Faculty Resources

Collaboration helps increase the success of our Brock students. Below are common ways we partner with faculty and staff. Please reach out with your ideas or questions. We look forward to working with you! 

A simple way to increase students’ awareness and likelihood to participate in support resources is to include service information in your course syllabus.  Feel free to include (and edit) the text below. 

 If you are looking for academic support, contact A-Z Learning Services in the Student Success Centre, Thistle 129. A-Z Learning Services offers free workshops, drop-in help, and online academic resources. Tutoring by upper-year Brock students is also available on a pay-per-hour basis. Visit http://www.brocku.ca/learning-services for more information.   

On average, we deliver over 100 workshops in Brock lectures each year. Workshops are delivered by our Learning Skills Specialists. Use our online form to request the topic, date, and timing. We can tailor the content to fit your course. Please allow additional lead time for major tailoring.

Complete the request form found here.

Commonly Requested Topics:
Academic Integrity
Referencing (APA, MLA etc.)
Essay Writing (Research, Persuasive, Reflective etc.)
Lab Reports
Annotated Bibliographies
Literature Reviews
Research Proposals
Summaries
Quoting and Paraphrasing
Exam and Study Strategies
Excel Basics
Grammar
Notetaking
Time Management
Seminar Strategies
Poster Presentations
Presentations
Critical Thinking
Increasing Concentration
Collaborating Effectively

PDF Resources
Please direct students to our pdf resources or connect with us to make recommendations. When not busy helping learners, our student staff help to build this repository. See our current offerings here.

Online Modules
Although students can choose to access our Academic-Zone modules on our Joinable Sakai site, student awareness is always a challenge. Help support your students by promoting or incentivizing these valuable resources.

  • Directly embed the modules in your course Sakai site.
  • Complete the request form found here.
  • Incentivize participation by granting a completion/participation grade. We provide module quizzes and/or completion certificates.
  • Participate in the development of future modules.

Current Academic-Zone modules :

  • Essay Zone
  • Grammar Zone
  • Science-Zone Lab Reports
  • Time Management
  • Academic integrity

Faculty are invited to request tracking to encourage and reward student participation. Participation can include a consultation with a Learning Skills Specialist, a visit to the Drop-In, or completion of an in-person or on-line workshop. 

Common Scenarios: 

  • You dismiss academic integrity charges but want the student to participate in a service to develop knowledge and skills. 
  • You want to include participation in a service as a course requirement or participation grade.  

Complete the request form found here 

If you are uncertain about which service to recommend, please connect with us or direct the student to visit the Student Success Centre, TH 129, or to email learning@brocku.ca. 

Note: Please obtain permission from students to track their participation, in accordance with the Freedom of Information Protection of Privacy Act 

Other Campus Resource Referrals 

International Students
With the student’s permission, feel free to refer international students to International Learning Programs, Brock International Services, for more support. Review detail
s and submit a referral form here. 

Student Wellness and Accessibility
If you are concerned that the student is struggling due to mental health, health, or accessibility concerns, please refer them to Student Wellness and Accessibility Services: 
https://brocku.ca/health-wellness-accessibility/   

Students-at-Risk of Harm
If you are concerned about a student
-at-risk of harm to themselves or others due to mental well-being, social challenges, or other concerns, you can alert the Student-At-Risk Case Team. Review details and submit a SAR report here. 

We employ over 60 high-achieving Brock students per year. Our positions include tutoring, workshop facilitation, drop-in peer mentor, and administration.

High-achieving students gain leadership skills and solidify foundational discipline concepts by supporting other students.
Brock students using our services benefit from strong peer mentorship.

Feel free to refer a student for a position within our service using the form provided here.    

Working together, we can improve student success and increase student retention. We invite Brock faculty and staff to partner with us in the planning and delivery of our services.  

  • Workshop topics and development suggestions 
  • Assignment recommendations for the Drop-In 
  • Drop-In schedule recommendations (e.g., timing and focus areas) 
  • Annual large-scale events (e.g., November’s Night Against Procrastination, September andJanuary’s Resilience and Opportunity Conference for students on probation) 
  • Exam review sessions 
  • Class visits (e.g., service information or workshops) 

 Contact us today.  

