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[Meeting minutes of the Senate of The University of British Columbia] 1995-11-15

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Vancouver Senate Secretariat
Senate and Curriculum Services
Enrolment Services
2016-1874 East Mall
Vancouver, BC V6T 1Z1
Present: President D. W. Strangway (Chair), Vice-President D. R. Birch, Dr. D. R. Atkins, Dr. A. P. Autor,
Dr. S. Avramidis, Mr. J. A. Banfield, Dr. J. Barman, Dr. J. D. Berger, Dr. A. E. Boardman, Mr. P. T. Brady,
Dr. D. M. Brunette, Dr. D. G. A. Carter, Ms. L. Chui, Dr. T. S. Cook, Dr. M. G. R. Coope, Mr. D.
Culhane, Ms. J. Dzerowicz, Mr. D. G. Geros, Dr. J. H. V. Gilbert, Mr. I. Gill, Mr. E. B. Goehring, Dean M.
A. Goldberg, Dean J. R. Grace, Mr. H. D. Gray, Dr. M. Isaacson, Dr. J. G. T. Kelsey, Mr. D. Khan,
Professor V. J. Kirkness, Dr. S. B. Knight, Ms. L. Lam, Mr. A. Lau, Mr. L. Lau, Dr. S. C. Lindstrom, Mr. S.
Lohachitranont, Mr. R. W. Lowe, Dr. D. J. MacDougall, Dr. M. MacEntee, Dean B. C. McBride, Dean J.
H. McNeill, Mr. W. B. McNulty, Dean A. Meisen, Mr. A. Pederson, Mr. R. L. de Pfyffer, Dr. W. J. Phillips,
Professor M. Quayle, Dr. D. J. Randall, Dr. H. B. Richer, Dr. R. A. Shearer, Dean N. Sheehan, Dr. C. E.
Slonecker, Dean C. L. Smith, Ms. C. A. Soong, Ms. L. M. Sparrow, Dr. J. R. Lhompson, Dr. S. Lhorne, Dr.
J. Vanderstoep, Dr. D. R. Verma, Dr. R. M. Will, Dr. D. Ll. Williams, Mr. E. C. H. Woo, Dr. W. C. Wright
Regrets: Chancellor R. H. Lee, Mr. S. Arnold, Dean C. S. Binkley, Mr. J. Boritz, Dr. D. H. Cohen, Dr. J.
Gosline, Dr. S. E. Grace, Rev. J. Hanrahan, Dean M. J. Hollenberg, Dr. M. Levine, Mr. C. Lim, Professor P.
L. K. Lin, Dr. D. M. Lyster, Dean M. P. Marchak, Dr. M. D. Morrison, Dr. R. J. Patrick, Mrs. M. Price,
Professor R. S. Reid, Professor J. A. Rice, Dean J. F. Richards, Mr. David Shu, Dr. A. J. Sinclair, Dr. L. J.
Stan, Dr. W. Uegama, Dr. E. W. Whittaker, Dean E. H. K. Yen.
Senate membership
• Mr. Trevor Presley - student representative of the Faculty of Arts
• Mr. David Culhane, student representative of the Faculty of Arts, replacing Trevor
• Mr. Aaron Pederson, student representative of the Faculty of Forestry, replacing
Brian Telford
Minutes of the previous meeting
Dr. Williams l        That the minutes of the second regular meeting
Mr. Woo J        of Senate for the 1995-96, having been
circulated, be taken as read and adopted.
 Vancouver Senate 11243
Minutes of November 15,1995
Business arising from the Minutes
Ms. Dzerowicz asked that her remarks made at the previous meeting, under "other
business", be recorded. Ms. Dzerowicz had expressed concern at the fast pace of the
meeting with regard to the Political Science issue, stating that it had prevented her from
participating in the discussion.
Professor Kirkness drew attention to a cultural expression on page 11225 of the minutes
and asked that it be removed from the record.
The motion, with amendments
noted, was put and carried.
Business arising from the Minutes
Attention was drawn to the motion on page 11218 of the October minutes requesting
that the Dean of Graduate Studies submit regular progress reports to Senate following the
lifting of the suspension of graduate admissions to Political Science. Dean Grace stated
that he would keep Senate informed.
Chair's remarks and related questions
There were no remarks from the Chair.
Candidates for Degrees
Dr. Kelsey l        That the candidates for degrees and diplomas,
Dr. Vanderstoep i        as approved by the Faculties and Schools, be
granted the degree or diploma for which they
were recommended, and that the Registrar, in
consultation with the Deans and the Chair of
Senate, make any necessary adjustments.
A motion by Mr. Woo that the candidates for degrees be considered seriatim failed for
lack of a seconder.
The motion was put and carried.
 Vancouver Senate 11244
Minutes of November 15,1995
Election of Chancellor and election of members of Convocation to Senate
Election of Chancellor and election of members of Convocation to Senate
Senate was informed that as a result of the recent call for nominations Mr. William L.
Sauder had been elected Chancellor by acclamation, and that the following
representatives of convocation had also been elected by acclamation:
Peter J. Andru
Patrick T. Brady
Orvin Lau
Dean K. Leung
Timothy P. T. Lo
Robert W. Lowe
William B. McNulty
Robert L. de Pfyffer
Des R. Verma
Ron Yaworsky
The Registrar, Dr. Spencer, noted that only ten of the eleven convocation positions had
been filled. Subsequent to the close of nominations, a letter had been received expressing
interest in the vacant position. Dr. Spencer informed Senate that this matter was being
referred to the Agenda Committee whose terms of reference include consideration of
matters relating to the implementation of the University Act, which deals with Senate
Reports of Committees of Senate
Gender Neutral Degree Designations
Dr. Williams, chair of the committee, presented the report. It was explained in the
material circulated that following receipt by the Registrar of a letter from an M.A.
graduate requesting a gender neutral designation for her degree, the Academic Policy
Committee was asked by Senate to consult with the Faculties on the need for
 Vancouver Senate 11245
Minutes of November 15,1995
Reports of Committees of Senate
any changes in degree designations in general. The committee undertook this
consultation, found no support among the Faculties for any change and therefore
recommended that no change be made to the present degree designations.
Dr. Williams l        That no change be made to the present degree
Dr. Berger i        designations.
Faculty of Commerce and Business Administration - new international exchange programs
Dr. Will, chair of the committee presented the report The committee recommended
approval of the following eight new international exchange programs:
* Faculty of Commerce and Economics, University of Melbourne
* Melbourne Business School, University of Melbourne
Monash University
Universitat zu Koln
Tel Aviv University
Keio University
* Yonsei University
University of Malaya
* These universities are already Senate approved Education Abroad Programs. The
Faculty of Commerce and Business Administration has negotiated direct reciprocal
exchange programs with the Business Faculties of these universities.
