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[Meeting minutes of the Senate of The University of British Columbia] 1983-03-16

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Wednesday,  March  16,   1983.
The Seventh regular meeting of the Senate of The University of British Columbia
for the Session 1982-83 was held on Wednesday, March 16, 1983 at 8:00 p.m. in the
Board and Senate Room.
Present: President D. T. Kenny (Chairman), Chancellor J. V. Clyne, Dr. R. A.
Adams, Dr. C. E. Armerding, Dean G. S. Beagrie, Dean D. R. Birch, Mr. W. H.
Birmingham, Dr. T. H. Brown, Rev. P. C. Burns, Dean P. T. Burns, Mr. G. D. Burnyeat,
Dr. K. 0. L. Burridge, Mr. F. Cabanas, Dr. J. J. R. Campbell, Dr. T. S. Cook, Mr. M. S.
Dedels, Dr. J. D. Dennison, Mrs. S. Dodson, Dr. A. J. Elder, Mr. D. B. Fields, Dean C. V.
Finnegan, Mr. H. J. Franklin, Mrs. E. D. Fulton, Dean J. A. F. Gardner, Dr. R. F. Gray,
Miss L. M. Hebert, Dr. A. M. Hickling, Miss S. J. Holmes, Mrs. P. Jones, Dr. R. F.
Kelly, Dr. R. W. Kennedy, Dr. A. Kozak, Mr. J. Kulich, Dean P. A. Larkin, Dr. L. M.
Lavkulich, Dr. D. S. Lirenman, Dr. D. Lupini, Dean P. A. Lusztig, Mrs. A. Macdonald,
Mr. T. Mah, Dr. J. P. Martin, Ms. C. E. McAndrew, Mr. M A. McCann, Dr. A. J.
McClean, Ms. D. N. McDonnell, Mr. D. Mclnnes, Mr. J. F. McWilliams, Mr. I. C. Miller,
Dr. W. R. Morford, Mr. T. K. P. Ngai, Ms. S. M. Provost, Ms. A. H. Rahme, Dr. J. F.
Richards, Dean B. E. Riedel, Dr. G. G. E. Scudder, Dr. M. Shaw, Mr. G. M. Shepard,
Dr. C E. Slonecker, Mr. L. P. Smyth, Dr. R. A. Spencer, Mr. R. J. Summerbell,
Dr. P. R. Tennant, Mr. A. Varma, Miss C. L. V. Warren, Dean W. A. Webber, Dean L. M.
Wedepohl, Dean R. M. Will, Dr. D. LL. Williams, Dr. M. D. Willman, Dr. J. L.
Observer:  Mr. J. A. Banham
Messages of regret for their inability to attend were received from Mrs. M. F.
Bishop, Dr. D. J. Connor, Dr. J. Dahlie, Dr. D. Donaldson, Dr. H. E. Hirsch, Dr. W. M.
Kennlyside, Dean W. D. Kitts, Mr. W. Milosevic, Dr. J. G. Silver, Dr. R. H. T. Smith,
Dr. R. Stewart, Dr. P. Suedfeld.
Minutes of previous meeting
Dean Riedel       )      That the minutes of the Sixth regular meeting of
Dr. Lavkulich     )      Senate   for   the   Session   1982—83,   having   been
circulated, be taken as read and adopted.
Business arising from the Minutes
Status of account receivable - Health Sciences Centre Hospital Society (P.7952)
The President again reported that the University had not yet received the $1.27
million owing from the U.B.C. Health Sciences Centre Hospital Society. He agreed to
report further on this item at the next meeting. From the Board of Governors
Wednesday,  March  16,   1983.
(a) Notification of approval in principle of Senate recommendations -
subject, where applicable, to the proviso that none of the programs be
implemented without formal reference to the President and the formal agreement
of the President; and that the Deans and Heads concerned with new programs be
asked to indicate the space requirements, if any, of such new programs.
