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UBC Publications

UBC Reports Jul 14, 1994

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Teaching Excellence
Stephen Forgacs photo
Assoc. Law Prof. Barry Slutsky, right, recently received a $10,000
national award for teaching excellence from the Weir Foundation of
Queenston, Ont. Justice Richard Lovekin of the Ontario High Court,
left, presented Slutsky with the William Paul McClure Kennedy Memorial
Award. The award, named for the former University of Toronto law dean,
is open to anyone who has taught full-time at a Canadian law school for
at least 10 years. Slutsky teaches corporate law and is the director ofthe
Legal Research and Writing program and co-ordinator ofthe competitive
moot program.
Faculty Association elects
law professor as president
by Connie Filletti
Staff writer
Law Prof. Tony Sheppard has been
elected president of UBC's Faculty Association for a one-year term.
A graduate of UBC's Faculty of Law,
Sheppard obtained his LLM from the
London School of Economics before returning to B.C. where he was called to the
bar in 1969.
He joined the university the same year
and is currently teaching tax, evidence,
equitable remedies and creditors' remedies to second- and third-year students.
Sheppard was elected as a member-
at-large to the executive committee ofthe
Faculty Association in 1991 and served
as vice-president of the association in
He has served as a member ofthe UBC
Senate and received a Teaching Excellence Award in 1989.
Other members of the Faculty Association executive for 1994-95 are: Prof.
Robert Blake, Zoology, vice-president;
Prof. Joanne Emerman, Anatomy, treasurer; and Assoc. Prof. Billie Housego,
Educational Psychology and Special Education, secretary.
Members-at-large are: Asst. Prof.
Nancy Langton, Commerce and Business
Administration; Assoc. Prof. David
Mathers, Physiology; Asst. Law Librarian, Mary Mitchell; Asst. Prof. Tim
Salcudean, Electrical Engineering; Lecturer Norma Wieland, Germanic Studies;
and visiting Assoc. Prof. Claire Young,
Serving as ex-officio members are:
Assoc. Prof. Jim Gaskell, Math and Sci-
Tony Sheppard
ence Education, chair, committee on salaries and economic benefits; Prof. Richard
Pin cock. Chemistry, chair, personnel services committee; and Assoc. Prof. Kathryn
McCannell, Social Work, chair, status of
women committee.
the executive staamaty ofthft
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ess, Planning for th<& University
of British Columbia, is reprinted
an pages seven and eight.
Chair appointments announced
Two professors
first recipients of
Wall Endowment
by Gavin Wilson
Staff writer
Nobel Prize winner Michael Smith and
Commerce Prof. Raphael Amit have been
named to two new chairs funded by the
Peter Wall Endowment at UBC.
Smith and Amit have been designated
as Peter Wall Distinguished Professors.
Each ofthe chairs is funded by an endowment of $3 million.
Announcement of the new chairs was
made jointly by the Peter Wall Endowment and UBC.
"We are all very proud of the world-
class calibre of the UBC faculty and we
are honoured to recognize two of its members today," said Peter Wall. "Awarding of
the distinguished professorships is consistent with the endowment's original
intent — to materially support the university in its pursuit of academic excellence."
Wall is chair of Wall Financial Corporation, one of the largest and most successful public real estate companies in
the province.
In 1991, he gave UBC $15 million,
believed to be the largest lump-sum gift
to a university by an individual in Canadian history, establishing the Peter Wall
"Peter Wall is a man of great personal
vision," said UBC President David
Strangway. "We are extremely pleased
that he shares our belief that academic
work at UBC is among the first rank
internationally and that he is willing to
support it so generously."
Smith, director of UBC's Biotechnology
Laboratory, won the 1993 Nobel Prize for
Amit is director of UBC's Centre for
Entrepreneurship and Venture Capital
in the Faculty of Commerce and Business
Serving as trustees ofthe Peter Wall
Endowment are Strangway, former UBC
Chancellor Leslie Peterson and noted
Vancouver cardiologist Dr. Akbar
The trustees anticipate that further appointments will be made during the next several years. They will
be distributed across fields of study
and will be used to encourage interdisciplinary scholarship and education.
Canada's top athletes
gather on UBC campus
by Abe Hefter
Staff writer
More than 300 members of the Canadian team will converge on UBC prior to
departing for Victoria and the Commonwealth Games, Aug. 18-28.
While at UBC, Canadian athletes and
officials will be outfitted from head to toe
with everything from toiletries to track
suits during three days of staging, Aug. 9-
"Staging for the 1990 Commonwealth
Games in Auckland was also held in
Vancouver and proved very successful,"
said Canadian team staging chair Keith
"We hope to capture some of that team
spirit again this year. UBC is the ideal
location for us in terms of housing and
training facilities."
The athletes will stay at Gage Towers
and will use many ofthe athletic facilities
on campus before they depart for Victoria
the morning of Aug. 12.
The social highlight of their stay will
come Aug. 10, when Canadian team members will join invited guests and dignitaries for an evening barbecue at Maclnnes
The Canadian team at the Commonwealth Games will be 400 strong. One
hundred athletes and officials will bypass staging at UBC because of training
commitments and will be outfitted when
they arrive in Victoria.
He Scores
UBC soccer experts help keep TSN's World Cup coverage on track
Lose Something? 3
Offbeat: UBC's Lost and Found may have what you're looking for
Flash Flood 4_
A heavy rainstorm caused flooding and water damage across campus
Teaching Toddlers 16^
Profile: Rosalie Janowicz finds inspiration in helping toddlers learn 2 UBC Reports ■ July 14, 1994.
UBC president
responds to
Hampton Place
I read with great interest the letter to the editor in
the June 16 issue of UBC
Reports regarding Hampton
Place (Hampton Place
questions need answers)
and feel that I must respond.   The letter poses
several interesting questions about the development
of Hampton Place and the
future benefits that the
project will provide for UBC.
1. The total projected profit
from Hampton Place sales
will be in the $50- to $70-
million range when the
development is complete —
not $35 million as quoted in
the letter to the editor.
Initially, the plan was to
build rental units and use
the rental income as a form
of "endowment" income, but
a decision was made recently
not to have university-owned
rental buildings at Hampton
Place. Profits generated from
Hampton Place sales will be
invested in portfolios that
will ensure a steady stream
of endowment income for
2. The first $5 million in
profits from Hampton Place
sales has already generated
an endowment of about
$300,000 for research in the
humanities and social
sciences. The income from
$15 million will be available
by 1996-97 and will generate
a recurring endowment of
$900,000. This is not onetime funding as suggested in
the letter (even if it had been
invested in apartments, the
rental income would have
served the same purpose).
3. The original plans for the
profits from Hampton Place,
as approved by the UBC
Board of Governors, were to
provide a source of funding
for academic endowments
and capital purposes only.
The university's current
intention is to use the
income for endowment
purposes only.
4. All subdivision plans and
development permits are
available for viewing at the
offices of the UBC Real
Estate Corp.  The public has
been informed about developments at Hampton Place
through public meetings,
UBC Reports and other
newspaper articles, on-site
signage and direct contact
with the UBC Real Estate
5. Hampton Place contains
28 acres of land and is
limited to that. The perimeters of this development will
not expand.  The land south
of 16th Ave. is under long-
term lease to Discovery Parks
Inc. Any future proposals for
development of the south
campus, whether for market
housing, a research park or
any other activity, will be
subject to full review under
the public consultation
process currently being
developed by the university
with the assistance of planning consultant Ray
6. The mission statement,
philosophy and goals of the
UBC Real Estate Corp.,
which were developed in
1989, are available for
viewing at the corporation's
I hope this answers the
questions raised in the letter
to the editor and clears up
any confusion around the
Hampton Place development.
David W. Strangway
President, UBC
Crane Library
On-line catalogue eases access
to special format publications
by Abe Hefter
Staff writer
The Crane Library and Resource Centre catalogue is now
part ofthe UBC Library's on-line
public catalogue.
More than 45,000 books in
recorded, braille, large type, computer disk and regular print formats are available at the touch
of a computer keyboard.
Blind and vision-impaired
people increasingly have access
to personal computers that use
voice synthesis or magnify screen
information for users with minimal sight. Many already search
remote databases and bulletin
boards from home or work via
Now, with a few simple commands, the visually impaired can
get access to the UBC Library
on-line catalogue. With a few
more key strokes, they can reach
Crane OPAC, a free on-line catalogue which lists all the titles
available through the Crane Library and Resource Centre.
"We are the first special materials library and student support service to offer on-line access in Canada, and only the
second in North America," said
Paul Thiele, head of the Crane
Library and Resource Centre.
"Previously people  needing
special format books had to be at
UBC, or rely on staff at public
library outreach services to find
out what's at Crane.
"This new on-line service empowers clients to search and
choose their own materials and
do it from a location that is convenient to them, which is important when your mobility is limited by a lack of vision."
In addition, a catalogue of
braille books available in the
Crane collection has been published. The 3,000-entry catalogue may be borrowed by individuals for short periods and is
available for purchase in braille
or computer disk.
Department's new name reflects
broad range of responsibilities
by Connie Filletti
Staff writer
UBC's Dept. of Occupational
Health and Safety has been restructured and renamed the
Dept. of Health, Safety and Environment to reflect its expanded
role on campus.
The department will continue
to address health and safety issues, and is also developing a
comprehensive environmental
strategy for UBC with the help of
a newly created environmental
programs committee, said de
partment Director Wayne Greene.
The committee's draft terms
of reference are still under consideration:
• to develop and recommend
policies and guidelines for
environmental protection by
all faculty, staff and students and activities of the
• to advise on current and
future needs for the safe
and proper use of materials
• to advise on training needs
and programs for the
campus community
• to review the environmental
impact of UBC projects
• to review new and current
legislation on environmental programs and assess the
impact on UBC
Additional responsibilities recently undertaken by the department  include   reviewing
waste management and recycling
activities carried out by other
departments  on campus  and
reporting on these operations to
the Board of Governors' standing committee on occupational
health, safety and environment.
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UBC Reports is published twice monthly (monthly in
December, June, July and August) for the entire
university community by the UBC Community
Relations Office, 207-6328 Memorial Rd., Vancouver
Managing Editor: Steve Crombie
Editor: Paula Martin
Production: Stephen Forgacs
Contributors: Connie Filletti, Abe Hefter, Charles Ker,
Gavin Wilson
Editorial and advertising enquiries: (604) 822-3131
(phone), (604) 822-2684 (fax).
UBC Reports welcomes the submission of letters and
opinion pieces. Opinions and advertising published in
UBC Reports do not necessarily reflect official
university policy.
Material may be reprinted in whole or in part with
appropriate credit to UBC Reports. UBC Reports • July 14, 1994 3
Audiology and Speech Sciences celebrates 25th anniversary
School strives to meet needs of B.C.
by Connie Filletti
Staff writer
Even a severe shortage of audiology
and speech-language pathology services
in B.C. can't tarnish the glow of the
School of Audiology and Speech Sciences'
silver anniversary.
For 25 years the school has served as
and continues to be B.C.'s only professional education program for audiologists and speech-language pathologists,
preparing them for professional practice
and leadership roles in health care and
education reform.
As the school looks ahead to the next
century, educating audiologists and
speech-language pathologists remains the
school's primary mission.
It's a daunting task given that B.C.
Ministry of Health surveys show that the
province has only half the number of
audiologists and speech-language pathologists it needs to provide the full
range of care for communication disorders the population warrants.
"Government data indicate that the
current personnel shortfall is primarily
due to lack of funded positions, rather
than any need for a larger training pro
gram," said Judith Johnston, the school's
director since 1989.
Established in 1969 as a division of
the Dept. of Pediatrics in the Faculty of
Medicine, and funded by donations from
private foundations and research grants,
the program achieved independent status as a school within the faculty in 1981.
The size of the school remained constant for its first 20 years, with six full-
time faculty members and an average
class enrolment of 12 students.
In 1987. enrolment figures doubled
and three full-time faculty positions were
added after the school received money
from the province's Fund for Excellence
program. The school now enrols 25 new
students each fall.
"Doubling the school's size had a wider
impact in that much of the character of
the school and its programs evolved rapidly with that increase," Johnston said.
"It reached a new kind of critical mass
that made it possible to do things that
hadn't been possible before."
The most notable changes are an increase in the school's clinically oriented
research endeavours, new partnerships
formed with community clinicians to work
on treatment programs, and a complete
by staff writers
Most of us are familiar with that sickening, panicky feeling that hits
when you lose your wallet.
If that happens to you on campus, the first thing you should do is go to
the Lost and Found — if you can find it.
After being in Brock Hall since sunbathers wore bloomers on Wreck Beach,
it moved last summer to a new home in War Memorial Gym's equipment
dispensary, across from room 100 on the lower level.
Kim McElroy, assistant manager with Athletic and Sports Facilities, is now
In charge of the Lost and Found and says the new location makes it more
"We get one of everything that could possibly be lost — one shoe, one sock,
one glove — although I don't know how anyone could lose one shoe," McElroy
Then again, how could someone lose their dental plates? But it happened.
More commonly, though, lost items are umbrellas, scarves, white t-shirts and
"Working here has made me paranoid," admits Tony Ivancic, the facility
co-ordinator who ran the Lost and Found this past year. "I'm always checking
to see that I still have my keys and wallet."
If Ivancic did lose those items, there is a good chance they would be
"Some people are very honest — we get wallets turned in all the time,"
McElroy said.
But then there are the items that don't get turned in. People come looking
for lost rollerblades, cell phones, pagers, slide projectors and mountain bikes,
but leave empty-handed.
Some people just can't seem to get enough. One fellow came in to reclaim
his lost wallet. A week later, he was back, he'd lost his wallet again.
Others seem nonchalant about their missing property. One guy came in
looking for his lost binder. He'd lost it exactly one year earlier and this was
his first inquiry about it.
But Lost and Found doesn't keep items that long. At the end of September
they hold a sale. Items that don't get sold are donated to charity.
"People should be happy to know that if they don't reclaim a lost item,
someone who needs it will get it," McElroy said.
