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UBC Publications

UBC Reports Feb 2, 1972

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 FEBRUARY  2,  1972,  VANCOUVER 8, B.C
PRESIDENT Walter Gage takes a healthy bite
from a juicy B.C. apple purchased from
Faculty of Agricultural Sciences students
during recent campus fund-raising day for the
March of Dimes. Sales of apples on a
campus-wide basis and pancakes at Student
Union Building netted more than $425.
Befeathered farmer's hat was a gift from the
students to the president, who gave a cheque
to the fund drive in return for an apple for
each student in his mathematics class. UBC
engineers have also been active in recent
months in the fund-raising department. They
raised more than $8,500 for the B.C. Society
for Crippled Children through a silver
collection at their annual Tea Cup football
game and chariot race and rebates on
purchases made at the UBC Bookstore.
Picture by the UBC Photo Department.
Committee Moves On
New Teaching Approach
A radical new approach to teaching, called
self-paced instruction, is being planned in the
Faculty of Applied Science at the University of
8.C. for the fall o|lS?3.
The initiative for introducing the new program,
which involves jettisoning the lecture system, has
come from the faculty's Teaching/Learning
Committee, a joint faculty-student body
concerned with the improvement of teach i ng.
Initially, the self-paced instruction program will
probably be introduced in a single, second-year
engineering course. Applied Science 270 —
Strength of Materials.
Dr. C. Ronald Hazell, associate professor of
mechanical engineering and chairman of the
Teaching/Learning Committee, said extension of
the self-paced instruction program to other courses
in the Faculty would depend on its success in the
initial course.
(For more details on self-paced instruction and
other activities of the Teaching/Learning
Committee, turn to Pages Two and Three for an
interview with Dr. Hazell.)
Dr. Hazell said self-paced instruction has been
proven to be a highly efficient means of learning in
engineering faculties in the United States, where it
is now widely used.
Typical results show that 90 per cent of a class
using self-paced instruction obtain first-class
standing in 75 per cent of the time it takes
students on the formal lecture system to obtain a
pass standing.
Briefly  stated,  self-paced  instruction involves
providing students with a programmed package of
instruction materials which utilize many different
learning techniques.
Each student progresses at his own rate, using
resource materials provided or indicated in the
package of materials. The system also includes
close contact with faculty members who are
responsible for the course.
"In summary," said Dr. Hazell, "you could say
that self-paced instruction enables students to
learn how to learn and, at the same time, master a
Other long-range advantages to the program,
according to Dr. Hazell, are lower costs per
student and a reduced physical plant requirement.
Other recent activities of the Applied Science
Teaching/Learning committee include:
• Preparation of a teaching handbook for
faculty members. The handbook, which will be
distributed shortly, includes a booklet on good
teaching techniques, a second booklet on the
availability of teaching aids at UBC and a Faculty
resources section that describes the teaching and
research activities of each member of the Faculty.
• Up-grading of classroom facilities in the
Faculty and,
• Revision of a questionnaire used by students
to evaluate the teaching of faculty members.
The committee is also studying the feasibility
of carrying out a survey of engineering graduates
to determine where they find employment after
graduation and whether or not their UBC training
has been valuable to them in their jobs.
Chancellor Undecided
On Second Term
Mr. Allan McGavin, Chancellor of the University
for the past three years, has not yet decided whether
he will run for the post a second time if he is
The Chancellor is elected triennially and serves
both on the Senate, a 101-member body that makes
all academic and curriculum decisions for UBC, and
on the 11-member Board of Governors, which must
ratify all decisions of Senate before they are official
and which also deals with UBC's financial affairs.
The Chancellor is also chairman of the
Convocation of the Unversity which every three years
elects the Chancellor and up to 15 members of the
University Senate.
The Convocation is made up of the Chancellor, the
President, all members of Senate, all persons holding
academic appointments at UBC whose names are
added to the Convocation roll on the instructions of
the President, all graduates of UBC and those on the
Convocation roll as the result of regulation by Senate.
Procedures for the 1972 election of the Chancellor
and members of Senate elected by Convocation were
approved at the Jan. 19 meeting of Senate.
Nominations must be received by UBC's Registrar,
Mr. J.E.A. Parnall, by March 15.
Senators who are elected by Convocation must be
graduates of the University, but graduates who are
members of the UBC faculty are not eligible for
nomination. The Universities Act says there shall be
not less than six nor more than 15 Convocation
members elected to the Senate by Convocation.
If an election for Chancellor and the Convocation
members of Senate is necessary, it will take place on
June 7. Ballots received from those entitled to vote in
the election will be counted on the afternoon of June
7 and the results announced that night at the final
meeting of Senate for the 1971-72 session.
Nominations for Chancellor must be signed by not
less than seven persons entitled to vote in elections
for the post. Nominations for Senators elected by
Convocation must be signed by three persons entitled
to vote in the election.
Candidates for the post of Chancellor or member
of Senate can refuse to allow their names to stand
providing they notify the Registrar of their refusal
within five days following the March 15 deadline for
The Chancellor and Convocation members elected
Please turn to Page Eight
"Students aren't going to
attend formal lectures after
being exposed to self-paced
One 0 the University's most active committees
concerned with improving the quality of campus
teaching is the Teaching/Learning Committee of the
Faculty of Applied Science, chaired by Dr. G. Ronald
Hazell, emaciate professor of mechanical engineering. In
the interview on these pages, UBC Reports discusses
with Dr. Hazell a new self-paced instruction program,
which the committee plans to implement in 1973, and
other activities of the committee.
UBC REPORTS: The Teaching/Learning Committee
in the Faculty of Applied Science is planning to
implement a system of self-paced instruction. Can you
describe what is involved in this?
OR. RONALD HAZELL: I'll describe it from the
standpoint of how it affects students and faculty
In general it means a departure from the formal
lecture-classroom situation to a program where the
student will pace his own learning process with the help
of a detailed, welt-prepared, pre-packaged program. It
will be written by the faculty members, distributed to
the students, and advancement through the program will
depend upon the ability of the individual student.
The material in the program will be laid out into units
or sections and when the student has studied a particular
unit, he will be tested on that unit. If he demonstrates a
mastery of the material in that unit he will then go on to
the next unit. So there is emphasis on mastery. If the
student does not demonstrate a mastery of the material
he will be instructed to go to a resource faculty member,
a resource textbook, go back into the package and
review the same material or go to the library to reinforce,
the area in which he is weakest. Then, when he feels he
is ready, he will be examined again. And if he then
understands the material he will go on to the second unit
and work himself right through the entire package. When
he finishes that package he wilt then go on to the next
course. The better students will finish the package very
quickly, of course, and the poorer students will take
longer. But indications are that even poorer students
finish more, quickly than they would under the formal
lecture system.
UBCR: At what level of the Applied Science
curriculum are you planning to institute this program?
DR. HAZELL: We are planning to institute it at the
second-year level.
UBCR: Will all the courses at that level utilize this
program or will it be one course?
DR. HAZELL: Initially, just one course. Applied
Science 27ft — Strength of Materials. It's a course that
has two sections in it, so we can use one section as a
control group on the traditional lecture system and the
other section as an experimental group using self-paced
UBCR: Why that particular course?