Dr. Will l        That the eight new international exchange
Dr. Shearer J       programs developed through the Faculty of
Commerce and Business Administration be
 Vancouver Senate 11246
Minutes of November 15,1995
Student Elections to Governing Bodies
Dr. Williams, chair of the committee, presented the following recommendations to fill
student vacancies on Senate committees:
Mr. David Culhane - replacing Mr. T. Presley
Mr. David Culhane - to fill vacancy
Mr. Emile C. H. Woo - replacing Mr. H. Leung
Continuing Studies
Mr. Aaron Pederson - replacing Mr. W. Maas
Mr. David G. Geros - replacing Mr. K. R. MacLaren
Mr. Ian Gill - replacing Mr. D. B. Preikshot
Mr. Alexander Lohachitranont - replacing Mr. S. C. S. Tam
Ms. Julie Dzerowicz - replacing Mr. H. Leung
Student Appeals on Academic Discipline
Mr. David Khan - replacing Mr. H. Leung
Ad Hoc Committee on Teaching Evaluation Review
Mr. David Shu - replacing Mr. T. Presley
Dr. Williams l        That the recommendations of the Nominating
Mr. Banfield J        Committee be approved.
Student Elections to Governing Bodies
The following proposal concerning rules and regulations for student elections to
governing bodies had been circulated:
 Vancouver Senate 11247
Minutes of November 15,1995
Student Elections to Governing Bodies
The following elections are required annually:
• Board of Governors (University Act, Section 19 (e))
"Two full-time students elected from the Student Association"
• Senate (University Act, Section 34 (2) (h))
"a number of full-time students, equal to the number provided in paragraphs (a) to
(f), elected from the Student Association in a manner that ensures that at least one
student from each faculty is elected;"
In accordance with the University Act, Section 42, "The Senate shall make and publish
all respect of nominations, elections and voting..."
Recommendations for 1995/96 Elections of Student Senators and
Board of Governors Representatives
Following consultation with the AMS, the Registrar makes the following
recommendations to Senate:
• that the call for nominations be placed by the AMS in The Ubyssey on Friday,
December 1, 1995; Friday, December 7, 1995; and Wednesday, January 3, 1996
• that the close of nominations be 4:00 pm on Friday, January 5, 1996
• announcement of the list of candidates to be provided by the Registrar's Office and
placed in The Ubyssey by the AMS Elections Administrator on Friday, January 12,
1996 and Tuesday, January 16, 1996
• the voting to take place between Saturday, January 13, 1996 and Friday, January 19,
• election date: Friday, January 19, 1996.
• the AMS will prepare the ballots for counting. The AMS will be responsible for having
the ballots counted and shall provide the results to the Registrar, in confidence. The
results are not official until released by the Registrar, in writing, no earlier than 48
hours after the close of polls.
• those elected to the Board of Governors to take office at the first meeting of the Board
on or after February 1
• those elected to Senate to take office at the first meeting of Senate on or after April 1
A copy of the Senate rules and regulations will be given to each candidate for election
by the Registrar's Office when they submit their nominations. Copies are available to
members of the Senate from the Registrar's Office on request.
Mr. Brady l        That the recommendations for the 1995/96
Mr. McNulty i        student elections to governing bodies be
Ms. Chui asked if there was any reason why student representatives to the Board of
Governors and the Senate must be full-time students. The Registrar responded that he
knew of no reason other than that it is legislated in the University Act.
The motion was
put and carried.
 Vancouver Senate 11248
Minutes of November 15,1995
Report on Enrolment 1995-96
Report on Enrolment 1995-96
The enrolment statistics for 1995-96 had been circulated for information. Mr. Culhane
noted that the statistics for the Faculty of Arts were not broken down into departments.
The Registrar explained that the reason there appeared to be more information for some
Faculties is that registration is reported by degree program and there are more degree
programs in some other Faculties. He stated that the reports are not broken down by
programs within degrees. Registration in graduate degree programs shows the Faculty in
which students are studying. He also stated that a more detailed registration report is
given to the Faculty of Arts each year.
Report of the Official Community Plan Process of the GVRD
Professor Quayle gave the following report on the progress of the Official Community
Plan Process of the GVRD:
I am reporting to you as a member of the Official Community Plan Planning Advisory
Committee, a GVRD committee that has been formed to advise the political board of
the GVRD on the preparation of an Official Community Plan for UBC. I felt that it
was important to inform Senate briefly on the progress of this process as it is
extremely important to the future of our campus and its academic mandate.
An Official Community Plan, or more fondly known as an OCP, is a general
statement of the broad objectives and policies about the future form and character of a
community's existing and proposed land use and servicing requirements. Its authority
is vested in the Municipal Act. As you know, UBC is governed under the Universities
Act, however, UBC has entered into a Memorandum of Understanding with the
GVRD which recognizes the GVRD as acting as the civic planning authority for these
lands. GVRD and UBC have agreed to work cooperatively on the planning of the
campus which provides us with an exciting opportunity to be part of the region and to
develop our own community with its special purpose and identity.
The GVRD has hired a team of consultants to prepare the OCP — this group has
proposed a workplan which involves both technical activities and the involvement of
the public and stakeholders. The team is receiving advice from a Technical Advisory
Committee and a Planning Advisory Committee of citizens appointed by the GVRD in
consultation with UBC. The process began in the summer with collecting, analyzing,
and documenting relevant information and carrying out initial steps in the stakeholder
and public consultation process.
 Vancouver Senate 11249
Minutes of November 15,1995
Report of the Official Community Plan Process of the GVRD
Since September, general community consultation has been taking place around the
development of a cohesive set of planning principles which will address issues of land
use, density, open space, transportation, urban design, landscape, heritage and others.
The principles will suggest general direction for site utilization and policy. Focused
workshops have taken place to help develop these principles.
The consultants are about to enter the "alternatives" stage where the planning
principles will be converted into realistic and viable land use, servicing and
transportation options. Community consultation and workshops continue through
this phase and into the development of the draft plan which will be completed by the
end of March 1996. It then goes through the GVRD and provincial approval
The community consultation is open to all of us as members of the UBC campus.
However, the members of the Presidents Advisory Committee on Space Allocation,
PACSA, including members of the Senate Academic Building Needs Committee, feel
the need to ensure that the university community gives good and energetic feedback to
the consultant team. UBC has already contributed land use objectives to the process
and it is important for us to continue contributing our ideas and opinions. Yesterday,
members of PACSA participated in a 2 1/2 hour session with the consultants in which
we talked about the process and visions for the campus. We touched on the
importance of the academic precinct and our academic mandate which is central to
any community that develops here. We discussed a range of issues from transportation
to community demographics to making a vibrant community day and night. We
talked about our leadership role in setting examples for other communities. Other
ideas included UBC as providing access to learning — for tourists, citizens and
students, the need to celebrate our diversity, both multi-racial and multi-cultural, the
idea of live-work and maximizing our student employment capacities, and the
importance of basing our planning decisions on the capacity of the land to sustain
development. We plan another session in mid-December. We see PACSA as a conduit
for university community feedback. The University intends to develop a public
relations and communications strategy equally aimed at the campus and at our
neighbouring communities.
