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[Meeting minutes of the Senate of The University of British Columbia] Apr 24, 1985

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April 24,  1985
The Seventh Regular Meeting of the Senate of The University of British
Columbia for the Session 1984-85 was held on Wednesday, April 24, 1985 at
8.00 p.m. in Room 102,   George F.  Curtis Building.
Present: President pro tern. R. H. T. Smith (Chairman), Acting
Vice-President D. R. Birch, Ms. P. M. Arthur, Dr. E. G. Auld, Dr. T. M.
Ballard, Mr. D. W. Barron, Dean G. S. Beagrie, Mr. J. M. Beard, Mrs. H. M.
Belkin, Mr. B. E. Bengtson, Mr. N. B. Benson, Mr. J. Blom, Dr. T. H. Brown,
Dr. N. R. Bulley, Rev. P. C Burns, Dean P. T. Burns, Miss D. J. Chow, Ms.
L. M. Copeland, Dr. J. D. Dennison, Dr. D. Donaldson, Dr. A. J. Elder, Dr.
J. A. S. Evans, Dean C V. Finnegan, Dr. J. Gaskell, Dr. J. H. V. Gilbert,
Mr. J. A. Hamilton, Mr. K. D. Hancock, Mr. S. H. Hill, Dr. K. J. Holsti, Dr.
J. Ingman-Baker, Dr. R. F. Kelly, Dean R. W. Kennedy, Mr. A. C. Kimberley,
Miss A. Kimsing, Mr. J. Kulich, Dr. D. S. Lirenman, Dean P. A. Lusztig,
Mrs. A. Macdonald, Acting Dean B. E. March, Dr. B. C McBride, Mr. J. M.
McConville, Miss N. R. McDougall, Mr. D. Mclnnes, Acting Dean T. D. McKie,
Mr. M. G. McMillan, Dr. A. G. Mitchell, Miss D. J. Moore, Mr. T. A. Orr,
Mr. S. R. Pearce, Mrs. C E. Plant, Dr. D. F. Robitaille, Dr. E. S.
Schwartz, Dr. L. de Sobrino, Dr. R. A. Spencer, Dr. J. K. Stager, Dr. J. R.
Stein, Dean P. Suedfeld, Mr. M. Sugimoto, Dr. P. R.Tennant, Dr. R. C
Thompson, Mr. R. E. Thomsen, Dr. A. Van Seters, Dr. J. Vanderstoep,
Dean W. A. Webber, Dean L. M. Wedepohl, Dr. L. S. Weiler, Dean R. M. Will,
Dr. D. LL. Williams, Mr. J. A. Williamson, Dr. J. L. Wisenthal, Miss N. E.
Woo, Mr.  R.  A.  Yaworsky.
Messages   of   regret   for their   inability   to   attend   were   received   from
Dr.  C.   E.   Armerding,   Dr.   T. S.   Cook,   Mrs.   E.   D.   Fulton,   Mr.   G.   C   P.   Gray,
Dr.   M.   A.   Hickling,   Mrs.   C J.  R.   Jillings,   Dr.   J.  P.   Kimmins,   Dr.   G.   G.  E.
Scudder,  Dr. R. Stewart.
Senate membership
(i)        Declaration of vacancies  (University Act,  section 35 (6)   )
Resignation  of  Mr.   J.   L.   Armstrong   - student   representative   of  the
Faculty of Dentistry
Resignation of  Mr.   J.   M.   Rutherford  - student  representative  of  the
Faculty of Agricultural Sciences
(ii)      Replacements
W.   Ek   E~.   Bengtson replaces Mr.   Armstrong  as student  representative
of the Faculty of Dentistry
Miss N.R.   McDougall replaces Mr.  Rutherford as student representative
of the Faculty of Agricultural Sciences 8385.
April 24, 1985
Senate membership (continued)
(iii) Introduction of student senators
The Chairman welcomed to Senate the new student senators.
Special Senate meetings
The Chairman informed Senate that the meeting tentatively scheduled for
May 1, 1985 would not be held.
Minutes of previous meeting
Dr. Williams )   That the minutes of the Sixth regular meeting
Dr. Auld    )   of Senate for the Session 1984-85, having been
circulated, be taken as read and adopted.
A query was raised concerning the number of signatures on the petitions
recorded on pp.8367-8.  In response the Secretary of Senate stated that
although he had not counted the number of signatures on the petitions he had
been informed that the petition from the Students for a Democratic
University contained approximately 4,000 signatures and that the petition
from the Alma Mater Society contained approximately 9,000 signatures. The
Secretary undertook to provide in the minutes more accurate figures. In the
case of the first petition the actual number of signatures is in the order
of 1,500 and in the case of the second petition the number is confirmed at
approximately 9,000.
In response to further queries it was confirmed that the Alma Mater
Society petition was forwarded to the Senate Budget Committee and that the
petition presented by Students for a Democratic University had been referred
to the ad hoc Commitee on Courses. The Secretary informed Senate that it
was his intention to forward the latter petition to the recently established
ad hoc comittee to investigate grading systems should the recommendation of
the ad hoc Conmittee on Courses that it be discharged be approved later in
the meeting.
The motion was put and carried. 8386.
April 24, 1985
Business arising from the Minutes
Admissions Committee (p.8370)
Dean Finnegan reported that steps had been taken to overcome the problem
of late notification of acceptance for admission to the University. He
stated that early admission for the B.C. Secondary School applicants had
been advanced by one month and that the deadline for schools to submit
early admission applications was April 15 and that offers of early
admission would be released by the Registrar's Office by May 1.
Authorizations to register will be issued in June to all students offered
early admission. These students will be advised that their admission and
authorizations to register are subject to cancellation if they fail to
meet admission requirements following receipt of their final results. It
was felt that earlier notification would place the University in a better
position to attract and retain more of the top applicants.
Dean Finnegan also informed Senate that the Senate Admissions Committee
had agreed to consider B.C. grade 12 applicants, graduating in June, for
admission to the Summer Session commencing in July provided they have
achieved a preliminary grade point average of at least 3.0.
Rules Governing Formal Examinations (p.8374)
A proposal to make additions to the Calendar statement on rules
governing formal examinations had been withdrawn at the previous meeting
pending further revisions. The following revised proposal had been
"1984-85 Calendar p.16 - additions underlined.
4. Candidates guilty of any of the following, or similar, dishonest
practices shall be immediately dismissed from the examination and
shall be liable to disciplinary action. 8387.
April 24, 1985
Business arising from the Minutes
Rules Governing Formal Examinations (continued)
a) Making use of any books, papers, memoranda, calculators, computers,
audio or video cassette players or other memory aid devices, other
than as authorized by the examiners.
Dean Webber   ) That the proposed changes to the rules
Dean Finnegan ) governing formal examinations be approved.
Nominating  Committee Membership    - election of two student representatives
Two  student   vacancies on the   Nominating  Conmittee had been declared  at
the  previous meeting.     The   Secretary  announced  that  Mr.   J.   M.   Beard  and
Miss D.  J. Moore had been nominated.
Dr. Elder )    That nominations close.
Mr.  McConville )
Qection Results
Senate was informed that Dr. A. J. Elder, Dr. R. F. Kelly and Dr. J. L.
Wisenthal had been elected to serve on the Advisory Committee for the
Selection of Presidential Candidates.
Prizes, Scholarships and Bursaries
Dr. Williams  ) That the new awards listed in Appendix 'A'
Dr. Robitaille ) be accepted subject to the approval of the
Board of Governors and that letters of thanks
be sent to the donors.
Carried 8388.
