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[Meeting minutes of the Senate of The University of British Columbia] 1993-04-21

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Vancouver Senate Secretariat
Senate and Curriculum Services
Enrolment Services
2016-1874 East Mall
Vancouver, BC V6T 1Z1
Present: Dr. C. E. Slonecker (Vice-Chair), Chancellor L. R. Peterson, Vice-President D. R. Birch, Mr. S.
Alsgard, Dr. A. P. Autor, Mr. J. A. Banfield, Dr. D. M. Brunette, Professor P. J. Bryden, Dr. D. G. A.
Carter, Professor E. A. Carty, Dr. R. L. Chase, Dr. S. Cherry, Ms. L. Chui, Dr. T. S. Cook, Mr. N. A.
Davidson, Dr. K. Dawson, Dr. J. D. Dennison, Mr. W. F. Dick, Dr. G. W. Eaton, Mr. M. A. Fuoss,
Mr. E. B. Goehring, Dean M. A. Goldberg, Dean J. R. Grace, Dr. S. E. Grace, Ms. C. L. Greentree, Dr.
R. D. Guy, Rev. J. Hanrahan, Dean M. J. Hollenberg, Dr. M. Isaacson, Mr. A. Janmohamed, Dr. J. G.
T. Kelsey, Mr. G. Kettyle, Dr. M. M. Klawe, Dr. S. C. Lindstrom, Dr. D. M. Lyster, Dean M. P.
Marchak, Mr. P. R. Marsden, Dean B. C. McBride, Dr. H. McDonald, Dr. J. A. McLean, Mr. R. S.
McNeal, Dean J. H. McNeill, Mr. W. B. McNulty, Dr. L. Paszner, Ms. B. M. Peterson, Dr. C. Price,
Mr. A. A. Raghavji, Professor R. S. Reid, Mr. M. G. Schaper, Mr. A. J. Scow, Dr. R. A. Shearer, Dean
N. Sheehan, Dean C. L. Smith, Dr. L. de Sobrino, Ms. S. J. Spence, Mr. M. Sugimoto, Dr. R. C. Tees,
Mr. G. A. Thom, Dr. W. Uegama, Dr. J. M. Varah, Dr. D. A. Wehrung, Dr. R. M. Will, Dr. D. Ll.
Williams, Mr. E. C. H. Woo, Ms. N. E. Woo, Mr. C. A. Woods, Dr. W. C. Wright, Jr.
Regrets: President D. W. Strangway, Mr. D. A. Anderson, Dean C. S. Binkley, Dean pro tem. M. A.
Boyd, Dr. S. W. Hamilton, Dean A. Meisen, Dr. A. G. Mitchell, Mr. J. A. Olynyk, Dr. R. J. Patrick,
Rev. W. J. Phillips, Dr. P. Resnick, Dean J. F. Richards, Mr. M. M. Ryan, Dr. G. G. E. Scudder, Dr. L.
J. Stan, Dr. J. Vanderstoep.
Observers: Dr. David Hardwick, Professor Tom Knight.
Senate membership
Mr. Stephen W. Baumber - student representative of the Faculty of Forestry
Ms. Elise Brady - student representative at-large
Mr. Bruce D. Burgess - student representative of the Faculty of Dentistry
• Ms. Lica Chui replaces Ms. Brady as student representative at-large
• Ms. Shannon J. Spence replaces Mr. Baumber as student representative of the
Faculty of Forestry
(The replacement for the Dentistry student will be announced at the May meeting)
 Vancouver Senate 10532
Minutes of April 21,1993	
Introduction of student senators
Introduction of student senators
The Chair welcomed the following students who were elected to serve on Senate for a one
year term from April 1, 1993 to March 31, 1994 (one representative elected by each
Faculty + 5 members at-large):
Agricultural Sciences
Mr. Azim A. Raghavji, Second Year Agricultural Sciences
Applied Science
Ms. Christa L. Greentree, Fourth Year Applied Science
Mr. Marc G. Schaper, Second Year Arts
Commerce and Business Administration
Mr. Michael A. Fuoss, Third Year Commerce & Bus. Administration
Mr. Fergus B. N. Horsburgh, First Year Education
Ms. Shannon J. Spence, Second Year Forestry
Graduate Studies
Mr. E. Brian Goehring, Ph.D. Candidate in Geography
Mr. Gord Kettyle, Second Year Law
Mr. William F. Dick, Third Year Medicine
Pharmaceutical Sciences
Mr. Amin Janmohamed, Third Year Pharmaceutical Sciences
Mr. Chris A. Woods, Fourth Year Science
Members at-large:
Ms. Lica Chui, First Year Pharmaceutical Sciences;
Mr. Paul R. Marsden, Fourth Year Arts;
Mr. Regan S. McNeal, Third Year Science;
Mr. Jerry A. Olynyk, Fourth Year Arts;
Mr. Emile C. H. Woo, Fourth Year Pharmaceutical Sciences
Mr. Goehring, Graduate Studies student representative, drew Senate's attention to the
participation of the student senators whose terms had finished on March 31st. He noted
that two students had co-chaired Senate Committees: Mr. Lau, as noted in the previous
minutes, and Ms. Carole Forsythe, co-chair of the Senate Ad Hoc Committee on
University Residences.
 Vancouver Senate 10533
Minutes of April 21,1993	
Minutes of the previous meeting
Minutes of the previous meeting
Dr. Tees l        That the minutes of the seventh regular
Mr. Woo J       meeting of Senate for the Session 1992-93,
having been circulated, be taken as read and
Business arising from the Minutes
ENROLMENT QUOTAS FOR 1993-94 (P.10509)
Material supplied to the Board of Governors concerning Admission Quotas and
Enrolment Planning had been circulated for information. Dr. Birch stated that the Board
of Governors take very seriously their charge of determining, with the approval of Senate,
the quotas for enrolment. He thought that Senate would be interested to know that the
Board requires a significant amount of information concerning resource implications and
the pressures on academic units before making such decisions.
Material from the Faculty of Arts concerning the category called "Mature Students" had
been circulated for information (see Appendix A). Dean Marchak stated that the material
had been provided in the hope that it would correct a number of impressions created at
the previous meeting when discussions concerning this category had taken place.
Chair's remarks and related questions
There were no remarks from the Chair.
