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What is Creativity?

Creativity can be defined as the process or drive behind any given act of creation, or invention ^[1]. Being creative is the ability to view experiences from different perspectives all the while expanding one’s knowledge and skill base through interaction and involvement ^[2]. Service Learning Programs are the perfect way to expose students to those very experiences that will foster opportunities for creativity and for them to realize their full potential. It is believed that children who attend school will gain knowledge and creativity in a variety of disciplines. For that reason it would benefit school’s to integrate service learning programs into their curriculums to ensure that their students who graduate are well rounded individuals ^[1].

Co-op programs are designed to alternate academic terms with work terms ^[3] ^[4]. The alteration of work and academic terms is designed so that students can develop skills during the work terms that can then be applied to academic terms ^[3] and so students can see how academic material can be applied to real job settings ^[5] . However when a student is not in the honors stream of psychology their co-op terms do not alternate with academic terms for this to occur ^[4] A good co-op program should individualize each students learning which allows the student to become motivated and actively involved in their own learning ^[6]. However, Brock's co-op program is only individualized in the aspect that each person will have a different work term, every student has to take the same preparation course and is given the same information ^[4] regardless of their individualized goals. Good co-op programs should also provide lots of support for the student, such as resume building, interview practice ^[3], role models and feedback ^[6].Brock's co-op program does provide this initial support when registering for the first work term through the course 0N90 but after this initial course very few supports and feedback are put into place ^[4].There are many cons to the psychology co-op program at Brock University such as access and financial costs.

Motivation has been found as a strong individual factor to promoting creativity, therefore motivation fostered through service learning programs will lead to creativity in their educational endeavors^[7]. Furthermore, experience in the field allows the student to become familiar and comfortable in the environment allowing them to perform creatively^[7]. It is clear that service learning programs foster positive skills such as creativity in students. The evidence supports efforts be made to incorporate service learning programs into more education programs.

CAN WE ADD A PHOTO HERE? CAN WE ADD BULLET POINTS- THIS CHUNK IS AGGRESSIVE

What is a Service Learning Program?

EDIT ME Service Learning is a method of teaching that combines formal instruction with related service in the community into an academic school curriculum and as such provides its students with a higher level of learning ^[8]. Service Learning Programs are necessary for youth in the 21st century because they need to meet the ever changing and developing skills that are currently in demand within their future workforce^[9]. The main reason for Service Learning Program’s (SLP) is to engage students in experiences that concentrate on human and community needs as a whole, This is done through structured opportunities that involve deliberate reflection which is designed to promote student learning and growth^[10]. Creativity and Service Learning need to work together to ensure the idea behind SLP’s is to foster creativity in our youth so that they can take the skills they accumulate with them throughout their academic and professional lives. The skills learned in service learning programs can later translate and be useful in a professional setting^[11].

IF WE FIND A BROCK VIDEO- SHOULD ONLY HAVE ONE VIDEO NOT TWO SO CLOSE TOGETHER

Creativity can be defined as the process or drive behind any given act of creation, or inventionIt is commonly agreed that a large contributor to creativity is various life experiences and therefore integrating service learning into the schools would be the best way to ensure that the students that come out are well rounded in all areas of learning

What does a Co-op Program Look Like?

Schedule of Psychology Co-op Work Terms - Honors Stream

	Fall (September -December)	Winter (January-April)	Spring (May-August)
YEAR 1	ACADEMIC	ACADEMIC	VACATION
YEAR 2	ACADEMIC	ACADEMIC	WORK TERM 1
YEAR 3	ACADEMIC	ACADEMIC	WORK TERM 2
YEAR 4	ACADEMIC	ACADEMIC	WORK TERM 3

Schedule of Psychology Co-op Work Terms -Non Honors Stream

	Fall (September -December)	Winter (January-April)	Spring (May-August)
YEAR 1	ACADEMIC	ACADEMIC	VACATION
YEAR 2	ACADEMIC	ACADEMIC	ACADEMIC
YEAR 3	ACADEMIC	WORK TERM 1	WORK TERM 2
YEAR 4	WORK TERM 3	ACADEMIC	VACATION
YEAR 5	ACADEMIC

Take a look at the video link below featuring the placement coordinator from Kingston University in London. She discusses the various benefits of placements for students.