April 24,  1985
Reports of Committees of Senate
Academic Building Nseds
Dr.  Stager,  Chairman of the Conmittee, presented the following report:
"At its December 12, 1984 meeting, Senate referred the resolution from
the  report of  the Senate Library  Conmittee - Library Space Needs to the
Senate  Academic  Building  Isfeeds   Conmittee.     As  this  is  the  first year of
a new Senate,  the following review might be helpful:
December 10, 1980 - Although Senate had approved priorities for Academic
Building Needs in 1977 that formed the basis of a 5 year Capital Plan,
the Academic Building Needs Committee brought to Senate recommendations
arising from the President's Advisory Conmittee on Library Space
Requirements. Senate approved resolutions that future Library space be
based upon the concept of an expanded central library - so-called Plan
A2, and that it be submitted to U.C.B.C as a special request
independent of the 5 year Capital Building Plan.
In its report to Senate subsequently, the Academic Building Needs
Committee concerned itself with planning strategies, inventory
improvement and added six new projects to the 1977 list of buildings
still not built.
May 16, 1982 - The Senate Academic Building Needs Conmittee noted that
the Library Expansion had not been recognized by U.C.B.C. and included
in its capital planning, and Senate reaffirmed that it be regarded "as
being of the greatest urgency for forward planning as a special project".
May 18, 1983 - Again the Senate Academic Building Needs Committee
included in its report a statement that the Academic Building priorities
established in 1981 be reaffirmed, and that the University Library
continue to be identified as having an urgent and special need, which
was adopted by Senate.
The Current Scene:
Dr^ Wisenthal reported that U.C.B.C. acknowledge the existence of the
Library plan and the personal interest in it by the Council's past
chairman. The fact is, however, that U.B.C has a backlog of building
projects to the amount of $226,000,000 - including the Library at 53.5
million - submitted and acknowledged by U.C.B.C. For its part, U.C.B.C
with its capital plan to 1989 has selected and given various priorities
to about $125,000,000 of U.B.C.'s list - not including the Library.
Furthermore, the Ministry in its own 5 year plan has included only
$66,000,000 for U.B.C Authority to plan to working drawings has been
given for 5 projects, but practically all have been delayed one or two
or even three years except the Pulp and Paper Centre under
construction. Despite these various so-called 5 year capital plans, the
fact is that we have little or no assurance of what projects will be
supported by public funds, and certainly the Library expansion is so
distant as to be below the horizon. 8389.
April 24, 1985
Reports of Committees of Senate
Academic Building Needs (continued)
"The Library Nseds
The Academic Building Needs Conmittee has already accepted, as has
Senate on three separate occasions, the urgency of the Library space
problem. The current Senate Library Conmittee is continuing its review
of alternatives in the light of ongoing space monitoring and needs
forecasting internal to the Library management. It is the proper role
of that Conmittee to keep Senate informed about the dimensions of space
need and the strategies for solution including the impact of changing
On the basis of the history of Senate action regarding Library Expansion
and the recent report of the Senate Library Committee, the Academic
Building Needs Conmittee recommends the adoption of the motion referred
to it, namely:
Whereas the President's Committee on Library Space Requirements
recommended in April 1980, that work should begin as soon as possible on
the planning and construction of new library space, and in consideration
of the time elapsed since a building proposal was advanced by the
University and the growing urgency of the need for space, Senate
recommends to the President that a very high priority be given to new
library space in the University's plans for capital fund raising.
In view of the disappointing responses with the approach to provincial
funding through U.C.B.C, this Conmittee thinks that other strategies
for satisfying the need for action on Library Expansion are in order.
The case has been advanced, and not denied, that the U.B.C. Library is a
resource for learning and research that reaches far beyond the precincts
of the campus to the Province and nation at large, and for certain
holdings the Library is world renowned. Therefore, the University
should make the Library Expansion a goal for private fund raising, as
well as attempt to involve funds from governments, either provincial or
federal or both. The Conmittee recommends -
That the President, as a matter of urgency, give high priority to the
Library Expansion as a project for private fund raising, and that every
effort be made to invoke government co-operation and participation along
with the private sources."
Dr. Stager    ) 1. Whereas the President's Conmittee on Library
Dean Lusztig  )    Space Requirements recommended in April 1980,
that work should begin as soon as possible on
the planning and construction of new library
space, and in consideration of the time elapsed
since a building proposal was advanced by the
University and the growing urgency of the need
for space, Senate recommends to the President
that a very high priority be given to new
library space in the University's plans for
capital fund raising. 8390.
April 24, 1985
Reports of Committees of Senate
Academic Building Needs
(Motion continued)
2. That the President, as a matter of urgency,
give high priority to the Library Expansion
as a project for private fund raising, and
that every effort be made to invoke government
co-operation and participation along with the
private sources.
During the discussion that followed the Chairman agreed to bring back to
Senate a list of building projects included in the $226 million total of
capital projects for U.B.C mentioned in the report.
In amencment:
Dr. Sobrino   ) That the words "a very high priority" in motion 1
Dr. Elder    ) be changed to read "the highest priority".
The motion was put and carried.
Admissions Conmittee
Faculty of Applied Science
The conmittee recommended approval of the following student promotion
a) That, in order to pass the year, students be required to obtain a
55% average in all courses registered, and pass 65% of the unit
load in which they are registered.
b) That supplemental examinations be granted only in courses in which
a final grade of at least 40% is achieved.
c) That the awarding of the adjudicated pass be discontinued (for
implementation in the 1985/86 session).
Dean Finnegan ) That the student promotion regulations
Dean Wedepohl ) of the Faculty of Applied Science be
Carried 8391.
April 24, 1985
Reports of Committees of Senate
Admissions Committee
Faculty of Medicine (continued)
The conmittee recommended approval of the following changes to the
admission requirements for the Faculty of Medicine:
"1984/85 Calendar, p.190, Entrance Requirements
1. Delete #6: Chemistry 205 (Physical Inorganic and Analytical
Chemistry) or Chemistry 210 or 220 (Physical Inorganic Chemistry)
or equivalent.
2. Change #8: Biochemistry 300 or Biology 201 (or equivalent).
Students taking Biology 201 are advised to complete Biochemistry
302 as well, to:
Biochemistry 300 or Biology 201 and Biochemistry 302 or Biology
201 and Biochemistry 303 or the equivalent.
Dean Finnegan ) That the change in admission requirements
Dean Webber   ) proposed by the Faculty of Medicine be approved.
School of Rehabilitation Medicine
The conmittee recommended approval of the following proposed change
in prerequisites for admission:
2) Mathematics 130 (or 100 and 101) change to add the following
mathematics and statistic courses:
Mathematics 130 or (100 and 101) or (140 and 141) or (111) or
Statistics (203 and 204).
Dean Finnegan ) That the proposed change in prerequisites
Dean Webber   ) for admission to the School of Rehabilitation
Medicine be approved.
Budget Committee
Dr.   Wisenthal presented the  following report of  the  Budget  Committee in
the absence of the Chairman,   Dr.  Scudder. 8392.
April 24, 1985
Reports of Committees of Senate
Budget Committee" (continued)
"Qaboration of Academic Planning and Priorities Statement
The Senate Budget Conmittee, in response to the motion passed at the
March 1985 meeting of Senate (Minutes p.8371), has drawn up a more
detailed consideration of some of the points in the Academic
Planning and Priorities statement that Senate accepted in March and
September 1983.
The Committee hopes that what follows will provide a basis for
useful discussion on the floor of Senate. The Committee welcomes
Senate's comments and suggestions, which will be helpful in
formulating advice to the President on budget planning for 1985-86
and beyond.
1. The Academic Planning and Priorities statement is written to be
read as a whole. The distinction between core and non-core, for
example, and the five criteria set out in paragraphs 3.04 to
3.08, cannot be detached from the rest of the document; they must
be looked at in context.
2. The document provides criteria to serve as basic principles in
the development of an academic plan for the University. It does
not attempt to provide a formula or checklist according to which
planning decisions will be made. Indeed, it is the view of the
Senate Budget Committee that such a formula, even if it were
possible to produce one, would be undesirable. Decisions about
the academic shape of the University must emerge from careful
judgment, not from the rigid application of formula. Thus,
although quality must clearly be the pre-eminent criterion, one
cannot usefully put all five criteria in Section III in a "rank
3. One of the reasons for the generality of the Planning and
Priorities statement is to recognize the diversity of UBC
Criteria need to be applied with varying weighting, according to
the nature of the academic activity under consideration.
