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UBC Publications

UBC Reports Oct 23, 1969

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The UBC Senate will begin discussion on
Nov. 1 of the final report of its Ad Hoc Committee
on Long-Range Objectives. The five-chapter,
132-page document has been in preparation for
the past 16 months and is meant to serve as a
guide to development of the University over at
least the next decade.
The special meeting of Senate on Nov. 1 will
take no formal action on the report. The discussion will serve as a guide to the thinking of
Senators on the recommendations in the report
and will be continued at Senate's regular meeting on Nov. 12.
The special meeting will be open and 30
tickets for the public gallery will be available.
Reservations can be made by calling the registrar's office up to 24 hours in advance of the
The two most complex and controversial
issues which the committee tackles are the questions of the limitation of enrolment and the improvement of the academic organization of the
The committee was unable to reach unanimity
on either of these issues. The majority of the
committee recommended limiting UBC's enrolment to 27,500, but its chairman, Dr. Cyril Belshaw dissented. On the question of changing the
organizational structure of the University, the
committee agreed on some recommendations
(nos. 18 to 26, with a minority opinion on the
question of the term of office of department
heads), but divided 6-5 on a fundamental issue.
The majority favoured retaining the existing
'basic structure of the University, with some modification; the minority proposed dividing the University into a number of federated colleges,
eliminating the existing faculties and creating
three academic divisions, each containing several
colleges and institutes and each potentially a
separate university.
In a brief introductory chapter, the report
refers to an earlier document of similar nature,
Guideposts to Innovation, published in 1964.
The committee notes the changes in the "intangible environment" on campus over the last
I five years, and how they have affected the committee's structure and its operations.
Guideposts was prepared by a committee of
seven faculty members and one alumni Senator,
appointed by and reporting directly to the president.
The present committee is a creature of the
Senate. Four of its members were elected by
Senate, five were appointed by the president,
three are ex-otticio and two were co-opted by
the other members.
Two members of the Guideposts committee
are members of the Senate Long-Range Objectives Committee. They are Prof. Cyril Belshaw,
head of the department of anthropology and
sociology, and Prof. John Norris, of the department of history.
Other members are Dr. Robert Clark, director
of academic planning; Dr. W. D. Finn, head of the
department of civil engineering; Mr. K. M. Lysyk,
professor of law; Dr. J. R. Mcintosh, professor of
education; former student senator Donald Munton; Dr. M. W. Steinberg, professor of English;
Dr. R. W. Stewart, professor of oceanography;
Mr. D. R. Williams, Alumni representative; and
former Chancellor John M. Buchanan, President
Walter H. Gage and Registrar J. E. A. Parnall,
who are ex-officio members.
The Belshaw report notes that the Guideposts
committee contained no student representation
and that its report was pervaded by "the implicit
and imperturbable conviction that the faculty
knew what is best for students, at least in the
broad realm of academic affairs." That assumption, the committee notes, is no longer unchallenged.
In chapter two, the committee deals with the
question, "What should be the main academic
goals at this University?" The three goals it
identifies are the preservation and extension of
knowledge; the development of the individual
student; and serving the needs of people in
The report devotes moire space to the Uni-
Vol. 15, No. 20, Oct. 23,1969, Vancouver 8, B.C.
Dr. Cyril Belshaw, head of the anthropology
and sociology department, was chairman
of the Senate committee on long-range
versity's social role than to the other two goals.
It says the University should help students prepare for a career that will be useful to them and
to society, but without overemphasizing technical
training that could well be provided elsewhere.
It notes that some students and faculty members feel the University should become more an
instrument for social reform, through political,
practical or cultural means.
The committee concludes that the University
should not give strong emphasis to the preparation of students for political participation; that
the University itself must continue to remain
neutral in political controversies; and that faculty
members and graduates should become more
involved in political affairs but only as individuals
and not as spokesmen for the University.
In its concluding comments in this chapter,
the committee says: "We recognize that increasing numbers of students are challenging goals
and priorities within the University. More and
more they are asking moral questions. They are
questioning the moral values faculty members
bring to the decision-making process in department, faculty ancl Senate meetings.
"Very many faculty members do not feel
equipped by virtue of their own scholarly training to cope with these questions. Often they
would prefer to avoid them.
"We believe that the students are justified in
raising these questions and expecting faculty
members to discuss them. This is not an argument for importing a discussion of Plato's doc
trine of the good, the true and the beautiful into
a class on mineralogy or differential equations.
