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[Meeting minutes of the Senate of The University of British Columbia] Mar 18, 1981

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Wednesday,  March  18,   1981.
The Seventh regular meeting of the Senate of The University of British Columbia
for the Session 1980-81 was held on Wednesday, March 18, 1981, at 8.00 p.m. in the
Board and Senate Room.
Present: President D. T. Kenny (Chairman), Dr. C. E. Armerding, Mr. I. A. Bakshi,
Acting Dean T. R. Bentley, Mr. W. H. Birmingham, Mrs. M. F. Bishop, Dr. E. V. Bohn,
Dr. C. B. Bourne, Dr. T. H. Brown, Mr. W. G. Burch, Rev. P. C. Burns, Dr. J. Dahlie,
Mrs. L. Daniells, Dr. A. J. Elder, Mr. B. A. Elliott, Mr. J. J. Fitzpatrick, Mr. H. J.
Franklin, Mrs. E. D. Fulton, Dean J. A. F. Gardner, Dr. P. C. Gilmore, Ms. P.
Gouldstone, Dr. H. J. Greenwood, Miss A. M. S. Hall, Dr. T. D. Heaver, Mr. J. H. Holm,
Dr. F. R. C. Johnstone, Dr. L. D. Jones, Dr. W. M. Keenlyside, Dean W. D. Kitts, Mr. J.
Kulich, Dr. D. Lupini, Dean P. A. Lusztig, Dean K. M. Lysyk, Dr. D. J. MacDougall,
Miss M. C. MacPherson, Ms. C. E. McAndrew, Mr. W. A. McKerlich, Mr. J. F.
McWilliams, Rev. J. P. Martin, Miss A. J. Moonen, Mr. C. Niwinski, Dr. S. 0. Russell,
Mr. M. M. Ryan, Dr. G. G. E. Scudder, Dr. M. Shaw, Dr. J. G. Silver, Dr. C. E.
Slonecker, Dr. R. H. T. Smith, Dr. J. K. Stager, Mr. B. Stuart-Stubbs, Mr. R. S. Szeliski,
Dr. O. Sziklai, Mr. R. Tan, Mr. G. A. Thorn, Mr. L. Valg, Mrs. J. C. Wallace,
Miss C. L. V. Warren, Miss S. I. Waters, Dean W. A. Webber, Dean L. M. Wedepohl,
Dean R. M. Will, Mr.  A. M. Wizinsky.
Observer:   Mr. J. A. Banham
Messages of regret for their inability to attend were received from Chancellor
J. V. Clyne, Dean G. S. Beagrie, Dr. R. G. Evans, Dean C. V. Finnegan, Dr. A. J.
McClean, Dr. C. A. McDowell, Dr. J. H. McNeill, Dr. R. A. Nodwell, Dr. J. F. Richards,
Dr. V. C. Runeckles, Dr. P. R. Tennant, Acting Dean D. LL. Williams, Dr. M. D.
Minutes of the previous meeting
Dr. Stager   ) That the minutes of the Sixth regular meeting
Dean Kitts  ) of Senate for the Session 1980-81, having been
circulated, be taken as read and adopted.
Carried 7540.
Wednesday,  March  18,   1981.
Senate membership
New student senator
The Chairman welcomed to Senate Mr. Rusung Tan, student representative of the
Faculty of Science replacing Mr. M. E. P. Braun.
From the Board of Governors
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)       New courses recommended by the School of Architecture (P.7535)
(ii)     Course change recommended by the Faculty of Dentistry (P.7535)
(iii)    New courses recommended by the Faculty of Forestry (P.7535)
(iv)    New courses, course and curriculum changes recommended by the Faculty of Law
Prizes, Scholarships and Bursaries
Mr. McWilliams     ) That the new awards (listed in the Appendix)
Miss MacPherson  )        be accepted subject  to  the  approval  of  the
Board of Governors and that letters of thanks
be sent to the donors.