What are the Different Types of Co-op's?

Service Learning Programs are an opportunity for youth to transfer their school-based knowledge to the community and apply it to real life scenarios ^[12]. All of the SLP’s offer a different aspect that can be tailored to the individual needs of each student.

There are four main types of SLP’s all differentiated by who and how one is served.

Direct Service: are activities which generate direct contact with individuals in need. This is often the most beneficial for students because they receive immediate feedback and they learn they can make a difference. Examples of this type of service would be things like working with senior citizens, small children, or the homeless ^[13].
Indirect Experience: are activities that often involve the student working behind the scenes or as part of a team for a greater organization. Access to these experiences are often found in schools and is therefore easily accessible to students. Examples of this type of service include being a part of a production team. Collecting food or toys for a drive or other environmental projects ^[13].
Advocacy: are activities that require youth to take a stand for what they believe in. Examples of this service include presenting or speaking to the community on behalf of an environmental or political cause ^[13]. These programs not only allow student the chance to develop their presentation skills, but they it gives the student an opportunity to deeply analyze why or what they believe in.
Community Based Research: are activities that require students to be a part of a pair or team that is responsible for researching and problem solving ideas for existing or new community programs. These programs may also exist within the school environment. There is a large emphasis on research programs and tools with this work ^[13].

The Benefits of Service Learning Programs for the University

There is a concern in the short-term goal an undergrad student wishes to pursue. The main focus of these students is completing their degree as quickly as possible. Therefore after completion, applying for careers is more difficult because certain universities do not foster co-op programs towards students ^[14]. Co-ops are structured and combined to provide practical work experiences and learning opportunities towards the study of choice. ^[15].

Institutions not only get to view the success of their students, but also gain a stronger connection with their community and create an excellent reputation. ^[16]

Community engagement is increasingly recognized as a vital component to the future of any university ^[14]. There are several reasons why community engagement and co-op programs might be important:

Co-ops can enhance the profile of the university to the employer
Co-ops have the ability to increase recruitment numbers towards the university
Co-op allows well recognition by the institution knowing that the university is fulfilling dedication and responsibilities to their students as a education system ^[16].

Researchers have found that:

87% of students reported that the business schools felt a stronger connection to the community
81% reported that reputation of the university is affected by internships ^[15].

This is in reference to the tangible, facilitative and emotional support from staff. Students appreciated mentors and this increases their willingness to learn. When universities implement programs that offer the ability to apply what they have learned after graduation, this shows the university’s success rate ^[17].

Implementing co-op programs within universities allow the profile of the university to be^[16].

Achieve at a higher academic skill level
Enhances the skills and experience
Bridging the gap between education within facilities and trust towards students

But more importantly co-op programs fulfill the responsibly to demonstrate its commitment for their students and to hire enthusatic mentors to complete this role ^[16]. Co-op programs benefit the university as an outstanding school to study knowing the increase levels of job opportunities after graduation^[16]

Success seen within students, assistants being supportive towards students academics

University of United Kingdom

University of UK is one of several schools that is known for their outstanding co-op programs offered towards their students. There results demonstrated that those who did receive co-op programs increased there academic average and job offerings ^[14]. The researchers results were relied on how certain universities promoted education fairs or open days that encourage the importance of placements and advertise these qualities. These job fairs or open days assisted in on awareness of the facility as a whole but as well directed to certain co-op programs.

University of Durham

Durham University is another institution that developed a partnership within the community and developed student co-op programs . They focused and aspired four main topics towards their students:

Empowerment: providing support and resources and tackle concerns through interacting with the community
Partnership: the trust and reliance on other networks to help through different approaches of communication and goals
Education: to not only inform students but to widen their role and increase awareness to the public
Leadership: Durham University is one of the leading research companies and integrating new approaches to boradening the students awareness ^[16]

Durham University fostered creativity through these four facets that increased their students awareness on community factors as well as co-op programs^[16]. This facility is simple well recognized for the ability in fostering new approaches within their students on seeing this as a school "commitment" towards students. Co-op programs demonstrates a well deserved standing as an overall view of the university ^[16].

