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Array UBC
REPORTS
Vol. 16, No. 10/Mar. 18,1970/Vancouver8,B.C.
UBC    REPORTS   CAMPUS    EDITION
Benefactor
Gives UBC
$600,000
The University of B.C. has received a gift of
$600,000 from a former student and his wife to
enable UBC to bring to the campus
distinguished visiting professors and other
scholars of special attainment and merit for
periods of up to a year.
This is the second major gift made to UBC
by Dr. Cecil Green and his wife, Ida, of Dallas,
Texas. In 1966, Dr. Green and his wife gave
$200,000 to the University for the purchase
and renovation of the former residence of
Senator S.S. McKeen on North West Marine
Drive.
"TOWN-GOWN" CENTER
The residence, rechristened Cecil Green
Park, serves as a "town-gown" activities center
and houses the UBC Alumni Association and
the University Resources Council.
The $600,000 gift from Mr. and Mrs. Green,
payable over the next three years, will be
invested by the University and the annual
income used to establish visiting professorships
bearing the name of Cecil H. and Ida Green.
Dr. Green and his wife said that their action
was prompted "by our having some concern
that present-day curricula for specialists in most
educational institutions tend to mis-match with
today's student needs by being overly-rigid,
quite inflexible and certainly short of
inspirational content.
"Thus, . . . well selected interdisciplinary
areas of knowledge, with their richer variety of
learning, can lead to exciting and valuable
developments in new knowledge, and of course
for the ultimate benefit of the community as; a
whole.
"Our hope," Dr. Green said, "is that each
generation of students will have contact with a
group of world-renowned teachers, thinkers and
researchers visiting the UBC campus."
UBC is to have sole discretion as to the
choice and qualification of the recipients of the
Cecil H. and Ida Green professorships, the
duration of each appointment and the selection
of the fields of instruction.
Income from the gift may be used for salary
or salary supplementation, library or any other
expenses connected with the appointments.
CONCERN FOR STUDENTS
President Gage said the University was
deeply grateful to Dr. and Mrs. Green for
providing an endowment to establish visiting
professorships. "The gift," he said, "is evidence
of the concern which Dr. and Mrs. Green feel
for the enrichment of the lives of students at
the University."
Dr. Green was born in England and came to
western Canada as a child. He was educated in
Vancouver elementary and secondary schools
and attended UBC as an engineering student
from 1918 to 1921.
He then enrolled at the Massachusetts
Institute of Technology, where he received the
degrees of bachelor and master of science in
engineering.
Dr. Green is noted for his work in the field
of geophysical exploration. He was awarded an
honorary doctor of science degree by UBC in
1964.
English Department head Prof. Robert Jordan addresses Friday rally
Gage Asks Review
Of Tenure Cases
President Walter H. Gage announced today that in
response to a number of requests he has called for a
review of the cases of two University of B.C. English
teachers who are protesting a decision not to grant
them tenure.
President Gage said he has asked the University's
Senior Appointments Committee to conduct the
review, taking into consideration every issue raised by
the two faculty members, their colleagues and a
number of students.
He has asked the committee to proceed as rapidly
as possible.
He said the committee's review would include not
only consideration of the teaching effectiveness of
the two men but a thorough appraisal of their
research and their academic qualifications.
COMPLEX ISSUES
He added that the committee has been authorized
to call on whatever internal or external assistance is
needed to complete its task.
President Gage said that Dr. D.T. Kenny, Acting
Dean of Arts, and the Faculty of Arts promotion and
tenure committee had asked that the whole matter be
referred for review to the Senior Appointments
Committee.
The president added that he was also taking into
account a request by a substantial number of the
tenured faculty members of the English department
that tenure be granted to the two men, assistant
professors Brian Mayne and Dr. David Powell, as well
as letters and representations to him on behalf of the
two men, and obvious student and faculty concern as
evidenced by a series of meetings last week, petitions
and a teach-in in the Faculty of Arts on Monday.
President Gage made it clear that although he has
asked for a recommendation from the Senior
Appointments Committee as early as possible, an
immediate resolution of the controversy is not
possible in view of the complexity of the issues
involved, the detailed nature of the inquiry he has
asked for and the possibility of external evaluation.
He said he has sent to the Senior Appointments
Committee the 30-page report of the Faculty of Arts
promotions and tenure committee which conducted
an   earlier    review    of   the   cases,   along   with
approximately 250 pages of documentation.
(The Faculty of Arts committee reported last
week that it had found no reason to reverse the
original recommendation of the English department's
tenure committee, which was endorsed by the head
of the department, that tenure not be granted to Dr.
Powell and Mr. Mayne.)
"I am not in a position to say when a
recommendation can be expected from the Senior
Appointments Committee," President Gsge said, "but
I am asking them to deal with the matter as
expeditiously as possible. Any final decision will be
the result of a full and thorough investigation."
Three major meetings were held on campus last
week to enable students to hear and debate the issues
involved in the tenure dispute. Each was attended by
several  hundred students.
The tenure dispute is the first major issue to
engage seriously the attention of a significant number
of UBC students in this generally placid academic
year.
The roots of the controversy go back to last
November when decisions about a number of junior
members of the English department teaching staff
had to be made by the department's promotion and
tenure committees.
TENURE RULINGS
The committees made negative rulings in the cases
of two instructors and four assistant professors. All
six had joined the UBC staff on July 1, 1965 and
were still on probationary appointments. Under
current regulations — drawn up by the UBC Faculty
Association and approved by the Board of Governors
in 1968 probation may last no more than five
years. Since all six were in their fifth year, decisions
had to be made either to grant them tenure or to
offer them one-year terminal appointments.
The    departmental    committees   recommended
against granting tenure to the four assistant professors
Please turn to Page Two
See REVIEW REVIEW
Continued from Page One
and against promotion (and automatically, therefore,
against tenure) for the two instructors.
These recommendations were approved by Dr.
Robert Jordan, the new head of the department.
Objections were raised, however, one of them being
that the ground rules had been changed.
When the six men were hired, the probationary
period for teaching staff was seven years. With the
revision of the regulations in 1968, the six were being
required to attempt to qualify for tenure in only five
years.
Because of these objections, Dr. Jordan offered
five of the six men the option of a further two years
in which to qualify. (The sixth man has resigned).
The two  instructors and  one assistant  professor
accepted the offer of a further two years' probation.
Dr.    Powell    and    Mr.    Mayne   declined.   The
departmental committee's recommendation that they
Teach-ln Gets
Varying Response
In Arts Faculty
A spot check by UBC Reports late Monday
concerning the teach-in on the tenure dispute in
the English department revealed varying degrees
of participation in Faculty of Arts departments.
A Faculty of Arts official said there was
general participation in the teach-in in English
department courses but only spotty discussion
in French department courses.
He said that for the most part students
seemed interested in factual information about
the nature of tenure and did not seem
concerned with the personalities involved in the
current dispute.