I cannot stress enough the importance of this process. The OCP lays out the
foundation and the principles upon which we will prepare a UBC development plan
which involves more detail and a comprehensive public process.
We should see this OCP process as an opportunity to situate ourselves in the region as
a unique, diverse, health and growing community (called by one person the
"intellectual community centre of the region" — and to lead the way in terms of
showing how a socially, ecologically and economically sustainable community can be
planned and implemented.
If it is Senate's pleasure I will continue to update you on the OCP process.
 Vancouver Senate 11250
Minutes of November 15,1995
Reports from the Vice President Academic
Reports from the Vice President Academic
Dr. Birch presented the following report which had been circulated for information:
A Senate Ad Hoc Committee on Teaching Evaluation (1990) was established by
motion of Senate passed October 10, 1990:
Whereas the Senate wishes to affirm its continuing interest in the value of excellent
teaching, be it resolved that Senate establish an ad hoc committee to review the policy,
administration and use of teaching evaluations in consultation with the Faculties and
students and report back to Senate on its recommendations.
Senate adopted the 14 recommendations in the final report of its Ad Hoc Committee.
Recommendation 1 is as follows:
That Deans, Directors and Department Heads take some action in response to results
which show less than satisfactory teaching performance, that a report of such action
be submitted annually to the Vice President (Academic) in the case of Deans and to the
Dean in the case of Directors and Heads, and that the Vice President (Academic)
provide annually to Senate a summary of these reports.
All faculties have in place policies and procedures for student evaluation of teaching
following a Senate recommendation in the seventies. Review and revision have
strengthened evaluation in recent years. But the area requiring greatest attention in
recent years has been the actions to be taken in response to evaluation of teaching as
less-than-satisfactory. The Ad Hoc Committee concluded that "it is now clear,
however, that the root problem is not inadequate evaluation of teaching, but
inadequate action on what the evaluations reveal."
The Centre for Faculty Development and Instructional Services has developed a full
slate of programs and services to assist faculty members and teaching assistants
improve their teaching. This includes a mentoring program under which many senior
faculty members volunteer their services as mentors to junior faculty.
The Teaching and Learning Subcommittee of the Committee of Deans has reported
with 19 recommendations for enhancing curriculum and instruction, using effectively
electronic technology, improving the quality of teaching space and providing students
greater engagement with UBC's research culture. The Subcommittee's Chair, Dean
McBride, will bring a further report to Senate in the near future.
We are just completing a classroom masterplan and a review and revision of policies
governing the maintenance, enhancement and administration of classrooms. Cyclical
maintenance, minor capital and academic equipment funds have been used over the
past few years to improve woefully inadequate classrooms which until that time had
taken second place in Deans' priorities to equally inadequate research facilities. In the
context of the classroom masterplan and updated policies, we expect to coordinate
more effectively the use of the various funds.
 Vancouver Senate 11251
Minutes of November 15,1995
Reports from the Vice President Academic
In 1994/95 we committed the entire $2.67 million obtained from the provincial
Innovation Fund to the use of current technology to enhance learning and teaching.
The projects of the various faculties are coordinated through the Media Resources
Network (MRN). In 1995196 a further $1.33 million from the Innovation Fund will
be obtained for the same purpose. Progress made last year placed UBC (through the
MRN) in a position to obtain membership as a "New Media Centre", a consortium of
50 universities worldwide and 12 major advanced multi-media firms.
Over a period of several years we have built up (through a special tuition charge) a
revolving fund increasing in size to $2.3 million for 1996/97. Students are involved at
every level in the preparation and adjudication of proposals to be considered for
support from the Teaching and Learning Enhancement Fund. Projects funded for
1995196 are outlined in the current report and the call is out for 1996/97 proposals.
Twenty-two University Teaching Prizes are awarded annually. Established University-
wide and adjudicated within each Faculty, the prizes carry awards of $5,000 and
winners are recognized at Congregation. These have been financed primarily from the
Killam General Fund and from 1996 will be known as the Killam University Teaching
A summary report from the Dean of each Faculty follows.
Faculty of Agricultural Sciences
The Faculty of Agricultural Sciences is committed to excellence in teaching and
attempts to reinforce the importance of teaching quality in a variety of ways including:
• an annual competition for the Teaching Excellence Award and an annual
recognition reception for winners
• strong encouragement (including assumption of the cost by the Dean's Office) for
faculty members to attend TAG workshops. (The majority of faculty have
participated in at least one workshop.)
• the explicit utilization of teaching evaluation results as a major element in
promotion, reappointment, tenure and merit deliberations
• the distribution to academic units of publications devoted to teaching
• a Faculty-wide Teaching-Learning Committee with a mandate to foster excellence
in teaching throughout the Faculty
• a commitment to improve methods of teaching evaluation for graduate courses and
supervision, and for GIS course tutoring
 Vancouver Senate 11252
Minutes of November 15,1995
Reports from the Vice President Academic
Faculty of Applied Science
The Faculty of Applied Science consists of seven Engineering Departments, a School of
Architecture and a School of Nursing. Since the nature of teaching varies in the three
areas, different forms are used to evaluate teaching. However, every undergraduate
course is evaluated prior to the end of term. In the case of Engineering and
Architecture courses, the quantitative sections of the forms are computer read and
evaluated by the UBC Educational Measurement Research Group. The results are
reviewed by the Heads and Director. For Engineering, the summaries are also
reviewed by the Dean.
In the Fall 1994 and Winter 1995 Terms, over 160 full-time faculty members,
Sessional Lecturers and part-time Lecturers taught Engineering courses. Teaching
performance which was deemed to be less than satisfactory was experienced by nine
full-time faculty members in nine courses. In all cases, their performance in other
courses was satisfactory or better. In addition, five Sessional Lecturers performed less
than satisfactorily in four courses, largely because they gave the courses for the first
time. In all cases, the instructors were advised by the Department Heads of the
concerns and strongly encouraged to attend TAG seminars; most of them have done
There were no instructors whose performance was less than satisfactory in the School
of Architecture. The School of Nursing had two instructors whose performance was
deemed to be marginal. The Director has advised the faculty members of the concern
and improvements have been initiated.
The Faculty of Applied Science attaches great importance to teaching. Teaching
performance figures prominently in tenure, reappointment and promotion decisions.
Furthermore, it is always taken into account during performance evaluations related
to salary adjustments.