But it is an argument for developing the sort of
university where students feel free to raise such
questions with their professors in informal gatherings, and where at least some faculty in every
department are willing to engage in dialogue
with the students on these and related topics."
Chapter three of the Belshaw committee's
report approaches the academically and politically hot issue of restricting enrolment at UBC.
The committee says that the basic question
of how many students should be provided for in
all the public universities and colleges of B.C.
is a political question and that it must be resolved
in the political arena.
The decision as to how many students should
be admitted to UBC, it says, is a matter for
the University's Board of Governors. It adds that
it hopes its recommendations will be useful to
the Board.
But it says that, because of UBC's special
position in the field of higher education in British
Columbia, "we cannot responsibly advocate any
enrolment policy without taking into consideration the needs of other universities and colleges
in the province, and the needs of students who
may want to attend our institution or others."
After discussing enrolment trends and some
projections into the future, the committee in a
majority recommendation calls for the restriction
of total undergraduate enrolment on the present
campus to a maximum of 22,000.
The majority also recommends that the annual
rate of increase of graduate enrolment be limited
to 15 per cent, reaching a maximum of 5,500 in
1974-75. It says these enrolment policies should
be reviewed by a Senate committee every five
years, and new recommendations made for the
succeeding decade.
(In the winter session of 1968-69 UBC had an
enrolment of 17,632 undergraduates, including
1,209 enrolled in post-bachelor professional programs, and 2,456 graduate students for a total
enrolment at Dec. 1, 1968, of 20,088. The committee's majority recommendations, if adopted,
would impose a ceiling on total enrolment of
27,500 students, in a ratio of four undergraduates
to one graduate. This would mean an addition
of 4,368 undergraduate and professional students
and 3,044 graduate students).
The committee also recommends that first-
year entrance requirements for B.C. students be
raised to 65 per cent, the level now required for
students from outside the province, beginning
with the academic year 1970-71.
The committee notes that this recommendation has, in effect though in a different form,
already been adopted by Senate. In September,
1969, on the recommendation of its committee
on enrolment policy, Senate decided to restrict
first-year enrolment for 1970-71 only to 3,400
students, which is the equivalent of raising admission requirements to 65 per cent.
(UBC's policy in the recent past has been to
admit all applicants with a B.C. Grade XII average
of 60 per cent or better. However, on Feb. 26,
1969, Senate adopted a new policy for the 1969-
70 session guaranteeing admission to first year
only to those students with an average of 65 per
cent or better, and stipulating that those with
averages ranging from 60 to 65 per cent would
be accepted "only if the University has the physical, financial and educational resources to accommodate them.")
Raising first-year entrance requirements for
B.C. students to 65 per cent will not be enough,
in itself, to restrict enrolment to the limits proposed, the long-range objectives committee said.
For long-term effectiveness, enrolment must be
limited in both first and second years of the
largest faculties — arts, science and education.
The majority of the committee recommended
an enrolment-quota system, beginning in the fall
of 1970 for a five-year period, covering the first
two years in these faculties and in agricultural
sciences and physical education and recreation
Please turn to page two
See REPORT KCrOKI Continued from page one
education, and for the first year in commerce and
business administration.
The quotas, the majority said, should be equal
to enrolment in the programs concerned at Dec.
1, 1969, or the average enrolment for the four
years 1966-67 to 1969-70. Deans should be free
to adjust the proportions of the quota alloted to
first and second year within their own faculties.
Where the demand for admission to a program
exceeds the quota, the report said, limitation
should be based on academic ability. The committee opposes quotas based on the student's
geographic origin or previous institution.
In his minority submission, Prof. Belshaw
agreed with the 65-per-cent entrance requirement
but said the attempt to limit enrolment to 27,500
is arbitrary and unjustified.
In Prof. Belshaw's view, the total enrolment
of the University should be based on the number
of students that each faculty or college considers
it has the capacity to educate. This consideration would take into account appropriate teaching methods and the availability of teaching staff,
space, equipment and aids.
The calculations built up in this way would
constitute a "student admissions budget" which
would be subject to review and negotiation with
the University authorities.
In its discussion of enrolment trends, the
committee noted that a forecast made by the
office of academic planning in April, 1968, predicted that, under existing admission policies,
undergraduate enrolment would rise to about
30,000 and graduate enrolment to 4,400 by the
fall of 1973.
This forecast is now being extended to a 10-
year period and revised in light of the effect on
UBC enrolment of the development of other
universities and colleges.