4. The document is intended for periods of growth and retrenchment.
It is not intended simply as a guide for budget-cutting.
Core vs. Non-Core
1. The concept of what is "core" can have two distinct meanings in
the University. First, it can refer to the relationship between
an individual course and the program of which it is a part.
Thus, a course in introductory nail-paring would (or at least
might) be a "core" component of a Manicure Science program.
Second, the idea of "core" can apply to a program or academic
activity in relation to the University as a whole. Thus,
Manicure Science, or the whole Department of Cosmetic Sciences
may or may not be central to the academic mission of the
University. It is the second of these interpretations of "core"
that the Senate Budget Conmittee had in mind in drafting the
Planning and Priorities document. 8393.
April 24, 1985
Reports of Committees of Senate
Budget Committee
Core vs. Non-Core (continued)
2. The Planning and Priorities statement may give the impression
that there is a clear line to be drawn between the three
categories listed in paragraph 3.03 — core, core related, and
non core — but we should draw attention to the statement in 3.03
that "The three groups of activities are not mutually exclusive,
and some allowance must be made for 'shading' between them." It
is most helpful to think not of three distinct categories but of
a continuum: at one end there would be those academic activities
that are indisputably central to the University as an academic
institution, and at the other end those activities that are
judged to be peripheral. Of course, there would of necessity be
differences of opinion about where to place many of the academic
activities in the University; these are judgments that will have
to be carefully considered by the President, the Senate Budget
Conmittee, and Senate as a whole.
3. The Planning and Priorities document deliberately uses the term
"academic activities" instead of "academic unit", "department",
"school", etc. in order to focus attention on the area of study
rather than administrative divisions. An academic activity may
transcend administrative boundaries.
4. The category "core related" does not imply that an activity is
not an important part of the University's work, or that it would
be vulnerable in a retrenchment. Decisions about curtailment
would need to be based on much more than categorization of an
activity as 'core related' .
5. The critical distinction is between "core" and "non core", and
any clearly peripheral activities in the University should be
retained only if the particular circumstances are exceptional;
for example, if the quality is exceedingly high, the demand is
high and likely to remain so, and there is no similar program
available in the Province. Even when those conditions were
present, a non core activity might well be discontinued in a time
of financial difficulties.
6. The Planning and Priorities statement develops a sequence of
argument, moving from the more general to the (slightly) more
specific Part III emerges from the assumptions of Parts I and
II; it is based on a concept of a university and on the
particular nature and role of UBC.
7. In considering the extent to which an activity is "core" or "non
core", one is asking how central it is to the academic mission of
the University. Some criteria that could be applied in such a
consideration would be as follows: 8394.
April 24, 1985
Reports of Committees of Senate
Budget Committee
Core vs. Non-Core (continued)
a. To what extent does the activity in question involve an
ability to work with concepts, and powers of criticism, judgment,
and discernment? Paragraph 1.03 of the Planning and Priorities
statement is particularly relevant here: "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."
b. To what extent does the activity develop and extend conceptual
knowledge, from a sound basis of research or creative artistic
c. Would one expect any major modern univeristy in the developed
world to include the activity in its curriculum?
d. Given the role of UBC (as set out in Section II of the
Planning and Priorities statement), is the activity an essential
or important part of the University's curriculum? Does it
contribute to the intellectual vitality of the institution?
e. If UBC did not already offer the activity in question, would
one want to add it?
f. Could the activity be undertaken in a non-university setting,
such as a community college or a vocational institute? Gould it
be undertaken as effectively — or perhaps more effectively — in
a non-university setting? To what extent does the activity
interact with other parts of the University?
g. If the activity were discontinued at UBC, how much academic
damage to the University would result? To what extent would
other disciplines be affected? Would the general academic fabric
of the institution be weakened?
The Senate Academic Planning and Priorities Statement of September
1983 considered the question of quality in the following words:
3.04 Quality. An academic plan should, of course, stress the
need to maintain and strengthen the quality of any work which the
university does. It should identify on what basis and by whom
judgments about quality are to be made. 8395.
April 24, 1985
Reports of Committees of Senate
Budget Committee
Quality (continued)
With respect to the university's role in preserving and
disseminating knowledge, the quality of students admitted, the
quality of teaching offered to them, the performance of students
and the reputation of graduates are all indications of how well
the university is doing its job. The success of the university
in preserving and expanding knowledge may be judged by the
quality of its graduate program, the research and publication of
its faculty, the ability of its faculty to acquire researh
support, and the general reputation of the university in other
academic quarters and in the community generally.
In general the responsibility for ensuring the quality of
academic work lies with departments, faculties, the Senate and
the Office of the President. As a matter of course, the
Faculties should be monitoring the quality of work which they
do. This may be supplemented from time to time by the reviews
which the university undertakes of departments or programs.
These reviews are available to Senate, and enable it to make
judgments about the quality of work beig done. Equally, the
Office of the President, relying on the reports from Deans and on
the reviews, should have available to it material needed for
making judgments about quality."
1. Quality is the most important and dominant criterion, for it
is the essence of university teaching, scholarship and research.
2. The quality of an academic unit is measured mainly by the
teaching, learning, research achievements and scholarly activity
of its faculty members and students.
3. There is no simple numerical or mechanical way to assess
quality. Judgments are bound to be subjective in part.
4. The criteria for consideration will vary greatly across the
University. Not only will there be variation between Faculties,
but also within Faculties.
5. No single criterion should be considered as decisive in
itself. The various criteria must be weighed for relative
importance, in the context of different academic units.
6. While some comparisons can be made within the University,
comparisons within the same discipline between Universities of
comparable size and structure should be undertaken.
7. Some of the indicators of quality are the following:
a) Department/Faculty: number and quality of publications or
other  evidence  of  scholarly  achievement  (major  concerts, 8396.
April 24, 1985
Reports of Committees of Senate
Budget Committee'
Quality (continued)
exhibitions and shows; reputation of creative, artistic, and
performing works, etc.); reputation of journals or publishers;
success in competitive research grants; general teaching quality
and reputation of the academic unit; success in promotions;
membership in learned societies; visiting positions at other
universities; major offices in learned national or international
societies; membership on editorial boards; membership on granting
agency councils and committees; national and international
awards; number of visiting scientists, Post-doctoral Fellows,
etc; demand as outside expert witnesses or consultants and as
readers for publishers; membership on government enquiries, or
commissions, etc.
b) Undergraduate Programs: admission and promotion requirements;
scores on MCAT, LSAT, GMAT, GRE, etc; number of competitive
awards to graduate school; scholarships, etc.
c) Graduate Programs: nature and number of competitive awards
(NSERC, SSHRCC, MRC, NCI, UGF, etc.); number of applications for
graduate entry; source of graduate applications (provincial,
national and international); success of graduates in PDF
competitions, subsequent faculty or professional appointments,
8. Outside review reports, accreditation reports, etc. should be
used where available.
9. The quality of library collections, support facilities and
instrumentation, can also serve as a guide where relevant.
Costs can be calculated on the basis of enrolment credit units
($/ECU), scheduled contact hours ($SCH), $/Full-time equivalent
student (FTE) or $/Weighted FTE, etc. These figures must be
adjusted to recognize the costs at the different levels of
instruction (i.e. 100/200 level, 300/400 level, and graduate level),
and the relative costs of lectures, laboratories and tutorials. An
appropriate cost ratio must be established for lectures,
laboratories and tutorials in each substantive activity. In
addition, other instructional activity (e.g., research supervision)
should be taken into account.
The criterion here is obviously not mere cheapness, but the
relationship between cost and quality, etc.