One of the most common items lost are keys, but they are among the
hardest things to identify, Ivancic said.
He strongly advises people to get a keychain that will set theirs apart from
the mountain of keys on silver rings that fill his office.
Then there was the guy who lost someone else's property.
"We had a gentleman come in and sheepishly admit that the keys he'd lost
weren't his — they were his daughter's," McElroy said.
"He was looking after her place while she was out of town and hoped to
find them before she came home."
He did, and his daughter never knew the difference.
Ivancic said it's unbelievable how many lost wallets don't have a current
address or phone number in them. He tries to locate the owner, but students
move a lot and often aren't listed in the phone book.
Students should be sure to write their names in expensive textbooks, too,
he said.
Sometimes, though, getting your lost item returned is a mixed blessing.
An expensive leather jacket was turned in. Ivancic checked the pockets
and found three speeding tickets, issued within four days of one another, and
used them to track down the owner.
"He was glad to get his jacket back, but I'm not sure he was so happy
about those tickets," he said.
In this case, it was finders weepers.
revision of the school's curriculum,
Johnston said.
The school is still challenged by the
need to find new sources of support for
students and clinical faculty members.
Every student receives a five-month,
full-time internship in community clinics
under the supervision of clinical faculty
who work without pay, she explained.
"Graduate student funding has dramatically decreased and clinical faculty
members face Increased service pressures that make it difficult for them to
fulfil their commitments to clinical education," Johnston said.
Johnston sees public education as a
vital tool in gaining support for students
and clinical faculty.
"B.C. residents may not be aware of
the kinds of services audiologists and
speech-language pathologists can provide, or that effective treatments exist for
a variety of communication problems,"
she said.
"Those same residents will comprise
the regional and local health and school
boards and will be setting budget priorities, so we have to meet the challenge of raising public awareness,"
Johnston said.
Abe Hefter photo
Researcher Colin Elmes keeps a close eye on the ball while entering data
into a computer during a World Cup soccer game.
UBC team helps TSN
make sense of World
Cup soccer games
by Abe Hefter
Staff writer
Prof. Ian Franks has coached a lot of
soccer teams in his time through his
involvement with the Canadian Olympic
team and the Canadian Soccer Association. On July 17, he will lead a different
sort of team into action during the championship game ofthe 1994 World Cup of
Franks, who teaches in the School of
Human Kinetics, and a team of UBC
researchers will meet in an office at War
Memorial Gym where, since the World
Cup started in mid-June, they have been
collecting data during each game and
transmitting the information to The Sports
Network (TSN) in Toronto for on-air use
by soccer analyst Dick Howard during
World Cup telecasts.
Franks' teammates are associate Dave
Partridge, who coached the UBC soccer
team to a national title in 1993, assistants Colin Elmes and Eddy Cannon, both
four-year veterans of the UBC soccer
team, and programmer Paul Nagelkerke.
"We analyse every possible event
around the ball, such as each and
every pass that is made and its location
on the field, in addition to the number
of shots taken, where they're taken
from, and where they end up, and input that information into our computer
database," explained Franks, who has
been collecting similar World Cup data
since 1982.
Howard receives a complete statistical
breakdown for his use during half time
and another at the conclusion of the
game. In addition, he is made aware of
any significant trends that may be developing during the course of the game.
For example, in the first half of a June
23 first-round match between Norway
and Italy, Howard received this message
from UBC:
"Italians playing multiple penetrating
passes behind Norway defence. This is
what Colombia failed to do against U.S.A."
Howard is thrilled with the results.
"What Ian and his group provide is a
very objective look at a sport which is
often viewed quite subjectively. It's fascinating stuff and provides our viewers
with another dimension of game coverage."
Howard, a former Canadian National
team member who is currently the goalkeeper coach with the Canadian Soccer
Association, has presented the data during coaching seminars he's conducted
around the world.
'The information has proven invaluable to those involved in soccer at all
coaching levels," said Franks, a former
member of the Canadian Olympic team
coaching staff who has been involved
with the Canadian Soccer Association's
coaching education program for nearly
20 years.
"We have a huge statistical database
from which to draw. In the future, it may
be possible to apply this data to a mathematical model In an effort to help coaches
develop optimal strategies for specific
competitions. We are at present developing such a model with the help of a
university grant from the humanities and
social sciences." 4 UBC Reports ■ July 14, 1994.
Damage estimate grows
to nearly $ 100,000 after
rainstorm soaks campus
by Connie Filletti
Staff writer
Estimates of damage to UBC buildings
and grounds caused by heavy rains in
Vancouver on June 18 are still coming in,
but early tallies from the UBC Bookstore
and Plant Operations alone total nearly
Among the hardest hit areas of campus were the Bookstore, Crane Library,
the School of Human Kinetics, Cecil Green
Park and Green College.
Environment Canada rain gauges located at the Vancouver Airport measured
25.4 millimetres of rain on June 18.
"It was not a significant rainfall in
itself, but the fact that better than 80 per
cent of it came down in six hours is," said
Earl Coatta, head of environmental data
processing services at Environment
"A great amount of rainfall in a short
time period can cause more damage. We
don't have gauges at UBC, so the intensity in this area could have been twice as
Coatta said that 21.8 millimetres of
rain fell between 5:00 am and 11:00 am.
on the day of the storm.
Sharon Walker, the Bookstore's warehouse manager, said that approximately
$30,000 worth of merchandise and books
was lost. The estimate does not include
lost sales due to the Bookstore's closure
on June 18, staff overtime wages and
clean-up costs, she added.
At Cecil Green Park, both the house
and the grounds sustained damage, including the loss of a leaded glass window
in the basement, blown out by the intensity of the water pressure.
Cliffs in the vicinity ofthe Coach House
were eroded and bedding sand from a
paving stone driveway washed out at
neighbouring Green College was strewn
around the gardener's shed.
"It looked like an earthquake,"' said
Nancy Garrard, proctor of Cecil Green
Social functions scheduled that weekend at the house, a favourite venue for
wedding receptions, were not affected by
the damage.
Flooding in the Crane Library's recording studio, located in the basement
of Brock Hall, forced the studio to close
for a day and a half. Twelve master reels
with books recorded on them for use by
the visually impaired were destroyed.
However, studio equipment was not damaged.
Other effects of the storm included
flooding in about 25 buildings on campus. Some needed up to 30 centimetres of
water extracted from them, said Peter
Nault, associate director of Plant Operations.
Several buildings were without electrical power, including the First Nations
House of Learning which lost power for
two days, he added.
Nault said that the bills received to
date for materials and contractors used
by Plant Operations to deal with the
storm damage total just under $60,000.
Brian Smallridge photo
Paving stones near Green College lie in disarray after the soil beneath them
was washed away during a heavy rainstorm June 18.
Ozone filter system installed
in Aquatic Centre whirlpool
by Abe Hefter
Staff writer
The whirlpool at the UBC Aquatic Centre will be equipped with an innovative
ozone disinfection system that will leave
the water crystal clear and almost totally
free of chlorine.
"The current whirlpool filter system is
difficult to maintain because of high organic levels and high concentrations of
total dissolved solids," said Chris Neale,
manager ofthe UBC Aquatic Centre.
"Ozonization will eliminate scum rings
and body oils while destroying bacteria
and viruses in an environmentally safe
fashion. It's a different class of disinfection altogether, one that will compliment
the existing traditional chlorination system."
Ozone is generated naturally by sunlight acting on oxygen in the atmosphere.
It is widely used in the removal of bacteria
and viruses in drinking water, food preservation, in the beverage industry and in
the medical health profession.
The ozone whirlpool system will be
installed in September, without disruption for the estimated 1,000 people who
use the whirlpool facilities every week.
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High Slack
Abe Hefter photo
UBC Fine Arts Prof. Judith Williams presents High Slack, an installation of
paintings, sculptures, photographs and books, that will be on display at the
Museum of Anthropology from June 21 through December. High slack is the
moment when the tide has risen to its highest point before ebb. The artist
sees this pause in the tides as a metaphor for a moment of calm in the social
Treat research forests
with respect and care,
UBC silviculturist urges
by Abe Hefter
Staff writer
With more than 30 kilometres of trails
at your feet, the Malcolm Knapp Research Forest offers a variety of hiking
adventures during the summer months.
However, as you make your way
through the ferns, stopping perhaps to
sample the fruit of a huckleberry plant,
the forest's resident silviculturist asks
that you keep one thing in mind: forests
can wear out, and people can wear them
"The Malcolm Knapp Research Forest
is not a park. It is an active research
facility in which recreation is permitted,"
said Peter Sanders, director of off-campus programs for the forest.
"Care must be taken when using the
forest for recreational purposes, like hiking."
Because of the number of trails and
the size ofthe forest, there are times when
you can feel like the only person in the
forest. The reality is, thousands of people
will hike their way through the forest this
summer, and any damage done is magnified thousands of times.
"Humans are part of forest ecology and
the forest can absorb a tremendous
amount of people," said Sanders. "What
we're asking people to do is make passive
use of the forest. Stay on the trails and
avoid taking shortcuts. You could end up
trampling a huckleberry plant that is 80
years old."
As a university laboratory, the forest is
used by researchers, educators and students and care must be taken to respect
research areas which feature forest mam-
agement activities on an ongoing basis,
Sanders said. These are clearly marked
and are off limits to hikers, as are certain
other areas ofthe forest which are closed
to the public.
Because all lakes in the forest are
subject to research work, fishing is prohibited. Care must also be taken to avoid
disturbing the wildlife.
Although there are no cafeteria facilities in the forest, there's no reason why
you can't enjoy a picnic lunch. Remember to clean up after you're done.
If you're thinking of packing a barbecue, forget it. There are no campfires
permitted and there's no smoking. The
risk of forest fire can be great during the
summer months and when the risk is too
great, the forest may be closed.
The Malcolm Knapp Research Forest
is open to hikers (no pets or bicycles) from
7 a.m. until dusk and forestry students
are posted at the main gates on the
weekends to answer your questions. For
more information, call the Malcolm Knapp
Research Forest at 463-8148 weekdays
between 8 a.m. and 4 p.m.
News Digest
Pavel Bure wasn't the only star of the recent Stanley Cup playoffs. UBC
employees Lori Thomas and Sandy Tanaka scored pretty big, too.
The two Canucks fans raised $9,365.55 during post-season play for Canuck
Place, a hospice for terminally ill children.
Thomas got the idea to challenge Canucks fans to donate to the hospice while
watching the games at Courtnall's Double Overtime Sports Grill on Robson Street
and, with Tanaka's help, persuaded management at the grill to put out ajar for
More money was raised at other locations including over $1,000 at the Baker
Street Sports and Games Pub in the Richmond Inn and $270 from the Faculty of
Commerce and Business Administration where Thomas and Tanaka work.
Canuck Place, which is scheduled to open in January 1995, is the official
charity of the Vancouver Canucks. To make a donation, write to the Canuck
Foundation, 3rd floor, 780 Beatty Street, Vancouver, B.C. V6B 2M1.
• • • •
Two groups of 30 and 40 preschool teachers from Japan will take a day to
tour UBC's child-care centres next month to learn how the university runs
the largest campus child-care facility in Canada.
The tour will be conducted by Prof. Emerita Hannah Polowy on Aug. 29.
This is a unique opportunity for these Japanese preschool teachers to learn
more about infant, toddler and preschool care under one roof, said Deborah
Warren, assistant administrator, UBC Child Care Services.
"They are very eager to bring this kind of knowledge back with them to Japan,"
she added.
The Japanese educators will spend a half day at the Child Care Centre and the
rest of the day at the Child Study Centre, where they will take in lectures on the
university's Early Childhood Education curriculum.
• • • •
The application deadline for $48 million in funding for a new Networks of
Centres of Excellence competition is drawing close.
Applications are being invited for new networks in five target areas: advanced technologies (materials, software engineering); environment; health
research; technology-based learning; and trade, competitiveness and sustainability. The deadline for submission of a letter of intent is Sept. 1.
For more information, contact the Natural Sciences and Engineering Research
Council of Canada in Ottawa at (613) 995-6295.
• • • •
Application forms for 1995 Rhodes Scholarships are now available in the UBC
Awards and Financial Aid Office.
The scholarships, normally granted for two years, are valued at approximately £12,000 per year.
A letter from the president of UBC must accompany all applications. For more
information on how to fulfil this requirement, call Byron Hender in the office of
the vice-president Student and Academic Services at 822-6799 before Sept 30.
For more Information about the Rhodes Scholarships, call the Awards and
Financial Aid Office at 822-5111 or fax 822-6929. The deadline for completed
applications is October 18, 1994.
• • • •
The UBC Library has been selected as the National Archives of Canada (NAC)
distance access site for British Columbia.
The distance access program was developed by the NAC to provide enhanced
access to its holdings by entering into partnerships with institutions across the
country. UBC will be the third Canadian site.
The distance access site is a module consisting of computer equipment which
allows researchers to consult National Archives reference aids captured on CD-
ROM and audio-visual educational and promotional material.
• • • •
Five students in the School of Architecture have been honoured with first,
second and third prizes as well as two honourable mentions in a competition
to design a bus stop prototype for the city of Surrey.
The UBC students participated in the competition as part of a tutorial led by John
Gaitanakis, an assistant professor at the school, and sessional lecturer Brenda Clark.
First prize went to William Uhrich, second prize to Christine Lintott, and third to
Anthony Small. Honourable mentions went to Sharon Lui and Paul Thorkelsson.
Emily Carr College of Art and Design and Kwantlen College also participated In the
competition, which was co-sponsored by the city and B.C. Transit.
The provincial government has given UBC the go-ahead to call for tenders and
award contracts for construction ofthe new Walter C. Koerner Library.
The 17,000-square-metre project is the first phase of UBC's multi-phase
Central Library, which will ultimately replace the old Main Library.
Total cost of the first phase of the project is an estimated $24 million. Construction at the Main Mall site, adjacent to Sedgewick Library, is expected to
begin this fall.
"The Central Library Plan will help UBC maintain its position as a world-class
teaching and research institution," said UBC President David Strangway.