From the Board of Governors
Subject, where applicable, to the proviso that none of the programs be implemented
without formal reference to 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.     Awards (pp.10528-30)
ii.      Enrolment quotas and controls (pp.10506-511)
iii.      Establishment of the Stephen M. Drance Chair in Ophthalmology (pp. 10520-1)
iv.      Change in name of the School of Physical Education and Recreation to the School
of Human Kinetics (pp.10521 3)
V.      Change in name of the Department of Microbiology to the Department of
Microbiology and Immunology (pp.10523-4)
 Vancouver Senate 10534
Minutes of April 21,1993	
From the Board of Governors
Results of the election of eleven members of Convocation to serve on Senate for a three-year term
commencing September 1, 1993
David A. Anderson
John A. Banfield
Patrick T. Brady
Donald G. Carter
J. A. S. (Tony) Fogarassy
Stanley B. Knight
Sandra C. Lindstrom
Robert W. Lowe
William B. McNulty
Carole Anne Soong
L. Joanne Stan
Results of the election of faculty members and a librarian to Senate for a three-year term
commencing September 1, 1993
Agricultural Sciences:
George W. Eaton, Professor, Department of Plant Science;
John Vanderstoep, Associate Professor, Department of Food Science
Applied Science:
Michael Isaacson, Professor, Department of Civil Engineering;
Sally Thorne, Associate Professor, School of Nursing
Sherrill E. Grace, Associate Dean, Faculty of Arts, and Professor, Department of English;
Ronald A. Shearer, Professor, Department of Economics
Commerce and Business Administration:
Anthony E. Boardman, Associate Professor, Faculty of Commerce and Business
Donald A. Wehrung, Associate Dean and Professor, Faculty of Commerce and Business
Donald M. Brunette, Professor and Head, Department of Oral Biology;
Michael MacEntee, Professor, Department of Clinical Dental Sciences
Jean Barman, Associate Professor, Department of Social and Educational Studies;
J. Graham Kelsey, Associate Professor, Department of Administrative, Adult and Higher
Stavros Avramidis, Assistant Professor, Department of Wood Science;
David H. Cohen, Assistant Professor, Department of Wood Science
 Vancouver Senate 10535
Minutes of April 21,1993	
Reports of Committees of Senate
Graduate Studies:
David J. Randall, Professor, Dept. of Zoology and Assoc. Dean, Faculty of Graduate
D. Llewelyn Williams, Professor, Department of Physics
Donald J. MacDougall, Professor, Faculty of Law;
Robert S. Reid, Associate Professor, Faculty of Law
Ross T. A. MacGillivray, Professor, Department of Biochemistry and Molecular Biology;
Charles E. Slonecker, Professor, Department of Anatomy
Pharmaceutical Sciences:
Marc Levine, Associate Professor, Faculty of Pharmaceutical Sciences;
Donald M. Lyster, Professor, Faculty of Pharmaceutical Sciences
John Gosline, Professor, Department of Zoology
Harvey; B. Richer, Professor, Department of Geophysics and Astronomy
Elected by the Joint Faculties
Dr. A. P. Autor, Professor, Department of Pathology;
Dr. J. D. Berger, Professor, Department of Zoology;
Dr. T. S. Cook, Assistant Professor, Department of Social and Educational Studies;
Dr. M. G. R. Coope, Associate Professor, Department of Hispanic and Italian Studies;
Dr. J. H. V. Gilbert, Professor, School of Audiology and Speech Sciences;
Prof. M. Quayle, Associate Professor, Department of Plant Science, and School of
Prof. J. A. Rice, Assistant Professor, School of Nursing;
Dr. R. C. Tees, Professor and Head, Department of Psychology;
Dr. E. W. Whittaker, Professor, Department of Anthropology and Sociology;
Dr. R. M. Will, Professor, Department of Economics
Elected representative of the Professional Librarians
Margaret Price, Librarian, Woodward Biomedical Library
Reports of Committees of Senate
Guidelines for the establishment of a Faculty
Dr. Tees, Chair of the Committee, presented the following report which had been circulated:
 Vancouver Senate 10536
Minutes of April 21,1993	
Reports of Committees of Senate
Increasing the number of faculties has implications for academic governance, not just for
the unit seeking faculty status, but for the university as a whole. There are implications
for the size and effectiveness of Senate, the size and composition of the Committee of
Deans as an advisory body to the president and academic vice- president, and the degree
to which academic governance is centralized, as reflected in the number of academic units
and administrators that report directly to the president's office.
For these reasons it is recognized that there cannot be indifference to the number of
faculties at UBC. Any proposal to increase the number, either by raising the status of a
school to that of a faculty, or by accommodating a new area of programming by creating
a faculty, must be carefully considered, and declared benefits to the unit seeking faculty
status must be examined in this context.
i.      Senate Size and Effectiveness
Under the University Act (Section 34), creation of a new faculty adds four members to
Senate—a dean, one faculty member, and two students. The present Senate has 87
members. If UBC were to have seventeen instead of twelve faculties, as is the case, for
example, at the University of Western Ontario, Senate would have 107 members.
The effectiveness of Senate is not just a function of its size. For it to work well, all parts of
the university community must have effective representation in the Senate. Academic units
and programs are represented in Senate by their dean and their faculty and student
representatives. In the case of a small or professional faculty, this tends to constitute a
more direct representation than exists in the case of a large faculty encompassing several
disciplines or professional programs (departments and schools), where both the dean and
representatives of faculty and students may have to represent and speak for interests
outside their discipline or program of study. This kind of indirect representation is
inevitable in a large university, if Senate is to be of manageable size. The question is how
well is it achieved? Do faculty and students so represented have an effective voice in
The answer to this question is unlikely to be found, in the particular instance, in the
performance—adequate or inadequate—of the representational role of incumbent senators.
It must be looked for, instead, in the academic and organizational integrity of a faculty, as
constituted, as well as in its everyday functioning and "culture" (inter-relationships).
There are two issues to be addressed in this respect. First, is the diversity of programming
in a faculty of such a nature as to lead to the conclusion that interests of a particular unit
or discipline within a faculty, say for example a school, cannot be represented indirectly
in Senate? Or alternatively, are there compelling reasons from the viewpoint of the
university or the wider community for a particular discipline within a faculty, say for
example a school, or program to be represented directly in Senate, which can be assured
only by faculty status? Secondly, is there basis for concluding that due to the diversity and
size of units or disciplines that make up a faculty, and the absence of a shared identity,
faculty and students in a particular program are unable to be elected to Senate?
 Vancouver Senate 10537
Minutes of April 21,1993	
Reports of Committees of Senate
Insight into the latter question can be obtained from the experience of recent elections to
Senate. Have a school's faculty and students been nominated regularly for Senate and
failed to get elected? Is there a history of apparent little interest in Senate, and a
willingness to be represented by others? The question whether a dean can effectively
speak for a discipline or profession unrelated to, or far removed from, his or her own may
also be relevant. This is a question related to the cognateness of a faculty's programs and
mission, which is discussed briefly below. That he or she may not always be able to do so
is anticipated in the regulation of Senate,1 seldom used, that permits a director to present
in person to Senate matters of special interest to his or her school.
GUIDELINE 1— The effectiveness of a school's or other unit's
representation in Senate is an important consideration in deciding whether
to grant faculty status. This consideration must be tempered by a concern
for the impact of change on the overall size and representativeness of
Senate, and realization that many programs and units in the university
must continue to be represented in Senate indirectly through a dean,
faculty, and students who may be in another discipline.
ii.      Appointment, Reappointment and Promotion of Faculty
The negotiated Agreement on Conditions of Appointment for Faculty (see Faculty
Handbook) recognizes a three-tiered structure of collegial and administrative involvement
in decisions affecting the appointment, reappointment, tenuring, and promotion of
members of faculty holding appointments without review. This document establishes and
defines the role of a faculty member's immediate colleagues and administrative head in
such decisions, as well as that of colleagues at the faculty and university levels. It is based
on the norm of departmentalized faculties where a department head, on the advice of an
advisory committee initiates all recommendations relating to appointment,
reappointment, tenure, and promotion.
The role of faculty committees and the Senior Appointments Committee in this process is
two-fold—to assure and maintain faculty- and university-wide standards of performance
and achievement for faculty, and to provide a dynamic and responsibility for these
standards that is conducive to their improvement. The Faculty Handbook, to ensure the
viability of collegial input at the departmental level, as well as preserve the anonymity of
the advice given, provides for the expansion of a head's advisory committee by the
addition of faculty members from outside the department, when numbers are small. There
is thus explicit recognition of a minimum size of a department for the provisions of the
Handbook governing conditions of appointment, reappointment and promotion to apply
as intended. Presumably the same holds for a faculty that is too small or has too few
colleagues eligible to serve on mandated advisory committees.
1 See Appendix A for motion of Senate 1949 establishing schools and regulating their governance.
 Vancouver Senate 10538
Minutes of April 21,1993	
Reports of Committees of Senate
It is at the level of the Senior Appointment's committee where the difference in the
administrative scrutiny and collegial assessment received by recommendations for
appointment, tenure and promotion in departmentalized and non-departmentalized
faculties is most apparent. The Senior Appointments Committee, for the departmentalized
faculty, represents a third level of assessment, after a recommendation has been initiated
and approved by a candidate's department or school, and supported at the faculty level
where it must be considered by a dean's advisory committee. Furthermore, the dean's
advisory committee, like the Senior Appointments Committee, is composed for the most
part, if not entirely, of persons outside the candidate's discipline or field of study, whose
knowledge of the candidate is based primarily on the documentation presented.
