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From PSYC4P07 Winter 2013: Group 05

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Seminars

History

Seminars were first introduced in Germany in the early 19th century (Kruse, 2006). It stemmed from the orally taught lectures in class, to an assignment based system involving workshops aimed at writing essays based on research and investigations of the students (Kruse, 2006). The aim was for students to be able to apply the knowledge they learned in lectures and be able to produce written works in their field of study (Kruse, 2006). Similar to the seminar setting, laboratory classes were also introduced as a way for students to become familiar and comfortable with experimentation (Kruse, 2006). The seminar and lab systems lead to the initiation of assignments such as the research report and seminar essays (Kruse, 2006).

Organization

Seminars are often secondary systems of teaching within Universities. Seminars often reflect lectures and are aimed at reinforcing the information learned in lecture and enabling the students to apply that knowledge they have learned in a group conversation amongst their peers. Terming the system “tutorials”, students at Oxford University will prepare material before the session itself in order to be able to participate effectively (Ashin, 2006). The tutorials are composed to two to six students and are led by tutors or teaching assistants; however, tutorials within the social sciences tend to be larger in size (Ashwin, 2006). The tutorials are primarily student-focused, where the students are able to ask questions and discuss any material covered in lecture (Ashwin, 2006). The following is a video from Birmingham University on how their seminars operate.

Seminars and tutorials operate in a similar fashion in Universities within Canada. Brock University takes pride in the tutorial sessions, seminars and labs. Tutorials are often popular in the math and economics departments where students go over math problems, while seminars tend to be prevalent in studies of psychology and sociology. In both cases, the groups are comprised of fifteen to twenty students. Seminars often involve weekly presentations by the students. Lab sessions are similar to tutorials, however they typically comprise of students within the health sciences or neurosciences departments. Students are in a laboratory setting; often working on an experiment they will later write a report on. All seminars, tutorials and labs are lead by teaching assistants, professors or instructors, designated to facilitate discussion amongst the students on the specific topic for the week. Refer to the link below to see how the seminar system in the Psychology department at Brock University operates.

Brock University Seminars (Psychology Department)

Purpose and Effectiveness

The University of Leichester in the UK provides a great description on the purpose and effectiveness of their seminars University of Leichester Seminar System

Seminars have been proven to be beneficial, not only for the reinforcement of material learned, but also for the ability to apply the knowledge in a real-life setting. For example, at the University of Auckland, the classes have grown to be so large the Professors barely have time to interact with the students (Abu-Zidan & Windsor, 2001). Seminars have shown to have significant benefits in reducing stress as well as enabling the students develop the skills to apply the knowledge they have learned in a stimulating and interactive setting (Abu-Zidan & Windsor, 2001). 2001). Burton, Bamberry and Harris-Boundy (2005) also support the notion that seminars help facilitate learning by allowing students to engage in discussion professors may not be able to provide. Often times, professors may not have experience teaching, or perhaps lack the skills to engage students in the material they are lecturing on (Burton, Bamberry & Harris-Boundy, 2005). Seminars provide an environment for students to engage in active learning amongst one another and have proven to have positive effects in material retention and instruction (Burton, Bamberry & Harris-Boundy, 2005).

Here is a fact sheet on Queen’s University’s seminar system: Queen's University Seminar Fact Sheet

Studies have shown that students really appreciate the seminar sessions as it provides them the opportunity to be engaging with each other in terms of the knowledge they have gained (Clark & Lane, 2005). Students feel that working in smaller groups enables them to use each other’s as resources in understanding and clarification of the material they have been taught (Clark & Lane, 2005). The negative side, however, falls upon individual differences when some students do not do well with small group assignments, or may not be motivated like the rest of the group (Clark & Lane, 2005). Students may also feel pressured for answers or input, which has adverse affects on their participation (Clark & Lane, 2005). This finding has shown to have negative effects in fostering creativity in the seminar setting (Chirumbolo et al., 2004). The pressure of coming up with an answer quickly, or one that agrees with the rest of the group hinders the ability to be creative when contributing to the conversation in seminar (Chirumbolo et al., 2004). Chirumbolo and colleagues (2004) concluded that the potential for creativity is lost within the process of conforming to the opinion of the seminar group, as well as the stress associated with time-stress to come up with a suitable answer.

Extracurricular Activities and Creativity

An extracurricular activity is an umbrella term which encompasses those activities performed by students that is outside the realm of academia. The type of activity varies among individuals and locations. Extracurricular activities merited by post-secondary institutions involve time spent with institutions in the arts, religion, clubs, community activity, governance (student government), hobbies, media, military, music, sports, volunteer and community service (Glove, 2013). A study that consisted of seven-hundred and ninety-four university students from Hong Kong found that students that more creative ways of thinking were more linked to higher self-esteem then those thinking styles that was simple and favored the norm. In turn higher levels of self-esteem and creativity were linked to student’s participation in extracurricular activities (Zhang, 2001). Extracurricular activities give students an opportunity to apply curricular knowledge to “real life” situations along as well as apply the lived experience to curricular knowledge. Resulting in more creativity in students, given there is much more applicable knowledge to build off of and more connections being drawn between diverse areas of experience when problem solving.