DR. HAZELL: First, it's a course that many students
have to take. It is part of a core program for most
engineering students and a course that lends itself very
nicely to self-paced learning. It's a fundamental course in
the analysis and determination of the deformation of
structures when loads are applied to them. It's very
much of a design nature. The principles are few, but it is
a course where a great deal of practice and application
are required and we feel this lends itself quite nicely to
the self-paced instruction idea. There are faculty
members involved in this course now who are
enthusiastic about the process, which is essential. So I
think these are the main reasons behind choosing this
particular course.
UBCR: Why aren't you instituting it at the first-year
DR. HAZELL: We are interested in implementing it
in the engineering program. At the first-year level all but
one of the courses are basic science courses that a
student must take.
UBCR: How many students would be involved in the
self-paced program?
DR. HAZELL: Approximately 150.
UBCR: The self-paced learning course, as you have
already said, involves jettisoning the lecture system. Will
lectures be replaced by close contact between students
and faculty members who are involved in the teaching of
the course?
DR. HAZELL: Yes, the faculty members will devote
a great deal of their time to the implementation and
supervision of the course. The amount of time that a
student will spend with a particular faculty member will
depend on the level of need of the student. Some of the
better students may not need to see a faculty member at
all. The poorer students may require quite a bit of
UBCR: What about an average student who is not
able to cover the material in the prescribed time? Or do
you have evidence from the universities where the
program is in use that students progress more quickly
and at a higher level of attainment?
DR. HAZELL: We understand that the average
student finishes the course much sooner than the
specified time. Not only does he finish it sooner, but he
has a better mastery of the material and can cover more
material with this particular program.
UBCR: Have any studies been done to indicate why
that should be?
DR. HAZELL: It seems that the students are more
highly motivated. In this program the students are told
right at the beginning what is expected of them. They
are told not just what they have to know, they are told
What they have to be able to do at the end of the course.
They are also given a need to know. They are presented
with practical engineering situations, not the traditional
single-answer academic problems that they are so used
to. So the need is shown, they know where they stand
and what is expected of them and their motivation just
skyrockets. The student knows that the sooner he gets
through this block of material the sooner he can get on
to the next block. And the better students can finish the
entire program in half the time that they do now, cover
more material, and have a better mastery of it.
UBCR: Is it your intention, if this pilot project is
successful, to extend the self-paced learning system to
other departments and courses in the Faculty?
DR. HAZELL: Our hope would be that if the
program proved to be successful that it would be
evidence to other faculty members that it is worthwhile
investigating this particular approach to learning. As a
committee we cannot implement this particular program
in any course. We can recommend it to our faculty
members, we can try and convince them that this is the
better way to teach. If it proves to be so, we hope they
will adopt it. It may well turn out that the self-paced
learning program is not the answer for all courses. Ir?
fact, I am sure that will be the case. But for the
majority, I have the feeling that it would be the answer.
UBCR: What other particular advantages do you see
in the self-paced instruction program for students?
DR. HAZELL: First, that they learn how to learn
and, secondly, that they end up with a mastery of ths>.
subject which many of them do not get now. t think we
can give them a much broader background, much
broader training, for a professional career in engineering
than we are giving them now.
UBCR: Is this program in operation at other
institutions in North America?
DR. HAZELL: Yes, it is in operation in many
engineering schools in the U.S. and is being used for a
high school chemistry course in Stratford, Ontario.
Indications are that it is being implemented more anoV
more widely, not just at the university level but at the
high school level as well. We feet it's time we looked into
it and investigated its merits, because if it is
implemented on a widespread basis in high schools and
we are not ready for it at the university level, students
aren't going to attend formal lectures after having been^'
exposed to self-paced learning. We are continuously^"
by those who have offered the course and those^TO)
have taken the course that there is no way they can
return to the old system. At first, it appears, both
faculty members and students are reluctant to undertake
the program. Students, for example, have had some 15
or 16 years of the traditional.lecture system and the| ..
resist a sudden change to a different learning pattern.
But once they have gone through a program like this
they are very enthusiastic about it and there is no way
they want to go back to the old pattern.
UBCR: What about plans for implementation? When
do you hope to have the first package of material read/ .
and the new system operating?
DR. HAZELL: This is still in the planning stages. I
would hope that this new scheme would be operative in
the fall of 1973. A tremendous amount of work will
have to go into writing the program for the course and
getting prepared.
UBCR: What about the costs of this kind of program. „
compared to the costs of the present system?
DR. HAZELL: Well, we haven't done a study yet on
our own concerning this. All I can tell you is what has
been reported by universities where the program is in
operation. We are told that the cost per student is lower
and that the amount of physical plant required to
implement this program is less than that required for the
traditional lecture system.
UBCR: Have you seen anything that indicates why
this is so? What financial advantages can be derived from
the program? Does it use less space or faculty members'
time? <f
DR. HAZELL: No. It doesn't use less faculty
members' time. In the first couple of years that the
program is in operation, the faculty member spends a
major portion of his time giving attention to the
program, but once it is operating on a steady-state basis
the faculty member spends about the same amount of . ,
time with the program as he now does with the formal
2/UBC Reports/Feb. 2, 1972 A New Approach
To Learning in
Applied Science
lecture system. The saving, in my opinion, would come
from the reduced need for the large number of
' classrooms that are required for a traditional lecture
system. The savings would come over a long term. I
wouldn't see it as an immediate saving.
UBCR: Has the Teaching/Learning Committee been
active in other areas?
DR. HAZELL:  Yes, we have. Very shortly we will
-tvave ready for faculty members a teaching handbook
consisting of three sections. The first section is a booklet
called    "You   and    Your   Students,"    published   by
M^^chusetts Institute of Technology. We have simply
bWptt 250 copies of this booklet for incorporation into
our handbook. The second section is a booklet put out
A by the University's Instructional Media Centre, which
-describes   the   audio-visual   equipment   available   for
teaching  purposes;  where  to  get  it, who to call  if
something goes wrong, who will service it and so on. The
third section is one that we have written ourselves. It s a
Faculty resources section. A page is devoted to each
faculty member in Applied Science. His teaching and
research areas are described and, most important, the
areas in which he is interested in co-operating on an
interdisciplinary level with other faculty members. We
feel the booklet will enable faculty members to know
each other a little bit better, know what the others are
doing,    and    encourage     interdisciplinary,
interdepartmental activities, which is very important and
cial. Hopefully, the students will fjenefit from the
instructional   booklet because it includes many
suggestions for good teaching techniques.
The second section will benefit the students and the
faculty, both of whom will become more aware of the
teaching aids available at UBC. I should also add that as
, a* committee we are not strong on hardware. Many
people, I think, have been oversold on the audio-visual
aspect of teaching, the closed-circuit television and so
on. There are indications that these aids are not doing
what they were originally supposed to do. If theyajdihe
communication process, fine, but they are not an end in
, themselves, as some people have been led to believe.
UBCR:   Are   there   other   areas   in   which   your
committee has been active?
DR. HAZELL: Yes. The committee members w*ent
through all the teaching facilities of the Faculty with an
eye to seeing whether or not, in our opinion, the
facilities were up to "acceptable standards." We found
''classrooms where the blackboards had sections missing,
the lighting was very poor and there were no facilities
for using audio-visual aids. We made a list of these
inadequacies, forwarded them to Dean W.D.L. Finn, and
recommended that these deficiencies be remedied. They
have been.