Other spot checks of students and faculty
members showed that some courses in the
following Faculties and departments
participated in the teach-in: Faculty of
Commerce and Business Administration and the
Departments of Psychology, History,
Economics, Political Science, Anthropology
and Sociology and the School of Home
Economics.
not be granted tenure but be offered only a one-year
terminal appointment was forwarded, with Dr.
Jordan's endorsement, to Acting Dean Kenny.
Protests from Dr. Powell and Mr. Mayne, some of
their faculty colleagues and a number of their
students continued. Acting Dean Kenny therefore
referred the cases for review to the Faculty of Arts
Promotions and Tenure Committee, consisting of five
full professors from departments other than English
and headed by the acting dean.
That committee studied the Powell and Mayne
cases in a series of frequent meetings over a period of
two months.
Acting Dean Kenny said today that among the
many questions considered by the committee were
these:
1. What were the precise procedures used by the
departmental committee?
2. Were new policies applied retroactively and
without notice?
3. Was the structure of the departmental
committee consistent with the requirements of the
Faculty Handbook?
4. Was the departmental committee constituted
within the spirit of the department's original mandate
for setting up promotions and tenure committees?
5. Was the mode of election to the tenure
committee irregular?
6. Should not the departmental committee have
involved all the full professors and also all the tenured
associate professors?
7. Should only tenured faculty serve on tenure
committees?
8. Should a tenured full professor who is new to
Canada and the department have been excluded from
the tenure committee?
9. Was any inadmissible testimony allowed to
enter into the deliberations of the departmental
committee?
10. Did the absence of one full professor through
sickness invalidate the recommendations of the
departmental committee?
2/UBC Reports/March 18, 1970
Standing-room-only crowd listens to speaker at Thursday meeting
Acting Dean Kenny said that besides these and
other specific questions, the Faculty of Arts
committee carefully reviewed the procedures by
which the departmental committee had assessed the
teaching ability, academic qualifications, scholarship
and administrative services to the department and the
University.
As a result of this review, he said, the Faculty
committee unanimously concluded that there was no
reason to reverse the recommendations of the
departmental committee.
It was the news of this decision that touched off
the series of student meetings last week.
Apart from a brief declaration by Mr. Mayne at
Friday's meeting, both he and Dr. Powell have
refrained from public statements. Their cases have
been argued by many supporters among the faculty,
graduate students and undergraduates.
The first of last week's three noon-hour meetings
took place Wednesday, March 11, in the conversation
pit of the Student Union Building.
This was an informal affair, apparently designed
mainly to build student interest in a more highly
organized meeting planned for the following day.
Principal speakers included Tony Hodge,
president of the Alma Mater Society; Art Smolensky,
past-president of the Graduate Student Association;
Paul Trout and Stan Fogel, graduate students in
English; Christine Krawczyk, acting vice-president of
the AMS; and two former presidents of the Arts
Undergraduate Society, Ralph Stanton and Dick Betts.
Toward the end of the meeting Mr. Stanton
proposed that the students adjourn and initiate some
form of concrete demonstration to show their
concern for the two assistant professors. He suggested
that 100 or 200 students go to the offices of the
Dean of Arts and of the English Department on the
fourth floor of the Buchanan Building.
URGED TO WAIT
The suggestion was opposed by Mr. Fogel who
urged students to wait until Thursday's meeting when
other forms of action would be proposed.
Mr. Hodge opened Thursday's meeting in the
Buchanan lounge by reading the following statement
issued by President Gage:
"I would like to clarify a statement which
appeared in Tuesday's Ubyssey in an article reporting
on the situation in the English Department.
"The article said that I agreed with Acting Dean
Kenny that 'no one but English faculty members can
judge English scholarship' and that I 'therefore will
not reverse the decision' of the Faculty of Arts tenure
committee, which upheld an earlier decision by a
departmental committee not to recommend tenure
for two assistant professors.
"It is, of course, true that only English scholars ;
competent   to   assess   English  scholarship.   Howevr!
there   may  be other  issues involved  in  the current
dispute.
"The statement in The Ubyssey arose out of a
private discussion with a group of concerned students
and did not accurately reflect the views I put to
them.
"At the time of that conversation, I had not had
an opportunity to read the report of the Faculty of
Arts promotion and tenure committee, with all its
voluminous documentation.
SPEAKERS INVITED
"Since reading that report, I have written to
Acting Dean Kenny, asking for further information
on some of the points mentioned in the report a
asking that the committee consider certain oth
aspects of the issue which I felt had not been covered.
"I expect a reply from Acting Dean Kenny
shortly. In the meantime, the issue is not yet closed."
Student John Stewart (Arts 4) told the audience
invitations to attend the meeting had been sent to
President Gage, Acting Dean Kenny, Dr. Jordan, Dr.
Powell and Mr. Mayne.
None would be attending, he said. President Gage
was out of town, keeping a long-standing speaking
engagement. Acting Dean Kenny had sent a message
saying he preferred to discuss the matter with small
groups of concerned students in his office. Dr. Jordan
was at that moment chairing a meeting of the English
Department faculty. Dr. Powell and Mr. Mayne had
been advised by the Faculty Association not to
address students directly on their case.
Stewart emphasized the need for "responsible
student action on this important and delicate issue."
This was no game, he said; the careers of two highly
regarded professors were at stake. He proposed that
students request a teach-in on the issue on Monday,
March 16, and that they also express their concern to
the administrative officials concerned.
Dr. Jordan, he added, had agreed to address
students at another meeting the next day (Friday).
The first faculty supporter of Dr. Powell and Mr.
Mayne to speak was Dr. John Hulcoop, associate
professor of English. He stressed that this was "no
time to let the whole thing get out of hand and go up
like an irresponsible balloon."
UNBIASED VIEW
He said he knew that President Gage was distressed
at being unable to attend the meeting. The President's
statement was an important indication that "his views
are clear and open' and receptive and unbiased and
unprejudiced."
Dr. Philip Akrigg, professor of English and a
member   of   the   department's   tenure   committee, denied an earlier statement by Mr. Stewart that he
was there to represent Dr. Jordan. He said he spoke
only for himself but he was concerned that someone
should speak out for "a particular philosophy, a
particular attitude toward UBC" since this position
had not been widely heard.
He said the committee had been concerned about
the various qualifications a man can bring to a
teaching job: of training, of personality, of ability to
communicate, to teach, and of ability to participate
actively in his discipline.
BEST DEPARTMENT
Dr. Jordan's intention, he said, was to have the
best English department in Canada. To grant a man
tenure was to assure him of a job for life, and if
mistakes in judgment were made at this point, then
generations of students would suffer under boring,
unprepared, lazy or absentee professors, "it's utterly
crucial," Dr. Akrigg said, "that ycur tenured group be
the best you can possibly get."
Tenured professors, he said, "have got to be able
to teach, and too often they haven't been able to
teach in the past. . . . We've got a lot of deadwood in
our department, sure. What do we do? We try to
make absolutely sure that we're getting the best and
nothing but the best as our tenured members of the
future."