It is expected that the Faculty of Applied Science will place even heavier emphasis on
the quality of teaching in coming years due to the need to offer instruction more
efficiently while resources are declining. Computer-assisted teaching, which is being
introduced in select courses, should become an effective mode of instruction which
complements traditional forms of teaching.
Faculty of Arts
The Departments, Schools and Programs that comprise the Faculty of Arts have
undertaken several proactive initiatives to ensure that teaching is both honoured and
carefully monitored in each unit. A widely-used instrument is now in place to ensure
that standards are maintained across the board in all courses, and that provides
students with evidence of the Faculty's serious intent by inviting them to evaluate both
instruction and the contents of each course taken. Teaching Evaluation Committees
and a peer review system are now in place to support Heads and Directors in assessing
 Vancouver Senate 11253
Minutes of November 15,1995
Reports from the Vice President Academic
the effectiveness of individual teachers, and incentives to teach well are provided in
guidelines for Promotions, Tenure and Merit in each unit. The Faculty of Arts, in
awarding five Teaching Excellence prizes each year also ensure that its master teachers
are publicly recognized in disciplines that balance pedagogy and research in equal
Faculty of Commerce and Business Administration
The Faculty of Commerce tries to focus on prevention rather than cure.
A new Course Evaluation Form (CEF) was introduced in Fall 1994 to simplify and
clarify the evaluation process as part of the Faculty's performance management
program. Results of student evaluations show that the general level of teaching in the
Faculty of Commerce is high.
In response to poor student evaluations, some remedies we have implemented have
included team teaching with a teacher with above average skills; a mentoring
approach with classroom observation by a senior Faculty member including discussion
with students and guidance for the teacher; TAG seminars; and modified teaching
assignments when evaluations were erratic.
Communication of Knowledge is one of the two primary criteria on which cases for
promotion and tenure are assessed. Poor teaching results would seriously affect the
outcome of any such decision.
During periodic review for reappointment, tenure or promotion teaching performance
is discussed and solutions for poor performance are discussed with the candidate.
Poor teaching evaluations have resulted in the denial of merit awards.
The Faculty's Teaching Development Committee assists new instructors, promotes
improvement of teaching skills in all faculty, arranges for individual guidance and
assistance when required and organizes seminars on teaching methods.
Whenever possible, the Faculty has endeavoured to fund Teaching with Cases
Workshops at the University of Western Ontario to develop teaching skills.
Good teaching is rewarded with several teaching prizes - five include monetary awards
and the sixth is the Commerce Talking Stick Award for pedagogical innovation.
A new Doctoral Student Award for Outstanding Teaching was presented for the first
time this year.
A new teaching course has been introduced for PhDs which may be expanded as a
course for faculty after its initial offering.
 Vancouver Senate 11254
Minutes of November 15,1995
Reports from the Vice President Academic
Faculty of Dentistry
For the academic years 1993/94 and 1994/95, there have been only two instances of
less than satisfactory teaching performance in the Faculty of Dentistry. These cases
had minimal teaching impact on the program which involves about 40 full-time
teachers and about 150 part-time instructors. Both cases involved part-time clinical
instructors and neither was reappointed.
I believe that we have an intensive infrastructure in place because of the special
demands of combining didactic and clinical teaching involving human subjects as
patients and in fact as educational material.
All part-time instructors receive Faculty and Departmental orientation. All are
evaluated by a standardized student evaluation system every two years (and more
frequently if newly appointed or required), as coordinated through the Educational
Division of the Health Sciences Coordinators Office. Discipline Heads meet with these
instructors to provide feedback on these evaluations and remedial action is taken
either in the form of counselling, programs in the Summer Teaching Institute of the
Association of Canadian Faculties of Dentistry, or UBC programs such as TAGS and
TIPS. Where needed, certain individuals are not reappointed.
All full-time faculty are mentored through their department heads with reviews every
six months. Teaching evaluations are scheduled for years two and four after initial
appointment. Teaching mentors are assigned for all pre-tenure faculty to advise on
preparation of teaching materials, lecture presentation and evaluation methods. All
faculty are encouraged to be evaluated by students and peers every two years, as
coordinated through the Educational Division of the Health Sciences Coordinators
Office. The same approaches for remediation or improvement are used as described
above for the part-time faculty.
Finally, all faculty require student reviews, peer reviews and teaching dossiers as part
of their applications for tenure and promotion, and teaching awards.
Faculty of Education
The Faculty of Education has about 170 faculty members and many sessional lecturers
and seconded teachers in five Departments, the School of Human Kinetics, and several
alternative programs.
We take good teaching very seriously, find the selection of our two teaching prize
winners each year extremely difficult because of the number of excellent candidates
and have begun to encourage the development of teaching portfolios. The Faculty has,
for many years, used both student and peer evaluations of teaching. The Standing
Committee on the Evaluation of Teaching - SCET (currently directed by Dr. Frank
Echols) administers all formal student and peer evaluations. It is a Faculty rule that
any sessional with a SCET score of less than five on a seven-point scale is in danger of
 Vancouver Senate 11255
Minutes of November 15,1995
Reports from the Vice President Academic
being rehired and if the score is less than four they will not be rehired. Heads may
appeal this decision by presenting evidence of extenuating circumstances and this has
occurred in a couple of instances. In the 1993/94 and 1994/95 time period there were
87 individuals whom we highlighted as being less than satisfactory in teaching using
the "less than five on a scale of seven" criteria. Each unit with an individual with a
low score was send a memo asking that the Head meet with the person and that some
action be taken and reported to the Dean's Office. The following is a summary of
those reports.
1. By far the most common approach is not to rehire the person. There were 45
cases of the person not being rehired.
2. The next most common category is a score that is anomalous, that is the low
SCET score was an exception to other SCET scores received by the instructor.
In this same category there were four instances where the low SCET score was
for an instructor who was teaching a course at the University for the first time.
3. The third most common action is to suggest remediation. There were nine
instances of self-improvement plans developed.
4. A fourth strategy has to do with individuals in fields where it is extremely
difficult to find instructors. If low SCET scores are received we agree to work
diligently with the individual to try and improve the teaching. For example, we
find it very difficult to find someone who can teach a mathematics methods
course in French. We spend an enormous amount of time improving the
instructor's teaching, rather than trying to find another instructor.
5. There were several categories with three or fewer instances in each and these
are briefly described:
a. there were three instructors receiving low SCET scores in the
Ritsumeikan program. We are working with our SCET Office to try to
develop a form which is more culturally sensitive to the needs of this
b. there were three instances where it was felt that the course rather than
the instructor was at fault;
c. there are several cases in the Faculty where the instructor is a tenured
member of the Faculty. The Faculty administration is working to
determine what should be done in these cases;
d. the final category was that of an instructor who had retired and
therefore no action was taken.