Reports of Committees of Senate
Admissions Committee
Faculty of Commerce and Business Administration - limitation of enrolment
Dr. Smith presented the report. The committee recommended approval of
the proposal of the Faculty of Commerce and Business Administration that
enrolment for 1981-82 be limited to 850 students, specifically a total of 375
students in first year and 475 students in second year of the B.Com. degree
It was explained in the material circulated that the Faculty were requesting
permission to introduce this more restrictive policy in order to maintain academic
quality in their undergraduate program. The Faculty had already expanded section
sizes well beyond reasonable limits (40% above the U.B.C. average); used
part-time and sessional faculty to the fullest extent possible; reduced available
electives in Commerce and raised the entry standards to their graduate programs.
The Faculty could see no better solution to the maintenance of acceptable
academic standards, at a lower academic cost, than to reduce the enrolment. 7541
Wednesday,   March   18,   1981
Reports of Committees of Senate
Admissions Committee
Faculty of Commerce and Business Administration - limitation of enrolment
Dr. Smith ) That enrolment for 1981-82 be limited to 850
Dean Lusztig  ) students, specifically a total of 375 students in
first year and 475 students in second year of
the B.Com. degree program.
Some members opposed the motion on the grounds that there was a demand
for Commerce graduates which was not being met and they therefore felt that the
proposed reduction in the number of students to be admitted in 1981—82 was
In amendment:
Mr. Thorn ) That the motion be amended to read:    "That
Mr. McWilliams  ) enrolment   for    1981-82   be   limited   to   900
students, specifically a total of 425 students in
first year and 475 students in second year of
the B.Com. degree program."
Senate was assured that both the Faculty of Commerce and Business
Administration and the Senate Admissions Committee had given this matter a
great deal of consideration; however, due to budget reductions and the difficult
market for hiring faculty there was no alternative but to reduce enrolment.
The amendment was lost.
The motion was put and carried.
Basic competence in English Composition
Dr. Smith presented the following report:
"In its interim report presented to the November 14, 1979 meeting of Senate, the
Committee proposed that before the question of an independent test of students'
writing ability was resolved, the performance of the 1979-80 English 100 class
should be analysed. The Progress Report presented to the April 23, 1980 meeting
of Senate was concerned mainly with the definition of literacy at UBC and
admissions tests, but it also reaffirmed the Committee's intention to conduct such
an analysis. The rationale for the Committee's proposal is that performance in
English 100 is the criterion of a student's writing ability at UBC: "Satisfactory
completion (preferably in first year) of English 100: Literature and Composition,
and the Composition Examination is the generally accepted criterion of literacy".
(Senate Minutes, April 23, 1980, page 7351). 7542.
Wednesday,   March  18,   1981.
Reports of Committees of Senate
Admissions Committee
Basic competence in English Composition  (continued)
"A.      The Performance of the 1979-80 English 100 Class
a) General
Of the 3,444 students who enrolled in English 100 during the 1979-80 session,
66% received at least P standing, 19.5% failed, and 14.5% did not receive a
mark in the course. More than 90% of the students in English 100 are in the
Faculties of Science (1,580), of Arts (1,383) and of Education (273).
b) Secondary School Performance
Grade 12 English and overall Grade Point Average (GPA) record the highest
correlation coefficients with English 100 performance: 0.42 and 0.35,
respectively. The proportion of students who fail English 100 is inversely
related to standing in Grade 12 English, but this relationship does not hold
for those students attempting English 100 for the second time. For the 343
students who were unsuccessful in the course in the 1978-79 session, the
English 12 grade of C, C-plus, B or A was not noticeably related to failure in
English 100 on the second attempt and the chance of failure with a P in
English 12 was slightly higher than for those students on the first attempt.
(The relatively small number of 'second attempt' students - 343 -, and the
possibility of the presence in this group of some students who may have
attempted English 100 unsuccessfully in 1977-78 or earlier should be noted).
c) English Placement Test (EPT) Scores
There are three components of the EPT:
1. Remedial (EPT-1), which is designed to detect common errors made by
a native speaker of English.
2. English-as-a-second-language (EPT-2), which is designed to detect
common errors made by non-native speakers of English.