In chapter four the committee turns to the
question, "What should be included in the curriculum?" Appropriate curricula for UBC, the report says, ought to be based upon, and reflect
in varying degrees, the following principles and
functions: service to students, service to the
community, relevance, flexibility, intellectual
growth and specialist competence.
The report goes on to suggest devices to
ensure that the curriculum embodies these principles and functions, and at the same time that
changes in curriculum move relatively easily
and expeditiously through the safeguarding
hierarchy of departments, schools, curriculum
committees, faculties and Senate.
The committee then turns to the question of
specialization vs. general education, noting that
the balance between the two must depend on:
(1) the varyinq intellectual needs of particular
students for one or other type of education at
one or other periods in their academic careers
and, (2) the degree and pace of industrialization
of the community served by the University, the
social balance of the community, and the academic excellence of the secondary schools.
Demands for general education at UBC are
met through broad elementary courses for first-
and second-year students, general service
courses in a discipline and the thematic cross-
disciplinary program called Arts I. The report
adds that there are "no centrally-organized programs in general education for the whole University, perhaps because of the difficulty of
securing agreement on what they should include
and how they should be taught."
The committee discussed a variety of proposals and decided that a study should be made,
under the auspices of Senate, of existing general
education requirements and courses with a view
to coordinating them within a University-wide
program that can provide general courses in any
one of the four undergraduate years, general
core courses and a four-year general education
In keeping with the view that a variety of learning situations is essential in a university, the
committee recommends introductory courses in
the first year of each program, provision for the
improvement of writing and verbal skills and a
measure of independent study and tutorial work
in the last two years. They also ask for an
assessment of classes given in residences and
for a decision to be made by 1970-71 on whether
or not to continue the experiment, terminate it or
2/UBC Reports/October 23, 1969
enlarge it into a system of residential collegiate
The final section of the chapter, entitled
"Teaching and learning," deals primarily with
faculty teaching and students and the curriculum.
"Many faculty teach badly," the report says,
"and most have no formal training in the craft,
being expected to pick it up as they go along,"
and as long as many faculty are research- or
society-oriented rather than student-oriented, "it
is difficult to get the need for specialized training for university teachers taken seriously."
To overcome this, the committee recommends
the creation of a board of university instruction
to arrange for instruction in university teaching
in each department, school or faculty. In principle, the recommendation adds, "such instruction ought to be compulsory for all Ph.D. students
who intend to engage in university teaching,"
and optional for all teaching members of departments. "They will have some incentive to take
some instruction, since teaching is to be carefully
assessed as a ground for promotion."
Also recommended is the use of committees
of instruction in each department, school and
faculty for inspection of teaching several times
a year. Professionally designed questionnaires
should be completed by students to obtain their
opinions on the presentation of subject material.
Student opinion, the committee believes,
should also be actively involved in the making
of curriculum decisions. In advising students,
faculty members can only explain curriculum in
its technical aspects and in most cases lack the
necessary information about student careers and
community needs. "Hence a good deal must
depend upon the University counselling service,
and its liaison with the faculty," the committee
These ideas are embodied in four recommendations (nos. 14 to 17), the most important
of which call for coordination between faculty
counselling activities and the counselling service
of the office of student services, and a call for
faculties to "come to grips with the question of
student membership on curriculum committees,
and devise clear, coherent faculty policies."
Chapter five of the report, which deals with
improvement of the academic organization of
UBC, is the only likely to cause the most debate
in future months. The committee begins by pointing out that it is not considering the role and
composition of the Board of Governors or the
relation between the Board and Senate. "We are
concerned with criticisms of our existing academic organization at the level of the department
or school and the faculty, and the relations between them and the Senate," the report says.
The committee then lists "observable weaknesses" in the present academic organization
and poses the question "How serious are these
criticisms and how far-reaching are their implications?"
The committee was divided in trying to answer
the question. On the central issue the vote was
6-5, the majority believing that it is possible to
deal constructively with the criticisms by modifications of the present system, the minority
believing that the criticisms are so basic that a
fundamental restructuring of the University is
Before dealing at length with the issues on
which the committee was divided, the report sets
out several recommendations on which there was
general agreement.
The first two call for establishment of an
orientation college for the first two years in arts
and science and a College of General Studies,
which would grant a diploma to students who do
not wish a degree program in arts, science or
one of the professional faculties.
The orientation college is a response to "the
manifold problems faced by many students in
the first and second years — the problem of
what courses to take." The college, which could
be envisaged as a separate entity, administratively and physically, would benefit those students
who are not clear about their academic objectives.