(i)      Proposal of the Faculty of Education that the Department of Curriculum and
Instructional Studies be discontinued effective July I, 1983 (P.7970-1)
(ii)     New courses and course changes recommended by the Faculty of Science
(b) Four-Year Engineering Program and Five-Year Engineering Physics Program
Senate was informed that the Board of Governors, at its meeting of March 3,
1983, had passed the following resolution:
"That the proposal of the Faculty of Applied Science to offer a
Four-Year Engineering Program and a Five—Year Engineering
Physics   Program   be   referred   back   to   Senate   for   further
In the discussion that followed many members expressed the opinion that it
was regrettable that the Board of Governors had chosen to refer the proposals
back to Senate on academic grounds. It was pointed out that Section 36 of the
University Act states that the academic governance of the University is vested in
the Senate. It was therefore felt that Senate should reaffirm its previous position
concerning the engineering programs. The academic merit of the programs had
been thoroughly discussed and no advantage could be gained in referring it back to
Senate for further review.
In response to a suggestion that professional engineers were not in support of
the programs, it was pointed out that there were over 100 professional engineers
in the Faculty of Applied Science which had approved the proposals.
Dean Finnegan   )      That Senate reaffirm its previous position on the
Dean Lusztig      )      Four—Year     Engineering     Program     and     the
Five—Year  Engineering Physics Program  in the
Faculty of Applied Science.
Dean Wedepohl requested that it be recorded that he had abstained from
voting on the motion.
Prizes, Scholarships and Bursaries
Mr. McWilliams j      That the new awards (|isted in the Appendix)
Miss Warren       )      ^e accepted subject to the approval of the Board
of Governors and that letters of thanks be sent
to the donors. 7989.
Wednesday,  March  16,   1983.
Prizes, Scholarships and Bursaries  (continued)
Attention was drawn to the Dr. Patricia McKenzie Smith McMyne Memorial
Bursary and the notation ",„preference will be given to Canadian born students". It was
felt that the award should be open to Canadian citizens. The Chairman of the
Committee on Student Awards was requested to look into this matter and report back to
Senate at the April meeting.
The motion was put and carried.
Reports of Committees of Senate
Budget Committee
Dr. Scudder, Chairman of the Budget Committee, presented the following report
which had been circulated:
"At its meeting on February 17, 1982 Senate expanded the terms of reference of
the Senate Budget Committee to include the following:
"To make recommendations to the President and to report to
Senate concerning academic planning and priorities as they
relate to the preparation of the University budget."
Early in its discussion of this aspect of its terms of reference the Committee
decided that it was not possible to make recommendations on priorities unless there
was some agreement on two fundamental questions, the nature of universities in
general and the nature of U.B.C. in particular. We recognize that the reaching of
some consensus on these two questions will not automatically lead to a set of detailed
priorities for the University. More specific criteria will have to be developed and
many difficult choices may have to be made. It is, however, necessary to have some
understanding on the nature of a university and on the nature of U.B.C. in order to
have a framework within which more specific decisions may be taken.
Having developed some ideas on these two fundamental issues, the Committee
decided that it was prudent to bring its thinking on them to Senate before proceeding
to a discussion of more detailed matters. If Senate approves of the general nature of
our approach we can continue with our work in the knowledge that there is some
measure of agreement on fundamentals. If, however, there is disagreement with our
thinking to date, it seemed better that we should find out about it now rather than
develop further proposals on the basis of premises with which Senate might eventually
The report which we now make is necessarily cast in a high level of generality.
We ourselves are not committed to every nuance of every phrase in it, and as we
develop more specific proposals our thinking will no doubt need to be modified. We
do not therefore propose to ask Senate to formally approve every specific sentence in
this report. Rather what we are seeking is an indication from Senate as to whether it
in general agrees with our thinking, or whether there are major errors and omissions
which should be repaired before we proceed further. Reports of Committees of Senate
Budget Committee  (continued)
Wednesday,  March  16,   1983.