"The library has always been the heart of UBC, both Intellectually and physically. It has served as a valuable community resource not just for our students,
but for other universities, colleges, schools and teaching hospitals throughout the
province," he said.
• • • •
UBC figured prominently In the 29th Annual Conference of the Canadian
Transportation Research Forum, held May 15-18 in Victoria.
Members of the Transportation and Logistics Division in the Faculty of
Commerce and Business Administration moderated two sessions and presented
seven papers.
Assoc. Prof. Garland Chow won the outstanding paper award for Financial
Performance of Canadian and U.S. Motor Carriers, with R. Gritta and T. Shank of
the University of Portland.
Chow, Prof. Trevor Heaver and research associate Len Henriksson won the best
logistics paper award for Trends in Logistics: Implications for Carriers, Researchers and Policy-makers. Nashir Hirjee won the undergraduate student paper
contest with his paper concerning the Canada-Singapore Air Bilateral Agreement 6 UBC Reports - July 14, 1994.
July 17 through August 13
Monday, July 18
German Choral Group
The Saxony Singers From
Zwickau, Germany. A 47-voice,
award-winning choir founded in
1975, under the direction of Ralf
Eisenbeiss. Regent College, 5800
University Blvd. at 12:30pm. Performing also Tuesday, July 19.
Call 822-6403.
Tuesday, July 19
VST Summer Public Lecture
Central America And New World
Order. Dr. Ross Kinsler, Biblical
Seminary of Latin America.
Chapel of the Epiphany at
7:30pm.  Call 228-9031.
Short Course
Guidelines And Procedures For
Investigating Disease Clusters.
Speakers: Roger Grimson, SUNY
Stony Brook; Geoff Jacquez, Bio-
Medware. Fee $350 US incl. software, course materials. Angus
Bldg, July 19-20, 9am-5pm. Call
Thursday, July 21
VST Summer Public Lecture
The Soul Of Politics: A Vision For
Social And Spiritual Transformation.    Mr. Jim Wallis, editor,
Sojourners. Chapel of the
Epiphany at 7:30pm. Call 228-
International Conference
Statistics And Computing In Disease Clustering. 30 oral presentations and 12 poster presentations.
Fee $75 US. Angus Bldg, July 21 -
22, 9am-5 pm. Call 224-4705.
UBC Board of Governors
Held in the Board and Senate room,
second floor of the Old Administration Building, 6328 Memorial
Rd. The open session begins at
Tuesday, July 26
VST Summer Public Lecture
Susanne De Dietrich (1891-1981):
ACreativeLayTheologia, Dr. Hans-
Ruedi Weber, former Dir. of the
Department on Laity, World Council of Churches. Chapel of the
Epiphany at 7:30pm. Call 228-
Thursday, July 28
VST Summer Public Lecture
The Peculiarity Of Being Christian. Dr. William H. Willimon,
Duke U. Chapel of the Epiphany
at 7:30pm.  Call 228-9031.
.-.    js%*00&&J';:')»:s-*'&;• --.* j" ■ "T
Calendar items must be submitted on forms avail-
tie from the UBC Community Relations Office, 207-
$28 Memorial Road, Vancouver, B.C. V6T1Z2. Phone:
52-3131, Fax: 822-2684. Please limit to 35 words,
lbmlssions for the Calendar's Notices section may be
nlted due to space. Deadline for the August 11 issue
UBC Reports—which covers the period August 14 to
sptember 10 — is noon, August 2.
Student Housing
A new service offered by the AMS
has been established to provide a
housing listing service for both
students and landlords. This new
service utilizes a computer voice
messaging system. Students call
822-9844, landlords call 822-
Campus Tours
School and College Liaison tours
provide prospective UBC students
with an overview of campus activities/faculties/services. Fridays at
9:30am. Reservations required
one week in advance. Call 822-
Disability Resource Centre
The centre provides consultation
and information for faculty members with students with disabilities. Guidebooks/services for students and faculty available. Call
822- 5844.
Women Students' Office
Advocacy/personal counselling
services available. Call 822-2415.
Sexual Harassment Office
Advisors are available to discuss
questions or concerns and are prepared to help any member of the
UBC community who is being sexually harassed find a satisfactory
resolution.  Call 822-6353.
Basal Cell Carcinoma Study
Superficial Tumours. 18 yrs./
older. 6 visits over 16 weeks.
Honorarium upon completion. Call
Clinical Trial Dermatology
Actinic Keratoses Study. Raised
Lesions with a flaky appearance
caused by sun damage. Must be
18 yrs./older. Possibility of 6 vis-
Its over 8-month period. Call 875-
Psychology Study
Music/Mood Study. Comprises 2
one-hour sessions, booked 2 days
apart. Participants will be paid
$20 upon completion of both sessions. Kenny Bldg. Rm. 1708.
Call 822- 2022.
Audiology/Speech Sciences
Volunteers needed with normal
hearing, who are native-English
speakers; 18-35 years old, with
no previous instruction in linguistics to participate in a study
of speech perception in noise.
Honorarium paid. Call Anita at
Statistical Consulting/
Research Laboratory
SCARL Is operated by the Dept. of
Statistics to provide statistical
advice to faculty/graduate students working on research problems.  Call 822-4037.
Surplus Equipment
Recycling Faculty (SERF)
Disposal of all surplus items.
Every Wednesday, 12-5pm. Task
Force Bldg., 2352 Health Sciences Mall. Call Vince at 822-
2582/Rlch at 822-2813.
Nitobe Garden
Open daily from 10am-6pm. Call
Botanical Garden
Open daily from 10am-6pm.
Shop In The Garden, call 822-
4529; garden information, 822-
MOST (Managerial/Other Skills Training Program) is
offering a series of courses to UBC employees in
For times, locations and fee information, call 822-
July 19
Valuing And Welcoming Diversity
July 20
Time Management
July 21/22
Workshop Design
July 26
Central Agencies II: Human Resources,
Recruiting Staff At U.B.C.
July 28
Supervisory Skills: The Basics
Aug. 09
Eliminating Discrimination:  Making A
Aug. 10
An Introduction To Health Safety And
Environment Issues at U.B.C.
Aug. 11
Employee Relations II
and the Express
Open ail summer
7 am to 7 pm
Seven days a week
Express open all summer
7:30 am to 3:30 pm
Monday to Friday
Trekkers open July 4 to Aug 12
10:30 am to 220 pm
Monday to Friday
Senate Briefs
of Grad
guage, 1
costs in
more th
his serv
te has approved a new PhD
uate Studies and the Dept. c
ber, aims to develop student
te approved a number of ne\
in the Dept. of Civil Enginee
Education and Gender in the
of Arts; and Co-operative Et
Dlogy, in the Faculty of Scier
Gilbert, chair of the Senate
1994/95 for serials will be
an $4.8 million. This will re;
student awards approved bj
ice to UBC as director of At]
r, offered by the B.C. Medica
r new awards included the E
d in his memory for graduat
ate Memorial Bursary, endoi
1 Education and Recreation
program in Counselling Psychology. Offered by the Faculty
>f Counselling Psychology, the program, which begins in
s who are scientists as well as practitioners.
• • • •
v courses, including: Engineering and Sustainable Devel-
:ring; Art, Education and Cultural Diversity, and Lan-
: Faculty of Education; Feminism and Geography in the
iucation Program: Biotechnology in Microbiology and
• • • •
Library Committee, said the library's projected increase in
15 per cent higher than the base budget, which is now
suit in serial cancellations of approximately $400,000, he
• • • •
' Senate included the Bob Hindmarch Award, honouring
lletics and Sport Services and the Peter Jepson-Young
1 Association in memory of his contribution to AIDS
• • • •
Edward Bassett Memorial Scholarship in Reforestation,
e research in the Faculty of Forestry, and the Albert
ved in recognition of his 33-year tenure in the School of
and as head coach of the Thunderbird rugby team. Supplement to UBC Reports
UBC Reports ■ July 14,1994 7
Planning for the University of British Columbia
In December 1993, AWA/Spaxman
Consulting Ltd. was asked by the Vice-
President External Affairs of the University of British Columbia to advise on a
new public planning process and a set of
planning principles. New principles and
a new process are needed to respond to
growing concerns about ongoing campus
planning and development. A target was
set to report to the President in May 1994.
The objectives of the study were to
1) A planning process for the University that
- is responsible to all its constituents,
- recognizes the special nature and
responsibilities of the University,
- ensures planning and development
occur in a responsible, timely and
effective manner.
2) Principles to guide planning that
- assist the University to achieve its
- achieve an efficient, effective, safe
and sustainable campus,
- ensure neighbourly relationships
with adjoining communities,
- integrate University planning with
the urban systems of the Lower
To understand how planning was done
on-campus and who was affected, and to
identify people's opinions about UBC and
the way its planning processes, we reviewed relevant literature, interviewed
over 60 stakeholders and key agencies,
and attended various related public meetings.
- About Campus Planning
A number of campus plans have been
developed since the first one in 1914.
The creation of the most recently approved plan. The Main Campus Plan,
involved many on-campus stakeholders
and was ratified in September 1992. Unfortunately, the first draft of the Greater
Campus Plan, which appeared in Spring
of 1993 was not developed with similar
input from stakeholders. The process
used by UBC to develop the Greater Campus Plan Discussion Paper had a number
of shortcomings.
1. There was inadequate involvement of
stakeholders. This applied to those people within the UBC Campus as well as
those outside the Campus who are also
affected by what UBC does.
2. There was a lack of readily accessible
and understandable information and poor
mechanisms for discussion and negotiation.
3. There was a lack of discussion about,
or description of, the nature of the campus area and its relationship to adjoining
communities; the issues that ongoing
growth and change present; the principles which should guide planning, and
alternative ways of handling the planning
This resulted in an inadequate appreciation of the problems to be tackled, a
limited set of proposals, and annoyed
stakeholders who do not see their needs
being addressed.
- About Jurisdictional Issues
UBC is a part of Electoral Area "A" of
the GVRD, yet outside of any local municipality, and is situated in an unusual
and complexjurisdictional circumstance.
Changes to the legal jurisdictions within
Electoral Area "A" could result in an
ambiguous position for UBC regarding
responsibility for planning and land use
controls. UBC will want to ensure that it
can continue to meet its mandate under
the University Act, no matter what sort of
jurisdiction it finds itself within.
The Minister of Municipal Affairs has
made it clear that she wants to see an
OCP put in place for UBC, and has asked
the GVRD to initiate a cooperative process to achieve that.
While the resolution of jurisdictional
issues involving UBC will take much more
study and discussion, planning and process issues concerning UBC can be alleviated by decisions which can be taken now,
before broader solutions come into effect.
Four questions need to be addressed:
• Can UBC adopt planning processes
which are equivalent to common BC
municipal processes?
• Can UBC reach out to adjoining
areas to give them a voice in the
planning and development of UBC?
• Can UBC devise a process in
partnership with the GVRD to
obtain an Official Community Plan
for the campus which accommodates UBC's and the GVRD's needs?
• How can UBC's interest be properly
represented at the GVRD?
- From the Stakeholders
Many individuals and groups have a
part in, and are affected by what happens
at UBC. Interviews with over 60 of these
stakeholders yielded a rich collection of
comments and ideas. The topics covered
ranged from feelings about the University
and its administration, to observations
about and suggestions for the physical
workings of the campus itself.
Although these comments fell into several topic areas, the most prominent and,
given the topic of this study, perhaps
important findings were that:
• There is an almost universal
distrust and skepticism about the
way UBC has managed its planning
and development processes, both
from within the campus and from
• Many people expressed sincere pride
in UBC, either as people associated
indirectly with it in some way, or as
people recognizing the special and
important responsibility it has to
British Columbians.
And, perhaps the most positive aspect
for the outcome of this study,
• There is a universal desire for more
information and involvement in the
planning and direction setting of the
While it could be claimed that some of
these comments are not based on factual
evidence, and that it is impossible to
satisfy everyone in the planning process,
the point of this work was to catch the
essence of impressions people have about
UBC and to let this inform future activities aimed at problem solving rather than
problem escalation.
There is a wealth of ideas among the
stakeholders about possible futures for
UBC. What seems to be needed is an open
process where stakeholders can share
these ideas, debate their merits, search
for consensus, and develop a strategy to
implement the preferred direction.
Dear Colleagues:
July 14. 1994
I am pleased to present to you, for review and comment, the
executive summary of planning consultant Ray Spaxman's report on
the development of a public process for UBC.
I believe the report provides some very useful information and
findings that will be valuable as we develop a new public consultation
process for our campus.
The full report has already been distributed to Deans and the
Board ofGovernors for information. Two information meetings have
been held on campus in the last few weeks and a third meeting has
been scheduled specifically for faculty and staff at 2:30 p.m. on
Tuesday, July 19 in the Student Union Building auditorium.
For your information, the university has acted on recommendations 1 to 5 in the report as the next stage in this process. Recommendations 6 and 7 will be considered upon completion ofthe actions
recommended in items 1 to 5.
For more information or copies of the report, please contact the
Community Relations Office at 822-3131.
- ' -"^r
David W. Strangway
Values and goals are changing across
North America. People believe that in
order to be relevant, planning has to deal
with social, environmental, economic and
procedural issues.
While there is a great deal of cynicism
on and off campus about past University
planning and development practices,
there is now an enormous hope that
things will change. People want to see
new planning principles and a new participatory planning process. Many sense
that this can be the beginning of a new
and very creative period of planning for
Based on research, previous planning
work at UBC and in other jurisdictions,
adapting GVRD Livable Region Policies
and noting the advice received from
stakeholders, the following 23 principles
emerge to guide planning on campus:
1. UBC will create a campus which reflects the primary mission ofthe University to be world renowned in education
and research, while enhancing its position in a place of extra-special natural
2. UBC will take account of possible
impacts on the wider community maximizing the positive ones and minimizing
the negative ones.
3. UBC will develop processes to facilitate good communications with the adjacent communities.
4. UBC will make and keep up to date a
comprehensive environmental assessment ofthe ecological and environmental
qualities of the area.
