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UBC Reports Dec 10, 1970

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Array REPORTS
Vol.16,No.25/Dec. 10, 1970/Vancouver 8, B.C.
UBC    REPORTS   CAMPUS    EDITION
■U^Ak' amaaWmJaam ^aaai. JaawmL
mittee
Review
Decision
Dean Vladimir Okulitch, head of UBC's
Faculty of Science, will ask a four-man
committee to review the case of Dr. Robin
Harger, assistant professor in the Department of
Zoology. ^
The committee, which will include one
student, will be asked to ensure that agreed-on
University procedures were followed by the
Department of Zoology in arriving at their
decision-to offer Dr. Harger a one-year terminal
contract beginning July 1, 1971.
The four-man review committee has been
established at the request of Dr. Harger.
Late in October, faculty members in the
Zoology Department voted 25-13 to uphold the
recommendation from the departmental
committee on reappointments, promotion and
tenure to offer the one-year terminal contract
to Dr. Harger.
The vote was held following a meeting of the
department, called at Dr. Harger's request, to
discuss the committee's decision.
The question of Dr. Harger's continued
employment came before the departmental
committee because he is in the final year of his
second, two-year probationary appointment at
the University.
Public debate on Dr. Harger's future resulted
from a speech made by an official of the
Society for Pollution and Environmental
Control in October. He claimed that Dr.
Harger's contract was not being renewed
■ because of his activities with SPEC, which at
that time Dr. Harger headed. Dr. Harger has
since resigned as president of the organization.
The claims of the SPEC official were denied
by Prof. William Hoar, head of the Zoology
Department, who said the committee's decision
to recommend a one-year terminal contract for
Dr. Harger was based on three criteria: his
ability as a teacher, his output as a scholar and
his participation in University affairs.
Classicist
Resigns to Go
to Greece
Prof. C.W.J. Eliot, of the University of B.C.'s
Classics Department, has been named professor of
archaeology in residence at the American School of
Classical Studies in Athens, Greece.
Prof. Eliot, 42, is resigning from UBC to take up
his new post on July 1, 1971.
At the American School of Classical Studies Prof.
Eliot will be responsible for the teaching of up to 20
carefully   selected   graduate   students   from   North
American   universities.   A   total  of   109  universities,
Please turn to Page Four
'  See CLASSICIST
Library Wins Award
UBC's new Sedgewick Library, now under
construction under the Main Mall of the campus,
has already won its first award.
The Library design was one of 12 selected from
209 submissions for the annual awards of the 1970
Canadian Architect Yearbook.
The design by the Vancouver architectural firm
of Rhone and Iredale was highly praised by the
judging panel.
One judge said the Sedgewick Library design
was "Possibly the most interesting and prescient of
all the projects submitted." A second judge
described it as "A most impressive solution to a
very complex problem," while a third commented
that   it  was   "The   most sophisticated  of several
entries of this nature . . . ."
The two-storey Library, which will seat 2,000
students and house 180,000 volumes, will take
about 18 months to construct. The first step in
construction of the building will involve
excavation of 100,000 cubic yards of earth on the
east and west sides of the Main Mall.
The design also makes it possible to preserve all
but one of the 40-year-old northern red oaks
which line the Main Mall of the campus. The roots
of the oaks will be encased in concrete caissons
and incorporated into the building.
CANDLELIGHT, wine and checkered tablecloths
have transformed the atmosphere of the Ponderosa
cafeteria on the West Mall at University Boulevard.
The UBC Food Services Department now serves wine
and beer on Thursdays only from 4 to 6:30 p.m. to
accompany the Ponderosa's regular 58 cent Italian
spaghetti specialty. A glass of wine or bottle of beer
costs patrons 35 cents. Toasting the welcome
innovation are: Vince Manis, left, Bill Webb and Lynn
Hulftlein, all fourth-year Science students.
Committee May Operate
Without Student Reps.
UBC's Master Teacher Awards committee will
meet later this month to consider the refusal of the
Graduate Student Association and Students' Council
to participate in the selection of two Master Teachers
for 1971.
Prof. Robert M. Clark, chairman of the committee,
told Students' Council at its meeting Dec. 2 that:
• he would not recommend that the Mlaster Teacher
Award be cancelled in 1971 and,
• he felt that the awards committee could discharge
its responsibilities without student representation on
it.