(-. UBCR; What about the evaluation of teaching by
students? What is going on in this area?
DR. HAZELL: We have designed a completely new
questionnaire to replace an earlier one. The old
questionnaire was implemented as a co-operative venture
between students and faculty, but the students ran the
^questionnaire completely, distributed it and collected it.
Up until the year before last, these questionnaires were
not returned to the faculty members. In other words,
the faculty members got no feedback from the
questionnaire. The problem with the old questionnaire,
we found in looking at it, was that it was too specific. It
tf wtended more to evaluate the mechanics of an individual
course rather than the quality of the teaching of the
instructor. In addition, there was a tremendous amount
of data collected, but there was no way to reduce it to
manageable proportions and disseminate it quickly to
the faculty members.
What we have done is to redesign the questionnaire
completely. The front of it is set out so that it can be
tallied by a computer with the use of an optical reader.
The students are asked if they strongly agree, mildly
agree, mildly disagree or strongly disagree with a
particular statement that is made concerning the quality
of a faculty member's teaching. The results are tabulated
by the computer and summaries are made up on a
computer printout for each individual faculty member.
The summary is returned to the faculty member within a
week or two of the evaluation. On the back of the
questionnaire there is room for handwritten comments
by the students and, to my mind, this is the most
important part of the questionnaire. The questionnaires,
after the computer is finished reading the front part, are
returned to the faculty members so that they can read
the handwritten comments of the students and 99 times
out of 100 they are constructive comments. We have had
a minimum of derogatory or destructive comments. In
addition to returning to the faculty member the raw
questionnaires, the handwritten comments, the
computer printout from the front of the questionnaire,
we also return averages for the entire Faculty, the
individual departments and individual year so the faculty
member can compare the response to his teaching to the
average response to teaching as a whole. We have
intentionally avoided ranking faculty members or
publishing the results.
The one thing that we have been quite happy about is
the co-operation we have had from the students on this.
In fact, they are not interested in publishing the results,
although one student elected by the Engineering
Undergraduate Society executive does have access to the
computer printouts. You could figure out who is the
highest and who is the lowest and so on, but the main
benefit is for the individual faculty member, who sees if
his teaching is average or better than average from year
tp year and whether or not he is improving.
UBCR: In addition to the self-paced learn ing program
that you are planning to institute, are there other
specific things that the committee has under
DR. HAZELL: Yes, we are looking at the feasibility
of carrying out a survey of Applied Science graduates.
This particular point was brought to our attention by
one of our graduate students and it identifies a problem
that we have been aware of for some time — the problem
being that we make no effort at all to find out where our
students go when they leave UBC and what they do and
whether or not the material we are offering has been
beneficial to them. We think it's important to get
feedback from the graduates on these matters. So we are
going to find out where our students are going, what sort
of jobs they are getting and what sort of knowledge they
are actually using. The results will be of value to our
curriculum committee as well, and we will probably
undertake a co-operative effort with the curriculum
committee to carry out this survey.
35 Up For
A record 35 UBC teachers have been nominated
for the 1971-72 Master Teacher Awards.
Twenty-five of the nominations were made by
students and ten by faculty members. Last year, a
total of 31 nominations were received, the bulk of
them from students.
The 12-member screening committee for the
awards, chaired by UBC's academic planner, Prof.
Robert Clark, will now begin assessing the nominees
and planning a series of classroom visits to hear them
The committee is aiming to announce the names
of the sixth and seventh recipients of the award, who
will share a cash prize of $5,000, by the end of the
second term of the 1971-72 session.
The awards, established in 1969 by Dr. Walter
Koerner, a member of UBC's Board of Governors, in
honor of his brother. Dr. Leon Koerner, are intended
to give recognition to outstanding teachers of UBC
Previous winners of the award are Dr. Walter Gage,
now UBC's president; Prof. Sam Black, Faculty of
Education; Dr. John Hulcoop, Department of
English; Prof. Peter Larkin, Department of Zoology;
and Dr. Floyd B. St. Clair, Department of French.
Four students — two undergraduates and two in
graduate studies — have been named to this year's
Master Teacher Award screening committee by
Students' Council.
Last year the Council and the executive of the
Graduate Student Association refused to name
students to sit on the committee, claiming that the
awards mask a tenure and promotion system which
they said rewards research and publication rather
than teaching.
The Master Teacher Award committee decided to
carry on without student representation last year.
Student representatives on this year's committee
are: Mr. Gordon Blankstein, third-year Agricultural
Sciences; Mr. Gordon McNab, Graduate Studies; Mrs.
Karen Vickars, fifth-year Education; and Mr. Richard
Ouzuonian, Graduate Studies.
Other members of the selection committee are:
Prof. Clark, chairman; UBC's Chancellor, Mr. Allan
McGavin; Prof. Roy Daniells, University Professor of
English Language and Literature; Dr. Larkin,
Zoology; Prof. William Webber, Department of
Anatomy; Dr. Ruth White, Department of French;
and Dr. Ross Stewart, Department of Chemistry, and
Mrs. Beverley Field, who represent the UBC Alumni
Money for Marks
If you want money for marks this year from the
provincial government, your application must be
submitted by March 15.
Application forms for Government of B.C.
Scholarships are available at the Scholarship, Bursary
and Loan Office, Room 207, Buchanan Building.
The value of scholarships ranges from one-third to
three-quarters of tuition fees for students with
averages above 70 per cent. This applies to all
undergraduates with the exception of those enrolled
in the Faculty of Law, where averages are based on
To be eligible for the money-for-marks program,
applicants must be Canadian citizens or landed
immigrants who have resided permanently and
continuously in B.C. for 12 months prior to the end
of April, 1972, and who were in full-time attendance
in a full program of undergraduate studies at UBC in
the 1971-72 winter session.
■ ■ ■* ffe Vol. 18, No. 2 - Feb. 2, 1972.
IIUI Published by the University of
^l^lll   British     Columbia     and
^** *m ^W   distributed free. UBC Reports
appears on Wednesdays during
the University's winter session. J.A. Banham,
Editor. Louise Hoskin, Production Supervisor.
Letters to the Editor should be sent to
Information Services, Main Mall North
Administration Building, UBC, Vancouver 8,
UBC Reports/Feb. 2, 1972/3 Dr. Milton Miller, the new head of the University
of B.C.'s Department of Psychiatry, has been
preoccupied with three concerns since arriving on
• Cultural shock;
• Learning about in-patient, out-patient, day-care
and night-care mental health programs in B.C. and,
• Keeping an eye on the mountains "to make sure
they're still there."
The cultural shock — Dr. Miller took up his UBC
appointment Jan. 1 after 10 years as head of the
Department of Psychiatry at the University of
Wisconsin — is in the form of "a certain politeness,
shyness, restraint, a touch of understanding on the
part of many of the people in B.C.," he said.
"Drivers don't honk their horns at you. They help
you get across the street. It's amazing. It's nice."
In an interview with UBC Reports, Dr. Miller
spoke of new patterns of health care, the place of
drug therapy in treating mentalillness and the social
responsibility of psychiatrists to risk the disapproval
that sometimes goes with advocacy of social change.
"The role of the social critic," he said, "doesn't
come easily for most of us. Largely, we are a part of a
middle and upper socio-economic group and our
personal backgrounds are often a trifle conservative
and traditional. And, like anyone else, we don't want
to make people mad at us."