Directed towards Psychology

Brock University is a well recognized institution that emphasizes it's Psychology students on developing critical thinking and writing. Brock offers a Psychology co-op to students in the honors and non-honor programs. However, the requirements of being accepted into these co-op programs reach a number of high expectations towards there students ^[5]. Statistics have shown that co-op programs allow some students to achieve higher grades. ^[18]. When companies interview individuals, the co-op option schools offer affect their decision and especially in a clinical environment or behavioural units because employers are critical on experience. ^[18].

Teachers and professors can increase school population but wanting to work in the top ranked institutions and also hiring those who are intellectually qualified for the positions ^[14]. Psychology co-op programs also can assist with other programs to link together in recruiting students before and after graduation terms^[14]. Companies also influence and encourage co-op programs as a desirable qualification for careers options, although there is little evidence that placement programs help all psychology students ^[18].

The Benefits of Service Learning Programs for Students

Service learning programs or co-ops are typically structured to include one year of hands-on work placement experience within their degree, most often it occurs in their third year of study, then students return to school for their final academic year ^[19] ^[20]. Employers are searching for applicants who have experience in the field when hiring within their company ^[21]. Many university programs do not provide opportunities to obtain experience to foster creativity, therefore employers are reporting a dissatisfaction with graduates as they fear students lack vital workplace skills ^[22].

Service learning programs or placements are valuable to the university student because they:

Allow exposure to the working environment,
Provide the opportunity to develop transferable skills within the workplace^[23] ^[19]
increase student employability ^[24] ^[19]
Foster motivation and creativity within the academic setting that results in students obtaining a degree that is reputable by employers and the univeristy^[23].

Main Benefits

The two main benefits that co-op and service learning programs provide are employability and interpersonal and transferable skill development.

Employability

Placement programs have been found to increase the likelihood students will obtain a job with ease after graduation and are linked to attaining higher ranked jobs and income in comparison to students who are not provided work placements within their degree program^[24] ^[25]. Researchers in the psychology department at Aston University found that students in their placement program had increased motivation and dedication to learning within the classroom that resulted in increased creativity and employability of the student^[24]. Not only are students graduating more prepared for the workplace, employers are more likely to recognize these valuable assets as 40% of companies have indicated a preference for hiring students who have completed a work placement ^[23].

Interpersonal and Transferable Skill Development

Co-op and service learning programs facilitate development of transferable and interpersonal skills that are rarely taught or facilitated in an academic classroom because the university classroom cannot provide the hands-on experience needed to cultivate such skills^[23] ^[22] . Students foster communication skills ^[19] ^[22], self-esteem, self-presentation ^[19], motivation ^[26] , problem solving skills, and self-confidence ^[22], improve overall understanding of content, develop critical thinking skills ^[26], and promote personal development ^[25] ^[26] through participation in work placements.

Summary of Student Placement Benefits

Employability	Interpersonal and Transferable Skill Development
Obtain a reputable and well recognized degree^[23]	Motivated to learn ^[22]
Develop experience applying for jobs ^[23]	Better equipped to manage final year of study ^[23]
Improve resume and overall employability ^[23]	Develop communication skills ^[22]
Gain experience in the workplace ^[24]	Develop self-esteem and self-confidence ^[22] ^[21]
Result in higher income and job status ^[23] ^[21]	Improve problem solving skills ^[22]
Obtain work quickly after graduation ^[23]	Improve self-presentation skills ^[19]

Students with Disabilities

Individuals with disabilities are often discriminated against in the workplace when employers are hiring new individuals to work in their company. For example, it is possible that hiring an individual with a physical disability can require costly modifications to the workplace that employers are unwilling to do^[27]. Placement and co-op programs are beneficial for students with disabilities as they can develop a better understanding for work demands, improve employability, obtain independence, practice working with others, and reach personal achievement goals ^[28]. Additionally, employers are exposed to working with individuals with disabilities and can improve their attitudes and biases towards this population ^[28].