Because we work with over 5,000 Brock students per year, a large percentage of our efforts focuses on service delivery. However, research also plays a vital role for our service as it helps to inform our program choices and helps us to better understand our Brock student population. 

In addition to conducting research to inform our services, we welcome research partnerships with faculties. Our team comes from a diverse set of academic backgrounds. In addition, our strong outreach, support interventions, and data collection systems provide opportunities for research in partnership with faculties 

A-Z Learning Services Publications: 

Learning Skills Services, Brock University, in association with Higher Education Strategy Associates. (2011). An Evaluation of the Impact of Learning Skill Services on Student Academic Success at Brock University. Toronto: Higher Education Quality Council of Ontario. 

 The Student Development Centre, Brock University, in association with Higher Education Strategy Associates (2011). An evaluation of the Online Writing Skills: Workshop/Essay-Zone at Brock University. Toronto: Higher Education Quality Council of Ontario.  

 Brock University Student Development Centre (2011). An Evaluation of the “Alternative to Academic Suspension Program” at Brock University. Toronto: Higher Education Quality Council of Ontario. 

 Professional Staff Publications and Contributions: 

Lane, Laura. (2019). Facebooking for feminism: Social network sites as feminist learning spacesFaculty of Education, Brock University. 

Woloshyn, V., Taber, N., and Lane, L. (2013). Discourses of masculinity and femininity in The Hunger Games: “scarred,” “Bloody,” and “Stunning.” International Journal of Social Science Studies1 (1)150-160. 

Lane, Laura. (2011). Experiences with cultural capital in education: Exploring the educational life stories offirst-generation postsecondary students, Faculty of Education, Brock University. 

Moonjely, S., Zhang, X., Fang, W., & Bidochka, M. J. (2019). Metarhizium robertsii ammonium permeases (MepC and Mep2) contribute to rhizoplane colonization and modulates the transfer of insect derived nitrogen to plants. PloS one, 14 (10).

Moonjely, S., & Bidochka, M. J. (2019). Generalist and specialist Metarhizium insect pathogens retain ancestral ability to colonize plant roots. Fungal Ecology, 41, 209-217.

Brunner-Mendoza, C., Reyes-Montes, M. D. R., Moonjely, S., Bidochka, M. J., & Toriello, C. (2019). A review on the genus Metarhizium as an entomopathogenic microbial biocontrol agent with emphasis on its use and utility in Mexico. Biocontrol Science and Technology, 29 (1), 83-102.

Moonjely, S., Keyhani, N. O., & Bidochka, M. J. (2018). Hydrophobins contribute to root colonization and stress responses in the rhizosphere-competent insect pathogenic fungus Beauveria bassiana. Microbiology, 164 (4), 517-528.

Brunner-Mendoza, C., Moonjely, S., del Rocío Reyes-Montes, M., Toriello, C., & Bidochka, M. (2017). Physiological and phylogenetic variability of Mexican Metarhizium strains. BioControl, 62 (6), 779-791.

Dufresne, P. J., Moonjely, S. S., Ozaki, K., Tremblay, C., Laverdière, M., & Dufresne, S. F. (2017). High frequency of pathogenic Aspergillus species among nonsporulating moulds from respiratory tract samples. Medical Mycology, 55 (2), 233-236.

Barelli, L., Moonjely, S., Behie, S. W., & Bidochka, M. J. (2016). Fungi with multifunctional lifestyles: endophytic insect pathogenic fungi. Plant Molecular Biology, 90 (6), 657-664.

Moonjely, S., Barelli, L., & Bidochka, M. J. (2016). Insect pathogenic fungi as endophytes. In Advances in genetics (Vol. 94, pp. 107-135). Academic Press.

Service Highlights 

Explore a preview of our online modules below. Full versions of modules are available on Sakai. See information on our online workshops and resources from menu above.