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UBC Publications

UBC Reports Jan 11, 1990

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 UBC Archives Serial
FIkko by Steve Chan
AMS President Mike Lee (left to right), Point Grey MLAs Tom Perry and Darlene Marzari, and AMS
Coordinator of External Affairs Vanessa Geary on their way to address a recent Board of Governors meeting.
Public meeting planned
about Hampton Place
UBC's Real Estate Corp. will hold
a public information meeting in early
February on Hampton Place, the market housing project located at the corner of Wesbrook Mall and 16th Avenue.
While details are still tentative, UBC
President David Strangway said the
Real Estate Corp. will present its development plans for the site and answer questions from the community,
UBC faculty, staff and students.
Strangway said he will attend the meeting.
of Governors win vote on a
recommended tuition increase of 4.8 per cent at its
Jan. 25 meeting. Paget 2.
BATTUE WON: Crane librarian Judith Thiele helped
win a significant legal decision for the deaf and blind
community. Page 5.
SUPPORT LACKING: Despite demonstrable need and
eloquent words, the social
sciences receive absurdly
small levels of support, writes Psychology Professor
Kenneth D. Craig. Page 7.
Mark Betteridge, president of the
UBC Real Estate Corp., said the meeting will be advertised once the date is
set. Notices will run in the student
newspaper, The Ubyssey, UBC Reports and The Vancouver Courier, he
The Hampton Place housing project, designed to generate ongoing revenue for the university, has raised concerns recently from some community
and campus groups over what they cite
as a lack of public involvement in the
development plans.
Strangway said information on
Hampton Place has been widely dispersed and that the university has been
open about the development—part of
a long-standing plan for the university-owned site that goes back to 1982.
At UBC's Board of Governors
meeting in December, Darlene Marzari
and Dr. Tom Perry, MLAs for Vancouver-Point Grey, expressed "grave
concerns" about the university's handling of Hampton Place.
Marzari and Dr. Perry rapped the
university for not responding to demands from community groups for
public discussion on the development.
Both Marzari and Dr. Perry said
that they are not opposed in principle
to the university profiting from a housing development, given the right circumstances and provided the right procedures were in place. They criticized
the way UBC had gone ahead with the
proposal, saying that universities
should take an exemplary role in in
volving the community in land planning and development.
"We're expressing what we feel is
the overwhelming consensus of community opinion in our ridings," Dr.
Perry said, calling for the university to
slow down the process of development
and consult formally with its community neighbors.
"You have disregarded the attempts
of all these people to contact you, and
you have disregarded their pleas for
consultation in the form of public
meetings and discussion," Marzari said.
The university threw itself into the real
estate market in an insensitive way,
she added. "In jumping at this temptation in such an enthusiastic fashion,
the university has managed to offend
just about everyone."
Strangway said the presentation by
the MLAs was very articulate and
thoughtful. "We very much appreciate their advice and comments."
United Way
exceeds goal
The UBC United Way employee
campaign has surpassed its goal of
$195,000, making the 1989 fundraising effort a resounding success.
John McNeill, dean of Pharmaceutical Sciences and chairman of the
campus campaign announced that
$199,732 in donations was collected,
representing 102 per cent ofthe goal.
See UNITED on Page 2
Reducing waste,
recycling given
high priority
on campus
UBC is taking steps to reduce waste and encourage recycling on campus.
President David Strangway has appointed a task force,
chaired by Bruce Gellatly, Vice-President, Administration
and Finance, to develop and recommend university policies
on waste recycling.
Another task force has submitted
its recommendations for the replacement of campus waste disposal incinerators with new state of the art equipment that will exceed provincial pollution control guidelines.
"At a time when there is an increasing concern for the well-being of the
environment, the university should be
taking a leadership role by reducing its
share of waste materials," Strangway
The recycling task force will review programs now in place at the
university, look at alternatives in use
elsewhere, examine policies for the
purchase of recyclable materials and
analyze the composition of waste currendy generated on campus. It will
report back to the president before the
end of the year.
A pilot project for paper recycling
has operated for about one year at UBC.
"A large proportion of our waste is
paper," Gellady said. "But we will also
be looking at the potential of recycling
other materials."
Meanwhile, as part of an ongoing
upgrading of pollution control facilities on campus, another task force has
made its recommendations for replacement of UBC incinerators used to dispose of special wastes.
Currendy, biomedical waste and
solvents from UBC, Simon Fraser
University, the University of Victoria
and other institutions are incinerated
in two specially designed incinerators
built in 1972 on the south campus near
the TRIUMF facility. As of Jan. 1,
these incinerators did not meet provincial regulations.
The three universities struck the
incinerator task force, chaired by
Wayne Greene, director of UBC Occupational Health and Safety, to review the disposal of special waste.
Among the recommendations made
to the universities:
•Reduce the amount of waste products needing disposal through comprehensive recycling programs.
•For toxic and pathological wastes
that cannot be recycled, upgrade existing incinerator facilities to standards
that surpass the most stringent North
American regulations.
•Strike an advisory committee of
university officials and community
representatives to make policy and
operational recommendations for the
facility. The committee will have access to the facility, including all operating records, and will produce an
annual report, available to the public,
evaluating the previous year's operations. The task force said the surrounding community has an important role
to play in the operation and monitoring
of the incinerators.
•Incinerate only waste material generated by the universities and their research affiliates. Currendy, much of
the solvent burned originates at other
Lower Mainland hospitals, schools and
•Install pollution control devices
surpassing provincial standards to
minimize the incinerator's environmental impact and take other steps to
ensure high safety and security standards during delivery, handling, incineration and exhaust.
Greene said most of the more than
4,500 tonnes of solid waste and millions of litres of liquid waste UBC
generates each year ends up at facilities operated by the Greater Vancouver Regional District. But a small percentage of that waste consists of chemicals, biomedical and other special waste
created by scientific and medical research labs which must be incinerated.
Without suitable facilities elsewhere
in B.C., off-campus disposal would
involve shipping to incinerators in
Ontario or the eastern U.S., Greene
Group to study
violence in society
UBC has established an informal
working group to bring together researchers on campus investigating violence in society.
An issue that is receiving increasing public attention, it made international headlines last year when a gunman shot and killed 14 women students at the University of Montreal.
The working group, which met for
the first time in early December, will
focus on societal violence such as child
abuse and violence against women and
minority groups, said Daniel Birch,
Vice-President Academic and Provost.
"This kind of violence is quite dif
ferent from institutionalized state violence such as war or terrorism," Birch
explained. "We convened the group
with the intention of discovering if this
was an area in which the university
had a role to play. By bringing people
together, we can perhaps have a more
powerful presence."
The group has attracted enthusiastic interest from faculty members and
graduate students working in these
areas, he said.
Some of the issues members will
address is whether the university's goal
of helping to eliminate societal vio-
See REPORT on Page 2 UBC REPORTS Jan. 11.1990       2
Photo by Media services
It may not look like a robot, but the KaiserlSpyder is a walking machine which was used by the U.S. Forest
Service to access remote areas. It is designed to traverse swampy and rocky terrain incurring little
environmental damage, but its use has been limited because it is difficult to operate. It is on loan to
Electrical Engineering Professor Peter Lawrence and researchers at Robotic Systems International who
will make it easier to operate.
Board to vote on
4.8% tuition raise
UBC's Board of Governors will decide at its Jan. 25 meeting on a recommendation to boost university tuition
fees by 4.8 per cent.
If approved, the increase would take
effect in the Fall, 1990 and will apply
to all students except those enroling in
first-year Forestry who will see their
fees unchanged from $1,884.
Last year, the university recommended that fees for first-year students
in the faculties of Forestry, Science
and Agricultural Sciences be more
equitable, since Forestry students take
many first-year courses in the other
two faculties. The university will bring
fees for all three faculties in line by
University President David Strangway said the increase in tuition reflects
the university's increase in operating
expenses and is appropriately close to
both the inflation rate and rise in cost
of living.
"The costs of running institutions
rise. Salaries go up, the costs of supplies go up, the costs of library books
go up. All of these are part of what's
Report set
for Spring
Continued from Page 1
lence and its effects might be best
served by establishing an institute or
research centre.
They will also determine how university expertise can be tapped to establish intervention programs, influence
public policy and implement better public education programs to take relevant
research directly to the community.
They hope to deliver a preliminary
report to the university community before the end of the Spring term, Birch
said. Anyone wishing to provide suggestions should write to Birch in the
President's Office.
needed to provide a proper teaching
environment for students," Strangway
said. "It's appropriate students should
pay a part ofthe operating costs."
At a December, 1989 meeting, Mike
Lee, president of the Alma Mater Society, appealed to the university administration to involve students more
in its budget planning. Tuition fee
increases are only one part of climbing
living expenses, Lee said, citing soaring housing prices and limited financial aid as students' major money worries.
He asked board members to take
into account these other costs in considering the tuition increase.
"It's not just a question of students
wanting to save $100," said Lee.
"There are other concerns about the
long-term costs of going to university.
The cost of housing in particular is
rising at a rapid rate. Students are
being crunched right now."
The AMS task force on tuition and
student aid, formed after last year's
tuition increase, has produced a pamphlet outlining the the costs of attending university, particularly the gap between financial aid and living expenses.
It has been sent to parents, counsellors
and students groups in the more than
200 B.C. high schools.
The pamphlet claims many qualified students decide not to attend university because of the high costs of
obtaining a degree. Others are unable
to overcome financial barriers of tuition, books, housing and transportation, it says.
Lee told the board that providing
top-notch facilities and programs for a
world-class university is only one aspect of higher education. A world-
class institution must also be accessible to qualified students, he said.
"You don't want to bar them from
being able to participate."
Strangway said UBC's tuition fees,
taken in the light of inflation, are com
paratively unchanged. "In today's
dollars, students are paying exactiy the
same as their parents paid 20 years
ago," he said.
Compared to the rest of Canada,
UBC's tuition fees are well below those
in the Maritime provinces, Strangway
added. "We are not among the top ten
universities in tuition rates in Arts and
UBC's tuition fees are currently
slightly higher than at Ontario universities, but tuition increases of eight per
cent this year in that province will partially close the gap.
Simon Fraser University has proposed increasing tuition by 5.25 per
cent in 1990. The University of Victoria has yet to announce an increase.
With the 1990 increase, UBC students enroling full-time in first-year
Arts or Science will pay $1,680, up
$75 from $1,605 last year. First-year
Engineering students will pay $2,175,
up $104 from $2,071.
Last year's tuition increase was 10
per cent.
United Way
Continued from Page 1
"I'm very happy about the results,
especially since it was a stretch goal
— up 20 per cent over last year's,"
said McNeill. "UBC really came
through. The campaign was $19,000
short of its goal at the end of November so we issued a final appeal. The
response was tremendous and put us
over the top."
McNeill also noted that during the
past two years the dollars raised by
UBC employees for the United Way
campaign has increased 50 per cent
and the participation rate has increased
70 per cent.
Senate passes
new programs
in artSy science
UBC students can now enrol in a
general arts or general science program, earning an undergraduate degree in either without declaring a major.
The programs were passed by
UBC's Senate at its December meeting and go to the Board of Governors
for final approval this year.
UBC's general arts program is new.
Its general science program is improved, placing fewer restraints on
students than did the former.
"We did some revising and revamping to make it more attractive. It was
much too restrictive," said Associate
Dean of Science, John Sams. The current general science program was drawing an average of only 11 students a
year, he said.
The new general science program
is excellent for people who need a
broad science background for programs
such as Medicine, Dentistry, or Education, Sams said. It will also be attractive to students planning to enrol in
Law or an MBA program, producing a
graduate with an uncommon expertise.
"There are currently very few
people in those areas with a generalist
scientific background," Sams said.
Like the science program, the new
general arts program will also provide
an option for students who do not wish
to specialize, opting instead for a broad
liberal education.   Similar programs
are common at other Canadian universities, said Economics Professor Ron
Shearer, chair of the ad hoc committee
which developed the program.
With the two general programs in
place, the university has also removed
a potential obstacle in its partnership
with two of B.C.'s three degree-granting colleges, where required courses
for a majors program are currently
"This ensures there will be no problems for students completing UBC
general Arts or Science degrees in the
colleges," said Richard Spencer,
UBC's Registrar.
Phoenix choir wins
international contest
The Phoenix Chamber Choir was
presented with major international
awards during a recent UBC concert
broadcast live in Europe.
The concert, co-sponsored by the
School of Music and the CBC, was in
celebration of the choir taking top
honors at the Let the Peoples Sing international choral competition last
May. The mixed voice ensemble was
the winner of the BBC Silver Rose
Bowl as best overall choir and won
first place in the contemporary music
The choir is conducted by School
of Music Professor Cortland Hultberg
and many of its 18 singers are School
of Music alumni and former members
of Hultberg's UBC Chamber Singers.
Letters to the Editor
Study childcare
closer to home
I was interested to read in your
edition of Nov. 16 that the subject
of child care in the work place is
being studied at UBC. I hope that
while conducting this "nationwide"
study costing over $250,000, the
researchers will find a few moments
to look at the situation closer to
home. There are five day-care
centers on campus, all of which
open at 8 a.m.and closed at 6 p.m.