Students with physical and cognitive disabilities can benefit from school placements

Advantages and Disadvantages of Co-op Programs at Brock University

Brock University offers a co-op program for psychology students in both the honors and non-honors streams. This program has both many advantages and disadvantages to the student in the program.

Advantages

Disadvantages

Although there are many advantages to being the co-op program,

Access to Co-op Program

Not all psychology studies are given access to the co-op program. In order to even get into the co-op program a grade 12 average of at least 80% ^[4] must be achieved while the minimum average to get into the psychology program is 75% ^[29]. Also, in order to stay in the program this grade level must also be maintained ^[4] This grade difference is clearly a predicament since these programs actually help improve academic performance by providing practical skills that can be applied to academic situations and increase a student’s motivation to learn ^[30] ^[3]. Students in the non-honors stream of co-op also lose the access of graduating within four years as the schedule is made in such a way that students have to take a 5th year. This may impact their ability to get into grad schools as most schools begin in September and delays the student the opportunity to begin a career ^[24]

Financial Costs

Once students are accepted in the co-op program they must pay over the four years an extra $2100 on top of their tuition ^[4]. The payments are divided into $750 in year 1, $750 when registering for the preparation course and $700 when registering for the student’s first work term ^[5]. The co-op process can be extremely expensive ^[24] and work terms are not always guaranteed to pay enough to cover the costs of co-op. For example, many of the work terms available in the psychology department that are not human resource positions are actually volunteer positions through non-government organizations ^[4]. Students are allowed to get OSAP for when they are attending academic terms but OSAP will not provide the $700 for a work term. This can be problematic especially if the student is working at a NGO and may not be able to come up with the money to pay the co-op fees ^[31]. Also, even if the student does not use the co-op office tools and finds a placement on their own they are still required to pay the $700 even if they did the work of finding a placement themselves ^[5].

Overall Failings

Overall Brock's co-op and service learning programs in the psychology department can be seen to be failing in the following ways:

not all students can access these programs
can be very costly
delays graduation can employment
not always given a choice to engage in something that interests the student resulting in a loss of motivation and creativity
not enough teacher supports throughout every year of university
programs are not individualized to students needs

It is important to consider how Brock's co-op and service learning programs are failing psychology students. Brock has invested a lot of time and made the business co-op program one of the largest in Ontario ^[4]. However, this same investment of time should be taken to address these failings in the psychology department as well so Brock University can also say it has one of the best psychology programs around.

--Ks09bc 14:51, 14 February 2013 (EST)

The Need for Service Learning Programs

There is a need for service learning programs because of the value they provide to the labour market and creativity they foster in university students ^[22] ^[19]. Many jobs in the work market request experience in the field as a requirement of the application ^[24], and as a result students and their families have been reported to pay a significant amount of money to obtain good placement/internship positions ^[32]. The University of Dreams program Check out the University of Dreams Website!charges in some cases up to $8000 to seek out reputable organizations and obtain placements for students^[32]. This is a strong example of the need for placement programs as students will spend a great deal of money to obtain experience in service learning programs. The University of Dreams claims that over 70% of students with an internship in their program recieve a job after placement ^[21] thus making the program attractive to recent graduates from post secondary institutions. Overall, students who graduate with their degree in a service learing program indicate that their year spent in a practical placement was extremely valuable and motivated them to work harder in school and in the workplace^[19].