The College of General Studies leading to a
Please turn to page four
Here are the
The Senate c
Which will g
Here are the 39 recommendations contained
in the report of the Senate Ad Hoc Committee on
Long-range Objectives. Except where otherwise
noted, the recommendations are those of the
majority of the committee.
1. We recommend that (a) the admissions policy
of the university be modified: (I) to limit the total un-
dergraduate enrolment on this campus to a maximum
of 22,000; (ii) to limit the annual rate of increase of
total graduate enrolment on this campus to 15 per
cent; (iii) to limit the total graduate enrolment on this
campus to a maximum of 5,500. (b) a Senate committee on long range objectives should review the
impact of enrolment policy every five years, and make
recommendations on enrolment policy for the next
ten years.
2. We recommend that the entrance requirements
for the first year be raised for students from British
Columbia to the equivalent of 65 per cent. This recom-
mendation   should  take   effect  for  the   year  1970/71.
3. We recommend that, commencing in the fall
of 1970, enrolment be restricted for a five year period
in the first two years of the Bachelor of Arts, Agricultural Sciences, Education, Physical Education and
Recreation Education and Science Programs, and in
the first year of the Bachelor of Commerce program.
The restriction should take the form of a quota^^yhe
first two years combined, except in the case cJ^Pom-
merce where only first year enrolment is to be restricted. This quota should be either enrolment in the
years concerned as at December 1, 1969, or the aver-'
age of enrolment for 1966/67 to 1969/70.	
4. To implement the quota system we favour limiting enrolment on the basis of academic ability, and
oppose quotas based upon geographic origin or previous educational  institution.
5. We recommend that all proposals for curriculum changes have attached to them, under the sanction of the Board of Governors, their estimated cost,
and that Senate take this into consideration in recommending implementation. .
6. We recommend that a guide to interdepartmental programs be prepared as one of the separately
published divisions of the Calendar, and be made
available to all students before registration. Such a
guide should include information about transferability
between programs — in effect, a guide for us^ne
regulations. ^^
7. We recommend that under Senate auspices a
study be made of existing general education requirements and courses, including broad elementary discipline courses, advanced non-specialist courses and
Arts I, with a view to co-ordinating them within a«
University-wide program that can provide general
courses in any one of the four undergraduate years,
common core courses, and a four-year general education course. In this study consideration should be
given to experience in this field at Stanford University,
the University of Toronto, and other universities. We
further recommend that the committee undertaking the
study examine the recommendations in Guideposts to
Innovation for a comprehensive and flexible system of
curriculum, providing a variable balance between the
elements of specialist and general education. <
8. We recommend that (a) Each program should
include in its first year a course, or partial course,
providing an introduction to the discipline, (b) All programs should include explicit provision for the improvement of writing and verbal skills, through tutorial
papers, discussion groups and oral examinations, (c)
The last two years of each program should encourage
a measure of independent study by the student, and
include tutorial work, as well as formal  lectures.
9. We recommend that an assessment of classes
given in residences be made by Senate as soon as*
possible, and that a decision be made early in the
academic year 1970/71 whether to continue the experiment, to terminate it, or to enlarge it into a system
of  residential  collegiate instruction.	
10. We recommend that a board of university
instruction be created, consisting of acknowledged
good teachers, who would arrange for instruction in
university teaching in each department, school or
faculty in co-operation with a committee of the acknowledged good teachers in each discipline. Attention ,
should be paid in the instruction to educational psychology and to classroom and laboratory instruction
techniques. In principle, such instruction ought to be
compulsory for all Ph.D. students who intend to engage
in university teaching. It should be optional for all
teaching members of departments. They will have an
incentive to take some instruction, since teaching is
to be  carefully assessed as a ground for promotion.
11. We recommend that each department, school
or faculty use its committee of instruction for inspec- 39 recommendations made by
ommittee on long-range objectives
jide future University development
tion of teaching several times during the year, on the
model of the present practice of the department of
English. Student opinion of the presentation of the
subject material should be consulted by means of
professionally designed questionnaires. All reports on
teaching should be submitted to the head of the
department, director or dean directly concerned, and
transmitted by him to the faculty screening committees
9nd the Senior Appointments Committee for use in
considering the claims of candidates for promotion,
pay and  tenure.
12. We recommend that appropriate comparative
data on sizes of classes be regularly published and
generally circulated to departments, schools and faculties for their use in considering the allocation of
teaching staff and the recruitment of new staff.
13. We recommend that departments, schools and
faculties be encouraged by the university to undertake studies to discover the most appropriate staff/
Student  ratios tor each year of each  subject  offe-ed.