5. Campus Plans will be specific in the
policies and actions designed to preserve,
enhance and use the natural environment, and will account for possible impacts on the natural systems ofthe area.
6. Plans will identify, priorize and preserve green areas and provide adequate
open space for on-campus users.
7. Urban sprawl will be avoided and
maximum use made of existing infrastruc
ture and already disturbed land areas.
8. UBC will aim to accommodate growth
and change to improve its education and
research facilities and to improve the
sense of community on-campus, but
within its current on-campus student
9. UBC will give priority to walking,
cycling, transit, and goods movement.
Every effort will be made to provide maximum access to and around the campus
without the need for the private automobile.
10. UBC will add a diversity of activities
and land uses to the campus. A diversity
of activities will be encouraged where
they are conducive to the primary mission of the University for education and
research. This means that retailing, housing, research, open space, and educational uses will be intermixed where they
are compatible.
11. UBC will work to achieve a safe system of urban and open spaces connected
by active streets and connected to the
adjacent park and beach areas and neighbouring communities.
12. Views to mountains, ocean and forests will be maximized.
13. UBC planning processes will recognize that open, honest caring and timely
two way communications is the key to
good neighbourly behaviour. Planning
will take account of the interests and
concerns of the University's many and
varied constituencies, both on- and off-
14. UBC will give attention to the impact
of proposed developments on neighbours
ensuring that they are as neighbourly as
15. UBC will encourage programmes and
the use of available lands for the creation
of affordable housing targeted to people
who work on-campus.
16. UBC will prepare plans and develop
urban design guidelines that emphasize
safety for all on-campus.
17. UBC will create a compact medium
Continued on next page 8 UBC Reports ■ July 14, 1994-
Supplement to UBC Reports
rise campus. High rises may be considered where their impact, locally and
regionally, has been considered.
18. UBC will provide access to all planning information and ensure that important information is communicated in ways
which are easy for most people to understand. All plans and the reasoning behind them will be made available for
public review at their earliest conception.
19. UBC will encourage and facilitate public participation in University planning.
20. UBC will give consideration in all its
operations to reinforcing the sense of
21. UBC will utilize its on-campus research knowledge in preparing
plans and projects.
22. UBC will manage its land ownership
through development, or leasing for development, to assist in achieving its mission, observing sustainable development
23. Whenever proposing plans or actions,
UBC will specifically describe how each
one of these principles is being pursued.
Stakeholder interviews raised the need
for a clearly articulated, open and democratic participatory planning process, of
the type commonly used in municipalities across B.C. Stakeholders desire a
process which is based on the following
six principles:
1. The opportunity for meaningful and
open public participation in plan preparation and decision making.
2. To be provided with relevant, clearly
presented information.
3. Enough time to review the information, discuss it within their community,
discuss it with UBC, make their position
known to UBC and be given a fair hearing
before decisions are made.
4. Assurance that their comments and
ideas will be given fair consideration by a
decision-making authority which has
credibility with the communities which
they may affect.
5. Processes that ensure their interests
are given due consideration and are dealt
with fairly.
6. Clear linkages between the planning
principles that guide UBC planning and
the processes and regulations that are
UBC serves a complex of constituencies which can be described geographically, functionally and jurisdictionally.
Modern participatory processes include
consensus building techniques. The 10
principles adapted by the Canadian
Round Table are a useful guide.
These many principles should be applied to dealings with all those affected by
the planning of UBC. At the same time, it
should be recognized that certain groups
are more or less affected by different
types, scales and locations of development on campus. The planning process
recommended under "A Cooperative Solution" reflects these fairness-based principles.
There is a universal desire to see a
proper planning process in place at UBC.
The Minister of Municipal Affairs wants
an Official Community Plan to be prepared and enacted, as well as zoning and
democratic, municipal-like decision mak
ing processes are put in place.
Before all this can be achieved the
complexjurisdictional issues of Electoral
Area "A" must be resolved. This will take
many months of complex research and
negotiation to meet the basic principles of
openness and participation.
However, there does seem to be a
unique opportunity to make significant
progress towards these desirable planning goals in the very near future.
It will take a special cooperative process between UBC and the GVRD to achieve
this. Both organizations need a plan for
the campus. UBC, under its mandate of
the University Act, needs a campus plan,
and the GVRD, under the Municipal Act
and the direction of the Minister of Municipal Affairs, needs an Official Community Plan for this remaining portion of
Electoral Area "A".
Given a co-operative framework, as
described later, the primary objectives
would be:
1. A New Campus Plan - An Official
Community Plan
A new plan would be prepared for the
whole UBC Campus. It would pursue the
principles for planning set out in Section
4.1 of this report and be prepared in
accordance with the principles set out in
Section 4.2.
It would accommodate the existing
Main Campus Plan, which would be adjusted to ensure that it reflects the new
principles. It is anticipated that any such
change would be relatively minor. The
Greater Campus discussion paper would
provide useful background information
but would not drive the planning process.
The plan, as well as providing guidance to the development of the campus
for UBC, would also serve as an Official
Community Plan as described In the Municipal Act. See Appendix E.
While the plan would be approved and
adopted by UBC it would also be approved and enacted either by the GVRD
or by a new municipality, should that be
created before the plan is completed.
The big question concerns what sort of
framework will be needed to obtain the
cooperation between UBC and GVRD.
We suggest the following:
2. An Advisory Planning Committee
The GVRD and UBC would set up an
Advisory Planning Committee to prepare
the new plan. The Advisory Planning
Committee would report to the Board of
the GVRD and the President and Board of
Governors of UBC.
The committee would comprise the
following membership which is aimed at
providing representation for the main on-
campus stakeholder groups, and the
important communities influenced by,
and influencing the UBC Campus.
a. A representative of the management of UBC
b. The GVRD Director of Electoral
Area "A"
The following appointed by UBC:
c. Representative of UBC Faculty
d. Representative of UBC Students
e. Representative of UBC Residents
f. Representative of UBC Staff
The following representing the University Hill Community:
g. UEL Administrator or chair of Ratepayers Association
The following appointed by the GVRD:
h.   Pacific Spirit Park, Representative
of Friends of the Park
i.    Pacific Spirit Park Representative
of Wreck Beach Preservation
The following representing the City of
j.    A councillor appointed by City
Council, with special responsibility for communications with West
Point Grey/Dunbar and South
lands, and
k.   Musqueam Indian Band, as
appointed by the Band
The committee would be co-chaired by
the members representing UBC and the
GVRD, or they could alternate the chair,
or the chair could be selected by the
Committee, or an acceptable independent chair could be appointed by UBC and
the GVRD.
The committee would develop a public
planning process following the principles
set out in Section 4.0. The planning principles would be used at the commencement of planning under this new process
and would be refined as the work proceeded.
The committee would also be able to
assist and advise on the jurisdictional
work which should be proceeding at the
same time.
3. A Planning Consultant
The Advisory Planning Committee
would select a planning consultant to
undertake the considerable technical and
professional work. The consultant would
report directly to the Committee and would
liaise with the technical staff at the GVRD
and UBC.
4. A Technical Support Committee
A technical committee, chaired by the
planning consultant, would be established with the following representatives:
a. GVRD Planning Services and/or
Parks and Recreation
b. UBC Planning
c. UEL Administration
d. City of Vancouver Planning and/
or Engineering
The role of this committee would be to
provide technical information and liaison. It would not be a policy making
group requiring voting procedures.
5. Priority for Obtaining the Plan
It is important that the process of
producing the new plan commence as
quickly as possible, is given priority attention, and aims for completion within
two years. To give credence to this priority, we suggest that the process be lead at
the Vice-President level. The Vice-President charged with this planning responsibility must have an understanding and
empathy for the principles and processes
set out in Section 4.0.
These arrangements may take many
months to be implemented because ofthe
many organizations involved and the need
for public consultation. In the meantime,
UBC must proceed with its needed planning and development. To cover this period we suggest the following:
6. Advisory Planning Committee
UBC invites the same representatives
as noted in item 2 above to form an
Advisory Planning Committee to UBC as
an interim measure. The purpose of this
committee would be to advise the President concerning the planning and development work needed while the broader
planning process described above is
implemented. The members would also
provide liaison with the GVRD, the City
of Vancouver, the UEL and the
The committee would receive technical assistance from the Campus Planning Department who would ensure technical liaison with UEL, GVRD, the City of
Vancouver and other agencies and government departments.
7. Principles and Process
UBC adopts the Principles to Guide
Planning ( Section 4.1) and the Process
Principles (Section 4.2) as guides to on
going planning operations, again as an
interim measure until public response
has been received and a process and
principles are agreed.
8. An Information Centre
Because of the overwhelming desire
for information on all aspects of UBC
from on-campus and off-campus, a highly
visible, welcoming, accessible and customer-focussed centre of information services would contribute significantly to positive relationships with UBC. This is one
new building project which would receive
wide support.
While there may be skepticism about
the University's ability to change how it
engages in planning and development,
there is a shared will within UBC to adopt
programmes that will remedy skepticism
and enter a new era of cooperation, openness and strengthening of its mission.
This report describes a new set of basic
principles to guide planning at UBC. It
also provides the principles for a new
public process based on the significant
involvement of stakeholders. Finally, the
report sets out an organizational process
for developing a campus plan based on
new guiding principles, a new public
process carried out in cooperation with
the GVRD, and leading to a plan acceptable to UBC and which can be enacted as
an Official Community Plan by the GVRD.
In the spirit of the principles sought
after by most of the stakeholders, this
report should be given wide circulation
and anyone interested should be asked
for their comments. It is especially important to learn what support there is for:
1. The proposed planning principles
(Section 4.1)
2. The proposed planning process
(Section 4.2)
3. A cooperative solution (Section 5.0)
We recommend that UBC receives this
report and:
1. Makes it available to the public (at
cost) with an invitation to submit
comments within three months for
consideration by the University.
2. Sends it to the stakeholders identified in Appendix B (free), with a request
for comments within three months.
3. Publishes the Executive Summary
and the follow up arrangements to be
made, in UBC Reports.
4. Asks Campus Planning to report to
the President with its response to the
report in one month's time.
5. Makes arrangements to provide:
a) assistance to stakeholder groups
in considering the report.
b) discussions with the provincial,
regional and city of Vancouver
governments to determine their
positions regarding the suggestions
c) a public presentation to discuss
the study findings and receive
d) a compilation service for all
comments received, for public
record at an accessible location at
e) a further report to the University
on the comments received, with
revised recommendations in four
months time.
6. Adopts the planning principles and
processes recommended to guide
ongoing planning and development
work, and, to assist in this, establish
an interim Advisory Planning Committee as set out in Section 5.0 ofthe
7. Initiates the creation of a Campus
Information Centre as described in
Section 5.0. Supplement to UBC Reports
UBC Reports- July 14, 1994 9
Terms of Reference
At its May 1993 meeting Senate approved the following motion ofthe Senate
Budget Committee:
That Senate, in consultation with the
President, appoint an ad hoc or standing
committee to advise the President on
restructuring and/or consolidating both
among and within Faculties and Departments into fewer units that are coherent
and have less overhead than at present.
Thus, the concern that brought the
committee into existence was in substantial degree budgetary. At a subsequent
meeting (15 September 1993) Senate
approved the following terms of reference
for an ad hoc committee:
To examine and report on the administrative structure for the delivery of academic programs of the University and
where appropriate recommend changes,
with a view to improving efficiency and
academic effectiveness, consistent with
the pursuit of the University's goals and
objectives and its Mission Statement.
While limiting the committee's mandate to "the administrative structure for
the delivery of academic programs," the
terms of reference extend the Committee's mandate to considering both "efficiency" and "academic effectiveness." The
committee interprets its scope ("academic
programs") to encompass both teaching
(including continuing education) and research. A separate committee was established by the President as a steering
committee for an external consultant's
review of the "non-academic" aspects of
university administration. A report on a
limited range of administrative issues
has been received from the consultant
and widely circulated with a covering
letter from the President (S. Dupre, Administrative Organization and Processes
at The University of British Columbia.
March 1994). The steering committee
has not published a report.
Scope of the Report
The work of the Committee is ongoing. In this initial report, we first
describe the procedures of the Committee and the principles that underlie our
review and proposals for reform of the
administrative structure ofthe academic
side of the University. We then turn our
attention to substantive issues and recommendations. We have solicited and
received suggestions for administrative
restructuring and/or consolidation from
many people in diverse parts of the university community over the past 8 months.
The range of possible reforms is considerable. Rather than attempting to consider
all simultaneously, the Committee chose
to confine its attention initially to a small
number of proposals and to move on to
others as recommendations are formulated on the first ones. In this report we
have chosen to limit our analysis to issues relating to the number and relative
sizes of faculties, department size, some
aspects of Senate and University procedures with respect to important academic
decision-making, and the organization of
teaching and research on natural resources and the environment. It is the
intention of the Committee to continue
study of a number of other proposals,
and to produce a second report in the fall.
At that time, the Senate may wish to
consider the future of the Committee.
The committee approached its review
of university organization with three cri
teria in mind:
• academic effectiveness
• administrative cost
• administrative effectiveness
We interpret administrative cost and
administrative effectiveness as components of "efficiency" in the committee's
terms of reference.
To the extent that our work has been
directed by cost considerations, the Committee's concern has been only the "administrative cost" of delivering academic
programs We have not been directly
concerned with the non-administrative
costs of academic programs, although,
inevitably, considerations of total costs
have at times entered our deliberations.
It is also important to note that our
recommendations are not predicated
solely on the reduction of administrative
cost. Although reductions in administrative cost are possible, and over time
may amount to considerable sums of
money, it is unlikely that the administrative reforms that we are proposing will
result in large savings in the operating
budget ofthe university in the short run.
We are also concerned with both administrative and academic effectiveness. In
some cases there are reforms that could
result in important enhancements to academic or administrative effectiveness even
though there may be little or no administrative cost savings. In some cases we
think the university should be prepared
to accept the risk of some small, temporary reduction in academic effectiveness
where there are important gains to be
made in administrative effectiveness or
reductions in administrative cost that
will add to the resources available to
enhance academic effectiveness throughout the university.