Any worker not on a 9-to-5 schedule is out of luck.
There are thousands at UBC
who start at 7 a.m. or 7:30, in Plant
Operations, Food Services and the
hospitals for example. What about
shift workers? Obviously UBC
Daycare doesn't exist to serve these
Meanwhile, our researchers
continue to tout "flexible child-care
options" and the virtues of "accepting some responsibility..." for
other employers. Here at UBC,
it's a case of "Do as I say," not "Do
as I do."
Bill Edbrooke
Mechanical Maintenance
Turn out lights
The Lights of Learning Event,
i.e. the lighting ofthe giant sequoia
tree outside the Main Library, along
with the "get involved" call from
the 75th Anniversary Project Central for others at the University to
participate by lighting up offices,
windows and landscapes is not
something the University should be
At a recent conference on sustainable development in Montreal,
the warning is restraint, or in the
words of Rene Dumont, the well-
known French agronomist, "Every
waste of energy is an act of murder
in the Third World." (Globe and
Mail, Nov.24/89, p. 1/2.) This is
also the message from many others concerned with the future of
the planet.
The University should be a
leader - we should be lighting
down, down, DOWN.
Sue Calthrop
Office of the Co-ordinator of
Health Sciences UBC REPORTS Jan. 11,1990       3
Full participation urged
Equity census next month
The President's Advisory Committee on Employment Equity is conducting a census of all UBC faculty and
staff (union and non-union) in full-
time and part-time positions, to establish a profile of the university's work
The survey will determine the representation of women, native people,
visible minorities and persons with disabilities among workers on campus.
The questionnaire, based on the
Canada Employment Equity Act of
1986, will be distributed in February.
The census is part of UBC's ongoing
employment equity program. The program ensures a fair and equitable
workplace, and offers all individuals
full opportunity to develop their potential, the policy states.
"I strongly endorse this census because I believe in employment equity
at UBC," said President David Strangway. Although participation is voluntary, I urge everyone to join me by
completing the census questionnaire."
The questionnaire poses four questions:
What is your sex?
Are you an aboriginal person?
Are you part of a visible minority in
Do you have a persistent physical,
sensory learning or emotional disability?
For the census, visible minority is
defined as an individual other than an
aboriginal person who is non-cauca-
sian and non-white in color. Some
examples of the disabilities are hemophilia, psychiatric illness, heart disease
and vision impairment.
A question-and-answer brochure
accompanying the census questionnaire
explains that although the census is
confidential, it is not anonymous. The
information provided will be entered
with the respondent's employee number on computer records, accessible
only by the Office of Employment
Equity. This procedure is essential to
facilitate the update of census records
when new employees are hired or current employees are promoted or leave
UBC, the brochure states.
It also states that persons should
participate in the census to help UBC
develop and maintain fair and equitable employment practices.
Anyone concerned with amending
information they originally provided
on the questionnaire can make changes
by contacting Sharon Kahn, UBC's
director of Employment Equity.
Kahn is conducting a series of information sessions on employment
equity and the census throughout January. For more information, call the
Office of Employment Equity at 228-
'Numbers are scary'
More men committing suicide
Almost four times as many men as
women between the ages of 19 and 24
commit suicide, according to Statistics
Canada, and often by violent means.
In 1986, the most recent year figures are available, suicide claimed
2,850 men in that age group and 820
women across Canada. In B.C., 337
young men took their own life, compared to 88 women.
"The numbers are scary. And the
rates are increasing," said Nursing
Professor Ray Thompson, a specialist
in men's health issues.
Thompson believes young men are
choosing death by their own hand as
an escape from what they see as the
insurmountable demands of life.
He says societal programming is
the major factor in the situation. Men
in their late teens and early 20s are
going through major life changes accompanied by strong societal pressures,
he said. It can be a lonely and difficult
experience because society teaches
men to solve their own problems and
not to ask for help.
"That's the time they are usually
embarking on a career, or preparing
for it in a heavy-duty way. They are
often in relationships and starting families. That's when social expectations
hit you in full force," Thompson said.
"Men are having a really difficult time
coping with those expectations and are
choosing suicide as a way out of it."
While suicide statistics pinpoint a
particular crisis time in men's lives,
Thompson says a more insidious trend
is the overall higher mortality rate of
men versus women. From birth on,
men die at a greater rate from natural
and accidental causes.
Statistics show more male babies
are born than female, but by the age of
four, girls outnumber boys. From one
to four years of age the mortality rate
for boys compared to girls is three to
"Perhaps boys are more adventuresome, maybe they are supervised less
or pushed more, it's hard to say," Thompson said. But the trend continues
through the teens and 20s where, aside
from suicide, motor vehicle accidents
are the key factor in claiming men's
lives. Statistically, more men than
women drive, but they increase the
chances of serious injury by wearing
seatbelts less often.
The gap continues to widen in
middle age when more men than
women die from industrial accidents,
heart attacks, and cancer, especially
lung cancer because more men than
women smoke. It's true men work in
more hazardous occupations, Thompson says, but some fatalities might
be preventable if men were more aware
of their susceptibility and took in
creased responsibility in dealing with
health issues.
However, men are more reluctant
than women to seek medical help and
tend to wait longer before going to
their doctor. By the time they are
admitted to hospital, it's usually for a
more serious illness and their hospital
stay is longer.
Thompson said there are no easy
answers to the situation, but both men
and women need to be more aware of
the increased risks men face in life and
look for ways to decrease them.
"If I was fully aware of how socialization had programmed me, as a
man, to behave in certain ways, I might
modify my behavior to incur less risk,"
Thompson said.
• Life Planning
• Self-Esteem
• Anger
• Raising Your Teen's Self Esteem
• Creative Job Search
• Peer Counselling Certificate
and more.
#1-1144 Robson Street
Vancouver, B.C.  V6E1B2
Phone: 685-3934 or 681-2910
19 15-1990
University busy
working on 75th
It's here — we're actually into UBC's 75th anniversary year. All
around the university
people are working on
special events and programs for the campus and
the community to share in.
Kudos to the hard-working
organizers of this week's 75th
anniversary student kick-off
events in and around SUB.
Next up is the much-anticipated production of
Sweeney Todd, The Demon
Barber of Fleet Street, a special anniversary year co-production by the School of
Music and the Theatre Department opening Wednesday, Jan. 17 at the Frederic
Wood Theatre. Director and
Conductor French Tickner of
the School of Music describes Sweeney Todd as "a
darkly humorous musical
that is an extremely complicated show to put together
— but one that's been very
popular on Broadway."
Bob Eberle of the Theatre
Department reports that
ticket sales for the "musical
thriller" are going briskly, with
some nights already sold
out. The production runs
Wednesday to Saturday at
8 p.m. until Feb. 3, with a
special backstage reception for the whole audience
following the opening night
performance. For more information call the Freddy
Wood box office at 228-
JAN. 22-26
Chemistry magic shows,
paper airplane contests in
Hebb Theatre and a charity
tricycle race are just some
of the events for the campus and the community to
enjoy during Science Week.
A tradition that began in
1966, this year's event has
been enhanced for the
university's 75th anniversary
under the heading 2015:
Prospects for Scientific
Development. Antonia
Rozario and the rest of the
student organizers from the
Science Undergraduate Society have put together a
line-up that will also feature
a best home-brewed beer
contest and the return of
Gyotaku, last year's popular display based on the unusual Japanese method of
making prints using fish. For
a small fee, you'll be provided with a white t-shirt, a
fish and some paint, and the
resulting creation will be limited only by your imagination.
Many campus departments are now moving into
high gear with their preparations for Open House,
which will run 10 a.m.-5 p.m.
March 9-11. Agricultural
Sciences, under committee
chair Maureen Garland, will
offer a dazzling array of projects, including tanks of live
fish, quail-hatching displays,
samples of soy-based ice
cream, tours of the dairy
barn and a salmon barbeque sponsored by the Agricultural Undergraduate
Society. You'll also be able
to sign on with an interactive computer display that
tests your knowledge of the
nutritional content of what
you eat. For those with a
green thumb, there will be
free tree seedlings — your
chance to plant a piece of
UBC at home.
Again this year, the Law
Faculty will offer its popular
mock trials, which feature
students from local elementary schools acting out
courtroom dramas based
on famous incidents of law-
breaking. Will the jury convict Goldilocks of heinous
crimes against the three
bears? Will Alice in
Wonderland's lawyer save
her from the Queen's command of "off with her
head?" The answers will be
served up in an educational
and entertaining fashion.
The world-famous Harvard Gold exhibit is coming
to the M.Y. Williams Geological Museum. Curator Joe
Nagel has arranged for this
display of 20-30 of the
world's finest gold specimens (including one from
B.C.) to be on view during
Open House.
And once that gets you
in the mood, why not try
your hand at the museum's
gold panning display? If
your efforts don't "pan out,"
you can browse through the
selection of rocks, gems and
crystals on sale at the rock
bazaar. UBC REPORTS Jan. 11.1990       4
Photo by Media Services
Elizabeth Dean (right), assistant professor in the School of Rehabilitation Medicine, examines post-polio
patient Dorothy Ollis.
Exercise plan helps
survivors of polio
Dorothy Ollis has lived with polio
nearly half her life. The 68-year-old
West Vancouver resident was stricken
with the disease in 1957, at the height
of the most recent polio epidemic
which affected an estimated 40,000
Although she regained considerable
function, Olfls — like other polio survivors — still experiences discomfort
and fatigue as a result of her illness.
Now, a research team at UBC's
School of Rehabilitation Medicine has
developed an exercise program to
improve the endurance of polio survivors and help decrease their pain and
Elizabeth Dean, head of the post-
polio program and assistant professor
in the School of Rehabilitation Medicine, has been conducting a series of
long-range studies examining exercise
and rest for polio survivors.
Her research has shown that a
modified exercise program can reduce
the amount of extra energy polio patients use to move, while helping them
maintain some degree of conditioning.
Rest is also essential and may need to
be prescribed as carefully as exercise,
Dean said.
Ollis has been involved in one of
the UBC exercise programs for the
past four months. Her program involves
walking for 30 minutes three times a
week, an activity she believes has
helped increase her energy level.
"Most importantly, the exercise
program has helped me recognize my
level of physical ability which I've
adapted to my daily routine," said Ollis. "That has eased my life substantially."
Polio, or infantile paralysis, is a viral infection which primarily attacks
spinal cord nerves. A significant number of people, including hundreds of
British Columbians between the ages
of 30 and 70, all with histories of polio, are now reporting symptoms which
appear to be a progression of the disability. Depending on which nerves
are involved, the effects of polio can
range from minimal muscle weakness
to severe respiratory complications.
"Post-polio patients are at risk of
losing function if the communication
system between the muscles and nerves
is overtaxed," said Dean. "This can
mean a variety of problems for the
polio survivor including increased
weakness, pain and fatigue, reduced
endurance and breathing difficulty."
Dean stressed that patients must
follow the program cautiously and
under the supervision of a health-care
The post-polio program at UBC
specializes in the assessment of functional work capacity and exercise for
post-polio patients that focuses on both
optimizing use of their muscles and
reducing further deterioration.
Dean and her colleagues have been
evaluating exercise programs offered
at the UBC site of University Hospital
and now are examining supervised
home exercise programs.
Dean was the keynote speaker at a
recent post-polio conference held in
New Zealand. Her address focused on
the research she is conducting on the
benefits of modified aerobic exercise
to post-polio survivors.
She has also been invited by the
Palmerston North Hospital in New
Zealand to establish a satellite facility
— through their rehabilitation unit —
of UBC's post-polio program. It would
provide a regional centre for the assessment and management of people
suffering the delayed effects of polio.
For more information about UBC's
post-polio program, call 228-7398.
Oral health forecast
gloomy, WHO reports
The threat of cavities is soaring in
developing nations, says a recent report issued by the World Health Organization (WHO).
The WHO's Expert Committee on
Educational Imperatives for Oral
Health, chaired by Dr. George Beagrie
of UBC's Faculty of Dentistry, also
concluded that immediate prospects for
oral health in Third World countries
are gloomy.
As more people move from rural
areas to urban centres their consumption of refined sugar and modem junk
food increases leading to cavities, the
report said. It stated that Third World
countries must step up preventative
measures and change their approach to
oral health if they are going to reverse
the trend toward tooth decay.
The committee, which included oral
health professionals from Canada, Japan, Mexico, Pakistan, Sri Lanka, the
United Kingdom and the U.S., met in
It was also asked to project where
dental education would be in 50 years.
"The committee foresees the integration of the oral sciences with medicine to ensure expertise is developed
within the area of dental education,"
said Dr. Beagrie.
Strangway heads
lecture series
President David Strangway will
deliver the first in a lecture series today, Thursday Jan. 11, on the use of
negotiation and mediation in resolving
disputes in natural resources management.
The noon-hour lecture series is
sponsored by the School of Community and Regional Planning and the
Westwater Research Centre.