Faculty of Forestry
Each semester we ask students to rate the several dimensions of pedagogical
performance in individual courses, and to provide a summary rating of the instructor
using six-point scale: l=excellent, 2=very good, 3=good, 4=fair, 5=poor, and 6=very
poor. In 1993/94, the average rating for the 41 faculty members and nine sessional
 Vancouver Senate 11256
Minutes of November 15,1995
Reports from the Vice President Academic
lecturers in the Faculty of Forestry was 2.16 with a standard deviation of 0.49. Three
continuing faculty members and two sessional lecturers were rated as less than
"Good" (3.0). One of the three resigned from the University before he was considered
for tenure. The second case involved the first instance of a course's being offered, and
the rating improved significantly in 1994/5, The third case involves a tenured assistant
professor who consistently receives a poor evaluation despite having taken the TAG
workshop and receiving other help to improve his teaching.
In 1994/95 the average rating for 36 faculty members and 15 sessional lecturers in the
Faculty of Forestry was 2.28 with a standard deviation of 0.44. One continuing
faculty member and two sessional lecturers were rated as less than "Good" (3.0). The
one continuing faculty member is the same individual mentioned above who
consistently receives a poor evaluation despite having taken course to improve his
The somewhat lower average teaching evaluation in 1994/95 (2.28) than in 1993/94 is
probably due to a higher enrolment, larger class sizes and greater use of sessional
Faculty of Graduate Studies
There were no courses in Genetics, Neuroscience, Occupational Hygiene or Resource
Management and Environmental Studies where the teaching evaluations have been less
than satisfactory.
All courses in the School of Community and Regional Planning were rated at more
than satisfactory with the exception of one. In that case changes were made in the
format of the course in 1994-95 and this produced a much more satisfactory course.
Faculty of Law
The Faculty of Law is pleased to report that during 1993/94 and 1994/95 there were
no teaching evaluations at a less than satisfactory level.
Faculty of Medicine
The Faculty of Medicine comprises 17 departments (covering both basic sciences and
various fields of clinical practice) and two schools. The Faculty includes 426 full-time
faculty members, and a large number of clinical and part-time faculty members.
Assessment of teaching in the Faculty involves the use of both student and peer
teaching evaluations in most areas. Fourteen departments and one school had no
faculty members' teaching evaluated as less than satisfactory in 1993-94 and 1994-95.
Of the remaining three departments and one school, instructors who received less than
satisfactory teaching assessments were advised to participate in seminars provided
through the Teaching and Academic Growth program, or the TIPS workshop, or they
received counselling by the undergraduate program director.
 Vancouver Senate 11257
Minutes of November 15,1995
Reports from the Vice President Academic
Within the past year, a standing Faculty Development Committee has been constituted
to plan, develop, implement and evaluate professional development of faculty
members in Medicine in the areas of education skills and personal development.
Personal development includes the change process - in concert with our undergraduate
curriculum revision, communication skills, public speaking skills, etc.
Faculty of Pharmaceutical Sciences
Student and peer evaluations of teaching are the responsibility of the Teaching
Evaluation and Development (TED) Committee. The Student Evaluation of Teaching
instrument was revised in 1994 to enhance its usefulness in evaluating differing
teaching methodologies currently in use in this Faculty. The instrument incorporates
an item designed to assess overall performance on a 5-point scale (l=very poor to
5=very good) and written comments from the students are encouraged. Of 30 full-time
faculty members in the Faculty none received an assessment of teaching considered less
than satisfactory in 1993/94 and 1994/95. The evaluation of one Faculty member was
considered marginal and the Dean and Chair of the TED Committee recommended
courses of action for the individual (peer evaluation of teaching, TAG Workshop). The
overall performance mean scores for all instructors in undergraduate, required courses
in 1993-94 and 1994-95 were 4.1 and 4.0 respectively.
All new graduate students in the Faculty are required to participate in the
Communication Skills Program and graduate teaching assistants attend workshops on
teaching such as TAG or ISW.
In 1993/94 and 1994/95, the Faculty received Teaching and Learning Enhancement
Grants to develop new teaching strategies and tools within specific under- graduate
courses. Four faculty members have been trained as facilitators/tutors for problem-
based learning. Several faculty members participate regularly in Society for Teaching
and Learning in Higher Education (STLHE) Conferences. Most, if not all, new faculty
take the TAG Workshop.
Peer evaluation of teaching procedures were completely revised in 1993/94 and a
system of mandatory (for new faculty in their second year of teaching) and voluntary
reviews implemented. The purpose of this peer review process is to provide
constructive and supportive feedback to instructors about their teaching.
Faculty of Science
Teachers in all courses in the Faculty of Science are evaluated at the end of the term
with a standardized questionnaire having 6 questions and space for comments. The
questions are:
1. Presented material in a clear and understandable way?
2. Presented material in an interesting manner?
3. Was receptive to questions?
4. Stimulated students to think?
5. Was considerate of students?
6. Taught effectively?
 Vancouver Senate 11258
Minutes of November 15,1995
Reports from the Vice President Academic
Answers are based on a 5 point scale with 5 being the best and 1 the worst. An overall
average value is used for comparison, but this mean value is often higher than the
score given by the students for overall teaching effectiveness. The questionnaires are
summarized in the Dean's office and returned to department heads. Results are not
returned to faculty members until grades have been submitted. Summarized results are
published by the Science Undergraduate Society and circulated to students during the
summer in their newspaper. Department heads report to the Dean on actions taken in
cases in which evaluations indicate a problem.
In general the quality of teaching in the Faculty is quite good with many faculty
scoring having an average score between 4 and 5 (Figure 1). Individuals receiving
average evaluations of 3 or below are considered to require serious remedial action.
Average scores below 4 indicate that improvement is needed. An interesting finding is
that teachers who score high in regard to stimulating students to think also tend to
receive positive teaching evaluations overall. While it is convenient to compare using
overall average scores, more consideration should be given to whether students
thought the professor taught effectively. This tends to be lower than the average score.
Below are summaries of the reports of the department heads in the Faculty of Science.
If we compare our 5 point evaluation system to the grades we give our students we
would like to see all our faculty in the A and B category. While we still have a ways to
go, the goal of the Faculty of Science is to have all evaluations above 4.0.
The head of Botany is commended for writing a personal letter to each faculty member
commenting on the positive and negative aspects of the teaching evaluations and
suggesting help with remedial action when necessary. Two members of the
department, have refused to carryout formal course evaluations and the head has
indicated that he will take action on this in the future. Three faculty members and one
teaching assistant in the Botany Department had evaluations of less than 3. The head
has outlined a course of action for each including setting up teaching "buddies" for
these people to give continuing detailed comment on the teaching styles, and he has
made recommendations for involvement in TAG activities.