But in spite of this Dr. Miller feels that the
psychiatrist can and should make society aware of
anything that contributes to the illness, unhappiness
and lack of fulfillment of people.
"The psychiatrist has a unique opportunity as a
part of the establishment because he has an entree
into areas of society that are not establishment," he
said. "The inadequate hospital, the primitive prison,
the places where the poor or the unwanted aged are
secluded are closed off to most citizens, but as
perpetuators of human misery are well known to
those who practice psychiatry.
"On coming out of such places, the psychiatrist
has the responsibility to report what he has seen and
to constantly raise the question, 'Is this what we wish
to maintain?'
Raising this kind of question makes few friends
among the administrators of agencies or programs
who are called upon to modify existing practices, Dr.
Miller said.
The real problem in society is the organization
that has grown into a closed system, one which is left
to the management of the professionals alone, one
which has lost its sense of immediate answerability to
the public.
"Once closed off from public scrutiny," he said,
"any organization is likely to attend to protecting
itself instead of working for the goals for which it was
Dr. Miller cited public involvement in public
mental hospitals in the 1950s. Public involvement was
absolutely essential in the improvement of such
"The most important contemporary development
in mental health care is that mental illness has
become the public's business. Instead of thinking of
'their' hospitals and 'those' kind of patients, people
began to think of 'our' hospitals and 'our' brothers.
"This and this alone led to the moves away from
the 'Bedlam' type of hospital and into patterns of
care that are more humane, more effective and,
ultimately, vastly less costly."
Dr. Miller feels the comparison of old-style mental
hospitals to contemporary prison programs a fair one.
Though he said he couldn't speak yet of B.C., prison
programs elsewhere closely resemble the system of
neglect that formerly characterized the mental
"Beyond the locks of the prison doors," he said,
"these   institutions  are  truly   closed   in  spirit.   No
~~4/UBC Reports/Feb. 2, 1972
a new faculty
member with
three concerns
women enters. The institutions are neglected by the
relatives of the inmates. What goes on inside is largely
"Society says, 'Let's leave it to the professionals.
It's too complicated for us,' and they make a large
swathe around the whole prison system and exclude
it from the society's business. What results is
enormously costly on all counts — human, social and
(Dr. A.M. Marcus, acting head of the UBC
psychiatry department from April 24, 1970, until Dr.
Miller's arrival, is a forensic psychiatrist who has
written extensively on Canadian prisons. His most
recent work is a book, Nothing is My Number).
Dr. Miller said a tradition of the University of
Wisconsin was that its boundaries were taken to be
the boundaries of the State. "I think that would hold
for UBC and the boundaries of the province," he said.
"One can't claim a fine medical school unless the
health care of the people is good and getting better.
There is no such thing as a fine department of
psychiatry unless and until the mental health care
available to all the people is good and getting better.
An island of excellence," he said, "in a sea of
suffering can't be all that excellent."
In an effort to meet the challenge of better health
care for all the people of society there is, according to
Dr. Miller, an on-going, world-wide re-organization of
the delivery of health care.
The United Kingdom plans to phase out all its
mental hospitals by 1980. U.S. Secretary of Health,
Education and Welfare Richardson has predicted that
by 1980 about 90 per cent of all American citizens
will be enrolled in "health maintenance
organizations" akin to the Kaiser medical plan. Under
these organizations, groups of doctors, nurses, social
workers and other health professionals provide full
health services for a flat membership fee. Since
revenue to the health maintenance organizations is
the same whether a member is treated or not, the
incentive is to provide a high level of preventive
The new Health Sciences Centre at UBC has been
|     planned as a model for training health care workers
from" their first day on campus to work co-operatively
by dividing the  labor and sharing responsibility so
that they can move out into the community as a team     *
to combat the causes as well as the results of sickness.
"In Canada, the U.K., the U.S. and increasingly
around the world there is more emphasis placed on
treating and preventing illness, both physical and
mental, by developing programs closer to the
patient's life and family," Dr. Miller said.
' In the process, alternatives are being sought to
treatment in hospitals and those alternatives often
turn out to be more effective, more considerate of
human needs and less costly."
One of the main roles of universities and hospitals
in the changes to come, he said, will be to cut down
the time lag between the development of new
knowledge and techniques and their availability to
the public-at-large. He cited as an example his own
experience in working in a community away from a
university centre.
"Fifteen years after the development of new drugs
that allowed us to treat patients with serious mental
depression outside of hospitals, those drugs were still
unknown to many doctors and so were unavailable to
their patients.
"We    have   to    develop   much    more   effectivj^ft
techniques for translating the explosion of knowledge
into a reality in the life of the patient in all specialties
of medicine.
"In the psychiatric area, this is an important goal
— to train the family doctor who first encounters the
patient to recognize the problem and usually to treat
the patient in his own office. k
"That means that someone with an emotional
problem walking into a doctor's office in Kelowna or
Prince Rupert or on West Broadway in Vancouver
will have the same kind of treatment available as
someone in the UBC psychiatric unit."
Dr. Miller emphatically denied the charge levelled
by some that modern psychiatry avoids dealing with^fe^1
the problems of patients by containing their mindS^
with drugs in the same way that strait jackets were
used to contain patients physically in the past.
"There are certain kinds of symptoms that
respond only to drug therapy," he said. "Theories
aside, in many instances nothing else works. And it's
not only that a given drug provides relief, it's often a
given drug administered only at a certain dosage over
a specific period of time that brings improvement to a
particular patient.
"If  talking  with   the  patient  doesn't   help,   and
bringing in the family for consultation doesn't help,       ,
and a trial of several drugs doesn't help, you keep on
"If progress is slow, I ask a colleague to offer his
or her advice as a consultant. Often we see the patient
together during the consultation.
"You keep trying. And the wonderful thing about
being a psychiatrist in 1972 is that the chances of the
patient improving are good. I mean very good.
"The progress in all of medicine has been
enormous this last decade. I think the progress in
psychiatry stands high among all the medical
Dr. Miller, a 44-year-old native of Indianapolis,
Indiana, met his wife Harriet when he was 17 and
they were both freshmen at Indiana University. They
married in 1948, two years before Dr. Miller
graduated from the Indiana University School of
Medicine and began his psychiatric training at the
Menninger Foundation in Topeka, Kansas.
Mrs. Miller is a painter and sculptress who founded
and directed a 700-student school in the Madison Art
Centre in Wisconsin. She now teaches at Douglas
Their three children — Bruce, 22; Jeff, 20; and
Marcie, 18 — are students at the University of
Wisconsin. ' — A @
The scene is a deserted corridor in a
dormitory of old Fort Camp on the UBC
campus. It is 3 a.m. and the only sounds
are those which have permeated the
converted wooden army huts for the
past 27 years: the dripping of a faucet in
a nearby bathroom, the clank of steam
in the hot miter pipes and the snoring of
a student through the paper-thin walls.
Two ghosts materialize out of the
woodwork and hover silently in the dim
KIRST GHOST: Where in hell have
you been?
SECOND GHOST: Don't conte on so
salty with me. Listen, I've been Over in
the office of that guy Les Rohringer, the
housing administrator, going through his
fifes. Listen, it's true. They're gonna teat*
down the old men's dormitory units in
the camp in the spring, pome April 30,
goodbye Fort Camp.