This situation is different from that of a recommendation reaching the Senior
Appointments Committee from a smaller, non-departmentalized faculty. Such a
recommendation has had no second-level scrutiny, nor has it been considered by persons
other than the candidate's immediate colleagues and his or her dean. It is also presented
and argued before the Senior Appointments Committee by the candidate's dean, who in
this case is also the administrator responsible for initiating the recommendation at the
first level. (In this connection it is interesting to note that department heads and directors
of schools do not serve on the Senior Appointments Committee on the grounds that they
would be required, or would have the opportunity, to participate in the assessment of
recommendations that they had initiated and supported at the department or school
GUIDELINE 2 — That any new faculty be of a size and complexity that
permit departmentalization in conformity with the norms for
administrative review of, and collegial participation in, decisions relating
to appointment, reappointment, tenure and promotion as laid out in the
Agreement on Conditions of Appointment for Faculty. Particular attention
should be given to the viability of advisory committees in relation to the
number of eligible members of appropriate rank available to serve on
iii.      The School within its Faculty
The 1949 motions of Senate establishing and governing schools (Appendix A) recognized
them as "mainly professional or vocational in character", as offering a "specialized"
curriculum, and as having policies that "do not generally affect policies in other
departments to any great extent". Despite their distinctiveness and "special problems",
schools were clearly envisaged by Senate as forming an integral part of an academic
community defined by the boundaries of the faculty in which they were situated. Senate
gave the school council jurisdiction over "matters pertaining only to the school", but saw
fit to grant the dean discretion over whether these matters would also have to be referred
to the faculty for approval before being forwarded to Senate. The 1949 motions explicitly
stated that "all other academic matters" had to be referred to the faculty for approval.
The relatedness of a school's mandate to that of its faculty and the faculty's departments
is reflected in the provision that schools' councils consist of a school's faculty members
and "representatives of closely related departments".
 Vancouver Senate 10539
Minutes of April 21,1993	
Reports of Committees of Senate
Practice in many cases has not conformed to Senate's intentions and instructions with
respect to schools. Schools were established that did not share a sense of mission and
community with departments and other schools in their faculty to the extent envisaged by
Senate, if indeed at all. As a result, some schools have been accorded a degree of
independence in the conduct of their affairs not intended by Senate. Academic matters
have been deemed to be of interest to the school only, and for this reason, are not
required to be approved by a faculty committee and the faculty as a whole before being
forwarded to Senate. They act, in this respect, much like mini-faculties.
The relative independence from the academic governance of its faculty both reflects and
contributes to a sense of apartness in a school, which is bound inevitably to raise the
question whether it belongs, and whether it might not be better off, or no worse off, if it
were to become a faculty. Only in the Faculty of Arts do schools seem to be integrated
into the academic, as distinct to budget and personnel, committee structure of the faculty
in a manner if not exactly contemplated, then encouraged, by Senate in 1949. The
absence, with two recent exceptions, of school faculty serving as an assistant or associate
dean of their faculty, not to mention dean, also presumably does little to enhance a feeling
of belonging on the part of a school, and of being more than an anomaly within the
faculty structure, or an appendage to it.
After all is said, there remains the question of how disparate can the programs
administered within a faculty be, and there be, equally accessible to all programs, the
academic leadership and environment, not to mention resources, needed to assure their
wellbeing and future development. In other words, how cognate, if at all, must be the
various programs and academic endeavours of a faculty? The answer to a large extent
depends on how a faculty is viewed and defined. For example, is it foremost an academic
body, or an administrative body, or both? The same enquiry can be raised with respect to
the role of dean. Is the dean viewed as the academic leader of the entire faculty, of the
schools as well as of departments, or does this role or aspect of the dean's job tend to be
assumed, in the case of schools, by their directors? The reality is that it probably does,
especially in the case of professional schools with wide outside involvement in
professional organizations and the community.
It is reasonable to assume that Senate, in establishing schools, saw the director and not
the dean as providing leadership in all matters particular to a school's professional or
vocational existence, and with respect to the associations with outside organizations that
this entails. Such a view or model of the complex faculty suggests that the dean's role as
academic leader is restricted primarily to his or her discipline or general area of
competence, which means, barring the possibility that the dean holds an appointment in a
school, to the faculty's departments. For the school, the dean becomes essentially a
provider, and an advocate and expediter before Senate and in the president's office.
But if we accept that a faculty, regardless of its complexity, is an academic unit, and
comprises an academic community, it seems reasonable that a sense of belongingness and
purpose be shared by all who hold appointments in the faculty.
 Vancouver Senate 10540
Minutes of April 21,1993	
Reports of Committees of Senate
In some cases this shared feeling has come easily, through an affinity of disciplines or
professional concern, or a shared history, while in the case of other schools the basis for
its existence is less evident, or non-existent. A majority of UBC's schools have evolved
from within their faculty; others have been created and "attached". Schools are the
product of the development and evolution of the university's mission, and for this reason
it must be recognized that what was once considered their appropriate place in the
organizational structure of the university, may no longer be so. This the university must
be capable of doing and acting upon. The interests of the school and the university may
be best served if a school becomes a faculty.
GUIDELINE 3 — As an academic community, a faculty should be
comprised of departments or departments and schools that share similar or
common educational goals, and at lest to some extent are inter-dependent
and mutually reinforcing in the achievement of their respective goals.
Measures of the latter may include the exchange of students in elective or
required courses, joint research, and shared human and physical resources.
GUIDELINE 4 — A school should be involved in a meaningful way in the
academic governance of the faculty in which it is located, and similarly,
members of departments and other schools in that faculty should have the
opportunity to participate, where appropriate, in academic decision-making
affecting a school.
i.      Organizational Structure
The issue here is largely one of the degree of centralization in administrative structure and
processes that is appropriate for a university of the size and complexity of UBC.
Perspectives on this issue may not always be reconcilable with otherwise held views on
optimum organization. In a very large organization that can invoke a sense of
powerlessness, or even of neglect, it is natural that everyone would wish to be represented
directly at, or report to, the "centre". Yet everyone also recognizes the importance of
decentralized decision-making and responsibility. In the large university, the benefits of
faculty status depend to a significant extent on there being relatively few faculties,
although this may not always readily be seen as being the case.
The number of faculties defines the role of the president and vice president academic, to
the extent that the nature of the decisions they must make, and the information level
needed to make these decisions, depends on the number of administrators (deans of
faculty) who report directly to them. It also, of course, defines the role and the scope of
activities of deans. The organizational pyramid provides the balance between the need for
control and accountability at the centre and the need for decentralization which, within
the context of university governance and collegiality, has an appropriateness of its own.
The present organizational
 Vancouver Senate 10541
Minutes of April 21,1993	
Reports of Committees of Senate
structure at UBC of faculties, schools and departments is intended to provide such
balance, and probably does in an acceptable, albeit less than perfect, way. Any argument
to increase significantly or even incrementally the number of faculties has to be weighed
carefully against any possible harm that might be done to this balance.
The number of faculties also has important implications for the manner in which
resources are allocated within the university, or more specifically among academic
programs. Faculty budgets are determined by the president's office, not without regard to
the needs of departments and schools, but with the understanding that they are best
attended to by allocations and reallocations within a global faculty budget. This approach
to budgeting has proven to be sufficiently flexible to permit ear-marked funding from the
centre, as well as additions to faculty budgets for the specific purpose of meeting the
needs or program initiatives of a particular department or school. Its great advantage for
the sub-faculty unit (department or school) is that the competition for funds and the
important decisions affecting its budget occur at a level where its goals and objectives are
likely to be best understood, and where support for them, and if necessary, articulation of
them to a wider university community is likely to be greatest. The role of a dean, working
together with a director in advancing the interests of a school, must not be
underestimated, and should always be compared to the situation that would exist if the
school were a faculty having to compete for resources in a larger arena, and on its own-
especially if the number of faculties so competing were to increase much beyond the
present number.
