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1 Brock University Fostering Creative Learning

Brock University Fostering Creative Learning

Creative learning is integrated in Brock University’s unique and multi-dimensional approach to academic learning, as it focuses on strengthening and combining students’ academic and extra-curricular interests. The collaborative, co-op and Smart Finish programs at Brock allow students to apply what they have learned through creative problem solving and program development. Similarly, cross-listed courses integrates faculties and provides students with rich course content that, in turn, facilitates multi-perspective, creative problem-solving. In addition, seminars incorporated in the course curriculum provide students the avenue to engage in deeper critical thinking and involvement in learning by means of group discussions, presentations and other activities that all embody the creative learning and thinking process. In fact, the university has committed to fundraising $75 million to improve three specific areas that support this approach through their “Bold New Brock” initiative, launched in 2009.

"Bold New Brock" Campaign

Brock University’s “Bold New Brock” marketing campaign is aimed at both promoting the unique learning environment that the institution provides as well as fundraising $75 million to further improve that environment.^[1] ^[2] The tagline “Both Sides of the Brain” represents the way that the university approaches learning: by committing to strengthening the brain areas responsible for rationality as well as the ones associated with creativity. This method leads to well-rounded, multi-faceted students who are encouraged to participate in the community, which explains the purpose of incorporating two pictures into the campaign profiles.^[1] Profiles are comprised of one half of a student or faculty member’s face paired with an image that represents an interest of theirs on the other side.^[1] In fact, the campaign made its public debut on the back cover of the 2009 edition of Maclean’s Guide to Canadian Universities by showcasing one of the profiles.^[2]

Back Cover of 2009 Maclean's Issue

Using Both Sides of the Brain in Learning

Contrary to popular belief, studies have shown that humans use both sides of the brain when performing a task.^[3] For many years, the idea was the opposite: the left hemisphere was regarded as the more logical side and the right hemisphere was considered the emotional and creative side.^[3] Based off of this, only two types of intelligences existed: logical/mathematical and verbal.^[4] Though each side of the brain does contribute more to specific aspects of a behavior, and someone’s brain can be more efficient at one aspect compared to another, learning is now not regarded as being localized to either side.^[5]

Teaching methods that focus on the two traditional intelligences only benefit a portion of students, considering the brain has a number of abilities other than mathematical and verbal. Therefore, for a student’s abilities to fully flourish, multiple forms of intelligence need to be promoted and fostered.^[4] Howard Gardner’s Multiple Intelligences Theory acknowledges these multiple forms, which can be applied to learning and teaching methods.

Fostering Creativity by Encouraging Multiple Intelligences

Multiple Intelligences (MI) Theory states that there are eight intelligences that people possess different levels of, which are: visual/spatial, verbal/linguistic, musical/rhythmic, logical/mathematical, bodily/kinesthetic, interpersonal, intrapersonal and naturalistic.^[6] Thus, students are naturally equipped with different intellectual strengths. MI Theory contends that if teaching methods permit these certain types of intelligences to thrive, the interaction between different people’s ways of viewing a situation will allow multiple and creative solutions to a problem to arise.^[6]

Further, through fostering MI, students learn to appreciate and gain personal meaning from their studies, which would have a variety of positive effects – including increased attention and effort, as well as a stronger academic community.^[6] There are a various number of schools who have already adopted MI Theory into their teaching methods, including the Key School of Annapolis, Maryland. Student testimonials attest to how the guided approach gives students the freedom to produce creative results on their own. Similarly, in Southeast Asia, the Schichida Method has produced exceptional kindergarten students. A grade ten Biology class in Turkey who experimentally compared the traditional teaching method to the MI approach showed a statistically significant effect for the MI approach on the academic success of those students.^[7]