FG: Yeh, I guess it had to happen
some day. I spent most of the evening
sitting in on a meeting of the student
committee that's planning the big
homecoming for past and present
residents of the camp. They even set a
date — March 4.
SG: Listen, maybe we could stop the
whole thing. We've got some pretty
powerful friends, you know. Why there's
Gordon Shrum — he put this place
together almost overnight in 1945 when
ail the veterans came back from the war.
He claims he had permission to take the
huts, but I know better. He picked them
up at army camps, brought them to
campus and then told the army he'd
done it Then there's Larry MacKenzie,
the former president,. No telling when
he'd show up to have a beer with the
boys in their rooms and he always came
to the Christmas banquet. And what
about Wally Gage? He's president of the
whole damn place now. Remember how
he used to lead the carols at the
Christmas party? He still shows up every
already haunted all those guys. They
won't lift a finger. The only guy that's
got any real clout left around here i$
Wally Gage and many of these kids —
just listen to that guy in 207 snore — will
be moving into the fancy new residences
Let Them Know
You're Coming
The organizers of the March 4
homecoming for past residents of Fort
Camp would like to hear from you in
advance if you plan to attend.
To let them know you^re coming,
drop a note to the Fort Camp
Homecoming Committee, Fort Camp,
UBC, Vancouver 8, or telephone Dan
Hunt, 224-7383, or Sue Savard,
The organizers suggest you spread the
word among old campers of your vintage
and make up a party for one or more of
the events.
over on the other side of the campus
that have been named after him. Not a
SG; What have they got planned for
March 4?
FG: Well, it should be quite a party.
They're going to start off with a buffet
lunch in the old dining hall at 12:30
p.m. and in the afternoon they're
planning a dwileflonke and a ....
FG: A dwileflonke. That's some sort
of old English drinking game.
SG: Well, most of the old boys will be
used to that. I reckon there's as much
beer smuggled into this camp annually as
there is delivered to the Fraser Arms and
the Georgia combined.
FG: And if you add the stuff the
students brew under their own beds ....
SG: Yeh, there's a guy down at the
end of the hall with a batch that's almost
ready now. We'll sample it later. What
else they got planned for March 4?
FG: Well, in the afternoon there's a
bed race and a tour of the new Wally
Gage residences. All the old dormitory
huts will be open all day and there's free
coffee. Then in the evening there's a
boozeup — they call it a cocktail party —
in the camp lounge and a dance in the
dining hal I. They've also got a dinner
planned in the Graduate Student Centre
across the way and an old-timer's hockey
game in the Thunderbird arena.
SG: Wow, that's a pretty heavy trip.
Think some of those old campers will be
up to it?
FG: Sure they will. Why I reckon
there'll be water fights in the corridors
and a couple of panty raids on the
women's residences. Just like the good
old days.
SG: Maybe they'll even have a party
in the old concrete army bunkers on the
cliffs. Remember the time they locked a
bunch of guys in there overnight and the
cops came and ..
FG: Yeh, maybe they will. But what
bothers me is what's going to happen to
SG: Listen, I got it figured out, see. I
drifted into the office of the deputy
president, Bill Armstrong, the other
night and there it was, all laid out on his
desk, plans and everything. About what's
going to happen down here when they
tear out the dormitory units.
FG: Well, let's hear it.
SG: Well, first of all, they aren't going
to tear down the old dining hall. It's like
this: the Faculty of Law is going to get a
new building later this year and while it's
under construction they've got to have
lecture space for Berty McClean's boys,
see. So they're converting the dining hall
into three lecture rooms and the faculty
members are going to move into the
women's residences.
FG: Boy#; the Dean of Women will
have something to say about that.
SG: No, listen stupid. They're clearing
the girls out of the permanent women's
residences. Fort Camp is kaput as a
residence complex. We're being taken
over by the law faculty. They won't fill
all the offices, of course. Some other
department will probably move in to fill
the place up. I figure the future is bright
for us. All those lectures on evidence and
taxation and torts and property and
stuff like that. I can hardly wait.
FG: Well, we'll see. I dunno. Let's go
sample that batch of home brew down at
the end of the hall. Say, remember the
time the guy down in 303 smuggled the
girl into his room and she started to
giggle and the camp proctor came
storming into the place	
(They fade into the woodwork).
UBC Reports/Feb. 2, 1972/5 The State of
The following address was delivered by Dr. Max
Wyman, president of the University of Alberta, at a
recent convocation of that University. UBC Reports
reprints the speech because the experience of the
University of Alberta in recent years closely parallels
that of UBC.
Although it has become somewhat trite to talk about
a crisis in higher education, I wonder how many of us
realize that our educational institutions are now in a
"state of siege," and how few are left who are willing to
man the barricades in defence of the institutions which
have provided us with the major part of our culture and
a significant part of our wealth? Our educational
institutions are now under attack from society, from
staff, and from students, and the ferocity of that attack
has already closed the doors of some universities, and is
in the process of driving many more to the point of
The hostility society now displays for its educational
institutions is dangerous, and its effects are now
becoming readily visible to the university community.
With the approval of society, governments are cutting
the rates of educational spending, but too quickly and
harshly, and therefore society is in danger of destroying
something that should be nurtured and preserved. This
hostility has now found its way into our homes, as the
disenchantment of the parents is translated into the
disenchantment of the children, and the result has been
the loss of a post-secondary education to about 100,000
of the young people of Canada.
There is no question that the mood of the nation is
against spending, and that the high costs of education
have turned the nation against the universities. However,
as important as money may well be in determining the
mood of our people, there is a much deeper
philosophical reason for the mood of the nation. I
should like briefly to discuss both of these points.
My first point is ' concerned with the current
disillusionment over the results of university education.
The release of nuclear energy some 25 years ago, with
its obvious importance, and the successful launching of
Sputnik I about 14 years ago, with its obvious drama,
made the peoples of the world realize the power the
acquisition of knowledge could give, and an aura of
glamor came to surround the pursuit of knowledge.
However, the search for power was not enough, and
during the 1950s and 1960s, a cult of education began
to permeate the world. This cult took on the nature of a
religious faith, a faith that believed educational systems
could and would solve all of the social and economic
problems of the world. This was a goal no educational
system could hope to accomplish and when, in spite of
the billions of dollars spent on education, there was an
increase in our social problems, and a severe
intensification in our economic problems became
evident, the nation turned hostile to its educational
institutions. Now the leaders of the nation seem to have
launched an all-out attack on those institutions. I will
return to this point in a moment.
My next consideration is the rising concern over the
cost of education.
For years, the Economic Council of Canada was the
high priest of the cult of education, and over and over
again extolled the economic gains that active support of
education could give. Now, even this "defender of the
faith" has turned, and currently accepts the thesis that
our educational systems ■ are inefficient, and the
supposed or so-called efficiency of the business world
must now be applied to our educational systems.
More recently, the Education Committee of the
Alberta Chamber of Commerce has published a
document called "A Position Paper on Education in
Alberta" which accepts this theme with a vengeance.
When I say that the language of this document is
intemperate, its use of statistics is naive, and its
conclusions are presented in a polemical style without
proof, it is not my intention to provoke a confrontation
between town and gown, a confrontation that will do
no one any good. It is my desire to bring these, two
groups together so that they will speak the same
language, use valid statistical analyses, and obtain
conclusions which are capable of proof.