Strangway will speak about his experiences as the mediator who assisted
in the development of the Settlement
Agreement in 1987 between the federal and provincial governments and
Alcan on fisheries issues relating to
the Kemano Completion project.
The lecture will take place in Room
102 ofthe Lasserre Building at 12:30
Sweeney Todd
opens 75th
The scandal of Victorian London
promises to be the sensation of the
1990 musical season at UBC.
Stephen Sondheim's Sweeney
Todd: The Demon Barber of Fleet
Street opens the 75th anniversary year
with one of the most ambitious productions ever to grace the stage of
Freddy Wood Theatre.
French Tickner, head of the School
of Music's opera program, will conduct and direct this expensive and
complicated production, a rare collaborative effort of the School of Music
and the Theatre Department. It opens
Jan. 17 for a three-week run.
A dark but sometimes hilarious
musical, Sondheim's Sweeney Todd
tackles the ultimate taboo, cannibalism, while creating new musical stage
Sweeney Todd is not an opera, but
neither is it a typical Broadway piece,
although that is where it was first produced, said Tickner.
"I believe that it points in the direction contemporary opera should be
headed," he said. "We need to escape
some of the more restrictive conventions of 17th, 18th and 19th century
operatic tradition."
The musical is based on the penny-
dreadful story of Sweeney Todd, a resident of 19th century London who,
wronged by society, earned his revenge
through a series of grisly murders. His
accomplice, Mrs. Lovett, disposed of
the bodies by cooking them up in her
meat pies, which became famous for
their unusual and delicious flavor.
The production requires a cast of
more than 30, with many others working behind the scenes in technical roles.
"Sweeney is a big show and requires the maximum effort on
everyone's part. Theatrically, it is really very exciting," said Tickner.
Cast as Sweeney Todd is Roger
Stephens, a professional singer and
actor and head of the opera program at
Ohio State University.
Other cast members, a mix of professionals and students, include Adele
Clark as Mrs. Lovett; Mel Erikson as
the Beadle; Steven Salvati as Tobias
Ragg; Lloyd Burritt as Judge Turpin;
Gale Mandryk as the Beggar Woman;
and Christopher Johnson as Anthony
Hope. Rehearsals began in November.
In an unusual twist, an arrangement
for three synthesizers has been created
to replace the large orchestra normally
used in the production.
The sets will be designed by Robert
Gardiner, a professor of Theatre Design richly praised by Tickner for his
inventiveness and sense of style.
There will be 12 performances running from Jan. 17 to Jan. 20, Jan. 24 to
Jan. 27 and Jan. 31 to Feb. 3.
Berkowitz & Associates
Statistics and Mathematics Consulting
• research design
•data analysis
• forecasting
Jonathan Berkowitz, Ph.D.
4160 Staulo Crescent, Vancouver, B.C., V6N 3S2
Office: (604) 263-1508      Home: (604) 263-5394 UBC REPORTS Jan. 11.1990       5
Across Canada
Ministers establish
national commission
The Council of Ministers of Education, Canada (CMEC), the Secretary of State for External Affairs and
the Secretary of State of Canada have
announced the establishment of a national commission for the recognition of studies, degrees and diplomas.
The commission will facilitate the implementation in Canada of the
UNESCO Convention on the Recognition of Studies, Diplomas and Degrees; it will "collate information for
universities, colleges and professional
associations to help them carry out
their responsibilities to establish
equivalencies for foreign degrees and
The commission will also be
charged with making Canadian degrees and diplomas better known
overseas and promoting their recognition in other countries. The CMEC
and the Department of the Secretary
of State will finance the operations of
the commission. Each will contributing $50,000 a year for the next three
B.C., Ontario
share last place
British Columbia and Ontario
shared last place among the 10 provinces in funding their universities in
1986-87, according to a recently released Ontario study.
Alberta, Prince Edward Island,
Newfoundland and Nova Scotia
ranked at the top in their support for
universities in 1986-87, says the ninth
report ofthe Tripartite Committee on
Interprovincial Comparisons.
The committee, established in
1977 to examine university financing in various provincial jurisdictions,
is made up of representatives of the
Ontario Ministry of Colleges and
Universities, the Council of Ontario
Universities and the Ontario Council
on University Affairs.
Representatives of other provinces also provided input into the
committee's work.
In 1986-87 - the latest figures
available - Alberta provided its universities with operating grants of
$7,356 per full time equivalent student, the highest level in the country,
the report shows.
Ontario, meanwhile, ranked at the
bottom of the scale, giving its universities operating grants of $5,618
per student. The national average in
1986-87 was $6,178.
Ontario institutions also had the
lowest provincial operating grants
plus tuition fees per student and the
lowest total operating income per
Nova Scotia devoted the highest
percentage of its gross domestic product - 1.72 per cent in 1986-87 - to
total university expenditures, the report adds, while B.C. ranked last at
0.79 per cent. B.C. also provided the
lowest provincial operating grants per
$1,000 of provincial personal income, the lowest operating grants per
capita and the least operating grants
plus student aid per capita.
The committee's report also
shows that the provinces have been
spending proportionately less of their
total budgets on university operating
Resistance to Theory
Conference, Jan. 26-27
Celebrating the 20th Anniversary of the Program in Comparative
Literature at UBC
All events in the Auditorium, Asian Centre, UBC. Programs and
further information from the Program in Comparative Literature,
Buchanan E162. Telephone 228-5157.
Classified advertising can be purchase from Media Services. Phone 228-
4775. Ads placed by faculty and staff cost $6 per insertion for 35 words.
Others are charged $7. Monday, Jan. 15 at 4 p.m. is the deadline for the
next issue of UBC Reports which appears on Thursday, Jan. 25. Deadline
for the following edition on Feb. 8 is 4 p.m. Monday, Jan. 29. All ads must
be paid in advance in cash, by cheque or internal requisition.
our purposes is to provide opportunities for retired professors and recent
graduates of graduate programs to
teach one or two courses. Subject
matters: Arts (social sciences and
humanities); Education (language
teachers, early childhood education
teachers); and Commerce (basic
courses). We have a full range of
Montessori materials; interactive las-
erdisk technology; and modem access
to UBC etc., libraries. Some UBC-
transfer courses. Contact persons:
Lael Whitehead MA (Arts); Marianne
Luhman MEd, ECE or Leyla
Davoudian PhD, Education; Raymond
Rodgers PhD, Commerce (acting);
Doug Tomlinson MEd, computing/
technology. 685-9380. UNIVERSITY
Summits). 548 Beatty, V6B 2L3.
VICTORIA REAL ESTATE: Experienced, knowledgeable realtor with
faculty references will answer all queries and send information on retirement or investment opportunities. No
cost or obligation. Call collect (604)
595-3200. Lois Dutton, REMAX Ports
West, Victoria, B.C.
MINDLINK: You are invited to exercise your mind power by linking at 8
am. and 8 p.m. each day. Reflect for
a moment on the ideal vision and your
role in it. Together we are greater
than the sum of our parts. Rob
Bishop 604-731-8551.
Arcus honored
Margaret Arcus, a
professor in
the School of
Family and
Sciences, has
awarded the
19   8   9
Award by the National Council on
Family Relations.
The award was presented to
Arcus in recognition of her teaching
excellence in the field of family relationships.
The National Council on Family
Relations is the leading North
American professional association
concerned with the study of the
The Society of American Archivists has bestowed its highest individual honor on a UBC archival
studies professor.
Terry Eastwood, who teaches
in the School of Library, Archival
and Information Studies, was named
a fellow ofthe society.
Eastwood was cited for his active professional dedication and dis
tinguished publications record, which
has focused primarily on the education
of archivists and the archival profession in Canada.
The Society of American Archivists is North America's oldest and
largest professional archival association.
Board of Governors welcomed new and
re-elected members at its December meeting.
Law Professor Dennis
Pavlich will
replace Dr. Patricia Baird, Medical Genetics, who
served as faculty representative on the
board for six years.
Re-elected for a second term is Sidney Mindess, Civil Engineering.
Representatives sit for a three year-
term beginning Feb. 1, 1990.
Thelma Sharp Cook, assistant professor in the Department of Social and
Educational Studies, was recently
chairman of
the Canadian
who has
been in- Cook
volved in
health care for 25 years, also recently received the B.C. Health
Association's Distinguished
Service Award for 1989, the top
award from the association
which represents all general
hospitals and most other health
care facilities in the province.
Cook was chairman of the
BCHA in 1986-87.
She has also received the first
Award of Recognition from the
Ministry of Health for outstanding contribution to the delivery
of health care services in B.C.
Cook's long involvement in
the health care field began in
1965 when she joined the
Woman's Auxiliary at St. Paul's
Hospital. In 1982 she became
the first woman to serve as board
chairman of the hospital.
U.S. professor to speak
at forestry symposium
A renowned U.S. scientist who
specializes in the study of old growth
forests is the keynote speaker at a public symposium on forestry issues sponsored by UBC Students for Forestry
Jerry Franklin, professor at the
University of Washington and research
scientist at the Pacific Northwest Research Station, has conducted studies
on old-growth forests for 30 years. He
is one of several forestry experts who
are speaking at the symposium scheduled for Friday, Jan. 19 and Saturday,
Jan. 20 in UBC's Instructional Resources Centre, Lecture Theatre 2.
Titled Forests Wild and Managed:
Differences and Consequences, the
symposium brings together forestry
specialists from the Pacific Northwest:
Oregon University, the U.S. Forest
Service, Mt. Hood National Forest, and
B.C. Forest Service, as well as Simon
Fraser University and UBC.
"The purpose of the symposium is
to bring together scientists to share their
research and ideas on the subject which
underlies a great deal of conflict in
forestry issues in B.C.—the conversion of wild, old-growth forests into
managed plantations," said Audrey
Pearson, a forestry student and one of
the conference organizers.
Speakers will discuss ecological
differences between wild and managed
forests and the consequences of those
differences for forest use in B.C. One
of the questions addressed will be
whether there are ways to modify logging practices to better accommodate
non-timber values.
Students for Forestry Awareness are
sponsoring the symposium to provide
a forum for the university community
and the public to become better informed about all aspects of forestry,
Pearson said. "By hearing from all
sides, we hope to foster an understanding of everyone who shares an interest
in our forests and to develop a wide
breadth as future professionals beyond
our technical education," Pearson explained.
The Forestry Undergraduate Society is co-sponsoring the symposium.
"Everyone who has a concern in
the forest, be they professionals, industrialists or the public could benefit
from the information," Pearson said,
adding that it is rare to have all sides in
forestry land use issues in B.C. participate in a single event. "We hope this
symposium will go beyond the confines of a scientific conference to share
scientific information with a wider
audience," she said.
More information on the symposium can be obtained from the UBC
Faculty of Forestry at 228-2727.
Crane librarian
helps legal battle
Crane reference librarian Judith Thiele has helped win what is being
hailed as a significant breakthrough for the deaf and blind community.
Thiele and Ken Loehr, an employee of the Western Institute for the
Deaf, were plaintiffs in a lawsuit launched by the Community Legal
Assistance Society to challenge a law prohibiting deaf and blind people
from sitting as jurors in criminal and civil court cases.
The case was adjourned when Attorney General Bud Smith, who
agreed the current law contravenes the Charter of Rights and Freedoms,
recently announced he will introduce a legislative amendment to the
B.C. Jury Act during the Spring session of the legislature.
The case originated three years ago when Thiele, who is blind, was
called for jury duty. Although accepted as a juror by the judge and both
lawyers, Thiele was later dismissed because of tears a mistrial would be
The judge said his hands were tied by the province's Jury Act, which
states that blind and deaf people are unqualified to sit as jurors.
Thiele said she was angry that her competency was being called into
question simply because of her disability. Her case and that of Loehr,
who suffered a similar experience, became the basis of a $5-million
lawsuit against the provincial government launched by the Community
Legal Assistance Association, an advocate group. UBC REPORTS Jan. 11.1990       6
January 14
January 27
Music at the Museum
of Anthropology
Chamber music by harpist Rita Contanzi.
Free with museum admission; adults $3,
students $1.50. Great Hall, Museum of
Anthropology at 2:30pm. Call 228-5087.
MONDAY, JAN. 15   j
Robotics and
Automation Lecture
Design and Identification of Robot Arms.
J.M. Hollerbach, NSERC/CIAR Prof. Robotics, McGill. CICSR Distinguished Lecture Series. Woodward IRC #3 from 1-
2pm. Call 228-6894.
Employment Equity
Information Session
Sharon Kahn, Director, Employment Equity, UBC. GF Strong, Conference Rm.,
Lower Floor. 12noon-1pm. Call 228-
Applied Mathematics Seminar
Discontinuous Inverse Sturm-Liouville
Problems. Dr. Mei Kobayashi, IBM Research, Tokyo Research Laboratory, Tokyo, Japan. Mathematics 229 at 3:45pm.
Call 228-4584.
Astronomy Seminar
Evolution of Radio Quasars. Dr. John
Hutchings, Dominion Astrophysical Observatory, Victoria. Geophysics and Astronomy 260 at 4pm. Coffee from 3:30pm.