The Concept of Administrative Cost
The committee construes the concept
of administrative costs in a broad sense.
Some costs are obvious, involving explicit
expenditures on administrative activities, such as expenditures on
• salaries of administrative support
• administrative stipends and
honoraria for deans, associate deans,
assistant deans, directors, department heads and some other administrative officers of departments and
• administrative leave for deans,
associate deans, assistant deans,
directors and department heads
• external searches for new deans,
directors and department heads
• external reviews
• administrative travel
• retreats
• external meetings of deans, directors
and heads.
However, there are also implicit administrative costs that do not involve
explicit expenditures for administrative
purposes but nonetheless divert scarce
resources from alternative uses, particularly teaching and research. These include:
• released time from teaching responsibilities for department or division
heads and other academic administrators within departments or
• faculty time devoted to committee
work and administrative tasks (time
that could otherwise be devoted to
teaching and research)
• space devoted to administrative
activities (space that could otherwise
be used for other academic activities).
• time devoted to internal and external
searches for new deans, directors
and department heads
• time wasted as a result of the
duplication of functions and activities at various levels of administration and /or overlap in administrative duties
• time wasted as a result of unnecessarily repetitive, overlapping and
multiple demands for information
from higher levels of administration
• time wasted as a result of administrative inefficiencies in the processing of information.
While most (if not all) of these administrative activities are important to the
functioning of the university, we must be
concerned about the total explicit and
implicit administrative cost. In general
and within limits, fewer administrative
positions would involve smaller aggregate expenditures on administrative activities and less administrative time and
other scarce resources devoted to administrative activities and their coordination.
The Committee decided as a basic
principle that widespread consultation is
essential both to understand the existing
administrative structure and to develop
sensible proposals for reorganization.
However, it was also apparent to the
committee that the only feasible method
of consultation was through the existing
administrative structure. The time that
members of the committee could devote
to this task, the resources available to the
committee, and the perceived urgency of
proceeding with the review did not permit
us to consult directly and widely with
individual faculty members and students.
We anticipated, however, that deans, directors and heads would engage in such
consultations on specific questions posed
by the committee, and we are pleased to
note that a substantial amount of such
consultation has occurred.
The importance that we assign to consultation is also reflected in our recommendations for implementation of proposed administrative reorganizations.
The Committee's Procedures
The Committee felt that the first important task was to attempt to develop an
understanding of the complex administrative structure for academic programs
in the university. In September 1993 we
wrote to all deans, directors and department heads asking for information about
existing administrative arrangements,
problems with and impending changes in
those arrangements, suggestions for reform and different administrative models
elsewhere with which they were familiar
and that we might consider. The committee also read reports on restructuring
at several other universities.
The results of this survey were helpful
to the committee in clarifying our thoughts
about issues to be studied. We drew up
a long list of potential issues, and based
on our preliminary deliberations we
agreed on an order of priority for study
and decided to consider initially:
1. establishing a minimum size for
2. reforming certain Senate and
University procedures
3. reorganizing teaching and research
in natural resources
4. uniting the study of soil sciences and
With respect to the suggestion of a
minimum size for academic departments,
we wrote to the deans of each faculty with
formal academic departments or divisions, seeking information on explicit
and implicit administrative costs of departments and divisions, and inviting
submission of other information about
the reorganization ofthe departmental or
divisional structure of each faculty, with
a view to reducing administrative costs
and enhancing both administrative and
academic effectiveness. All deans cooperated in providing information, although
the degree of useful detail provided was
With respect to the suggestion that
teaching and research in natural resources be reorganized, we sought advice
from the Deans of Agricultural Sciences,
Forestry and Graduate Studies on the
feasibility and desirability of creating a
new faculty with this broad mandate, and
from the Dean of Applied Science on the
merits of a reconfiguration that would
include much of the Faculty of Applied
With respect to the proposed merger of
Geography and Soil Science we sought
advice from the heads of the affected
departments and their deans.
This report reflects our deliberations
based on the advice that we received on
these issues, and contains our recommendations for action by the Senate.
As background for much of our deliberations we found it necessary to consider the nature, role and number of
faculties. Before turning to the issues
listed above and our recommendations
with respect to them, we wish to explain
our general perspective on Faculties at
At its meeting in May 1993, on the
recommendation of the Academic Policy
Committee, Senate adopted nine "Guidelines for the Establishment of a Faculty."
These guidelines are reproduced as an
appendix to this Report. (Not included in
these minutes - see pp. 10536-551 April
21, 1993 Senate minutes for Guidelines
for the Establishment of a Faculty). While
specifically addressed to the establishment of new faculties, the guidelines
provide an important starting point for
reviewing the existing complement of faculties in the university.
The Committee is strongly ofthe opinion that on all academic matters the
appropriate primary advisory body for
the President, within the formal administrative structure of the university, is the
Committee of Deans, meeting together
with the Vice-President Academic and
Provost and the Vice-President.
The Role of the Committee of Deans
Research. This Committee ought to
be a central and influential body in academic governance. However, it is the
perception of the committee that the importance ofthe Committee of Deans as an
advisory body in major decisions has
declined in recent years as the number of
vice-presidents and associate vice presidents has expanded. This is a perception
that is difficult to document without intensive research, but it is a perception
that is widely held within the university.
It is a matter of deep concern to the
Relative Size of Faculties
Guideline 6 of "Guidelines for the Establishment of a Faculty" expresses concern about the relative weighting of different parts of the university within the
committee of deans.
Continued on next page 10 UBC Reports • July 14, 1994
Supplement to UBC Reports
We agree that there is a striking imbalance in the relative sizes of faculties,
whether measured by operating budget,
the number of full-time equivalent faculty or the number of full time equivalent
students in the faculty (Table 1). As a
result, there is also an imbalance between science-based (including medical
science) and humanities and social science based disciplines. To the extent
that decisions are taken by vote, this
imbalance is so severe as to be wholly
inappropriate and to impair the credibility ofthe Committee of Deans as a representative advisory body. Even when
decisions are not taken by vote, there is a
corresponding imbalance in the voices
heard in the deliberations ofthe Committee of Deans. For this reason, the Committee is of the opinion that it would be
highly desirable to consolidate some faculties in a way that will significantly
reduce the inequality in the relative sizes
of faculties in the University.
See TABLE 1 below
Number of Faculties
Quite apart from the question of the
relative sizes of faculties, a reduction in
the number of deans should increase the
effectiveness of the Committee of Deans
within the governance structure. In
general, the influence of any particular
voice in deliberations depends on the
number of people "at the table." A
smaller committee of deans, working with
the Vice-President Academic and Provost
and the Vice-President Research, should
be more cohesive, with each dean having
a stronger voice in deliberations. For this
reason also, the Committee considers it
important to consolidate some faculties
and reduce the number of deans.
If some of the smaller faculties were to
become schools associated with a larger
faculty, there would be considerably less
pressure to departmentalize such small
Under the University Act (Section 34),
the existence of each faculty adds four
members to Senate — a dean, two
faculty members and one student. Fewer
faculties would also mean a smaller, more
effective and more representative Senate.
Administrative Cost and the Number
of Faculties
It has been asserted repeatedly to the
committee that the cost saving from reducing the number of faculties and deans
will be minor. This is true if the same
administrative structure remains in place,
only called by different names (schools
with directors rather than faculties with
deans). It seems clear that some savings
are possible through streamlining ad
ministration and sharing of facilities and
administrative personnel in ways that
are not encouraged when units are organized into separate faculties, and many
small cost savings can add up to significant sums. In any case, our observations about the number of faculties and
deans are predicated primarily on improvements in administrative effectiveness — on reducing the inequalities in
the representation of various parts ofthe
university in the Committee of Deans,
and on enhancing the role ofthe Committee of Deans in the governance structure.
At this time, no specific recommendations for Senate action emerge from this
section of our report. However, our
conclusions about the number of faculties and deans underlie our search for
possible consolidations and
reorganizations of existing faculties that
have the potential to enhance academic
The Nature and Role of the
The academic department or school
(or in some cases the division) is the basic
administrative unit in the university. It
is the administrative "home" for almost
all faculty members. The department,
through the head and committees, normally makes the initial recommendations
regarding appointments, promotion, tenure, salary, teaching and research prizes,
etc., reviews performance, and makes the
administrative arrangements for most
aspects of faculty academic activities (office space, secretarial assistance, supplies, etc.). The department supports
and houses the faculty who are engaged
in expanding and transmitting knowledge. Thus, it is a scholarly community,
promoting scholarship and research and
continuing scholarly contact among individuals engaged in related areas of research. The department is also responsible for the development, operation, assessment and revision of most undergraduate and graduate curriculums, including making most of the necessary
administrative arrangements (instructors, timetable, room bookings, advising,
etc.). The department is usually the
academic "home" for students. It is
generally the place where students pursue enquiries about academic programs,
seek advice, find their academic identity
and, both formally and informally, participate in program review and development. The department also provides an
interface with the profession or industry
and an important link with the international community of scholars who carry
Table 1 Full Time Faculty and Student Enrollment, by Faculty, 1992-93
Percent of Total
Full Time
Full Time
Applied Sc.
Agricultural Sc.
Pharmaceutical Sciences
Graduate Studies*
* Course enrollees
** Total full time faculty members includes 2 faculty members not recorded in a faculty.
# Includes only faculty members and student enrollees in administrative units within the
Faculty of Graduate Studies
Sources: UBC Fact Book, 1992 ; Institutional Research, Office of Budget and Planning);
out work in a defined area of inquiry. It
is generally a formal and easily recognizable point of contact for the world outside
the university.
Many departments are coincident with
the representation of a "discipline," somehow defined, among faculty members
and in the teaching programs ofthe university. However, this is not necessarily
the case. Some departments encompass
more than one "discipline" or provide
more than one program, and increasingly
faculty members of the same "discipline"
can be located in different departments
or schools. Moreover, new and interdisciplinary modes of enquiry and teaching
often transcend traditional departmental
boundaries. We note, for example, that
there are many interdisciplinary programs, centres and institutes in the Faculty of Graduate Studies. At times the
formal departmental structure can interfere with interdisciplinary innovations in
teaching programs. It is also important
to note that informal groupings of scholars for research purposes often do not
coincide with departmental boundaries.
Many departments contain well defined
research groups within them, and many
research groups include people in several
departments and indeed from outside the
university. Such research groupings are
flexible, forming and reforming quite independently of the university's departmental structure.
It is also worth noting that the scope of
services provided by the department can
and does vary. In some cases, the
provision of secretarial services is arranged through the dean's office, and
there are examples of administration (e.g.,
the management of stores) for several
departments with similar laboratory requirements on a "building" rather than a
"department" basis. It is possible that a
careful reconsideration of which services
should be provided centrally and which
provided on a decentralized basis would
reveal significant improvements in efficiency.
Our major point is that while departments may be the basic unit in the university for certain administrative purposes, UBC's existing departmental structure, with more than 90 departments and
schools, is not essential for effective pursuit ofthe central tasks ofthe university,
teaching and research. Other configurations are possible.
With a will to make them work, other
configurations would not only be feasible
but would have the potential of enhancing both academic and administrative
effectiveness, with smaller administrative costs. In this context we note the
reconfiguration that is occurring in the
Faculty of Education. While the Committee has not been involved in this process, we have been informed about it, and
we applaud the initiative of the Dean of
Education to undertake such a large-
scale review and reorganization.
Department Size
Table 2 provides a distribution of departments by size, with size measured by
the number of full time faculty members
in the department. The committee is well
aware that the relative number of full
time faculty members does not fully reflect the differences in the range of administrative responsibilities among departments and for this reason it is an
imperfect measure of department size.
There are significant differences among
departments of similar size in the scope
of graduate and undergraduate programs,
the degree of laboratory work involved in
teaching and research, the employment
of clinical and other auxiliary teaching
staff, and interaction with professional
bodies. These are factors that will have
to be taken into account in refining and
implementing our proposals. Nonetheless, while imperfect as a measure of
"size," the number of full time faculty
members provides a useful starting point
for comparisons among departments. In
any case, by any measure that one might
use, UBC has many departments that are
very small.
See TABLE 2 below
Administrative Effectiveness and the
Size of a Department
In a large faculty, small departments
imply a large number of departments.
Some of the same considerations that
arise in considering the number and relative sizes of faculties also apply in considering the number and relative sizes of
departments. The committee of department heads should play a central role in
the academic governance of the faculty.
It should be a forum for the free and open
discussion of academic policy and hence
for advice to the dean. However, it should
not be a forum in which there are significant inequalities in the number of faculty
members represented by a single voice
and a single vote. Moreover, in general,
the larger the number of participants in
the debate, the less effective is any particular voice. While it is important to
have representation from the diverse sectors of the faculty, it is also desirable to
do so economically. Within limits, a
smaller committee is to be preferred to a
larger one.
There are many reasons to be concerned about the large number of small
departments.   For example:
• Not all faculty members are suitable
as department heads.   Administrative talent is scarce even in a large
department.   While there will
always be exceptions, in very small
departments the problem of the
availability of administrative talent
is magnified.
• A major function of a department is
the assessment of the performance
of faculty members in teaching,
research and administration. The
Committee is concerned about the
quality and objectivity of such
Continued on next page
Table 2 Distribution of Departments by Size, September 1993
Number of
Number of
Percentage Distribution
Percentage Dii
Number of
Full Time
Not in Depts.
Sources: UBC Fact Book, 1992 ; Institutional Research, Office of Budget and Planning); Supplement to UBC Reports
UBC Reports ■ July 14, 1994 11
assessments in very small departments with very few individuals
participating in the assessment
process.   The problem is compounded if there are few senior
faculty members.
• With a small group of faculty
members to choose from, it is
difficult to structure committees.
Indeed, some faculty members may
be involved in almost all departmental committees.   The spreading of
the committee load that is familiar
in larger departments cannot occur.
• Small departments also have less
budget flexibility than large departments.   The loss of any faculty
member or a member of the support
staff for whatever reason can have
unusually serious consequences.