14. We recommend that the counselling service
of the Office of Student Services be closely co-ordinated with counselling activities of the faculty, if necessary under the same administrative authority, and that
the deans of the various faculties ensure that their
respective faculty advisers are well informed of the
subject matter and overall implications of their advice
We recommend that fundamental research be
undertaken by the university into (1) Student careers,
and (2) Community demand for university-trained personnel.
16. We recommend that faculties should come to
grips with the question of student membership on curriculum committees, and devise clear, coherent faculty
17. We recommend that departments, schools or
faculties should provide for professionally designed
questionnaires to be distributed annually to all graduate and undergraduate students for the purpose of
securing regular and assessable expressions of student opinion concerning curriculum. Such questionnaires should include inquiries about proposals for
change and improvement, as well as opinions about
existing programs.
18. We recommend that an orientation college be
creaMLin Arts and Science disciplines to assist stu-
den^^pthe first two years of university work to choose
their programs for subsequent years.
19. We recommend that the Senate request the
Board of Governors to establish a College of General
Studies leading to a diploma for students who do not
wish a degree program in Arts, Science   or one of the
" professional faculties.
20. We recommend that interested members of
Senate explore with committees from student residences what could be done to promote greater contacts between faculty members and the students in
the  residences.	
21. We recommend that when the Senate and the
Board of Governors approve of the establishment of
a new interdepartmental program (i) The Board be
asked to appoint a head for the program with author-
' ity comparable to other department heads; and (ii)
The Board be asked to provide a budget for the interdepartmental program that can be used to engage
the services of faculty members.	
22. We recommend that every five years each
faculty, school and department be required to produce
a statement of objectives for the next five years which
would be forwarded to the President and to Senate.
23. We recommend that every five-year period
each  faculty,  school  and  department  be   required  to
' prepare a statement comparing its objectives as set
out in previous statements with its achievements in the
past five years. This statement should be sent to the
President and the Senate.	
24. We recommend that every five years the performance of each department, school and faculty
should be reviewed by a committee appointed by the
Senate in the light of both the statement of five-year
objectives and the wider needs of the university. Included   in   the   matters   under   review   should   be  the
. stewardship of the Head, the Director and the Dean.
25. We recommend that the Senate should elect
a standing committee on academic review, with the
following terms of reference: (i) To determine near the
beginning of each academic year which departments,
schools and faculties should be asked during that
year to prepare (a) statments of five-year objectives,
(b) internal reviews of operations for the past five
years, (c) independent outside reviews of operations
{or the past five years, (ii) To indicate the topics to
be  covered  in the  statements  of five-year objectives
and the statements of review, (iii) To receive submissions concerning the composition of outside review
committees from students and faculty members, (iv)
To appoint the members of the outside review committee, subject to the concurrence of the President.
(v) To receive and consider the statements of five-
year objectives and the review statements, and to
recommend to the Senate any actions deemed advisable in the light of these reports.
26. We recommend that the Senate propose to
the Board of Governors that: (i) department heads
and directors of schools be appointed for a term of
up to five years; and (ii) such appointments would
terminate automatically at the end of that time; but
(iii) be subject to renewal with the consent of the
President and the Board of Governors on the advice
of  a   new  faculty  advisory  selection  committee.
Minority Recommendation 26. We recommend (i)
a continuation of the present practice under which
department heads and directors are not appointed for
a fixed term of five years; but (ii) their stewardship
in office is reviewed as part of the assignment of the
committee appointed by Senate under recommendation 24; (iii) where the committee recommended against
the continuation in office of a department head or
director, and the President accepted this recommendation, a new faculty advisory committee would be selected; (iv) otherwise such an advisory committee would
be set up only when, as under the present system,
the President recognizes that there is a vacancy to be
27. We recommend that (i) the Senate support the
concept that greater efforts be made to create a more
personalized environment for faculty and students on
the campus, in accordance with proposals in par-
graphs 42-50; (ii) an ad hoc committee of Senate be
created to consider and recommend possible changes
in the groupings of faculties, schools and departments;
(iii) the size of this committee should be determined
by the President. The Senate should elect half the
committee by mailed ballot, and after this election the
President should appoint from Senate the remainder of
the committee, including the chairman; (iv) the present
type of structure of faculties, departments and schools
be retained with modifications to make the system
more responsive to changing conditions, without the
adoption  in  principle of a Federated  College system.
Minority Recommendation 27. We recommend
that the Senate (i) adopt in principle the Federated
Colleges system for the University of British Columbia, and: (ii) request the President and the Board to
implement such a system as soon as practicable.