Dr. F.E. Stockholder, assistant professor of
English, who supported Dr. Powell and Mr. Mayne,
said he was asked by one of his students, "Are you
ready to resign, to put your body on the line?"
The situation had not yet come to that, he said,
The cases were still open and faculty and students
till had a voice.
Students seemed to feel that the issue involved was
a conflict between teaching and publishing Dr.
Stockholder said; this was a gross error. Both Dr.
Powell and Mr. Mayne were published scholars. What
was at stake was something more profound.
He said a division of labor had occurred among the
faculty of universities. The first group tends to see
administration in a patrician-like fashion. They form
a honorable group who consider themselves
responsible for the care of the whole culture.
Technocrats form the second social group. Their
major concern tends to be production. The last group
are the educationists interested "in something more
august."
The patricians are older men who because of panic
jt what it happening to the young around the world
^ve formed an alliance with the technocrats, he said.
The results of this alignment can be seen in
universities like Berkeley.
"What we are engaged in as political animals, at
this point," Dr. Stockholder said, "is to persuade the
patricians to realign with the educationists, to permit
the proper division of labor in this University among
those three groups, and the continuation of a fruitful
intellectual life.
MAINTAIN ORDER
"It seems to me we have a good chance of that if
we remember that the crucial thing for a patrician,
and for all of us, is to maintain political order.
"We are not to the point where we have to put our
bodies on the line. We are nowhere near the point
where we have to become outraged."
He suggested students take "intelligent political
action" by assessing the teaching qualities of Dr.
Powell and Mr. Mayne, then by making their views
known through a petition.
Students should discuss the issues with other
students and with faculty members and ask where
they stand on an equal division of labor at the
University, and whether they feel it is right to "fire"
two men who have been nominated for UBC's Master
Teacher Award "on rather obscure notions of
scholarship, especially when their scholarship hasn't
been examined yet."
Some people, in the course of the dispute, have
lost their reason, he said, and "we must restore reason
into this body politic, the University, if we are to
preserve it."
Mr. J.R. Doheny, assistant professor of English,
said the trouble began a year ago when former Dean
of Arts John Young said "he needed someone to
straighten out the department, that there was a lot of
dissension in it." He said Dr. Jordan had said he felt
he had a mandate from Dean Young reaffirmed by
Acting Dean Kenny, to upgrade the department.
He said this was not only insulting to the present
tenured members of the department, but that the
English faculty had never been given a chance to
discuss what kind of department they wanted.
Paul Trout, a graduate student in English, said it
had been suggested that the choice facing students
was between good teachers, and good teachers who
also publish scholarly works.
Life is not that simple, he said. If a person spent a
large part of his time on publication, this would
detract from his ability to teach and to do research to
support his teaching. This is usually a different kind
of research from that which supports publication.
"I   think  it's wrong to ask of new teachers in a
Lack of a public address system at the
opening of Thursday's meeting resulted in
some speakers mounting a handy step ladder
to address crowd in Buchanan lounge.
discipline the kind of production that is being asked
in the Department of English," Mr. Trout said.
The conflict was not only about teaching, he said.
There were also questions of procedure and due
process. But, he said, "this is an attack on good
teaching, and don't kid yourselves."
Dr. W.E. Willmott, associate professor of
anthropology, said the Mayne—Powell case raised
issues for the whole University. The same kind of
issue was just coming to a head in his own
department.
He said he shared with Prof. Akrigg and with Prof.
Jordan the desire to upgrade the quality of
scholarship at UBC, to make this the best university
in Canada. The problem lay in the definition of
scholarship.
There are two aspects to scholarship, he said. One
is the creation of new ideas and the discovery of new
facts; the other is the communication of these facts
and ideas to other people. The first was research; the
second could be either publication or teaching.
"We are hung up on the idea that unless it is
published, unless it is written, it isn't scholarship"
and that "what we communicate to our students in
class is not scholarship," Dr. Willmott said.
MESSAGE CLEAR
He said if the Mayne—Powell decisions are not
changed, the message will be clear to all: "What
counts in this University is not whether you can
teach, but whether or not you can publish and
whether or not you have a Ph.D."
He said it was paradoxical that at a University
which has as its president a Master Teacher, whose
Senate has recently reaffirmed its concern for good
teaching, and where the head of the English
department is himself an excellent teacher, the idea
of improving scholarship has been narrowed to
increasing the number of publications and paper
qualifications.
Dr. Willmott was asked if he did not support the
view that publication was teaching at the highest
level, that of one's peers.
He replied that he considered students his peers.
Knowledge is generated in the classroom just as in the
research laboratory, the library and the field, he said.
The teacher who thinks he has nothing to learn from
his students is finished.
Graduate student Stan Fogel called on students to
support Mr. Mayne and Dr. Powell. He said 66 per
cent of the tenured faculty members in the English
department had signed a statement asking President
Gage to have the two cases reviewed.
He said two members of the departmental
committee had only been at UBC three months and
could not possibly assess the qualifications of the two
men; that only one member of the tenure committee
had read the manuscript of a book by Mr. Mayne, and
that member liked it; that few members of the
committee had taken the trouble to assess personally
the teaching of the two.
He charged that Prof. Jordan and "a small coterie"
of faculty members were trying to stamp their own
image on the English department. He asked students
to show their support for the majority of faculty
members who opposed this but urged them not to do
"anything foolish or capricious."
MOTION PASSED
Student Richard Smith suggested the "most
civilized way" to inform President Gage of the
students' opinion was by circulating and signing a
petition calling for the granting of tenure to Dr.
Powell and Mr. Mayne.
Ralph Stanton then proposed that the meeting
pass a motion addressed to President Gage which
would read: "We, a meeting of 400-plus students of
UBC, demand the granting of tenure to Professors
Brian H. Mayne and David L. Powell."
A student in the audience suggested replacing the
word "demand" with "something a little less
inflammatory." After some discussion the word was
amended to "request."
Ann Jacobs (Arts 4) read a statement representing
the position of English honors students, which was
published in the Friday, March 13, edition of The
Ubyssey.
The statement questioned whether proper
consideration had been given to unpublished writings
of the two men, urged the promotions and tenure
committee to "remove their blinkers and review the
situation from all angles," and pledged support for
faculty attempts to have the decisions reversed.
Mr. Hodge and Miss Krawczyk urged students to
sign the petitions, to talk to and write to faculty
members, Prof. Jordan, Acting Dean Kenny and
President Gage, and to discuss the issues involved in
their classes on Monday.
TEACH-IN ARRANGED
Jeff Marvin, a graduate student in psychology,
contended student action had to go further than
letters and petitions. He said people had to learn that
students can no longer be trampled upon, that
"students aren't niggers." He concluded with the
slogan, "All power to the people."
At Friday's meeting outside the Buchanan
Building, John Stewart, one of the organizers of the
meetings, read a memorandum which he said had
been drafted that morning in Acting Dean Kenny's
office. It read:
"We urge members of the Faculty of Arts to
support the proposed teach-in to be held on Monday,
March 16, but the decision to participate or not be
made at the discretion of each member.