Unique Learning Environment

The commitment to a “Bold New Brock” involves encouraging multiple intelligences to promote creative and innovative students. To do so, the campaign has committed to three priorities. Firstly, the student learning experience will be enhanced through more financial assistance for students, an improved Mentorship Plus program and Matheson Learning Commons.^[8] Secondly, Brock possesses smaller, more interactive classroom settings that encourage experiential learning. However, since the campaign began in 2008, awareness of Brock in general has risen from 35% to 88% by 2010.^[9] Thus, to maintain the more intimate setting for students but still prepare for the university’s increasing growth, the campaign has committed to expanding the campus.^[8] Finally, additional support will be given to the knowledgeable professors of Brock, who set an example by participating in research aimed to benefit the community.^[1] ^[8] In 2011, Minister of State Gary Goodyear acknowledged Brock’s initiative and its potential to affect Canada’s economy by awarding funds to a total of 20 Brock researchers.^[10] According to Brock’s Associate Director of Marketing Dean Lorenz, students realize the potential to create themselves as well-rounded through the climate that the university offers, and the “Bold New Brock” campaign will only work to strengthen these benefits.^[9]

Course Content and Variety

Since its establishment, Brock University has presented itself as a small university that aims towards innovation. With an emphasis on experiential learning, Brock provides it students opportunities to apply their skills and knowledge through various avenues while granting them the flexibility to choose a degree option that best suits their careers needs^[11]. These experiences encourage active learning in the students and motivates them to take initiative in their educations. Brock offers a wide variety of courses in various faculties that are unique to themselves and provides students with the opportunity to explore various fields as it offers cross-listed courses that further integrate faculties.

Degree & Program Variety

Brock provides students with a variety of courses within a specific subject so no two students have the same learning experience regardless of the fact that they are in identical majors. For example the Sociology departs at Brock offers courses in animal ethics, criminology, poverty as well as theory based courses that focus on Marxist and Neoliberal perspectives^[12]. The diversity within subjects makes it easy for students to choose a stream that best suits their interest so they can better narrow their focus to provide a more distinct career path. These courses provide students with a variety of ways to asses’ a particular issue that may have only been viewed under the traditional lens of their programs. Brock University offers an appealing approach in regards to degree options. Students, depending on their career path can decide to purse a degree in the length of 3 years (known as a pass degree), a 4 Year BA with a major, and a 4 years Honors BA. These choices are unique to Brock as many universities offer two degree options ^[11].

Oenology & Viticulture

Brock, as it is located in the wine region of Niagara has a viticulture program that is unique to itself. Students can choose to explore a bachelors of Science degree in Oenology. A Certificate in Grape and Wine Technology are also available to those students who have science degree and would like to gain the training necessary to enter the grape and wine industry^[13] . Students of any major are welcomed to take introductory courses and can eventually pursue a minor in Oenology & Viticulture if they find it of interest to them^[13]. These unique experiences and program options are just one of the many fascinating aspects that set Brock aside from other universities.

Cross-listed Courses

Another remarkable aspect of the courses at Brock is the various cross listed courses. As mentioned earlier cross listed courses provide students with numerous perspectives on viewing a single topic. Cross-listed courses also act in a way to further elaborate on the shortcoming of one subject. For example a study showed that Political Science classes did not help to reduce the barriers between non-whites and minorities studies ^[14]. Therefore integrating a political science class with a sociology class which has had more beneficial results will provide these students with an remarkable aspect their subject neglects. Cross listed course act to integrate multiple perspectives by effectively addressing the shortfalls of a single field. Courses like these provide an interesting shift from traditional performance goals and advocates mastery goals which are beneficial when considering real world applications and entry in the job market. This is an import as it has been replicated in numerous studies that learning goals do not actually foster learning and pure understanding in comparison to mastery goals ^[15].

Active Learning

Active learning removes the traditional roles of teaching and force student to take an more hand on approach to their education. Brock, like other universities, a large focuses has been placed on honors students essentially neglecting those other degree options. Honors students receive numerous opportunities for active learning as they are at the center of their education. Unfortunately, there is no equivalent available to address these same needs in “non-honors students”. However, to tackle this shortfall Brock has designed a course in the psychology depart with that purpose. This course title “Psychology in Everyday Life” encourages students to critically think all the skills in which they developed at their time at Brock in both academic and non-academic settings. In using these skills as a foundation student will learn how to effectively articulate themselves, and articulate their skills. This skill will be essential for success in job market, and Brock believes this will provide its students with a leg up on the competition especially into days growing competitive markets. The formats of these courses provide students with a better understanding of course material. A recent study highlighted that students’ performances were enhanced on testing materials covered with active learning methods in comparison to traditional lecture formats”^[16].

