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The President's Report 1971-1972 1972

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Array THE PRESIDENT'S
REPORT 1971-1972 THE PRESIDENTS
REPORT 1971-1972
The report of President Walter H. Gage to the Senate
and Board of Governors of the University of British
Columbia for the academic year September 1, 1971, to
August 31, 1972.
Vancouver, British Columbia, Canada PRESIDENT WALTER H. GAGE The Board of Governors and Senate,
The University of British Columbia.
Ladies and Gentlemen:
My report to you on this occasion encompasses a longer period than
the 1971-72 academic year. I have taken the opportunity to review the
problems and progress of the University of British Columbia for the
five-year period between 1967 and 1972. It is a period which has seen
extensive changes in both the physical appearance of the campus and in
the curriculum of the University.
In the period under review the University was faced with some
unusual problems. While criticism of many aspects of university life
mounted, the increasing enrolments of the 1960s levelled off, thus
presenting new challenges to the University community.
Throughout this difficult period I believe the University has
remained committed to the objective that motivated the founders of
this institution, that of providing educational opportunities for all the
citizens of the province while at the same time striving to attain the
highest standards of excellence.
I am deeply grateful to all segments of the University community —
the Board of Governors and Senate, the faculty, students and alumni —
for the support and co-operation which they have extended to me in
dealing with the problems that have arisen during this difficult and
challenging period.
Yours sincerely,
Walter H. Gage,
President. Five years is a relatively short period in the history of any
institution. I would be hard pressed, however, to name another
five-year period in the history of The University of British Columbia
that has seen greater changes on the campus, in both its physical
appearance and its curriculum, than the one that ended with the close
of the 1971-72 academic year.
The period has not been without its paradoxes, however. While
university enrolments mounted so did the chorus of criticism of all
aspects of university affairs. Both students and faculty members have
become more outspoken about the aims and objectives of higher
education, the way in which universities are governed and the uses to
which public funds are put. UBC has not been without its critics, both
internal and external, during this period and countless hours have been
spent in debate and discussion. We have been singularly fortunate in
escaping the extreme problems that have beset some other universities,
largely because of the patience and level-headedness of both faculty
members and students, who were prepared to give unstintingly of their
time with the object of improving the University of B.C.
Another paradox of the last year or two of this five-year period has
been the sudden and unpredictable decline in student enrolment at UBC. Whether this is the result of a realignment of higher educatior
facilities in B.C. caused by the growth of regional colleges, of a faltering
economy that is no longer able to provide adequate job opportunities,
or of changing attitudes on the part of young people toward higher
education, is not clear. Indeed, we may only be experiencing a brief
hiatus before entering another period of burgeoning enrolments.
During the past five years — i.e., the five academic years between
Sept. 1, 1967, and Aug. 31, 1972 — it has been my privilege to serve as
acting president or president of the University, except for the period
from June 1, 1968, to Jan. 31, 1969, when Dr. F. Kenneth Hare was
president. The period has been one of such marked and widespread
change that I thought it appropriate to review the progress and
problems of the University during these years.
PHYSICAL DEVELOPMENT OF THE UNIVERSITY
The most obvious change of the past five years has been in the area
of physical development of the UBC campus. The impetus of this
building program — the greatest in the University's history — was the
extreme pressure placed on our physical facilities by the enrolment
increases of the latter half of the 1960s. In the period from 1967 to
1972 the cumulative value of UBC buildings and other facilities has
more than doubled, from approximately $75,000,000 to
$160,000,000. The greater part of this $85,000,000 increase -
$50,000,000 or 60 per cent — has been spent on academic facilities. An
additional $18,000,000 has been spent on student residences,
$8,750,000 on social and recreational facilities and $2,000,000 on
administrative and service facilities.
Of the $50,000,000 spent on academic facilities, more than
$18,000,000 has been used to create various units of the Health
Sciences Centre, a unique cluster of buildings where pioneering
methods for the delivery of health and hospital care are being
developed. The Centre, which now lacks only a hospital to be complete,
will integrate the training of health science students in Pharmaceutical
6 Sciences, Rehabilitation Medicine, Nursing, Dentistry and Medicine so
that they can function efficiently as a team in providing health care for
the public.
During the academic year that ended on August 31, 1972, two new
units in the Centre were completed — an addition to the George T.
Cunningham Building for the Faculty of Pharmaceutical Sciences and
the new P.A. Woodward Instructional Resources Centre.
The four-storey extension to the Cunningham Building cost almost
$1,000,000 and is chiefly designed to accommodate the graduate
research program of the Faculty of Pharmaceutical Sciences.
The P.A. Woodward Instructional Resources Centre houses the
educational facilities, including lecture halls and seminar rooms, for
from 2,500 to 3,000 students representing all those registered in
Schools and Faculties which provide training for the provision of health
services. A unique feature of the building is the integration within it of
audio-visual equipment which makes it possible for a single lecture to
reach simultaneously the 1,200 people who can be seated in the
building's five lecture halls and 14 seminar rooms. The Department of
Biomedical Communications, which is located in the basement of the
IRC, is responsible for the servicing and maintenance of the audio-visual
equipment and for the development, in conjunction with faculty
members, of material for lectures and demonstrations.
The building also houses the deans and directors of each of the
professional Faculties and Schools represented in the Health Sciences
Centre, as well as the Coordinator of the Health Sciences, Dr. John F.
McCreary, who pioneered the idea of the "health team" in Canada.
Facilities are also provided for the directors of the various divisions
which provide continuing education programs for practising health
professionals in all parts of the province. UBC's program in this latter
area is one of the most advanced on the continent and has been the
blueprint for similar programs in other parts of North America.
No less important for the academic program of the University has been the completion in the past five years of other buildings, such as
the Frank A. Forward Building for Metallurgy, the H.R. MacMillan
Building for the Faculties of Agricultural Sciences and Forestry, a new
west wing for the Biological Sciences Building and the Music Building in
the Norman MacKenzie Centre for Fine Arts.
In the academic year just concluded the following academic units
were completed and came into use: a new research building for the
Departments of Mechanical and Civil Engineering in the Faculty of
Applied Science; the Geological Sciences Centre, a laboratory building
for undergraduate teaching and graduate student and faculty research;
the second of two buildings housing gymnasiums and other recreational
facilities for the School of Physical Education and Recreation; and the
new Buchanan Annex, a seminar-office building housing five
departments of the Faculty of Arts.
An important adjunct to these academic buildings has been the
construction of new campus residence and social facilities. In the past
five years the University has expanded existing residences or created
new units valued at some $17,800,000.
Both the Totem Park and Place Vanier Residences have been
expanded to provide housing for undergraduates, while the Acadia Park
development was created to house married graduate students and those
with children.
The new Walter H. Gage Residence complex, now almost complete,
is a new departure in residence living. Students live in groups of six men
or women, each occupying one of four suites on each of the 16 floors
of three high-rise towers. All the students in the co-educational
residence are aged 19 or over and all have previously lived in other
campus residence complexes.
The new approach to residence life has coincided with changes in the
life style of the students who occupy them. Prior to 1967 student
behavior in the residences was governed by a long list of rules and
regulations. In 1967 these were replaced by a simple statement, entitled
8 "Standards in Residence," which was worked out with resident
students. The concept asks students to realize that they have a
commitment to further their own intellectual development, to respect
the property of the University and other students, to reflect a suitable
standard of behavior and to co-operate in making the residence a
friendly and relaxed place in which to live.
New social and recreational facilities have also been added to the
University's physical plant in the past five years. Students made major
contributions for the construction of an addition to the Winter Sports
Centre and the Student Union Building. Members of the Faculty Club
and the Thea Koerner Graduate Student Centre are paying off bank
loans used to construct additions to their respective buildings.
