that various parts of the brain provide different types of
intelligence [1, 14].
In 1983, Gardner published the book "Frames of Mind," which outlined seven
different types of intelligence. Ten years later, he added an eighth type. This multiple
intelligences (MI) theory became a popular model for understanding the many ways in
which human intelligence exists [2, 14].
The multiple intelligences theory (MI theory) claims that all humans have eight
intelligences, to a lesser or greater extent, and that each have a different intelligence
profile. This profile is based on genetics and experiences, and it makes us unique from
others [14]. The intelligences are as follows:

2.3.1. Linguistic intelligence: This is the ability to use spoken and written language
effectively to express oneself. Lawyers, writers, and speakers tend to have high
linguistic intelligence.

2.3.2. Logical-mathematical intelligence: This is the ability to analyze problems

logically, work effectively with mathematical operations, and investigate issues using
the scientific method. Finding patterns and deductive reasoning are other capabilities
associated with this intelligence. People working in the scientific and mathematical
communities tend to be high in this type of intelligence

2.3.3. Musical intelligence: Increase the resistance of concrete to frost action by

introducing numerous tiny air bubbles into the hardened cement paste.

2.3.4. Bodily-kinesthetic intelligence: This is the ability to use the body for
expression. People high in this intelligence use their physical coordination to master
problems. Professional dancers and athletes are good examples of this

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2.3.5. Spatial intelligence: This is the ability to recognize, use, and interpret images
and patterns and to reproduce objects in three dimensions. Successful architects,
sculptors and designers are likely to have high spatial intelligence.

2.3.6. Interpersonal intelligence: This is the ability to understand people's intentions,

motivations, and desires. This intelligence allows individuals to work well with others.
Professions like therapy, teaching, and sales attract individuals with high interpersonal
intelligence.

2.3.7. Intrapersonal intelligence: This is the ability to understand oneself, and to

interpret and appreciate your own feelings and motivations. Therapists, actors,
caregivers, and writers are all people who can bring high levels of personal awareness
to their work.

2.3.8. Naturalist intelligence: This is the ability to recognize and appreciate our
relationship with the natural world. Astronomers, biologists, and zoologists are
examples of professions with a high level of naturalist intelligence. (This is the eighth
intelligence that Gardner added, after first publication of his model.

2.3.9. Emotional intelligence: This is the ability to able to recognize an emotion as

they are experiencing it, and react to it in a way that is considered positive by the
culture.

2.3.10. Existential intelligence: This is the ability to know the reason for one’s
existence, or ‘why you are here.’

Although the intelligences are anatomically separated from each other, Gardner
claims that the intelligences very rarely operate independently. Rather, the intelligences
are used concurrently and typically complement each other as individuals develop skills
or solve problems [2, 12]. For example, a dancer can excel in his art only if he has 1)
strong musical intelligence to understand the rhythm and variations of the music, 2)
interpersonal intelligence to understand how he can inspire or emotionally move his
audience through his movements, as well as 3) bodily-kinesthetic intelligence to
provide him with the agility and coordination to complete the movements successfully.
Gardner argues that there is both a biological and cultural basis for the multiple
intelligences. Accepting Gardner’s Theory of Multiple Intelligences has several
implications for teachers in terms of classroom instruction.
As the theory states that all intelligences are needed to productively function in
society and teachers, Therefore, it should think of all intelligences as equally important.
This is in great contrast to traditional education systems, which typically place a strong
emphasis on the development and use of verbal and mathematical intelligences.
It also implies that teachers should structure the presentation of material in a style
that engages most or all of the intelligences.
All students will come into the classroom with different sets of developed
intelligences. This means that each child will have his own unique set of intellectual
strengths and weaknesses. These sets determine how easy (or difficult) it is for a
student to learn information when it is presented in a particular manner, which is
commonly referred to as a learning style. Defined were the visual, auditory and

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kinesthetic intake styles. Many learning styles can be found within one classroom. As
children do not learn in the same way, they cannot be assessed in a uniform fashion.
Traditional tests (e.g., multiple choice, short answer, essay...) require students to
show their knowledge in a predetermined manner. Supporters of Gardner’s theory claim
that a better approach to assessment is to allow students to explain the material in their
own ways using the different intelligences. Preferred assessment methods include
student portfolios, independent projects, student journals, and assigning creative tasks
[3, 11, 15].

3. Methodology
Environmental Control System is a course taken by the regular third year
Architecture students in Qassim University This course was chosen by the researcher as
a pilot course for the implementation of AL due to the following reasons:
1. The course content – much material is to be covered in one term;
2. The requirements of the course – the course requires involvement in critical
skills to raise clear and precise questions, use abstract ideas to interpret
information, consider diverse points of view, reach well-reasoned
conclusions, and test them against relevant criteria and standards;
3. The nature of the course—the course is mathematical or quantitative than
other architecture courses but tests more the creativity of the students; and
4. The difficulty in impressing upon the students the importance of safety,
considering that since it is usually perceived as a practical subject matter
that could easily be learned in the course of one’s work experience in
industry, the tendency of students is to take safety for granted.
The researcher taught this course for three consecutive terms and gradually
developed an instructional approach using the guidelines and principles of Accelerated
Learning.