The Brock Experience

Learning experience at Brock vary tremendously even within program and faculties, as mentioned above no two student receive the same learning experience as Brock makes available numerous pathways and streams and is extremely sensitive to the needs of the students and their interest. In many of the faculties you find courses that are pertaining to minority such as Aboriginals, Blacks and Women^[12]. In a study assessing the impacts of diversity suggested that enrollment in diversity courses increases students' positive interactions with diverse peers and "accentuates" the importance students place on engaging in social action^[17]. Students enrolled in these courses will develop greater understanding of situations the marginalized constantly deal with, which will in turn foster ethical & marginal awareness. This is an essential asset to have especially in regards to Canada’s growing minority population. Students at Brock are provided with a various opportunities that will enhance the quality of their education as well as their resume. Each student it granted the opportunity to make their degree unique from others pursing a degree in similar fields.

Real-World Application

Brock University has a variety of real-world application programs and experiences for students to learn not only classroom content material but to also take the skills that they learned in the classroom and apply it in a work setting.

Collaborative Programs

The Psychology department at Brock University has a few different collaborative programs where the University has partnered with a local college, in most cases. This offers students a unique opportunity to get both a degree from Brock University as well as a diploma from the college over the course of four years.^[18] This allows students to get a base of theoretical knowledge through the university as well as practical experience from field placements through the college.^[18] This allows students to get a variety of perspectives and experiences in their University career from the different professors and schools. ^[19] This improves the student’s learning experience by giving them real world experiences, applying theory into practice, and having valuable interactions with experts in the field. ^[20] This also increases the effectiveness of the education programs. ^[20] The collaborative programs at Brock University include:

Behavioral Science Technology: this program is for students who want to work with individuals who need to or want to change their behaviors and is done with St. Lawrence College in Kingston.
Policing and Criminal Justice: this program is done through Niagara College for students who want to go into the policing field of work.
Social Service Worker: this program is done through Sheridan College and allows students to work in the field of social services in Ontario as well as being able to be a licensed social service worker in Ontario after they complete the program.
Social Service Worker (formally Human Services Counseling): this is done through Durham College instead and is for students that want to have a career is the social services and front-line counselling, after wards students in this program are also able to be licensed as a social service worker through the Ontario College of Social Workers and Social Service Workers once they have completed the program.
Yukon College: this is an exchange program for students in year 2 of University in which students travel to Yukon College in Whitehorse to learn with members of aboriginal communities and other unique cultures.

Co-op Programs

The Psychology department at Brock University also offers Co-op programs as a part of their Honours and 4 Year BA with Major programs.^[21] This program combines academic and work terms over a five-year period.^[21] Students spend the first two years within Brock University in the academic setting learning core concepts of psychology before they take their first work placement.^[21] This integration with the community businesses gives students the opportunity to have applied experience, enhances their perspectives and learning, increases their job opportunities after graduation. ^[22] ^[23]These partnerships also allow for increases in the quality of education that students are getting by putting it into the real world by offering opportunities to learn from experts in their field of study, ^[22] ^[24] ^[25]as well as increasing their professional development.^[26] These programs can also increase student’s interpersonal skills, communication abilities, and personal maturity. ^[26]

Other Events

Brock University has other events that allow the student to help them in through their University experience and to get additional real-world application experience. This is through Brock Universities Smart Start and Smart Finish events which are unique to Brock University.