I feel bound to point out that, despite this massive building program,
more than 100 of the army huts brought to the campus immediately
after the Second World War still infest large areas of the campus,
despite five years of concentrated demolition and replacement. They
have served as home, office, classroom and laboratory to countless
thousands of UBC students and faculty members and will go on doing
so until they can be replaced by modern buildings.
For our building program is far from complete. In 1967 the Board of
Governors indicated to the provincial government that some $108
million would be required for buildings in the following five years.
During the five-year period from 1967 to 1972 UBC received only
$27,000,000 from the provincial government to meet a significant
backlog of building needs. The remainder of our capital funds has been
obtained in the form of outright grants from the federal government,
the Canada Council, alumni, students, the general public and industry,
or borrowed from such sources as Central Mortgage and Housing
Corporation or banks. Since the University was established at Point
Grey more than half the funds used to construct buildings have been
obtained from sources other than general capital grants from the
Province of B.C. I can only reiterate what I said last year about this situation: lack of
adequate and modern facilities prevents faculty members and students
attaining the standards of excellence they aspire to and our ability to
attract outstanding teachers and researchers is handicapped. In the long
run, lack of capital funds can only erode standards of higher education.
In the face of the very serious shortage of capital funds, difficult
choices have to be made in the assignment of building priorities. How
difficult this process is was illustrated in the academic year just past in
two Senate debates on a report of the Committee on Academic
Building Needs. The committee, when it reported to Senate in
September, 1971, had met 19 times in the previous 18 months to assess
and weigh the claims for new space of 24 Faculties, Schools, teaching
and research institutes and academic departments. The committee was
confronted with documented needs for $40,000,000 worth of new
buildings, but was forced to operate on the assumption that the grant
from the provincial government for capital construction would
continue at the same rate as in the previous year. This meant that a
total of $12,000,000 would be available in the years 1972-73 and
1973-74. Quite obviously, the committee's hardest job was to identify
the most urgent needs among a host of pressing claims, with the object
of preserving and elevating academic standards.
The committee, in its first report, recommended that top priority be
given to a new building for the Faculty of Commerce and Business
Administration, a new building for the Department of Civil Engineering
and a new north wing for the Biological Sciences Building. In its initial
report the committee said it would recommend a fourth priority in the
fall of 1971 after further study.
A vigorous debate at the September meeting, plus further study by
the committee, resulted in a second priority list which was presented to
Senate in November, 1971. The revised report recommended, in
descending priority, either a new building or an extension of the Henry
Angus    Building   for   the    Faculty    of    Commerce   and   Business
10 New P.A. Woodward Instructional Resources Centre houses the
educational facilities for from 2,500 to 3,000 students representing
UBC Schools and Faculties which provide training for the provision of
health services. Lecture hall above, which seats more than 500, is one of
a total of 19 rooms in the building which can be linked up with
audio-visual equipment so that students can hear and see a single
lecture. The IRC is the latest component in UBC's developing Health
Sciences Centre. Picture by the Department of Biomedical Communications.
11 Administration; a new building to house both the Departments of Civil
and Mechanical Engineering; a new north wing for the Biological
Sciences Building for the Departments of Botany and Zoology and the
Institutes of Animal Resource Ecology and Oceanography; and
additional space for the Department of Anthropology and Sociology.
The Board of Governors accepted the priorities recommended in the
Senate report and has initiated preliminary planning for these projects.
TEACHING AND THE CURRICULUM
Changes in the physical development of the University over the past
five years have been matched by changes in the curriculum and a
renewed emphasis on the quality of classroom instruction. Curriculum
changes are often approved in a rather piecemeal fashion by the
University Senate and are, therefore, less apparent than new buildings.
They are no less real, however, and there have been significant changes
and additions since 1967.
In the past five years there have been major revisions and
rearrangements in the graduate and undergraduate programs in the
Faculties of Pharmaceutical Sciences, Agricultural Sciences, Forestry,
Law and Science, and in the Schools of Architecture and Nursing.
Almost all of these revisions have been designed to impart more
flexibility to programs of study available to students and to make
course content more relevant to contemporary life.
Other Faculties have been no less active in considering changes. The
Faculty of Education, for instance, initiated a Commission on the
Future of the Faculty of Education in the 1967-68 academic year. In
November, 1969, the Faculty began debate on the 125-page report of
the Commission, which contained 85 recommendations and called for a
top-to-bottom revision of the administrative structure and academic
program of the Faculty. Many of the recommendations have been
accepted by the Faculty while others are still under consideration.
I cite these changes to illustrate that, far from being static, the
12 University's academic offerings are in a constant state of change and
debate at the Senate, Faculty, School and Departmental levels.
The last five years have also been characterized by a growth in
interest on the part of the University and the public in matters dealing
with ecology, the environment, pollution and conservation. The
University has responded in a lively way to the challenges presented by
these new fields of study.
In June, 1968, the Ford Foundation announced a grant of more than
$500,000 to the University to initiate studies of the impact of man on
his physical environment. The purpose of the grant was two-fold: to
experiment with new analytical techniques, chiefly involving
computers, and to train a new breed of interdisciplinary scientist
capable of managing natural resources in the broadest sense. The grant
led to the establishment of the Institute of Animal Resource Ecology
and the employment, in various Faculties, of individuals whose interests
are directed toward environmental studies. The Institute brings together
scientists from a wide variety of disciplines, ranging from zoology
through forestry and agriculture to community and regional planning,
to tackle problems in ecology and environmental management. The
impact of the Institute is only beginning to be felt and I expect it will
make a major contribution to the solution of some of our most pressing
environmental problems.
Associated with the Institute of Animal Resource Ecology has been
an active student organization called ECO, which sprang out of a
concern by graduate students that the general public should have
accurate and reliable information on which to base sound judgments on
environmental problems. With meagre resources ECO has managed to
compile an environmental fact file that is widely used as an information
source by faculty members and students, to sponsor a series of speakers
on the campus on environmental matters, and to send graduate students
to elementary and secondary schools to talk on a wide variety of
subjects ranging from pollution to wildlife conservation.
13 Courses and programs dealing with ecology and the environment
have not been confined to the Institute of Animal Resource Ecology
alone. Even a cursory glance at the curriculum changes that have come
before Senate in the last five years reveals that almost every Faculty of
the University has introduced new courses and programs in these and
other areas.
UBC's efforts in environmental education are not confined to the
campus. The Vancouver Environmental Education Project in the
Faculty of Education has utilized grants under the federal Local
Initiatives Program to develop curriculum materials on the environment
of the Lower Mainland for use in Vancouver elementary schools. So far
the project has produced some 20 booklets designed to get students out
of the classroom and involved in the environment.
In order to safeguard the environment of the UBC campus, the
University has for some years employed a radiation protection and
pollution control officer, who is responsible for advising faculty
members and students on the use of radioactive materials for scientific
experiments arid for seeing that chemically and biologically dangerous
materials are disposed of safely and in accordance with regulations
established by government agencies. In 1971 the Board of Governors
approved plans to purchase and install equipment designed to dispose
of dangerous chemical wastes, which complements an existing unit for
the disposal of pathological waste. The chemical waste disposal unit is
expected to come into operation by the end of 1972.
The 1971-72 academic year also saw the conclusion of lengthy
negotiations between UBC and the federal Atomic Energy Control
Board, which resulted in a change in the method of licensing the use of
radioactive material at UBC. A general licence has been issued by the
Board which delegates to the UBC Radioisotope Committee the
authority to issue sub-licences to individual users. This change
eliminates long delays in the issuing of isotope licences and provides
more effective local control over the use of radioactive material at UBC.
14 The  1972 recipients of
the    Master    Teacher
Awards offered annually
at    the    University    of
British    Columbia   were
Dr. Bryan Clarke, standing at right, head of a
program in  the Faculty
of   Education   for    the
training  of 'teachers  of
deaf children, and Prof.