"I.    The Role of Universities
1.01 Universities exist in order to preserve, expand and disseminate knowledge.
Knowledge, as we use the work, incudes two elements. First, it refers to a quality of
mind and a process of thought, involving an ability to work with concepts, and powers
of criticism, judgment and discernment. Criticism means not only the making of
negative judgments, but also the ability to analyze and synthesize in a constructive
manner. Judgment and discernment encompass the ability to make quantitative and
qualitative judgments about the world in which we live. A university should not, of
course, seek to inculcate or impose upon its members any particular set of values, but
it should challenge them to develop their own value systems. Second, knowledge
refers to an understanding of the substantive content of various disciplines in the
humanities, social sciences, pure and applied sciences and areas of professional study.
1.02 The first of these elements is the more important of the two. Powers of
criticism, judgment and discernment cannot, of course, be nurtured in a vacuum.
They must be developed and tested in relation to some substantive discipline.
Inevitably the detailed content of any discipline will change over the years. If
universities do their work properly, the quality of mind and process of thought they
help to foster will not only be able to cope with, but will also be able to anticipate
and shape those changes.
1.03 The universities' role in training the mind is the prime factor in determining
the subject—matter of university work. As a general principle, when an area of
activity is not based on any conceptual framework, and may be carried on with a
minimum of thought, it has no place in a university. Conversely, the greater the need
in any area for a clearly understood conceptual framework and for careful and
thoughtful analysis and application, the stronger is the case for teaching and research
in that area being carried on in a university setting.
1.04 In their teaching and research the universities must of necessity fragment
the whole field of knowledge. That tendency is all the more pronounced in an era of
increasing specialization. It is therefore essential that universities maintain a proper
relationship between the various disciplines. A proper balance must be struck
between what are often competing claims. A university "professes much more than
to take in and to lodge as in caravanserai all art and science, all history and
philosophy. In truth, it professes to assign to each study, which it receives, its own
proper place and its just boundaries; to define the rights, to establish the mutual
relations, and to effect the intercommunion of one and all; to keep in check the
ambitious and encroaching, and to succour and maintain those which from time to
time are succumbing under the more popular or the more fortunately circumstanced;
to keep the peace between them all, and to convert their mutual differences and
contrarieties into the common good." (Newman, The Idea of a University, Everyman's
Library, 210). Universities must also recognize the mutual interdependence of the
various disciplines. For example, professional studies and applied sciences need to be
firmly grounded in the humanities and pure research. Thus the necessity of
specialization in teaching and research must not be permitted to destroy the balance
and interdependence of the various fields of knowledge with which universities
concern themselves. 7991.
Wednesday,  March  16,   1983.
Reports of Committees of Senate
Budget Committee (continued)
"1.05 Universities preserve, expand and disseminate knowledge in a number of
interconnected ways. The carrying out of all three of these functions depends on the
existence of good faculty, good students and good support systems.
1.06 The preservation of knowledge depends on faculty who are engaged in both
teaching and research. Faculty must preserve for society knowledge developed in the
past, and must add to it by their own research. Their research activities should in
turn be reflected in their teaching, for if knowledge is to be preserved by being
transmitted to successive generations it is not sufficient to transmit to them simply
the knowledge of past ages. The whole process is, of course, doomed to failure
without good students, that is students who bring with them and can further develop
the quality of mind which we think is the hallmark of a university education.
1.07 Knowledge is expanded through the research activities of both faculty and
students, particularly graduate students. Knowledge that ceases to develop is useless
knowledge. All sections of society depend, directly or indirectly, on the expansion of
new ideas and on their application to old and new problems. Universities are not the
only, but they are certainly among the principal institutions in society where research
may be undertaken.
1.08 Knowledge may be disseminated in a variety of ways. It is done through
teaching at both the undergraduate and graduate level; through continuing education,
an increasingly important endeavour as the range of knowledge and the modes of
application of knowledge expand; through public education; and through the
universities acting in an advisory role to both public and private sectors of society.
Again, research is fundamental to these endeavours; universities would be doing their
students, the public, and government a disservice if they could do no more than
uncritically transmit existing knowledge.
1.09 Universities will not be able to carry out their proper functions if there are
not good support systems in place for faculty and for students. First class libraries,
laboratories and computer systems are necessary if knowledge is to be preserved,
expanded and disseminated. To the extent that facilities of this type are poor or are
allowed to deteriorate, the ability of universities to carry out their essential role is
put at risk.