3. Composition (EPT-3), which is designed to test skills in composition.
(Parts I and 2 of the test are administered as objective tests, so that
when "the ability to write clear and correct English prose" (Senate
Minutes, April 23, 1980, page 7352) is being assessed, it might be argued
that more attention should be paid to EPT-3 than to either EPT-1 or
The correlation coefficients between English 100 performance and the three
EPT scores are EPT-1, 0.43; EPT-2, 0.42; and EPT-3, 0.47. These are based on
2,071 of the 3,444 students for whom scores on both English 100 and all three
parts of the EPT were available. (The correlation coefficients between
Grade 12 English grades and EPT scores are EPT-1, 0.29; EPT-2, 0.30; and
EPT-3, 0.34.) In 1979-80 EPT scores were used to stream students into regular
sections or Z sections of English 100. In Z sections more attention is given to
literary criticism than to elementary composition. Only 4% of Z section
students failed,  compared with  21%  of  regular section students.    The   1,254 7543.
Wednesday,   March  18,   1981.
Reports of Committees of Senate
Admissions Committee
Basic competence in English Composition
"  c)   English Placement Test (EPT) Scores  (continued)
students whose scores on EPT-3 exceeded 43 are divided into those who enrolled
in 'Z' and 'Regular' sections of English 100 (272 and 982, respectively). The
failure rate in regular sections for this group drops from 2l% to 11% which is,
however, almost three times as great as for Z section students. Only I I
students with an EPT-3 score from 36-43 enrolled in Z sections of whom none
failed; however, 27% of the 944 students with the same EPT—3 score enrolled in
regular sections failed. Of the 314 students with an EPT-3 score from 0-35,
only three were enrolled in Z Sections, and none failed. In contrast, 47% of the
31 I students in regular sections failed English 100.
d) Centre for Continuing Education (CCE) English Composition Workshops
The pass rate of the 249 students who completed a CCE Workshop in
1979-80 was 33% compared with 69% for those who did not enrol in such a
e) Predictors of Success in English 100
When an English 100 mark is regressed on four criteria singly and in
combination, the amount of variation in the English 100 mark explained
statistically ranges from 18% (EPT-1 and EPT-2) to 37% (all four criteria).
f) Summary
There is a comparable level of direct correlation between English 100
performance, and Grade 12 English marks and EPT scores. Despite
completion of English composition workshops offered for a fee by the Centre
for Continuing Education, some students have extreme difficulty in
achieving a passing mark in English 100. Conversely, the results of those
students enrolled in a 'Z'-section of English 100 were spectacularly better
than those students not enrolled in a Z section. Only a little over one third
of the variation in English 100 marks is explained statistically when Grade
12 English and EPT scores are used as predictor variables.
B. Comment
a) These analyses are based on the results of students enrolled in English 100 in
1979-80, and thus constitute a single sample of all such groups of students.
b) There are only two apparently relevant criteria available for use in
admissions decisions: Grade 12 English marks, and High School GPA. The
use of EPT scores for admission (as distinct from streaming) purposes is
c) If the possible use of a separate English admissions test is considered, and if
the EPT is taken as a model, we would still fall far short of predicting
success in English 100 (the UBC criterion of literacy), even if it is used in
combination with Grade 12 English marks.
C. Recommendation
That the University not adopt an independent test of students' writing ability
for use in admissions, and that the Senate Admissions Committee be relieved
of the directive given it at the November 14, 1979 meeting of Senate." 7544.
Wednesday,   March  18,   1981.
Reports of Committees of Senate
Admissions Committee
Basic competence in English Composition  (continued)
Dr. Smith ) That the report be adopted.
Dr. Slonecker  )
Dr. Burns informed Senate that the Committee on Standards in English had
met to discuss the implications of the report and its recommendation. In the past
the committee had argued for an independent examination of English Composition
to be used as a screen in the admission procedures of the University. The
committee had been attracted by a suggested correlation between the English 12
mark in combination with a mark on the composition section of the English
Placement Test in its first year of operation and had therefore urged the Senate
Admissions Committee to find an independent test of students' writing ability.
However, as a result of the analysis of the performance of the 1979-80
English 100 class, the committee were prepared to support the recommendation of
the Admissions Committee that the University not adopt an independent test.