Moses   W.   Steinberg,   of
the    Department    of
English.   They were  the
sixth and seventh recipients    of   the    awards.
Picture by the IMC Photo
Department.
15 The past five years have also been marked by an increasing number
of inter-university projects. The first of these, announced in the
1967-68 academic year, was TRIUMF, a joint venture by UBC, Simon
Fraser University and the Universities of Victoria and Alberta. TRIUMF
is a cyclotron capable of producing particles called mesons which will
enable physicists to carry out studies on the basic structure of matter.
Mesons also hold out hope in the treatment of some types of cancer,
and the Faculty of Medicine will be involved in some aspects of the
accelerator's operation. The bulk of the funds for the construction of
the cyclotron, which is located in UBC's new South Campus research
area, is being contributed by the federal government.
UBC has also been involved in a consortium of six Canadian
universities which hoped to construct a new 157-inch telescope near
Osoyoos in the southern Okanagan. The project was terminated by the
federal government as the result of a cutback in its spending. Following
this, the consortium, called WESTAR, an acronym for Western
Telescopes for Astronomical Research, was formed to receive the assets
of the project and to organize a public appeal for $10,000,000 to
complete the telescope.
Yet another inter-university project is the Western Canadian
Universities Marine Biological Society, made up of representatives of
the Universities of B.C., Alberta, Calgary, Victoria and Simon Fraser
University. The Society now holds title to facilities formerly occupied
by Canadian Overseas Telecommunications at Bamfield on the west
coast of Vancouver Island. Research involving students and professors
from each of the participating universities has begun at Bamfield under
the auspices of WCUMBS, which plans to create a centre for the study
of marine biology on Canada's west coast. Development of the
Bamfield project has been aided by a $500,000 negotiated development
grant from the National Research Council.
All of these projects are indicative of a sharing of academic expertise
and facilities for the  benefit of students enrolled at each  of the
16 participating universities. It is my hope that each of these projects will
prosper in the years to come.
A unique UBC program that was initiated in the 1967-68 academic
year, and one which has attracted a good deal of interest elsewhere, was
the Arts I program in the Faculty of Arts. Each year some 200
freshmen students enrol for an integrated program of studies under
thematic headings such as "Freedom and Authority" or "Ways of
Knowing." A group of faculty members from diverse disciplines
prepares a reading list related to the themes and each week students
attend two seminars and a large group meeting for a lecture and a
public discussion given by an Arts I instructor or a visitor. Each student
also writes a 1,000-word essay every two weeks.
The primary objective of the Arts I program is the creation of a
community of learning wherein a student can train his intelligence with
the help of fellow students and faculty.
The Arts I program was subject to a thorough study by an evaluation
committee after it got underway and in March, 1971, the Senate
approved a recommendation from the Faculty of Arts that Arts I be
continued as a program in the Faculty.
Two other programs that have come into operation in recent years at
UBC are worth mentioning here.
The Centre for Transportation Studies, supported by grants from the
Canadian Transport Commission, has been organized to promote and
encourage inter-disciplinary research in the field of transportation,
which is of vital importance to Canada.
Another research program of national significance is the one
currently underway under the auspices of the Westwater Research
Centre. The new organization has been formed to undertake
mission-oriented water resources research projects to facilitate the
achievement of national and regional social objectives and to train and
educate water resources specialists and managers. Working with grants
from the federal government, Westwater's first major project is a survey
17 of water quality in the lower Fraser River from Hope to the sea.
A significant development for the Indians of British Columbia was
the establishment of an Indian Education Research and Resource
Centre which has undertaken to develop and distribute material that
will help B.C. students and teachers to understand Indian cultural life
and enable teachers to meet the needs of Indian children in their
classrooms. The Centre also sponsors courses and programs on Indian
culture and promotes the involvement of Indian people in education
decision-making.
Another project, approved in 1969-70, was a blueprint for the
development of a 77-acre Botanical Garden on the campus. This project
will have wide-ranging effects on both the academic and research
programs of the University. The Botanical Garden plan calls for the
creation of a research and administration centre on a 14-acre site
adjacent to the Thunderbird Stadium with greenhouses and
conservatories, as well as development of a nearby 30-acre site adjacent
to nearby Southwest Marine Drive. The Garden's research program
provides for the development of a centre concerned with the biological
aspects of the: flora of B.C. and related western North American
regions. Special teaching programs are planned and many existing
courses offered now in University departments will be enhanced
through associeition with the Botanical Garden.
The five-year period under review was also characterized by a
renewed interest in and concern for the quality of teaching within the
University. The problem that UBC faced in the latter part of the 1960s
— one faced by every Canadian university — was the provision of
quality instruction by qualified persons in the face of ever-increasing
enrolments. In 1967-68 there were 1,267 full-time faculty members
teaching 18,310 students, or a faculty/student ratio of 1:14.5. In
1971-72, there were 1,602 full-time faculty members for 19,826
students, or a ratio of 1:12.4. Student enrolment over the five-year
period increased by 8.2 per cent while the faculty grew by 26.4 per
18 The modernistic Geological Sciences Centre at UBC is made up of
laboratories for undergraduate teaching and graduate student and
faculty research. The bulk of the funds used to construct the building —
some $1,900,000 — were contributed by industry, alumni, faculty
members and students. The balance — $930,000 — was appropriated by
the Board of Governors from UBC's capital budget. Planning is
underway for construction of an addition to the building to provide 35
offices for faculty members. Picture by the IMC Photo Department.
19 cent. In 1969-70 I was able to report to Senate that 49 per cent of
undergraduate classes, and 58 per cent of all classes, contained fewer
than 25 students and I have emphasized to deans and department heads
that every effort must be made to keep class sizes within reasonable
limits and that emphasis must be be placed on hiring quality
instructors. At the same time I do not wish to disguise the fact that
crowded classrooms still exist at UBC and that many students
experience this situation regularly.
The past five years have also seen the appearance on the campus of
various publications for the evaluation of teaching. Some early
examples of these so-called "anti-calendars," which were largely
subjective and based on sketchy sampling techniques, did a grave
disservice to many University instructors. Other evaluations, based on
adequate sampling and specially-designed questionnaires, proved
valuable to both students and members of the faculty.
In recent years there has been a trend to greater student-faculty
co-operation in assessing teaching. Most Faculties have established joint
student-faculty committees which have developed more sophisticated
techniques for evaluating classroom teaching. In some Faculties, joint
faculty-student committees exist for the discussion of problems
associated with teaching.
Another major incentive to better teaching has been the Master
Teacher Awards, which were established in 1969 by Dr. Walter
Koerner, a former chairman and member of the Board of Governors, in
honor of his brother, Dr. Leon Koerner. A committee chaired by Prof.
Robert M. Clark, Director of the Office of Academic Planning, has
developed a stringent set of criteria for assessing faculty members who
are nominated for the awards. The committee that screens nominees
spends many hours assessing the nomination letters and visiting the
classrooms of eligible faculty members.
In April, 1972, the committee named the sixth and seventh
recipients of the Award — Dr. Bryan Clarke, head of a program in the
20 Faculty of Education for the training of teachers of deaf children, and
Prof. Moses W. Steinberg, of the Department of English.
The final responsibility for the overall academic program of the
University lies with the University Senate which must each year
consider hundreds of recommendations for course and curriculum
changes and new programs. All of these recommendations reach Senate
only after they have been subject to long and careful study by
departmental committees which, in turn, must submit changes and new
programs to the scrutiny of a full Faculty meeting before they can be
forwarded to Senate. This system, which has been likened to a pyramid,
has often been criticized, but the critics have yet to suggest a viable
alternative. At the root of this system is the belief that the power to
alter the academic program of the University should be decentralized
through the departments of the University and that the ultimate aim is
to maintain and improve academic standards.