1.10 Two assumptions underlie the view that we take of the role of the
universities. First, we have emphasized that the prime function of a university is to
develop certain qualities of mind and processes of thought. We recognize, of course,
that these are qualities that may be found outside universities. Indeed, if universities
are effective in what they do there should be an increasing number of people who
possess these attributes. We are convinced, however, that the development of
qualities of mind and thought we have referred to, is the peculiar task of the
university, and that no other institution in society is devoted primarily to that
I.I I Second, our position on the nature of a university leads us to a view on the
relationship between universities and society. Universities, as we have said, exist in
order to preserve, expand and disseminate knowledge. If they carry out those
obligations properly they will best serve both the individual and society. Universities
are, of course, under an obligation to consider and respond appropriately to the
varying and changing needs of society. In doing so they should, however, remain
faithful to their prime objectives, and if they do so they will in the long run serve
society well. 7992.
Wednesday,  March  16,   1983.
Reports of Committees of Senate
Budget Committee (continued)
"II.   The Role of U.B.C.
2.01 U.B.C. is a major Canadian, and at least in some disciplines, a significant
world university. To retain that status is in itself a laudable objective; if work is
going to be done it should so far as possible be excellently done. In the Canadian
context, British Columbia, a major province, ought to have a major university.
Equally, British Columbia, with all of its external links, particularly with the Pacific,
should have a university whose international standing is recognized. And in the long
run quality will beget quality. If the university has an excellent reputation it will
attract first—class faculty and students who themselves will add to its stature. That
can only benefit the province and its people.
2.02 However high it sets its sights, U.B.C, like any other university, cannot, nor
ought it attempt to, do all the things that a university might do. Conversely, it may
be required on occasion to do things that perhaps a major university would not wish to
do. There are a number of possible factors which need to be balanced in deciding in
general terms the role that U.B.C. should undertake.
2.03 U.B.C, in common with any university, could never possibly pursue all
aspects of knowledge. It will always have difficulty in funding properly even those
things that it decides it wishes to undertake; even in the best of financial
circumstances choices will have to be made that should be related to some
thoughtfully developed system of priorities.
2.04 U.B.C. will always be affected, quite properly, by its Canadian and British
Columbia setting. It is only to be expected, for example, that there should be a
strong emphasis in this institution on disciplines related to all aspects of natural
resources. A university situated in British Columbia has both the opportunity and the
obligation to work in those fields. That does not mean, however, that the university
can afford to develop an excessively parochial mind. That would result in the
university failing to develop the knowledge and expertise which society rightly
expects the university should provide to it. All disciplines, whatever their local
setting, are universal in nature, and a university forgets that truth at its peril.
2.05 U.B.C. is part of the system of education of the Province of British
Columbia. It must, therefore, have due regard to its relationship to the other
universities, to the community colleges, to other institutions of higher learning, and
to the schools. It may lay claim, however, in light of its history and in light of its
achievements, to some pre-eminence in research, graduate work, professional studies
and continuing education. That claim does not deny, but if anything underlines the
central role played in the university by the Faculties of Arts and Science. The work
that they do is not only at the heart of any concept of the university in general, but is
also an essential foundation for research, graduate work and professional study.
2.06 Whatever specific work the university undertakes, it must do in a proper
academic environment, that is an environment that is conducive to producing the
quality of mind that we think universities should produce. This is particularly
difficult in a large non-residential institution. Such a setting may impose limitations
which can never be totally overcome. It is clear, however, that some thought needs
to be given to ways in which that necessary academic environment may be fostered.
It should obviously be fostered in the classroom. It may be fostered through smaller
classes, special lectures, the forming of academic clubs, or making a more
imaginative academic use of the fact that four thousand students do reside on
campus. It is also possible that the university should be on guard against a narrowness
of academic endeavour, and that it should look more closely at the broadening of the
experience of its students, both within and outside their own disciplines." Reports of Committees of Senate
Budget Committee (continued)
Wednesday,  March  16,   1983.
Dr. Scudder        )      That the report be approved in principle.