Dr. Burns made the following points in order to inform Senate of the
important elements in the present policy on English standards. Firstly, in 1976
Senate decided that remedial programs in English were no longer to be the
responsibility of the University and in 1979 they were transferred to the Centre
for Continuing Education. The success rate of students enrolled in these programs
was 33% which was equivalent or better than the Intensive Workshops which used
to be administered by the Department of English.
Secondly, although the English Placement Test was still being administered
by the Ministry of Education, its use was at present being challenged; the
principal criticism being that post-secondary institutions no longer made much use
of the English Placement Test results. The committee felt that Senate should be
informed that the Department of English found the English Placement Test results
very useful, and suggested that the Secretary of Senate be requested to write to
the Ministry of Education informing them of the usefulness of the test, stating
that without the test placement procedures in English 100 would be in jeopardy.
The third point that the committee wished to make was that students could
pass and receive credit for English 100 but still not have satisfied the English
Composition requirement. Those students may proceed to the second year in the
various Faculties and could continue to the graduating year without satisfying the
English Composition requirement. This would also be true of students transferring
into the University. Reports of Committees of Senate
Admissions Committee
Wednesday,  March  18,   1981.
Basic competence in English Composition  (continued)
The final observation of the committee was that the strongest predictor of
success in English 100 appeared to be the Grade 12 mark in English and the grade
point average of the high school record. In the Fall of 1981 the new admission
requirements for students entering the University from Grade 12 would be in
effect. The committee therefore requested that the Admissions Committee
monitor the impact of the new admission requirements on the quality and success
of students over the whole first year program, in order to see if they have any
effect on the success rate of students in English 100.
Dr. Smith stated that he would bring this request to the attention of the new
Admissions Committee as soon as its membership had been established.
Senate was informed that a study had just been completed which indicated
that 20% of Vancouver high school graduates were admitted to U.B.C. It was also
noted that the number of non-English speaking students in the high schools had
increased from 39% to 46% and that a good many of those students came to
U.B.C. It was not surprising, therefore, that because of language difficulties
there was a high failure rate in the English Composition examination.
Following further discussion the motion was put and carried.
Ad hoc Committee on Replacement of Degree Diplomas
Mrs. Wallace presented the following report:
"At its meeting of January 21, 1981 Senate established the committee to
recommend to Senate policy concerning the changing of names on degree diplomas
after the degrees have been awarded. The committee determined that in some
instances it would be reasonable to re-issue a degree diploma in a name other than
that approved by Senate in the first instance. At the same time the committee
wishes to guard against possible misuses of degree diplomas and therefore
recommends the following policy:
"The University will accede to an application to re-issue a diploma in a
new name provided that:
1. The name requested is supported by satisfactory evidence that it
is the legal name of the graduate involved
The name requested is the maiden name of a married graduate
who received the diploma in the married name.
2. The original diploma is surrendered to the Registrar.
3. A fee is charged to cover the cost of the new diploma and the
associated administrative costs of changing the name on all
University records."
It is further recommended that the committee be dissolved." 7546.
Wednesday,   March  18,   1981.
Reports of Committees of Senate
Ad hoc Committee on Replacement of Degree Diplomas  (continued)
Mrs. Wallace  ) That the recommendations of the committee
Mr. Wizinsky  ) concerning     the     replacement     of     degree
diplomas be approved.
Report of the Librarian 1979-80
The report of the Librarian had been circulated for information. In speaking to
the report Mr. Stuart-Stubbs, the Librarian, stated that the increase in the cost of
scholarly periodicals was in the region of 17% to 18%. For that reason a reduction of
$100,000 in the subscription budget was being planned. The cataloguing backlog in the
technical processing divisions had been halted in its growth, partly because the quantity
of material requiring cataloguing had been reduced and partly due to the help of extra
The Chairman expressed thanks and appreciation for the work done by the
Librarian and his staff.