28. We recommend that, in order to handle the
questions outlined in these pages, the university establish an International Co-ordination Bureau. The Bureau
should have the following responsibilities: (a) to stimulate and co-ordinate the international programs of the
university; (b) to advise the Board, President, and Senate on the international activities of the university, and
measures which could improve them; (c) to assist
academic units with the administration of international
programs of interest to them; (d) to initiate research
connected with the university's international role; (e)
to act as a point of reference in the university for
enquiries and negotiations involving international aid
programs; (t) to study the position of foreign students
in the university, and to make recommendations with
regard to programs or facilities required for such students; (g) to act as a clearing house for information
with regard to academic and service opportunities
overseas; (h) to co-operate with other universities,
with government, and with the public in these matters.
The International Co-ordination Bureau should be administered by a Director, who should be a senior
academic with appropriate international experience.
In addition to reporting through an appropriate administrative channel, he should report to Senate through
a small Senate committee, which should be responsible to the President and to Senate for the Bureau's
policy. International House, the CUSO local committee,
and other similar groups should, while retaining their
present structure, be responsible to the Bureau for
their university activities.
29. We recommend that Senate request the Faculty of Graduate Studies to report on the present state
of implementation of the recommendations contained
in A Review of Graduate Study at the University of
British Columbia, 1966, and to suggest resolutions
which would be suitable for Senate to adopt in order
to increase the effectiveness of graduate work at this
30. We recommend that Senate request the Faculty
of Graduate Studies, in co-operation with the Faculty
Association, to study the professional preparation of
university faculty members, to relate this to graduate
programs at the University of British Columbia, and
to suggest appropriate policy recommendations to Senate  for approval.
31. On the assumption that the Majority Recommendation 27 is adopted, we recommend that the
present Department of University Extension be replaced
by a Faculty of Continuing Education, organized along
the lines of the Faculty of Graduate Studies.
32. On the assumption that the Majority Recommendation 27 is adopted, we recommend that funds
be allocated directly to faculties, schools and departments specifically earmarked for the purpose of undertaking continuing education programs for credit, and
for   strengthening   the   quality   of   non-credit   offerings.
33. We recommend that the Senate Committee on
Continuing Education be requested to study the feasibility of a College of Continuing Education as rapidly
as possible, in the light of Senate decisions on the
remainder  of  this  report.
34. We recommend that the Senate adopt the
following policy: (a) On receipt of a recommendation
from a faculty dean, accompanied by a certificate that
in the judgment of the faculty dean the candidate is
equipped to carry out the appropriate course of study,
the Registrar may enrol any student over the age of
35 in any undergraduate degree program, (b) If, in
addition, a dean of a faculty certifies that in his opinion the candidate has shown a suitable breadth of
intellectual concern through his career and the maturity of his pursuits, the candidate may be admitted
to programs of study approved by the dean, in consultation with the department, school or faculty, consisting of only the Honours program or the Major
program in a discipline, without the prerequisites or
electives required for a full bachelor's degree. Such
programs of study will be recognized by the award of
a diploma in the appropriate discipline, (c) First or
high second class average standing with first class
standing in at least six units in such diplomas will be
accepted as a qualification for entrance into Master's
programs in the same discipline at the University of
British   Columbia.
35. We recommend that the University of British
Columbia reject the adoption of a full trimester system.
36. We recommend that, with the exception of
courses final at Christmas, the current trend toward
a reduced proportion of Registrar-administered Christmas examinations be encouraged, and that Christmas
examinations be scheduled outside the normal teaching hours only when such scheduling can be demonstrated to be desirable academically or for technical
37. We recommend (i) that first term lectures be
terminated by December 10, and that the second term
begin on the first Monday following New Year's day
except where the New Year's Day holiday falls on
Monday, then on the Thursday following the holiday;
(ii) that in faculties where it is desirable, the first term
conclude on the last day of lectures, the achievement
of students being assessed on the basis of assignments or tests given during the term; (iii) that where
this is not desirable, examinations be held in the
shortest  time   possible.
38. We recommend that the university introduce
a summer term in addition to the current summer
session, with the following conditions: (a) the summer
term be of 13 weeks plus registration and examination
periods, with a maximum of 71/2 credits per student;
(b) participation of faculties in the summer term
should be permissive, not mandatory, and hence should
reflect their academic need; (c) cost should be included in department and faculty budgets; (d) the
present 7-week summer session should be entirely
phased out within five years; (e) the present budget
of the summer session administration and program
should be re-assigned in the light of (c); (I) faculty
members should not be permitted to teach more than
five consecutive terms, and when they do teach five
consecutive terms there should be a minimum break
of two consecutive terms. While the committee considered this rule to be a minimum safeguard of teaching standards, precise details of this and other safeguards should be arrived at through discussion with
departments, and with the Faculty Association which
represents the professional concerns of the faculty
as a whole.