GUIDELINE 5 — The implications that an increase in the number of
faculties has for the organizational structure of the university, as this relates
to the administration of academic units and programs, should be carefully
considered. There are implications for both the unit seeking faculty status
and other faculties, and for the university as a whole, of having decision
making and responsibility presently located at the faculty level moved to the
president's office.
ii.      The Committee of Deans
As an advisory and consultative committee to the president and academic vice-president,
the Committee of Deans plays the important role of bringing together the different and
often seemingly conflicting interests of the faculties for the purpose of articulating a
university point of view or position. Consisting of the university's senior academic
administrators, it also quite properly advises on all issues and matters affecting the
wellbeing of the university. It is therefore important that the Committee of Deans be as
representative as possible, i.e., be able and be seen as being able to speak effectively and
equally for all parts of the academic community. This ability depends more on the
composition of the committee, or on the basis on which faculties have been constituted,
than it does on the actual number of faculties or of deans on the committee.
 Vancouver Senate 10542
Minutes of April 21,1993	
Reports of Committees of Senate
Some would claim that the Committee of Deans at present does not reflect as sensitively
as it might the extent of interests represented by the existing faculties, and that any
change in the committee's composition and size should be directed at improving its
representativeness. For example, two of the twelve faculties—Arts and Science— account
for nearly half of total student enrolments in the university, and several of their
departments have more members and students than several faculties directly represented
on the committee. The same two faculties, representing the university's programs in the
liberal arts and the sciences, have the same voice on the committee as Agricultural
Sciences and Forestry, which together account for less than four percent of university
enrolments. The Health Sciences, with a little over six percent of total university
enrolments, have three representatives on the Committee of Deans, and in the past have
had four when the office of Co-ordinator of Health Sciences was held by someone other
than an incumbent dean. Nine of the twelve deans represent professional faculties.
GUIDELINE 6 — The implications that the creation of an additional faculty
has for the effective functioning of the Committee of Deans should be
carefully considered. If they appear to increase present imbalance attributable
to the different size of faculties or the strength of the representation some
areas of the campus or academic community have on the committee, the
benefits of a new faculty must be weighed against this disadvantage.
The possibility of enhanced resources may well be one of the motivations for a school to
seek faculty status. In today's financial climate, budgetary demands may also explain why
a faculty would be willing to accede to a school's wish to seek needed funding elsewhere.
There may be a desire by the school to insulate its budget from retrenchment. The
experience at UBC the past ten years or so clearly suggests that the smaller professional
faculties have indeed fared better in this regard than have the large complex, multi-
program faculties. Yet it is also true that the degree of retrenchment of the latter faculties
has not always been reflected in cutbacks of schools' budgets.
It is difficult not to imagine that a new faculty would not represent a new spending centre
for the university. The idea that granting faculty status does not have associated with it
additional costs is not tenable. For example, cursory examination of faculty
establishments indicate that the smallest faculties have one, or more frequently two,
assistant or associate deans. There are also in most situations faculty or decanal funds
which, with today's tight budgets, are unlikely to be apportioned, if at all, in a manner
adequate to the needs of a fledging faculty. The goodwill and aspirations attendant a new
faculty are in themselves sufficient to give a boost to funding, and it would be foolish to
assume that the university would not respond accordingly.
GUIDELINE 7 — The budgetary implications of granting faculty status to a
school must be carefully considered and estimated, with an undertaking to
keep costs within these estimates for a specified period of time. The estimated
cost of establishing a new faculty should be prioritized in relation to the other
demands and needs of other faculties.
 Vancouver Senate
Minutes of April 21,1993
Reports of Committees of Senate
Each university is organized into faculties, schools and other academic units in a way that
reflects its unique history and the circumstances that have attended change and growth. A
look at the organizational structure at major Canadian universities (Appendix B) suggests
no norm or typical structure. UBC most closely resembles McGill and Dalhousie in the
number of schools, although is probably unique in requiring that all schools be a
constituent part of a faculty. Some schools, e.g., at Western, Toronto and Queen's, are
schools in name only, with deans who report directly to the president or president's office.
Half of the universities looked at are organized almost exclusively into faculties or schools
that function as faculties. Not surprisingly, these are also the universities with the largest
number of faculties.
The argument can and has been made that a school at UBC should be a faculty because
most of its counterparts elsewhere in Canada are faculties with deans rather than schools
with directors. This is essentially an argument for status and recognition, and for this
reason should be examined carefully for substance. The notion that a school's wellbeing is
tied to its name or perceived status within its university's structure is not held universally,
as evidenced by the fact that some schools at Eastern universities have chosen to retain
their name after being accorded what amounts to from an organizational point of view,
faculty status. As indicated in table 1 (see below), no school at UBC is in an anomalous
situation in terms of its designation or status as a school. Some schools' programs at UBC
— music is a good example—are taught in departments at other universities, a fact that is
not evident from the table.
Table 1
UBC School of
Faculty at
School at
Calgary, Manitoba, Toronto5
Audiology & Speech
Community &
Regional Planning
Family & Nutritional
Library, Archival &
Info Sc.
Toronto, U.W.O.
Alberta, Dalhousie
McGill, Toronto,
Calgary**, Manitoba
Calgary, Alberta, U.W.O.,
Saskatchewan, Toronto,
Dalhousie, McGill, Manitoba,
Physical Education
Calgary, Alberta, U.W.O.,
Manitoba, Saskatchewan
Dalhousie, Toronto, Queen's
 Vancouver Senate
Minutes of April 21,1993
Reports of Committees
of Senate
Alberta                                              Dalhousie, McGill,
McMaster, Queen's,
Social Work
Calgary, Manitoba, Toronto           Dalhousie, McGill
* called a school** in
Faculty of Fine Arts
The fact that some or even a majority of universities can be pointed to as an example is
hardly compelling in the absence of other argument. The issue should be what is
appropriate for UBC in the context of its governing structure and how it relates to, and
contributes to the academic wellbeing of, a particular school.
GUIDELINE 8 — The example of other universities where the counterparts
of a school at UBC have faculty status, and/or are headed by a dean, is not
a compelling argument for a change in organizational structure and
governance at UBC. Acceptance of such an argument would require
evidence of disadvantage of maintaining a school's present status, or of real
benefits to be derived from changing it.
Should it be concluded that, for whatever reason, the status of a school within its faculty
is inappropriate, other remedies than granting it independent status as a faculty should be
considered. UBC's organizational structure has grown by a process of accretion, without
plan and regard to its ability to continue to accommodate growth and the changing needs
and role of units within the structure.
The standard response should not be to create another faculty. This may not be the most
appropriate solution for the school, or for the university as a whole, given the
implications such a change has for the manner in which the university is governed. More
fundamental change, such as the restructuring of the existing pattern of faculties and
schools, including the amalgamation of present faculties, may be required to meet the
need for change and to provide for it in the future. The transfer of a school to another
faculty may also be a solution.
GUIDELINE 9 — Alternative solutions to granting a school faculty status
should be carefully considered, in view of the appropriateness of faculty
status in relation to the requisites of a conducive academic environment,
and of the implications an increased number of faculties has for the
governance of the university. The transfer of a school to another faculty, a
restructuring of the existing pattern of faculties and schools, and the
amalgamation or combination of existing faculties may be a more
appropriate response to the need for change.
 Vancouver Senate 10545
Minutes of April 21,1993	
Reports of Committees of Senate
FEBRUARY 16, 1949 (pp 1476-1477)
Report of the Committee Appointed to Examine the Organization of the University
Dean Chant, Chairman, presented the report of the Committee on the Organization of the
University as adopted at the meeting of January 7th, which reads in major part, as follows:
Within a Faculty departments appear to fall, at present, into one or other of two
categories. Generally speaking, those of the first category, with which this Committee is
concerned, are characterized as follows:
a. their courses are mainly professional or vocational in character;
b. they offer a specialized curriculum leading to a distinctive degree;
c. because their courses are ordinarily restricted to students following the specialized
curriculum, their policies do not generally affect policies in other departments to
any great extent;
d. they have a relationship with outside professional bodies, which is not only
desirable, but is necessary because of professional requirements which must be
considered when designing the curriculum;
e. they have, therefore, special problems which in many other universities have given
rise to a somewhat different position than that belonging to a department.
