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S.92-23

SIMON FRASER UNIVERSITY

MEMORANDUM

SUBJECT: Election at Senate Meeting

DATE: ?

March 19, 1992

- Monday, April 6, 1992

The Senate Nominating Committee has submitted nominations for elections to the

undernoted committees to be conducted

by Senate at its meeting of April 6, 1992.

Under Senate regulations any Senator who wishes to

add nominations to those shown below may do so by

notifying the Secretary of Senate in writing of such

nominations. Nominations must be received by the

Secretary of Senate no later than Friday, April 3, 1992.

Nominations received after that time, and nominations from the floor cannot be

accepted. Senators making such nominations must ensure in advance that the

• ?

nominee is willing to stand for election.

SENATE COMMITTEE ON INSTRUCTIONAL METHODS AND ORGANIZATION

(SC IMO)

Four Faculty Members elected by

Senate for no specified term of office.

One Undergraduate Student

elected by Senate for no specified term of office.

Zoltán Barabás

One Graduate Student

elected by Senate for no specified term of office.

(Sam) Vanda Rea Black

. ?

Ken Giffen

Note:

Information Sheets on the candidates are enclosed for your Information

prior to the Senate meeting but balloting will take place at Senate on

April 6th.

Application for nomination to the

Senate Committee on Instructional Methods and Organization(SCIMO)

Zoltan

Barabás

(91101-1247)

Education

Jan 1991 - present

Simon Fraser University.

Entering third year Bachelor of Arts in Economics

and Political Science. Completing Cert. in Liberal Arts 92-2.

Jan 1988 - Dec 1990

Camosun College, Victoria, B.C.

University transfer in Business, Economics

and Political Science.

Work Experience

Jul 1985-present

Department of National Defence

-Naval Reserve Officer.

My present rank is Lieutenant with three years

•

seniority.

•

-Currently studying for my ship command qualification.

Current Employment

-Personnel Administration Department Head with Her Majesty'sCanadian

Ship DISCOVERY, Vancouver's Naval Reserve Division.

-Responsible for the administration of all personnel, recruiting, and security.

I directly supervise three section officers.

-I will be reassigned to the position of Training Officer on April 1st,

responsible for all aspects of training DISCOVERY personnel including

instructor training and standards assessment.

Sep 1990-Dec 1990 Camosun College - Student Services

• ?

-Student Assistant to Academic Counselling Section.

-Student member of Enrollment Process Review Committee.

May 1989-Dec 1989 Naval Officer Training Centre in Esquimalt, B.C.

Navigation Instructor

Senate Members,

I submit to you this brief resume to highlight some aspects of my background that might

prove helpful to your Senate Committee on Instructional Methods and Organization. I am

employed full time with the Naval Reserves in Vancouver in the position mentioned in above.

Concurrently, I also attend three classes each semester working towards my Bachelor of Arts in

Economics and Political Science.

My desire to be selected for the SCIMO is twofold. First, I wish to make a worthwhile

contribution to SFU that would benefit both the University, and most importantly my fellow and

students. Secondly, I wish to diversify my education and work experiences to include affiliation

with SFU and the skills I would gain from this involvement.

My ability to make a meaningful contribution to the SCIMO is based in the fact that

through my education(post secondary and Navy) and my employment as a Naval Officer, I have

gained the necessary skills to work closely and effectively in teams and committees. I have

learned the dynamics of being a leader, a follower and a group member. I believe in the power of

synergy to help a team accomplish goals. I am a diplomatic, and not aggressive, team player. I

am as much a listener as I am a contributor. I have strong analytical and organizational skills

that might prove helpful to the committee. I am available during the required time period and

during the day due to flexible work hours. Your consideration of my nomination is greatly

I wish to be considered for nomination to the Senate Committee on Instructional

Methods and Organization.

I have worked as a teaching assistant at Simon Fraser and the University of

Windsor. In addition, I conducted a workshop for TA Day at SFU last September.

Recently, I participated in a panel discussion which was part of the Centre for

University Teaching's film and discussion series.

My experience as a teaching assistant, student, and a representative of the Teaching

Support Staff Union allows me to bring a realistic perspective to the consultative process

on instructional methods and organization.

Please contact me if you have any questions.

Sincerely,'

Sam Black

(Sam) Vanda Rea Black

208-1885 Barclay?

Vancouver, B.C. V6G 1K7

(604) 688-3993

EDUCATION

September

1988 -

present

Simon Fraser University, BC

Master's student in Philosophy

Awards: Graduate Fellowship (4 semesters)

January - May,

1988

University of Windsor, Ontario

Enrolled in Master's programme in

Philosophy

cember,

1987

September

1985 -

De ?

University of Windsor in Philosophy

Completed

B.A.

WORK EXPERIENCE

May

1991 -

present

Teaching Support Staff Union, SFU

Chief Steward

January

1990

to August

1991

Simon Fraser University

Teaching Assistant

0 1

BOLAND, LAWRENCE ARTHUR

Univ. of Illinois, Ph.D. 1966, M.Sc. 1963; Bradley University, B.Sc. 1962.