39. We recommend that Senate establish a standing Long Range Objectives Committee with the following functions: (a) to maintain a continuous review
of the long range objectives of the University of British
Columbia, in the context of the provincial and national
educational system, and to recommend changes and
new objectives to Senate as conditions and data suggest; (b) to initiate studies in depth of particular questions affecting broad university policy. For this purpose, the Office of Academic Planning should be the
administrative and research arm of the committee, and
its budget and responsibilities should be designed
UBC Reports/October 23, 1969/3 REPORT Continued from page two
diploma "could permit students to select freely
from existing courses, in any pattern, or no
pattern, with or without prerequisites, providing
the consent of the faculty members teaching the
courses was obtained." The committee envisages that the college could organize courses that
cut across traditional disciplinary boundaries,
create completely novel courses, organize individual projects and develop programs to follow
along from Arts 1.
The committee also points to the need for "a
structure that facilitates the emergence of interdepartmental studies, in response to the needs
of society and the enthusiasm of faculty members
experienced in the relevant disciplines." Recommended is appointment of a head for such a
program and a budget to engage the services of
faculty  members.
The committee then sets out three recommendations (nos. 22 to 24) which would require
that every five years:
—each faculty, school and department prepare a statement of objectives for the next five
years for the president and the Senate;
—each faculty, school and department prepare a statement comparing its objectives as set
out in the previous statement with the achievements of the past five years for the president
and the Senate;
—the performance of every faculty, school
and department be scrutinized by a Senate committee on academic review in the light of both
the statement of five-year objectives and the
wider needs of the university. The committee
would also review the stewardship of the head,
director or dean.
The committee, in a majority recommendation,
calls for the automatic termination of the appointment of department heads at the end of five
years with a provision that renewal be subject
to the consent of the president and the Board of
Governors on the advice of a new faculty advisory committee. A minority recommendation
calls for continuation of the present practice
under which department heads and directors are
not appointed for a fixed term, but with a provision for review of their stewardship every five
years by the proposed Senate committee on
academic review.
The report then consumes 27 pages describing the differences which arose in the committee
on the best way to deal with the problems already created by the large size of the University,
whicn are likely to increase as the number of
students and faculty grows. "The entire committee is in agreement that changes are essential
to create a more personalized environment for
students and faculty — a problem in particular
for the largest faculties and departments," the
report says.
The majority viewpoint is that "the difficulties
associated with large and growing size are not
primarily to be solved by organizational changes,
because the problems arise rather from strongly
held attitudes and beliefs about curriculum, teaching and research."
The majority urges that high priority be given
to reducing the size of classes throughout the
university to a maximum of 150 students where
there are no discussion or laboratory classes,
and adds: "We want to provide all students in
their first year with an effective opportunity for
direct contact with a faculty member. One of
several ways of achieving (this) is through developing a system of faculty advisors especially
for first and second years. Another way is through
using faculty members for discussion groups in
courses where very large lecture sections are
4/UBC Reports/October 23, 1969
A more personalized atmosphere could be
created on campus, the majority believes, through
acceptance of recommendations:
—to give equal weight to teaching as well as
research in promotion policy,
—for an orientation college for the first two
years in arts and science,
—for a College of General Studies and,
—to develop closer links betwen faculty members and the life of the residences.
To deal with the problems which arise in
large faculties, the committee suggests a regrouping of existing departments and faculties,
based on major divisions, each under a dean
who would report to the president as at present.
Possible divisions are:
1. Physical sciences and engineering, which
would include all applied science departments,
plus the Institute of Astronomy and Space
Science, chemistry, geology, geophysics, and
computer science.
2. Life sciences, to include botany, microbiology, zoology, agricultural sciences, the Institute of Animal Resource Ecology, forestry, home
economics and the Institute of Oceanography.
3. Health Sciences, including all medical departments, dentistry, nursing and  pharmacy.
4. Arts, including the humanities departments, the social sciences, librarianship and
social work.
5. Creative and performing arts, including
architecture, creative writing, fine arts, music and
6. Education, including physical education
and recreation.