The committee, therefore, recommends:
1. that within a Faculty and under the Dean of the Faculty, departments falling in the
first category described above may, on approval by Senate and the board of
Governors, be designated as "schools" and their heads as "directors ";
2. that faculty consist of members of "faculty" status in all the departments and
schools of which the Faculty is composed;
3. that the Dean of the Faculty, in consultation with the Director appoint a council
for each school consisting of all members of "faculty" status in the school and
representatives of closely related departments;
4. that any matters pertaining only to the school be referred to the council of the
school; any matters dealt with by the council of the school may, at the discretion of
the Dean, be referred to the Faculty;
5. that all other academic matters be referred to the faculty;
6. that Senate, at its discretion and on request of the council, permit the Director of
the school to present in person to Senate matters of special interest to the school.
 Vancouver Senate 10546
Minutes of April 21,1993	
Reports of Committees of Senate
The committee wishes to point out that adoption of the above recommendations would
not prevent any department or school from becoming a Faculty, if Senate and the Board of
Governors so decide. It would, however, without additional cost, or alteration to the
University Act, provide a wider latitude in meeting problems of organization.
Members of the committee feel that the scheme meets all the requirements considered
desirable by those departments with special problems. Furthermore, by such an
arrangement, the Director of a school would be relieved from the necessity of dealing with
many matters which have no direct bearing on his school, and would be given greater
freedom of action in dealing with his special problems more expeditiously than if all
matters had to be referred to faculty.
Dean Chant        "i That this report be approved in principle.
Dean Gage '
(Faculties unless otherwise indicated)
Source: Commonwealth Universities Yearbook, 1992; also reference to university
Note: The following information is not in every case an accurate reflection of the
organizational structure of the university, although it is assumed that deans report directly
to the president. Not all units headed by deans are faculties; and some schools are a
constituent part of a faculty, as is the case at UBC, while others appear not to be. It is
assumed that schools headed by a dean have a status equivalent to that of a faculty.
Continuing Education Law
Education Management
Engineering Medicine
Environmental Design Nursing
Fine Arts Physical Education
General Studies Science
Graduate Studies Social Sciences
 Vancouver Senate
Minutes of April 21,1993
Reports of Committees of Senate
Agriculture and Forestry
Home Economics (moved to Agriculture?)
Pharmacy & Pharmaceutical Sciences
Physical Education and Recreation
Rehabilitation Medicine
Graduate Studies and Research
Native Studies (program listed under Arts)
Library and Info Studies (in Faculty of
Arts and Social Sciences
Graduate Studies
Health Professions
Nursing (in Faculty of Health Professions)
Library and Information Studies
Physical and Health Education
Environmental Studies
Social Work
Human and Communicative Disorders
Occupational Therapy
McGILL (15 inch Admissions and Students)
Agricultural and Environmental Sciences
Continuing Education
Graduate Studies and Research
Nursing (in Faculty of Medicine; Director of
Nursing is also Associate Dean (Nursing) in the
Faculty of Medicine)
Computer Science (in Faculty of Engineering)
Human Communicative Disorders (graduate
professional programs only)
Architecture (graduate programs only)
Religious Studies
Graduate School of Library and Info Studies
Urban Planning (graduate program)
Social Work
Occupational Health (graduate programs only)
Physical and Occupational Therapy (in Faculty
of Medicine)
 Vancouver Senate
Minutes of April 21,1993
Reports of Committees of Senate
School of Graduate Studies
Nursing (in Faculty of Medicine)
Health Sciences
Social Sciences
Occupational Therapy and Physiotherapy (in
Faculty of Medicine)
Agriculture and Food Sciences
Continuing Education Division
Graduate Studies -
Human Ecology
Physical Education and Recreation Studies
Social Work
QUEEN'S (9 incl.Women)
Applied Science
Arts and Science
School of Business
School of Graduate Studies and Research
Physical and Health Education
Rehabilitation Therapy
School of Nursing
Industrial Relations
SASKATCHEWAN (12) (Faculties are
Arts and Science
Graduate Studies
[Has a School of Physical Therapy headed
called colleges at Saskatchewan)
Physical Education
Veterinary Medicine
by a director]
 Vancouver Senate
Minutes of April 21,1993
Reports of Committees of Senate
Applied Science and Engineering
School of Architecture and Landscape
Arts and Science
School of Graduate Studies
[Has a School of Physical and Health Education headed by a Director]
Library and Information Science
Social Work
Applied Health Sciences (Departments of
Communicative Disorders, Occupational
Therapy, and Physical Therapy)
School of Business Administration
Graduate Studies
Graduate School of Journalism -
Library and Information Science
Part-Time and Continuing Education
Social Science
In speaking to the report, Dr. Tees reminded Senate that at the November 18, 1992
meeting the Academic Policy Committee was charged to advise Senate on how the matter
of Faculty status for a School in general would be decided. Dr. Tees explained that the
Committee was recommending that a specially selected (ad hoc) committee of Senate be
appointed at a time a proposal for a change in the organizational structure of the
University involving the creation of a new Faculty comes before Senate. To this end, the
Committee had constructed a set of guidelines, together with explanatory text,
background information and a copy of the 1949 report of the Committee Appointed to
Examine the Organization of the University that focussed on the nature of a School. The
guidelines would provide some guidance to the ad hoc committee and also to a School
that would like to make a proposal to have its status changed.
 Vancouver Senate 10550
Minutes of April 21,1993	
Reports of Committees of Senate
Dr. Tees l        That the report be approved and that the
Dean Sheehan i       guidelines for the establishment of a Faculty,
outlined in the report, be utilized by a specially
appointed fad hocj committee of Senate for
consideration. This committee will report to
Senate on the advisability of the proposed
change, and if appropriate, may recommend
Professor Carty drew attention to the second paragraph under the heading Organizational
Structure, and in particular to the section which reads: "...The organizational pyramid
provides the balance between the need for control and accountability at the centre and the
need for decentralization which, within the context of university governance and
collegiality, has an appropriateness of its own. The present organizational structure at
UBC of faculties, schools and departments is intended to provide such balance, and
probably does in an acceptable, albeit less than perfect, way. Any argument to increase
significantly or even incrementally the number of faculties has to be weighed carefully
against any possible harm that might be done to this balance." Professor Carty questioned
the validity of the assumption that the University does operate in a balanced way under
the present organizational structure. She felt that the implication that increasing the
number of Faculties might harm the balance already in existence was discouraging to
those units who might want to become Faculties.
Professor Carty also referred to Guideline 2 concerning the complexity of
departmentalization, and questioned whether all of the existing Faculties conformed to
this guideline.
In response to Professor Carty's comments, Dr. Tees recognized that not everyone would
agree with every word or assumption in the report. However, he felt that the report
reflected the sentiments and thoughts of the Committee to the extent that they are
 Vancouver Senate 10551
Minutes of April 21,1993	
Reports of Committees of Senate
Dr. Will emphasized that the guidelines were a model, not an attempt to justify reality.
Therefore if there was an anomaly, or something that is clearly not being served by the
model, then there might be justification for a change. In response to a query by Mr. Woo
concerning the time frame for dealing with the proposal for Faculty status from the
School of Nursing, Dr. Tees explained that the first step was to deal with the general issue
of how Senate should deal with proposals for Faculty status.
The motion was
put and carried.
Professor Carty informed Senate that as the guidelines for the establishment of a Faculty
had now been instituted, the School of Nursing would like to take the opportunity to
review their original proposal for Faculty status and attempt to frame it in relation to the
specific guidelines.