The committee, now consisting of five faculty
members, a representative of the UBC Alumni
Association and UBC's Chancellor, Mr. Allan M.
McGavin, has called for nominations for the two
Master Teacher awards to be submitted by Jan. 13,
1971.
The two Master Teachers would divide a $5,000
prize donated by Mr. Walter Koerner, a member of
UBC's Board of Governors, who established the
awards in 1968 in honor of his brother, Dr. Leon
Koerner, a great friend and benefactor of the
University.
The current controversy surrounding the Mlaster
Teacher Awards stems from a letter written to
President Gage in October by David Mole, president
of the Graduate Student Association.
In the letter, Mr. Mole said the executive of the
Association had considered a request to name two
students to the Master Teacher Awards Committee
and  had  decided  to decline.   (The full  text of the
letter is reprinted on Page Two of this issue of l.BC
Reports).
Subsequently, Students' Council, at a meeting on
Oct. 28, passed the following motion: "That Council
endorse the letter sent to the University President by
the Graduate Student Association with respect to the
Master Teacher Award and urges the AMS executive
to similarly decline to cooperate with the Master
Teacher Award Committee."
The result of the two moves is that the Master
Teacher Award Committee will this year have no
student representatives on it. Last year the committee
had two student members, one named by the
Graduate Student Association, the other by Council.
This year each body was asked to name two
representatives.
DESCRIBES PROGRAM
Prof. Clark appeared before Council at the request
of AMS President Tony Hodge to describe how the
Master Teacher Award program is operated and to
answer questions by councillors.
He told Council the purpose of the award in the
mind of the donor was to recognize and honor
outstanding teachers of undergraduates and to
encourage good teaching.
He added:  "I  looked upon it also as a means of
Please turn to Page Lour
Sec AWARD WILL Text of
Letter to
President
The Graduate Student Association has
declined to name two representatives to
the committee which will screen
applications for UBC's 1971 Master
Teacher Award. Following is the text of
the letter from Association President
David Mole to President Walter H. Gage
setting out the Association executive's
reasons for declining.
Dear President Gage:
I am sorry for the long delay Jn
responding to your request for a
representative from the Graduate
Students to serve on the Master Teacher
Award Committee. The delay will at
least indicate that the following
comments are not made without careful
consideration.
The Graduate Student Association
Executive has decided that we cannot,
by nominating a member, lend our
support to the activities of the Master
Teacher Committee. It is not our
intention to question the motives that
lay behind the establishment of the
Award; indeed, it is our sympathy with
the desire for better teaching at UBC
that has given us now reason to question
the endeavour.
It is our feeling that the presentation
of the Award and the widespread
publicity associated with the search for
the Master Teaqhers serves to convey the
impression that UBC is an institution
dedicated to leaching. It appears to us
that this both misrepresents the facts
and reinforces complacency with a
promotion and tenure system titat tends
rather to reward those who have
neglected their teaching for their
research interests.
We also take issue with the
proposition that a committee of this
type is any substitute for a systematic,
ongoing assessment of the teaching of
faculty members. Such assessment in our
view would necessitate the sort of
involvement .of students in promotion
decisions that has so far been most
strenuously resisted by almost all
departments.
We understand that use of funds
involved in financing the Award is not at
the discretion of the University. We
might, however, suggest that a
worthwhile alternative to the
Committee's efforts would be the
production of a report on the extent to
which teaching earns its just reward in
the day-to-day business of the
University. It is our impression that the
results would disappoint anyone who
took UBC's teaching effort seriously.
In summary then it is with regret that
we must decline to send a representative
to serve on your committee.
Yours sincerely,
David Mole,
President,
Graduate Student Association.
Both the Graduate Student Association and Students' Council have declined an invitation to name •
four students to take part in the work of a UBC committee which will choose two Master Teachers
in 1971. Details of the current controversy surrounding the Master Teacher Award are included in
the news story beginning on Page One. UBC Reports also spoke to Mr. David Mole, president of the
Graduate Student Association, who sparked the debate as the result of a letter, reproduced in the
box at left, to President Walter Gage, and Mr. John Mitchell, the vice-president of the Alma Mater
Society. Mr. Mole is a graduate student in the Department of Economics and Mr. Mitchell is a
fourth-year Education student.