A unit should not be penalized because of the age profile of the
faculty. 8397.
April 24, 1985
Reports of Committees of Senate
Budget Committee (continued)
Enrolment is recorded as individual course totals, program totals
and graduation totals per year. There is a separation of course
enrolment numbers according to the different levels of instruction.
Program required courses are considered separate from options or
electives. Service teaching of various kinds (e.g., required or
elective courses) must also be considered. Student to faculty
ratios must necessarily be taken into account.
Special Value
Special value is taken as a demonstrated "need" for graduates or
research activity in a particular area, at the national or
provincial level. These should be long-term rather than short-term
If a program is offered at UBC and is the only such program offered
in the province, it can be considered as unique. However, this
uniqueness in itself does not automatically justify continuation.
Quality and other factors may have an overriding impact.
Nevertheless, in considering unique programs, UBC must always keep
in mind the fact that discontinuance would compel students to go to
another province or even another region of the country to pursue a
particular course of university study."
Dr. Wisenthal ) That the Report of the Budget Committee
Mr. McMillan  ) on the elaboration of the academic
planning and priorities statement be approved.
In the discussion that followed Dr. Dennison stated that he had spoken
to many people with regard to Senate's responsibility in the matter of
possible program discontinuation.  Many of those people felt that, given
the size and diversity of the expertise of Senate, Senate would have to
rubber stamp whatever came before it.  Others felt that Senate would act
rationally and without prejudice.  Referring to the document circulated,
Dr. Dennison stated that he did not feel that an informed judgement could
be made on the basis of that document alone when Senate addresses the
serious questions that will have to be addressed. 8398.
April 24, 1985
Reports of Committees of Senate
Budget Conmittee (continued)
In matters of general concern, Dr. Dennison said he need not remind
anyone of the tension that has prevailed on the campus over the last eight
months and that there had been an understandable level of anxiety which
had come through even more strongly in the past few weeks.
In speaking to the report Dr. Spencer stated that the first point he
wished to address was the use of the terms "core", "core-related" and
"non-core". He felt that such terms were not helpful. He stated that to
identify a program activity as a core activity really identifies an
activity which is unlikely to be eliminated but it did not say that it
could not be reduced in scope, so although this was a helpful piece of
information it really did not answer any of the fundamental questions
about where the cuts might be made.
Commenting on some of the suggested criteria contained in the material
circulated Dr. Spencer stated that although there was a good discussion of
how quality might be met, he felt that if specific recommendations were to
be brought before Senate relating to specific programs then Senate must
have comparative information for programs not being recommended for
elimination or reductions. He felt that it would be of very little value
to be confronted with a recommendation to curtail or eliminate a program
and to have little or no idea how other similar programs might be
classified and indeed how other programs which are not similar might be
classified and measured as to their quality. He stated that the same
thing applied to cost. If Senate were to get recommendations supported by
cost data, it would have to have data relating to a range of other
programs, including programs outside of the University. 8399.
April 24, 1985
Reports of Committees of Senate
Budget Conmittee (continued)
In conclusion, Dr. Spencer stated that although he regarded the
information provided by the Budget Committee as generally very helpful he
felt that when or if Senate were asked to consider specific programs cuts,
it will still be doing it without having formed a philosophy or a set of
priorities for the University against which the proposals can be judged.
After further discussion the motion was put and carried.
Curriculum Conmittee (see Appendix 'B')
Dr. Thompson, Chairman of the Conmittee, presented the report. The
committee recommended approval of curriculum proposals from the Faculties
of Applied Science, Education, Law, Medicine and Science, and the School
of Rehabilitation Medicine.
Dr. Thompson  ) That the proposals of the Faculties of
Dr. Brown    ) Applied Science, Education, Law, Medicine
and Science, and the School of Rehabilitation
Medicine be approved.
Dr. Thompson pointed out that the title of Law 418 should read "Seminar
in Government Regulation of Business" rather than Government Regulation of
Business Seminar. He also noted that a statement should be added to
Physics 236 indicating that this course is not for credit in the Faculty
of Science.
Following a brief discussion the motion was put and carried.
Nominating Conmittee
Dr. Elder, Chairman of the Committee, presented the following report:
The Nominating Committee nominates the following persons to fill
vacancies on Senate Committees:
Academic Building Needs
Mr. B. E. Bengtson        - replacing Mr. R. M. Finnigan
Mr.  J.  A.  Hamilton - replacing Mr.   S.  King 8400.
April 24, 1985
Reports of Committees of Senate
Nominating Conmittee (continued)
Mr. N. B. Benson
Mr.  J.  A. Williamson
Mr.  K.  D.   Hancock
Mr.  T.  A.  Orr
Appeals on Academic Standing
Ms.  P.  M.  Arthur
Mr.  J.  A. Williamson
Mr.  R.  A.  Yaworsky
Mr.  S. H.  Hill
Dr.  J.  Ingman-Baker
Continuing Education
Mr.  J. M. Beard
Mr.  A.  C Kimberley
Miss N.  R. McDougall
Miss D.   J.  Moore
Extracurricular Activities
Mr.  J. M. Beard
Mr.  R.  E.  Thomsen
- replacing Miss B.  C Chant
- replacing Miss L.  A. Williams
- replacing Miss D.  J.  Chow
- replacing Miss L.  A. Williams
- replacing Mr.  M.  D. Friesen
- replacing Mr. P.  J. Penner
- continuing member
- replacing Mr.  J.  L.  Armstrong
- replacing Mr. P. M.  Kendall
- replacing Mr.  J.  A.  Smitton
- replacing Miss E. T. Busza
- replacing Miss D. J. Chow
- replacing Mr. B. Mah
- replacing Mr. J. M. Rutherford
- replacing Mr. J. A. Smitton
Liaison with Post-Secondary Institutions
Ms. P. M. Arthur - replacing Mr. S. King
Student Appeals on Academic Discipline
Miss D. J. Chow
Mr. J. A. Hamilton
Miss A. Kimsing
Student Awards
Mr. R. E. Thomsen
Mr. R. A. Yaworsky
Miss A. Kimsing
University Library
Dr.  A.  G.  Mitchell
Mr. B.  E. Bengtson
Miss D.  J.  Chow
Mr.  K.  D.  Hancock
Standards in English
Dr.  J.  Ingman-Baker
Mr. T.  A.  Orr
- replacing Mr. S. King
- replacing Mr. A. J. Pearson
- replacing Mr. P. J. Penner
- replacing Mr. A. J. Pearson
- continuing member
- replacing Mr. R. M. Finnigan
- replacing Dean B. E. Riedel
- replacing Miss E. T. Busza
- replacing Miss B. C Chant
- replacing Mr. B. Mah
- replacing Mr. A. L. Clarke
- replacing Mr. J. M. Rutherford 8401.
April 24, 1985
Reports of Committees of Senate
Nominating Committee (continued)
Miss N. R. McDougall      - replacing Mr. A. J. Pearson
Committee on Courses
Mr. A. C Kimberley       - replacing Mr. J. T. Kelsall
Dr. Elder    ) That the recommendations of the Nominating
Dr. Stager   ) Conmittee concerning vacancies on Senate
Committees be approved.
Ad hoc Conmittee on Emeritus Status for non-faculty
At its meeting of March 20, 1985, Senate agreed that an ad hoc conmittee
be established to review emeritus status for non-faculty. The
Nominating Committee recommends the following membership:
Ms.  P.  M.   Arthur
Professor J. Blom
Dr.  J.  A. S.  Evans
Acting Dean B.   E.  March
Mr.  J. M. McOonville
Ad hoc Committee on Grades and Grading
At its meeting of March 20, 1985, Senate agreed that an ad hoc committee
be established to investigate alternatives to the present grading
system.    The Nominating Conmittee recommends the following membership:
Mr. J. M.  Beard
Mr. N. B.  Benson
Dr. N. R.  Bulley
Dr. D. Donaldson
Dr. H. J. Matheson
Dr. D. F.  Robitaille
Dr. P. R.  Tennant
Dr. R. C  Thompson
Dr.  Elder )    That the membership of the ad hoc Committee
Dr.  Stager )    on Emeritus Status for Non-faculty and the
ad hoc Conmittee on Grades and Grading be approved.