Indeed, a faculty member's being on
sabbatical leave can create a serious
problem, and on occasion this has
limited the ability of some faculty
members to use the sabbatical leave
provision to improve their capacity
as teachers and researchers.
It is also important to note an important implicit cost when there are many
small departments. That is the time and
energy that must be devoted by the dean's
office and other senior administrative
offices to consultations with departments
and to the supervision and coordination
of departmental activities. These costs
increase with the number of departments
in the faculty.
Administrative Cost and Department
Small departments have been established for diverse reasons, and many
have a long history. They came into
existence for various reasons. In some
cases they were once larger departments
that have contracted. In other cases they
were established as small departments
responsible for an academic program that
was initiated as part of a larger department or an institute. The normal
justification for a small department is
"academic." In varying degrees emphasis
is placed on the uniqueness of the program offered by the department, on the
ability of an autonomous department to
develop graduate and/or undergraduate
programs that might be stifled if they
were part of a larger department with
other primary interests, and on the sense
of academic community developed among
the members of the autonomous department.
We are sympathetic to these concerns
and we recognize that members of small
departments generally have intense commitment to the autonomy of the department. As a result, the process by which
small departments are merged into larger
units may not be painless. There may be
strong resistance by members of small
departments because of apprehensions
associated with an altered and unknown
environment, perceptions that their field
of study may not thrive in a larger, more
diverse department, and a sense of loss of
power over important decisions. However, with the will to make a new configuration work, these are difficulties that
can be overcome.
In considering the future of small departments at UBC, we must also give
careful consideration to administrative
effectiveness and administrative cost (implicit as well as explicit).
Some administrative costs vary directly with department size. However,
not all administrative costs vary proportionately with department size and some
are independent of department size.
Normally each department has a departmental office.      Combining two or
three small departments into a single
department should permit some reduction in the space devoted to this function.
Space is a valuable resource at UBC.
Administrative Leave
Under current UBC policy, a department head is entitled to one year of
administrative leave, at full salary and
benefits, at the end of a five year term as
head. (Six months of leave if the head is
continuing for a second term.) This administrative leave substitutes for the study
leave for which the head would otherwise
be eligible to apply given the same period
of service as a faculty member. The net
cost of the administrative leave, then, is
the difference between the salary and
benefits received on administrative leave
and the salary and benefits that would
otherwise be received on study leave.
This may be 25% or 40% of the head's
salary, depending on whether the leave is
taken after 4 or 6 years of service since
the previous leave. However, experience
shows that only a third to a half of those
eligible for study leave in any year are:
able to take study leave. By contrast, it
seems highly unlikely that someone eligible for a full year of leave at full salary
would decline that opportunity. Thus a.
simple calculation based on formal study
leave provisions will likely understate the
cost of our administrative leave provisions.
The Committee is not opposed to the
principle of administrative leave. Indeed, we regard the leave provisions as
essential. Long service in an administrative position can have very deleterious
effects on a person's scholarship, currency in the field and capacity to teach at
the frontiers of the discipline. It is
important that administrators have an
opportunity to refresh and retool, to enhance the contribution that they can
make to the university. We also observe
that it is increasingly difficult to persuade suitable faculty members to assume administrative responsibilities. The
availability of administrative leave can
help reduce the sacrifice imposed on
someone who assumes a headship,
thereby improving our chances of persuading appropriate people to serve.
In the present context, however, the
important point is that provisions for
administrative leave do not vary by size of
department (and hence by the complexity
of the administrative responsibilities).
Two or three small departments will be
more expensive in this respect than a
combined larger department.
Administrative Stipends
Policy with respect to stipends for academic administrators varies among faculties. In some cases, there is a difference between the stipends paid to heads
of small departments and to those of
large departments. However, this is not
universal; and in general the differences
that exist are not proportionate to differences in the sizes of departments.
Again, the Committee is not opposed
to the principle of administrative stipends. They are often important in order
to induce suitable people to accept administrative responsibilities. However,
present UBC practice does not differentiate sufficiently between stipends for administrators of large units and those for
administrators of small units, (this applies to faculties as well as departments).
Released Time
A similar observation can be made
about released time from teaching for
academic administrators. Policy varies
among faculties and among departments,
and there is no centralized compilation of
information on released time. Our enquiries suggest that in many cases there
is a differential between the released time
for heads of large and small departments.
However, this is not universal; and in
general the differences in released time
are not proportionate to differences in the
sizes of departments.
The "Efficiency" of Small Departments
We have been told repeatedly that
small departments are "efficient" because
their administrative expenditures are very
small. Typically, small departments do
not have administrative assistants, have
smaller secretarial staff, and may have a
departmental secretary only part time
(and in at least one case shared with
another department). In some cases the
department office is effectively open only
part time.
In this context, we do not regard small
expenditures on administration as "efficient." Indeed, the material supplied to
us suggests that a disproportionate share
of administrative activities in small departments is performed by faculty members whose time would be much better
devoted to the central tasks for which
they are employed, teaching and research.
It seems apparent also that the faculty
and students in these departments are
deprived of administrative services that
are normal in larger departments. It is
also worth noting that public and student
access to the department is restricted by
departmental offices that are staffed only
part time.
Very Large Departments
Very small departments are relatively
costly. We have not explored the economics of very large departments. It is
possible that very large departments, and
particularly departments with several
programs, are also relatively costly. For
example, they often require program coordinators or other faculty administrators with released time and occasionally
honorariums, positions that are not common in smaller departments. However,
it is not necessary to create very large
departments with complex administrative structures. It is possible to organize
a smaller number of medium sized departments in place ofthe large number of
very small departments . In some cases
the reconfiguration may take the form of
a merger of small departments; in some
cases it may involve a small department
joining a larger department; and in other
cases it may involve a more complex
rearrangement of faculty members and
Academic Effectiveness and
Department Size
The case in favour of small departments usually emphasizes academic arguments. Even on academic grounds,
however, we have concerns about very
small departments.
Small departments generally find it
difficult to mount a comprehensive graduate program, and often are forced by the
shortage of faculty to adopt a very restrictive definition of the "core" of the discipline. These problems in turn affect their
ability to attract and retain excellent
graduate students and to survive reviews
of graduate programs. They have few
faculty members available to serve on
graduate student committees. New imaginative and innovative undergraduate
and graduate student programs that cross
traditional disciplinary boundaries can
be one of the important results of combining small departments into larger
groupings. We would reemphasize in
this context the serious consequences for
the integrity of academic programs in a
small department from the loss of a single
faculty member or a faculty member going on sabbatical leave.
A Minimum Size for Departments?
The committee's consideration of small
departments at UBC leads us to the con
clusion that there are strong arguments
for establishing a minimum size for a
group to have departmental status. What
should that minimum be?
We could pretend to have a scientific
answer to that question. We do not. It
is the opinion ofthe committee, however,
that a minimum size of 15 full time
faculty members would be appropriate to
provide a unit with the faculty resources
to provide academic programs of adequate
depth and breadth and to spread the
administrative burdens fairly. It should
also provide a balance of faculty members in various ranks to staff personnel
committees, provide supervision for
graduate students, and permit faculty
members to take advantage of sabbatical
leave provisions.
It is true that if no exceptions were
made, the data in Table 2 suggest that
this rule would affect 46 departments,
about half of the departments at UBC.
However, a considerably smaller proportion ofthe full time faculty (24%) would be
affected. It is the opinion of the committee that this degree of disruption is manageable and, given the benefits in academic and administrative effectiveness
and the reduction in administrative cost,
well worth undertaking. Moreover, the
potential cost saving is substantial. A
rough calculation based on the size distribution of departments in Table 2 suggests that for each department headship
that we can eliminate, the savings from
the administrative stipend, administrative leave and released time would amount
to between $22,900 to $ 52,900 annually. If 46 departments could be consolidated into 29 departments of 15 faculty
members each, the annual saving to the
university from these factors alone would
be in the range $ 389,000 to $ 900,000.
To these savings must be added the substantial savings in implicit and explicit
costs from fewer head searches, fewer
external reviews, the reduction in space
devoted to administrative tasks, etc.
We recognize that there may have to be
exceptions to the minimum size rule. As
we noted above, the number of FTE faculty members is an imperfect measure of
the administrative responsibilities of some
departments. However, we are also ofthe
opinion that if a minimum size is established it should be an effective floor.
Exceptions to it should be rare and should
require special justification.
It is one thing to specify a minimum
size for departments. It is another to
specify which programs and departments
should be reorganized in the process of
achieving that minimum.
In general, a committee of Senate is
not an appropriate body for making these
choices and conducting the consultations and negotiations that will be necessary in the reconfiguration process. The
Committee is ofthe opinion that these are
tasks that must be performed by the
deans. However, we are also of the
opinion that the Vice-President Academic
and Provost must take responsibility for
ensuring that the spirit of the policy is
adhered to and that Senate must maintain a watching brief on the process.
Based on the preceding discussion,
the Committee recommends that:
1. Senate establish a minimum size for
departments, schools and divisions
that have department-like responsibilities.
2. The minimum size for departments,
schools and divisions be 15 full-time
faculty members in the department.
Continued on next page 12 UBC Reports • July 14, 1994
Supplement to UBC Reports
3. Deans be asked to arrange for
consolidations of relevant departments, schools and divisions to
conform with the minimum size and
to report regularly to the Vice
President Academic and Provost on
progress.   The Vice President
Academic and Provost be asked to
report to Senate on the results of
these reconfigurations by December
4. Exceptions to the minimum size
should be rare and should be
permitted only on the basis of
special circumstances which must
be made explicit.
5. All exceptions to the rninimum size
approved by the Vice President
Academic and Provost, be reported
to Senate.
6. Provisions for administrative
stipends and administrative leave
for department heads be graduated
depending on department size.
As part of its review ofthe administrative structure for the delivery of academic
programs the committee gave careful consideration to a number of Senate and
University procedures affecting academic
decisions. We wish to make recommendations about two of them.
Curriculum Revision
The present process for revisions to
the curriculum is complicated and cumbersome. The principle appears to be to
make curriculum revision almost "fail
safe" in terms of avoiding overlap in
courses in different departments and
minimizing the invasion of departmental
teaching fields by members of other departments. Even the most minor of
changes can require widespread consultation, extensive paper work, and deliberations by three or four committees, by
one or two (and occasionally more) faculties and by the Senate. Of course, the
procedure can only control changes in
the Calendar description of courses; it
cannot prevent hidden curriculum
changes within existing Calendar descriptions, with the result that Calendar descriptions in some cases no longer reflect
course content. Innovation in courses
and programs is discouraged, and departments are discouraged from making
even minor revisions to the Calendar
because ofthe cumbersome procedure.
The resources devoted to the process
of curriculum revision are excessive. It is
the opinion of the committee that the
benefits of the present procedure do not
justify the cost. We must be willing to
accept a higher degree of risk in our
curriculum revisions, so that cost of the
process of curriculum revision can be
The Committee recommends that:
7. The Senate Curriculum Committee
be instructed to study the process of
curriculum revision and to bring
recommendations to the Senate not
later than November 1994 for the
simplification of the process.
8. As guidelines, the Senate Curriculum Committee be invited to:
a. Establish a broad category of minor
changes that can be made by departments, schools or non-departmentalized faculties without further consultation except notification of the appropriate curriculum review officer (who
might be the chair of the Senate
Curriculum Committee), who will be
responsible for ensuring that the
change is indeed "minor" and that no
other academic program is likely to be
adversely affected.   This category
might include, at a minimum, changes
in course numbers, course names,
prerequisite requirements and editorial
changes in course descriptions.
b. Establish a narrow category of
major changes that require consultation and full review by faculties and the
Senate. This category might include
new programs, new courses, deletion of
courses and changes that affect
requirements for student programs in
other departments.
c. Consider the possibility that proposals for major changes in graduate
courses and programs go directly to the
Faculty of Graduate Studies from
departments, schools and non-departmentalized faculties for full review
before being sent to Senate for review
and approval.
Appointment, Promotion and Tenure
Procedures for appointments and for
the generation and review of recommendations for the granting of promotion and
tenure are different in principle from
those for curriculum revision. For the
University there is the fundamental consideration of obtaining the very best faculty possible; for the individuals involved
there are fundamental considerations
relating to career development and personal and family disruptions. It is
important that all major deliberations
involve the best university-wide professional standards and evaluation procedures, that deliberations be conducted in
a fair and professional manner, and that
safeguards ensure a fair hearing of all
pertinent evidence. However, it is also
important that the procedures not involve unnecessary administrative cost.
We note that a new agreement on
Conditions of Appointment has been
signed by the Faculty Association and the
University after prolonged negotiation.
While this agreement appears to generate
new administrative costs with respect to
recommendations on promotion and tenure, we are not yet in a position to assess
whether those additional costs are warranted by commensurate improvements
in the effectiveness of the process. We
must wait and see.
There is, however, one aspect of the
appointments, promotion and tenure
process that is outside the Agreement on
Conditions of Appointment. That is the
Senior Appointments Committee. The
Senior Appointments Committee is an
important committee, responsible for
ensuring that the advice received by the
President on the granting of tenure, promotions and appointments to senior ranks
reflects high standards of excellence in
teaching and research that are reasonably consistent throughout the university. We are of the opinion that
significant changes could be made in the
composition and procedures of the Senior Appointments Committee that would
reduce administrative costs without impairing the integrity of its review process.
At present the senior appointments
committee is large, comprised of 12 deans,
12 faculty members broadly representative of the university and a non-voting
chair, with an Associate Vice President
Academic as non-voting secretary. It is
the opinion of the committee that the
Senior Appointments Committee does not
have to be this large to ensure broad
representation and to ensure careful and
fair review of all cases.
It is important that the broadly representative nature of the committee be
maintained. However, in our opinion it
is neither necessary nor desirable that
deans of faculties be members of the
committee.   We recognize the advantage
of having deans on the committee: It is an
important forum through which the deans
develop an understanding ofthe requirements, standards and personnel problems of other faculties and new deans
learn about the university and their fellow deans. However, their regular participation in the frequent (through much
ofthe academic year, weekly) meetings of
the Senior Appointments Committee and
the associated "homework", consumes a
vast amount of expensive and scarce
administrative talent. It is our opinion
that this administrative cost is not justified by the presumed benefits of having
the deans as members of the committee.