IS IT POSSIBLE
TO BE A MASTER
TEACHER AT UBC?
UBC REPORTS: David, did the executive of the
Graduate Student Association have some basic
philosophical objection to the Master Teacher Award
in mind when it considered the question of naming a
representative to the committee which will screen
nominations in 1971, a reason which was not stated
in your letter to President Gage?
MR. DAVID MOLE: Yes, we did. The point"that
isn't made in our letter is that we are dubious of the
notion that it is possible, within a structure such as
we have at UBC, to be a good teacher, a master
teacher. Being a master teacher here amounts very
often to being a good showman in front of your class.
It is only possible, it seems to us, to be a good teacher
or to be a master teacher when the sort of things you
are teaching and the sort of problems you are
approaching and the way of teaching are supported
by the structure of the institution you are in. To put
it more bluntly, if the University is not going to
attempt to turn students into "good citizens,"
satisfied with what they find outside the gates of the
University, then within that sort of structure it is not
possible, it seems to us, to be a great teacher. It is
only possible to be a great teacher when the
University is devoted to developing a critical and
intellectual response to society. It seems to us, at the
moment, that this is not the University's function as
it sees it, or as it accomplishes it.
UBC REPORTS: The next question relates to the
letter that you sent to President Gage. In it you said
that the Graduate Student Association executive had
decided that it cannot, by nominating a member, lend
support to the activities of the Master Teacher
Committee. Was any attempt made on the part of the
executive to have this discussed by the Association as
a whole; in other words, was it a decision by the
executive only?
MR. MOLE: Yes, but that results from the nature
of the Association. There is really no very good way
of discovering the feeling of a rather diffuse
membership if the matter hasn't come before the
graduate representative assembly.
UBC REPORTS: Since your letter has become
public, have you had any feedback from the
membership of the Association opposing the stand
the executive has taken?
MR. MOLE: No. I have heard no adverse comment
whatever.
MR.   MITCHELL:   Have you  heard  any  positive
comment?
MR. MOLE: No, I have heard no positive
comment.
UBC REPORTS: In the third paragraph of your
letter you say "it is our feeling," and by that I assume
you mean the executive, that the presentation and
the wide-spread publicity associated with the search
for a master teacher serves to convey the impression
that UBC is an institution dedicated to teaching.
Then you continue, "It appears to us that this both
misrepresents the facts and reinforces complacency
with a promotion and tenure system that tends rather
to reward those who have neglected their teaching for
their research interests." The implication of that
sentence   is  that  you  feel  that  UBC  should  be an
institution where the main effort is devoted to
teaching and that teaching is primary and research
secondary. Does 4hat convey the feelings of the
executive?
MR. MOLE: That is exactly true. We feel very
strongly that UBC's role as a teaching institution is a
fundamental one.
UBC REPORTS: What do you say in reply to the
argument that UBC is a big, comprehensive university
where teaching and research reinforce one another?
Some faculty members would say our primary
responsibility should be research, but most see
teaching and research as being in some kind of
balance. The common argument is that the two go
hand in hand; in other words, good teaching is a
result of good research and often the best teachers are
the best researchers.
ALLOW BOTH
MR. MITCHELL: I don't think one can make a
priority here. It is very evident that, as a responsiblity
to our community because of the academic nature of
the University, that we allow time for both teaching
and research for students to further their academic
careers, and the community-at-large because of the
resources that we have on this campus. Therefore, I
can't see that there need be an emphasis on just
teaching or just research. Obviously they both go
hand in hand because you can't teach something or
endeavour to give information to students unless you
have the background, the knowledge, the data that
has come before and that has been researched. I can't
see that David's argument is valid. He is saying that
research is one of the prime concerns of this
University and shouldn't be, whereas teaching should
be. I can't understand why we can't put both of these
together, because obviously they fit hand in hand.
MR. MOLE: It's quite clear that research is a
perfectly respectable scholarly endeavor in a
university and one isn't trying to decry that.
Graduate students are bound to feel that particularly
acutely, since they are very much bound up in the
research activities of the University.
And yet, it is perfectly clear that in modern North
American universities during the '50s and '60s, the
panic-stricken need to publish in order to secure one's
personal status within a department and in order to
fulfill ambitions within a department has meant that
there has been a disproportionate reliance on often
very bad research and that the balance that one is
seeking to establish has gone very much out of true.