Library Conmittee
Dr. Wisenthal,  Chairman of the Conmittee,  presented the following report: 8402.
April 24, 1985
Reports of Committees of Senate
Library Committee (continued)
"Steps taken in the last five years have extended the stack
capacity of the Library system by about three years' growth. But
over the same time the Library has drawn closer to the point of
full working capacity.
Even assuming that more material is relegated to storage from all
locations excepting Law and Asian Studies, it will not be
possible to exist in space now assigned to the Library after late
These are the overall conclusions of a stack and collections
measurement made during the Christmas/New Year's break. The
measurement of the libraries on campus was made to determine the
space remaining for normal growth of collections at current rates
of increase. A tabular resume shows division by division the
total shelving, the extent of the existing collections, the shelf
space remaining, the growth rate, and the time remaining for
Of all the libraries, only Law and Asian Studies are reasonably
well off for space. The Main stacks, Sedgewick and the
Curriculum Laboratory have about six years' growth reamining,
assuming that Sedgewick and the Curriculum Laboratory can
continue to weed regularly and extensively. Woodward can also
survive that long through use of its local storage space. The
remainder of the locations are either already at full working
capacity or about to reach it imminently: Fine Arts, Special
Collections, Humanities & Social Sciences, MacMillan, Music,
Mathematics, Marjorie Smith (Social Work).
Full working capacity is reached when a library's shelves are 85%
full. Beyond this degree of fullness the collection becomes very
costly to manage, involving excessive moving and re-moving of
materials and consequent wear and damage.
This report assumes further removal of collections to closed or
limited access storage, to the extent that such space is
available as an alternative. The Library has gained considerable
experience in dealing with storage, having relegated one-quarter
million volumes to closed or limited access shelving. It is
regarded as an unattractive alternative to open shelving because
it is unpopular with users, costly in every respect but the
capital cost of space, and it inhibits, even in some cases
eliminates, the use of material.
Since the last measurement in 1979 several developments have
taken place:
1. Asian Studies has relocated to the Asian Centre, freeing
12,400 linear feet (at full working capacity) in the Main Library. 8403.
April 24,  1985
Reports of Committees of Senate
Library Conmittee (continued)
2. Level 7 in the Main Library has been equipped with shelving,
and collections totalling 8,400 lin.ft. (f.w.c) from the Main
stacks have been consigned to storage there.
3. Stacking has been added to many library locations, in
particular to the Curriculum Laboratory, Music and Mathematics.
Shelving has been extended also in the Main stacks, Fine Arts,
Ridington Room,  Science,  Law and Marjorie Smith.
4. Space in the basement of the Library Processing Centre for the
storage of catalogued volumes will accommodate 7,500 lin.ft. in
total, of which 2,100 lin.ft. are occupied, leaving 5,400 free
for use. The remainder of the library areas in the LPC basement
are required for the overflow of archival collections and the
substantial quantities of books awaiting cataloguing.
5. Part of the Law storage room has been taken over for the
Japanese law collection.
6. The Woodward Library storage room is needed for material
retired from Woodward and the hospital libraries. It should be
noted that those off-campus libraries do not figure in this
report, but operate regularly at full working capacity on the
assumption that materials can be withdrawn or put into storage in
7. Total storage capacity remaining available for use in 1979 was
25,850 lin.ft. It now stands at 9,400 lin.ft. or if Woodward is
excluded 5,400 lin.ft.
8. Collections growth rates for the system have changed somewhat,
and the rates used here have been adjusted to reflect the changes.
9. The shelving capacity reported is based on the assumption that
full use will be made of all shelving possibilities, but that no
further inroads will be made into space for users, services, or
operations, in order to accommodate growth of collections.
10. When the 1979 report was issued several possibilities were in
the offing. The Asian Centre was under construction, Main
Library level 7 was still unoccupied, and there were areas here
and there where stacks could be erected. Those possibilities
have now been realized, and there are no spaces remaining to
develop for collections.
11. Technological developments have been suggested as solutions
to the Library's space problem, but there is no evidence to
support the hope that they will have a significant impact on
space needs before the end of the century. (For a short essay on
this topic see The Report of the University Librarian to Senate,
1983/84.) 8404.
April 24, 1985
Reports of Committees of Senate
Library Committee (continued)
When a library reaches full working capacity there should be some
new space ready to accommodate normal growth of collections.
Especially these days, the process of planning, approval, funding
and construction is very protracted and therefore needs to be
started long before full working capacity is reached. The
problem of space is real, it is large, and it is pressing.
Action is urgently required.
UBC library shelf and collections space, in linear feet, January 1985, in
order of size of existing collections
Space for
Open shelf collections
Main Library stacks
Asian Studies
Fine Arts
Special Collections
Humanities and Social
Science Reference
Curriculum Laboratory
Science Reference
Marjorie Smith
Main Museum
Main Level 7
Library Processing Cent
re    7,496
* Indicates locations at or within 18 months of full working capacity
(April 1985).
1. Includes shelving to be installed in May 1985.
2. Since there is no actual annual growth rate for storage locations it is
not profitable to show figures for Years' Growth Remaining.
3. Woodward storage space is reserved for material from that library and
from the three hospital branch libraries. It is included here for
reference only. The storage space for general use can accommodate 5369
linear feet." 8405.
April 24, 1985
Reports of Conmittees of Senate
Library Committee (continued)
Dr. Wisenthal ) That the Report of the Senate Library
Mr. Mclnnes   ) Committee be received for information.
Dr. Wisenthal, Chairman of the Conmittee, stated that the report was a
supplement to the December 1984 report to Senate on Qbrary space needs.
It was reported at that time that the Library was rapidly running out of
space, and this report contained additional evidence.
Mr. Mclnnes, University Librarian, stated that there had been two
measurements of the collections, one in 1979 and the latest one in January
1985. Mr. Mclnnes said that there had been some questions raised as to
whether the predictions of the first measurement were still valid. He
pointed out that the results of the most recent measurement tended to be
quite consistent with the earlier findings. At that time it was predicted
that the main stacks and storage space available to the libraries would
accommodate about eight years' growth, and an additional three years
provided that: the Asian Centre was completed, the 7th floor of the main
stacks was used for collections, and that shelves were inserted in every
possible location. That had been done and all those possibilities had now
been exhausted. All of the remaining minor adjustments to increase shelf
capacity had been considered in arriving at the figures shown. In
conclusion, Mr. Mclnnes stated that it would soon be necessary to move
more material into closed storage which would result in continued
inconvenience and some loss of efficiency in the operation of the Library
over the next few years.
The motion was put and carried. 8406.
April 24, 1985
Reports of Committees of Senate (continued)
Ad hoc Conmittee on Courses
Dr. Adams, Chairman of the Committee, presented the following report:
"This conmittee was established by Senate early in 1984 and
charged to make recommendations on several matters relating to
student records, in particular:
i) discontinuing the use of "N" grades in favour of "F" grades
for incomplete courses, (approved by Senate), and
ii) including sessional and cumulative averages on transcripts,
(NOT approved by Senate — referred to the Faculties for
The conmittee was recently resurrected to consider the responses
to item ii) received from the Faculties. The responses showed
widespread approval for the inclusion of averages on transcripts
(the Faculty of Arts was the only dissenter on this) but little
agreement on what should be done with "incomplete" courses in
such averages.