"We would suggest the following discussion topics:
firstly, the functions of the University in terms of the
preservation and extension of knowledge; second,
qualifications of the faculty to perform these
functions; thirdly, should there be a special rank such
as Senior Instructor for those whose main
contribution to the university consists of superior
teaching? Should there be a special category apart
from the traditional professorial rank for someone
whose main contribution is the extension of
knowledge, i.e. published scholarship? Fourthly, what
difference if any, should exist between probationary
Please turn to Page Four
See REVIEW
UBC Reports/March 18, 1970/3 REVIEW
continued from Page Three
appointments and tenured appointments? Is tenure,
as The Ubyssey suggests in its editorial of March 16,
an archaic institution? What changes, if any, should
be made in present proceedings for arriving at tenure
decisions?"
The memorandum was signed by Mr. Hodge, Mr.
Stewart and Acting Dean Kenny.
The next speaker was Prof. Robert Jordan, head of
the Department of English. He was given a courteous
and attentive hearing by a crowd which, by now, had
overflowed the Buchanan steps and spilled into the
Main Mall.
HEAD SPEAKS
"I'm happy to respond to your interest in some of
the recent events in the English department," Prof.
Jordan said. "I will explain the context of University
policies and procedures within which these events
have taken place. I will not discuss individual cases
and personal grievances.
"Now I'm billed as presenting what is called,
euphemistically or otherwise, 'the other side' and I
suppose there's pretty good reason why the other side
is not very clearly understood.
"The English department and I myself as head
have quite steadily observed the ethical
considerations which customarily prevail in situations
of this kind, to adhere carefully to prescribed
procedures, to safeguard the rights of individual
faculty members against unfair or arbitrary treatment
by the department or by the administration. Also,
University departments recognize the moral
obligation to protect against the possibility of
jeopardizing an individual's reputation by the
publicizing and the disseminating of any adverse
judgments   about that individual.
"in other words, in a professional evaluation of
University staff, departments try extremely hard to
operate within the utmost discretion.
"It's very desirable and important to have a clear
understanding about what tenure is, but I suppose by
this time such a definition is superfluous and I won't
trouble you with it.
"In a word, though, it is employment for life and
for that reason the University must assure itself that
thirty years from now the teacher will be a vital and
still expanding intellectual force. The University can't
gamble on promise alone and for that reason there is
such a thing as a probationary period of appointment,
which runs from five to seven years depending upon
the institution.
"Because the University has to go through
carefully the procedure of evaluating people in first
appointments, that is, on the probationary status, it's
important that it regard as carefully as possible the
qualifications of such individuals. And this is where
qualifications and research are important with the
larger aspects, some of the larger perspective around
that central feature of the University teacher.
"A man actively engaged in advancing the frontiers
of his field is not likely to be delivering the same
lecture thirty years from now as he is today. Today's
relevance can often become tomorrow's soporific.
STATEMENT READ
"As to qualifications for tenure I'd like to quote a
policy statement from the Bulletin of the Canadian
Association of University Teachers, the national
association of the profession, and I could just as
easily quote the Faculty Handbook of UBC and the
Guidelines of the English department as they all say
the same thing. It's a consistent national qualification
or sequence of qualifications.
"The wording here reads: 'In considering grounds
for granting tenure the committee should have regard,
among other things, to (a) scholarship as exemplified
in teaching and research.'
"The important matter there is the conjunction
'and,' that is, the connective between teaching and
research. They go together.
"Sometimes, and here the other side hasn't been
clear in particular, because one often hears these days
from the 'non-other side' if there is such a thing, and
I'm afraid there is, that research is inimical to
teaching, that it is somehow hostile to teaching, and
as I say I'm emphasizing what is known throughout
Canada, indeed throughout the western world, in
academic terms as the conjunction of teaching and
research. They are mutually nourishing to one
another.
4/UBC Reports/March 18, 1970
"Any subject, I would say, that can be taught
without research is a dead subject, of no interest to
me as a teacher or I should think to students either.
In other words, not only is it important to
communicate, which I do not deny for half a second,
but it is also important to have something to
communicate. And that something is generally
regarded as the product of serious, concerted
research.
"The University has, as everyone knows, two
functions which go along with teaching and research:
one is the preservation and the perpetuation of the
cultural tradition and it's the function of teaching to
make known that tradition. The other, and this is not
as often emphasized, is that the University is a center
for advancing knowledge, for learning new things, for
pushing continually out on the boundaries of known
knowledge. And this is research. This is exactly what
it is and what it does.
"The means for testing the validity of research,
and here I think is another important item not always
recognized in public discussions, the testing of the
validity and the significance and the profundity of
research, is publication of it in a world of persons
who are familiar with it and can judge it according to
the highest standards of scholarship.
"This activity, this testing in the real world of
teachers as well as the classroom, this is one of the
most certain ways of being sure that the university
and the university professor does not descend into a
kind of provincialism, which removes him from the
active pursuit of knowledge and the active
participation in what is happening in the intellectual
world and thereby enabling him to make that
connection directly with his classrooms.
NATIONAL STANDARDS
"But even more than this I'm concerned that the
English department at UBC reach national standards
of quality, standards measured according to these
national criteria which I've been alluding to because
that is the only assurance that your degree will earn
the respect of this country.
"A university is known by its faculty and a faculty
is known by its qualifications and by its contributions
to knowledge. So research is not just a personal
matter. It directly affects teaching and more than
that it directly enhances the reputation of your
University and the quality of your degree.
"Now I'm emphasizing research in this way
because not much constructive has been said about it
lately.
"But I want to point out emphatically that
research is not the center of everything, it's not the
only thing that university professors do. They teach
and I will stress and restress that until the day of
doom.
"Teaching and research are both the obligation of
university professors and for that reason the role of
the university professor must be recognized as a
demanding one. There is no joke about that.
"There are institutions which are not universities
which teach and teach hard and teach a lot. There are
teacher's colleges, regional colleges, high schools and
so on. But there's a difference between what is
expected of a teacher in one of those institutions and
what's expected at a university.
"The course load, for example, at a university is
significantly lower than that in regional colleges and
teacher's colleges and this is one indication that a
great deal is expected of a teacher. There is time
allowed for it and he is expected to be good in
research and scholarship as well as good in teaching.
"This is a hard row to hoe, perhaps, but this is the
kind of department that we want to have and to a
great extent that we do have and want to perpetuate
at UBC. This is a department of active people,
working hard, concerned with every aspect of their
work.
"Ultimately, I want to say that the real concern in
stressing qualifications of this kind and in stressing
the need to evaluate personnel constantly with care
and scrupulousness is the benefit ultimately of the
student.
VITAL PROFESSORS
"That is precisely what teaching is all about and
that is the aim of all of our efforts: to maintain the
best possible quality in our department and the best
possible quality for the degree which is conferred by
the University via the English department.