Call Harvey Richer at 228-4134/2267.
Geography Colloquium
Subarctic fur trade in the industrial age.
Prof Arthur Ray, History, UBC. Geography 200 at 3:30pm. Call 228-6959.
Statistics Seminar
On Some Nonparametric Bayesian Methods. Dr. T. Swartz, Mathematics and
Statistics, SFU. Ponderosa Annex C-102
at 4 pm. Call 228-3167.
Spouse-Pair Risk Factors and Reactivity
to Stress. Jim Frankish, Psychology, UBC.
IRC 4th floor Boardroom from 12:30-
1:30pm. Call 228-2258.
Medical Legal Society Lecture
DNA Fingerprinting and Other Forensic
Issues. Dr. Rex Ferris, University Hospital/Forensic Pathology, UBC; Lori Chung,
PhD candidate; Mr. Rick Miller, Senior
Crown Counsel. Curtis Building 101/102
at 12:30pm. Call 228-8717.
UBC Reports is the faculty and
staff newspaper of the University
of British Columbia. It is published every second Thursday by
the UBC Community Relations
Office, 6328 Memorial Rd., Vancouver, B.C., V6T1W5.
Telephone 228-3131.
Advertising inquiries: 228-4775.
Director: Margaret Nevin
Editor-in-Chief: Don Whiteley
Editor: Howard Fluxgoki
Contributors: Connie FUletti,
Paula Martin, Jo Moss
and Gavin Wilson.
■'J\    Please
4L«#    recycle
For events in the period Jan. 28 to Feb. 10 notices must be submitted by UBC faculty or staff on proper Calendar forms no later
than noon on Wednesday, Jan. 17 to the Community Relations Office, 6328 Memorial Rd., Room 207, Old Administration
Building. For more information call 228-3131. Notices exceeding 35 words may be edited.
Committee on Lectures
Music Seminar
Stravinsky's Requiem Canticles as Russian Music. Prof. Richard Taruskin, U. of
California, Berkeley. Music Bldg. Library
Seminar Room at 3:30pm. Call 228-6795.
Employment Equity
Information Session
Sharon Kahn, Director, Employment Equity, UBC. MacMillan 260 from 12:30-
1:30pm. Call 228-5454.
Graduate Student Society
Female Graduate Student Support Network informal discussion. Grads and post-
doctorals. Drop-in encouraged; new
members welcome. Grad Centre Garden
Room from 12:30noon. Call 228-3203.
Computer Graphics Forum
UBC Unix Users Group Meeting. Demonstrating Tektronix XD88/10 Graphics Super Workstation. Hennings 318 from 1:30-
2:30pm. Call 228-6527.
Liaison Seminar
Intellectual Property-The Inventor's View.
David Wedge, Herbert Regehr and John
Knox of the Bull, Housser and Tupper
Technology Group. Freeadmission. IRC
#5 at 7pm. Call 228-5404.
Pharmacology Seminar
Receptor Kinetics for Equilibrium and Non-
equilibrium Situations. Dr. D.M.J. Quastel, Pharmacology and Therapeutics, UBC.
IRC #5 from 11:30am-12:30pm. Call 228-
Orthopaedics Grand Rounds
Allografts in Knee Joint Reconstruction.
Chairman, Dr. Clive P. Duncan. Eye Care
Centre Auditorium at 7:30am. Call the
academic office at 875-4646.
Emulsion Droplets with Relevance to Stabilization of Fine Particles. Samuel Levine,
Prof. Chem. Eng., UBC. Chem. Engineering 206 at 3:30pm. Call 228-3238.
Medical Genetics Seminar
Prenatal Revisited. Dr. R.D. Wilson, Med.
Gen., UBC (Grace Hospital). University
Hospital-Shaughnessy Site, D308 at
2:15pm. Call 228-5311.
Forestry Seminar
Research On Wildlife In Old-growth Forests-Is It Pointless? Dr. F. Bunnell, Forest
Sciences, UBC. One of a series from
Forest Resources Management. MacMillan 166 at 12:30pm. Call 228-2727.
Health Care/Epidemiology
The Measurement of Socioeconomic
Status: A Tale of Different Scales. Dr.
Neil Guppy, Anthropology and Sociology,
UBC. Mather Bldg. 253 from 9-10am.
Call 228-2772.
Pediatrics Grand Rounds
Vitamin and Mineral Supplementation in
Pediatrics. Dr. Stanley Zlotkin, Pediatrics
and Nutritional Sciences, U of Toronto,
Hosp. for Sick Children. GF Strong Rehab Centre Auditorium at 9am. Call 875-
2117, locals 7107 or 7118.
Regent College Special Lecture
Plato and Paul on Immortality. Dr. Murray
J. Harris, Trinity Evangelical Divinity
School. Regent College Main Floor Auditorium from 3:30-4:30pm. Call 224-3245.
Committee on Lectures
Music Lecture
Stravinsky and the Traditions. Prof.
Richard Taruskin, U. of Calif., Berkeley.
Music Bldg. Recital Hall at 12:30pm. Call
Faculty Club Seafood Buffet
Main Dining Room at 6pm. Call 228-
Faculty Club Financial Planning
Seminar #1. Directed to the 30-50 age
group. Free admission. Music Room at
8pm. Call 228-2708.
Institute of Asian Research
Japan Seminar Series Lecture: Japanese
Business Attitudes Towards State Economic Intervention. Prof. Lonnie Carlile,
Political Science, UBC. Asian Centre
Seminar Rm. 604 from 12:30-1:30pm. Call
Office for Women
Students Workshop
Time Management. Setting goals and
priorities. Free admission. Registration
required. One session only. Brock 223
from12:30-2:20pm. Call 228-2415.
Statistics Seminar
On Numerical Specification of Least Favourable Prior. Dr. B. MacGibbon, Mathe-
matiques et D'lnformatique, U. of Quebec
a Montreal. Ponderosa Annex C-102 at
4pm. Call 228-3167.
Employment Equity
Information Session
Sharon Kahn, Director, Employment Equity, UBC. 5460 BioSciences 5460 from
12:30-1:30pm. Call 228-5454.
History Lecture
Current Developments in Eastern and
Central Europe in Historical Perspective.
Dr. Richard Challener, History, Princeton
U. Buchanan A-102 at 12:30pm. Call
Faculty Club Tai Chi
Starts today. Tuesdays and Thursdays
for 6 weeks. 12 sessions, $45. Ballroom
from 7:30-8:30am. Call 228-4693.
Psychiatry Academic
Lecture Program
Retinal Changes in Depression. Dr. Jo
Seggie, Psychiatry, McMaster U, Hamilton. Hurlbert Auditorium, St. Pauls Hospital from 8-9am. Coffee and muffins at
7:45am. Call 228-7325.
History Lecture
Historical Mysteries: Canada, Women and
Economic Development. Dr. Marjorie
Cohen, Woodward Professor in Women's
Studies, SFU. Buchanan A-102 at
12:30pm. Call 228-2561.
Statistics Seminar
Survival Functions for Aging Systems. Dr.
S.G. Ghurye, Mathematics, Western
Washington U. Ponderosa Annex C-102
at 4pm. Call 228-3167.
Employment Equity
Information Session
Sharon Kahn, Director, Employment Equity, UBC. Personnel Services Conference Room, General Services and Administration Bldg. from 12:30-1:30pm. Call
FRIDAY, JAN. 19    j
Chemical Engineering
Weekly Seminar
Coalescence and Breakage of Oil/Water
Astronomy Seminar
Associations Between Quasars amd Foreground Galaxies. Dr. M. Drinkwater, U. of
Laval, Que. Geophysics/Astronomy 260
at 4pm. Coffee available from 3:30pm.
Call 228-4134/2267.
Employment Equity
Information Session
Sharon Kahn, Director, Employment Equity, UBC. Heather Pavilion Board Room,
VGH from 12noon-1pm. Call 228-5454.
Health Care/Epidemiology
The Hospital as a Healing Environment
for Patients and Staff. Lou Evans, Nursing Consultant with Ann Wallace, Acting
Director of Nursing, Burnaby Hospital.
Mather Bldg. 253 from 4-5:30pm. Call
Mechanical Engineering Seminar
Manufacturing Engineering. Dr. Ian Yellowley, Mech. Eng., UBC. Civil/Mechanical Engineering 1202 at 3:30pm. Call
Applied Mathematics Seminar
Title to be announced. Dr. Achi Brandt,
Applied Math, Weizmann Institute of Science, Rehovot, Israel, tentative speaker.
Mathematics 229 at 3:45pm. Call 228-
Graduate Student Society
Female Graduate Student Support Network informal discussion. The Graduate
Experience for Women of other Cultures.
Dr. I. Samarasekara, Metals and Materials Engineering, UBC. Grad Centre Garden Rm. at 12:30pm. Call 228-3203.
Employment Equity
Information Session
Sharon Kahn, Director, Employment Equity, UBC. Buchanan B-232 from 12:30-
1:30pm. Call 228-5454.
Orthopaedics Grand Rounds
Upper Limb Construction and Tetraplegia. Chairman, Dr. K.J. Favero. Eye Care
Centre Auditorium at 7:30am. Call the
academic office at 875-4646.
Pharmacology Seminar
Control of Motoneurones During Sleep.
Dr. Peter Soja, asst. prof, Pharmacology
and Toxicology, Pharmaceutical Sciences,
UBC. IRC #5 from 11:30am-12:30pm.
Call 228-2575.
Overview Analysis in Reproductive Medicine. Dr. J.Collins, Head, Obstetrics and
Gynaecology, McMaster U. and McLaughlin Gallie Visiting Professor. Grace Hospital 2N35 at 1pm. Call 875-2334.
History Colloquium
Josephte and Jean-Baptiste: Gender in
the Lower Canadian Rebellion of 1837.
Allan Greer, assoc. prof. History, UBC.
Buchanan Tower 1207 at 1pm. Call 228-
Psychiatry Academic
Lecture Program
Attachment and Care Giving in Families
with Narcissistic Members. Dr. Jack Bran-,
des, assoc. prof. Psychiatry, Toronto
Western Hospital. St. Paul's Hospital
Hurlbert Auditorium from 8-9am. Coffee
and muffins at 7:45am. Call 228-7325.
Office for Women
Students Workshop
Stress Management - Using Imagery.
One-session. Free admission, registration required. Brock Hall 106 from 12:30-
2:20pm. Call 228-2415.
Planning Lecture Series
Negotiation in Sustainable Development:
The Clayoquot Sound Task Force. H.
Allan Hope, QC, Private Mediator. Lasserre 102 at 12:30pm. Call 228-5725.
Faculty Club Seafood Buffet
Main Dining Room at 6pm. Call 228-
Faculty Club Robert
Burns Tribute
Dinner, singing and dancing. Address to
the Haggis by Dr. Ed Morin. Ballroom at
7:30pm. Call 228-4693.
Faculty Club Whiskey Tasting
Per person, $12. Salons A, B and C at
6:30pm. Call 228-4693.
FRIDAY, JAN. 26    j
Health Care/Epidemiology
Control of Air Pollution. Dr. David Bates,
Health Care and Epid., UBC. Mather Bldg.
253 from 9-10am. Call 228-2772.
Graduate Student Society
Nathanial Hurvitz, solo guitarist. Grad
Centre Fireside Lounge at 12:30pm. Call
Medical Genetics Seminar
Clinical discussion. Fellows, Med. Gen.,
Grace Hospital. University Hospital-
Shaughnessy Site D308 at 2:15pm. Call
Chemical Engineering
Weekly Seminar
Spouted Bed and Spout-Fluid Bed Hydrodynamics in a 0.91m Diameter Vessel.
Yan-Long He, grad student, Chem. Eng.,
UBC. Chem. Engineering 206 at 3:30pm.
Call 228-3238.
Language Education Lecture
Higher Order Processes In Reading and
Writing. Deborah McCutchen, U. of Washington. Ponderosa Annex E-105 from
12:30-2pm.   Call 228-5235.
Students for Forestry
Awareness Symposium
Jan. 19: Keynote address: Old-Growth
Forests in the New Forestry. Dr. Jerry
Franklin, U. of Washington. Symposium:
Forests-Wild and Managed: Differences
and Consequences. From 7:30-9pm.
Saturday, Jan. 20: Symposium continues
with scientists from Oregon, Washington
State and B.C. 8:30am-6pm. Both days,
IRC #2. Call 228-6021.
Language Programs
and Services
French in Action multi-media language UBC REPORTS Jan. 11.1990       7
program, Levels l-V. Tuesday and Thursday evenings, Thursday afternoons and
Saturday mornings. Beginner Spanish,
Japanese, Mandarin and Cantonese,
Tuesday evenings and Saturday mornings. Elementary and advanced levels in
all languages, Thursday evenings. Business Japanese Level I and II and Teaching Languages to Adults also available.
Spanish Immersion Program in Cuerna-
vaca, Mexico, Feb. 26-Mar. 16. Call Continuing Education at 222-5227.
Frederic Wood Theatre
Co-production with the School of Music.