Dr. Wisenthal     )
Ad hoc Committee on the University Act
Dr. Hickling stated that the committee had been unable to ascertain exactly what
changes the Minister of Universities, Science and Communications proposed making
to the University Act. Since various sections of the university community were in the
process of considering proposed changes to the Act with the intention of making
recommendations to the Minister, it was felt that a letter should be sent urging the
Minister not to introduce changes until the Senate and all interested parties have had
the opportunity to complete consideration of proposed amendments. It was noted
that the Alma Mater Society had already sent such a letter.
Dr. Hickling ) That Senate request the Chairman of Senate to
Dr. Wisenthal ) write to the Minister of Universities, Science and
Communications, urging him not to introduce
changes to the University Act until the Senate
and all interested parties have had the
opportunity to complete consideration of
proposed amendments.
Report of the Librarian 1981-82
The report had been circulated for information. On behalf of the University
Library Committee, Dean Larkin commented on the effectiveness with which the new
Librarian had taken over his responsibilities and paid tribute to the excellent work of
the Librarian and his staff.
In speaking briefly to the report the Librarian stated that the substance of the
report dealt with the technological environment that the Library operates under to
provide support for University programs. He expressed thanks and appreciation for the
strong and continued support of the University Library Committee.
Faculty of Science
Proposal to establish a Department of Statistics
Material concerning the proposed establishment of a Department of Statistics
within the Faculty of Science had been circulated for the information of Senate. 7994.
Wednesday,  March  16,   1983.
Faculty of Science
Proposal to establish a Department of Statistics  (continued)
Dean Finnegan  )       That a Department of Statistics be established
Dr. Kelly )       within the Faculty of Science.
It was noted that the Faculty of Graduate Studies had been involved in the
discussions concerning the establishment of a Department of Statistics and that the
'statisticians' had indicated that at least for the time being they would like to see the
Institute of Applied Mathematics and Statistics carried on for a year or so. The
Faculty was now in the process of preparing to transfer the assets of the Institute and
the activities of the Institute to the new department. The Faculty of Graduate
Studies strongly supported the proposal.
The motion was put and carried.
Other business
President's Report 1981-82
The President's Report was circulated at the meeting. It was agreed that this
item be brought forward to the next Senate meeting.
Student Senators
On behalf of Senate the Chairman expressed thanks and appreciation for the
contribution made by those students who were attending their last Senate meeting.
Report of the Tributes Committee (in camera)
Memorial Minutes
The following memorial statements had been prepared in accordance with the
custom of Senate in recognition by the University and the Senate of the late W. R.
McDougall and the late Harry Maxwell King.
1896 -  1982
With the death of W. R. (Mickey) McDougall on December 24, 1982, at the age of 86,
the Province has lost a major contributor to education and community activities. Report of the Tributes Committee (in camera)
Memorial Minutes  (continued)
Wednesday,  March  16,   1983.
Born in Milton, Ontario, he came to Vancouver as a young boy, served in France with
the Canadian Artillery during the First World War, and graduated from The University
of British Columbia in 1921. For most of his teaching career he was associated with
North Vancouver High School, of which he was Principal from 1935 until he retired in
In 1946 Mr. McDougall received the Fergusson Memorial Award of the B.C Teachers'
Federation, as the Province's most outstanding teacher.
Throughout his colourful career, Mr. McDougall was affiliated with many
organizations and activities concerned with young people in the community. He is
particularly remembered for his work in establishing the Junior Red Cross Society in
the schools, and for furthering the work of the Red Cross in the community. He was
an Honorary Member of the Canadian Red Cross Society. He held a wide range of
offices in community organizations: President of the North Vancouver Memorial
Community Centre; President of the North Vancouver Kiwanis Club; Sponsor of the
103 Air Cadet Squadron; President of the Navy League of Canada in North
Vancouver; Chairman of the first Senior Citizens' Association of North Vancouver;
President of the B.C. Teachers' Federation (of which he was made a life member).
Mr. McDougall was an elected member of the Senate of The University of British
Columbia from 1944 to 1954, representing the High School Teachers of the Province.