Outdoor Meeting on Friday crowded the i
"Now, despite many charges that are flying about
to the effect that anyone engaged in research must be
a lousy teacher, I want you to know — and I want to
say this loudly — there are many, many vital
professors of English actively pursuing research who
are exciting and popular teachers as well. And our
department is very proud and happy to have them.
"Now, I've referred to established procedures
within University governance for review of appeals of
controversial decisions which may occur at the
conclusion of a probationary appointment.
"In the present situation, as you probably know,
an intensive review of departmental recommendations
has been conducted by the Faculty of Arts
committee on promotions and tenure and is being
considered further by President Gage.
"Beyond that kind of review lie other avenues of
appeal through the local Faculty Association and via
that to the national Faculty Association and its
grievance procedures, providing these associations and
committees agree to take on such personal grievances
and complaints in individual cases.
"Now in these reviews, detailed examination is
made of all possible evidence and of all procedures
followed in arriving at recommendations concerning
that evidence. I am answerable to those reviewing
agencies on all matters of detail. Such matters I am
bound not to discuss in this kind of a public forum,
but that does not mean that they are not
scrupulously considered and carefully and fairly
discussed.
"Now I hope that this statement has been of some
useful interest to you and I hope that you can give
serious consideration and serious thought to not only
particular issues but also to the broader issues such as luchanan plaza and spilled onto the Main Mall
were read to you earlier concerning the teach-in
scheduled for next week. Thank you very much for
your attention."
Prof. Jordan was asked if criteria used to
determine whether to grant itenure in the English
department are also used to determine whether
tenured department members should receive salary
raises.
Prof. Jordan said salaries are reviewed every year.
The review is based on several considerations, one of
which was referred to by the questioner.
Another member of the audience quoted from
Section 1(A) of the Promotion Guidelines used in the
English department:
"The evaluation of an individual's teaching
normally will carry more weight for promotion in the
junior ranks but outstanding distinction in teaching
should receive recognition throughout an individual's
professional career."
When asked if he had read the report of the
English Graduate Students' Committee on tenure and
what his opinions of it were, Prof. Jordan said he had
read it and "am considering a response to it.'
The gathering was reminded by a member of the
audience of Prof. Willmott's comment Thursday that
the product of research can be^ teaching as well as an
article in a scholarly journal.
This was a dialectical distinction, Prof. Jordan
replied. He said he was trying :o make clear the more
normative understanding of what research is.
"I would not deny for a moment that teaching has
a very strong scholarly component and much research
is involved in the work of the classroom," he said.
"Research is a means of learning and a means of
teaching. Teaching is a means of learning and a, means
of pursuing research. They all work together. That's
precisely the point I'm trying to emphasize."
Mr. Keith Alldritt, associate professor of English,
spoke next. He said:
"We would all agree that to be a university teacher
involves you in at least two functions: to teach and to
research. Those of us who felt morally compelled to
do all we could to change these bad recommendations
do not deny, as has been suggested, the need for
publication. I think Dr. Jordan will admit that many
of us who have worked hard in this cause have some
distinction in the field of publications.
"The point is, what is the proper alignment
between teaching and publication? It is a difficult
question and one that I can't hope to answer here
today.
"One thing however is very clear: that with the
advent of Dr. Jordan a radical change was made in the
traditional alignment on this campus of teaching and
publication, at least as far as the Department of
English is concerned.
"The department has a great teaching tradition
going back half a century. Prof. Stanley Read
yesterday in the department meeting spoke most
movingly of this, recalling to us the names of Freddy
Wood and Garnett Sedgewick, people we're glad to
have behind us and whose tradition as teachers we
would hope to advance.
"There now comes a radical challenge to that
tradition. Practically, it takes this form: if you are a
young assistant professor or an instructor with a
brand-new Ph.D., you really have to produce one or
two articles within four years.
"The result usually is that the writing is premature
and often abortive and that the students suffer.
Anyone with the minimum of self-interest will say,
'damn the teaching, Jack, I must get my articles
clone.' I think that's the way it's going to be in the
Department of English if these recommendations are
allowed to prevail.
GOOD DEPARTMENT
"I think we must recognize the importance of
teaching, the importance of publication, but we
should let publication come organically, naturally and
not in a forced way. We would get good publications
and contrary to what is often said about that
department we have done good publications. I am not
at all intellectually embarrassed or humiliated to be a
member of this department. It is a good department,
it has fine traditions and we can prosecute them
further. We need not be intimidated into publishing
too soon, too much.
"That is the issue for those of us who teach. I
think the issue to you who learn is the cost of a
publish-or-perish policy. And as I say it certainly does
detract from teaching. I think this is one reason why
you should take an interest and make your wishes
felt.
"I think what we should try to do is create a
community and make it a community of faculty,
graduate students and undergraduate students and I
think that out of the creative interplay that that
might achieve there would come good writing from
the faculty and from the students too in future years.
"I don't think we need to go through the agony
that the American campuses went through. We are a
pluralistic nation, we can have a pluralistic university
with pluralistic routes to excellence. This is what we
should strive to do."
Mr. Paul Trout, graduate student in English, said
he was provoked to speak by Prof. Jordan's
description of the procedure followed by the tenure
committee. Mr. Trout also quoted from the CAUT
Bulletin:
"The decision should be the responsibility of a
committee that should be established by elective
procedures."
Mr. Trout said he understood the English
department's tenure committee is composed of all
full professors present on campus and of four
associate professors nominated by other associate
professors. "There is no public election," he said.
Mr. Trout quoted another recommendation from
the CAUT Bulletin:
"The tenure committee should interview the
candidate after study of a complete record of his
qualifications and in full knowledge of any
differences of opinion about him in his department."
He said he understood the present; committee
doesn't    interview   the   candidate   nor   study    "a
complete record of his qualifications." He said he
understood that not all the documents were read. To
the tenure committee, he said, "manuscripts seem to
be irrelevant, books in press seem to be irrelevant."
"Nonsense!" shouted Dr. Bickford Sylvester,
associate professor of English and a member of the
tenure committee.
Mr. Trout invited Dr. Sylvester to speak next.
Then he continued:
"It would seem to be very difficult indeed,
quoting Mr. Jordan, to say that a detailed review was
made of all possible evidence without reading the
publications of Brian Mayne, his manuscript, and the
work of David Powell."
CAREFUL PROCEDURES
Dr. Sylvester then took the microphone. He said
the tenure committee had "extremely careful
procedures as far as rules of evidence are concerned.
The graduate students' report is completely contrary
to fact on that point."
"I read all of Brian Mayne's publications
personally," he went on. "I read them before and I
introduced them as evidence into the meeting. I am
not the only member of the committee who read
Brian Mayne's publications."
Dr. Sylvester said UBC has "the only major
English department in Canada that does not insist
upon the qualifications that Mr. Jordan is insisting
upon."
Dr. Sylvester said he could not discuss all the rules
under which manuscripts are admitted as evidence,
because this would involve procedures designed to
protect the candidate for tenure.
"All I can do," he said, "is deny that these
manuscripts were not read. Any publications and — I
will go further — any material in press was very
carefully taken into consideration."