Format of Examination Papers
The format of examination papers had been circulated for information at the
request of the student senators. It was explained that the request had been made in the
hope that Deans would draw this matter to the attention of Faculty members in order to
ensure that all formal examination papers were prepared in accordance with the
guidelines circulated. In the past, not knowing how long an examination was to be, or
whether there were questions on the back page, had caused considerable confusion for
some students.
The Chairman urged Deans to bring this matter to the attention of faculty
Other business
The Chairman extended best wishes to the retiring members of Senate and
thanked them for their services during their terms of office. Members were asked to
continue to serve on Senate committees until the committee membership for the new
Senate had been established.
Report of the Tributes Committee (in camera)
Memorial Minute
The following memorial statement had been prepared in accordance with the
custom of Senate in recognition by the University and the Senate of the late John
Blewett. 7547.
Wednesday,   March  18,   1981.
Report of the Tributes Committee
Memorial Minute  (continued)
John Blewett came to Vancouver in 1959 as Professor of Church History and
Liturgies at the Anglican Theological College. One year later he became Principal of
the College, a position that he filled with distinction until 1971. It was during this
period that he served as a member of this Senate.
He felt strongly that, with common aims and aspirations, the Union and Anglican
Colleges should share their resources and draw closer together. It was in no small
measure due to his vision and encouragement that the two colleges did join to form
the Vancouver School of Theology in 1971, - a School not confined to the Anglican and
United Church tradition, but one reflecting a broader ecumenical scope. John
continued as Professor and Vice-Principal of the new School until his retirement in
John Blewett was born in St. Ives, Cornwall, England, in 1906 where he obtained
his early schooling. He came to Canada in 1923 on a scholarship which permitted him
to attend normal school in Saskatoon. After completion of his course he taught for
several years in Indian Mission Schools in the northern parts of the Prairies. He
returned to Saskatoon to complete the Bachelor of Arts degree at the University of
Saskatchewan. He then attended Emmanuel College where he became a Licentiate in
Theology in 1934.
He served as a priest in parish churches in Alberta and British Columbia until
1942, when he became a Chaplain to the R.C.A.F.
In 1946 he joined the teaching staff of St. John's College, Winnipeg as a Lecturer,
later becoming a Professor. Meanwhile he was rector, first of St. Anne's, and then
for ten years at All Saints', in Winnipeg.
John Blewett was honoured with the degree of Doctor of Divinity from his alma
mater, Emmanuel College, and by the Anglican and Union Theological Colleges of
British Columbia.
Following his retirement, he and his wife Sydnay lived in Victoria. Illness during
the past year took its toll, resulting in his death on the last day of February.
To his wife Sydnay, to his daughter Barbara, to his sons David, William and Edwin,
and to all members of the family, Senate extends its deepest sympathy.
Dr. Stager   ) That the memorial statement for John Blewett
Dean Kitts  ) be spread on the minutes of Senate and that a
copy be sent to the relatives of the deceased.
The meeting adjourned at 9.45 p.m.
The next regular meeting of Senate will be held on Wednesday, April 22, 1981.
Confirmed Secretary
Chairman 7548.
Wednesday,   March   18,   1981.
New awards recommended to Senate
Chan Fong Gan Au Memorial Scholarship - A scholarship in the amount of
approximately $1,350 has been endowed by K. Tong Au and family in honour of his
mother, Chan Fong Gan Au. The award will be made to a student of Chinese
ancestry entering the Faculty of Arts from Grade 12. In making the award,
preference will be given to a student demonstrating financial need.
C. W. Roberts Memorial Scholarship - A scholarship fund was established by
family and friends in memory of Dr. C. W. (Bob) Roberts who for 18 years was a
devoted teacher and scientist in the Department of Poultry Science, Faculty of
Agricultural Sciences. The annual scholarship in the amount of $150 will be
awarded to a student in the Department of Poultry Science undertaking a program
in genetics or management. The award will be made on the recommendation of
the Department of Poultry Science.
Murray Stratton Memorial Fund - A scholarship in the amount of approximately
$200 has been made available by his friends and associates, in memory of Murray
Stratton, who was at the time of his death, Program Director for Health with the
Canadian Council on Social Development. The award will be made on the
recommendation of the Department to a student in the Health Services Planning


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