Even if the number of faculty members on
the committee had to be expanded slightly
to ensure representativeness, the removal
of deans from the committee would reduce implicit administrative costs.
The constitution of the Senior Appointments Committee is beyond the powers of Senate. However, we recommend
9. Senate ask the President to review
the constitution of the Senior
Appointments Committee, with a
view to removing deans from that
committee and with a view to
strengthening its ability to represent
high university-wide standards of
excellence and objectivity.
We note that the Dupre report recommends minor changes to the procedures
of the Senior Appointment Committee
that would reduce the number of cases
reviewed by the whole committee. We
support these changes.
Teaching and research about natural
resources and environmental issues occurs in many parts of the university and
in the process the perspectives of diverse
disciplines are brought to bear on important common problems. The Committee
regards this diversity as an important
feature of UBC and one which we wish to
encourage and promote.
However, in the opinion ofthe committee, the issues in the management of
natural resources and the natural environment are of such vital importance to
British Columbia and Canada that the
University of British Columbia should
take a major step forward in facilitating
and accentuating integrated approaches
to the study of these issues. In recent
years, there have been significant interdisciplinary initiatives for the study of
environmental issues, particularly in research and in graduate studies, but also
in undergraduate teaching. Nonetheless, Faculty and departmental regulations place significant barriers in the way
of full development of interdisciplinary
teaching programs, particularly at the
undergraduate level, and to the full utilization of the extensive resources of the
university in these fields. Science programs in life sciences are seriously over-
enrolled while valuable faculty resources
in agricultural sciences and forestry are
not as intensively involved in such teaching.
It is the opinion of the committee that
there are possible organizational changes
that would enhance the study of the
management of natural resources and
the natural environment at UBC, would
improve the effective use of faculty resources in this field and permit some
budgetary savings.
In considering the possible organization of studies in natural resources and
environmental issues, the Committee
considered various options. Three alter
natives were considered:
1. amalgamation of Forestry and
Agricultural Sciences;
2. a reconfiguration involving
Engineering, Agriculture and
3. the creation of a new Faculty of
Natural Resources.
The Committee agreed that the first
proposal was too narrow to achieve the
objective of enhancing and developing
scholarship and teaching on natural resources and environmental studies at
UBC. Each of the other proposals has
attractive features. A majority of the
committee is ofthe opinion that the third
alternative provides the best chance of a
vigorous, exciting expansion of this field
of study at UBC. A substantial minority
is of the opinion that a reconfiguration
involving engineering is a more realistic
approach to achieving such an expansion of teaching and research in this field.
Whatever the form of reorganization, it
is apparent that it must involve Forestry
and Agricultural Sciences. It is important to emphasize, however, that little by
way of advancement of the field of study
will be accomplished if all that happens is
the combination of these two faculties
into one. There must be a commitment
to a broader expansion of the field, and
ways must be found to including individuals and possibly whole units from
other faculties in the new venture.
In thinking about a reconfiguration of
studies in natural resources, several considerations must be kept in mind:
• the approach should be "comprehensive" and interdisciplinary.
Without stifling teaching and
research on natural resource and
environmental issues in other
departments and faculties, the new
faculty should have a broad, inter
disciplinary base, including
elements from social sciences and
humanities as well as sciences. The
curriculum and research activities
should include the analysis of
issues of relevant values and social
and private policy as well as issues
of scientific interest.
• while not precluding significant
revisions of existing programs in
agricultural sciences and forestry
(including the possibility that some
programs might be shifted from
undergraduate to graduate
programs), there should be no
lessening of the university's commitment to professional programs in
forestry and agricultural sciences.
• co-operation must be obtained from
many parts of the university, in
some cases through the shifting of
positions to the new faculty, in some
cases through joint appointments,
and in many cases through a
willingness to assist in the development of teaching and research
A Senate committee is not the appropriate body to develop specific plans for
the reconfiguration ofthe administrative
structure for teaching and research in
natural resources. That process requires a specialized task force under the
direction of the Vice President Academic
and Provost. That task force must consult widely and intensively to obtain sound
advice and widespread co-operation. We
urge that the task force consider both
alternatives 2 and 3. Given the interest
and enthusiasm that we have detected
for these proposals, we think that the
work of the task force can be completed
relatively quickly. For this reason, we
Continued on next page Supplement to UBC Reports
UBC Reports ■ July 14, 1994 13
recommend that the Vice President Academic and Provost be asked to report to
Senate on progress no later than January
The Committee recommends that:
10. Senate endorse the idea of a
reconfiguration of some existing
faculties and other academic units
to create a new faculty with a
mandate to develop and intensify
the university's commitment to
teaching and research relating to
natural resources and the natural
11. The Vice President Academic and
Provost be asked to establish a task
force to develop plans for the
establishment of the new faculty.
The task force should be asked to
develop proposals for arrangements
that will induce some relevant
faculty members and academic
units to transfer from other faculties
to the new faculty, will encourage
the active participation in the new
faculty of relevant faculty members
who prefer to retain their appointments in other faculties, and will
encourage the cooperation of
relevant academic units in other
12. The Vice President Academic and
Provost be asked to submit a
progress report to Senate on plans
to establish a new faculty concerned
with natural resources, no later
than January 1995.
One of the proposals that was given
careful consideration by the committee is
for a merger of the Departments of Geography (Faculty of Arts) and Soil Science
(Faculty of Agricultural Sciences). Such
a merger has strong support in both
departments, and, considered on its own
merits, appears to be academically justifiable and feasible, with appropriate budgetary arrangements. The Committee is
sympathetic to the proposal. However, a
reorganization of studies in natural resources could have a profound effect on
the merits of the proposal.
The Committee recommends that:
13. The task force proposed in
Recommendation 11 above be asked
to consider the proposed merger of
the departments of Geography and
Soil Science in the context of their
deliberations on the reconfiguration
of teaching and research on natural
Several important issues remain on
the Committee's list of issues to be studied. In accordance with the Committee's
usual procedures, we do not wish to
reveal those issues until preliminary consultations have occurred through the
administrators responsible for the affected units. On one issue such consultations have occurred. The Committee
has under active consideration a proposal to bring together in one faculty
academic units in diverse parts of the
university that have a common interest
in health care. We anticipate making a
report on our deliberations and conclusions in the fall of 1994.
Summary of Recommendations
The Committee recommends that:
With respect to department size:
1. Senate establish a minimum size for
departments, schools and divisions
that have department-like responsibilities.
2. The minimum size for departments,
schools and divisions be 15 full-time
faculty members in the department.
3. Deans be asked to arrange for
consolidations of relevant departments, schools and divisions to
conform with the minimum size and
to report regularly to the Vice
President Academic and Provost on
progress.    The Vice President
Academic and Provost be asked to
report to Senate on the results of
these reconfigurations by December
4. Exceptions to the minimum size
should be rare, be permitted only on
the basis of special circumstances
which must be made explicit.
5. All exceptions to the minimum size
approved by the Vice President
Academic and Provost, be reported
to Senate.
6. Provisions for administrative
stipends and administrative leave
for department heads be graduated
depending on department size.
With respect to University and Senate
7. The Senate Curriculum Committee
be instructed to study the process of
curriculum revision and to bring
recommendations to the Senate not
later than November 1994 for the
simplification of the process.
8. As guidelines, the Senate Curriculum Committee be invited to:
a. Establish a broad category of minor
changes that can be made by departments, schools or non-departmentalized faculties without further consultation except notification of the appropriate curriculum review officer (who
might be the chair of the Senate
Curriculum Committee), who will be
responsible for ensuring that the
change is indeed "minor" and that no
other academic program is likely to be
adversely affected.   This category
might include, at a minimum, changes
in course numbers, course names,
prerequisite requirements and editorial
changes in course descriptions.
b. Establish a narrow category of
major changes that require consultation and full review by faculties and the
Senate. This category might include
new programs, new courses, deletion of
courses and changes that affect
requirements for student programs in
other departments.
c. Consider the possibility that proposals for major changes in graduate
courses and programs go directly to the
Faculty of Graduate Studies from departments, schools and non-departmentalized faculties for full review before being
sent to Senate for review and approval.
9. Senate ask the President to review
the constitution of the Senior
Appointments Committee, with a
view to removing deans from that
committee and with a view to
strengthening its ability to represent
high university-wide standards of
excellence and objectivity.
With respect to teaching and research
in natural resources:
* 10.     Senate endorse the idea of a
reconfiguration of some existing
faculties and other academic units
to create a new faculty with a
mandate to develop and intensify
the university's commitment to
teaching and research relating to
natural resources and the natural
* 11.    The Vice President Academic and
Provost be asked to establish a task
force to develop plans for the
establishment of the new faculty.
The task force should be asked to
develop proposals for arrangements
that will induce some relevant
faculty members and academic
units to transfer from other faculties
to the new faculty, will encourage
the active participation in the new
faculty of relevant faculty members
who prefer to retain their appointments in other faculties, and will
encourage the cooperation of
relevant academic units in other
*12.    The Vice President Academic and
Provost be asked to submit a
progress report to Senate on plans
to establish a new faculty concerned
with natural resources, no later
than January 1995.
13.     The task force proposed in
Recommendation 11 above be asked
to consider the proposed merger of
the departments of Geography and
Soil Science in the context of their
deliberations on the reconfiguration
of teaching and research on natural
N.B. *   Recommendations 10, 11 and
12 were amended as follows:
That recommendation 10 be amended
to read: That Senate endorse the idea of
a reconfiguration of some existing faculties and other academic units to develop
and intensify the university's commitment to teaching and research relating to
natural resources and the natural environment.
That recommendation 11 be amended
to read: That the Vice President Academic and Provost be asked to establish
a task force to develop plans for the
achievement of this end.
That recommendation 12 be amended
to read: The Vice President Academic and
Provost be asked to submit a progress
report to Senate no later than January
NOTE: The appendix. Guidelines for the
Establishment of A Faculty, has been
omitted. Please contact Fran Medley at
822-2951 for further information.
The following is a draft document that will be debated in Senate and, if
approved, in this or a modified xwsion, will become the basis for curriculum development and reform at UBC over time. The document was to have
been published with the Current Campus Concerns supplement to UBC
Reports in June but was omitted.
A UBC graduate should:
1. have a critical appreciation of the different ways in which
we gain knowledge and understanding of the physical
world, of society and of individuals;
2. be knowledgeable of Canadian culture and the issues
and problems of our times;
3. have knowledge of other cultures and other times, and
sensitivity to communication across cultures;
4. have achieved depth of knowledge in at least one field of
study including experience with the relevant methods of
generating new knowledge;
5. be able to write and speak clearly and effectively, in
6. have an ability to both search out and apply knowledge
creatively and effectively to problem solving in the
workplace and related work and volunteer activities;
7. have an ability to think critically and to make rational
judgments in the face of contradictory evidence;
8. have some understanding of and experience in thinking
about moral and ethical problems, and have developed a
personal ethical framework;
9. have an ability to recognize gender bias and be sensitive
to issues of gender stereotyping;
10. have an ability and inclination for lifelong learning;
11. be able to recognize excellence and understand the value
of striving to achieve it in all endeavours;
12. have a sense of responsibility personally and to the
community. 14 UBC Reports • July 14, 1994
UBC In Ottawa
UBC alumnus and Supreme Court Justice Prank Iacobucci, right, and bis wife Nancy were
among the 141 UBC alumni who met with UBC President David Strangway, left, at a UBC
alumni reception in Ottawa's Chateau Laurier, June 1. Other UBC alumni present included
members of parliament from the Reform, Liberal and New Democratic parties.
Graduate college named
for Shanghai university
by Abe Hefter
Staff writer
The UBC Board of Governors
has approved the facility design
program and site location for St.
John's College, a residential
graduate college that will accommodate 100 graduate students and senior scholars.
Detailed design is expected to
begin immediately after the appointment of project architects
in July, said Tim Miner, director, UBC Campus Planning and
"Construction is scheduled to
begin in early 1996 with a tenta-
tiveJune 1997 completion date,"
Miner said.
St. John's College, which will
be located at Lower Mall and
University Boulevard, will house
an international community of
scholars and will follow a similar
model to that established for
Green College at UBC.
"St. John's College will sustain the memory and enhance
the reputation of St. John's Uni
versity, which operated in Shanghai until about 1950, while, at
the same time, enriching the UBC
campus," said John Grace, dean
ofthe Faculty of Graduate Studies.
"It will complement UBC's
proposed Liu Centre for International Studies, sharing facilities
and encouraging cross-participation," said Grace.
St. John's College.will be designed using Power Smart principles to reduce energy consumption.
Rare trees spruce up arboretum
by Gavin Wilson
Staff writer
UBC's old arboretum has been
upgraded with 20 rare and unusual trees planted at the initiative of Plant Operations.
The mix of coniferous and
deciduous trees will augment the
existing trees in the old arboretum, which is located around
the First Nations Longhouse and
Ponderosa annexes.
"It's a public space that deserved some special attention.
It's going to be a very popular
spot," said Mike Hanson of Plant
Campus gardeners have also
finished landscaping the First
Nations Longhouse with native
plant species, removed pavement
in the area and added a layer of
Lights are scattered among
the arboretum trees as part of a
pilot lighting project along Agricultural Road.
"When you remember that this
site was recently a parking lot,
there's no comparison," Hanson
Planting was done at minimal cost by Plant Operations'
head gardener Kreso Pavlovich
and his crew. They took the
mature trees from those al
ready existing in the Plant
Operations nursery. Name tags
for each tree, showing their
common and Latin names, will
be put in place.
The trees include a snake bark
maple, upright English oak, columnar Japanese cherry, Persian Parrotia, European ash,
European white birch and weeping willow-leafed pear.
"We feel that it has
been a successful
union of architecture
and urban design
with the landscape."
Michael Howell
They will be among the first to
be listed on a new computer
database being compiled by
Campus Planning and Development that has information on all
special and commemorative trees
on campus.