The surfacing of all these separate but related issues suggests
that it may be time for a thorough review of UBC's grade
reporting and student record systems. It is inappropriate for
Senate to continue making ad hoc modifications to the system,
implementing band-aid solutions to new problems which arise every
year or so. Such modifications are expensive. Whether it be the
inclusion of averages on transcripts or conversion to a decimal
system, any changes will involve large amounts of reprogramming
as well as the necessary redesigning of forms and procedures.
Moreover, changes are bound to entail confusion on the part of
faculty and students when they are first introduced. If the
current system no longer serves our purposes well, it would be
better to redesign it from the ground up and develop a new system
which will not require constant changes.
Accordingly, the Conmittee recommends that Senate establish a new
and larger conmittee with very broad representation from the
Faculties to undertake a thorough study of UBC's grade reporting
and student record systems and design new systems if the current
ones are found to be inadequate. The conmittee should be given
sufficient time to do a careful job; any new systems should be
designed to last for many years and should take into account the
strengths and weaknesses of systems in place at other
The Conmittee further recommends that the ad hoc Committee on
Courses be discharged." 8407.
April 24,  1985
Reports of Committees of Senate
Ad hoc Committee on Courses
In speaking to the report Dr. Adams stated that since Senate had now
established an Ad hoc Committee on Grades and Grading it would be
appropriate to refer the report to that conmittee rather than to establish
another committee as indicated in the report.
Dr.  Kelly )    That the report be referred to the
Dean Webber        )    Ad hoc Committee on Grades and Grading
and that the Ad hoc Conmittee on Courses
be discharged.
The Chairman pointed out that deadline of 10.30 p.m. had been reached
and that Senate should therefore adjourn.
Dr.  Wisenthal    )    That the meeting be extended to 11.00 p.m.
Ms.   Arthur )
The   Chairman asked  Senate members to  retain the material circulated  for
the    remaining   items   on   the   agenda   which   would   be   brought   forward   for
discussion at the May 22,  1985 meeting of Senate.
In response to a request Senate agreed to discuss the report of the
Tributes Committee and an item concerning Candidates for the Diploma in
Adult Education.
Report of the Tributes Conmittee  (in camera)
Emeritus Status
The Committee recommended that the following be granted emeritus status:
Miss Melva J.  Dwyer - Librarian Emerita
Miss Dorothy Shields - Librarian Emerita
Mr.  Stephen Johnson - Librarian Emeritus
Mrs.  Margaret Fukuyama - Librarian Emerita
Miss Margaret Leighton - Librarian Emerita 8408.
April 24, 1985
Report of the Tributes Committee
Emeritus status    (continued)
Dr.  Dennison      )    That the recommendations of the Tributes
Mrs. Macdonald  )    Committee concerning emeritus status be
Other business
Dr.  R.  H. T.  Smith
On behalf  of  Senate  Dean Beagrie extended congratulations to  Dr.   Smith
on    his    appointment    as    Vice-Chancellor    of    the    University    of    Western
Candidates for the Diploma in Adult Education
Acting-Dean McKie informed Senate that the Faculty of Education had been
offering a Diploma Program in Adult Education, in Brazil. He explained
that the graduation ceremonies in Brazil were to take place on May 18 and
in order for students to take part in the graduation ceremonies it would
be necessary for Senate to approve a motion at this meeting with respect
to the graduation of the students on that program.
Acting Dean McKie )      That the candidates for the Diploma
Dr. Birch )      in Adult Education, offered in Brazil,
be granted that diploma and that the
Registrar,  in consultation with the
Acting-Dean of Education and the Chairman
of Senate, make any necessary adjustments.
The meeting adjourned at 10.35 p.m.
The   next  regular  meeting  of  Senate will be  held  on Wednesday,   May   22,
Chairman 8409.
April 24, 1985
New awards recommended to Senate
Alma Mater Society Special Bursary - One or more bursaries in the amount
of $250 each have been made available by the Alma Mater Society of UBC
These awards are made possible by interest earned on a special trust fund
initiated in 1984. Awards will be made in the second term, to students
demonstrating financial need. Preference will be given to students who
have assisted other students while attending UBC (The award will be
available in the 1984/85 Winter Session.)
Jack and Julia Aron Bursary - An annual bursary in the amount of $100 has
been made available by the late Julia Aron. The award will be made to a
student demonstrating financial need. (The award will be available in the
1986/87 Winter Session.)
Lawrence and Shaw Scholarship in Commercial Law - A scholarship in the
amount of $500, donated by the law firm of Lawrence & Shaw, will be
offered annually to a student who shows outstanding achievement in
commercial law subjects, especially commercial transactions, business
associations and taxation. The award will be made on the recommendation
of the Faculty of Law. (The award will be available in the 1985/86 Winter
Lawrence & Shaw Scholarship in Practice and Litigation - A scholarship in
the amount of $500, donated by the law firm of Lawrence & Shaw, will be
offered annually to a student who shows outstanding achievement in
subjects related to professional practice and litigation, especially
evidence, civil litigation and professional responsibility. The award
will be made on the recommendation of the Faculty of Law. (The award will
be available in the 1985/86 Winter Session.)
McLean Fraser Summer Research Fellowships - One or more fellowships to a
total of $2,500 per annum have been offered by a former student, to
commemorate the name of Dr. C McLean Fraser, hfead of the Department of
Zoology from 1919 to 1940. The awards will be made to graduate students
registered for the M.Sc or Ph.D. in Zoology, and will be made on the
recommendation of the Department of Zoology. (This award will be
available in the 1985 Summer Session period.)
Jessie Main Bursary Fund - Bursaries to a total of approximately $4,500
per annum have been made available by a bequest from the late Jessie Main
to the Vancouver Foundation. The awards will be made to disabled students
on the basis of financial need. (The award will be available in the
1985/86 Winter Session.) 8410.
April 24,  1985
Course and curriculum proposals
Bio-Resource Engineering
Change in Program
MECH 260
MECH 265
MECH 280
Civil Engineering
Changes - New Program:
CIVL 205
CIVL 215
CIVL 315
Second Year, New Program (1985/86):
to be replaced by: CIVL 230
to be replaced by: CIVL 232
to be replaced by: CIVL 215
change description and prerequisite
change description and hours  (1985/86)
change prerequisite (1986/87)
CIVL 216 (1985/86)
Change in Program - Second Year, New Program (1985/86)
PHYS 252 -  add to program
CIVL 225 -  change from First to Second Term
Electrical Engineering
Change in Program - Third Year, New Program (1986/87)
ELEC 361 -  to be replaced by: ELEC 362
ELEC 362 -  to be replaced by: ELEC 363
Deletion ELEC 361, 362
Engineering Physics
The following is the proposed
Engineering Physics, new program,
this program, the "Direct" route
Calendar description of Second Year
There are to be two alternate routes in
and the "Transfer" route, as explained
Changes are required in the "Direct" route Second Year Program as approved
by Senate in February, 1983. These changes are detailed following the
Calendar description.
Calendar Description
9. Engineering Physics
Engineering Physics is a program under the jurisdiction of the Dean of the
Faculty of Applied Science and administered by the Department of Physics.
All enquiries regarding the program and student advising should be made
through Dr. E.G. Auld, Program Director, Engineering Physics, Hennings
Building. 8411.
April 24, 1985
Engineering Physics
Calendar Description (continued)
The completion of a B.A.Sc degree in Engineering Physics will normally
take five years of university study. There are two main routes to achieve
this goal: the "Direct" and "Transfer" routes.
The "Direct" route is for students who enter First Year Applied Science
directly from Grade 12. Having completed First Year Applied Science, the
student must then complete four years in the Engineering Physics program as
described below.
The "Transfer" route is for students who have completed First Year Science
or the equivalent before entering the Faculty of Applied Science. They
will take a modified version of First Year Applied Science that is somewhat
more advanced than the standard First Year (please see, under FIRST YEAR,
the "Typical Transfer Program Following First Year Science"). After
completion of this year, the student will then be required to complete
three years in th4e "Transfer" route of the Engineering Physics Program.