Extracurricular Activity and the Education System

A meta-analysis conducted by Shulruf (2010) displays evidence to the contrary. They concluded that extracurricular activities don’t have overly positive or overly negative outcomes on students’ academic performance. In spite of the positive effect that extracurricular activity has on student’s self-esteem and creative thinking, it does not have an effect on a student’s overall academic performance. David Nigel (2012) highlights the work done by Ken Robinson in this article and argues that it is in fact the institutionalized education system itself that is detrimental to students’ development of creative thinking or the application of their lived experience. The job market demands creativity while the education system encourages standardization and uniformity. In addition, artist and actor, Nick Soper has done a talk which focus on self-awareness, mindfulness, skills gained though extracurricular activity and their effect on students’ future in the “Creative Economy”. In his video he also explains how the education system has negative effect on students’ creative abilities as well as how extracurricular provide valuable skills needed in today’s “Creative Economy”.

Factors that Influence Students’ Participation is Extracurricular Activities

Although the government has grants and programs targeted towards children’s extracurricular involvement, some fall through the cracks, namely children of immigrants, visible minorities and aboriginal children (Li, et al., 2009). Results of a Canadian National Longitudinal Survey of Children and Youth show that family income, family size, neighborhood socioeconomic status and parental education are all factors that affect students’ participation in organized sport activities and other structured activities (Li, et al., 2009).

Volunteer Work in High school and University

Volunteer work is the only extracurricular activity which is mandatory to graduate from high school. According to the Ontario Ministry of Education website, high school students in Ontario are required to complete 40 hours of volunteer work between the summers before grade 9 up till the time they graduate. In her article, Alina Tugend (2010) of the New York Times suggests that volunteer work teaches youth to externalize their focus towards their community and their country. Nancy Griesemer (2010) in her article in the Examiner also suggests that mandatory volunteerism is beneficial because it gives youth a chance to change people’s lives, it motivates their career options, it provides job readiness skills, it extends their network, it challenges their comfort zone, gain leadership skills, helps with resume building and it makes essay topics for post-secondary applications. The experienced gained though mandatory volunteerism opens youth up to the organizational workings of various institutions and non-profits. It would be reasonable to then assume that youth have the opportunity to draw connections between their old and new knowledge, enabling them to creatively apply knowledge to academic work and new situations. The gap lies in the lack of critical discussion and thoughtful guidance being given to youth surrounding their volunteer work. Additional a mandatory in class portion to a volunteer practicum has the potential to empower youth to use the knowledge and skills gained though their volunteerism (Tugend, 2010). The gap inevitably causes those individuals who decide to go onto postsecondary education to view volunteerism objectively, as a means of resume building over a community service or an opportunity to gain implicit knowledge (Tugend, 2010). Leading to short volunteer jobs with varying associations (such as one’s located abroad) which may harm students more than it helps them. This is considering that a more in-depth understanding is gained though prolonged experience and application within their own community (Tugend, 2010).

Notes and References

David, Nigel. (2012, April 23). Education System Stifles Creativity, Survey Says. The Journal.retrived from http://thejournal.com/articles/2012/04/23/education-system-stifles-creativity-survey-finds.aspx

Griesemer, Nancy. (20120, June 2). 10 Reasons Why Every High School Student Should Volunteer. The Examiner. Retrieved from http://www.examiner.com/article/10-good-reasons-why-every-high-school-student-should-volunteer

Grove, Allen. (2013). What Counts as Extracurricular Activity for College Addition? About. Retrieved from http://collegeapps.about.com/od/theartofgettingaccepted/f/what-is-an-extracurricular-activity.htm

IET Engineering Management (2006). The volunteer engineer: gaining skills abroad [valuing volunteering]. Engineering Management, 16(3), 42-43.

Li, X., Gauthier, A. H., & Strohschein, L. (2009). Why are some Children Left Out? Factors Barring Canadian Children from Participating in Extracurricular Activities. Canadian Studies In Population, 36(3/4), 325.

Marquis, E., & Vajoczki, S. (2012). Creative Differences: Teaching Creativity Across the Disciplines. International Journal For The Scholarship Of Teaching & Learning, 6(1), 1-15.

Shulruf, B. (2010). Do extra-curricular activities in schools improve educational outcomes? A critical review and meta-analysis of the literature. International Review Of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 56(5/6), 591-612.

Tugend, Alina. (2010, July 30). The Benefits of Volunteerism, if the Serves is real. New York Times. Retrieved from http://www.nytimes.com/2010/07/31/your-money/31shortcuts.html?pagewanted=all&_r=0 Zhang, L. (2001). Thinking styles, self-esteem, and extracurricular experiences. International Journal Of Psychology, 36(2), 100-107.

Co-operative Education in Post-Secondary Institutions in Ontario

Do Co-op Programs Foster Creativity in Students?

Co-op students can bring creativity and originality to companies and businesses, however many post-secondary Co-op programs in Ontario focus on marketing, critical thinking, and problem solving skills instead of seeking ways to foster creativity and innovation in students. Much attention is placed on the business sector as well as Sciences and Mathematics with less emphasis on the Arts and Humanities programs. This hierarchy of programs can be seen from student and employer feed back, learning outcomes of Co-op programs, and future earnings of Co-op graduates.

The lack of creativity within institutions is evident. CBC highlights B.C’s decision of $6.25M to support creative minds, offering a variety of programming including Co-op programs.

Huffington Post Article