Dr. Will, Chair of the Committee, presented the report on admission requirements for the
M.A., M.Sc, and M.P.E. Degrees, the Master of Arts in Vocational Rehabilitation
Counselling, the Master of Architecture, and the Ph.D. program in Law, and a proposed
enrolment quota for the Faculty of Law.
Faculty of Graduate Studies - admission requirements for the M.A., M.Sc, and M.P.E. degrees
Dr. Will noted that although the name of the School of Physical Education and
Recreation had been changed, the M.P.E. degree would not be changed to M.H.K. until
the proposed change had been approved by the Faculty of Graduate Studies and Senate.
 Vancouver Senate 10552
Minutes of April 21,1993	
Reports of Committees of Senate
The Committee recommended approval of the following statement:
Admission requirements: Students entering the M.A. program will be expected to
have a background in arts or management whereas students entering the M.Sc.
program will be expected to have a background in the sciences. Students entering
the M.P.E. program must have a B.P.E. degree or its equivalent. Admission to all
programs requires a First Class standing (80% or above) in at least 12 credits of
work relevant to the chosen program of study, and at least an upper Second Class
standing (74% or above) in the remaining course work in the Third and Fourth
Year level.
Faculty of Graduate Studies - admission requirements for the Master of Arts in Vocational
Rehabilitation Counselling
The Committee recommended approval of the following statement, subject to the
inclusion of a sentence specifying that successful applicants must have an undergraduate
degree with a standing that is acceptable to the Faculty of Graduate Studies:
Admission will be based on three factors. First, the applicant must have an
undergraduate degree preferably with a concentration in a related area such as
psychology, occupational therapy, social work, special education, human resources
management, or nursing. In addition, the applicant will normally be required to
have work experience, either paid or volunteer. Finally, letters of reference
attesting to the applicant's personal suitability for the field will be required.
Prospective students are encouraged to contact the program coordinator to discuss
their individual situations.
Faculty of Graduate Studies - admission requirements for the Master of Architecture
The Committee recommended approval of the following statement on admission:
Students entering the program should demonstrate interest and potential in the
broad field of the creative arts and architecture. Prior instruction and experience in
the arts, crafts, or other design oriented activities, with emphasis on visual
communication in various media, is extremely valuable. Similarly, the selection of
university courses covering a broad
 Vancouver Senate 10553
Minutes of April 21,1993	
Reports of Committees of Senate
range of studies in the arts, humanities and social sciences on the one hand, and
the physical and applied sciences on the other, offers a desirable breadth and mix
of academic experience. Irrespective of specific degree requirements within various
faculties or universities, the School of Architecture considers it desirable that
entering students have completed university-level course work in mathematics,
English literature and composition, and a survey course in architectural history.
For students seeking general information and guidance in preparation for entry to
the School of Architecture, a brochure entitled, Information for Prospective
Students is available from the School on request.
Candidates for admission will be of two types: (1) those holding a Bachelor's
degree from a recognized university who have achieved First Class standing (80%
or above) in at least 12 credits of course work and at least an upper Second Class
standing (74% or above) in the remainder of the course work in the last two years
of undergraduate study, or their equivalent in the case of a student completing the
undergraduate program on a part-time basis; (2) in special circumstances, designers
who demonstrate advanced artistic achievement and would benefit from the
program. Applicants must demonstrate aptitude for the study of architecture and
creative potential. Applicants must submit all of the following by March 31
(except as specified in (b) below):
a) Two application forms - (a) "Application for Admission to the School of
Architecture" and (b) "Application for Admission to Graduate Studies."
b) Two official transcripts of all post-secondary study completed to date,
including mid-year (December) grades, should accompany the application
or be forwarded to the School not later than March 31. An evaluation will
be made on the basis of these transcripts and a letter of conditional
acceptance may then be issued. To satisfy the conditions of acceptance, two
official transcripts confirming that the degree has been awarded must then
be received by the School no later than June 30.
c) A brief biographical summary, including chronology and description of
education, travel and work experience.
d) A portfolio containing evidence of creative work consisting of original
sketches, drawings, paintings, sculpture, crafts, photography, or other
similar work. Additional information and instructions pertaining to the
presentation of this portfolio is given in the Information for Prospective
Students brochure issued by the School.
e) Statement of Interest outlining the reasons for wishing to study architecture
and why the appellant has chosen the School of Architecture at The
University of British Columbia.
 Vancouver Senate 10554
Minutes of April 21,1993	
Reports of Committees of Senate
f)   Three confidential letters of reference from persons familiar with the
applicant's experience, interests, and abilities relevant to the study of
architecture. These must be sent directly to the School of Architecture by the
Some applicants who meet entrance requirements may not be accepted because of
limitations in the number of available places. All admissions must be approved by
the Faculty of Graduate Studies.
All applicants to the School should note that a Workshop Course is mandatory for
entering students. This workshop course is an integral part of the design program
in First Year. It is normally of two weeks duration and commences about mid-
August. Dates and other particulars concerning the Workshop Course are normally
provided with the letter of acceptance. Students who are unable to attend the
complete Workshop Course, or who fail to remit the course fee by the prescribed
time, will have their admission cancelled. A workshop fee of $450 is payable
within two weeks of the date of an applicant's acceptance of admission. After this
time, no refund is possible.
Students accepted for admission to the School who subsequently find that they are
unable to attend must re-apply for admission at a later date. A student whose
application is rejected may seek the advice of the School before submitting a new
application. The advice may include pursuit of academic studies or of specific
kinds of experience.
Admission requirements for the Ph.D. in Law
The Committee recommended approval of the following statement:
A candidate for admission to the Ph.D. program must have demonstrated the
qualifications to conduct independent original research and analysis that makes a
scholarly contribution to the field of law. The candidate must have a Master of
Laws (LL.M.) degree or its equivalent from an approved institution in a field of
specialization that would support the applicant's Ph.D. research program.
Admission decisions are based on the candidate's thesis proposal, letters of
reference, and prior academic performance. A candidate's admission is not
complete until the application has been accepted and the course of study has been
approved by the Faculty of Law. Applicants who choose to demonstrate their
English Proficiency by means of TOEFL will require a score of 600". See "English
Language Proficiency Requirements.
 Vancouver Senate 10555
Minutes of April 21,1993	
Reports of Committees of Senate
Dr. Will l        That the admission requirements for the M.A.,
Dean Grace i        M.Sc, and M.P.E. Degrees, the Master of Arts
in Vocational Rehabilitation Counselling, the
Master of Architecture, and the Ph.D. program
in Law, be approved.
Dr. Shearer reported on the proposed enrolment quota for the Faculty of Law. He
explained that the proposed enrolment quota of 180 students in the First Year of the
LL.B. program was based on an academic decision to change the structure of the program
offerings in the Faculty of Law with their existing resources. The proposal involves
expansion of the graduate program including the introduction of a Ph.D. program, while
at the same time restricting the undergraduate enrolment and transferring the human
resources from one set of programs to the other. The effect is a rather large reduction in
enrolment at the LL.B. level because the resources are to be freed up for the graduate
program. This appears to be unavoidable because of the structure of the first year
offerings. There is also a budgetary aspect in that the Faculty of Law has one of the
highest student/faculty ratios in the country. The Faculty of Law felt that it would be
impossible to expand the graduate program without a rearrangement of the existing
resources. The Committee had been assured that appropriate consultation had taken place
with the Law Society and that there was general support for the proposal. Students had
also been consulted and although opinions were divided, in general there was
understanding and support for the proposal. Dr. Shearer also noted that the proposal
involves retaining the existing admissions both to the First Nations program and the
admission of students at the Dean's discretion, primarily mature students, students from
visible minorities and students with special needs.
