Brock University Digital Repository
Brock University's Digital Repository is an online archive showcasing and preserving the Brock community's scholarly output as well as items from the Library's Archives & Special Collections. Researchers can disseminate their work by depositing it in this Open Access repository, which provides free, immediate access to users while also allowing Brock scholars to track downloads and views of their scholarship. The Digital Repository is also the home of the Brock University E-Thesis Portal.
For more information, see the repository's policies and procedures.
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Recent Submissions
The Press, Volume 24, Issue 17, January 27, 1988
(1988-01-27) Pavelka, Rita (Editor); Kelly, Brian (News); Nesbitt, Mark (Arts); Gerber, Matt (Sports); Pellow, John (Photos); Woodward, Paula (Ad Manager); Wilson, Taylor (Circulation Manager); Arnold, Moira (Production Manager); Shaw, John K. (Illustrator); Haun, Richard (Typesetter); Carr, Sonja (Typesetter); Brown, Lorraine (Writer)
The Press, Volume 24, Issue 17 includes: Brock University “most underfunded in Ontario”: faculty wages lowest in Ontario; U of T says “No” to racism; Student centre discussion with BUSU Prez Vedova; Apathy U: Apathy at Brock; Climate change: By 2035, Great Lakes could be 75cm lower.
The Press, Volume 24, Issue 16, January 20, 1988
(1988-01-20) Pavelka, Rita (Editor); Kelly, Brian (News); Nesbitt, Mark (Arts); Gerber, Matt (Sports); Pellow, John (Photos); Woodward, Paula (Ad Manager); Wilson, Taylor (Circulation Manager); Arnold, Moira (Production Manager); Shaw, John K. (Illustrator); Haun, Richard (Typesetter); Carr, Sonja (Typesetter); Vedova, Paul (Writer); Diplock, Patrick (Writer); Turner, Jeff (Writer); Weibe, David (Writer)
The Press, Volume 24, Issue 16 includes: Stephen Lewis, Canada’s ambassador to the UN, speaks at Brock; Underfunding crippling Canada’s universities; Brock one of the most underfunded in Ontario;
TAs still mad about office placement in basement; BUSU conducts feasibility study for new student centre; Editorial: Should The Press be separate from BUSU; Arctic demilitarization possible in Canada; Ukrainians in St. Catharines celebrate Ukraine’s independence.
The Press, Volume 24, Issue 15, January 13, 1988
(1988-01-13) Pavelka, Rita (Editor); Kelly, Brian (News); Nesbitt, Mark (Arts); Gerber, Matt (Sports); Woodward, Paula (Ad Manager); Wilson, Taylor (Circulation Manager); Arnold, Moira (Production Manager); Shaw, John K. (Illustrator); Haun, Richard (Typesetter); Carr, Sonja (Typesetter); Aggelonitis, Sophia (Writer); Mackenzie, Michael (Writer); Mathers, R. (Writer)
The Press, Volume 24, Issue 15 includes: TA’s are furious for being kicked out of their offices on the 10th floor to the Schmon Tower basement; Liberal party leader John Turner fights against free trade agreement; New BUSU minister of Academic Affairs quested for lack of duties; BUSU fails to advertise State of the Union meeting; no show;
Robert Nicholson PC MP Niagara Falls argues Canada should remain in NATO; Meech Lake Accord pros and cons; Greenpeace activists gives speech to Brock OPIRG to “leave uranium in the ground”; Student apathy plagues BUSU election.
The Press, Volume 24, Issue 14, December 9, 1987
(1987-12-09) Pavelka, Rita (Editor); Kelly, Brian (News); Gerber, Matt (Sports); Pellow, John (Photos); Woodward, Paula (Ad Manager); Wilson, Taylor (Circulation Manager); Arnold, Moira (Production Manager); Shaw, John K. (Illustrator); Haun, Richard (Typesetter); Carr, Sonja (Typesetter)
The Press, Volume 24, Issue 14 includes: Christmas edition; Christmas card photo of all current Press staff.
Community Connected Experiential Learning: Change in the K-12 Classroom
(Brock University) Pirosko, Jennifer; Kitchen, Julian; Department of Graduate and Undergraduate Studies in Education
Emerging from lived experience in education and student success administration, the researcher offers a critique of experiential learning in Ontario and moves to identify universal problems in policy and system implementation of community connected experiential learning. A qualitative study with K–12 educators from a school board in Ontario and grounded theory methodology is used to analyze, code, and identify several theoretical cornerstones. The prominent themes of teacher pedagogy and community connections emerge and offer implications for theory and practice. The resulting implementation framework—viewed from the school/district/state tri level lens—will guide teachers, administrators, and policy makers on the integration of community connected experiential learning with traditional learning methods and curriculum to provide K–12 students with rich, authentic, and engaging learning opportunities.