In the past five years the Senate has truly served as a sort of
academic parliament for the University. It has debated the
"Canadianization" of the University in terms of its course offerings and
the makeup of its teaching staff, teaching and research in the area of
pollution, enrolment restrictions and a host of other problems that are
germane to the operations of a contemporary university.
One of the most important reports which the Senate was called upon
to consider in the last five years was that of its Committee on
Long-Range Objectives, which was established in 1968 "to propose a
statement of objectives to apply to the next ten years." The committee,
which spent more than a year preparing its report, produced a 120-page
document containing 39 major and minor recommendations.
Senate held a number of special meetings in the 1969-70 academic
year to consider the most important recommendations in the report.
Senate accepted a recommendation to limit the total undergraduate
enrolment on the present campus to a maximum of 22,000 students
and to limit the annual rate of increase of total enrolment in graduate
21 studies to 15 per cent and set a ceiling of 5,500 graduate students. The
total effect of this decision was to set a limit of 27,500 students on
UBC's enrolment and to provide a mix of 20 per cent graduate students
and 80 per cent undergraduates.
At another meeting Senate debated the other central issue contained
in the Committee's report. The committee itself divided 6—5 on this
issue, the majority favoring some modification of the existing structure
of the University, the minority proposing to divide the University into a
number of federated colleges. After a lengthy debate Senate approved a
clause which was part of Recommendation 27 of the report, that "The
present type of structure of Faculties, Departments and Schools be
retained with modifications to make the system more responsive to
changing conditions, without the adoption in principle of the federated
college scheme."
Another major recommendation adopted by Senate was the concept
of a five-year review of University Faculties, Schools and Departments
based on a statement to be produced by these administrative units.
This brief description of the report of the Senate Committee on
Long-Range Objectives scarcely does justice to the wide range of topics
it covered. Some of the recommendations were tabled or rejected,
others were referred to the Faculties for study and others are still being
considered by various standing committees of the Senate.
Much of the discussion and debate concerning the role and function
of the University and other allied matters originated in the five-year
period under reiview as the result of a brief entitled "The Future of the
University: Fair Weather or Foul," which was prepared in the spring of
1968 and adopted by the Students' Council of the Alma Mater Society.
The brief asked that students share in decisions concerning academic
and administrative appointments. Faculty Council and student
discipline, financing of student education, housing for graduate and
undergraduate   students,   physical   planning   and   building   at   the
22 University,  the  presence of  students on governing bodies, and the
relationship between teaching and research.
The publication led to lengthy meetings and debates at all levels
throughout the University and the establishment of an ad hoc Senate
committee charged with consulting Students' Council and others and
with bringing recommendations to Senate. The negotiations were not
always smooth sailing but they served a valuable purpose. Many
students, for the first time, became aware of the complexities of
governing a modern university, and learned that many suggested
changes could not be implemented because they would contravene the
Universities Act, the provincial legislation which sets out the framework
of University government. Within the Act, however, there is latitude for
change through negotiation and the discussions between the ad hoc
committee and the students bore fruit in a number of areas.
The ad hoc committee's first report dealt with Faculty Council and
student discipline and re-stated a long-standing University principle,
namely, that students should be given as much responsibility as possible
for their own discipline, that the University should continue to assist
them in their task, that faculty should be associated with students when
academic matters were involved and that there should be rights of
appeal and "procedural justice."
As a result of a recommendation from the ad hoc committee the
number of students serving on the Senate was increased from four to
12. Four students were first elected to Senate in October, 1967. The
increase in the number of student Senators enabled the students to
elect representatives from a broader spectrum of the student body and
ensure that student views on University matters were placed forcefully
before Senate.
In the 1963-69 academic year Senate also agreed to conduct its
meetings in public. Senate established a public gallery for 30 persons
who could apply to the Registrar, who serves as Secretary of Senate, for
23 SUMMARY OF REVENUE AND EXPENDITURE
(Excluding Capital Additions to Endowment, Student Loan and Capital Development Fun
ids)
April 1, 1971, to March 31, 1972
GENERAL FUNDS
TRUST FUNDS
TOTAL
1970-71
For Specific
Revenue
Per cent
Purposes
Per cent
Per cent
Per cent
Province of British Columbia
Operating Grant
$53,492,293
81.0
$
—
$53,492,293
63.7
$46,279,870
61.6
Student Fees
10,038,248
15.2
—
—
10,038,248
11.9
10,413,910
13.9
Services
2,058,032
3.1
1,191.954
6.7
3,249,986
3.9
2,879,134
3.8
Endowment Income
—
—
1,239,990
6.9
1,239,990
1.5
1,027,121
1.4
Sponsored or Assisted Research
—
—
12,847,743
71.6
12,847,743
15.3
11,753,586
15.6
Gifts, Grants and Bequests
—
—
2,531,417
14.1
2,531,417
3.0
2,124,813
2.8
Miscellaneous
488,886
$66,077,459
0.7
100.0
130,212
$17,941,316
0.7
100.0
619,098
$84,018,775
0.7
100.0
660,912
$75,139,346
0.9
100.0
Expenditure
Academic
$47,716,337
72.2
$ 2,128,561
11.9
$49,844,898
59.3
$44,188,906
58.8
Libraries
5,010,141
7.6
58,250
0.3
5,068,391
6.0
4,656,346
6.2
Sponsored or Assisted Research
(       139,082)
(    0.2)
12,539,318
69.9
12,400,236
14.8
10,835,998
14.4
Administration
2,340,444
3.5
(            5,100)
(    0.0)
2,335,344
2.8
2,219,816
3.0
Student Services
997,627
1.5
427,145
2.4
1,424,772
1.7
1,344,566
1.8
Plant Maintenance
7,043,019
10.7
108,741
0.6
7,151,760
8.5
5,963,039
7.9
Renovations and Alterations
1,647,399
2.5
-
—
1,647,399
2.0
1,961,780
2.6
Scholarships and Bursaries
931,242
1.4
1,713,190
9.5
2,644,432
3.1
2,321,504
3.1
General Expenses
136,113
0.2
148
0.0
136,261
0.2
145,192
0.2
Ancillary Enterprises (Net)
188,734
$65,871,974
0.3
—
—
188,734
$82,842,227
0.2
84,730
$73,721,877
0.1
99.7
$16,970,263
94.6
98.6
98.1
Excess of Revenue Over Expenditure
— General Purposes
205,485
0.3
—
—
205,485
0.2
(          94,063)
(    0.1)
— Specific Purposes
—
—
971,063
$17,941,316
5.4
100.0
971,063
$84,018,775
1.2
100.0
1,511,532
$75,139,346
2.0
$66,077,459
100.0
100.0
24
25 tickets in advance. Senate reserved the right to move in cameram for
private discussions.
THE STUDENT BODY
Few phenomena of the past five years have been more minutely
examined and agonized over than the so-called "youth revolution" and
its effect on universities throughout the world. The commonplace
student demonstrations, protests and sit-ins, so widely chronicled in the
newspapers and on the electronic media a few years ago, no longer
excite the same interest on the part of newsmen and the public.
It is fair to say that throughout the heyday of student activism, those
who make up the UBC community — students, faculty, administrators
and alumni — generally maintained a level-headed attitude. Except for
one brief and isolated incident at the Faculty Club in 1968, UBC
escaped the worst excesses of student unrest. It has been said that the
major reason for this is the autonomy that UBC students have
traditionally enjoyed. Student demonstrations at many other
universities have often been sparked by demands for freedoms that
UBC students have long taken for granted.
Still, the University has not turned a deaf ear to the requests that
students have made over the past five years for a larger voice in
decision-making. Twelve students now sit on Senate and make their
influence felt in major academic decisions. Most Faculties of the
University have evolved student-faculty liaison committees where
teaching, classroom conditions, curricula and other matters of mutual
concern are discussed with a view to improvement.