This is the point that we are trying to make; that
teaching at UBC is dismal and one of the principal
reasons is the faculty's desire to get out those
necessary papers to secure tenure and, as a result,
they simply don't have time to be spontaneous and
good and lively teachers.
UBC REPORTS: Would it be fair to say that the
extension of that argument is that the Master Teacher
Award gives undue attention to teaching, and
therefore serves to further distort what you regard as
an already dismal picture?
2/UBC Reports/Dec. 10, 1970 MR. DAVID MOLE
t
MR. MOLE: No, that is not quite it. We regard the
Master Teacher Award as one of those means
whereby it is possible for those who control the
policy at the University to delude themselves and to
delude others that the University does regard itself as
having a primary teaching function, when in fact to
hold this is to distort the obvious facts of the
situation.
t    UBC REPORTS: The terms of the Master Teacher
* Award clearly state that the purpose of the Award is
* to   give  recognition to outstanding teachers at the
:'       University. Would  it be your contention then that,
given the statements you have just made, you don't
feel that any recognition of good teaching is either
necessary or desirable?
MR. MOLE: No, that is not the point at all. The
point that we are trying to make is that the
University is responsible for good teaching and that
good teaching is important at UBC, but that "the
token recognition of that principle by this random
reward to good teachers is not sufficient. And worse
than that, by its very existence it diminishes the
students', the administrators', the faculty's awareness
of the problem at UBC and the problem at other
North American universities. The facts of the matter
are that good teaching is systematically discriminated
against by the structures of the University and by its
promotion and recruitment procedures and that a
token effort at patching things up with a Master
Teacher Award is not sufficient.
UBC REPORTS: The next paragraph of your
letter says, "We also take issue with the proposition
that a committee of this type is any substitute for a
systematic on-going assessment of the teaching of
faculty members." There seems to be an assumption
that that proposition has been stated someplace, that
<the committee is a substitute for a systematic
on-going assessment. What led to that sentence in
your letter?
MR. MOLE: A desire to once again make the point
which one has been making for many, many years —
that it is vital that students be involved in the
University's promotion and recruitment procedures,
and rolling out one or two students to sit on an odd
committee from time to time is not really getting to
•the heart of the matter.
MR. MITCHELL: In actual fact what you have
done is cut your own throat. You have said, first of
all, that you would like to see more students actively
participating in the work of tenure and promotion
committees on an on-going basis, but in boycotting
the work of the Master Teacher Awards committee
you have contradicted your own stand.
The trend of the last two or three years has been
to get more students actively involved in tenure,
promotions, better teaching, course evaluation and
everything that has to do with the academic nature of
the University. The GSA and Students' Council,
however, are now saying "No, we do not want to
•jjarticipate because we don't feel that the Master
Teacher Award is valid." In addition, these two
groups   pose   a   second   danger   by   critically   and
MR. JOHN MITCHELL
destructively cutting down the Award from the
outside rather than getting in and participating. I note
too, David, that you have really given no alternatives
to the decision not to participate, and this seems to
be characteristic of the Graduate Student
Association. You should go one step further by
suggesting viable alternatives.
CHANGE STRUCTURE
MR. MOLE: We've got two questions on the floor.
The first is why, if we accept student participation in
University government, have we refused to sit on a
committee on which we have been offered a place?
Well, the point is that those of us who have been
urging student participation have never done so
because participation is good for its own sake. One is
only interested in participation because it is supposed
that it would lead to a better University. It is our
position that the existence of the Master Teacher
Award and the existence of the Master Teacher
committee does not serve that purpose and
consequently students should not be involved in it.
As to the second question, our solution is that we ask
that the structure of the University be changed so
that good teaching becomes possible.
MR. MITCHELL: That is a very idealistic thing,
that we seek change.
MR. MOLE: If students cannot be more idealistic
than the administration in the day-to-day running of
the University, then I don't know who can.
MR. MITCHELL: It is still not answering the
question of how one goes about effectively evaluating
good teaching on this campus.
MR. MOLE: That is extremely easy to do.
Students can tell you who the good teachers are. That
is no difficulty.
MR. MITCHELL: In fact, the nature of the Master
Teacher Award is that teachers are nominated by
students themselves. All nominations come from the
students.