If you are consisdering entering this Program via the "Transfer" route, you
are advised to consult with the Program Director to ensure the
transferability of any course credits that you may have.
Engineering Physics curriculum for students who enter Applied
Science directly following Grade 12 - "Direct" route
First Year University:       - Applied Science I
Second Year University:      - Engineering Physics 2:
Change in Program - Second Year, New Program "Direct" Route to:
CPSC 118 (1.5)
ELEC 251 (1)
ELEC 253 (1.5)
MATH 253 (1.5)
MATH 254 (1.5)
MATH 255 (1.5)
MATH 257 (1.5)
MECH 265 (1.5)
MECH 280 (1.5)
PHYS 250 (2)
STAT 251 (1.5)
Mining and Mineral Process Engineering
Change in Program - Second Year, New Program (1985/86)
MECH 260 - to be replaced by: CIVL 230
MECH 280 - to be replaced by: CIVL 215
CHEM 262 - change hours (laboratory deleted) 8412.
April 24, 1985
APPENDIX 'B' (continued)
Change in program description:
(1984/85 Calendar, p. 118, col. 1)
The Faculty of Education offers a Diploma Program with several fields of
specialization within educational theory and practice. The program
provides structured sequences of academic and professional studies for
teachers and others working in educational or instructional settings.
Elementary teachers holding four-year degrees may take the program as a
fifth year either to enhance their existing area of professional specialty
or to develop a further one. For teachers who have already completed five
years of recognized academic and professional studies, the program provides
an opportunity to develop an additional area of professional competence.
Most programs can, if desired, be planned to incorporate prerequisites for
admission to a Master's program.
A Diploma in Education indicating the field of specialization will be
awarded upon successful completion of an approved program of study.
A. Admission
Except for designated specializations, admission to the Diploma in
Education normally requires an acceptable bachelor's degree or equivalent.
Certain fields of specialization are open only to qualified and experienced
teachers, and some have specific course prerequisites. Detailed
information is contained in "The Diploma in Education: A Handbook,"
available from the Teacher Education Office, Faculty of Education, or from
the relevant departmental offices.
B. Requirements for the Diploma in Education
The Diploma requires the completion of 15 units of courses numbered 300 or
above with an average of 65% or higher. In most specializations 6-9
units of course work are designated as core requirements, while 6-9 units
may be selected from approved supporting or related courses. A maximum of
9 units of appropriate courses completed at UBC previously and not credited
towards the requirements of any other degree, diploma, or teacher
certification program may be applied to a diploma program. A maximum of 6
units of approved courses may be completed by guided independent study.
In order to qualify for the Diploma in Education, a student must complete
all requirements for the selected specialization within five years. Except
in the fields indicated, completion of a diploma program does not satisfy
any of the requirements for a B.C. teaching certificate.
C Residence Requirements and Transfer of Credit
In general, there are no residence requirements for the Diploma in
Education.  In most specialization fields a diploma program may be 8413.
April 24,  1985
C  Residence Requirements and Transfer of Credit  (continued)
completed on either a part-time basis, either on- or off-campus. However,
in certain designated fields, the program may be completed only by
full-time study during a regular winter session. A maximum of 6 units of
approved credit may be transferred from other institutions towards the
requirements of a Diploma in Education.
D.  Fields of Specialization
# Adult Education
Art Education
Business Education
Computing Studies Education
Communications Media and Technology in Education
Curriculum and Instructional Studies
♦ Education of the Deaf
♦ Education of the Mentally Retarded
♦ Education of the Visually  Impaired Children
Education of Young Children
English Ecucation
English as a Second Language
French Education
Guidance Studies
Industrial Education
Library Education
Mathematics Education
Multicultural and Minority Education
Music Education
Physical Education
Reading Education
Science Education
Special Education
Values Education
Visual and Performing Arts in Education
# Some non-graduates may be admitted in this field.
* Full-time study during a regular winter session is required. Completion
of a program in this field requires extensive practica and partially
satisfies requirements for a British Columbia teaching certificate.
Enrollment is limited; interested applicants should apply early as the
selection of applicants is normally completed by March 1. 8414.
April 24,  1985
Change in program description and units:
(1984/85 Calendar, p.119, col. 1)
(21) Physical Education Concentration
First and Second Years: Physical Education 161, 164, 202, 203, 218, 230,
240, 262, and two 200-level Physical Education performance electives of
which one must be a team game. (Students who demonstrate a satisfactory
standard in swimming may be exempted Physical Education 230).
Third and Fourth Years: Physical Education 361, 368, 369 and 460; three
units of senior electives from Physical Education theory courses,
Recreation 394, or Education 306. (Recommended theory courses: Physical
Education 362, 364, 365, 384 and 462).
Educational Psychology and Special Education
Deletion   CMTE 495, 496   delete prerequisite
Visual and Performing Arts in Education
New course  ARTE 341 (3)    Teaching about the Visual Arts
Deletion    ARTE 101
Program change - change calendar entries:
(1984/85 Calendar p.112, col. 2)
First Year
Six units of any offerings ... or Art Education 100 .   .   .
(p.114, col. 1)
(1) Art Education Concentration and Major
First Year:   Art Education 100 and Fine Arts 100.
(p.116, col.  2)
(2) Art Education Concentration and Major
First Year:  Art Education 100 and Fine Arts 100.
Major - Third Year:  Art Education 341; one of Art Education 303
New courses
Law 498 (1.5)        Law for Teachers:   Introduction to
Substantive Law
Law 497 (1.5)        Law for Teachers:  Introduction to Legal
Law 420 (1/1.5)d Topics in Municipal and Planning Law
Law 446 (1.5)        Labour Law Seminar
Law 448  (1.5)
Law 456  (1.5)
Law 477 (1.5)
Labour Arbitration" Seminar
Native Claims Seminar
Seminar in International Economic Law 8415.
April 24,  1985
FACULTY OF LAW  (continued)
Changes Law 328,  341 - change in description
Law 356 - change in units and hours
Divide present Law 400 (7.5)  Clinical Term into:
Law 400 (6) Clinical Term in the UBC Legal Clinic
Law 401 (1.5)        Clinical Term: Examination"
As a consequential amendment,  the numbering of the other clinical and
laboratory courses change as follows:     (former number in brackets)
Law 402 Clinical Criminal Law  (401)
Law 403 Clinical Family Law (402)
Divide present Law 498 (l-2)c Directed Research into:
Law 495 (l-2)c      Directed Research
Law 496 (l-2)c      Directed Research
Deletions Law 414,  420,  435,  454,  462,  466,  468,  476,  484,  486
Consequential renumbering and retitling of courses
(Former number in brackets, * reflects the addition of the word "Seminar"
to be included in the title of each entry that is to be taught exclusively
as a seminar.)
Change in number and some titles:
Law 412    Topics in Public Law  (426)
Law 413    Topics in Constitutional Law  (425)
Law 414    Topics in Administrative Law (427)
Law 416* Communications Law Seminar~T450)
Law 418* Seminar in Government Regulation of Business  (452)
Law 422    Topics in Criminal Law  (42Sp
Law 424* Seminar on Administration of Criminal Justice  (456)
Law 426    Topics in Private Law (43"o)
Law 427    Topics in Tort Law  (429)
Law 428    Topics in Commercial Law (431)
Law 429    Topics in Corporate and Tax Law (432)
Law 431* Close Corporations Seminar  (464)
Law 435* Real Estate Development Seminar  (458)
Law 437    Topics in Trusts and Estates  (434)
Law 439    Topics in  Industrial and  Intellectual Property  (436)
Law 441    Topics in Family Law  (437)
Law 444    Topics in Labour Law  (438)
Law 450    Topics in Natural Resources  (459)
Law 452* Environmental Law Seminar  (472)
Law 454    Topics in Civil Liberties and Human Rights  (440)
Law 458^ Seminar on Women and the Law (474)
Law 461    Topics in Jurisprudence  (441)
Law 463    Topics in Procedure and Evidence  (445) 8416.