3.3. Instruction Techniques

The following instruction techniques used are: 1). film showing of the different kinds
of hazards and tips on safety in the workplace, 2). lectures with the aid of LCD
projector, 3). individual and group activities to facilitate learning, 4). study of a model
company that could be benchmarked for safety program implementation, 5). study of an
adopted company, an SME to which the new learning about safety management could
be applied and 6) presentation of particular topics by the students within the grasp and
understanding of the class.

4. Insights obtained from the adoption of Accelerated learning

The following observations were found in the experimental classes. 1) The various
activities appeal to a majority of the intelligences, 2). The film on hazards in the
workplace appealed to the visual and auditory students. The requirement to make a
group reaction paper appealed to the kinesthetic, 3). The group presentations appealed
to the three intake styles, a sign that the students adopted AL principles although
unintentionally and probably, intuitively, 4) The safety programs designed by the
students for their “adopted companies” were comprehensively written documents in the
form of manuals, graphic safety visuals depicting pain when meeting an accident, and

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safety orientation videos (with musical background during pauses) for employees and 5)
The students who were not aware of AL principles performed ably as effective learning
facilitators in their group presentations. The techniques they used bore the characteristics
of AL as shown on Table 1.

5. Indicators of Effectiveness
The following items were taken as indicators of effectiveness of Accelerated learning
techniques:

5.1. Classroom performance

The students performed well in the tests, presentations and projects. The overall
performance of the class was moderately above satisfactory.

5.2. Participation in class

The students actively participated in class activities. Humor and laughter punctuated
group activities.

5.3. Model company safety program assessment

The students documented the safety program and practices of their selected model
company. This was followed by an assessment of the comprehensiveness of the safety
program based on the safety principles learned in class. A hazard analysis was also
done on two critical processes. The reports were generally above satisfactory to
outstanding.

5.4. Adopted company new safety program

The students’ presentations of the new safety programs were generally well received
by the invited representatives from the firm. Clarifications were made after the
presentation.

6. Conclusion
The adoption of the principles of Accelerated Learning benefited the students in that
they learned more, faster, and better, were able to apply what they learned in class in
working on their projects, and became better and more creati ve innovators. Among the
techniques used in the course, lectures using LCD projector has been weak in tapping a
number of intelligences. This implies that although its use may lead to higher
efficiency, the learner may find it difficult to be fully attenti ve, hence may not learn as
much as expected. The use of the other techniques such as individual and group
activities is more involving and fun to the students.
The learning facilitator noted that mapping out the intelligences for each instruction
technique allows one to be more aware of the distinctions among the students with
respect to their learning styles. If an instruction technique addresses most of the
students’ intelligences, then they learn much more at that span of time. Therefore , this
is a practice that must be adopted by an accelerated learning facilitator in his pursuit of
higher efficiency.
Without using AL techniques, learning facilitators could still be effective as long as
they are able to catch the attention of the class through humor and fun and the use of
multimedia. The learning facilitator must be open to learning from the students and

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Vol. 2, No. 2 (2013)

should retain a sense of wonder that could be passed on to the students. In so doing,
professional preparation becomes more thorough because it was more enjoyable than
cumbersome.

7. Appendix
7.1. Appendix 1
Technique: Film showing of critical thinking concepts. A learning paper is submitted
afterwards which is shared before the class, if time permits.

Intelligence Step in Exercise

Interpersonal The learners share the insights gained with the class.
There is a defined process. The time limit for the submission of
Logical
the paper adds structure.
The film shown is visual and so is the presentation of a student in
Spatial
front of class
Musical The film is enlivened with musical background.
Linguistic The written and spoken words are used.
Intrapersonal The learners think of what to document and write the paper alone.
Kinesthetic The learners write their learning paper.
Emotional Watching videos is fun.
Naturalist Weak
Learning about the effects of hazards on personal well-being
Existential allows the learner to think of mortality which may somehow be
linked to thoughts of one’s purpose in life..

7.2. Appendix 2
Technique: Lectures with the aid of LCD projector

Intelligence Step in Exercise

Some learners are given the chance to respond to questions posted
Interpersonal
by the learning facilitator.
Logical The presentations are highly structured.
Spatial LCD projector is highly visual.
Musical Weak
Linguistic The spoken and written words are used.
Learners are given a chance to think through the lecture as it
Intrapersonal
proceeds.
Kinesthetic Weak
Emotional Watching videos is fun.
Naturalist Weak
Existential Weak

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7.3. Appendix 3
Technique: Individual and Group Activities to facilitate learning (such as research of
different styles and strategies of preparing arguments, as well everyday applications in
communication media to gather, assess, record, and apply relevant information in
architectural coursework.
Intelligence Step in Exercise
Interpersonal Learners share with team and with the class
Logical There is a defined process for each activity.
Observing the different styles and strategies of arguments is
Spatial
visual and so with the scrutiny of the documents.
Musical Weak
Linguistic The written word is used.
The student is provided some time to remember the different
Intrapersonal
styles in preparing arguments.
Kinesthetic Weak
Emotional Coming out with the output is fun.
Naturalist Weak
Talking with others about life events creates thoughts about
Existential
personal purpose.