MR. MOLE: Let me repeat what I said in my
letter, that this form of picking out the good teachers
is no substitute for doing the job properly, and
because it is no substitute it makes it easier to leave
the job done badly.
UBC REPORTS: David, you suggest that a
worthwhile alternative to the Master Teacher Award
committee's efforts would be the production of a
report on the extent to which teaching "earns its just
reward" in the day-to-day business of the University.
I am interested in the use of the phrase "earns its just
reward." What precisely does that phrase mean? What
would you regard as a just reward in the day-to-day
business of a University?
MR. MOLE: It means that when the time comes
around to decide who gets tenure and who gets the
chop, who gets promotion and who doesn't, that the
departments take serious account of a man's
contribution to teaching within his department.
UBC REPORTS: Do you believe that that is not
now the case?
MR. MOLE: It is perfectly clear that it is not now
the case. That's a matter of knowledge within the
University.
UBC REPORTS: Does the graduate student
executive support the current move that is now going
on through the AMS to do a campus-wide teaching
assessment? Do you regard this as a useful exercise
for the University to undertake?
MR. MOLE: Yes. I don't know about the
Graduate Student Association. We have never
discussed this matter specifically. I certainly think
that it is a worthwhile project.
UBC REPORTS: How is the course evaluation
project progressing, John?
MR. MITCHELL: Very well. We will have a pilot
study completed by the end of this term and it will
be available to students at the beginning of next term
and the master evaluation will be done in the spring
of 1971.
UBC REPORTS: You are going to be sending out
forms to all students?
MR. MITCHELL: The forms will probably be
completed in the classrooms. Students will be actively
involved in distributing forms in the classrooms.
UBC REPORTS: Is the aim of the study to do
every single course that is given in the University?
MR. MITCHELL: That will be the ultimate aim,
yes.
UBC REPORTS: And to evaluate every teacher in
the University?
MR. MITCHELL: No, the emphasis will be on
course evaluation. Within that course evaluation will
be the students' own evaluations of the teachers
themselves and their methods, techniques, etc., in
actually giving that course so a teacher evaluation is
part of the project, but it is not stressed as a major
point.
UBC REPORTS: Do either of you have anything
to add?
MR. MITCHELL: Just one other thing. The Master
Teacher Award criteria have been set up along the
lines of the University of Toledo's criteria for the
hiring of effective teachers and I think that the UBC
award has to be set up on very valid and tested lines,
which stress the point that the award is an effective
evaluation of teaching.
MR. MOLE: Presumably, at the University of
Toledo, these criteria have been developed so that it
will be possible to hire and promote effective
teachers. But at UBC these criteria are used only to
dole out a few dollars to a couple of people each
year.
MR. MITCHELL: No, that is just a construction
that you put on it. I think that what is happening in
Toldeo is also happening here.
MR. MOLE: Yes, but is it your belief that the
Master Teacher Award as presently instituted will
actually lead to better teaching at UBC?
MR. MITCHELL: You are saying that this Award
is some kind of reward for good teaching. The terms
of the Award are quite specific — to give recognition
to outstanding teachers.
MR. MOLE: But why should one want to give
recognition to outstanding teachers at the University?
Presumably because doing so will make the University
a place for good teaching.
MR. MITCHELL: My interpretation would be that
the purpose of the award is to recognize people in an
area that the University regards as extremely
important.
MR. MOLE: I am not sure that I understand the
distinction that you are trying to make.
TEACHING VALUED
MR. MITCHELL: I think that the University
values and places a great deal of importance on
teaching and that this is a concrete recognition of the
fact.
MR. MOLE: Well, if the University did genuinely
value teaching then good teaching would lead to
promotion and being hired at good institutions such
as UBC. This doesn't happen. In fact, the reverse
happens.
MR. MITCHELL: I think the answer to that is that
teaching is very important and is valued, but it is one
factor in making decisions.
MR. MOLE: I think we are going around in circles.
One's point is that as things now stand the balance is
being systematically distorted by the very structures
of the University and that a token effort such as the
Master Teacher Award really does nothing to redress
the balance and in fact diminishes the acuteness of
one's awareness of the problem at UBC.
UBC Reports/Dec. 10, 1970/3 CONTINUED FROM PAGE  ONE
Award Will Aid Faculty Evaluation
gaining experience in the evaluation of teaching that
could be applied to all faculty members being
considered for promotion and tenure."