Present Position: Professor of Economics.

Unwin, 1982, Italian edition (1990), Methodology for a New Microeconomics,

Boston: Allen & Unwin, 1986,

The Methodology

Economic Model Building,

London: Routledge, 1989,

The Principles

Economic Models: some lies my

teachers told me,

London: Routledge, 1992. Over 40 published articles

including 'On the Futility of Criticizing the Neoclassical Maximization

Hypothesis',

American Economic Review,

and 'A Critique of Friedman's Critics',

Journal of Economic Literature.

Currently a member of Senate. Previous university service includes being

Chair of Joint Faculties, Senate member (1968-69), Chair of the Faculty of Arts

Undergraduate Curriculum committee, and Chair of the Department of

Economics.

PERSONAL RECORD:

Peter E. F. Coleman, March 1992

EDUCATION University of British Columbia:

Faculty of Commerce, 1955-57; Faculty of Arts, 1957-59 B.A. (Hons.), English Lit.; Faculty of Graduate

Studies, 1959-61, M.A., English Lit.; Faculty of Education, 1961-62, Teaching Certificate.; Faculty of

Graduate Studies, 1969-73, D.Ed., Educational Administration.

EMPLOYMENT IN EDUCATION

Graduate Assistant, UBC, 1960-1962; subsequently sessional there and at Uvic.

Teacher/Department Head, English, Prince George Senior Secondary School, 1962-64.

Instructor and Department Head, English, British Columbia Institute of Technology, 1964-71.

Director of Educational Services, Manitoba Association of School Trustees, 197-73.

Superintendent of Schools,. St. Boniface School Division, Winnipeg, Manitoba, 1973-79.

Associate Professor, Faculty of Education, Simon Fraser University, September, 1979. Promoted to

Professor, 1987.

ASSOCIATED EDUCATIONAL EXPERIENCE

School Trustee, School District #36, Surrey, 1967-68; President, Manitoba Educational Research

Council, 1978-1979; President, Canadian Association for Studies in Educational Administration, 1979-

1981. Speaker at many professional conferences of teachers and administrators in public schools. Member,

American Educational Research Association, 1979-present; Canadian Society for Studies in Education,

1973-present. At SFU I have served on various Faculty committees, including tenure (twice), on Senate,

and on UTC. I am presently Treasurer of the SFU Faculty Association.

RECENT PUBLICATIONS

Since 1971, have published a wide variety of articles and book-chapters in Canadian, American, British and

Australian journals and books, on educational finance, organizational theory, and school improvement. In

1971,

published a textbook on teaching technical writing, The Technoligist as Writer, which was used in

Canada and the U.S. for a number of years. Most recent publicatios include:

(1990). Reaching out: Instructional leadership in school districts. Peabody Journal of Education. 65,(4),

60-89. (With L. LaRocque).

(1990) Struggling to be "Good Enough": Administrative practices and school district ethos. London:

Falmer Press. (With L. LaRocque).

(1990). School costs and achievement: Explaining the riddle. In S. Lawton & R. Wignall (Eds.), Scrimping

or squanderin g

: Financin g

Canadian Schools. Toronto: Ontario Institute for Studies in Education Press.

(1991). Network coverage: Administrative talk, administrative collegiality and school district ethos.

Canadian Journal of Education, J.(2), 151-167. (With L. LaRocque & L. Mikkelson).

(1991). In the Web: Internal and external influences on school effectiveness. School Effectiveness and

School Improvement, 2(4), 262-285. (With J. Collinge).

(1991). School district or regional management and school improvement. In W. L. Boyd (Ed.),

International Encyclopedia of Education. Supplement 2. Oxford: Pergamon.

(1991). Negotiating the master contract: Transformational leadership and school district quality. In K.A.

Leithwood & D. F. Musella (Eds.). Understanding school system administration: Studies of the contemporary

Chief Education Officer. Toronto: Ontario Institute for Studies in Education Press. (With L. LaRocque).

STATEMENT

My teaching experience is both long (1961-present, with interuptions) and diverse (high school, college,

and four universities as sessional/visitor). At SFU I have taught at undergraduate and graduate levels, and

supervised many graduate students, in research teams working cooperatively and on individual projects. My

technical interest in educational cost-effectiveness in the public schools is also useful preparation for the

work of this most important* committee. My role on the committee will be to represent the interests and

concerns of the full-time teaching professor, who is without administrative responsibilities.

Day, Charles R., Professor of History, S.F.U. since 1966.

BA Stanford, 1958,M.A.PhD.Harvard 1959, 1964.

Citizenship : Canadian

Areas of Interest: Europe, France, History of Education & Technology.