Less well chronicled than the student protests, in the sometimes
chaotic atmosphere of the last five years, has been a continuation of a
spirit of altruism on the part of students concerned with the problems
of contemporary society.
Student interests range from concern over the environment to the
problems of the less-fortunate members of society. To cite only a few
examples, UBC students have been partly or solely responsible for:
26 Establishment and operation of Vancouver's Crisis Centre, which
gives on-the-spot assistance and information to those in trouble;
Teaching and providing technical and scientific expertise to scores of
underdeveloped countries through such agencies as Canadian University
Service Overseas;
Devising suggestions for orderly urban and rural industrial and
residential developments, as part of their academic training;
Providing free legal advice on the campus or through community
information centres;
Raising thousands of dollars for the physically handicapped and for
voluntary health organizations.
In addition to these activities, many of which are well publicized,
hundreds of other UBC students are actively associated with
community, church and athletic groups throughout the city in various
programs of assistance. They go about their tasks quietly and without
fanfare.
I cannot think, however, of another student project in the history of
the University that has been more widely publicized that the urban
vehicle constructed by students in the Faculty of Applied Science,
which won the overall award for excellence in an international
competition in August, 1972. Up to 150 engineering students worked
for 15 months to produce the vehicle, which competed with entries
from 60 other North American universities at the General Motors
proving grounds at Milford, Michigan, Aug. 6—10.
In addition to the overall award for excellence, the UBC vehicle also
captured awards for safety and styling. Entries were judged on the basis
of the purity of engine emissions, safety features, space utilization,
driving characteristics, fuel efficiency, the ability to withstand collisions
and additional performance tests.
The students, in addition to spending countless hours building the
urban vehicle, acted as their own fund raisers for the project, which was
supported by large and small donations from individuals and interested
27 companies as well as grants from the federal government's
Opportunities for Youth program.
I know that the entire University community joins with me in
congratulating the team that designed the vehicle.
It seems appropriate, in this section dealing with students, to review
the findings of a report that was placed before the Senate of the
University during the 1971-72 academic year. The report, prepared by a
10-member committee chaired by Prof. Peter Pearse of the Department
of Economics, was concerned with degree programs for part-time
students. The committee found that "a serious shortcoming" exists in
UBC's present arrangements for part-time students and that the
question of accommodating part-time students is "important and
urgent."
The Senate report cited a number of current trends in education
which create a sense of urgency on the question of part-time study.
These include rapid social and technological changes and the need for
retraining of people of all ages, the changing attitudes of young people
towards education and employment, the desire of married women to
return to education after the demands of children are reduced, and the
increasing amount of leisure time available to individuals.
Senate adopted four recommendations made in the committee's
report and referred it to UBC's 12 Faculties. Each Faculty was asked to
review its existing policies regarding opportunities for part-time study
and report back to Senate by March, 1973.
The recommendations adopted by Senate were:
1. That Senate adopt an explicit policy of encouraging the
development of opportunities for part-time study toward degrees where
this is academically and financially feasible;
2. That Senate request each Faculty to undertake a careful
examination of obstacles to part-time study and prepare a positive
statement giving guidance for part-time students for inclusion in the
28 Calendar, and that each Faculty report back within a year explaining
changes made and justifying remaining restrictions;
3. That Senate inform the Faculties and the Registrar's Office of its
policy toward part-time studies and encourage them to assist applicants
in taking advantage of opportunities; and
4. That Seriate initiate planning for the institutional, administrative
and curriculum changes needed to develop opportunities for part-time
study.
I consider the provision of opportunities for part-time study to be
most important and I hope that in the near future the University will
take steps to achieve the goals recommended in the report of the Senate
committee, which have also been urged from time to time by the
Centre for Continuing Education.
Those of us who work daily on the campus of the University have
become accustomed to thinking of the student body in terms of the
19,000-odd full-time students who register in September for our annual
Winter Session. The fact is that more than double that number of
occasional and part-time students — a total of 43,712 — enrolled at the
University in the 1971-72 academic year for a wide variety of credit
and non-credit programs in the fields of professional and general
education.
These students are doctors, lawyers, engineers, businessmen,
housewives, school teachers, policemen, dentists . . . the list is almost
endless. The length of contact that each of these students has with the
University varies enormously. Enrolment in a continuing education
program may mean attendance at a one-day seminar on a highly
specialized topic or a weekly visit to the campus for a credit certificate
program.
The Division of Continuing Education in the Health Sciences is by
far the leader in reaching out to other parts of the province to provide
courses for  practising health professionals. Something close to  100
29 programs in the Health Sciences were given in centres throughout the
province in the last academic year.
In terms of numbers UBC's Centre for Continuing Education last
year had the largest number of student contacts. More than 22,300
persons were enrolled for programs sponsored by the Centre. These
ranged from credit courses given during the Winter Session and the
May-July Intersession to special programs for professionals in the fields
of community and regional planning, resources industries, law,
engineering and social work. Several thousand additional people took
non-credit general education courses either on the campus or at centres
in the Lower Mainland.
THE UNIVERSITY LIBRARY
A comprehensive university of the size and scope of the University of
B.C. can serve its students and faculty members well only if it has an
adequate library system. In the last five years the growth and
development of UBC's Library has continued at a steady pace. This has
meant that the Library system has reached some new landmarks and
been confronted with new problems.
In the five-year period 1967 to 1972 the Library's book collection
increased in size from 943,990 to 1,499,775 catalogued volumes. There
were also significant increases in collections of government documents,
films, microfilms, maps, manuscripts and phonograph records. The
recorded use of Library resources showed a similar increase from
1,338,328 items in 1967-68 to 2,140,514 in 1971-72. This growth in
the Library's use and collection is reflected in the increase in Library
expenditures. In 1967—68 the amount expended on salaries, the
purchase of books and periodicals and other Library activities was
$3,098,863. In 1971-72 this had increased to $4,680,882.
During the 1970-71 academic year the UBC Library became the
second largest academic library in Canada, exceeded only in size by the
University of Toronto system. A key feature of the UBC system has
been decentralization.  UBC's present Library system consists of the
30 familiar Main Library, housing 12 public service divisions, the systems
and processing divisions and the bindery; 12 branch libraries, including
the Woodward Biomedical Library serving students and faculty
members in the life and health sciences; and 41 reading rooms located
in academic buildings on the campus.
This growth has brought with it many problems for the Library
system. Study space for students who wish to use the Library's
collections is still inadequate, inflation has continued to drive up the
price of books and journals, and Mr. Basil Stuart-Stubbs, the University
Librarian, in his annual reports to the Senate, has repeatedly drawn
attention to the need for additional annual appropriations to meet the
demands for the purchase of Library materials.
The Library has also been faced with problems in housing its
burgeoning collection. As a result of a shortage of shelf space a
significant part of the UBC's valuable collection in the field of Asian
Studies has had to be moved into storage and in 1971 some 37,000
books were withdrawn from collections in the Main Library for storage
in the Woodward Library. The books selected for storage were items
which had never been borrowed or had been infrequently borrowed.
However, the fact that they are not immediately available must make
the Main Library less effective for its users, who may never know what
they are missing while scanning the collections in the stacks.
This situation will not be corrected in the coming academic year
despite the fact that the new Sedgewick Library for undergraduate use
will come into operation and will include space for 185,000 volumes
and seating space for 2,000 students. Space vacated in the Main Library
will be taken over by various divisions which have been operating under
sub-standard conditions.
The new Sedgewick Library, will, however, be a delightful place for
students and faculty members to work. The design of the building was
the result of an intensive study that indicated that a new library facility
was essential in the area immediately west of the existing Main Library.