He said the criteria for the award had been
adapted from a detailed and statistical study
undertaken at the University of Toledo in the United
States. Dr. Clark read the criteria for UBC's award
and said one additional point had been added to the
nine criteria listed last year — "Being accessible to
students outside class hours."
The committee had no difficulty in arriving at a
unanimous decision in 1969, Dr. Clark said, as a
result of exhaustive investigations of the 31 persons
nominated. Nominators were asked for additional
information about professors, deans and department
heads were written to and at least two members of
the committee went to hear lectures by each eligible
person nominated.
The students who sat on last year's committee felt
that two additional students should be added to the
committee, he said, and this had been agreed to by
the president.
In writing to both the Graduate Student
Association and Students' Council, Dr. Clark said, he
had drawn attention to a continuing point of
difficulty, namely, how one makes comparisions
between people who are in scientific and professional
fields as compared to those in the humanities.
A major concern, he said, was to have a balance on
the committee in terms of disciplines and he had
suggested to both groups that they choose one
student representative from the arts-education-law
area and another from the sciences.
INTEREST AROUSED
Dr. Clark said it was not possible to prove one way
or the other if the existence of the Master Teacher
Awards had aroused increased interest in the
evaluation of teaching.
He described various moves in UBC faculties and
departments designed to increase student evaluation
of teaching and said he was "personally encouraged"
at the interest shown.
He concluded his formal remarks to Council by
saying: "I think the experience being provided by the
Master Teacher Award is being helpful and will
continue to exert a useful influence toward
broadening this whole matter. I look forward and
work toward a goal in which faculty members will be
evaluated in terms of their teaching by recognized
criteria to be applied to all with regard to promotion
and tenure."
Coordinator of activities Hanson Lau asked Prof.
Clark in the ensuing question period what would be
the effect of students not naming representatives to
the Committee.
Prof. Clark replied that it was probable that there
would be fewer nominations than in the past and
added, "The committee would attempt to carry out
its terms of reference as best it could. I think we
could do it and discharge those responsibilities."
When Mr. Lau asked if Prof. Clark would consider
recommending to the president that the award be
discontinued in 1971, Prof. Clark replied: "By no
means. I am concerned to work toward a goal
whereby it is recognized procedure that all faculty
members whose names are put forward for promotion
and tenure will have to be evaluated in accordance
with recognized criteria.
"Given that goal, the experience ... of having a
Master Teacher Award definitely helps to achieve that
result and ... I would not recommend that the
award be discontinued.
At the conclusion of the question period Mr. Mole
■ ■■^J^   Volume 16, No. 25 - Dec. 10,
■ IB* I        1970.     Published     by     the
^M^^^M   University of British Columbia
_.-_».. ~ „ and distributed free. UBC
REPORTS,,
Reports appears on Thursdays
during the University's winter session. J.A.
Banham, Editor. Ruby Eastwood, Production
Supervisor. Letters to the Editor should be sent
to Information Services, Main Mall North
Administration Building, UBC, Vancouver 8,
B.C.
drew Council's attention to the fact that the
regulations for the Master Teacher Award were
available in printed form at the information centre on
the main floor of the Student Union Building.
He said this was being done despite "a strongly
worded and almost unanimous motion by Council
that we do not support the activities of the Master
Teacher Award committee."
Mr. Lau said the availability of the information
sheets to students was "not a gesture to defy the
motion of Oct. 28," but a matter of convenience for
students who were asking for information about the
Award.
Council took an unofficial straw vote which
resulted in a 14-11 decision to continue to distribute
the information sheets in SUB.
The Information sheets are also available at the
Office  of Academic  Planning,   the Main, Sedgewick
and Woodward Libraries and the Faculty of Forestry
office in the H.R. MacMillan Building.
In addition to Prof. Clark and Chancellor
McGavin, members of the Master Teacher Awards
selection committee for the current year are: Prof.
William Webber, of the Department of Anatomy;
Prof. Kenneth C. McTaggart, of the Department of
Geology; Dean Helen McCrae, Dean of Women; Prof.
Roy Daniells, University Professor of English
Language and Literature; and Mr. Elio Azzara,
representing the UBC Alumni Association.