 Vancouver Senate 10556
Minutes of April 21,1993	
Reports of Committees of Senate
Dr. Shearer l        That, commencing in 1993-94, the Faculty of
Prof. Bryden i        Law will admit up to 180 students into the
First Year of the LL.B. program.
Dr. Chase suggested that perhaps there were already enough law schools in Canada
generating graduate students with advanced degrees, which presumably produce all the
faculty needed by law schools. In response, Dean Smith read to Senate a letter from an
external reviewer in which it was stated that creating a doctoral program at UBC was
long overdue. Reasons stated in the letter were: that UBC has had a strong graduate
program for many years, strong Pacific rim connections, and the specialists on faculty
needed for such a program. Further, the existing doctoral programs in law in Canada
offer only about 10 to 12 places per year. As a result Canada loses many good candidates
to U.K. and U.S. schools, some of whom are lost to the Canadian system forever. Dean
Smith stated that, based on that opinion, and upon the demand for the program, the
Faculty of Law was confident that the program would be filling a need.
In response to a query by Dr. Isaacson concerning the small number of students to be
admitted to the Ph.D. program, Dean Smith stated that the Faculty had set a target of
approximately 10 Ph.D. students in the system at any one time.
Dr. Shearer pointed out that Senate was not being asked to approve a quota for the Ph.D.
Mr. Kettyle, Law student senator, noted that in furthering and strengthening the graduate
program within the Faculty of Law, the Faculty had taken steps to be consistent with the
current mission statement of UBC. He also stated that while
 Vancouver Senate 10557
Minutes of April 21,1993	
Reports of Committees of Senate
UBC had achieved substantial strides in providing services for students, there were some
services that other law schools had enjoyed for many years, such as job placement for
articling positions upon graduation and workshops to the private bar, which UBC was
only now beginning to develop. Mr. Kettyle stated that he had solicited opinions from
Law students and the vast majority of those students were solidly behind the initiatives
and the direction of the Faculty. Professor Bryden explained that the Faculty felt that
teaching at the LL.B. level would be improved by having a smaller program.
The motion was
put and carried.
Dr. Sobrino, Chair of the Committee, presented the report on proposals from the Faculty
of Graduate Studies and the School of Human Kinetics
Faculty of Graduate Studies - M.P.E., M.A., and M.Sc.
The Committee recommended approval of a proposal to separate the M.P.E. program
into an M.P.E., an M.A., and an M.Sc, subject to the following corrections:
EDPS 581, 596, 591 and 682, should read EPSE 581, 596, 591 and 682 EDUC
515, 533 AND 581, should read EPSE 515, 533 and 581, and EDUC 562 should
read EDCI 562.
Faculty of Graduate Studies - Ph.D. program in Law
The Committee recommended approval of a proposal for a Ph.D. program in Law.
 Vancouver Senate 10558
Minutes of April 21,1993	
Reports of Committees of Senate
Faculty of Graduate Studies - conversion ofB. Arch, to Master of Architecture
The Committee recommended approval of a proposal for the conversion of the B.Arch. to
a Master of Architecture. It was noted that a proposed new course, ARCH 569 had been
withdrawn, pending consultation with the Department of Psychology.
Faculty of Graduate Studies - Master of Arts in Vocational Rehabilitation Counselling
The Committee recommended approval of a Master of Arts in Vocational Rehabilitation
School of Human Kinetics
The Committee recommended approval of curriculum proposals from the School of
Human Kinetics, subject to the following:
Note 4. of the Exercise Science Program - revise to read: Arts/Science Electives
chosen in consultation with the Exercise Science Program coordinator.
In response to a query, Dr. Sobrino noted that the name of the undergraduate degree
would not be changed until it had been processed through the School and Senate.
Dr. Sobrino l        That the proposals of the Faculty of Graduate
Dean Smith J        Studies and the School of Human Kinetics be
In response to a query by Dr. Williams concerning the Master of Arts in Vocational
Rehabilitation Counselling, Dean Grace explained that it was quite common when there
were two options in a Masters program, a thesis Masters and a non-thesis course Masters,
that the course Masters must have a graduating essay, which carries zero credit.
The motion was
put and carried.
 Vancouver Senate 10559
Minutes of April 21,1993	
Reports of Committees of Senate
Dr. Sobrino drew Senate's attention to the approval at the December Senate meeting of
the removal of MECH 398, a course in technical writing. The decision to delete this
course was based on the fact that Senate had approved a new technical writing course,
APSC 201. Dr. Sobrino was subsequently informed that the Faculty did not wish to delete
MECH 398 because they did not have the resources to offer APSC 201 this year. Since the
Faculty were not able to offer the course, Dr. Sobrino had agreed that it should not
appear in the Calendar at this time.
Dr. Will, Chair of the Committee, presented the report. The Nominating Committee
nominated the following students to fill student vacancies on Senate committees:
Academic Building Needs Mr. R. S. McNeal - replacing Mr. C. M. Sing
Mr. C. A. Woods - replacing Mr. E. C. H. Woo
Academic Policy Mr. A. Janmohamed - replacing Mr. O. C. W. Lau
Mr. C. A. Woods - replacing Mr. D. K. Leung
Admissions Mr. F. B. N. Horsburgh - replacing Mr. D. A. Dyment
Mr. A. A. Raghavji - replacing Mr. C. M. Sing
Agenda Mr. M. A. Fuoss - continuing member
(vacancy) - replacing Mr. D. A. Dyment
Appeals on Academic Standing        Mr. W. F. Dick - replacing Mr. D. K. Leung
Mr. E. B. Goehring - continuing member
Ms. C. L. Greentree - replacing Mr. D. Makihara
 Vancouver Senate
Minutes of April 21,1993
Reports of Committees of Senate
Continuing Education
Extracurricular Activities
Liaison with Post-Secondary
Student Appeals on Academic
Student Awards
University Library
Mr. E. B. Goehring - continuing member
Mr. E. C. H. Woo - continuing member
Mr. F. B. N. Horsburgh - replacing Mr. L. Waldman
Mr. P. R. Marsden - replacing Ms. E. Brady
Mr. R. S. McNeal - replacing Mr. B. D. Burgess
Mr. J. A. Olynyk - continuing member
(vacancy) - replacing Ms. C. J. Forsythe
Mr. C. A. Woods - replacing Mr. J. D. Adler
Ms. C. L. Greentree - replacing Ms. C. J. Forsythe
Mr. M. G. Schaper - replacing Ms. E. Brady
Ms. L. Chui - replacing Mr. M. A. Fuoss
Mr. G. Kettyle - replacing Mr. S. W. Baumber
Mr. M. G. Schaper - replacing Mr. W. F. Dick
Ms. S. J. Spence - replacing Mr. D. Makihara
Mr. A. Janmohamed - replacing Mr. D'A. C. Boulton
Ms. S. J. Spence - replacing Mr. M. A. Fuoss
Mr. E. B. Goehring - continuing member
Mr. P. R. Marsden - replacing Mr. S. W. Baumber
Mr. P. R. Marsden - replacing Mr. J. D. Adler
Mr. J. A. Olynyk - continuing member
Mr. M. G. Schaper - replacing Mr. B. D. Burgess
 Vancouver Senate 10561
Minutes of April 21,1993	
Faculty of Commerce and Business Administration
Ad Hoc Committee on the Ms. L. Chui - replacing Mr. O. C. W. Lau
Environment for Teaching \a    \a   \   -c <-■     ■ u
° Mr. M. A. Fuoss - continuing member
Dr. Will l        That the recommendations of the Nominating
Dr. Cook j        Committee be approved.
Faculty of Commerce and Business Administration
Dean Goldberg explained that the rationale for establishing the Centre is that the nature
of industrial relations has changed dramatically as the nation's economy has changed
dramatically, and that there is a need to provide a research facility for both conceptual
and applied work in the area of labour and management at the level of the workplace as
opposed to labour markets. He stated that the Faculty was interested in how the
operation of individual organizations could be improved. The Faculty felt that there was a
need to examine the ways in which organizations can marshall their scarce human
resources in order to compete in the rapidly changing global economy, and the
development of this centre was seen as a way to achieve that.