Sweeny Todd: The Demon Barber of Fleet
Street. Music and Lyrics by Stephen
Sondheim. Book by Hugh Wheeler. Director, French Tickner. Jan. 17-Feb.3
Sundays exluded. Reservations recommended. FWT curtain time, 8pm. See
Room 207 of FWT or call 228-2678.
Dorothy Somerset Studio
Curse of the Starving Class by Sam Shep-
ard. Director Stephen Malloy. Jan.23-27.
All tickets, $5. Reservations recommended. Curtain time 8pm. See Room
207, FWT
Comparative Literature
Annual Conference
20th Anniversary. Resistance to Theory
Conference. Featuring Gerry Graff, Northwestern U.; Jonathan Culler, Cornell;
Gayatri Spivak, Pittsburgh and Milan
Dimic, U. of Alberta. Asian Centre Auditorium, Jan. 26 at 8pm; Jan 27 from 9am-
6pm. Call 228-5157.
Office for Women
Students Workshops
Essay Skills Workshop with Nancy Hors-
man. Three one-hour sessions. Thursdays, Jan.25, Feb. 1 and 8. Buchanan B-
212 from 12:30-1:30pm. Call 228-2415.
Post Polio Study
Persons with polio needed for functional
assessment and possible training programs. Elizabeth Dean, PhD, School of
Rehabilitation Medicine. Call 228-7392.
Multiple Sclerosis Study
Persons with mild to moderately severe
MS needed for study on exercise responses. Elizabeth Dean, PhD, School of
Rehab. Medicine. Call 228-7392.
Psychiatry Study
Men and women 19-60 years, to participate in research investigating eye function in depressed patients and control volunteers. Volunteers must not have a past
history or family history of depression and
January 14-
January 27
would have retinal tests at the VGH/UBC
Eye Care Centre. Stipend $15. Call Dr.
Lam or Arlene Tompkins at 228-7325.
Psychology Study
Non-student volunteers, aged 30-40 and
living with a heterosexual partner, to keep
a daily journal (average 5 min. daily) for 4
months. Participants will look for patterns
in their physical, emotional and social
experiences. Call Jessica McFarlane at
Back Pain Research
Volunteers needed for magnetic resonance imaging of healthy spines - men
and women aged 18-60, non-pregnant,
no pacemakers, no intracranial clips and
no metal fragments in the eye. University
Hospital employees excluded. Call June
8am and 4pm, Monday - Thursday at 228
- 7720.
Late afternoon curling. Experienced curlers and those wishing to learn are welcome. At Thunderbird, Tuesdays, 5:15 -
7:15. Call Paul Willing, 228-3560 or Alex
Finlayson, 738-7698 (eve.)
Badminton Club
Faculty, staff and Grad Student Badminton Club meets Thursdays, 8:30-10:30pm
and Fridays, 6:30-8:30 pm in Gym A of
the Robert Osborne Sports Centre. Fees,
$15 until April with valid UBC Library card.
Call Bernard at 731-9966.
Walter Gage Toastmasters
Wednesday. Public Speaking Club Meeting. Speeches and tabletopics. Guests
are welcome. SUB at 7:30. pm. Call
Sulan at 597-8754.
Psychology Study
Opinions of teenage girls and their parents on important issues surfacing in family life. Volunteers needed: 13-19 year
old girls and one or both of their parents.
Call Lori Taylor at 733-0711.
Sexual Harassment Office
Two advisors are available to discuss
questions and concerns on the subject.
They are prepared to help any member of
the UBC community who is being sexually
harassed to find a satisfactory resolution.
Call Margaretha Hoek or Jon Shapiro at
Statistical Consulting and
Research Laboratory.
SCARL is operated by the Department of
Statistics to provide statistical advice to
faculty and graduate students working on
research problems. Call 228-4037. Forms
for appointments available in Room 210,
Ponderosa Annex C.
To find an interesting and challenging volunteer job, get in touch with Volunteer
Connections, Student Counselling and
Resources Centre, Brock Hall 200 or call
Lung Disease Subjects Wanted
School of Rehab Medicine is seeking interstitial lung disease subjects in order to
study the effect of this disorder in response
to submaximal exercise. Call Frank Chung
at 228-7708.
Parenting Project
Couples with children between the ages
of 5 and 12 are wanted for a project studying parenting. Participation involves the
mother and father discussing common
child rearing problems and completing
questionnaires. Call Dr. C. Johnston, Clinical Psychology, UBC at 228-6771.
Teaching Kids to Share
Mothers with 2 children between 2 1/2
and 6 years of age are invited to participate in a free parent - education program
being evaluated in the Department of
Psychology. Call Georgia Tiedemann at
the Sharing Project 228-6771.
Fitness Appraisal
Physical Education and Recreation,
through the John M. Buchanan Fitness
and Research Centre, is administering a
physical fitness assessment program.
Students, $25, others $30. Call 228-4356.
Surplus Equipment
Recycling Facility
All surplus items. Every Wednesday,
noon-3 pm. Task Force Bldg. 2352 Health
Sciences Mall. Call 228-2813.
Neville Scarfe Children's Garden
Located west of the Education Building.
Free admission. Open all year. Families
interested in planting weeding and watering in the garden, call Jo-Anne Naslund at
434-1081 or 228-3767.
Botanical Garden
Open every day from 10am-3pm. until
mid-March. Free admission.
Nitobe Garden
Open Monday to Friday, 10am-3pm until
mid-March. Free admission.
UBC Reports deadlines
UBC Reports is now distributed by the Vancouver Courier on the west
side on alternate Sundays.
Edition Deadline 4 p.m.
Feb. 8
Feb. 22
March 8
March 22
Jan. 15
Jan. 29
Feb. 12
Feb. 26
March 12
For more information, or to place
an ad, phone 228-4775
Social sciences
are neglected
(Kenneth D. Craig is a professor
in the Department of Psychology.)
Social science research
continues to make remarkable contributions to
Canadian society, despite
substantial under-funding
and neglect. If this statement sounds
defensive, let's first try this quiz:
1) Are the following important
problems for Canadian society?
Poverty, prejudice, illiteracy,
international conflict, the changing
role and deterioration ofthe family,
sexual or physical abuse, other
forms of violence and crime.
2) Are many of the following
problems reasonably described as
having important human and social
causes or consequences?
Global warming, destruction of
the forests, acid rain, soil erosion
and deterioration ofthe ozone layer.
These represent some of the
major challenges our society confronts. Whether you like it or not, it
is the social scientists in Canada
who are working with and attempting to resolve these problems.
Fortunately, Canada has a well-
established cadre of human scientists. There are surprisingly large
numbers engaged in exciting and
important social science research.
About 15,000 social scientists, 24
constituent scientific organizations,
and 65 universities are represented
by the Social Science Federation of
Canada, the primary vehicle
whereby issues of concern to scholars in the social sciences are brought
to the attention of the public and the
The importance of the social sciences to the quality of life and economic well-being in Canada is well-
recognized by senior public policy
makers. For example, in a recent
letter to SSFC, William Winegard,
Minister of State (Science and Technology) spoke ofthe "potential contribution of social science research
to the pursuit of international competitiveness."
But despite the demonstrable
need and the eloquent words, the
social sciences receive absurdly
small levels of support. As a prime
example, one could examine the
funding levels provided by SSHRC,
the national agency supporting research on humans as social and cultural beings. The level of funding
has suffered a constant relative decline since 1970.
In 1987,58 per cent of all Canadian research scientists were eligible
for SSHRC support, but only 12 per
cent of the funds made available to
federal research councils (NSERC,
MRC, and SSHRC) were available
In consequence, only four per
cent of social scientists eligible to
receive research support did so.
Undoubtedly, this meagre participation rate indicates that a self-defeating vicious circle is in action.
The limited funds available has affected the willingness of the social
science community to apply for
As a research intensive university with a substantial focus on
graduate programs, UBC is well
aware that
our graduate
students in
the social sciences suffer
as well.
Canada data
indicates that
about 51 per
cent of the
graduate student population lies under the SSHRC umbrella, compared
with 28 per cent under NSERC and
19 per cent under MRC. To support
this population, the SSHRC can only
award 1,200 scholarships (all at the
doctoral level), compared with 2,586
NSERC and 350 MRC fellowships.
As a further example, the Minister of State (Science and Technology) recently named the 14 research
networks that will benefit from the
$240-million available in the Networks of Centres of Excellence
competition. Not one was social
science based.
Why is Canadian society and the
social science community treated this
way? There are many reasons: First,
while social scientists should be the
first to recognize the complex social
context of science, we have not fully
understood the ecosystem in which
decisions are made. To put it another way, it is not just the good
science that receives support when
political decisions are being made.
Second, policy-makers have been
preoccupied with inventions that
have immediate commercial applications or economic benefits. The
spinoff benefits for the business sector and universities and industry of
social science research are not as
obvious or tangible but equally important in the long run.
Third, we continue to see Canada
as a resource-based economy rather
than one in which intellectual
endeavors will dominate.
The physical and biological scientists recognize this. Arthur May,
president of NSERC, recently addressed SSFC on the linkage between
"the so-called hard sciences and the
social sciences." He stressed the
"post-technological aspects of competitiveness," which need to be addressed if we are to increase
Canada's international competitiveness. Unless we effectively mobilize human resources the accomplishments of the "non-social" sciences
will be of little use.
Fortunately, there are some glimmers of hope. UBC social scientists
are the most successful among the
larger universities in Canada in the
annual SSHRC grant competition,
in terms of both the proportion of
applications funded (68 per cent) and
the size of grants.
UBC's Vice-President for Research Robert Miller has recently
established an advisory Social Sciences and Humanities Research
Board. Among other initiatives, it
has been responsible for start-up
grants for new faculty.
The UBC Mission Statement and
Strategic Plan recently endorsed by
the Board of Governors recognized
the difficult position of the social
sciences. Report of the Task Force
on Continuing Education
The Report of the Task Force on Continuing Education makes recommendations on Continuing Education, Distance
Education and Extra-Sessional Studies
which are of general importance to the
University. The body of the Report is
printed here as a special insert in UBC
Reports. The four appendices referred
to in the Report have not been reprinted
but they are available in the President's
Office should anyone wish to read them.
The University is most indebted to the
members of the Task Force who devoted
a considerable amount of time and effort
to the preparation of the Report.
I would now very much like to receive
input from the general University community on the recommendations in the
Report, and would like to receive any
comments that people may wish to make
by at the latest January 31,1990.
David W. Strangway
Executive Summary
This Task Force has spent the past 12
months reviewing Continuing Education at
UBC. The process involved first of all assembling material describing Continuing Education activities from the various Faculties,
Departments, and Schools. It was clear from
the response (details of which are included
as Appendix D to bur Report) that there is an
enormous amount of Continuing Education
activity, amounting to at least $15M, broadly
based throughout the University.
It was also clear from reviewing the history of Continuing Education at UBC, that
there has been a steady decentralization of
responsibility for Continuing Education, which
has worked well for the professional disciplines, but has led to a lack of coordination,
focus, and faculty involvement in non-professional areas. The current situation is particularly discouraging for the Centre for Continuing Education, and we therefore spent a great
deal of time discussing the merits of various
alternative administrative models for Continuing Education. We present three models:
a Faculty of Continuing Studies, a semi-centralized model consisting of a Centre for
Extended Learning with particular emphasis
on Arts and Science and with overall coordination of Continuing Education handled by a
new Associate Vice President, and a decentralized model where the responsibility for
Continuing Education activities would be
taken on by the existing Faculties, again coordinated overall by an Associate Vice President. A strong majority of Task Force members (9 of 11) prefer the second model, and
recommend its implementation as soon as
Besides the administrative structure, the
Task Force also dealt with the role of Continuing Education at UBC, and concluded
that the increased emphasis on graduate
study and research would create new opportunities for quality Continuing Education activities, and that key factors in realizing these
opportunities would be enhanced faculty participation and dynamic leadership for Continuing Education on campus. We list a
number of specific areas for Continuing Education growth in Section V, including an International Centre, diploma programs, and residential and seniors programs.
Our review of Continuing Education has
also shown that the financial reporting for
these activities is very uneven. We recom
mend that a complete review of financial reporting for Continuing Education be undertaken, so that the University has a clear picture of revenue and expenditures in these
areas. Regardless of how this review turns
out, we believe that Continuing Education
must have access to general University revenues as a source of funding, since part of the
University's mandate is to provide quality
Continuing Education to the public.
Finally, besides the important issues of increased faculty involvement and greater promotion, we must stress the critical importance of leadership in this area. Whether it is
a Dean, Director, or Associate Vice President, there must be one person whose sole
responsibility is Continuing Education for UBC
- the programs, the liaison, and the finances.
There is a great opportunity here for an outstanding individual.
This Task Force has spent the past 12
months reviewing and discussing Continuing
Education at UBC (See Appendix A for a
summary of its activities). Through our review, it has become apparent that Continuing
Education, defined in a broad sense, is thriving across the campus, and indeed is an
integral part of the scholarly activity of most of
the academic units. In Section II, we try to
give the current status of the more significant
Continuing Education activities of which we
are aware. We think this inventory is essential if one is to understand the broad commitment the University is already making to
Continuing Education. The detail provided
from each unit is included as Appendix D.