UBC has named three Master Teachers since the
award was established in 1968. The first Master
Teacher was UBC's President, Dr. Walter Gage. Last
year two awards were made to Prof. Sam Black,
professor of art education in the Faculty of
Education, and Dr. John Hulcoop, associate professor
of English.
Senate Committee Will
Look at Role of Exams
Marks and examinations were major issues at
University of B.C. Senate meetings in October and
November.
After three lengthy debates, Senate:
• Established a committee to study the role of
marks, examinations and alternatives to exams under
the chairmanship of Prof. Robert Clark, Director of
Academic Planning;
• Referred to the Faculties a proposal to forbid
exams during class periods in the two weeks prior to
the final examination period set by the University
and,
• Referred to the committee chaired by Prof. Clark
a proposal from the Faculty of Law to jettison
present methods of recording examination grades and
the ranking of students.
Under the Law Faculty proposal, marking and
determination of the standing of students in their
class would continue to be done by giving a numerical
score on a scale from 1 to 100. But the grade
recorded on the students' records would be a
corresponding letter grade, for example "A Plus,"
"A," "A Minus" and so on.
The proposal would also drop the practice of
giving an average grade and class standing on a
student's record. Instead, the first 25 per cent in each
year would be ranked individually and the remainder
would be recorded as ranking in the second, third or
fourth quarter of the class.
The investigation of the role of marks and exams
and their alternatives was suggested by Prof. Clark at
the Oct. 14 meeting of Senate.
Prof. Clark made his successful motion for the
study and reluctantly agreed to head the committee
to conduct it, as an alternative to the Senate
Long-Range Objectives Committee's
Recommendation 36 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 technically."
Senate has been considering recommendations of
the committee for about one year.
Prof. Clark, a member of the Long-Range
Objectives Committee, said the committee hadn't
considered one piece of evidence before framing the
recommendation.
Prof. R.F. Osborne, Director of the School of
Physical Education and Recreation, put forward a
motion at the Nov. 18 Senate meeting "that Senate
adopt a policy of forbidding the holding of
examinations in a class period in the two weeks prior
to the final examination period set by the
University."
Debate was long and rambling before Senate
finally decided to send the matter back to Faculties
for them to consider it and report back to Senate.
Some of the points made:
—   Some   students   face   the   unfair   prospect  of
writing four to five class examinations in a single day
under the present system because faculty members
schedule examinations before the beginning of the
official final exam period set by the Registrar;
— Some professors do this because they want to
get away from campus early for the Christmas
holidays;
— Some professors do this at the request of
students who want to get away early.
CLASSICIST
Continued from Page One
including UBC, support the school financially.
The post is one of the most important
appointments for the teaching of graduate students in
the fields of archaeology, topography and existing
monuments of ancient Greece. The American School
has the most highly developed teaching program in
this area in Greece.
The American School does not award degrees.
Students attending the school are registered for
graduate degrees at the universities that send them to
Greece.
Prof. Eliot has had a close association with the
American School in the past. He was a fellow there
from 1952 to 1954 and served as the School's
secretary from 1954 to 1957. He was director of the
School's summer sessions in 1957, 1961 and 1968
and was a visiting professor there in 1966-67.
Several other members of the UBC Classics
Department have worked at the School. Prof.
Malcolm McGregor, the head of the UBC Classics
Department, has been a visiting professor there and
UBC has :,ent a number of graduate students to the
School for advanced work.
In his research Prof. Eliot has made a study of the
topography of Greece, especially in the area of
Attica, or Athens and its environs. He has also
specialized in the relation between topography and
history.
He said his new post would enable him to continue
his research in these areas and awaken in graduate
students not only an interest in the historical
monuments of ancient Greece but also an
appreciation of the importance to modern Greece of
the Byzantine culture of the area, which flourished in
medieval times, and the Ottoman period from the
15th through the 19th centuries.
He said the post would also afford an opportunity
for his wife, Mary, to continue her work in
archaeology. Mrs. Eliot is involved in a series of
important studies involving the excavation of a
prehistoric site on an Aegean Island close to the
mainland of Greece.
Prof. Eliot is a graduate of the University of
Toronto, where he received the degrees of bachelor
and master of arts and doctor of philosophy. He
joined the UBC faculty in 1957.
Prof. Eliot has published extensively in his field of
research and is well-known for his radio and public
lectures on classical Greek culture.
4/UBC Reports/Dec. 10, 1970

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