April 24,  1985
FACULTY OF LAW  (continued)
Law 465   Topics in Litigation and Dispute Resolution (444)
Law 467* Civil Litigation Seminar  (478)
Law 469* Negotiation and  Dispute Resolution Seminar  (480)
Law 472    Topics in International Law and Transactions  (442)
Law 474* International Law Problems Seminar  (482)
Law 476    International Business Transactions (412)
Law 478    Topics in Comparative Law (443)
Law 480    Civil Law  (416)
Law 481    Eastern European & Chinese Legal Systems  (418)
Law 484    Topics in Legal History  (446)
Law 486    Computers and the Law (422)
Change in title:
Law 488* Seminar on Law and Psychiatry
Law 490* Criminology Seminar
Law 492* Seminar on Methods of Empirical Research
Health Care and Epidemiology
New course HCEP 718 Fundamentals of  Clinical Epidemiology
New course PAED 451 Paediatric  Infection and  Immunity
New course PATH 407 (2) Medical Laboratory Toxicology
Change PATH 406 - change in units
Change   in   Program:     Second   Year   B.Sc.    (O.T.)   and   B.Sc   (P.T.)   -    Zoology
303, Vertebrate Physiology, change to provide an alternate equivalent.
Zoology 303, Vertebrate Physiology      3 units
Physiology 301,  Human Physiology 3 units
Changes      CHEM 262 - change hours
CHEM 301, 306 - change prerequisite 8417.
April 24,  1985
Computer Science
Change in Program:
It is proposed that an optional Co-operative Education Program be instituted
for undergraduate students enrolled in programs leading to the B.Sc degree
in Computer Science. It is intended that the program conform to the
definitional requirements of the Canadian Association of Co-operative
Education and that the objectives and administration of the proposed program
be compatible with and similar to those of existing programs in Engineering
and Agriculture.
The proposed program includes eight terms of study and five terms of work
experience normally taken over a five year period. The five years are
normally broken up as follows.
Year 1
F     W     S
Year 2
F     W      S
Year 3
F     W      S
Year 4
F     W
Year 5
F     W
TI    T2   -
T3    WI    W2
T4    T5    W3
W4    T6    W5
T7    T8    Grad
Fall term (September 1 - January 1)
Winter term (January 1 - May 1)
Summer (May 1 - September 1)
Study terms
Work experience terms
Following the splitting of computer Science 215 into CPSC 210 and 213, it
will be possible to fit the usual Computer Science programs into the above
framework.    The recommended Honours program is as follows.
TI, T2
100,101 or 120,121
110,115 or 120
110 or 120
300 or above
Arts Elective
Computer Science
The recommended Majors program is as follows:
T1,T2: Same as Honours
April 24,  1985
Change in program:   (continued)
T6,T7,T8:      CPSC
300 or above
300 or above
Arts Qective
300 or
300 or
MATH elective
Arts Qective
300 or
400 or
300 or
Arts Elective
For those students who do not qualify for CPSC 118, the recommended
program includes CPSC 114, 116 in place of 118, 210 with CPSC 210 being
taken in the summer following the first year. Those who cannot take 210
during the summer can take it during T3 in place of an elective, though
that alternative is not recommended. For the first year of the program,
prior to the splitting of CPSC 215, students may take 215 over the summer,
or may choose the "not recommended" alternative.
The program in mathematical computing and the combined honours program in
Computer Science and Mathematics will be available to Co-op students, and
fit into the above framework. But, students completing a combined honours
program in Physics and Computer Science will not be eligible for the
Co-operative Education Program.
In addition to the usual program, it is proposed that participating
students complete the following sequence of five non-credit courses. 8419.
April 24, 1985
Computer Science (continued)
Qigibility, Selection and Enrolment
Admission to the program normally will be restricted to students who have
been admitted to the second or higher year of the Computer Science B.Sc.
Experience has shown that employers are encouraged to provide meaningful
technical positions if some assurances can be given about the academic
capability, initiative, seriousness of purpose, communication skills and
adaptability of student applicants. These attributes are particularly
important for students in the lower years with limited work experience.
Similarly, the benefits derived by participating in the program are likely
to be substantial for individuals exhibiting these traits.
Therefore, admission to the Co-operative Education Program will normally
require achievement of a sixty-five percent average in the course work of
first and second year. Furthermore, admission to the program will require
applicants to provide evidence, in a resume and in an interview, of their
seriousness of purpose, initiative, communication skills, and adaptability.
Once accepted into the program, students will receive instruction on
"resume writing", "interview skills": and "coping with the work
environment" preceding interviews with employers.
Continued participation in the program by a student will require
satisfactory academic progress, competent performance in each work
placement and a satisfactory work report on each placement.
Total enrolment in the program will be limited both by the availability of
appropriate work placements and by availability of suitable faculty
advisers from the Department of Computer Science.
New courses        CPSC 298 (0) Work Placement I
CPSC 299 (0) Work Placement II
CPSC 398 (0) Work Placement III
CPSC 399 (0) Work Placement IV
CPSC 499 (0) Work Placement V
Calendar Statement:
Co-operative Education is a process of education which integrates academic
study with related and supervised work experience in co-operating employer
An optional Co-operative Education Program is available for students in
Computer Science. The Program is intended to help prepare interested and
qualified students for careers in the computing industry with a minimum of
17.5 months of work placement supervised by practising professionals.
Faculty advisors also visit students at their place of work and provide
advice on technical reports required of all students in the program. 8420.
April 24, 1985
Calendar Statement (continued)
To be eligible, students must be admitted to the second or higher years of
the Computer Science B.Sc program. Selection of students will be based
on academic performance and general suitability to the work environment as
determined by resume and interview. The total enrolment will be subject
to the availability of appropriate work placements and faculty advisors.
The work placements are arranged by mutual agreement between students and
employing organizations. Participating students register for CPSC 298,
299, 398, 399, or 499 as appropriate.
Graduation in the Co-operative Education Program requires a student to
complete each of CPSC 298, 299, 398, 399 and 499, in addition to the
normal academic requirements. Students who complete less than five
courses will have each satisfactorily completed course noted on their
academic record.
Detailed information on the program can be obtained from the Department of
Computer Science or from the Office of Co-operative Education in Brock
Geological Sciences (Implementation 1986/87)
New courses GEOL 200 (1.5) Mineralogy I
GEOL 309 (1.5) Mineralogy II
GEOL 201
GEOL 206
GEOL 226
GEOL 256,
change number, prerequisite (formerly 301)
change number, description, prerequisite
(formerly 306)
change number,
312, 330, 368, 415,
New course
description (formerly 326)
418, 426, 428
change description, prerequisite
change prerequisite, hours
315, 321, 323, 333, 351, 354, 404, 406, 416, 421,
change prerequisite
change number, prerequisite (formerly 204)
change, number, prerequisite (formerly 400)
change description
change number (formerly 435)
change hours, prerequisite to corequisite
change description, prerequisite, hours
change title, description
PHYS 236 (1.5) Mechanics and Heat
PHYS 407, 412 change prerequisite
PHYS 255, 415 APPENDIX 'B'
STAT *251
Deletion  STAT *351
April 24, 1985
change hours, description, prerequisite
and reverse previously approved deletion
ZOOL 340 (3)   change, description, units, hours
ZOOL 408 (1.5/3) change units, description, prerequisite,
ZOOL 440 (1.5)  change units, description, hours,
Change in Program:
Change Honours in Zoology Program to:
Third Year
Arts Qective
Biology 321,334
Zoology 303
Zoology 304
Zoology electivel*2
Fourth Year
Biology 300
Zoology 402
Zoology 440
Zoology 449
Zoology electivel
Science electives
iBiology or Marine Science courses may be substituted for Zoology.
2Zoology 340 recommended.


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