Dr. Sylvester added that the committee felt that
its objectivity in dealing with a candidate for tenure
would be jeopardized if the candidate came before it.
Mr. Mayne said he had been told not to speak and
not to express his views because it would prejudice
not only his case and David Powell's but the issues
that lie behind these cases. He spoke on a point of
information, he said.
"I have the only copy of my M.A. thesis . . . and it
has not left my hands in the last five years except on
one occasion which was four years ago when the then
acting head asked to read it. He is the only man at
this University to have read that thesis."
Mr. Mayne said he has published two articles, one
of which was on Arts One and the other on an
obscure novelist. The third was a radio talk which was
given too late to be accounted for.
He said he had also written a book which he
offered to a publisher last month.
"I have two copies of that book," he said. "One
copy has left my hands on two occasions. One was
when Dr. Ian Ross, a member of the tenure
committee, read it at my request and the other was
when Dr. John Hulcoop (associate professor of
English) read it at my request. He wrote to the Dean's
committee. Dr. Ross spoke about it to the tenure
committee.
MOTION PASSES
"Never was I asked for that manuscript by the
head of the department or by members of the tenure
committee. My manuscript has not been read, it has
not been reviewed, it has not been considered. Any
statement to the contrary is simply untrue."
Miss Jacobs moved non-confidence in the tenure
committee which made the decision and its head.
The motion was carried by show of hands.
Dick Betts said a sense of solidarity had come out
of the meeting. The time had come, he said, to
consider courses of action. The petitions, letters and
the teach-in on Monday are already being organized.
But if they failed, other courses of action would have
to be taken to defend the interest of the University
and the interest of those at the University.
Miss Christine Krawczyk told students that the
matter will have to be settled before the end of the
academic year. "We can't wait for weeks and weeks
before a decision is handed down. We only have two
weeks of classes left. Don't forget that."
Richard Smith (Arts 4) said petitions signed by
1,500 students had been handed in in the last 24
hours. The aim, he said, was to have 5,000 signatures
by Tuesday.
UBC Reports/March 18, 1970/5 A member of the staff of the Physics Education
Evaluation Project, or PEEP for short, sits quietly
at the back of tutorial session and records every
five seconds what is happening in the class. It's part
of a unique project designed to measure and
improve the teaching effectiveness of a first-year
physics course. 'The project is a joint effort of a
team from the Faculty of Education and the
Physics Department. Photo by Extension Graphic
Arts.
PEEP
■ M aa%m ■       IS AN ACRONYM
FOR AN UNUSUAL EDUCATION
EVALUATION PROJECT CURRENTLY BEING
CARRIED OUT BY A 10-MAN TASK FORCE
FROM THE UBC FACULTY OF EDUCATION
AND THE DEPARTMENT OF PHYSICS. IT'S
DESIGNED TO MEASURE AND IMPROVE THE
TEACHING EFFECTIVENESS OF A
FIRST-YEAR PHYSICS COURSE AND COULD
PRODUCE RESULTS WHICH WILL IMPROVE
TEACHING PROCEDURES IN OTHER
UNIVERSITY COURSES. ASSISTANT
INFORMATION OFFICER PETER THOMPSON
DESCRIBES THE PROJECT AND HOW IT IS
BEING CARRIED OUT IN THE ARTICLE
BELOW.
By PETER THOMPSON
Assistant Information Officer, UBC
PEEP. 1. v.i.  Look through half-closed eyelids
or narrow aperture, look furtively.
2. n. Furtive or peering glance; Peeping
Tom, type of prurient curiosity; Peep Show,
pictures etc. seen through lens in small aperture.
PEEP. n. & v.i. (of chick, mouse, etc.). Chirp or
squeak.
PEEP is also an acronym for an education experiment
now underway at the University of B.C. It may become
the most important meaning of the word for educators
in industries, schools and universities across North
America:
PEEP, A Physics Education Evaluation Project,
undertaken jointly by the Physics Department,
Faculty of Science, and the Science Education
Department, Faculty of Education at UBC.
AIM OF PROJECT
The project aim is to measure and improve the
teaching effectiveness in Physics 110, a first-year course
taught by Dr. Walter Westphal, assistant professor of
physics. Dr. Westphal is a co-chairman of PEEP with Dr.
Walter Boldt, assistant professor of education.
Like so many good things in life, PEEP began at a
party.   Dr.    Boldt   had   returned   to   UBC   from   the
University of Illinois where he took his Ph.D. degree and
explained some of his work to Dr. Westphal. While at
Illinois, Dr. Boldt was involved in developing a national
astronomy program for elementary and secondary
schools. Dr. Westphal thought some of the procedures
could be used in his physics course.
CONTINUOUS FEEDBACK
Though the evaluation of teaching in Physics 110
isn't finished yet, PEEP has provided continuous
feedback from students. It could also lead to
improvement of other courses at UBC and elsewhere.
Inquiries have been received from the Faculty of
Law, Faculty of Graduate Studies and Department of
Zoology at UBC and from the University of Alberta,
University of Illinois, Canadian Association of Physicists,
and a major real estate company in B.C.
The methods have been used in UBC's Department of
Chemistry and Faculty of Education and in two high
schools in North Vancouver. Six German universities are
using one of the PEEP techniques and are following the
experiment.
Work on PEEP began last May.
"About 10 people have been involved in the project,
devoting approximately one-third of their time to it."
Dr. Westphal said. "So the amount of work represented
in the project so far is about two years of work by one
man, and we won't be through until July or August."
Against the work invested in PEEP by faculty and
graduate students, Dr. Westphal estimated the
investment of his undergraduates in the course.
"Students in the course attend three hours of lectures
a week, a one-hour tutorial and a 90-minute laboratory
period.
"This means each student invests some 80 man-hours
in lectures during the year, 40 man-hours in tutorials and
100 man-hours in the laboratory, including homework, a
total of about 250,000 man-hours for all students in the
four sections of the course during the academic year.
"If you value this at, say, $2.50 per hour, the wage
many students receive from their summer jobs, their
total financial committment is approximately $600,000.
I think an investment of this magnitude requires more
from the teacher than a sincere effort to improve his
work, and that is why we started PEEP."
Following the best of scientific traditions, Dr.
Westphal asked himself what he wanted the course to
accomplish, what could determine the results and how
he could measure his efforts to accomplish what he set
out to do.
DIVIDE STUDENTS
Section I has 419 students and Section III, the other
section he teaches, 213. The prerequisite for the course
is Grade XI physics with a passing grade.
He realized that the students could be divided into
four   groups   according   to   background   and   vocation.
6/UBC Reports/March 18, 1970 Many of the students were involved in the "hard
science" such as physics, engineering and chemistry and
would use these subjects in their future work.
Students whose future work depended to some
extent on a knowledge of physics made up the second
group. These are the "side line" physics students
interested in the biosciences, medicine and geology.
The third group's future work in law, social sciences
of the humanities would only be indirectly linked to
physics and the fourth group was undecided as to
vocation.