In the preamble to this document, we find the
statement: "One of the principal reasons for the Alberta
Chamber of Commerce deciding to prepare a submission
in respect of education, is the realization that the cost of
education is becoming completely out of hand. We have
'a tiger by the tail' and we have to do something."
Since these are intemperate words, I would like to ask
what is this "tiger by the tail" about which we have to
do something? Let me use the data given for The
University of Alberta to illustrate the points I wish to
For 1959-60 the full-time enrolment of The
University of Alberta is given as 5,337 and by 1969-70
the corresponding enrolment is given as 17,354, an
increase of 225 per cent. Again for 1959-60 the
operating budget was $8,616,000 and this increased to
$53,525,000 by 1969-70, an increase of 521 per cent,
with the somewhat obvious, if unstated, conclusion that
about 300 per cent went down the drain in some way or
other. Is this the "tiger by the tail"? I think not, and I
think not for the following reasons.
The given data can be made to yield the following
information. During that ten-year period, student
enrolments increased by 12.5 per cent per year, and the
University budget increased by 20.1 per cent per year.
So that when one discounts these percentages in a
proper way, our unit costs measured in comparable
dollars increased by 4.2 per cent. The question is: What
did The University of Alberta do with that 4.2 per cent?
First, the University increased salaries. With
enrolments tripling all over this continent a seller's
market was created for qualified staff, and an institution
with a goal to pursue excellence could not ignore that
Second, in the period from 1960 to 1970, The
University of Alberta experienced its greatest growth of
excellence, a growth that was not equalled during any
other time in its history. From a university with a
severely limited research capacity and a severely limited
graduate enrolment, there emerged a university with a
major research capacity and a major graduate enrolment.
Undergraduate innovations were made. Major computer
facilities were obtained, and the University was the first
university in Canada to have a Department of
Computing Science. During that time, our library grew
to over 1,000,000 volumes. The equipment for language
laboratories   was   obtained,   and   the   teaching   of   all
languages became quite different from what it was ten
years ago. Such changes permeate the University and the
University now bears little resemblance to the University
of 1959-60.
If in fact we were doing now the same things in the
same way as we were doing them ten years ago our unit
cost would have shown a significant decrease, but we are
not. This University sought quality and this University
obtained quality. This University does not apologize for
that which was sought nor that which was obtained. The '
cost to the people of this province has not been
I wish to move now to the second complaint that we
hear. Is the University less efficient in its operations than
the world of business? I think not, and I also think the
efficiency of the business world is a myth. ^B|        <
The efficiency of the world of business is^rmyth
because that world itself has not contained the high cost
of living, nor has that world been able to cope with
unacceptable high rates of unemployment. From that
world, we have examples of land values increasing from
$500 per lot to $13,500 for the same lot some ten years
later. During the same period of time, costs of
construction doubled, and mortgage interest rates rose
from about 6 per cent to more than 10 per cent.
The net result of all this is that people were buying
homes in 1970 with monthly mortgage payments that
were three times as much as the corresponding monthly
payments for similar homes bought ten, years earlier.
Even today construction costs are rising by one per cent
per month. These phenomena hurt us all far more than
do the present costs of education.
Lest you gain the impression that I am against the
world of business, let me assure you that I am not. I ■;
realize full well the contribution that this sector of-our
community has made to the much more than adequate
standard of living this country now enjoys. All that I am
trying to say is that the problems of exponential growth
so evident in the world of education have their
counterparts and their analogues in the world of
What we must realize is that the conventional wisdom
of our present economic theories has failed us all, and
that the world is waiting for new ideas, and big ideas
that will lead us out of the economic morass in which we
find ourselves.
The   high   costs of education,  health  care,  welfare,
general  living, and  high rates of unemployment are a
matter  of  concern   to  everyone.  More important, we
must find our way out together, or we shall not find our!
way out at all. It is time we forgot about the 1960s, and j
move together to solve the problems the  1970s have]
brought or will surely bring.  j
6/UBC Reports/Feb. 2, 1972 PRESIDENT MAX WYMAN:
"I do not think universities are
less efficient in their operations
than business. I also think the
efficiency of the business world
is a myth."
I have already said that society shows signs of turning
away from its universities because the universities have
not   solved   society's   problems.   In   addition,   a   new
* pastime of measuring the productivity of universities
seems to have been discovered, and articles have now
appeared in which the claim is made that the
productivity of universities has decreased during the past
ten years. Although the true productivity of universities
is often recognized by the authors of these articles, it is
""dismissed as being impractical and impossible to
measure, a conclusion which I dispute.
A proper measure of the productivity of universities
jot ignore the Salk vaccine type of discoveries that
place in universities, discoveries that make the leg
brace and iron lung artifacts of our historical past, rather
than important medical tools of our immediate future.
-The millions of dollars now being saved by the
elimination of the health care treatment of
poliomyelitis, and the millions of man-hours of work
that are no longer lost because of this scourge must be
calculated when attempts to measure the productivity of
universities are made.
Further, a proper measure of the productivity of
universities cannot ignore the fact that the modern
electronic computer was first discovered and built in a
university setting by university-type people. This tool,
which is still in its infancy, has already made a major
impact on the economic welfare of our nation.
*^^o I say that when the credit for the increased
j^Pluctivity of our nation is being assessed, our
universities must receive their rightful share, and it is a
matter of equity that our staff and students be allowed
to participate in the division of the increased wealth of
our nation.
In this address I am not making a plea for more
money, which we badly need. I am not making a plea to
stall the criticisms of our educational system, which now
surround us everywhere we go. Universities are
conservative institutions and I agree they must adopt
adequate mechanisms to enable them to react to the
multitude of changes that now envelop our way of life.
But I am pleading here for a proper understanding of our
problems and a proper respect for the work we do or
could do with your support.
Without apologizing for what universities have done
in the past, it must be conceded that they must become
better in the future. Innovations must be made, but they
will not be made without your help, your sympathy, and
your respect.
Today we are graduating several hundred new alumni
of this University. We are in effect "seeding" informed
* "views among the general public of what is good about
our university system.
It is therefore my hope that both privately and
through your professional and alumni associations each
of you will create support for the university system.
In his book No Easy Victories, John W. Gardner says
~all that need be said with the words: "Universities don't
spring up in the desert nor in primitive societies. A great
university is the product of a great cultural tradition and
a vital civilization. It can flourish only in a society that
has the will to nurture such a tradition and the vitality
to support it. It will not flourish if the civilization that
^ supports it decays."
Senate Balks at Move
To Ditch College
UBC's Senate has refused to approve a
recommendation calling for rejection of a proposal to
establish an orientation college to aid first- and
second-year students in choosing their future
academic programs.
The proposal to create an orientation college in
the Faculties of Arts and Science was
Recommendation 18 of the report of the Senate
Committee on Long-Range Objectives, a 132-page
document written in 1968-69 by a committee chaired
by Prof. Cyril Belshaw, head of the Department of
Anthropology and Sociology.
The report was meant to serve as a guide to
development of UBC over at least a decade.
Recommendation 18 was referred to a joint
committee of the Faculties of Arts and Science in
March, 1970, for study.
The joint committee, in a report to Senate on Jan.