Computer Science
Average evaluation scores for all faculty were above 3 for question 6 - taught
effectively? but were close to 3 for 2 individuals and the Dean has recommended to
the head that he consult with these individuals and recommend participation in TAG
Three faculty members had scores on teaching effectiveness below three and 4 others
had scores close to 3 for teaching effectiveness. One of these will be retiring in a year
and has been relieved of teaching and another has been recommended for
participation in TAG workshops. Mentoring of the others is recommended.
 Vancouver Senate 11259
Minutes of November 15,1995
Reports from the Vice President Academic
Geophysics and Astronomy
The individual with the lowest evaluations in this department has moved to another
university. The head of this department considers mean evaluations between 3 and 4
to indicate the need for improvement and has suggested changes that may improve the
presentation of course materials.
The department head points out that no one in the department received an average
evaluation of less than 3.6 and almost all faculty members have an average score of
4.5 or above for one course they teach. The head of this department considers that any
course with an evaluation of less than 4 should be looked at and the results discussed
with the faculty member. Because many geology courses are taken by both students in
Science and Applied Sciences the backgrounds and expectations of the students can
vary and this may be reflected in evaluations.
Four cases of unacceptably low evaluations were identified by the head of the math
department. One faculty member is resistant to discussion of the problem and can
only be dealt with through denial of CPI. In the second case the head has
recommended that the faculty member attend lectures by another faculty member with
good course evaluations and that he take a TAG workshop. The third case was
resolved through retirement. The fourth case involved a visiting professor who will not
be teaching again.
Average scores for all faculty in Microbiology are above 3.8 and most are above 4.5.
Two new faculty members continue to have good evaluations. A faculty member who
has had lower evaluations in the past continues to improve.
The lowest scores in Oceanography were for a summer course taught by two graduate
students. This is being looked into by the head. Average scores for other faculty were
close to 4 with one exception which indicates overall good quality of teaching. One
exception is being dealt with by the head.
Two faculty members were identified has having unacceptably low teaching
evaluations. One took a TAG workshop in May and the Head has discussed with him
his evaluations and has offered to attend his classes and give him feedback. The Head
also discussed the course evaluations with the other faculty member with a low
average score and he took the TAG workshop in August 1995. Over half of the
average evaluation scores for this department are below 4 which indicates the need for
overall improvement in this department.
 Vancouver Senate 11260
Minutes of November 15,1995
Report on Joint Degree Programs offered by UBC in collaboration with Okanagan University College and the
University College of the Cariboo
Three individuals in the Department of Physics received average scores below 3. In one
case the faculty member has been relieved of the teaching assignment, the second was
an associate member of the department who participates in a team taught course and
his future teaching will be monitored, and the third individual has been transferred
from teaching a first year course to teaching upper level courses.
Seventy-five percent of the average scores for 68 courses which were evaluated were
above 4. Almost all of the scores below 4 were still above 3.8. While the department
head did not identify any problems, one case with a score of 3.18 deserves some
further investigation. This faculty member did better in another course.
Dr. Will commended Dr. Birch for the much improved format and nature of this year's
report. He said he wished to bring Senate's attention to the statement that the lowest
teaching evaluation scores in Oceanography were for a summer course taught by two
graduate students. He said he did not want to comment on this specific case of below-
average teaching, but to use it as an opportunity to remind Senate of a 1978 report on the
employment of teaching assistants/graduate students that mandated through motions
passed by Senate that graduate students who assist in the classroom be provided with
adequate supervision and that in no case should a teaching assistant be solely responsible
for course content and the determination of final marks.
Dean McBride, in response to Dr. Will, said that the Faculty of Science was aware of the
conditions placed by Senate on teaching assistants, and that in this particular case the
Department of Oceanography had monitored and assisted the graduate students, as
Report on Joint Degree Programs offered by UBC in collaboration with Okanagan
University College and the University College of the Cariboo
The following report had been circulated for information:
This is the seventh year of UBC's partnership with the Okanagan and Cariboo University
Colleges in offering third and fourth year courses in Arts and Science and the UBC Elementary
Education Program (Cariboo only).
 Vancouver Senate 11261
Minutes of November 15,1995
Report on Joint Degree Programs offered by UBC in collaboration with Okanagan University College and the
University College of the Cariboo
All courses conform to UBC standards. Instructors have been interviewed by representatives of
the UBC departments and their credentials evaluated. All instructional assignments have been
approved by the relevant UBC department and office of the dean.
Funding for UBC's participation in these joint ventures has been provided by the Province of
British Columbia. For 1995/96, UBC received $400,000 to defray the cost of liaison in the
Faculties of Arts, Science and Education, as well as expenses incurred by the Library and
Registrar's Office. No UBC operating funds are being used to service our participation.
Liaison coordinators for the Faculties deal with the continuing development of programs by
the University Colleges (UCs), assistance in recruiting new faculty members, supporting visits
of UBC faculty members to give guest lectures, evaluating scholarly activity of UC colleagues
and ensuring course standards are maintained.
Since 1989, when UBC entered into the partnerships, it has been understood that the nature of
UBC's involvement was designed to lead to the timely achievement of the goal of independent
degree-granting status for the UCs. Last year, the Five Year Review of the Partnership
Agreement contained UBC's recommendations about issues affecting readiness for autonomy.
The College and Institute Act was amended last year to enable such institutions to offer their
own degrees. Much of our discussion in the past year has revolved around transition
arrangements, as both Cariboo and Okanagan develop plans to admit students to their own
degree programs starting in September 1996. Meetings at UBC were held with both UCs to
commence work on the winding down of the formal partnerships in arts and science. It should
be noted that before UBC can wind down its participation in the Education program at
Cariboo, the College of Teachers must certify Cariboo to offer its own degree program. It is
not clear when that will occur.
Meanwhile, the move toward autonomy in arts and science is progressing, with the Faculty
Coordinators playing the lead role for UBC in transition arrangements on site. Both Graeme
Wynn (Coordinator for the Faculty of Arts) and John Sams (Coordinator for the Faculty of
Science) feel the move is positive and appropriate. Several issues remain to be addressed with
regard to curriculum and governance, but the Coordinators feel these are matters that the
University Colleges must work out for themselves, with due attention to their circumstances.
As in the past, UBC stands ready to assist on request.
At the University College of the Cariboo, Charles Ungerleider (Faculty Coordinator for
Education) has worked with Bill Slaney, who was appointed Associate Dean responsible for
the B.Ed program. A number of initiatives are underway, including: the development of plans
leading to program approval by the B.C. College of Teachers and autonomous conduct of the
teacher education program; new committee procedures and policies concerned with practicum
placements; a workshop series on computing skills was added, as was the Recommended
Employment Skills Useful for Making it in Education (RESUME) workshop series designed to
help students make professional presentations of their experiences to prospective employers.