Smart Start

Smart Start at Brock University allows a new student to come into the University prior to classes starting and allows them to get a head start on their academic life. This includes this such as getting a tour and finding where their classes will be, getting their student card before school starts, as well as a variety of workshops to give the students an idea of what University will be like and how to succeed during their next four years.^[27]^[28] An extension of this is Brock Universities Stay Smart program in which team members from the Smart Start program during the previous summer are located in the school and are available to answer any questions that students may have during their years at Brock University.^[29]

Smart Finish

In addition, Brock University also has a Smart Finish program for third- and fourth-year students and is a one-day conference that helps to take the stress and worry out of life after graduation. ^[30]^[31] This also includes speakers that provide information on career exploration, resume and interview strategies, speed networking, further education, and OSAP repayment.^[32]

Addition of Seminar to Courses

Weekly held seminar meeting (s) is part of the unique and valuable pedagogic experience Brock University has to offer. Attuned with the wide diversity of course options available, Brock provides its students the opportunity to reflect and discuss course materials in more detail among their peers and teaching assistants. ^[33] Each seminar group is led by an assigned teaching assistant and generally comprised of fifteen to twenty students.The low teacher to student ratio as well as the small class size of the seminar structure encourage class engagement and increase student’s participation and involvement in the learning experience. Students are also given opportunities to lead group discussions independently, which foster critical thinking and hone transferable skills such as media literacy and effective research and verbal communication skills (public speaking).^[34]Similarly, presentations requiring collaborative and/or group work effort are also often employed in seminar settings as it facilitates exchange of ideas creating avenues to develop new insights and creativity in conflict resolutions in group situations.

In a study by Jaarsma et al, (2009) on the interaction of students and instructors in seminar settings, student participants reported numerous positively perceived interaction in seminar settings in regards to the following aspect: learning effect, the teacher’s role, social communication skills, real-world application and preparation and self-sufficiency.

Learning effect: the small to moderate size of seminar groups creates a positive environmental that allows discussion and clarification of content and materials in more depth and provides opportunities for exploratory questioning, exchange of ideas and critical assessment contributing to improved information recall and retention which are all found to be vital to the learning experience.
The teacher’s role: instructors and/or teaching assistant provide guidance in the direction of discussion and assist in eliciting critical thinking and application in group discussions as well as providing necessary clarification or verification of suppositions and arguments.
Social communication skills: Group interactions and discussions provide avenues for self-expression and opportunities to improve verbal communication skills and presentation in academic settings.
Real-world application: Interaction and discussion among peers prompts more opportunities to hear and exchange practical real-world examples and application on the topic of interest.
Preparation and Self-sufficiency: The dialectic structure of group discussions in seminar encourages students to be better prepared, engage in course material with greater depth to have the capacity to ask questions, contribute to discussion and clarify thoughts.^[35]

While seminars provide excellent supplementary aid in the integrative learning process, insufficient funding and inadequate government support has led Brock University to revise it annual teaching funds and make budget cuts including the prospective complete removal of the seminar system along with reduction of the diverse courses that sets Brock apart from other post secondary institutions. In 2011, the department of Psychology has received instructions from the Dean of Social Science to enforce budget cuts in the department’s teaching policy for 2012-2013. Michael Ashton, Chairman of the Psychology Depart has expressed dissatisfaction regarding the imposed budget cuts and asserts that it is the seminar system that is most affected. “…in other courses throughout the University, seminars are being abandoned altogether, which means that students no longer gain as much experience in presenting and discussing ideas."^[36]

The seminar system is a crucial part of the integrative learning experience at Brock and students will benefit extensively if efficient strategic planning and improved budgeting policies can prevent its complete eradication and sustain the system.