31 If an above-ground facility had been undertaken it would have
adversely altered the appearance of the central campus in front of the
Main Library and the view down the Main Mall to the north. The
ingenious solution hit upon by the architects for the project was to
construct the new, two-storey Library under the Main Mall. This also
allowed the architects to preserve the row of northern red oaks lining
the Main Mall by encasing the roots of the trees in red-brick-faced
caissons which have been made an integral part of the interior of the
building. It is regrettable that the opening of the new Library had to be
postponed owing to a construction dispute in the spring of 1972, which
held up completion of numerous other buildings.
I have mentioned earlier the attempts that universities in B.C. and
elsewhere have been making to co-operate in the development of
academic programs. This has been matched by increasing
interdependence among university libraries in B.C.
In October, 1971, the librarians of UBC, Simon Fraser University
and the University of Victoria established an informal organization
called Tri-University Libraries with the three-fold purpose of:
1. Improving and developing co-operation among the three libraries;
2. Working toward a co-ordinated policy of long-range library growth
and development with co-ordinated acquisitions policies, shared
resources, the development of compatible machine systems, provision
of easy and rapid communications systems and shared storage facilities
and exploration of other areas of co-operation; and
3. Co-operation with other educational, library and research
institutions and organizations inside and outside the geographical area
to further the purposes of the three libraries.
A number of task forces have been set up to deal with specific areas
of library activity and measures approved in the past five years have
made the library resources of B.C.'s public universities available to a
wider community and resulted in cost savings at the operational level.
In closing this section of the development of the UBC Library in the
32 Completion of the 12-
storey annex of the
Buchanan Building eased
overcrowding for faculty
members in the Departments of German,
French, Economics and
History. The building,
which cost $2.8 million,
also houses nine seminar
rooms as well as small
libraries and reading
rooms. Picture by the
IMC Photo Department.
33 past five years I extend the gratitude of the entire University
community to Mr. Stuart-Stubbs and his able assistants and members of
the Senate Library Committee. They have worked ceaselessly to
improve the Library's collections and services for students, faculty
members and the general public.
RESEARCH
The past five years have been characterized by a continued expansion
of the University's research establishment and an increase in the
amounts of money expended on research. Some $9,000,000 was
expended in the 1967-68 academic year as compared to more than
$13,000,000 in 1971-72 for a wide variety of projects in the pure and
applied sciences, the medical sciences as well as the humanities and
social sciences.
Few areas of university activity are subject to more continuing
debate than the whole question of research. The balance between pure
and applied research, the question of what kinds of research are
appropriate for universities, the weight that research should be given in
decisions regarding promotion and the award of tenure, the place of
graduate studies in the university — all of these problems have been
subject to discussion and scrutiny by faculty members and students and
interested friends of the University in recent years.
No one has yet devised a formula which can be said to apply to all
faculty members in determining how much time they should devote to
research. But it has always been regarded as part of the very definition
of a university and a vital part of the total program of this University.
A view of research, which I sense is less fashionable today than it
once was, is to regard it as being isolated from the teaching process.
UBC has avoided the creation of research professorships and academic
units divorced from contact with students largely because of the
widespread feeling here that there is an intimate relationship between
the teaching and research functions.
There is, of course, a special group of scholars whose abilities enable
34 them to make original contributions to the world's storehouse of ideas
and knowledge. But a far larger group are concerned with
re-interpreting and synthesizing the findings of other scholars and
bringing to students and society a fresh view of scientific, human and
cultural values.
I think, too, that we are sometimes inclined to make too much of the
need for the publication of research results in professional journals.
Research results can often gain currency through classroom and public
lectures just as effectively as they can on the printed page.
As the University's research establishment has become larger and
increased funds have become more available for research of all kinds,
added consideration has had to be given to the development of policies
that are calculated to be of benefit to the University, the faculty and
students and the community. To assist and advise faculty members in
all administrative matters relating to research proposals and agreements,
the University established in 1967 an Office of Research
Administration.
The Consultant on Research Administration, who heads the Office,
has immediate responsibility for the business administration of research
contracts and grant agreements. It is his function to ensure that
proposals or requests for research funds conform with the established
policies of the University.
One of the key elements in this research policy is that the University
does not allow "secret " or "classified" research to take place on the
campus. Research applications are carefully scrutinized to ensure that
the granting agency has not placed any restrictions on the use of the
material for publication by the faculty member who applies or as the
basis for theses by graduate students.
The University has also taken steps in recent years to develop and
establish policies that protect students and faculty researchers in
projects that involve human subjects. The policy statement on this
35 subject approved by the Board of Governors sets out guidelines for the
protection of individuals involved in experiments.
It is a matter of regret that I must record here the death of Prof.
Frank A. Forward, UBC's first Consultant on Research Administration,
on Aug. 6, 1972, at the age of 70. No more apt choice to establish the
Office of Research Administration could have been made. Prof.
Forward was a member of the UBC faculty for more than 30 years, the
foremost Canadian metallurgist of his generation and a leading figure in
the development of science policy in Canada.
In the field of research Prof. Forward was the inventor of numerous
processes for the extraction of metals from ores and is most famous for
one involving the extraction of nickel. He joined the Metallurgy
Department at UBC in 1935 and ten years later became its head. He
actively promoted strong links between his department and industry, to
the benefit of both.
Prof. Forward established, during the Second World War, a
consulting service on metallurgical projects which later became British
Columbia Research, was the first director of the Science Secretariat of
the Canadian Privy Council and was responsible for drafting the
legislation which led to the formation of the Science Council of
Canada. For his contributions to the science of metallurgy and public
service he was the recipient during his career of almost every major
award made by industrial and professional organizations in the field of
extractive metallurgy. His wise counsel and influence on University
affairs will be greatly missed.
THE BOARD OF GOVERNORS
The conclusion of the 1971-72 academic year brought with it
significant changes in the membership of the Board of Governors. Four
long-time members of the Board — Mr. Arthur Fouks, Dr. Walter C.
Koerner, Mr. John F. Liersch and Mr. Donovan F. Miller — retired,
having served the maximum number of years allowed under the
Universities Act. Dr. Allan M. McGavin, who served the University as
36 Chancellor for the three years 1969-72, retired from that post at the
end of the academic year and was re-appointed to the Board for a
further three years by the Lieutenant-Governor in Council. Before the
conclusion of the academic year Dr. McGavin was elected by the Board
to serve as its chairman for the two-year period, Sept. 1, 1972, to Aug.
31, 1974, in succession to Mr. Fouks. Mrs. John MacD. Lecky and Mr.
Paul Plant, who were elected to the Board by the Senate in 1969, were
also re-appointed to the Board for three-year periods by the
Lieutenant-Governor in Council. The appointment of Mr. Richard
Bibbs was renewed for another three-year term by the
Lieutenant-Governor in Council. A new appointment to the Board was
that of the Hon. Thomas A. Dohm, President of the Vancouver Stock
Exchange and a former member of the Supreme Court of B.C., for a
three-year period by the Lieutenant-Governor in Council. Three
additional members will join the Board in the 1972-73 academic year as
the result of elections to be held by the Senate.
Finally, Dr. McGavin was succeeded as Chancellor of the University
by a distinguished graduate, Mr. Nathan T. Nemetz, a Justice of the
Court of Appeal of B.C., who served on the Board previously from
1957 to 1968 and as Board chairman from 1965 to 1968. He was also a
member of the University Senate representing the Alumni Association
from 1957 to 1963. Mr. Nemetz's election by the Convocation of the
University was announced at the June, 1972, meeting of the Senate and
he was installed in office by the Visitor to the University, the Hon.
John R. Nicholson, Lieutenant-Governor of B.C., during a ceremony on
Aug. 31, the last day of the 1971-72 academic year. Mr. Nemetz has
given distinguished service to the University in the past and it is a
pleasure to welcome him once again to UBC's governing councils.