7.4. Appendix 4
Technique: Study of a model company that could be benchmarked for safety program
implementation. The students make visits to the company to obtain a document of
safety program, witness its application, and evaluate it based on learning in class. A job
hazard analysis of two processes is also conducted.
Intelligence Step in Exercise
Interpersonal The learners share with the team.
They are provided with the outline of the required report on
Logical
the Model Company, which defines the process
Observing the different styles and strategies of arguments is visual
Spatial
and so with the scrutiny of the documents.
Musical Weak
Linguistic The written and spoken word is used.
The learners delegate activities to each member of the team to
Intrapersonal
facilitate the process.
Kinesthetic The learners move about the plant as they observe.
Emotional Being accommodated by employees who are knowledgeable, is fun.
Naturalist It is good to have a tour of the premises of the plant.
Conducting a job hazard analysis which is useful for the model
Existential
company created thoughts about personal purpose

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7.5. Appendix 5
Technique: Study of an adopted company, an SME. The new learning about safety
management obtained in class discussions and from insights of model company is used
to devise a safety program. The team presents the suggested safety program before a
company representative and the learning facilitator.

Intelligence Step in Exercise

The learners interview company personnel and share with team
Interpersonal
the findings.
Logical The list of requirements for the project is highly structured.
Spatial The plant visit activity is highly visual.
Musical Weak
Linguistic Learners talk and share the spoken word.
The learners delegate activities to each member of the team to
Intrapersonal
facilitate the process.
Kinesthetic The learners move about as they observe.
Emotional Nurturing an adopted company
Naturalist It is good to have a tour of the premises of the plant.
Devising a useful safety program for the adopted company
Existential
creates thoughts about personal purpose.

7.6. Appendix 6
Technique: Presentation of particular topics by the students within the grasp and
understanding of the class. Each team is given a topic to present before the class. The
uses of role play, contests, video creation, and class involvement activity are all
encouraged.

Intelligence Step in Exercise

Interpersonal There is high interaction between the presenters and the class.
The list of topics to be presented by each team provides a good
Logical
structure.
Spatial The presentation techniques as suggested are highly visual.
Musical Video films are accompanied by background music.
Linguistic The spoken word is used.
Each learner is given a chance to think through aspects of safety
Intrapersonal
alone as presentation proceeds.
Kinesthetic The class is involved with activities devised by presenters.
Emotional Each presentation is fun.
Naturalist Weak
Existential Weak

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References
[1] H. Gardner and T. Hatch, “Multiple Intelligences go to School: Educational Implications of the Theory of
Multiple Intelligences”, Educational Researcher, vol. 18, no. 8, (1989), pp. 4-9.
[2] M. Kornhaber and H. Gardner, “Varieties of Excellence: Identifying and Assessing Children’s Talents”, A
Series on Authentic Assessment and Accountability, New York, (1993).
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Kappan Educational Foundation, (1992).
[4] W. C. Martin, “Assessing Multiple Intelligences”, Proceedings of the International Conference on
Educational, (1995).
[5] B. Tracy and C. Rose, “Accelerated Learning Techniques”, Nightingale Conant Corporation, (1995).
[6] C. Rose and D. Rose, “Accelerated Learning”, London, (1985).
[7] D. Meier, “The Accelerated Learning”, Handbuch zum schnellen und effektiven Lernen in Gruppen, Bonn,
(2004).
[8] H. Gardner, “Frames of Mind: The Theory of Multiple Intelligences”, Basic Books, (1985).
[9] H. Howard, “Intelligence Reframed: Multiple Intelligences for the 21st Century”, Basic Books, (1999).
[10] H. Gardner, “Audiences for the Theory of Multiple Intelligences”, The Teachers College Record 106, no. 1
(2004), pp. 212-220.
[11] E. H. Stefanakis, “Multiple Intelligences and Portfolios”, Portsmouth, NH: Heinemann, (2002).
[12] T. Ganiron Jr, “Cultural Learning Environment and Perception of Structural Engineering Classes in Qassim
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Author

Tomas U. Ganiron Jr. This author obtained his Doctor of

Philosophy in Construction Management at Adamson University
(Philippines) in 2006, and subsequently earned his Master of Civil
Engineering major in Highway and Transportation Engineering at
Dela Salle University-Manila (Philippines) in 1997 and received
Bachelor of Science in Civil Engineering major in Structural
Engineering at University of the East. (Philippines) in 1990. He is a
registered Civil Engineer in the Philippines and Professional
Engineer in New Zealand. His main areas of research interest are
engineering education, construction engineering, construction
management, project management and recycled waste materials.
Dr. Ganiron Jr is a proud member of professional organizations
like the Institution of Engineers-Australia and American Society of
Civil Engineer. He is also very active in other professional groups
like Railway Technical Society of Australasia and Australian
Institute of Geoscientists where he became committee of Scientific
Research. He has given invited or keynote lectures at a number of
international conferences and has received the ASTM Award CA
Hogentogler for 2008 in New Zealand and Outstanding Researcher
for 2013 in Qassim University.

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