Notes and References

↑ ^1.0 ^1.1 ^1.2 ^1.3 Brock’s Brand. (n.d.) Retrieved from http://www.brocku.ca/marketing-communications/brocks-brand.
↑ ^2.0 ^2.1 Semansky, M. (2009, April 13). Marketing Magazine. Retrieved from http://www.targetmarketing.ca/news/brock-appeals-both-sides-students-brains.
↑ ^3.0 ^3.1 Lindell, A. K., & Kidd, E. (2011). Why right-brain teaching is half-witted: A critique of the misapplication of neuroscience to education. Mind, Brain, and Education, 5, 121-127.
↑ ^4.0 ^4.1 Ghraibeh, A. M. A. (2012). Brain based learning and its relation with multiple intelligences. International Journal of Psychological Studies, 4, 103-113.
↑ Schmidt, M. F. (2008). Using both sides of your brain: The case for rapid interhemispheric switching. PLoS Biology, 6, 2089-2093.
↑ ^6.0 ^6.1 ^6.2 Barrington, E. (2004). Teaching to student diversity in higher education: How Multiple Intelligence Theory can help. Teaching in Higher Education, 9, 421-434.
↑ Koksal, M. S., & Yel, M. (2007). The effect of Multiple Intelligences Theory (MIT)-based instruction on attitudes toward the course, academic success, and permanence of teaching on the topic of “respiratory systems”. Educational Sciences: Theory and Practice, 7, 231-239.
↑ ^8.0 ^8.1 ^8.2 Bold new Brock. (n.d.). The campaign for a bold new Brock. Retrieved from http://edit.brocku.ca/bold-new-brock.
↑ ^9.0 ^9.1 Mayer, Tiffany. (2012, July 19). Using both sides of the brain works for Brock. The Brock News. Retrieved from http://www.brocku.ca/brock-news/?p=17529.
↑ Research innovation at Brock. (2011, June 17). Government of Canada celebrates research innovation at Brock University. Retrieved from http://www.brocku.ca/news/16475.
↑ ^11.0 ^11.1 www.brocku.ca.
↑ ^12.0 ^12.1 http://www.brocku.ca/social-sciences/undergraduate-programs/sociology.
↑ ^13.0 ^13.1 http://www.brocku.ca/ccovi/oenology-viticulture-program.
↑ Holland, L. (2006). Teaching and learning diversity classes: The significiance of classroom climate and teacher creditbility . Journal of Political Science Education,, 2, 187-203. doi: 10.1080/15512160600669122
↑ Luo, W., Paris, S., Hogan, D., & Lua, Z. (2011). Do performance goals promote learning? a pattern analysis of singapore students’ achievement goals. Contemporary Educational Psychology, 36, 165-176
↑ Yoder, J., & Hochevar, C. (2005). Encouraging active learning can improve students’ performance on examinations. 32(2), 91-95.
↑ Laird, N., Engberg, M. E., & Hurtado , S. (2005). Modeling accentuation effects: Enrolling in a diversity course and the importance of social action engagement. The Journal of Higher Education, 76(4), 448-476. doi: 10.1353/jhe.2005.0028
↑ ^18.0 ^18.1 Brock University Social Sciences Department. (n.d.). Collaborative programs. Retrieved from https://www.brocku.ca/social-sciences/collaborative-programs
↑ Hestenes, L., et al. (2009). Team teaching in an early childhood interdisciplinary program: A decade of lessons learned. Journal of Early Childhood Teacher Education. 30, 172-183. doi: 10.1080/10901020902886594
↑ ^20.0 ^20.1 Brophy, T. (2011). School-University partnerships in music education: A status report. Arts Education Policy Review, 112, 149-153. doi: 10.1080/10632913.2011.566092
↑ ^21.0 ^21.1 ^21.2 Brock University Registrar's Office. (n.d.). 2012-2013 Undergraduate Calendar. Retrieved from http://www.brocku.ca/webcal/2012/undergrad/psyc.html
↑ ^22.0 ^22.1 Buys, N., & Bursnall, S. (2007). Establishing university-community partnerships: Processes and benefits. Journal of Higher Education Policy and Management, 29(1), 73-86. doi: 10.1080/13600800601175797
↑ Gearon, C. J. (2012). The factory floor as classroom. U.S. News Digital Weekly, 4(31), 13.
↑ Kessels, J., & Kwakman, K. (2007). Interface: Establishing knowledge networks between higher vocational education and businesses. High Educ, 54, 689-703. doi: 10.1007/s10734-006-9018-4
↑ Lewis, M. V., & Stone III, J. R. (2011). Should your school offer: apprenticeship training?. Techniques. Connecting Education & Careers, 86(3), 16-21.
↑ ^26.0 ^26.1 Young, R., Wright, F., & Stein, M. (2006). Putting it all together: Meaningful outcomes of workplace experiences for marketing students. Proceedings of the Marketing Management Association, 131-137.
↑ Mayer, T. (2012). A smart start to University life. Retrieved from http://www.brocku.ca/brock-news/?p=17133
↑ Brock University Registrar. (n.d.). Welcome to smart start. Retrieved from http://www.brocku.ca/registrar/smart-start
↑ Brock University Office of the Registrar. (n.d.). Stay smart. Retrieved from http://www.brocku.ca/registrar/smart-start/stay-smart
↑ Brock University Career Services. (n.d.). Smart finish: A conference for graduating students. Retrieved from http://www.brocku.ca/career-services/students-alumni/smart-finish
↑ Samantha. (n.d.). Smart finish gives students a career edge. Retrieved from http://www.brocku.ca/brock-news/?p=14915
↑ Brock University Alumni. (n.d.). Students finish smart with inaugural smart finish. Retrieved from http://www.brocku.ca/brock-news/?p=15552
↑ Brock University. (n.d.). Student experience at brock. Retrieved from http://www.brocku.ca/social-sciences/undergraduate-programs/psychology/student-experience.
↑ Blatchford,P.,Basset,P. & Brown,P. (2011).Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction. 21: 715–30. doi:10.1016/j.learninstruc.2011.04.001.
↑ Jaarsma, A. C., Dolmans, D. M., Muijtjens, A. M., Boerboom, T. B., van Beukelen, P., & Scherpbier, A. A. (2009). Students’ and teachers’ perceived and actual verbal interactions in seminar groups. Medical Education, 43(4), 368-376. doi:10.1111/j.1365-2923.2009.03301.x
↑ Medland, B. (2011, September 20). Potential budget cuts for the department of psychology.Retrieved from http://www.brockpress.com/news/internal-news/potential-budget-cuts-for-the-department-of-psychology-1.2600035