UBC's Board of Governors has approved room
rates for the new Walter H. Gage Residences and
implemented the second stage of a room-and-board
rate increase in the Totem Park and Place Vanier
Residences and graduate dormitories.
Student room rates in the Walter H. Gage
Residences will be $75 a month for a single room in
the high-rise units and $75 per person for a double
suite in the adjacent low-rise units.
The new residences adjacent to the Student Union
Building will come into use in April this year to
provide spring and summer conference facilities.
Student occupancy will begin in September.
Room and board rates in Totem Park, Place Vanier
and graduate dormitories will increase $5 in
September. The increase is the second step in a $10
increase that was announced by the Board in
February, 1971.
The increase means that the cost of a single room
and board in Place Vanier and Totem Park will
increase from $113 to $118 a month in the 1972-73
session. Monthly room and board rates in double
rooms will increase from $108 to $113.
Four dollars of the rate increase will go to UBC's
Housing Administration and $1 to Food Services to
cover increased labor and operating costs.
The Board also approved new parking fees for
students living in Acadia Park and the Walter H. Gage
Reserved surface parking for students living in
Acadia Park will cost $15 in the next academic year.
Reserved surface parking in the Walter H. Gage
Residences will cost $15 a year while the student is in
residence. A limited amount of underground reserved
parking at the Walter H. Gage Residences will be
available at $25 a year while the student is in
All but the normal parking fee of $5, which
normally goes to the traffic and patrol section, will
accrue to the Housing Administration to cover the
costs of repair and upkeep of parking lots in the
housing areas. Capital costs of parking facilities in
housing areas are a charge against the overall costs of
the residences.
Four lounge areas in the new Walter H. Gage
Residences will be named for Mary Murrin, Mary
Bollert, Isabel Maclnnes and Anne Wesbrook. At
present, these four names are associated with the
women's residence units in Fort Camp, which will
close as a residence complex on April 30.
Existing women's residences in Fort Camp will be
converted to provide office space for the teaching
staff of the Faculty of Law while a new building for
that Faculty is constructed next summer.
Fort Camp dining hall will be retained and
converted into three lecture rooms for Law students.
The converted wooden army huts which have
served as men's residences in Fort Camp since 1945
will be torn down in the spring. (For more details, see
Page Five).
19, said its conclusion, after study and consultation,
was that an orientation college was not the best way
to solve the problem of adequate counselling of
students in the choice of third- and fourth-year
Sharp criticism of the joint committee's report
came from Prof. William Willmott, of the
anthropology and sociology department; Mr. David
Williams, a Convocation Senator and member of the
Long-Range Objectives Committee; and Dr. R.F.
Gray, of the Faculty of Education.
Prof. Willmott said the orientation college
proposal, which he had read as a fundamental change,
has become "simply a different way of counselling
students on how to get themselves into the right
The whole point of the college proposal, which he
suggested may have been poorly worded in the
report, was to try to get students out of boxes in the
first two years. He urged Senate to reject the motion
"and take whatever consequences follow that
Mr. Williams supported Dr. Willmott and said it
was "distressing ... to see that virtually every
recommendation made by the (Long-Range
Objectives) Committee has been kicked under the
table." Apparently, he added, "one more nail has
been driven into the coffin of the report."
Dr. Gray said the Long-Range Objectives
Committee's report had been discussed in the Faculty
of Education and while there was divided opinion on
many proposals, the recommendation for an
orientation college had gained almost unanimous
Dean Douglas Kenny of the Faculty of Arts said
the Arts committee that discussed the proposal was
not able to determine what the proposal was really
driving at and suggested that the wording of the
recommendation might indeed be faulty.
The recommendation seems to say that UBC
should find a device for improving the academic
counselling of students, he said, and his Faculty was
trying to do that. "But," he added, "I don't think
you need an orientation college."
Prof. Belshaw suggested that there had been
confusion on the part of the committees which
discussed the recommendation. He said the
Long-Range Objectives Committee had been
concerned not with counselling but with academic
progression and "providing the possibility of courses
which alert students to other intellectual
possibilities ....
The upshot of the debate was approval by Senate
of a motion to refer the recommendation back to the
joint committee or another appropriate committee
for discussion with members of the Long-Range
Objectives Committee.
Fee Revision
UBC's Board of Governors has approved a
recommendation which will result in a revision of
methods of assessment of fees for graduate students.
Under the new regulations the annual tuition fee
charged to graduate students will remain unchanged
at $400 but will be charged for only two years in the
case of students seeking a master's degree and for
four years for students who are registered for the
Ph.D. or D.Ed, degrees.
At the expiry of these periods all graduate
students will be subject to a continuing registration
fee of $150 a year regardless of status or residence.
At present master's, Ph.D. and D.Ed, students pay
$400 a year throughout the entire period of
registration for a degree.
Another new regulation approved by the Board
applies to students registered for degrees which have
no required residence period (e.g., Master of
Education). In future students in this category will
pay $180 per three-unit course instead of the present
The effect of this regulation will be to make the
normal 15-unit master's program cost about the same
for the part-time as for the average full-time student.
UBC Reports/Feb. 2, 1972/7 Education Moves to
Implement 1969 Report
UBC's Faculty of Education is moving closer to
implementing one of the major recommendations of a
1969 report described by Education Dean Neville
Scarfe as "a pioneering attempt to bring a faculty at a
Canadian university up-to-date."
The 1969 report was written by the seven-member
Commission    on    the   Future   of   the   Faculty   of
Board Names
Zoology Head
Dr. Peter Larkin, 48, one of Canada's leading
ecologists, has been named head of the Department
of Zoology at the University of B.C. His
appointment, approved by UBC's Board of Governors
Feb. 1, is effective on March 1.
Prof. Larkin, who is internationally known for his
research in the fields of fish populations and fisheries
management, has been acting head of the zoology
department since 1969. He succeeds Prof. William
Hoar, who is still a member of the department.
A graduate of the University of Saskatchewan,
where he earned the degrees of bachelor and master
of arts. Prof. Larkin was named Rhodes Scholar and
was awarded the Governor-General's Gold Medal in
He received his doctor of philosophy degree from
Oxford University in England in 1948, the same year
he was jointly appointed as assistant professor at UBC
and the first full-time fisheries biologist for the B.C.
Game Commission.
In these capacities he developed a research team
that guided the management of the sports fishery of
the province.
In 1955 Prof. Larkin was appointed director of
UBC's former Institute of Fisheries, which came to be
regarded as one of the top graduate institutions in
North America for training students in a wide variety
of problems associated with fish.
In 1963 Prof. Larkin resigned from UBC to
become director of the federal government's Fisheries
Research Board of Canada Biological Station at
Nanaimo. He rejoined the UBC faculty in 1966 as
professor of zoology and the following year was again
appointed director of the Institute of Fisheries.
In 1969 Prof. Larkin relinquished his post as
director of the Institute, which broadened the scope
of its activities and was renamed the Institute of
Animal Resource Ecology under the direction of
Prof. Crawford S. Holling.
Prof. Larkin is currently a member of the Science
Council of Canada and the Fisheries Research Board.
Staff Okays
UBC's     non-academic    staff     has    voted'
overwhelmingly to establish a Canadian-based pension
plan     to    replace    the    existing    American-based
TIAA-CREF pension plan.
In a secret mail vote, 608 members of the
non-academic staff voted to establish the new plan.