Notes and References

↑ ^1.0 ^1.1 Yeh, Y., Huang, L., Yeh, Y. (2011). Knowledge management in blended learning: Effects on professional development in creativity instruction. Elsevier: Computers and Education. 56. 146-156.
↑ Weisberg, R.W. (1993). Creativity- Beyond the Myth of Genius. Freeman and Company. Retrieved from: http://www.csun.edu/~vcpsy00h/creativity/define.htm
↑ ^3.0 ^3.1 ^3.2 ^3.3 ^3.4 ^3.5 ^3.6 Hoffart,N., Diani, J.A., Connors,M., & Moynihan, P.(2006). Outcomes of cooperative education in a baccalaureate program in nursing. Nursing Education Perspectives, 27(3), 136-143
↑ ^4.00 ^4.01 ^4.02 ^4.03 ^4.04 ^4.05 ^4.06 ^4.07 ^4.08 ^4.09 ^4.10 ^4.11 ^4.12 Brock University. Brock Univeristy co-op: Going places.St Catharines, Ontario: Co-op Office
↑ ^5.0 ^5.1 ^5.2 ^5.3 ^5.4 Brock University (2012)Undergraduate co-op manual 2012/2013. St Catahrines, Ontario: Co-op Office
↑ ^6.0 ^6.1 ^6.2 ^6.3 Cates,C., & Jones, P.(1999). Learning outcomes: The educational value of cooperative education. Columbia, MD: Cooperative Education Association.
↑ ^7.0 ^7.1 Shalley, C. E., Gilson, L. L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15, 33-53
↑ National Service Learning Clearinghouse: America’s Most Comprehensive Service- Learning Resource. (2007) Retrieved from: http://www.servicelearning.org/what-service-learning
↑ Marin, L. (2011). KIDS Consortium’s Blog: Top reasons service learning promotes being creative and entrepreneurial: 21st Century Skills in Action. Retrieved from: http://blog.kidsconsortium.org/2011/11/28/top-reasons-sl-promotes-being-creative-and-entrepreneurial-21st-century-skills-in-action/
↑ Service Learning Programs: CAS Standards and Guidelines. ( 2005). Retrieved from: http://www.communityservicelearning.ca/en/documents/CASService-LearningProgramStandards.pdf
↑ Pless, N. M., Maak, T., Stahl, G.K. (2012). Responsibility and sustainable development through management development: what can be learned from international service learning programs? Human Resource Management. 51. 6. 873-904.
↑ Ming, A.C.C., Lee, W.K.M., Ka, C.M.H. (2009). Service-learning model at Lingman University: development strategies and outcome assessment. New Horizons in Education. 57. 3. 1-18.
↑ ^13.0 ^13.1 ^13.2 ^13.3 Hentschel, M. (2006). Types of Service Learning Activities. Retrieved from: http://tilt.colostate.edu/sl/faculty/types.cfm
↑ ^14.0 ^14.1 ^14.2 ^14.3 ^14.4 Patel, Brinkman, & Coughlan, (2012). Work placements and academic achievement: undergraduate computing students. Education & Training, 54(6), 523-533.
↑ ^15.0 ^15.1 Weible, (2009). Are universities reaping the available benefits internship programs offer? Journal of Education for Business, (85), 59-63.
↑ ^16.0 ^16.1 ^16.2 ^16.3 ^16.4 ^16.5 ^16.6 ^16.7 Russell, Cattermole, Hudson, Banks, Armstrong, Robinson, Pain, Gollan & Brown, 2011. Sustaining community-university collaborations. Gateways: International Journal of Community Research & Engagement .(4). 218-231.