SUIT ALL GROUPS
The course had to be designed to suit all four groups,
taking into account their varying degrees of high school
physics instruction.
"The North American system of education leans
heavily on motivating students by continuous grading."
Dr. Westphal said. ''Students are highly
* examination-oriented. They are forced to direct their
attention primarily to grades; genuine interest and
diversity are of secondary importance."
He resolved to de-emphasize exams as much as
possible "though the course can't exclude grading as it
has to fit into the University system." A grading system
^^peing used which reduces examination pressure. A
student can fail one or two of the four course
examinations without endangering his final grade. And
the exams are as much a guide of the teacher's "success
or failure" as the student's.
Dr. Westphal decided that students in Section I will
spend more time on general background to physics with
a strong accent on the meaning of physical laws and the
relationship between theory and reality. Problem solving
would be de-emphasized.
An advantage of this approach is a broader exposure
to concepts. A danger is that without extensive
problem-solving, students may not get an adequate
intuitive understanding of the subject.
The teaching style in Section III would be different,
he decided. It would be closer to the high-school
3—ytcoacb.
™e was especially concerned with student
involvement. Beside the fact that student feedback
would be necessary to know how to improve the course,
Dr. Westphal hoped the experience would "encourage
students to seek more participation in shaping their
academic environment."
PEEP staff, after considering four major models of
educational evaluation, chose a type of
"composite-goal" model, in the parlance of education.
The model was developed by Dr. Robert Stake,
professor of educational psychology at the University of
Illinois.
TEACHING PLAN
Reduced to its simplest form, the Stake model is
almost obvious. Stake's approach is to draw up a
teaching plan which will produce the desired academic
results from the students, assuming a certain amount of
student preparation. This is compared with actual
student preparation, actual teaching and actual results.
The trick is to discover how to measure how close the
< co-relation is between planned and the actual
preparation, teaching and outcomes.
During the fall term PEEP staff experimented with
different methods of testing this matching of what was
planned and what actually occurred. The tests selected
were put into effect at the beginning of the second term.
Before each lecture or tutorial Dr. Westphal fills out
an   exhaustive  form   outlining  what   the  session  is to
accomplish. The "lecture pre-analysis questionnaire"
asks such things as the subject matter to be dealt with;
the purpose of the presentation; whether the
presentation will involve slides, films, a demonstration or
other methods; expected student preparation; the
amount of student interest anticipated; and the relative
importance of the material to the course, for physics in
general or for reinforcing a concept
It usually takes one hour to complete the forms.
During the lecture a PEEP staff member checks off
student response to the material. The categories he
checks off include entry and exit behavior, non-receiving
behavior, awareness, passive attending, controlled
attending, compliance, voluntary responding and
satisfaction in response.
A category is checked off every 15 seconds. The
PEEP member acting as observer records what the
lecturer is doing, such as answering questions, going over
old material, giving a demonstration, as well as
extraneous influences on the lecture such as the weather
or late arrivals.
This gives measurements of students' emotional
response to each lecture. But students might appear to
be enraptured and yet not understand what the lecturer
is trying to teach them. To measure student
comprehension a random group of students fill out
another form at the end of the lecture.
USE VALUE SCALE
Students check off on a value scale how well the
lecturer organized his lecture material, emphasized key
ideas, answered questions or clarified unfamiliar terms.
It also records the student's preparation for the lecture.
This form and discussion with the observer gives the
lecturer immediate feedback on how he performed
which he can compare with the pre-lecture
questionnaire.
A slightly different method is used in evaluating
tutorials.
"A tutorial shouldn't continue the lecture. It should
expand it and there should be a lot of student
interaction," said Dr. Boldt. "The technique we came up
with really evaluates tutorial teaching styles."
A PEEP staff member records what is happening in
the class every five seconds in much the same way as the
test for emotional or affective response is done in
lectures. But in this case the test also measures the
degree of interaction.
"We have found these methods remarkably reliable,"
Dr. Westphal said. "We had two PEEP members check
off the same tutorials and lectures independently of each
other. When we compared their results they were
almost completely parallel.
"Student involvement has also been excellent.
Students are anxious to participate. They are pleased
that we are concerned with our teaching effectiveness
and they are more interested in the course since PEEP
has made them more aware of it.
"Besides, not many students are given the
opportunity to tell a professor what they think of his
lecture."
Before the course began in September student
knowledge of physics and attitude towards the subject —
how valuable it is and how much fun it is to do — were
measured in two separate tests. Another attitude
evaluation test will be given at the end of the course.
The last stage of the project, analysing the material,
will be done after term ends. Material from the attitude
evaluation tests, the check-off forms and examinations —
including the final and the pre-course exams — will be
fed into a computer to give a profile of the actual
tutorials and lectures.
'•7*iV
PROF. HARRY G. JOHNSON
Economist
Gives Grauer
Lectures
Professor Harry G. Johnson, a Canadian-born
and internationally-known economist, will give
two Dal Grauer Memorial Lectures at the
University of B.C. on Monday and Tuesday, March
23 and 24.
Prof. Johnson, who has the singular distinction
of holding professorial posts at both the London
School of Economics and the University of
Chicago, is noted for his work on the "brain
drain," the economics of labour, trade unions and
education and what he calls the "opulent society"
to distinguish it from the affluent society sketched
by economist J.K. Galbraith.
Prof. Johnson will speak on "Foreign Control:
the Multi-National Corporation and the National
State" in room 104 of the Henry Angus Building
at 12:30 p.m. on Monday.
On Tuesday, he will speak in the Totem Park
Residences common block at 8:15 p.m. on the
topic "The Pearson Report: Partners in
Development."
As a writer and commentator on the Canadian
scene. Dr. Johnson has opposed political and
economic nationalism as expressed in such
attitudes as tariffs, restricting entry of Americans
into Canada and the so-called "Quebec first"
viewpoint.
He has opposed western restrictions on the
growth of less-developed countries and has
originated and sympathized with many
unorthodox ideas.
Dr. Johnson was born in Toronto and took his
Bachelor of Arts degree at the University of
Toronto in 1944. He obtained a second Bachelor
of Arts degree at Cambridge after service in the
Canadian army and then returned to Canada to
take his Master of Arts degree at the University of
Toronto.
He was awarded the degree of Doctor of
Philosophy at Harvard University in 1950.
Dr. Johnson taught at Cambridge University
and the University of Manchester in England
before joining the University of Chicago staff in
the early 1960s. His simultaneous appointment at
Chicago and the London School of Economics was
made in 1965.
He has spent numerous terms as a visiting
lecturer at Canadian universities and has served on
several government commissions, including the
Porter Royal Commission on Banking in 1962-63.
He was president of Canadian Political Science
Association in 1965.
As a theorist Dr. Johnson is best known for his
writing and lectures in the field of international
trade, international monetary relations, national
monetary theory and stabilization policies.
More recently he has worked extensively on the
problems of economic growth and nationalism in
less-developed countries.