From this inventory of current activity, we
then attempted to define the role of Continuing Education in the future evolution of UBC
and within the context of changing trends of
the community at large. With UBC's increasing priorities for graduate study and research,
the university has created a great opportunity
for the expansion of quality Continuing Education programs, in both professional and
non-professional disciplines, at a time when
life-long learning is becoming a new pattern
in our education system. We discuss these
aspects in Section III.
In order to assess Continuing Education
properly, one must also place it in the proper
context within the University. This point was
made forcefully by the external consultants,
whose report is included as Appendix B, and
whose advice we are most grateful for. Basically, there are three kinds of teaching activities in a modern university: undergraduate
studies, graduate studies and continuing studies. Each one forms an essential part of any
university, and each must have the appropriate structures set up for program development, administration, delivery, and evaluation.
Unfortunately, it is clear that the structures
now in place for Continuing Education at
UBC do not adequately address its needs.
In Section IV, we discuss alternative structures which were considered in our analysis
for improving the administration and delivery,
and serving to promote Continuing Education both internally and externally.
In Section V, we list some specific opportunities for enhancing Continuing Education
programs, and in Section VI discuss the financial aspects of Continuing Education.
We end the Report with a summary of our
recommendations and conclusions in Section VII, list our Task Force membership and,
Terms of Reference in Section VIII, and supplement the Report with Appendices A-D.
We would like to acknowledge the efforts
of the CICSR Secretary, Susan Perley, in
arranging meetings and preparing the report.
II.Current Status of Continuing Education Activities
Before 1970, Continuing Education activities at UBC were coordinated through the
Extension Department. Over the past 20
years however, a gradual decentralization of
the programs designed for the professions
has occurred, so that now in 1989 the total
commitment to Continuing Education is very
broadly based indeed. Details supplied by
the units are provided in Appendix D.
We can summarize the current situation
by the accompanying diagram, which shows
the many decentralized units that offer professional extension to a specialized clientele,
and the more centralized unit that clusters all
other disciplines, including Arts and Sciences,
for the general, part-time adult learners (including professionals outside their primary
The figures shown in the Statistical Summary have been complied from the UBC Financial Services records (1987-88) and the
UBC publication on Part-time Studies, Distance Education and Continuing Education
submitted to the President and Senate for
It is clear that the professional faculties
have assumed responsibility for their own
continuing education activities, which in many
cases are very extensive indeed. This evolution has left the Centre for Continuing Education (CCE) with a much smaller mandate,
relating essentially to academic programs of
the Faculties of Arts and Science. Even this
is an overstatement; apart from the CCE programs in Computer Science and Technology
and Urban Planning, most of the CCE programs relate to academic areas in the Faculty of Arts, with some coordination with other
Faculties. Program areas include the Arts,
Communications and Writing Skills, Computers, Humanities and Social Sciences, the
Language Institute, Lifestyles, Professional
Development, Seniors and Retirement Planning, Science and the Environment, Educational Travel and others.
The other existing structures involved in
Continuing Education at UBC are the Office
of Extra Sessional Studies, which coordinates the credit courses offered outside the
normal daytime Winter Session time periods,
and Guided Independent Study (GIS), which
coordinates the delivery of credit courses to
areas outside the UBC campus (the UBC
Access program). Guided Independent Study
also coordinates and negotiates the grants
provided for distance education by the Province.
Statistical Summary of Continuing Education Activities at UBC
Professional CE
(Clientele by Primary Discipline)
General, Part-Time Adult Learners
(Includes Professionals outside their
Primary Discipline)
Dean-Appl. Sd.
CE: Engineering
CE: Social Work
CE: Agricultural
CE: Forestry
Dean-Appl. Sci.
CE: Comm. & Reg. Plan.
CE: Commerce
& Bus. Admin.
Health Sciences
CE: Education
Extended Learning
Computer Science
Creative Arts
Field Stucfes/Educational Travel
Engish Language Institute
French and Foreign Languages
Public Affairs
Reading, Writing & Study Skils
Social Sciences
Programmes for Retired People
Special Projects
Women in Management
Career Development
Retirement Education
Faculty Development
Women's Resource Centre
Continuing Legal Education
Extra-Sessional Studtes
Guided Independent Study
'87-'88 Estimates*
Total Participants
Total Budget
Net Surplus
Total Participants
Total Budget
Net Surplus
(Includes Urban Planning and
Engineering estimates)
* Budget figures taken from Financial Services records. Participants numbers taken from Part-time Studies, Distance Education, Continuing Education and Cultural Activities of UBC, 1987-1988.
Report to the President, the Senate and the Board of Governors. In total, referring to the figures provided in
Appendix C, one can arrive at a dollar figure
of approximately $15M for total Continuing
Education activity in 1987/88. However, as
we discuss in Section V, these figures are
very rough, and do not include much of the
activity which is integrated into the operation
of the various units. This financial data does
however offer a general indication of the scale
of these activities.
UBC has a strong commitment to, and
great success in, the professional extension
of faculties. Additionally, the University has
acknowledged the need for more general
non-credit continuing education and its obligation to contribute to the cultural, social, and
political advancement of the community at
large. Part-time credit offerings and distance
education programs also relate to the needs
of the part-time adult learners. With these
building blocks and a basic commitment to
continuing education, our Task Force proceeded to explore the options for a comprehensive and coherent model of continuing
education for UBC.
III. Role of Continuing
Education at UBC
(i) Basic Philosophy and Definitions
LIFE-LONG LEARNING is generally accepted as a cornerstone of academic life.
Continuing Education is, and should remain,
an important activity for UBC, and is so described in the UBC Mission Statement. It is
one ofthe most successful means for UBC to
maintain an active link with the community,
benefiting both faculty members and participants.
Based on the principles of life-long
learning, CONTINUING EDUCATION facilitates learning for adults who need or wish to
pursue university level education for personal
or professional development purposes.
Continuing education also provides appropriate delivery systems to meet the needs of
mature learners. In responding to the needs
of the part-time adult learner, continuing education becomes a window for the community
to access the diverse and complex resources
of the University; a bridge tor the dissemination of scholarly research translated for the
benefit of the community. It complements
and supplements the regular full-time programs at the university.
THE ADULT LEARNER is a professional,
a para-professional, a housewife, an unemployed worker, etc; in other words, a person
who feels that UBC has particular knowledge
that is of use and/or of pleasure to access.
Community colleges, technical training institutes, job training ventures, and local community centres can provide some of the knowledge and training needs in situ. What they
cannot provide is the knowledge and stimulation that a seasoned and disciplined researcher/teacher can disseminate both at the
research level and in popular terms; or that
unusual laboratories, equipment or special
teaching/learning environments can provide.
We believe that UBC has a responsibility to
provide this expertise to adult learners in
British Columbia and beyond, and to do so
within an organized and coherent framework
so that learning experiences can be enjoyable, continuous, and maintained at consistently high standards. This means that UBC
faculty and staff, visiting scholars in residence,
and other technical experts and so on should
be providing continuing education and there
should be appropriate screening devices and
payment to ensure high quality.
(\\) Future Trends
Our commitment to continuing education
is based not only on the philosophical principle that "education is life-long" but also on
the current and future trends that we see in
the community, the marketplace, and the
changing global economy.
In brief, these trends include:
•the importance of knowledge and information distribution to our economy
•rapid changes in technology altering our
daily lives and requiring a new skill base
•career shifts
•a general decline in labour force growth
•a shrinking 18-24 year old population
•dramatic growth in education enrollment
of older, usually part-time students
•a rapidly growing seniors community
•changing leisure patterns over the next
10 years
•a city moving into a transition period with
a changing cultural mix and rapid growth requiring new infrastructure development and
•increased interest in relationships between the university and business and industry
•a steady increase in demand for continuing education activities
•a renewed focus on environmental issues and sustainable development
The above list highlights the changing cultural context of the University and reinforces
the concept of shifting educational patterns.
With people needing to constantly update
their education, their skills and their perspective, UBC has the opportunity to service the
fastest growing segment of the educational
These trends confirm the folly of assuming
that education is essentially a one-time affair
that ends with high school, an undergraduate
or even a graduate degree. Since the university is the main concentrated repository of
frontier research and perhaps the major agent
in the constant updating of our understanding of man and nature, past, present, and
prospective, it is inevitable and appropriate
that society should turn to the university for
upgrading, for insight, and for the mental
tools to adapt to a world that constantly moves
away from the one we knew in our earlier
educational years.
Further, we believe that such linkage with
the community of learners in continuing studies is beneficial for the research mission of
the university. In a numbers of areas, the
stimulating contact with the surrounding society provided by Continuing Education prevents the excesses of self-absorption and
disciplinary ethnocentrism to which scholarship sometimes succumbs. We do not view
it as accidental that many of the great universities of the western world are vigorous performers in Continuing Education.
IV. Alternative Administrative Structures
(i) Guiding Principles
In analyzing the possible structural models for Continuing Education at UBC, the
Task Force has developed the following principles from which to work.
1 .Continuing Education is a basic educational responsibility of the University.
Continuing studies is one of the basic educational responsibilities ofthe university, along
with undergraduate study, graduate studies
and research. It is not to be thought of as a
frill, as a luxury to be dispensed with in tough
times, or as an ancillary service that derives
its justification from its link with another more
highly valued activity. This responsibility reflects a linkage and commitment to the community that must be supported through quality programs made easily accessible to the
2. Continuing Education must be consistent with the mandate and mission of the
As a public university, UBC has the legislated mandate and self-proclaimed objective
to support continuing studies as one of its
basic academic responsibilities. As the flagship university in the province, it must continue to play a leadership role in the development and delivery of Continuing Education
programs. For the general public, the Continuing Education offerings form one of the
most visible parts of UBC's educational activities, and thus represent a crucial element
in the perception of the University by the
people of the province.
3.Continuing Education must be integrated
into the University community, with substantial faculty involvement and guidance.
Any new administrative structure must be
more closely tied to the Faculties with mechanisms put in place to ensure quality control
and more faculty member involvement. Faculty members should be consulted in shaping
policy and establishing standards. Significant incentives for this involvement are clearly
Any new structure should consider all faculties and departments on campus with an
eye to continuing education potential into the
future. We must create a dynamic and flexible structure that can bring together the necessary and available resources throughout
the university, as community needs arise and
4.The structure of Continuing Education
must allow for effective and efficient operation, including management, marketing, communication, accounting, and registration.
The proposed structure must be as financially responsible as possible, reducing redundancies wherever appropriate. With the
sharing of administrative services, accounting, documentation management, efficient
registration procedures, and centralized information and reception, economies of scale
can be realized. For the general public, working through a central access point is also the
most effective way to gain entry to Continuing Education activities. Strong marketing
and promotion strategies need to be coordinated to display all that UBC has to offer the
community, in its broadest sense. We need
to work together to represent the University
as a cohesive whole, not as an aggregation
of discrete disciplines.
5.Continuing Education must have strong
Dynamic leadership will be a critical element in the successful implementation of any
new administrative structure. UBC needs to
increase its visibility and vision in the realm of
Continuing Education, and this starts with the
leaders of the program.
6.Continuing Education must have strong
financial viability.
The appropriate internal financing of Continuing Education activities is a complex issue. Nevertheless, since Continuing Education is a basic University responsibility, it must
have access to general University revenues
as a source of funding. This does not preclude having financial self-sufficiency as a
goal, or indeed that Continuing Education
should not be fiscally responsible.
However, the Task Force does not accept
the view, a priori, that Continuing Education
must be financially self-sufficient. Undergraduate and graduate teaching and research
are not self-sufficient and we believe that
Continuing Education should be similarly
(ii) Three Possible Models
In examining alternative structures for continuing education at UBC, we considered a
wide range of centralized through decentralized models. We have also examined the
issues from the perspectives of UBC administration, the faculty and the mission statement as well as that ot an adult learner wanting, and needing, to access the educational
opportunities this university has to offer. We
have focused on: the issues of quality control as well as innovation in programming; the
role of faculty; the administration management options; public accessibility; ability to
adjust to meet changing need; and financial
implications of the various models.
We feel that the best alternative in the
UBC environment is a mixed model of centralization and decentralization with all parts
of the model having a strong root in the
academic faculties and departments.
The Task Force believes that professional
continuing education should remain decentralized. Their clientele has special needs
tied to the faculty expertise, and administration seems appropriately left at this level.
The clientele is more easily identifiable, being
graduates of the particular field or otherwise
qualified for such specialized training. The
client group also knows how and where to
locate their primary source of professional
continuing education. There is less problem
with public perception or confusion at this
level except when interdisciplinary treatment
of an issue is required.
With regard to the more general part-time
adult learners (including many professionals
outside their specialized discipline), our Task
Force has focused on three possible administrative structures. We include and describe
each of these models as the comparisons
help to enlighten the issues. The degree to
which each model is supported by members
of the Task Force has been indicated.
