Ramocki, S. P. (1993). A New Model to Implement Marketing Education. Marketing Education Review, Spring, 18-23.
Ramocki, S.P. (1994). It Is Time to Teach Creativity throughout The Marketing Curriculum. Journal of Marketing Education, Summer, 15-25.
Ramocki, S.P. (1996). Developing Creative Marketing Graduates. Marketing Education Review, Spring, 47-53.
Ramocki, S.P. (2001). Teaching Creativity. In The Handbook of Policy Creativity, Volume III, Creativity From Diverse Perspectives. Edited by Stuart Nagel. Huntington, NY: Nova Science Publishers, Inc. 127-142.
Ramocki, S.P. (2002). Creativity Interacts with Fitness and Exercise. The Physical Educator, 59(1), 8-17.
Blanchette, David M., Ramocki, Stephen P., O’del, John, and Casey, Michael S. (2005). Aerobic Exercise and Creative Potential: Immediate and Residual Effects. Creativity Research Journal, 17,2&3, 257-264.
Ramocki, S.P. (2007) “Metacognition and Transfer: Keys to Improving Marketing Education.” Journal of Marketing Education, Vol. 29 (1), April.
Ramocki, S. P. (2007). A Critical Challenge Awaiting Marketing Education. Marketing Education Review, 17(3), 11-20.
Ramocki, S.P. (2014). Teaching Creativity in the Marketing Curriculum. Marketing Education Review, 24 (3), 183-196.
MGT 249 Business Stat II
MKT 301 Introduction to Marketing
MKT 310 Product Design and Development
MKT 315 Marketing Creativity
MKT 333 Market Research
MKT 334 Consumer Behavior
MKT 462 Strategic Marketing Management
Stephen Ramocki holds a Ph. D. in managerial Economics with minors in marketing, behavioral science, and econometrics from Rensselaer Polytechnic Institute. He also possesses B.S and M.S. degrees in "Industrial Management" from Lowell Technological Institute and Clarkson College of Technology. He came to Rhode Island College in 1984 from the University of Wisconsin-LaCrosse where in addition to marketing he taught a wide range of courses in the business-related areas. Since 1984 he has taught primarily in the marketing areas. In 1993 he obtained a sabbatical at Yale University where he studied intensively the educational psychologists and their theories on intelligence and (especially) creativity. Since that time he remains convinced that in addition to imparting to students the concepts within a field, it is essential to teach and to emphasize the theories and tactics that will allow students to become more creative. Thus, in addition to teaching a course in creativity that he developed, he infuses creative thinking into most of his courses. Because improvements in creativity are not short run phenomena, he firmly believes that students who have been given instruction in creative thinking and behavior will carry long run advantages throughout their careers and lives.
Teaching Creativity in Marketing and Business Education
Work in Progress
Teaching students to employ metacognition and transfer
Teaching and Developing Creativity in Students
Exercise and Its Interaction with Creativity
Areas of Competence