Dean Goldberg stated that the centre has three primary objectives and two subsidiary
objectives. The first objective is to add to the labour management relations climate and to
ensure that labour and management work more effectively to enhance the ability to
compete globally. The second objective is to provide information that will enable
organizations to manage their human resources more efficiently. The third objective deals
with changing the culture of organizations in order that they can be more innovative and
creative, and in the process not only be more competitive but to provide a much better
environment within which people work. The subsidiary objectives,
 Vancouver Senate 10562
Minutes of April 21,1993	
Faculty of Commerce and Business Administration
which it was acknowledged fell within the purview of other centres on campus, deal with
ethical issues in management and employment and with labour force policies and training.
The centre is seen as a bridge between the academic community and the labour, business,
and government communities, focussing on industrial relations. There will be four major
activities: research, publications, conference and workshops, internships and exchanges.
In conclusion Dean Goldberg informed Senate that the centre would be under the
direction of Professor Tom Knight. He noted that there would be an advisory board
which would provide the necessary bridge and be responsible for the broad set of research
issues that abound with this area. As such, the advisory board will span the academic,
professional and government communities.
Dean Goldberg l        That the proposal to establish a Centre for
Mr. Fuoss j        Labour and Management Studies be approved.
Dr. Shearer observed that proposals such as curriculum were examined by a Senate
committee, but that proposals for the establishment of centres were not.
In response to a query by Dr. Shearer as to why the proposed centre, which appears to
have a strong interdisciplinary component, was not to be located in the Faculty of
Graduate Studies, Dean Goldberg stated that because it builds on the existing industrial
relations management group in the Faculty of Commerce and Business Administration
that seemed the logical base.
In response to Dr. Shearer's comments about centres not being examined by a Senate
committee, Dr. Birch stated that it was customary for centres and institutes to
 Vancouver Senate 10563
Minutes of April 21,1993	
Faculty of Commerce and Business Administration
receive their review through the mechanisms of a Faculty rather than a Senate committee.
Those that are interdisciplinary in nature go through the committee structure and the
council of the Faculty of Graduate Studies and those that are primarily based in a single
Faculty are reviewed by that Faculty.
Dr. Will stated that the distinction between centres and institutes and where they should
be placed had become blurred and that perhaps it was time that this matter was examined
by Senate.
In response to a query by Dr. Chase, Dean Goldberg confirmed that it was implicit in the
proposal that multiculturalism would be covered.
Dean Marchak stated that the Faculty of Arts had been consulted and in general endorsed
the establishment of the centre. She noted that the Head of the Department of Economics
had given a great deal of thought and attention to the project, and in a letter to Dean
Goldberg had noted his belief that the potential contribution of such a centre will be
reduced somewhat by having it housed in the Commerce Faculty. Reasons given in the
letter included the belief that the role of the other disciplines will be reduced although not
eliminated, the centre will be driven by an industrial relations unit or a management
organizational behaviour focus, and economic law and sociology will have less influence.
He also noted that the industrial relations centres at Queen's University and the
University of Toronto, which are not housed in a particular Faculty, are interdisciplinary
in nature and have had directors from economics, law and commerce. He also felt that the
labour community may be more suspicious of a centre housed in commerce.
Dean Goldberg commented that it made more sense to start the centre in a narrower way
in one home rather than having to satisfy a diversity of constituencies. As far as
 Vancouver Senate 10564
Minutes of April 21,1993	
Faculty of Medicine
organized labour support for the proposal is concerned, Dean Goldberg stated that the
President of the B.C. Federation of Labour was a member of the Faculty's Advisory
Council and strongly supported the initiative.
The motion was
put and carried.
Faculty of Medicine
Dean Hollenberg explained that the burden of genetic disease in Canada was of great
concern in that approximately 8% of Canadians would experience a gene related
impairment, disability, or handicap by age 25. It has been estimated that up to 50% of
children in paediatric hospitals are admitted because of an illness with a strong genetic
component, and that approximately 60% of Canadians will suffer at some time in their
lives from a disease with a significant genetic component such as heart, cancer or
Alzheimer's disease. These considerations, coupled with the fact that research in genetics
is advancing extremely rapidly at the present time, have prompted the Faculty to propose
the development of the centre. Dean Hollenberg stated that the proposal had received the
endorsement of the Faculty after discussions that had taken more than a year. He noted
that the centre would primarily be a research centre although it would also involve a
strong educational component of graduate students, undergraduate students, summer
students, postdoctoral fellows, and medical students. The focus would be to gain a better
understanding of the cellular molecular basis of genetic diseases, to develop better ways to
prevent these diseases, and to develop cures using the great advances in genetics
technology developing at the present time. Dean Hollenberg stated that the project would
be well funded from sources such as the Network of Genetic Diseases, and the Medical
Research Council. He noted that a large grant had also been approved from Merck
Pharmaceuticals in support of the centre, and
 Vancouver Senate 10565
Minutes of April 21,1993	
Other business
that support would also come from the B.C. Children's Hospital. The Dean anticipated
that, with such strong funding sources, the centre would become a major research and
educational centre on the campus within the next five years.
Dean Hollenberg l        That the proposal to establish a Centre for
Dr. Dawson i        Molecular Medicine and Therapeutics in the
Faculty of Medicine be approved.
In response to a query by Dr. Dennison concerning space implications, Dean Hollenberg
stated that the grant money was for operating purposes and that space for the centre had
been found in the network building on campus. It was expected that it would then expand
either to the industrial park part of campus or the Shaughnessy site where the Children's
hospital is. He stated that funds would have to be obtained for the capital cost of
developing the centre.
Dr. Sobrino noted that there was no mention of library needs in the proposal. Dean
Hollenberg agreed that this was a very valid concern and stated that as the research
program develops, the Faculty planned to integrate into these proposals the development
of funds to support the Library.
The motion was
put and carried.
Other business
Dr. Slonecker informed Senate that the Stuart Olson Construction Inc. Scholarship in
Project Management, approved at the March meeting of Senate, had subsequently been
withdrawn and that a revised award would probably be presented at the May meeting.
 Vancouver Senate 10566
Minutes of April 21,1993	
Other business
Dr. Shearer stated that he had been informed that a number of books were to be moved
from the Main Library into the Lam Library and that Senate ought to be aware that
access to the Lam Library is restricted. He thought that Senate should ask for assurance
on the following issues:
1. That when books and journals are transferred, all members of the
University community will have unrestricted access to the entire Lam
Library collection.
2. That access includes the ability to Xerox an article or to sit down and read
a periodical and make notes if they wish.
3. That if there are savings due to the elimination of duplication in the two
collections, any savings should be shared between the Lam Library and the
Main Library.
4. That acquisitions should be controlled by the Main Library.
Dr. Grace informed Senate that the issue had already been raised with the Senate Library
Committee. She stated that the Committee was monitoring this matter and would keep
Senate informed.
Dr. Birch assured Senate that there would be further consideration of this matter before
any final decisions were made.
In response to a query, Dr. Birch stated that the guidelines on Faculty status would be
available to any unit bringing forward a recommendation and would be used as a starting
point for a Senate ad hoc committee. Proposals from Schools or any other
 Vancouver Senate 10567
Minutes of April 21,1993	
unit should be framed in terms of the guidelines, and when received Senate would set up
an ad hoc committee to review the proposal before consideration by Senate.
The meeting adjourned at 9.30 p.m.
Next Meeting
The next regular meeting of Senate will be held on Wednesday, May 19, 1993.
 Vancouver Senate 10568
Minutes of April 21,1993	
Appendix A
Appendix A
Appendix B
Note: The full text of these reports to Senate is not included in the Minutes. Copies are
available from the Associate Registrar, Senate & Curriculum Services. Many reports are
also available on the Vancouver Senate website at


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