Only 36 persons voted against the proposal. A total
of 999 persons were eligible to vote.
Establishment of the plan will be made retroactive
to Jan. 1 of this year. Because of changes in income
tax laws, which became effective Jan. 1, funds
normally sent to TIAA-CREF headquarters in New
York have been held in trust at UBC.
The chief reason for terminating the TIAA-CREF
plan was a change in Canadian regulations which
prohibits contributions to American-based plans
being eligible for income tax deductions.
The only remaining step to be taken in establishing
the plan is the drawing up of legal documents and
their approval by UBC's Board of Governors and the
federal income tax department.
An official in UBC's finance department said the
new Canadian-based plan should mean higher
pensions on retirement for non-academic staff.
8/UBC Reports/Feb. 2, 1972
Education and called for a top-to-bottom revision of
the administrative structure and academic program of
the Faculty.
Since the COFFE report was released, many of its
recommendations have been subject to scrutiny and
development by various Faculty committees.
Currently under discussion in the Faculty and
likely to be approved at a meeting on Feb. 16 is a
recommendation that the current four-year program
leading to the elementary Bachelor of Education
degree be extended to five years.
The recommendation, contained in the report of a
committee chaired by Education Professor Roy
Bentley, comes close to meeting one of the major
Graduation Cards
Now Available
No application for graduation, no degree.
That's the word this week from the
Registrar's Office to students who expect to
receive their academic degrees at UBC's Spring
Congregation, which will this year be held on
May 25, 26 and 29.
Application for graduation cards have been
mailed to students infourth-year Arts, Fine
Arts, Music, Cofnmerce, Science and
elementary and fifth-year Education.
Applications are available in Faculty off ices for
all other Faculties.
Students enrolled in programs in the Faculty
of Graduate Studies may obtain application for
graduation cards from their faculty advisors.
Students who do not receive cards in the mail
may obtain them from the Registrar's Office.
Cards should be completed and returned as
soon as possible to Mrs. Rosena Kent in the
Registrar's Office. Deadline for receipt of cards
is Feb. 15.
recommendations of the original COFFE report —
adoption of a single, five-year Bachelor of Education
degree program.
The recommendation from Prof. Bentley's
committee has already been approved by the
secondary division of the Faculty and is to be
debated at a Feb. 16 meeting of the elementary
Prof. Bentley's report also includes
recommendations for more flexible arrangements for
practise teaching by Education students who have
completed academic work at UBC.
Under the proposed program, which would come
into effect in September if approved by the Faculty
and UBC's Senate, students registered in the Faculty
of Education would take the bulk of their academic
work in the Faculties of Arts and Science in their first
three years.
In their fourth and fifth years students in the
elementary program would take a highly professional
program involving practise teaching in the fourth
It is also proposed that there be eight to 10 weeks
of teaching practise in the schools, with at least four
weeks running consecutively.
At present Education students get almost seven
weeks of practise teaching broken up into three
sessions approximately two weeks in length.
This week and next Faculty of Education students
will be involved in an annual teach-in involving
distribution and discussion of a teaching and course
evaluation prepared jointly by students and teachers
in the Faculty.
The 21 -question course and teaching evaluation is
being distributed this week to students by Education
faculty members. The results will be discussed in
classes during the week of Feb. 7.
Two University of B.C. history students will take
part in a four-to-six week international seminar in
Peru this summer sponsored by the World University
Service of Canada.
UBC participants are Miss Maddalena D'Onofrio, a
fourth-year history student, and Mr. Richard
Paterson, a third-year history student.
Alumni List
The first nominations have been made for the
election to be held this spring for offices on the board
of management of the UBC Alumni Association. The
board governs the affairs of the Association.
In keeping with the Association constitution, the
Alumni Association nominations committee has
nominated a slate of candidates for positions on the
board. The following candidates have agreed to have
their names stand:
President - Mrs. Frederick Field, BA'42; 1st
Vice-President — George Morfitt, BCom'58; 2nd
Vice-President - R.M. Dundas, BASc'48; 3rd
Vice-President — Chuck Campbell, BA'71; Treasurer
— Donald Currie, BCom'61.
MEMBERS-AT-LARGE (four to be elected)
James     Denholme,     BASc'56;     Roger    Odlam,
BSA'29; Miss Betty Ross, BRE'70.
Agriculture, Robert S. Tait, BSc'48; Applied
Science, Frederick G. Culbert, BASc'64;
Architecture, Steven Zibin, BArch'64; Arts, David
Grahame, BA'69; Dentistry, Dr. Ed Fukushima,
DMD'69; Education, Kenneth Aitchison, BEd'51,
MEd'58; Forestry, J.F. McWilliams, BSF'53; Home
Economics, Barbara Wood, BHE'65; Law, Greg T.
Bowden, LLB'70; Library Science, no nomination;
Medicine, Dr. Skip J. Peerless, MD'61; Music, no
nomination; Nursing, Miss Ann Taylor, MSN'70;
Pharmacy, William Baker, BSP'50; Physical
Education, Dr. Robert Hindmarch, BPE'52; Rehab.
Medicine, Mary Elizabeth McGill; BSR'67; Rec.
Education, Larry J. Ohlmann, BRE'71; Science, no
nomination; Social Work, Dean Helen McCrae,
Further nominations may be made by members of
the Alumni Association for all positions — the
officers and the degree representatives each for a
one-year term and the four members-at-large for a
two-year term.
Nominations must be signed by five alumni and
have the written consent of the person nominated, *
who must be a UBC graduate.
Such nominations, together with a photograph and
75-word biographical resume of the candidate, are to
be received by the returning officer no later than
midnight, Feb. 25, 1972. The resume should state
universities attended, degrees obtained, present ^^>
occupation, campus activities, present Alumni f^m
Association activities and present and past activities.
Alumni will vote by mail ballot in early April and
the results will be published by May 10. Mail
nominations to: Returning Officer, UBC Alumni
Association, 6251 N.W. Marine Drive, Vancouver 8,
Continued from Page One
on June 7 will take office for a three-year period on
Sept. 1.
The 15 members of Senate elected by Convocation
for the 1969-72 term are: Dr. Aaro E. Aho, Mr.
Richard F. Bibbs, Mr. David M. Brousson, Mr. James
F. Cairnie, Mr. Charles McK. Campbell, Jr., Dr. Mills
F. Clarke, The Hon. E. Davie Fulton, Mr. Ian F.
Greenwood, Mr. John Guthrie, Mrs. Betsy A. Lane,
Mr. Stewart S. Lefeaux, Mr. Donovan F. Miller, Mr.
Joseph V. Rogers, Mr. Benjamin B. Trevino and Mr.
David R. Williams.
Mr. Williams is one of three Senators who are
elected by Senate to the Board of Governors under
ther terms of the Universities Act. The other Senators
who are members of the Board by election of Senate
are Mr. Paul Plant and Mrs. Beverley Lecky, who
represent the Board of Management of the UBC
Alumni Association on the Senate.
Mr. McGavin was first named to the UBC Board of
Governors by the Lieutenant-Governor-in-Council in
1966. He was elected Chancellor by acclamation in
As Chancellor, Mr. McGavin presides at all formal
University     occasions,     including    the    annual
Congregation   for   the   awarding   of   academic   and
honorary degrees. He confers all degrees awarded by        ,^
the University.


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