I. A Faculty of Continuing Studies (with a
(The centralized model)
II. A Centre for Extended Learning (with a
Director), external to the Faculties, plus a
new Associate Vice President for Continuing
(The semi-centralized model)
III. Decentralized Faculty responsibility for
Continuing Education coordinated by an Associate Vice President for Continuing Education.
(The decentralized model)
I. A Faculty of Continuing Studies
Clearly, this is the most centralized of the
three models. The new Faculty would incorporate what is now the Centre for Continuing
Education, the Extra-Sessional Studies Office, and Guided Independent Study. It would
function much like the present Faculty of
Graduate Studies, with representatives appointed from other Faculties to ensure involvement and liaison with faculty members
from all over the University.
Incorporating Extra-Sessional Studies
along with Guided Independent Study is important for several reasons. As both of these
units strongly relate to the educational needs
of the part-time adult learner, they should be
well coordinated with other units of similar
mission. A recent survey of colleagues at
eight major Canadian universities has shown
that while the theory of decentralizing Extra-
Sessional Studies may seem appealing, the
reality is that doing so can result in a loss of
program offerings. Central coordination, on
the other hand, can keep it active and broadly
As stated earlier, this model must be
strongly rooted in the Faculties for program
and quality control. Support from the deans
and heads will be extremely important to the
long term success of this model.
The offerings now clustered within the
Centre for Continuing Education will also need
restructuring to better rationalize the program
areas and better reflect the broad range of
expertise at the University. The new Faculty
would also work closely with the continuing
education units in the professional faculties
to help offer their expertise to a broader general public.
An active Executive Committee would be
created to assist the Dean of Continuing Studies in formulating policy and providing direction. It should be composed of the appropriate representatives from all Faculties and
include Senior Program Directors from the
Faculty of Continuing Studies. Its mandate
would include communication and liaison
between Faculties and it would provide initiative for future continuing education programs,
including interdisciplinary activities. It would
also help the Faculties feel a sense of active
involvement and ownership of the University's Senate &
Community Advisory
Committee on CE.
Administrative Structure
Model 1
I  Dean-
I   r-oreatty
Soc. Wk.
(Tapping Profession Expertise for General Public Program)
Brtancal Gardens
Antrro Museum
rAjeaJtural Ljason
Faculty ol
Creative Arts
Comp So
Soc So
Res Ctr
Career Devi
Educ Trav
Distance Ed
offerings in Continuing Education.
The success or failure of this model will be
highly dependent on the personality of the
Dean of Continuing Studies. He/she would
represent UBC in the realm of Continuing
Education, and would be ultimately responsible for all programs in the new Faculty. The
other crucial factor is the acceptance of the
new Faculty by the Deans of the existing
Support: This is the model recommended
by the outside consultants. On the Task
force, this was the first choice of one member
(the Chairman).
II. Centre for Extended Learning
This model is somewhat similar to Model I
in that it also regroups what is now the Centre
for Continuing Education with appropriate
units of Extra-Sessional Studies and Guided
Independent Study.
Leadership and vision are achieved in this
model by establishing the new position of Associate Vice President for Continuing Education. This new position will help create strategic plans, policies and direction for the Centre
for Extended Learning as well as provide a
pluristic vision of Continuing Education at
UBC as a whole (including overseeing the
summary Continuing Education budget). The
Associate Vice President would promote a
high-level University-Community profile and
work with all levels of government and wide
varieties of organizations in support of lifelong learning.
This model must also be strongly rooted in
the relevant Faculties for program and quality
influence. Since the support and participation from the deans, heads, and faculty
members is so essential to the long term
success, we recommend that each of the
Faculties of Arts and Science have an Assistant Dean with major responsibilities for Extended Learning who sits on a newly formed
Policy Board (described below). These positions will require earmarked funds that cannot be used for any other purpose. Such
roles will help to maintain the blend of Continuing Education with academic resources.
A Policy Board for Extended Learning will
be set up for additional guidance and faculty
coordination and will have a membership of:
the Associate VP. (Chair), the Assistant
Deans from the Faculties of Arts and Science, The Director for Extended Learning,
the Chair of the Senate Committee on Continuing Education, the Chair of the President's
Community Advisory Committee on Continuing Education, and representatives from the
professional Faculties. This Committee's role
is to oversee the programs, encourage faculty involvement, and help to bridge disciplinary boundaries.
With regard to the current program area
divisions within the Centre for Continuing
Education, the Task Force suggest that an
internal restructuring would be extremely
beneficial. The current category divisions
are often confusing to both University people
and the general public. Clarity could be
achieved by clustering some of the program
areas into stronger units with rational ties to
the UBC departments and clearer divisions
for clientele access. Although some concrete examples of new groupings were presented, it was the consensus of the Task
Force members that this should be reviewed
by the new Associate V.P. along with the
Strengths of the Model
a) You can get there from here - the model
involves a major reorganization of the Centre
for Continuing Education, but not its abandonment. The latter, we believe, would result
in a public outcry that would seriously damage the reputation of UBC.
b) Because of the direct involvement of
the President's Office, the model projects a
strong commitment of UBC to public education. At the same time, the financial commitment of the President's Office to Extended
Learning would be overseen by a member of
the Office.
c) This semi-centralized model preserves
the autonomy of the programs in the professional Faculties, while at the same time maximizing the potential for multi-disciplinary programs and for meeting the "unknown" future
needs of adult learners.
d) The Assistant Deans provide direct ties
to the Faculties of Arts and Science. These
ties can encourage faculty involvement and
will help promote the delivery of programs
meeting the quality standards of these two
Faculties.   At the same time, however, by
drawing on its long experience in the marketing of programs, the Centre will be able to
deliver courses in a time and manner requested by its clientele.
e) The Policy Board can provide the coordination so much needed on the campus. On
this Board, both the Centre and the professional Faculties will have strong voices.
f) This model provides an efficient and effective structure for operations and administration. Centralization allows the sharing of
resources and of support services such as
registration, accounting, marketing analysis,
promotion and so on. This will increase the
visibility of all programs, and simplify access
to them.
Space Considerations
The present location of the Centre for Continuing Education reinforces its isolation from
the rest of UBC. Ideally, the reorganized
Centre should be more centrally located.
Support: This model was the preferred
choice of nine of the Task Force members.
III.   Decentralized Continuing
Education Model
Model Structure
This model of extended learning at UBC
places responsibility for all Continuing Education activities in their appropriate academic
environments. University-wide co-ordination
of continuing education falls under the V.P.
Academic, but to ensure proper attention to
the broad band of activities campus-wide, the
model envisages a senior staff member assisting the V.P. Academic (e.g. an Associate
Vice President).
Advantages of the Model
1. Closer linkages between field and faculty (town and gown) and tighter academic
control of content by individual units.
2. More direct outlet for faculty research
and professional development. Stimulation
of combined professional/academic research
and development activities.
3. Direct linkage of faculty to their particular publics, and to the general public through
selected channels.
4. More direct and relevant incentives to
Faculty members for their involvement in
continuing education, i.e. options in teaching
assignments, greater faculty/field appreciation through business, professional organization support.
5. Direct financial incentives for each individual unit. (For non-professional faculties,
seed funding would be needed for some years
until cost-benefit returns were developed).
6. Ability to fine-tune (long-term and short-
term) input-output of all continuing educational activities.
7. AVP to promote high-level University-
community profile or activities at the level of
governments, professional organizations,
other academic units, community etc.
LLess centralized focus leading to the
need for an AVP to further stimulate and coordinate interdisciplinary content/territory/
audience etc.
2.No apparent general University focus to
market-place i.e., centralized information office, registration procedures, general marketing strategies, financial matters.
3. Some duplication of administrative costs
(i.e. specific marketing versus general marketing of UBC opportunities in extended learning).
4. Missed opportunities and diffused focus
of responsibility. Certain Faculties or Schools
may opt out of the university thrust to extended learning due to differing priorities, financial disincentives, etc.
5. Implies demise of current Centre of
Continuing Education as it currently operates. Staff must be located elsewhere on
campus to facilitate extended learning opportunities and activities.
LThis model assumes Extra-Sessional
affairs are subsumed into regular University
operations in the Registrar's Office.
2.Guided Independent Study must be reorganized in order to better serve the decentralized units under AVP, and enhance Distance Education activities from UBC throughout the province.
SupportThis model was the preferred
choice of one of the Task Force members.
Senate &
Community Advisory
Committee on CE.
Administrative Structure
Model 2
Associate VP
Cont Education &
Community Relations
(Tapping Profi'ssitm Expertise for General Public Program)
Botancal Garaens
Anmro. Museum
tAilOcuKural Lason
Put*: Afl
Corrp So
Soc So
Res Or
Career Devi
Educ Trav
Faculty Devt
Women in
Distance Ed
Arc more Senate &
Community Advisory
Committee on CE.
Administrative Structure
Model 3
Bus. Adm.
"tlam ei
Reg. Plan
(iii). Recommended Model
A strong majority of the Task Force (9 of
11) recommend that the University support
and implement the semi-centralized Model II
as soon as possible. This model was seen
as a more workable, politically acceptable
alternative to Model I. It was also seen to be
flexible enough to accommodate future modifications and visible enough to allow Continuing Education to flourish on the campus. As
well, this majority believes it to be appropriate
for the mission of the University, and capable
of providing a mechanism for cost recovery in
Continuing Education.
V.Opportunities for
Continuing Education
(i)The new structure for Continuing Education should allow for liaison with the professional faculties to develop courses for the
general public that reflect the role these professions play in society. As well, it could
encourage the development of short courses
and diploma programs within the appropriate
faculties to enhance our offerings in the graduate area. Such offerings would allow more
interaction between faculty members and
professionals in the private sector, and allow
better feedback from business and industry.
(ii)The further development and expansion of the Language Institute to become the
International Centre, within the new administrative structure, would assist in marketing
education internationally. It would provide a
wide range of services and links to the Pacific
Rim and other areas around the world. (For
_> example, orientation and language training
for students and professionals coming to
Canada, orientation and on-going support for
UBC students from overseas including special training programs for graduate teaching
assistants needing to master the English language to work on campus,... and many more).
The Centre must be well coordinated with
other UBC units such as the International
Liaison Office, Foreign Students Office, and
the international component in the individual
(iii)A downtown presence for UBC already
exists with the Women's Resources Centre.
This organization does an excellent job in
interacting with people downtown, counselling and advising on access to UBC's programs. We believe such access points are
extremely valuable for UBC, and should be
expanded and enhanced.
(iv)ln recognition of the need for quality
and comprehensive marketing, we recommend a major periodic publication which includes references to all continuing education
available at UBC (including professional
schools, Botanical Gardens, Museum of Anthropology, the School of Music, and so on)
— an active window and single access guide
to the campus for the whole community.
(v)We recommend that the Speaker's Bureau be incorporated into the new Faculty or
Centre. It would provide a valuable resource
for course ideas and would also encourage
faculty members to become involved in continuing education activities. Moreover, we
recommend an Annual President's Lecture
Series to include special forums on current
events with speakers representing the diversity and excellence of UBC. Topics could
include Biogenetic engineering and its implications, the Greenhouse Effect, Multiculturalism and our immigration policies, etc.
(vi)One area which has great potential for
the future is the expanded development of
residential programs: one or two week programs in specific areas, aimed either at the
general public or specific interest groups. Participants would be resident at UBC for the
period, and would avail themselves of all
UBC had to offer. Such programs are very
successful at pre-eminent universities in the
United States.
(vii)Seniors Programs - A rapidly growing
population of learners is the over 55 group
who have increased time available and broad
interests to pursue. UBC has a strong base
in Seniors Programs through the Third Age
Community and a wide variety of stimulating
academic programs across all disciplines designed for those over 55 (retiring and retired).
We should continue to support and extend
these initiatives.
(viii)The new Faculty or Centre should work
with other Faculties to explore opportunities
of International stature and obtain government funding (such as CIDA) for large educational projects requiring cross-discipline perspectives blended with adult learners needs.
Such programs could involve other Universities to share the development and teaching
(ix)lt should set up special corporate programs such as the University of Kentucky's
"EXCEL" Program. This lecture series is
paid for by IBM as a "reward" to staff who
have excelled. The program uses the contemporary issues and significant research
occurring in the academic arena to stimulate
participants to develop creativity, intellectual
breadth, and leadership. Topics cover health,
engineering breakthroughs, economics, humanities, art, history, music and so on, and
have sparked the imagination of many corporate staff and management.
(x)We recommend clarification and coordination ofthe proliferation of Continuing Education activities which may spring up across
the campus, to avoid a growing confusion in
both our public and corporate clients. A positive example is the current project of the Development Office to jointly sponsor seminars
for their corporate donors through the Centre
for Continuing Education. Community Relations programs should also be well coordinated through our new central "access window".