 Vancouver Senate
Minutes of November 15,1995
Report on Joint Degree Programs offered by UBC in collaboration with Okanagan University College and the
University College of the Cariboo
Okanagan University College
BA 3 rd & 4th year
Est. 90
Est. 35
B.Ed. Enrolment n.a. n.a. n.a. n.a. n.a. n.a. n.a.
Graduates n.a. n.a. n.a. n.a. n.a. n.a. n.a.
Total 1st & 2nd
year enrolment
1,769       2,888      3,206      3,171      2,990      2,800       2,885
University College of the Cariboo
BA 3 rd & 4th year
B.Sc. 3rd & 4th year
B.Ed. Enrolment
Total 1st & 2nd year enrolment
(Academic Program)
Partnership Grants
1990-91  1991-92  1992-93  1993-94  1994-95
$683,800  $683,800  $615,000  $553,500  $425,000  $400,000  $400,000
 Vancouver Senate 11263
Minutes of November 15,1995
Progress Report on the Media Resource Network including the 1995/96 application of the innovation fund
Progress Report on the Media Resource Network including the 1995/96
application of the innovation fund
Dr. Birch spoke briefly to the following report, which had been circulated for
information, stating that UBC's integrated proposal was seen as the most coherent from
among all the universities and colleges. He stated that this initiative has helped UBC to
use the advanced technology in an integrated and supportive way.
The University of British Columbia is moving to the forefront among Canadian universities in
developing research and instructional applications of new media technologies. It is home to a
number of advanced research facilities—including EGEMS, MAGIC, MERlin, and MUSE—
which are dedicated to investigating the art and science of these new technologies. UBC has
seen in the past year a large number of new activities devoted to enhancing the learning
environment for students through the application of media technologies. This work is
facilitated by UBC's fibre-based data network that features ATM switches which enable highspeed connectivity among research and instructional venues. In short, UBC is in a propitious
position to take a leadership role in the development, application, and testing of new media in
educational and research settings. This role was recognized when UBC was invited to join fifty
other universities and twelve leading information technology companies around the world as a
'New Media Center', as reported to the Board of Governors in March.
In early 1994, UBC established the Media Resources Network (MRN) in order to support the
campus-wide growth and coordination of new media as a means to improve the quality of
instruction and research through the application of these new technologies. In July 1994, the
MRN worked with deans to organize and develop the UBC submission to the Innovation
Fund of the Ministry of Skills, Training and Labour. The UBC submission "An Integrated Plan
to Extend and Improve University Instruction to British Columbians" of some thirty-five
related projects, totalling $2.67 million, was approved. Copies of the "Integrated Plan" were
provided to the Board of Governors and a current list of the 1994-95 Innovation Fund
projects is shown in Chart 1. These projects were officially announced by the Honourable Art
Charbonneau in February 1995, and progress on them is described in the 1994-95 Integrated
Plan final report submitted to the Ministry of Skills, Training and Labour on November 15,
1995. The 1995-96 Integrated Plan - Year Two application to the Innovation Fund for
$1.33M was submitted October 31, 1995.
Current projects are best understood and appreciated by viewing them on the MRN home
page, The projects found on the MRN home page will lead surfers to
the home pages of associated academic departments and hence provide a sense of the depth of
activity on the net at UBC related to new media applications. It is widely agreed that the first
year of the Innovation Fund has had an enormous impact on the university's capability and
plans to use the media in teaching and learning on campus and at a distance.
 Vancouver Senate 11264
Minutes of November 15,1995
Progress Report on the Media Resource Network including the 1995/96 application of the innovation fund
The Media Resources Network is guided by the MRN Steering Committee and is dedicated to
providing leadership in campus-wide initiatives which develop the university's ability to use
new technologies to enhance instructional and research objectives. The MRN is made up of
the Steering Committee and its subcommittees, and those innovative projects and research
facilities that participate in MRN ongoing programs and initiatives.
Recently the MRN has received an expanded role from the UBC Leadership Group. In
response to the Fall 1994 Senate Report of the Teaching and Learning Subcommittee, the
Leadership Group articulated the MRN Steering Committee role as one to develop the
university's ability to use new technology to enhance instructional and research objectives. In
particular, the MRN was asked to:
a) propose overall objectives for technology in instruction
b) develop a system of teaching and learning project evaluation
c) coordinate programs between Faculties and other units, including the Library
d) propose appropriate training for faculty and staff, including student assistants
e) ensure that we emphasize the management of technology and not merely the
acquisition of state-of-the-art equipment.
The MRN Steering Committee established a series of immediate and long-range objectives.
These are periodically reviewed and at this point, MRN objectives include the following:
to act as a catalyst in the adoption of new information technologies in university
instruction and research.
to serve as a focal point for development of expertise and resources in support of new
media on campus and related educational and research facilities.
to foster cooperative ventures among interested parties in media technologies, including
UBC's media research facilities, faculty projects in new media, Continuing Studies
programs, and the TELEcentre.
to promote the development and evaluation of innovative instructional approaches that
link worldwide resources, introduce new skills or deliver training in established skills in
new ways, and extend the campus learning environments.
to encourage the dissemination of information on, as well as training in, these new
technologies for the campus as a whole, as well as in conjunction with industry and
educational partners.
to advise the deans and other members of the academic community on the instructional
and curricular benefits available with new media technologies.
to recommend policy initiatives, as well as preferred and common platforms, for the
campus-wide use and distribution of media resources to the appropriate university bodies.
to support the development of the campus high-speed network infrastructure and UBC's
ability to produce high-quality multimedia materials.
to engage effective processes of evaluation for the use of new information technologies in
instructional settings.
to assist in UBC's advantageous engagement in new technologies for the twenty-first
 Vancouver Senate 11265
Minutes of November 15,1995
Progress Report on the Media Resource Network including the 1995/96 application of the innovation fund
The MRN reports to the Vice President Academic and Provost through the Office of the
Associate Vice President, Computing and Communications. Members of the Steering
Committee are representatives from each of the Faculties appointed by the respective Deans.
The Library and Continuing Studies are also represented on the Steering Committee which is
chaired by Dean Barry McBride. The Steering Committee liaises with relevant committees on
campus, such as the President's Advisory Committee on Teaching Spaces, the Advisory
Committee on Information Technology, as well as various committees of Senate including the
Senate Curriculum Committee. The Chair reports regularly to Leadership Group colleagues.