↑ Williamson, Callaghan, Whittlesea, & Heath Improving student support using placement development teams: staff and student perception. Journal of Clinical Nursing, (20), 828-836
↑ ^18.0 ^18.1 ^18.2 Reddy & Moores. Measuring the benefits of a psychology placement year. Assessment & Evaluation in Higher Education, 3(5), 551-567.2006.
↑ ^19.0 ^19.1 ^19.2 ^19.3 ^19.4 ^19.5 ^19.6 ^19.7 Neill, Neville T., Mulholland, Gwyneth, E. (2003). Student Placement- structure, skills and e-support. Education + Training, 45 (2), 89-99
↑ Theguardian: Blogging Students. (2013). Why aren’t more students doing sandwich courses?. Retrieved from http://www.guardian.co.uk/education/mortarboard/2012/apr/30/students-sandwich-course
↑ ^21.0 ^21.1 ^21.2 ^21.3 Dream Careers: Global Internship Programs. (2013). Value of an Internship. Retrieved from http://www.summerinternships.com/overview/value/
↑ ^22.0 ^22.1 ^22.2 ^22.3 ^22.4 ^22.5 ^22.6 ^22.7 ^22.8 Wilton, Nick. (2012). Impact of work placements on skills development and career outcomes for business and management graduates. Studies in Higher Education, 37 (5), 603-620
↑ ^23.0 ^23.1 ^23.2 ^23.3 ^23.4 ^23.5 ^23.6 ^23.7 ^23.8 ^23.9 Patel, Nayna., Brinkman, Willem-Paul., Coughlan, Jane. (2012). Work placements and academic achievement: undergraduate computing students. Education + Training, 56 (6), 523-533
↑ ^24.0 ^24.1 ^24.2 ^24.3 ^24.4 ^24.5 ^24.6 Moores, Elisabeth., Reddy, Peter. (2012). No regrets? Measuring the career benefits of a psychology placement year. Assessment & Evaluation in Higher Education, 37 (5), 535-554
↑ ^25.0 ^25.1 TheBIGChoice.com: Student & Graduate Jobs. (2013). Benefits of a Work Placement. Retrieved from http://www.thebigchoice.com/Placements/Advice/Benefits_of_a_Work_Placement.html
↑ ^26.0 ^26.1 ^26.2 Pedagogy in Action (2012). Evidence of Service- Learning Benefits. Retrieved from http://serc.carleton.edu/sp/library/service/benefits.html
↑ Baldwin, M., Johnson, W. G. (1994). Labour market discrimination against men with disabilities. The Journal of Human Resources, XXIX (1), 1-19
↑ ^28.0 ^28.1 Georgiou, Catherine, Elizabeth., Espahbodi, Shima., De Souza, Lorraine, Hilary. (2012). Preparing for the world of work: an exploratory study of disabled students’ experiences of work placement. Journal of Education and Work, 25 (5), 523-536
↑ Brock University (2010). Experience Brock university: Faculty of social science program information. Retrieved from http://experience.brocku.ca/program
↑ Coll, R.K., Taylor, N., & Nathan, S. (2003). Using work-based learning to develop education for sustainability: A proposal. Journal of Vocational Education and Training, 55(2), 169-182
↑ Wynne, K. (2013). How to get OSAP. Retrieved from http://http://www.ontario.ca/education-and-training/how-get-osap
↑ ^32.0 ^32.1 The New York Times: Business. (2009). Unpaid Work, but they Pay for Privilege: Gerry Shih. Retrieved from http://www.nytimes.com/2009/08/09/business/09intern.html?_r=2&