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 == Course Content and Variety ==
-:Brock University has since its establishment, presented itself as a small university working towards innovation. With an emphasis on experiential learning, Brock provides it students with the opportunity to apply their skills and knowledge through a various avenues while granting them the flexibility to choose a degree option that best suits their careers needs<ref name="BROCK">www.brocku.ca.</ref>. These experiences encourage active learning in the students and pushes them the take initiative in their educations. Brock offers a wide variety of courses in various faculties that are unique to academics. It provides students with the opportunity to explore various fields as it offers cross-listed courses that further integrate faculties.
+:Since its establishment, Brock University has presented itself as a small university that aims towards innovation. With an emphasis on experiential learning, Brock provides it students opportunities to apply their skills and knowledge through various avenues while granting them the flexibility to choose a degree option that best suits their careers needs<ref name="BROCK">www.brocku.ca.</ref>. These experiences encourage active learning in the students and motivates them to take initiative in their educations. Brock offers a wide variety of courses in various faculties that are unique to themselves and provides students with the opportunity to explore various fields as it offers cross-listed courses that further integrate faculties.
 === Degree & Program Variety===
 :Brock provides students with a variety of courses within a specific subject so no two students have the same learning experience regardless of the fact that they are in identical majors. For example the [http://www.brocku.ca/social-sciences/undergraduate-programs/sociology Sociology] departs at Brock offers courses in animal ethics, criminology, poverty as well as theory based courses that focus on Marxist and Neoliberal perspectives<ref name="SOCI">http://www.brocku.ca/social-sciences/undergraduate-programs/sociology.</ref>. The diversity within subjects makes it easy for students to choose a stream that best suits their interest so they can better narrow their focus to provide a more distinct career path. These courses provide students with a variety of ways to asses’ a particular issue that may have only been viewed under the traditional lens of their programs. Brock University offers an appealing approach in regards to degree options. Students, depending on their career path can decide to purse a degree in the length of 3 years (known as a pass degree), a 4 Year BA with a major, and a 4 years Honors BA. These choices are unique to Brock as many universities offer two degree options <ref name="BROCK" />.