The arboretum was established by John Davidson, first
director of UBC's Botanical Garden. Its trees, all non-native to
the area and many of them rare,
are used as teaching tools for
geography, botany, forestry,
landscape architecture and other
The arboretum once covered
a larger site and had more trees,
but many were removed or fell
victim to disease over the years.
One estimate puts the number
of surviving trees, before the most
recent planting, at 88.
The First Nations Longhouse
was moved slightly from its original site to reduce impact on the
arboretum when it was built in
"This is a superb demonstration that a building can be situated without excessive tree removal," said Michael Howell, a
design assistant with Campus
Planning and Development.
"It's a credit to the people
who fought for the trees in the
arboretum," he said. "It would
have been preferable if no trees
were removed when the
longhouse was built. But now
with the introduction of the
new trees the arboretum has a
net increase in the trees that
you will find there.
"We feel that it has been a
successful union of architecture
and urban design with the landscape," Howell said.
The classified advertising rate is $ 15 for 35 words or
less. Each additional word is 50 cents. Plate includes
GST. Ads must be submitted in writing 10 days before
publication date to the UBC Community Relations
Office, 207-6328 Memorial Road, Vancouver, B.C.,
V6T 1Z2, accompanied by payment in cash, cheque
(made out to UBC Reports) or internal requisition.
Advertising enquiries: 822-3131.
The deadline for the August 11, 1994
issue of UBC Reports is noon, August 2.
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by staff writers
UBC Pediatrics Prof. Dr. Kwadwo Ohene Asante has been recognized as
a Friend of the University and of Northern British Columbia by the
University of Northern British Columbia (UNBC).
Asante received his undergraduate degree from UBC and his MD from the
University of Glasgow before returning to Canada for his internship and
pediatric training. He spent the next 20 years of his career as a practising
pediatrician in Terrace, B.C.
The moving force behind the establishment of child development clinics in
Terrace, Kitimat and Whitehorse, Asante was cited for his substantial contributions to the educational, social and economic development ofthe North. He
is also credited as one of the first pediatricians to study and publish on Fetal
Alcohol Syndrome in the mid-1970s.
Asante was presented with a certificate of recognition at UNBC's first
convocation ceremony held May 14 in Prince George.
• • • •
Cardiologist Dr. Akbar Lalani has been appointed
to administer UBC's Peter Wall Endowment.
Wall, a Vancouver-based financier and philanthropist, bestowed a $ 15-million gift to the university in
1991 through the World of Opportunity fund-raising
Believed to be the largest gift given to a university by
an individual in Canadian history, the endowment will
be used to assist the research efforts of UBC faculty
Lalani, who also serves as a board member of the
B.C. Cardiac Society and as a trustee of Pearson
College of the Pacific in Victoria, joins UBC President
David Strangway and former UBC Chancellor Leslie Peterson on the board of
the Peter Wall Endowment.
• • • •
Faculty of Law Dean Lynn Smith was ranked among Canada's 20 most
powerful legal eagles in the April issue of Canadian Lawyer magazine.
Smith, who joined the Faculty of Law as an associate professor in 1971,
was appointed to a six-year term as dean in 1991. She
was appointed Queen's Counsel the following year.
A former chair of the National Canadian Bar Association Committee on Equality Rights and president of
the Women's Legal Education Action Fund, Smith's
major scholarly work has been in the areas of equality
and human rights, civil litigation and evidence.
Other law deans to make the list were Robert Sharpe
of the University of Toronto and Yves-Marie Morissette
of McGill University. The only other B.C. lawyer cited
was Maureen Maloney, the province's deputy attorney
The list, which also includes former Prime Minister
Pierre Trudeau and Ovide Mercredi, leader of the
Assembly of First Nations, was compiled by Jerry
Levitan, a Toronto lawyer, actor and writer.
Political credibility with governments and impact on a major specialty of
law were among the criteria Levitan used in making his selections.
• • • •
Dual honours were recently conferred on Catherine Backman, acting
director of UBC's School of Rehabilitation Sciences.
Backman has received the 1993 Karen Goldenberg Award for Outstanding Volunteer Achievement from the Canadian Occupational Therapy
Foundation and the Outstanding Occupational Therapist Award for 1994
from the British Columbia Society of Occupational Therapists.
Backman, a registered occupational therapist, graduated with a BSc in
Rehabilitation from UBC in 1981 and received an MS from the University of
Washington at Seattle in 1987. She joined UBC as a full-time instructor in
the school that same year. Her areas of special interest include arthritis
She has been involved as a volunteer and board member with Big Sisters
of B.C., Lower Mainland, for the past eight years.
• • • •
Violinist Andrew Dawes, a professor in the School
of Music, has won the Jean A. Chalmers National
Music Award for outstanding contribution to
Canadian musical creativity.
Dawes, a winner of three Juno Awards and one of
the founders of the Orford String Quartet, was cited for
his excellent musicianship and his exceptional work
with young string players.
Originally created in 1973 by the Chalmers family to
honour artists in theatre and dance, the Chalmers
Awards were expanded in 1992 to recognize achievement in music, crafts and visual arts.
The Chalmers Awards are funded through an
endowment from the Chalmers family and held in trust
by the Ontario Arts Council Foundation.
• • • •
Michael Isaacson, professor and head of the Dept. of Civil Engineering,
and Sundar Prasad, a graduate student in Civil Engineering, have won
the Best Paper Award for papers presented at the International Conference on Offshore and Polar Engineering held in Singapore last year.
The paper. Wave Slamming on a Horizontal Circular Cylinder, is the
subject of Prasad's doctoral research, which he is conducting under
Isaacson's supervision.
The award was given by the International Society of Offshore and Polar
Engineers and was presented during the society's recent annual conference
in Osaka, Japan.
UBC Reports ■ July 14, 1994 15
Study reveals new risk group
International effort
behind new test for
Huntington's disease
Michael Hayden
Researchers under the co-ordination of UBC's Dr. Michael Hayden have
developed a definitive test for
Huntington's disease and in the process may have discovered a previously
unknown group in the general population who may be at increased risk of
developing this deadly illness.
"We have shown that a single molecular      mechanism      underlies
Huntington's   worldwide," said Hayden, a     ^^^^m^t^^m
professor  of Medical
Genetics and director
of the Canadian Genetic   Diseases   Network   headquartered
on campus.
Hayden said that
while the gene that
causes Huntington's,
an  inherited  illness,
was discovered about      	
a year ago, there was
still a question at that time of whether
this gene "was solely responsible for
the    worldwide     distribution    of
Huntington's disease is found in all
populations, but with varying frequencies. In people of Western European
descent, for example, it occurs in about
one in 10,000, but in people of Japanese, Finnish and black African descent it occurs in about one in 100.000,
or 10 times less frequently.
DNA samples from 1,007
Huntington's patients from 43 different countries were studied to find out if
there were similar genetic causes of
Huntington's disease in all ethnic
The discovery of a single cause allowed researchers to develop a cheap,
reliable test to accurately determine
those at risk of developing Huntington's.
"We also found that there may be a
small proportion ofthe population that
may be at risk that we previously did
not know about," Hayden said. "About
three per cent of all our cases did not
have a family history of Huntington's,
and we now have a general understanding of how this can arise."
"We have shown that a
single molecular
mechanism underlies
He explained that these genetic mutations have been found to occur only
in offspring of males who are usually
over 30 years of age when they have
had children who eventually develop
the disease. The implications of this
finding may be relevant for those planning a family.
"If someone has less chance of having a child who develops Huntington's
disease if they have
■■^B^MHMiiM a child before the age
of 30, this may have
an influence on family planning,"
Hayden said.
He cautioned that
he was not advocating general testing
for Huntington's,
"but there may be a
way to detect those
individuals who are
more at risk and additional studies need to be undertaken."
Hayden highlighted the international
co-operation among scientists that resulted in the study, which was published recently as the lead article in the
New England Journal of Medicine. The
DNA samples were collected over a 10-
year period and sent to Hayden's laboratory at UBC.
"In the early stages, we didn't have a
definite plan for their use, but we did
think that down the road the samples
would be useful. To some extent it was
instinct and to some extent it was the
commitment to collect as much available data as possible. It has resulted in
the 'united nations' of DNA samples
residing in a laboratory at UBC," he
said. He called it among the best collection of DNA samples for this disease
that is available for research and collaboration.
Those affected by Huntington's,
usually in mid-life, are afflicted with
involuntary movement disorders, personality disturbance and cognitive
decline. Patients undergo profound
personality changes and become progressively demented and debilitated,
unable to speak or eat.
Sleep disorders clinic
consolidated at UBC
by Connie Filletti
Staff writer
A new, multidisciplinary clinic and
six-bed laboratory have been added to
UBC's Sleep Disorders Program.
Previously operating as two separate clinics, the program received funding from B.C.'s Ministry of Health in
1993 to consolidate the clinics' resources and open a combined facility
under the co-direction of Dr. John
Fleetham. a professor of Medicine and
Dr. Jonathan Fleming, an associate
professor of Psychiatry.
Located on campus at the Koerner
Pavilion of the Vancouver Hospital and
Health Sciences Centre, the clinic can
provide assessment and treatment for 70
different sleep disorders including sleep
apnea, the periodic cessation of breathing during sleep.
More common conditions such as insomnia and sleepwalking are also treated.
Thirty per cent of the population experiences disturbed sleep, Fleming said.
"With our resources consolidated in
one location, we are able to see more
patients and increase our efficiency in
taking care of their needs," he added.
As the primary referral centre for people with sleep disorders in B.C.. the clinics recorded over 3,000 patient visits in
Fleetham believes that the recent enhancements have strengthened the quality of the teaching and research components of the Sleep Disorders Program.
More than 1,500 sleep studies were performed at the clinic last year.
Funding for the Sleep Disorders Program's research activities is provided, in
part, by the federal government's National Centres of Excellence program. 16 UBC Reports • July 14, 1994
UBC Child Care
employee Rosalie
Janowicz has dedicated
her professional life to
Early Childhood
Education. After 15
years of looking after
young children, she
finds she's still learning
on the job.
Abe Hefter photo
Caring for kids a lesson in learning
by Abe Hefter	
Staff writer
Some soothing words of wisdom to
those of you with precocious
toddlers on your hands: the
terrible twos aren't that terrible.
Rosalie Janowicz should know.
Janowicz has spent the better part
ofthe last 15 years as a UBC Child
Care employee.  She now spends more
time at home with her own children
after seven years of full-time employment at the university. But she continues to dedicate her professional life to
early childhood education (ECE), both
as an Instructor in Langara College's
Infant Toddler Program, and as a UBC
Child Care employee.
Janowicz has been Job sharing with
another mother/child-care worker for
the past eight years at Discovery, one
of four toddler centres and one of a
dozen day-care centres in the UBC
child care system.
From 8 a.m. to 5 p.m., Discovery is
home to 12 toddlers between the ages
of 18 months and three years, an age
group that Janowicz has been involved
with throughout her ECE career. She
calls it a rewarding, inspirational
"I'm inspired by both the children
and the other four care-givers who
share the joys and challenges of
working at Discovery," says Janowicz.
"Although our program may look to
some like just hours of unstructured
playtime, the toddlers are constantly
learning in an interactive environment.
They learn through play."
The principles of toddler care have
come a long way since Janowicz first
became involved with child care in
June 1980. Child-care givers are
learning more
about toddlers all        m^^^^^^^mma
the time, and as a
result, there's a
amount of research
available to base
philosophy and
programs on, said
"We've learned
that the terrible
twos explore and
check out their
world in ways that
some adults might
consider mischievous, because that's how they learn
and discover.
"Years ago it was thought that the
adult was the one who always taught
the child.  Really, it's the child who
learns from his or her own intense
curiosity and drive to discover."
Janowicz believes parent involvement is crucial to nurturing a healthy,
happy relationship between parent,
child, and child care worker.  A five-day
orientation offered by the UBC Child
Care Centre is one way staff help ease
the child and family into the day care.
It offers the child a gradual entry into
the program and helps the parents get
"When I had my own
children, I thought I knew
almost all there was to
know about raising
children because of all my
work experience.  I
thought it would be easy.
Boy, was I wrong."
- Rosalie Janowicz
oriented as well.
"It's the start of a real partnership.
If the parents are comfortable with the
care their child receives, the child is
more likely to feel comfortable, too.
Usually at the end of the five days, the
kids are pretty
^^^^^^^^^^^m     keen."
The parents'
doesn't end after
five days.  Until
three years ago,
when the university took over the
administration of
child care
services, the
parents ran the
program as a cooperative.
Today, parents
still have a say in
how the child care services are run
through a parents' council.  In addition, they are encouraged to volunteer
their services in a number of areas, as
a way to enrich the centre's learning
As a mother of a 17-month old, a
five- and an eight-year-old, Janowicz
can appreciate where these children
are coming from.
"When I had my own children, I
thought I knew almost all there was to
know about raising children because of
all my work experience.  I thought it
would be easy.  Boy, was I wrong," she
says with a self-effacing smile.
"I must admit, though, that I've seen
and experienced many different personalities and behaviours in my work.
This helps me get through the tough
times, both at home and at the
daycare, because I've come across most
of it before."
One of the challenges that Janowicz
faces comes between 12:30 and 1:30
pm when the children are put down for
a nap. Sounds easy enough, as
Janowicz herself admits it offers a rare
opportunity to unwind. However,
there's the matter of "cry time" which
can sometimes precede the arrival of
Mr. Sandman.
"Hearing the kids cry at nap time
still affects me," Janowicz admits.
"However, children have to express
themselves and it's not always our
role to distract them to stop their
tears. It's another way they communicate, and all their emotions are
valid and necessary.   But we make
sure we make the time for cuddles
and chats about feelings."
It's 1:00 pm when she utters these
words.  Nap time. Thanks to an
intercom system set up behind closed
doors, she can hear the bubbling,
gurgling and squealing noises that only
12 toddlers can make as they fall
One gets the impression that Rosalie
Janowicz, who has dedicated most of
her working life to child care, can
recognize and interpret each and every
one of these bubbles, gurgles and


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