7. Commerce and business administration.
8. Law.
9. Continuing education. (The committee
recommends in the last chapter of the report that
the existing department of University extension
be reconstituted as a faculty of continuing education along the lines of the faculty of graduate
The committee also suggests one further
grouping under a dean to deal with important
services which have academic implications. These
include the registrar's office, bursaries and scholarships, student loans, student counselling, the
library system, the computing centre and audiovisual services.
All these considerations are wrapped up in
recommendation 27 of the report, which asks
that "Senate support the concept that greater
efforts be made to create a more personalized
environment for faculty and students on the
campus." Subsidiary clauses of the same recommendation call for creation of an ad hoc Senate
committee to consider and recommend possible
changes in the groupings of faculties, schools and
departments, and that the present type of administrative structure be retained without adoption of
the federated college system recommended by
the minority of the committee.
The minority recommendation of the committee calls on Senate to "adopt in principle the
Federated Colleges system for the University of
British Columbia" and requests the president and
the Board to implement such a system as soon
as practicable.
The minority proposals are based on assumptions that:
—the main challenge facing universities today
is the provision of large-scale educational opportunities while maintaining quality, a sense of
student participation and a consciousness of the
intellectual, social and cultural purpose in the
lives of all individuals associated with the university;
—the University as a whole should be built
up from small academic units with specific intellectual, teaching and research objectives;
—changes in University size would be effected
by adding or subtracting individual academic
units, and
■ IMtffc Volume 15, No. 20-Oct. 23,
11 mm I ■ 1969. Published by the Univer-
llllllsity of British Columbia and
^^ ^^ ^^ distributed free. J.A. Banham,
REPORTS Edjtor; Barbara Claghorn, Production Supervisor. Letters to the Editor
should be addressed to the Information Office,
UBC, Vancouver 8, B.C.
—appointments should be made and resources allocated as a function of the academic
Colleges are envisaged as administrative
units charged by Senate with the implementation
of an academic program with clear purposes and
functions set out in a charter. Programs would
be flexible and highly variable and the student
population of each would vary between 500 and
"Inherent in the proposal," the report says,
"is that a college or institute has a mandate and
a freedom to use its resources for the purposes
approved by Senate. A disciplinary college would
thus either hire faculty or buy the time of faculty
at other colleges to teach related ancillary or
supporting courses ... An interdisciplinary
college would allocate funds for the direct staffing
of most of the programs necessary for its students."
To coordinate and supervise the work of the
colleges, the minority report suggests the creation of academic divisions or federations of
colleges and institutes. Three such academic
divisions are suggested initially for the present
campus, one for the northwest campus, a second
in the chemistry-physics-medicine area and a
third with a professional orientation in the engineering-commerce area. A future academic division is suggested for the University Endowment
The following advantages are claimed for the
federated colleges proposal:
—increasing numbers of students could be
accommodated as a result of flexibility and^fe
centralization; ^^
—a wider range of student and faculty choices
would be possible as a result of the existence
of a large number of small-scale colleges;
—collegiate arrangements would provide for
groupings of relevant courses, and
—it would be easier to create new institutes
or colleges to coordinate interdisciplinary programs.
The majority view is that the federated colleges proposal has some of the following disadvantages:
—the recommended administrative organization is more complicated than the existing system;
—University government would be more expensive;
—decentralized organization would make^ti
more difficult to curtail non-essential duplica^^
of courses and services in the University, and
—there is a danger that excessive specialization might be required.
The final chapter of the report serves as a
catch-all for other questions considered by the
committee, including UBC's international obligations, the problem of the mature and part-time
student, the University summer session, the length
of the University year and future long-range study.
The committee points out that UBC is a
major, international University which at present
is not fulfilling its international responsibilities
as a matter of rational deliberate policy. Recommended is establishment of an International Coordination Bureau which would stimulate and
coordinate teaching and research in international
programs, study the position of foreign students
at UBC and be responsible for the operations of
International House and the local committee of
Canadian University Service Overseas.
In addition to recommending the creation of
a faculty of continuing education to replace the
present extension department the committee asks
that funds be allocated to faculties, schools and
departments for the purpose of undertaking continuing education programs for credit and for
strengthening the quality of non-credit offerings.
The committee recommends rejection of the
trimester system, reduction of Christmas exams
outside normal teaching hours (with one member
dissenting) and introduction of a 13-weeks-plus
summer session to replace the present seven-
week session, which "should be entirely phased
out within five years."
And to maintain a continuous review of UBC's
long-range objectives and initiate in-depth studies
affecting broad University policy, the committee
recommends establishment of a standing long-
range objectives committee of senate.


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