The MRN is the coordinating body for the development and implementation of
instructionally-focussed interactive media. As such, the MRN exists by virtue of the
participation of faculty members, professional and management personnel from across
campus, and carries on its work without a continuing operating budget. Some services are
offered for a fee and staff members are contracted from Media Services. Currently, project
personnel and associates include:
Project personnel:
• Margaret Ellis, project leader, MRN
• Paul Hibbitts
• Tom Nicol
• Sheila West
• Contract staff (as needed and funded)
Tony Bates, Director, Distance Education and Technology, Continuing Studies
Ian Franks, Director, Media Services
The MRN Steering Committee has responded to its mandate by establishing a number of
subcommittees which currently include Executive, Human Resources Development,
Evaluation, Research, and Distributed Learning. The membership of the MRN Steering
Committee is:
Chair, Dean of Science
Director, Media & Graphics Interdisciplinary Centre, Faculty of Graduate Studies
Associate Dean, Faculty of Applied Science
Associate Professor, Faculty of Pharmaceutical Sciences
Head, Family Practice Department, Faculty of Medicine
Professor, Chemistry Department, Faculty of Science
Professor, Faculty of Law
Associate Dean, Faculty of Arts
 Vancouver Senate 11266
Minutes of November 15,1995
Progress Report on the Media Resource Network including the 1995/96 application of the innovation fund
Associate Dean, Faculty of Agricultural Sciences
Associate Vice President, Computing & Communications
Associate Dean, Faculty of Education
Undergraduate Library Services Coordinator, Sedgewick Library
Assistant Professor, Faculty of Forestry
Associate Vice President, Continuing Studies
Assistant Professor, Faculty of Commerce & Business Administration
The MRN has made progress in facilitating the instructional uses of new media technologies
across a number of fronts since the first Innovation Fund award was made last November. It
has enhanced the resources of the MRN hub located at the TELEcentre. This capability
provides a basis for a shared development and distribution of resources from hardware to
expertise. A number of communication strategies have also been implemented to create greater
awareness on campus of the educational potential of new media in advancing the effective use
of these technologies. Finally, the MRN has been providing, through its TELEcentre team of
experts, support services to a wide range of Innovation Fund projects, as well as developing
student assistantships which will allow greater expertise to spread within Faculties and other
units. The highlights of the MRN's achievements in these and other areas are summarized in
the following.
The MRN provided overall coordination for UBC's Innovation Fund projects in the first year
of the Integrated Plan in a number of areas, including the organization of a project mailing
list, consultation on development of revised budgets, assistance in the enhancement of
proposals, as well as managing staff assignments and student assistantships. The MRN also
established a new-media mailing list open to all members of the university. This leadership and
coordination will continue into the second year of the Integrated Plan.
The MRN managed the process leading to the preparation of the UBC submission entitled
"Integrated Plan to Extend and Improve University Instruction to British Columbians: Year
Two." Over the summer months, each Faculty engaged in a process which included the
preparation of project proposals by individuals and groups that were then reviewed at the
departmental and Faculty levels. Deans proposed projects which met the guidelines and budget
ceilings set by the MRN Steering Committee and approved by the Vice President Academic
and Provost. The final document that was submitted to the Ministry of Skills, Training and
Labour on October 31 is attached. Chart 2 summarizes the projects included in the second
year of the Integrated Plan.
 Vancouver Senate 11267
Minutes of November 15,1995
Progress Report on the Media Resource Network including the 1995/96 application of the innovation fund
The final report of the first year of the Integrated Plan was prepared by the Centre for Applied
Studies in Evaluation (CASE) in the Faculty of Education under contract to MRN. Evaluation
was identified as a critical component of the July 1994 Innovation Fund submission. The
CASE report is a valuable asset not only in reporting progress to the funder but also in
assisting continuing project planning of further activities including preparation of the second
year of the Integrated Plan. The Report also provides the campus with detailed information on
the state of the application of new media to instruction and learning.
A home page containing information on the MRN and on Innovation Fund Projects was
established. Among the utilities being tested is Web Chat, a way of communicating in realtime on the Web. This Internet tool may prove useful for interaction among instructors and
students within Web-based courses.
The MRN team developed a brochure that introduced the Innovation Fund and the MRN's
role within it..
An Innovation Fund interactive program was produced in Supercard for the Macintosh and is
available on the MRN home page as an introduction to Innovation Fund projects. The
Honourable Art Charbonneau used the interactive program in February at the time of the
official launch of the UBC Innovation Fund projects.
The MRN organizes monthly demonstrations of Innovation Fund and related projects. These
demonstrations have been attended by large numbers of faculty, staff and students. Attendees
include not only those working on Innovation Fund projects but also others interested in new
media applications. Occasionally, visitors to campus curious about UBC activity and progress
in this area of enormous potential, attend and participate.
UBC's application to be a member of the New Media Centers was accepted and reported to
the Board of Governors in March 1995. This has led to the University's participation in NMC
events and will provide for innovative projects in collaboration with the NMC industry
partners. Membership also provides the opportunity to work with the other academic centers
on a regular basis and lends recognition to UBC's emerging leadership role in new media
A high-resolution Barco projection system has been installed in the TELEcentre theatre to
provide for MRN demonstrations and regular use in a wide variety of multimedia
presentations, including distance education.
 Vancouver Senate 11268
Minutes of November 15,1995
Report of the Tributes Committee (in camera)
A new second generation ATM switch has been purchased and installed, increasing the
campus high-speed network capacity and enhancing the University's investment in the fibre-
optic backbone which now extends to most major buildings.
A Sun Sparc workstation has been purchased by the TELEcentre for the development of new
media applications. The ATM connected workstation and software is being used for Web
server and Web application development, workstation-based video-conferencing, and
MBONE broad or multicast interactive Internet applications.
Video server technology has been a focus for facilitating new media developments and
applications on campus. A video server using Starlight Networks Starworks software has been
installed and tested. MPEG compression technology is being purchased from FutureTel. This
technology will provide the foundation for a comprehensive, integrated and production-
standard media server which will allow high-speed network access to a wide variety of
multimedia files, including text, graphics, sound and video.
A CD-ROM writer is being purchased for the packaging and distribution of multimedia
products which are being developed through the Innovation Fund and other projects.
The MRN developed a student assistantship program in which students are hired to work on
departmental multimedia-based projects. The MRN provides half of the required funding for
one student per faculty. MRN staff provide in-service training in multimedia design and
implementation as students contribute to these departmental projects.
Commenting on the report Dr. Richer said that although this was a step in the right
direction, the fact that many classrooms at UBC are not wired for electronic
communications makes UBC a very difficult place to teach.
Report of the Tributes Committee (in camera)
Dean McBride, chair of the committee, presented the report. The committee
recommended that the following be invited to accept honorary degrees at the 1996
congregation ceremonies.
 Vancouver Senate
Minutes of November 15,1995
Report of the Tributes Committee (in camera)
Dean McBride
Dr. Cook
Mr. Woo
Ms. Chui
That the recommendations of the Tributes
Committee concerning honorary degrees be
That the recommendations be considered
The motion to approve the
recommendations of the committee
was put and carried.
 Vancouver Senate 11270
Minutes of November 15,1995	
The meeting adjourned at 9:00 p.m.
Next meeting
The next regular meeting of Senate will be held on Wednesday, December 13, 1995.


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