The City and District of North Vancouver named "The Mickey McDougall Gymnasium"
in his honour, and the Kiwanis Foundation established a Student Scholarship Fund in
his memory.
To his wife, Jessie (nee Buckerfield), and the families of the two children, E.B.
McDougall of Ottawa and Mrs. Malcolm A. Macdonald of North Vancouver, Senate
expresses its deepest sympathy.
Dean Larkin )  That the memorial statement for W. R. (Mickey)
Chancellor Clyne  )  McDougall be spread on the minutes of Senate
and that a copy be sent to the relatives of the
1889 -  1983
Harry Maxwell King, Professor Emeritus of Animal Science, died on 5 January 1983,
shortly after his 93rd birthday. He was an educational pioneer in agriculture and
served for 36 years as Professor of Animal Husbandry at The University of British
Columbia. Report of the Tributes Committee
Memorial Minutes  (continued)
Wednesday,  March  16,   1983.
Harry King was born on 28 October 1889 in Hickson, Oxford County, Ontario. He
graduated with the degree of Bachelor of Science in Agriculture from the University
of Toronto in 1913. He served as Agricultural Representative of the Ontario
Department of Agriculture in 1913-14 and as a member of the Faculty of the Ontario
Agricultural College from 1914-18. In 1918 he accepted an appointment in the
recently established Department of Animal Husbandry of the Faculty of Agriculture
at The University of British Columbia. He pursued Graduate Studies at Cornell
University in 1923 and later at Oregon State University, from which he received the
degree of Master of Science.
He became Head of the Department in 1925. From 1924-30 Professor King served as
a representative of the Faculty of Agriculture on the University Senate.
Professor King was a charter member of the Agricultural Institute of Canada, and of
the British Columbia Institute of Agrologists. He was a member of the American
Dairy Science Association and served one year as its President. He was a Director of
the Vancouver Exhibition Association (later the Pacific National Exhibition) from
1919-1973, serving as its President from 1948-50 and for one year as its General
In 1929 he went to Scotland to select the foundation herd of Ayrshire cattle donated
to the University by Captain J. C. Dunwaters. This herd became the basis of
selection in the extensive animal breeding program of the Department, which had a
long term impact on the development of the dairy industry in British Columbia.
For many years, commencing in 1957, Professor King served as a Member of the
British Columbia Milk Board. He was recognized internationally for his work as an
Official Classifier of the American and of the Canadian Jersey Cattle Clubs, and as
an outstanding Judge of Dairy Cattle he contributed greatly to the improvement of
all breeds of cattle.
Professor King was an outstanding teacher, highly respected by colleagues and
students alike. One of his first tasks at The University of British Columbia was the
organization of instruction for returned soldiers from World War I, who attended
vocational classes in Agriculture at the University Farm at Point Grey. He also
contributed to the organization of the first off-campus short course, offered at
Courtenay on Vancouver Island.
Professor King played a dominant role in development of the curriculum on a sound
scientific basis, insisting that it must reach out fo practical problems of importance
in Agriculture. His unique service lay in his ability to select the important things to
be done and in his fundamental approach to methods of teaching. Professor King
made a major contribution to the development of the Faculty of Agricultural
To his wife, Aletta, and his family, Senate extends its deepest sympathy.
Dean Larkin       )      That the memorial statement for Harry Maxwell
Dr. Lavkulich     )      King be spread on the minutes of Senate and that
a copy be sent to the relatives of the deceased.
Carried Emeritus status
Wednesday,  March  16,   1983.
Dean  Larkin  reported  that  the committee recommended that the following be
granted emeritus status:
Dr. A. Beedle
Mr. I. Davis
Mr. L. F. Detwiller
Dr. F. E. Gamble
Dr. F. A. Morrison
Dr. K. M. Ruppenthal
Miss H. M. Southard
- Professor  Emeritus of Commerce and Business
- Associate Professor Emeritus of Commerce and
Business Administration
- Clinical Associate Professor Emeritus of Health
Care and Epidemiology
- Professor Emeritus of Education
- Professor Emeritus of Pharmaceutical Sciences
- Professor  Emeritus of Commerce and Business
- Assistant  Professor   Emerita  of   Rehabilitation
Dr. C. E. G. Robinson      - Clinical Professor Emeritus of Medicine
Dean Larkin      )       That    the   recommendations   of   the   Tributes
Dean Riedel      )        Committee    concerning    emeritus    status    be
The meeting adjourned at 9:30 p.m.