He is generally regarded as the most active and
original economist that Canada has yet produced.
UBC Reports/March 18, 1970/7 STUDENT OPINION SOUGHT
Food Improves After Survey
Last week, in the first of two articles on UBC's
Department of Food Services, Doris Hopper,
assistant information officer at UBC, examined the
seven cafeteria and snack bar outlets that cater to
the some 25,000 persons who make up UBC's
daily population. This week, in her second article,
Miss Hopper looks at food services in UBC
residences and gives the results of a recent survey
to determine food preferences.
By DORIS HOPPER
Assistant Information Officer, UBC
There are three UBC residence dining halls—the
smallest in Fort Camp caters to 661, the largest in
Totem Park to approximately 1,200, and the third
in Place Vanier to more than 900.
Each residence dining hall has its own kitchen
with a qualified dietitian in charge. Menus are kept
as uniform as possible, although Fort Camp, being
smaller, cannot offer quite as much variety.
COST BREAKDOWN
Of the $103 (double) or $108 (single) that
students pay for accommodation in permanent
residences. Food Services receives $47.70 per
month per student, which breaks down to $1.59
per day.
Of that $1.59, 51 per cent or 81 cents goes
toward the purchase of food, 36 per cent or 57
cents is absorbed by labour costs, six per cent or
10 cents meets other costs such as light, heat and
insurance, and seven per cent or 11 cents is used
for repayment of debt in 1969—70.
Food Services is responsible for amortizing that
portion of the debt incurred in the development of
food facilities within the residences, which
currently amounts to approximately $800,000.
The portion of the $1,144,650 generated by
Residence Food Services in 1969 that went toward
loan and interest payments was $82,353, or
approximately seven per cent.
The residences themselves are also heavily
mortgaged to Central Mortgage and Housing and a
good portion of the rents charged to students goes
toward repayment of debt. This in part answers a
question which many residence students raised:
"Why can't more of our rent money be given to
Food Services so that they could provide better
quality food?"
ADJUSTMENTS MADE
Deputy President and Bursar Mr. William White
explained that the sharing out of rental charges
between Food Services and Housing is based in
part on a breakdown of the capital costs, with
each receiving a portion in proportion to the debt
carried.
"Adjustments are made from time to time in
the portions of rent received by Food Services and
Housing to reflect changes in costs," he said.
Students living in UBC's residences generally agree that food quality has improved this
year as the result of a survey carried out by
the Food Services Department, which
asked students to state their likes and dislikes.
Some students wonder why, if Food Services
can feed residence students three meals a day for
$1.59, the same thing should not be possible in the
campus food facilities. Part of the reason is that
many residence students miss meals and those who
do are subsidizing a fellow-student's dinner,
because no refunds are allowed.
ADDITIONAL INCOME
Also, during the summer months Housing and
Residence Food Services cater to many
conventions and conferences that are held on the
UBC campus. By participating in the provision of
this service, Food Services is able to generate
additional revenue.
Most residence students interviewed by UBC
Reports seemed reasonably content with the
quality of food. "For the amount of money Food
Services has to spend, I guess they are doing all
right," said one student. "The price is right and
that's about it," said another. "It isn't like
mother's cooking," said still another, "but it isn't
that bad. I think a lot of people complain for the
sake of complaining."
A survey of student food preferences was
recently conducted in all the residences by Food
Services and genuine efforts have been made to
make the menus reflect what the students want to
eat.
Results in Totem Park, the largest complex,
indicated that grilled cheese sandwiches, a fruit
bowl, or a hamburger were the three most popular
luncheon items among students. Veal fricassee,
Welsh rarebit and a Yellow Submarine (an
eight-inch bun filled with potato salad and
bologna) were the least popular.
Fowl beat out steak in the popularity contest as
most students indicated a preference for baked
chicken or roast turkey as their first two
preferences and steak as their third on the dinner
menu. Down at the bottom were veal cutlet,
minute steak and baked ham as the least preferred
dinner items.
COMMENTS INVITED
Students were invited to submit comments or
criticisms and many revealed some of the
difficulties encountered by Food Services in trying
to accommodate individual preferences. In Totem,
for example, 29 students complained about the
meat, with the number of complaints split almost
evenly between those who complained it was too
rare and those who complained it was overcooked.
Not all comments were uncomplimentary,
however, and some were quite flattering. "Soup is
great," from five Totem fans and "You make
lovely desserts," from the sweet tooth set.
Some students revealed an unexpected Spartan
streak. Twenty Totem students asked that the
food be "cooked plain without fancy variations."
One Fort Camp student reiterated this refrain
more succinctly: "No frills." A Place Vanier
student wanted a sign placed in the dining hall
reading: "Don't Waste Food."
Food wasn't the basic problem for at least one
student who inquired plaintively: "What do you
eat when you have a weight problem and are not
turned on to cottage cheese and lettuce?"
Better bag lunches and fresher bread were two
major improvements requested by students. Bag
lunches are supplied by Food Services when
students cannot get back to the dining room for
lunch or dinner. Food Services has started using an
improved quality wrapping paper to overcome the
problem of dry bread.
FOOD IMPROVED
Residence students repeatedly remarked during
interviews that the food in residences has much
improved since the survey and many students were
impressed that Food Services took the trouble to
determine their likes and dislikes.
Any student may purchase a meal in any of the
residence dining halls. You must pay in cash and
take a full meal. Breakfast costs 85 cents, lunches
are $1.10 and dinners $1.45.
At present there is no indication of an increase
in charges for food and accommodation in the
residences.
Dean of Arts Resigns
DEAN JOHN YOUNG
8/UBC Reports/March 18, 1970
Professor John H. Young has resigned as dean of
the University of B.C.'s Faculty of Arts but will
continue to hold his post as professor of economics.
The UBC Board of Governors has received Dr.
Young's resignation, which is effective on June 30,
and extended his present leave of absence for another
year from July 1, 1970.
Prof. Young has been on leave from UBC in the
current academic year to serve as chairman of the
federal government's Prices and Incomes Commission.
The commission was established by the federal
government to investigate and report on the causes,
processes and consequences of inflation and to
inform the public and the government on the best
means of achieving price stability.
The extension of Prof. Young's leave of absence
by the UBC Board of Governors will enable him to
continue his work in Ottawa.
Prof. Young was named dean of the Faculty of
Arts in February, 1969. He has been a member of the
faculty since 1960 when he was appointed head of
UBC's economics department.
A native of Victoria, Prof. Young was educated at
Victoria College, a former affiliate of UBC, Queen's
University and Cambridge University. He was a
member of the faculty at Yale University before
joining the UBC staff.
■ ■■% J% Volume  16,  No.  10-Mar.  18,
I ■■■ 1*  1970. Published by the Univer-
II II Il sity of British Columbia and
^^ Ua* ^B* distributed free. J.A. Banham,
REPORTS Erjitor; Barbara Claghorn, Production Supervisor. Letters to the Editor
should be addressed to the Information Office,
UBC, Vancouver 8, B.C.

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