I know, too, that all members of the University community will join
me in thanking Dr. McGavin for the contributions he has made to
campus activities as Chancellor and as chairman of the finance
committee of the Board of Governors in recent years. He has set an
37 enviable standard for his successors as Chancellor and his
re-appointment as a member of the Board and his election as its
chairman will be widely approved both on and off the University
campus.
The retirement of Dr. Koerner, Mr. Fouks, Mr. Liersch and Mr. Miller
deprives the University of four staunch friends who have worked
untiringly to improve the quality of campus life for faculty members
and students.
I know that it will not be taken amiss by other retiring members of
the Board if I single out Dr. Koerner for a special tribute, not just as a
member of the Board but also as a University benefactor. With other
concerned B.C. citizens, notably Dr. H.R. MacMillan, he has been in
considerable measure responsible for the resurgence of interest in native
Indian art, both as a private collector and as a contributor of substantial
sums of money to the University to enable it to enlarge its collection of
Indian materials. Mr. Koerner was also instrumental in persuading the
federal government to allocate $2,500,000 for the construction of the
new Museum of Man on the UBC campus, by donating his personal
collection of valuable artifacts of many world cultures for display in the
Museum. He also contributed funds for the construction of the south
wing of the University Library during the 1958 UBC Development
Fund. As a member of the Board he has served as its chairman and was
a key figure in the development of plans for the Health Sciences Centre.
Few individuals have given more unstintingly of their time and energy
on behalf of the University and it is my hope that Dr. Koerner will
continue to have a close and lasting association with UBC.
I have, in past reports, repeatedly pointed to the heavy
responsibilities which each member of the Board of Governors bears as
the public trustee of the millions of dollars which are received annually
for the operations of the University. Being a member of the Board
involves much more than simply attending a meeting ten times a year
and appearing on ceremonial occasions. Each Board member chairs or is
38 Urban vehicle, nicknamed the "Wally Wagon" in honor of President
Walter Gage, constructed by a team of students in UBC's Faculty of
Applied Science won the overall award for excellence in August, 1972,
in an international competition with entries from. 60 other North
American universities. The UBC vehicle also captured awards for safety
and styling. Students, in addition to building the vehicle, acted as their
own fund raisers for the project, which was supported by donations
from individuals and interested companies as well as grants from the
federal government's Opportunities for Youth Program. Picture by the
IMC Photo Department.
39 involved in the work of committees of the Board or other University
committees and is involved in decision-making that affects most
University activities.
Yet, each year, there appear, chiefly in the student press, articles and
comments which do a grave disservice to the contributions made to
University life by these public-spirited men and women. They are often
quite unfairly characterized as members of the so-called
"establishment," with little concern for the improvement of the
physical and academic environment at UBC. My own experience over
many long years has been quite the opposite; members of the Board do
not see themselves as representatives of any faction of society. They are
elected or appointed to serve as trustees of public funds and to ensure
that these funds are spent in the most economical way and for the
greatest benefit to students, faculty and staff.
The basic mistake made by these critics of the Board is to assume
that the Board governs in the sense that it hires every member of the
University faculty and staff, that it decides without consultation or
advice the priorities for new buildings and their locations, that it is
concerned in detail with every facet of University activities.
It is true that under the terms of the Universities Act the Board is
ultimately responsible for any University activity which involves the
expenditure of funds. However, it would require almost full-time
attendance at the University by Board members if they were to carry
out all the functions which their critics ascribe to them. Most Board
members are busy members of the business or legal worlds and would
find it impossible to do this.
The truth is that the Board relies heavily upon the advice of members
of the University community in making decisions. Recommendations
about building priorities, for instance, are sent to the Board from
Senate, which has a Committee on Academic Building Needs, made up
of faculty members and students. Similarly, new courses and programs
come  to the  Board via the Senate and are implemented providing
40 annual operating grants from the provincial government are adequate to
meet the costs. Decisions relating to the hiring of new faculty members
are made at the departmental level by committees of faculty members
and are sent to the Board through the dean of the Faculty and the
President. Most other facets of University operations are debated at the
departmental and Faculty levels and recommendations reach the Board
only after thorough discussion.
My purpose in dwelling on this is to indicate that, by and large,
decision-making power is decentralized throughout the University and
much of it lies in the hands of faculty members and students, who have
a continuing responsibility for the maintenance of academic standards
and the provision of services to the University community.
It is, perhaps, unfortunate that the term "Board of Governors" was
chosen in the early part of this century by the drafters of the act that
governs universities in this province. In today's context it somehow
seems to carry with it the connotation of a highly centralized
administrative apparatus, which is far from being the case. It has been
suggested that in any future revision of the Universities Act, the term
"Board of Trustees" might be a more accurate reflection of the
function of the Board.
AWARDS AND PUBLIC SERVICE
During the 1971-72 academic year a significant number of UBC
faculty members were the recipients of awards from professional groups
or undertook to serve as the presidents of professional organizations. I
take this opportunity to congratulate the individuals concerned and to
list their accomplishments below.
Prof. Vladimir Krajina, of the Department of Botany, was the
recipient of the George Lawson Medal of the Canadian Botanical
Association for "a lifetime contribution to botany in Canada by a
Canadian." Prof. Krajina has been instrumental in recent years in the
establishment of ecological reserves within the province for study and
research. Some 28 of these reserves, tracts of land unique in their
41 vegetation, climate and other characteristics, have now been set aside
by the provincial government and will remain undisturbed in perpetuity
for scientific study.
Prof. H.R. Wynne-Edwards, who joined the UBC faculty during the
1971-72 academic year, was awarded the Spendiarov Prize as Canada's
outstanding geologist at meetings of the International Geological
Congress held in Montreal in the summer of 1972. The prize is awarded
every four years to a geologist in the host country. Prof.
Wynne-Edwards received the prize for a 15-year study setting out the
entire geological history of "Grenville Province," an area about 250
miles wide north of the St. Lawrence River in Quebec. UBC is fortunate
to have attracted a scientist of Prof. Wynne-Edwards's stature to head
the Department of Geological Sciences.
Dr. R.E. Kucera, also a member of the Department of Geological
Sciences, received an award from the Canadian Science Film
Symposium for the best science research film produced in Canada for
the year.
Dr. J.D. McPhail, of the Department of Zoology, was awarded the
Wildlife Prize for his recently-published book, Freshwater Fishes of
Northwestern Canada and Alaska.
Two members of the Department of Chemistry were the recipients of
awards for research. Prof. James Trotter received the Noranda Lecture
Award and Prof. James Kutney was awarded the Jacob Biely Prize for
his outstanding research record.
Prof. Harold Copp, head of the Department of Physiology in the
Faculty of Medicine, was awarded the Flavelle Medal of the Royal
Society of Canada at the Society's meetings in June, 1972, for
"research of special and conspicuous merit in the biological sciences."
Prof. Copp was particularly honored for his discovery of the hormone
calcitonin, which helps to regulate the concentration of calcium
circulating in the blood.
42 Prof. George Volkoff, former
head of the Department of
Physics, was named Dean of
UBC's Faculty of Science to
succeed Dean Vladimir Okulitch,
who retired. Picture by the IMC
Photo Department.
Dr. David Bates became Dean
of UBC's Faculty of Medicine,
succeeding Dr. John F.
McCreary, who is now Coordinator of Health Sciences at
UBC. Picture by the IMC
Photo Department.
43 The Faculty of Agricultural Sciences had more than its share of
faculty members who undertook duties as presidents of national and
provincial organizations. Dean Michael Shaw was named president of
the Biological Council of Canada, Dr. J.F. Richards was elected
president of the Canadian Institute of Food Sciences, Dr. John Neill
became president of the B.C. Society of Landscape Architects and Prof.
A.J. Renney was named president of the Canadian Pesticide Society.
Prof. V.C. Brink of the Department of Plant Science was honored by
his colleagues by being named "Agrologist of the Year" by the B.C.
Institute of Agrologists.