Retrieved from "https://kumu.brocku.ca/psyc4p07-winter-2013-group06/Main_Page"

 =Advantages and Disadvantages of Co-op Programs at Brock University=
-Brock University offers a select amount of Service Learning experiences that are available to the student population. Specific to Psychology, Brock has implemented the opportunity to have a Co-op/Placement included into your course curriculum. Other programs at Brock also have the opportunity to participate in Service Learning Experiences supported by Brock, which act to benefit the student.
+Brock University offers a co-op program for psychology students in both the honors and non-honors streams. This program has both many advantages and disadvantages to the student in the program.
-==Service Learning at Brock==
+==Advantages==
-[[Image:Brock1.jpg|right]]
-[http://www.brocku.ca Brock University] is a strong supporter for the need of Service Learning experiences through Co-op and Service Learning opportunities for their student population. Brock University follows a set of guidelines by the Canadian Association for Co-operative Education (CAFCE) in which service learning/co-op programs must abide to:
+==Disadvantages==
-* Each work situation is developed and approved by the educational institution
-* The student is engaged in productive work rather than merely observing
-* The student received compensation for the work performed
-* The student’s progress is monitored by the institution
-* The student’s performance on the job is supervised and evaluated <ref name="Brock">Brock University. Considering Co-op? Retrieved from http://www.brocku.ca/co-op/future-students-2/what-is-co-op </ref>
-Brock University also implies their “Brock Co-op Advantage” which states that:
+Although there are many advantages to being the co-op program,
-* There is nearly a 100% placement rate for students across all programs
-* Brock screens all postings to ensure relevant and valuable work terms
-* Brock is the third largest co-op school in the province <ref name="Brock"> Brock University. Considering Co-op? Retrieved from http://www.brocku.ca/co-op/future-students-2/what-is-co-op </ref>
-==Declared Benefits of Brock's Service Learning Opportunities==
-Brock University states that their service learning/co-op experiences provide students with clear [http://www.brocku.ca/co-op/employers/benefits-of-brock-co-op advantages] that will support them in their future. These advantages, taken directly from the Brock website, are as follows:
-* Student positions are available year round and can begin work in January, May or September. The typical work term length is four months in duration, but extended placements are easily enabled.
-* Students are selected from a broad pool of candidates and accepted on the basis of academic performance.
-* Participation in weekly employment readiness workshops, delivered by corporate executives and partners, prepares students for transition to the business world. <ref name="Brock2">Brock University. Benefits of Brock Co-op Retrieved from http://www.brocku.ca/co-op/employers/benefits-of-brock-co-op </ref>
-==Service Learning ''Opportunities''==
-'''The Psychology Department and Service Learning'''
-Brock University's Psychology Co-op Program focuses on “employable skills,” not just academic conduct <ref name="Brock3"> Brock University. Brock University: Co-op, Going Places. Retrieved from https://experience.brocku.ca/UserFiles/File/Forms/BrockCo-Op-GoingPlaces.pdf </ref> . The Psychology Department emphasizes statistics, data analysis, research and training <ref name="Brock3"> Brock University. Brock University: Co-op, Going Places. Retrieved from https://experience.brocku.ca/UserFiles/File/Forms/BrockCo-Op-GoingPlaces.pdf </ref> . Students generally complete two years of academic curriculum at Brock University, followed by 2 work terms in year three, and a final work term in fourth year, followed by two consecutive terms of academic curriculum <ref name="Brock3"> Brock University. Brock University: Co-op, Going Places. Retrieved from https://experience.brocku.ca/UserFiles/File/Forms/BrockCo-Op-GoingPlaces.pdf </ref>.
-The Brock website does not provide a variety of information on Psychology Co-op. The single example example of a possible co-op opportunity available in the Psychology Department of Brock University that is presented on the Borock website is that of a Research Assistant <ref name="Brock3"> Brock University. Brock University: Co-op, Going Places. Retrieved from https://experience.brocku.ca/UserFiles/File/Forms/BrockCo-Op-GoingPlaces.pdf </ref>. Research Assistants are generally responsible for assisting a researcher in their research <ref name="Wiki1"> Wikipedia. Research Assistants Retrieved from http://en.wikipedia.org/wiki/Research_assistant </ref>. These assistants are not independent and not completely and directly responsible for the outcome of the research. The opportunity for a student to partake in this type of co-op program would definitely strengthen a student’s researching, data collecting, and communication skills.
-[[Image:research.jpg|right]]
-Importantly, the Brock University website focuses a great deal of attention on the general aspects of the co-op service learning opportunities offered at Brock University, but shares little about the specifics of said programs, particularly Psychology Co-op Programs.
-'''Service Learning at Brock'''
-As discussed above, Brock University provides little-to-no information on the specifics of the Psychology Co-op programs that they offer to their student population. Brock University has, however, implemented several service learning experiences open to the student population. Some of these include:
-*Foundations for Community Engagement (SOCI 2F60): This combines community involvement with academic study of local issues and the citizens responses to these issues. Lectures, readings and seminars are still used through out the course, but themes are “brought to life” by out-of-classroom learning opportunities during the academic year. These learning opportunities may include volunteer work, art events, tours, public lectures, etc.
-*Service Learning in the Faculty of Business: This is specifically a project-based learning strategy that connects classroom theory to actual real-world experienced challenges. These projects are incorporated into several business courses each year at Brock University with a dedicated Relationship Manager that works closely with the faculty of Brock University and the surrounding community partners. <ref name="Brock4"> Brock University. A Sample of Service Learning Opportunities. Retrieved from http://www.brocku.ca/service-learning/service-learning-courses </ref>
-==What Makes a <span style="color: red"> '''Good''' </span> Service Learning Experience?==
-According to Carol Ma and Florence Fong, Service Learning combines academic and volunteer/paid services <ref name="Article1"> Permaul, J. (2009). Theoretical bases for service-learning: implications for program design and effectiveness. New Horizons in Education, 3, 1-8. </ref>. The specific service performed by students reflects their academic study through critical thought processes and self-reflection, <ref name="Article1"> Permaul, J. (2009). Theoretical bases for service-learning: implications for program design and effectiveness. New Horizons in Education, 3, 1-8. </ref>. Service learning on college/university campuses used to just include extracurricular activities, but today it is frequently incorporated into curriculum designs <ref name="Article2"> Robbins, C. Expanding service-learning in the humanities among First-Generation, Minority-Population, and Non-Traditional Students: A Mixed Participation, Mixed Assessment Model. Interdisciplinary Humanities, 24-40.</ref>
-There is an increasing interest in how a service learning experience should be set up so that the individual receives the most benefits from it. For example, Mckinnon and Fealy suggest that service learning should focus on a range of activities and outcomes, such as community service, civic engagement, citizenship, social responsibility and cultural competence <ref name="Article3"> Mckinnon & Fealy. Core Principles for developing global service learning programs in Nursing. Global Service-Learning, 32(2), 92-101. </ref>. Bosma et al. (2010)determined that communication, shared decision making, shared resources, expertise and credibility, sufficient time, and flexibility are essential for successful partnerships in service learning experiences <ref name="Article4"> Stephenson, T., Stephenson, L., & Mayes, L. (2012). Engaging students in service learning through collaboration with extension: a recipe for success with Community partners. NACTA Journal, 78-84. </ref>
-Weigert’s Central Elements of Service Learning
-According to Weigert, there are several important factors that need to be present for a successful Service Learning/Co-op experience:
-* Community collaboration must be present from the very beginning
-* The service in which the students engage in is based on course objectives and feeds out of them
-* The service is incorporated into the course through necessary reflective assignments
-* Assignments must be assessed and evaluated in order to improve academic work <ref name="Article2"> Robbins, C. Expanding service-learning in the humanities among First-Generation, Minority-Population, and Non-Traditional Students: A Mixed Participation, Mixed Assessment Model. Interdisciplinary Humanities, 24-40.</ref>
-As presented in Smith et al. (2011) article on the Quality of Service Learning, six hallmarks of high quality service learning are discussed:
-* Integrated Learning: service experience is purposely connected to academic goals
-* Community Service: service should respond to a need identified by the community
-* Collaborative Development and Management: participants have a shared value
-* Civic Engagement and a Sense of Community Responsibility
-* Contemplation: the importance of reflective exercises
-* Evaluation and Disclosure: engage in critical evaluation of the experience to interpret results <ref name="Article5"> Smith, B., Gahagan, J., McQuillin, S., Haywood, B., Cole, C., Bolton, C., & Wampler, M. (2011). The development of a service-learning program for first year students based on the hallmarks of high quality service-learning and rigorous program evaluation. Innov High Educ, 36, 317-329.</ref>
-===<span style="color: red"> '''Does Brock Have it?''' </span>===
-Based on the research mentioned above, it seems as though Brock is meeting some standards of the service-learning experience requirements.  Psychology co-op opportunities are directly connected to Brock’s curriculum plans, and students engage in productive work which gives them a sense of community responsibility. Students also collaborate with researchers to find information for them and manage their study. Based on information available on the Brock website (which is limited), important elements that are missing from Psychology learning experiences specifically include: the necessity to community service (most co-op programs are a source of income), the importance of reflective exercises (no mention of this being a part of the process) and evaluation and disclosure.
-==Ineffective Programs at Brock University==
-Brock University offers many co-op programs to its students. However, access to these programs has become limited to students in the psychology department. Also, the programs that are available to psychology students are greatly lacking in their ability to enhance students’ ability to foster and promote creativity.
 ===Access to Co-op Program===