The next regular meeting of Senate will be held on Wednesday, April 20, 1983.
Chairman 7998.
APPENDIX Wednesday,  March  16,   1983.
New awards recommended to Senate
British Columbia Society of Prosthodontists Prize - A prize in the amount of $250
plus a 1-year subscription to the Journal of Prosthetic Dentistry and a certificate,
will be awarded to the graduating student demonstrating outstanding proficiency in
Prosthodontics. The award will be made on the recommendation of the Faculty of
Dentistry.  (This award will be made available in the 1982/83 Winter Session)
Community Prize for Korean Studies - A fund established by contributions from
several members of the community interested in Korean Studies provides for at least
two $100 prizes each year to students studying the Korean language or Korean
history. The awards will be made on the recommendation of the Head of the
Department of Asian Studies. (This award will be made available in the 1983/84
Winter Session)
D. B. "Tuqq" Hardie Memorial Bursary - A bursary in the amount of approximately
$100 has been made available by family and friends of the late D. B. "Tugg" Hardie
(B.A.Sc. 1924). Tugg Hardie, who participated in the Great Trek sixty years earlier,
passed away in 1982. The award will be made to an engineering student who
demonstrates financial need. (This award will be made available in the 1983/84
Winter Session)
Dr. J. A. McConnell Memorial Prize in Anaesthesiology - An annual prize in the
amount of $200 has been established in memory of Dr. J. A. McConnell, by his friends
and associates. Dr. McConnell was a Clinical Assistant Professor in Anaesthesiology.
He is remembered well for his clinical ability and interests in organization of
Continuing Medical Education Programs in Anaesthesiology. The prize will be
awarded to the resident in the Department of Anaesthesiology Resident Training
Program (any year of training eligible) considered by the Department as
demonstrating the highest level of academic achievement in Anaesthesiology. (This
award will be made available in the 1983/84 Winter Session)
John Snow Prize - A prize in the amount of $50 has been established to commemorate
the pioneering epidemiological research of Dr. John Snow in nineteenth century
London, leading to the understanding and control of cholera. This prize is supported
by donations from faculty members in the Department of Health Care and
Epidemiology and will be awarded annually to the student with the highest standing in
Epidemiology course HCEP 425. The award will be made on the recommendation of
the Department.  (This award will be made available in the 1983/84 Winter Session)
J. D. Owen and Crew Scholarship - A scholarship in the amount of $250 has been
made available by Dr. John E. Albrecht. The award will be made to an undergraduate
student who has achieved a high level of academic standing and is in need of financial
assistance.  (This award will be made available in the 1983/84 Winter Session)
Dorothy Gladys Studer Memorial Scholarship - A scholarship in the amount of $500
will be awarded from the proceeds of the Dorothy Gladys Studer Memorial
Scholarship Fund, established through the generosity of Dr. F. J. Studer (B.A. '21) in
memory of his wife, to provide support for undergraduate students in Physics. The
award will be made on the recommendation of the Department of Physics to the
student who obtains the highest standing in the third year courses in Honours Physics
and who is proceeding to the final year of the program. (This award will be made
available in the 1983/84 Winter Session) APPENDIX
New awards recommended to Senate  (continued)
Wednesday,  March  16,   1983.
Swinton & Company Service Scholarship - The Swinton & Company Service
Scholarship is awarded annually to a student completing second year Law who has
shown academic excellence and who has demonstrated the qualities which are
required for the practice of Law. The recipient of the scholarship will be employed
by Swinton & Company during the summer between second and fhird year Law and
Swinton & Company will pay the tuition fees of the student for the third year of the
student's Bachelor of Law program. The selection of the student shall be made by the
Dean of Law in consultation with members of the Faculty. (This award will be made
available in the 1983/84 Winter Session)


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