With the new structuring arrangements,
mechanisms and incentives must be developed to facilitate cooperative planning across
departmental lines. This will help to avoid
duplication of effort, confusion in the
marketplace or failure to address important
VI.Financial Aspects
We have found it impossible to get an accurate picture of the finances of Continuing
Education at UBC. This is due to many
1 .The budgets of the current Continuing
Education units (CCE, ESS, and DE) are
difficult to interpret without putting each into
its own context: the Centre for Continuing
Education is an orphan unit whose balance
sheet has changed drastically over the years,
Extra Sessional Studies provides its financial
summary in a partial vacuum, where its apparent expenses are artificially low because
of hidden costs covered by other units, and
Guided Independent Study is really a mechanism for delivery of a certain type of Continuing Education activity. Thus the apparent
profit or loss of each of these units is not very
meaningful. The latest figures are given in
Appendix C.
2.The budgets for Continuing Education
activities within the professional Faculties are
reported very unevenly; many of the expenses including salaries related to these
activities are buried in other line items, and
indeed are inseparable from other activities.
3.The Financial Record System has only
reported expenses for each unit directly related to non-credit activities. (See Appendix
C). However, the distinction between credit
and non-credit Continuing Education is becoming increasingly blurred, and no longer
seems appropriate, particularly for adult part-
time learners. Thus it is not clear to us what
purpose there is in reporting "non-credit activity" out of context.
We recommend that a complete re-evaluation of financial reporting for Continuing Education be made, on a University-wide basis,
so that costs and benefits can be more clearly
We believe it appropriate to add here that
the ability to pay is not the only criteria that
should count when determining our program
offerings. For example, there are Native Indian teachers, lawyers working with and for
the poor, para-professional medical workers,
etc. whose ability to pay may be less than the
province's need for their goodwill and hard
work. We should be able to work out a
formula for cost-effectiveness of the whole
which generates some measures of cross-
subsidization of the "rich" for the benefit of
the "needy," both within and across professions.
Many of us believe the reconstituted Faculty or Centre can operate on a fully cost-
recovered basis, and should have this as a
goal, to move towards over the next few
years. The integration of the separate units
into the Faculty or Centre should serve to
better rationalize budgets, and it will be the
responsibility of the Dean of Continuing Studies or Associate Vice President for Continuing Education to oversee and justify all expenditures related to Continuing Education.
Finally, there is the issue of other funding
sources for Continuing Education. One possibility is a specific endowment fund for Continuing Education activities. Another is a tax
on profits made by other Faculties in their
Continuing Education activities. Although
such a tax could provide much-needed revenue for Continuing Education, it would reduce the incentive for entrepreneurship in
the other Faculties. The Task Force was
divided on this issue, and could not come to a
VII. Recommendations and
We hope we have conveyed the message
that Continuing Education is critically important and should continue to be an integral
part of UBC's educational framework. In
order to further advance the rubric of Continuing Education at UBC, we recommend
that the University:
(i)reaffirm its commitment to Continuing
(ii)implement a new administrative structure for Continuing Education
(iii)set up mechanisms to encourage more
faculty involvement in Continuing Education
(iv)acknowledge and promote existing and
future Continuing Education activities to a far
greater extent than is done at present
(v)review the financial reporting of Continuing Education activities
(vi)make our report publicly available
A strong majority (9 of 11) of the Task
Force members support Model II as the new
administrative structure, and recommend its
rapid implementation. We stress the importance of the leadership role in providing vision, setting policy, and regenerating enthusiasm for Continuing Education activities.
VIII. Members and
Terms of Reference
Dr. James Varah, C.I.C.S.R., Chairman
Dr. Alan CAIRNS, Political Science
Dr. Jean ELDER, History
Dr. Paul GILMORE, Computer Science
Dr. Stanley HAMILTON, Commerce & B.A.
Ms. Jane HUTTON, Centre for Continuing
Dr. David LIRENMAN, Continuing Medical Education
Dr. Kjell RUBENSON, Education
Dr. Charles SLONECKER, Anatomy
Dr. Patricia VERTINSKY, Education
Dr. Marilyn WILLMAN, Nursing
To review and make recommendations to
the President of the University on:
(1 )The institutional structures for the administration and delivery of Continuing Education courses, Extra-Sessional Courses and
Distance Education;
(2)The objectives and goals for non-credit
programmes and courses at the University.
(3)Given that it is University policy that
non-credit continuing education on the campus be financially self-sustaining, the means
by which non-credit continuing education may
be financially self-sustaining in accordance
with University policy within three years.
Dr. J. Varah, Chairman of the Task Force,
has kindly given me an opportunity to express my reservations concerning the final
Report of the Task Force. While I have
concerns with a number of minor points, let
me first address four major concerns. It should be noted that I have not addressed my concerns with Model #1 since
this has been rejected by all but one member
of the Task Force.
1. Treatment of Extra-Sessional Studies
I am concerned with the suggestion that
Extra-Sessional Studies be incorporated into
the proposed Centre for Extended Learning
(CEL). There is no justification whatsoever
for this combination. On page 31 (point 3) of
the Report the point is made that Ihe distinction between credit and non-credit Continuing Education is becoming increasingly
blurred...". I disagree with this observation
and the implied conclusion that Extra-Sessional Studies should therefore be joined with
continuing education. In fact, as I recall the
main discussion in the committee meetings,
the thrust was to have Extra-Sessional Studies turned over to the Registrar's Office, along
with the operating budget, since it was felt
that the Registrar's Office was best equipped
to handle the planning, promotion and registration.
I would also note that the inclusion of "Distance Learning" was not discussed in great
detail within the Task Force meetings and
there is no reason, a priori, to include this
with the proposed CEL.
2. Inconsistencies in the Report
I believe the final report has a number of
logical inconsistencies which will make it very
difficult to have the proposal effectively implemented.
On page 3 of the Report the point is made
that we need "one person whose sole responsibility is continuing education for UBC -
the programs, the liaison, and the finances".
Yet later on page 15 the point is made that
"professional continuing education should
remain decentralized". Later on page 20 we
see a plan "strongly rooted in the relevant
Faculties for program and quality influence".
However, on the same page we see that
there is to be a "Policy Board for Extended
Learning" whose role is to "oversee the programs, encourage faculty involvements, and
help to bridge the disciplinary boundaries"
(that are already being bridged!). On the
very next page the Report states This semi-
centralized model preserves the autonomy
of the programs in the professional Faculties...".
The inconsistencies continue. Six pages
later we have a proposal that will "allow for
liaison with the professional faculties to develop courses for the general public...". What
was on page 15 of the Report to be "decentralized" is now subject to a centralized "Policy Board", subject to "liaison" with the CEL
and, on page 32, subject to 'Ihe responsibility
of the Dean of Continuing Studies or Associate Vice President for Continuing Education
to oversee and justify all expenditures related
to Continuing Education". In short, a centralized model under another name.
If the Faculties are to play a major role and
funds are to be provided, at least for some
startup period, for two senior administrators
in the Faculties of Arts and Science, then
what is the role of the CEL? The argument is
made that the Faculties of Arts and Science
may not offer as much continuing education
as the "public wants" or as some academics
feel is "appropriate for our role in society".
However if the academic unit feels a low
priority for continuing education is the best
course of action, who then will assume responsibility to design course offerings, to plan
and develop the materials, to deliver the programs and monitor the quality of any offerings? The proposed organization speaks of
having a major role for the Faculties but also
provides for a separate CEL to provide
courses where a particular Faculty opts out:
either the Faculties are the final decision
makers, in which case the CEL is simply an
administrative unit, or the CEL is the final
decision making body, yet without the academic expertise. The model recommended
implies that either the CEL is the final decision making body or they are the supplier of
residual offering when one of the academic
units decides not to offer particular programs.
This point is illustrated on page 21 where the
Report talks about delivering courses in a
time and manner "requested by its clients".
In this context "its clients" refers to the CEL.
There is another concern with the inconsistencies in the Report. The point is made
that UBC has a major thrust in Graduate
Studies. Given a fixed operating budget any
funds given to graduate studies implies less
funds for other activities such as continuing
education. One of the terms of reference for
the Task Force was to find a means of self-
sufficiency. In the process of their Report the
Task Force has recommended the addition,
not substitution, of a Vice-President and two
senior administrators in the Faculties of Arts
and Science as well as a senior person to run
the CEL.
3. The Report Ignores Competition
The Report identifies a major responsibility for the university in terms of education.
This responsibility extends beyond individual
faculty members seeking opportunities to
share their expertise with the public. However the Report fails to identify the specific
responsibility for UBC as opposed to the role
that can, and perhaps should, be filled by the
other universities, the colleges, and private
institutions. As a consequence the Report
implies that UBC has a more significant role
than is perhaps the case. The Report does
not deal with the comparative advantages
(and responsibilities) of UBC in terms of continuing education.
Another dimension of the competition is
that UBC, either through a centralized CEL
or through the individual Faculties, must be
prepared to deliver a quality product at competitive prices. This not only includes the
price to the consumers but also the payment
to faculty members for extra services rendered. The notion (on page 31 -32) that "some
measure of cross-subsidization of the 'rich'
for the benefitof the 'needy'", can be used
ignores the threat of ever present competition. Moreover the statement alone suggests
a superficial view of the facts: rather than talk
about the 'rich' and the 'needy', better to talk
about those Faculties which have made a
long term commitment to continuing education and those Faculties which have not made
such a commitment in the past.
4. Ignores History
The Report notes that "over the past 20
years however a gradual decentralization of
the programs designed for the professions
has occurred..." (page 6). In fact the process
was not gradual: Senate made a major decision to allow such decentralization when it
was apparent that the alternative was not
working. It has been through this decentralization that the professional Faculties have
created such effective programs, continuing
education programs of sound academic quality that reflect well on the entire University.
But the process was not gradual.
It should also be remembered that even
the professional Faculties had some lean
financial years when they first assumed major responsibility for continuing education in
their disciplines. It has only been the result of
major commitments, by both the Faculties
and the individual faculty members, that some
degree of financial success has followed.
I have a number of specific issues where I
differ from the majority Report.
1. On page 13 reference is made to "consulting faculty..." and the Report fails to explicitly address the critical issue which is "who
will make the final decision as to course offerings?". It is the academic reputation of the
University that is at risk and I feel rather
strongly that it is the academics that must
make these decisions.
2. On page 13, and elsewhere throughout the Report, there is an underlying assumption that centralization implies efficiency
in administration and effectiveness in gaining
entry to the markets. As to the efficiency
issue one only has to read the papers to see
what centralization has produced in terms of
efficiency. As to the effective ways of reaching the "markets" one only needs to note that
the problem of marketing is identifying the
market, not undertaking mass mail outs. The
one critical asset owned by any successful
continuing education operation is their selective mailing lists designed to reach target
audiences in an efficient manner. We seek
out the market: the market does not seek us
3. The Report assumes that interdisciplinary program course offerings are only possible, or at least more likely, under some form
of centralized system. The evidence indicates we are presently delivering many interdisciplinary courses, not only in continuing
education but also in degree programs.
Where it is important to the academic units
they have developed interdisicplinary courses
and programs. The fact that we can identify
some interdisciplinary area where there is a
demand for a new course does not, in and of
itself, indicate that the present system hinders interdisciplinary activities. It may well
indicate no academic unity feels that activity
is worthwhile.
4. On page 21 reference is made to a
"public outcry" if the Centre for Continuing
Education were to be closed down. But the
Task Force has no evidence to support such
a statement. In fact if we could improve the
delivery of education by closing it down one
expects the public would applaud.
5. On page 23 and pages 27-28 reference is made to the functions that might
become part of the Model #2 CEL. Aside
from the need to justify a duplication of functions with the proposed senior members in
the Faculties, one can see little justification
for blending the various functions with continuing education. The effort seems to mix
the role of continuing education with that of
promotion of the university. These are complementary but separate activities.
6. Reference is made on page 29 to
"residential programs" as if this were a new
idea, but these are already being offered at
UBC and have been for a number of years.
7. On page 30 reference is made to the
"proliferation of Continuing Education
activities...to avoid a growing confusion in
both our public and corporate clients". But
the Task Force has cited no evidence to
suggest our public is confused nor have they
produced any serious specific examples
where the proliferation has caused a problem.
8. Reference is made on page 17 to a
"recent survey of colleagues at eight major
universities..." which showed that "while the
theory of decentralization of Extra-Sessional
Studies may seem appealing, the reality is
that doing so can result in a loss of program
offerings". First the Task Force was not provided with the details of this survey, but of
greater importance is the implication drawn
by the Task Force. The Report continues to
conclude that "Central coordination, on the
other hand, can keep it active and broadly
based". This conclusion is false in that it
presupposes that Extra-Sessional Studies is
presently "broadly based" (which it is not) but
it also assumes that having a decentralized
model result in fewer extra-sessional course
offerings is somehow bad. Trade-offs must
be made and, once again, it is the academic
units which should bear this responsibility.
It is obvious that I have taken a minority
position and favoured Model #3, the decentralized model. The Task Force agreed that
the professions were doing an excellent job
and, at least in some parts of the Report
recommended they be allowed to continue. I
believe their success suggests that an even
greater degree of decentralization should be
encouraged even if it requires some "seed
money" to get them started.
19 15-1990


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