Prof. J. Ross Mackay, of the Department of Geography, was honored
by his peers as the first recipient of the Award for Scholarly Distinction
of the Canadian Association of Geographers at meetings of the
Association held in conjunction with the 22nd International
Geographical Congress in Montreal. Prof. Mackay was also awarded an
honorary doctorate by the University of Montreal as part of the
Congress meetings.
FACULTY AND STAFF
A significant number of new appointments were made during the
1971-72 academic year. They included the following:
Prof. G.M. Volkoff, former head of the Department of Physics,
became Dean of the Faculty of Science. Prof. H.R. Wynne-Edwards
came from Queen's University to head the Department of Geological
Sciences, formerly the Department of Geology. Also in Science, Prof.
Peter Larkin became head of the Department of Zoology, succeeding
Prof. William Hoar, who guided the activities of the department with
such distinction from 1964 to 1971.
In the Faculty of Medicine, Dr. John F. McCreary stepped down as
the Faculty's Dean and assumed the new post of Co-ordinator of Health
Sciences. He was succeeded by Dr. David Bates, formerly of McGill
University. Within the same Faculty, Dr. Milton Miller became head of
the Department of Psychiatry.
44 Within the Faculty of Arts, Dr. Donald M. McCorkle joined the UBC
faculty as head of the Department of Music, succeeding Prof. G. Welton
Marquis, who was the founding head of the Department in 1958. Prof.
Peter Suedfeld became head of the Department of Psychology and Dr.
Robert J. Gregg was named head of the Department of Linguistics in
the Arts Faculty.
In the Faculty of Agricultural Sciences, Prof. W.D. Powrie was
named head of the Department of Agricultural Engineering and
Mechanics.
In the Faculty of Graduate Studies, Dr. G.A.H. Walker was
appointed head of the Institute of Astronomy and Space Science.
In the Faculty of Education Prof. J. Ranton Mcintosh resigned as
director of Secondary Education and was succeeded by Dr. John
Calam.
In the area of administration, Dr. Norman Watt, of the Faculty of
Education, became director of the Summer Session, succeeding Mr.
Wilfred Auld, and Mr. Neville Smith was appointed director of the
Department of Physical Plant, succeeding Mr. James T. Turner, who
resigned to accept a similar post at the University of Toronto. Dr.
Richard Spratley, a former member of the UBC Chemistry Department,
was appointed Consultant on Research Administration during the
academic year to succeed Prof. Frank Forward, whose death was noted
earlier in this report.
Several members of the teaching staff and one senior member of the
administrative staff of the University reached retirement age in the
1971-72 academic year. Each of them made significant contributions to
the work of the University and some have been reappointed and will
continue teaching and research duties.
Those who reached retirement age are: Prof. G.F. Curtis, Faculty of
Law; Dr. P. Read Campbell, associate professor of Education; Miss
Margaret M. Street, associate professor of Nursing in the Faculty of
Applied Science; Prof. J.G. Spauling, of the Department of English;
45 Prof. Douglas Derry, of the Department of Mathematics, and Miss
Muriel Upshall, nursing supervisor of the University Health Service
Hospital.
I am pleased to have this opportunity to pay tribute to the valuable
efforts of the University's employed staff in contributing to the
efficient operation of the University. Were it not for the dedication of
our support staff in providing a wide variety of services the University
would be unable to function normally. The Twenty-five Year Club, an
organization which provides a measure of recognition for those who
have been UBC employees for a quarter century, was formed recently
and 30 persons were inducted as founding members. In the current
academic year the following persons were inducted: Mr. Don B. Boyce,
Physical Plant; Mr. Lemuel Bayly, Housing Administration; Mr. Allan
LeMarquand, University Purchasing Agent; Mr. William McKenzie,
University Bookstore; Miss J.M. McKinnon, School of Home
Economics, and Ms. Jessie Stewart and Ms. Marjorie V. Smith, both of
the Centre for Continuing Education.
SUMMER SESSION
UBC's 1972 Summer Session enrolled 3,737 students compared to
4,340 in 1971, a decline of 13.9 per cent. In order to counteract
continuing declines in Summer Session enrolments, officials responsible
for the summer program have initiated studies designed to make the
annual seven-week program more attractive to students. Under study
are the possibility of offering post-degree diploma programs designed to
appeal to specialist teachers and the possible admission of high school
students who complete their secondary education in June.
It is always difficult to pinpoint the reasons for declines in
enrolment. Some factors which have been cited are changing attitudes
on the part of young people toward the value of a university education;
changes in provincial government regulations affecting teachers, who
make up more than half the Summer Session enrolment; the availability
46 of grants under federal government programs for summer activities; and
the availability of educational opportunities in regional colleges
throughout the province.
Prof. Wilfred Auld, of the Faculty of Education, resigned as Director
of the Summer Session in December, 1971, and I take this opportunity
to thank him on behalf of the University for the contribution he has
made to the Summer Session program. His thoughtful dedication to his
responsibilities was greatly appreciated by his colleagues and students.
He will, fortunately, continue to hold his position as professor within
the Education Faculty.
CONGREGATION
The University's 1972 Congregation for the awarding of honorary
and academic degrees took place in the War Memorial Gymnasium on
May 24, 25 and 26. Honorary degrees were conferred on Miss Frances
Hyland and Mr. Arthur Hill, well-known Canadian stage, film and
television personalities; Mr. Lister Sinclair, the noted Canadian writer,
actor, director and producer; Prof. Norman Berrill, a noted zoologist
from McGill University; Prof. M.Y. Williams, a pioneering Canadian
geologist and member of the UBC faculty from 1921 until his
retirement in 1950; and Mr. Allan M. McGavin, who was to retire as
Chancellor of the University at the end of the academic year.
The University Senate approved the award of academic degrees to a
total of 4,333 students in the 1971-72 academic year. In November
1,037 degrees were approved and in May 3,296 were approved.
DEATHS
It is with regret that I report the deaths of a number of active and
retired members of the University faculty.
Dr. James M. Mather, former assistant dean of Medicine and
Professor Emeritus of Preventive Medicine, died on Sept. 17, 1971.
Dr. Frank 0. Marzari, associate professor of History, died on Sept.
30, 1971.
47 Dr. John N. Finlayson, Dean Emeritus of Applied Science, died on
Sept. 20, 1971.
Dr. Genevieve C. Bird, associate professor of French, died on Nov.
21, 1971.
Mr. Benjamin R. Whitinger, associate professor of Education, died on
Dec. 31, 1971.
Mr. H. Murray Mcllroy, Professor Emeritus of Mechanical
Engineering, died on Jan. 9, 1972.
Mr. Richard M. Pillsbury, Associate Professor Emeritus of Botany,
died on Jan. 11, 1972.
Dr. Robert James Clark, honorary lecturer in Physics, died on Feb. 2,
1972.
Dr. G. Howell Harris, Professor Emeritus of Horticulture, died on
Feb. 5, 1972.
Dr. J. Allen Harris, Professor Emeritus of Chemistry, died on Feb. 6,
1972.
Prof. Patrick CF. Guthrie, of the Department of Classics, died on
Feb. 10, 1972.
Dr. John A. Gower, associate professor of Geological Sciences, died
on Feb. 22, 1972.
Mr. Glen Toppings, part-time lecturer in Fine Arts, died on March 2,
1972.
Mr. E.S.W. Belyea, associate professor of Psychology, died on April
19, 1972.
Prof. William Harrison White, of the Department of Geological
Sciences, died on Aug. 5, 1972.
Dr. Frank A. Forward, Consultant on Research Administration and
Professor Emeritus of Metallurgy, died on Aug. 6, 1972.
Dr. Gordon G. Moe, Professor Emeritus of Agronomy, died on Aug.
9, 1972.
Dr. Isadore Holubitsky, assistant professor of Surgery, died on Aug.
25, 1972.
48

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