Publications: Book: Education for the Industrial World, the Ecole dArts et

Métiers and the Rise of French Industrial Engineering. Cambridge, Mass.: the

MIT Press, 1987, revised and translated into French: Les Ecoles dArts et

Métiers. Lenseignement technique on France XIXe-XXde siècle, Paris: Belin,

1991. Plus four chapters in books and about 20 refereed articles.

Community service: Alderman, West Vancouver, 1987-1994.

I am interested in serving on the Ad Hoc Senate Comittee on Instruction

• ?

Methods and Organization because I would like to see the folowing:

The preservation of the tutorial system.

A more rational allocation of course credit across the university.

Many departments offer only three unit courses, and these are often

overloaded to a point where the student can not take five courses at once in

his department. Four unit courses would enable the student to take fewer

courses and pursue the material in greater depth, and a crowded university

would economize by offering fewer (but better) courses.

The introduction of a reading week before final examinations, and

the restoration of a two-week final examination period. Now a student takes

his last class on Friday and may have several papers due during week

13:

or she then must face a battery of final examinations beginning Monday. As

the final exam period lasts only ten days, exams tend to be concentrated

during the first week, and students are finding that they frequently have

more than one exam

per day. It is simply impossible to prepare adequately

for so many papers and exams coming all at once.

During the coming years of financial austerity, S.F.U. will probably

enter the final stages of becoming an overcrowded brain factory.. This

committee may be our last slight hope of maintaining some measure of

intellectual integrity in the university.

DUBIEL,

Malgorzata M.

TEACHING AND ACADEMIC EXPERIENCE:

Assistant Professor

University of Warsaw

Mathematics Department

1976-82

Sessional Instructor

Mathematics Department

Laboratory Instructor

Department of Mathematics and Statistics

AREAS OF RESEARCH:

Logic; Mathematics Education

Simon Fraser University

1979-3,1980-1, 1985-1

Simon Fraser University

1985-3 - present

OTHER PROFESSIONAL ACTIVITIES:

Member of Mathematics and Statistics Undergraduate Studies Committee 90/91

Member of SFU Faculty Association Executive 91/92 - 92/93

Member of SFUFA Committee on Teaching Issues and Growth

STATEMENT:

The job of a Laboratory Instructor in the Mathematics and Statistics Department consists

of organizing support services for the courses assigned to a Workshop: scheduling and

supervising the work of TA's, organizing the marking of homework and exams, and

coordinating the Workshop itself, which is the place students come to work on their

assignments and get help whenever they experience any difficulties with the course

material. Lab Instructors also organize review sessions, study and discussion groups and

often work with faculty members in developing new courses and redesigning old ones.

They also develop and teach supplementary courses; in my case these include a credit-

free Basic Algebra course and a Math Anxiety Clinic - a course designed to help students

to overcome anxieties and develop strategies enabling them to cope with their

mathematics requirements.

In my job I work closely with faculty, and undergraduate and graduate students from

across the university. I enjoy teaching and helping students.

I understand that these are times when we have a duty to train increasingly larger number

of students as efficiently as possible. At the same time I resist the arguments heard from

some quarters which seek to impose an industrial model on the University.

TO: ? 

Mr. Ron Heath, Registrar 

FROM: ? 

Noel Dyck, Sociology/Anthropology 

RE: ? 

Statement of .interest in servin 

g

on the 'Ad Hoc' Senate 

Committee on Instructional Methods and Organization 

DATE: ? 

17 March 1992 

I would like to indicate my interest in servin 

g

on the 

above mentioned committee. 

PERSONAL RESUME 

B. A.., 11. A. (Saskatchewan), Ph.D. 

?

Manchester: 

- Associate Professor of Anthropology (employed by Simon Fraser 

University since 1975) 

- teaching experience at SFU includes lower-division lecture 

courses, upper-division seminars, graduate courses and graduate 

supervision 

- author and course supervisor of three SFU distance education 

W ?

courses 

- previous chair of the S/A Graduate Program Committee and 

Director of the Social Policy Issues Post Baccalaureate Diploma 

Program 

- winner of Excellence in Teaching Award, SFU, 1990 

- external examiner for doctoral theses at: 

- University of British Columbia 

- University of Manitoba 

- University of Western Australia 

- publications: 

Indigenous Peoples and the Nation-State: Fourth World 

Politics in Canada, Australia and Norway (1985) (editor 

and contributor) 

What is the Indian 'Problem': Tutelage and Resistance in 

Canadian Indian Administration (1991) 

Anthropology, Public Policy and Native Peoples in Canada 

(forthcoming) (co-editor and contributor) 

numerous articles in journals and collected volumes 

.,

:N!'-J- 

?

Iir!FEN 

L'

?

:jraC 

!

Utte

Student SFU 

marL::€r.

*Member Board of Governors:

*('c:drni: OpE't :icrs ?

on University Budget,

:

te

Admis.ic . 

ns ? 

Ec'ard 

zrta

Civ ?

dt..ats ?

•wards 

Adjudication C:cmrnitteE.

l3adtE StudjeE C:ornmittee

H:srnert 

i.:!         

?

teE for

New Graduate Fr:'cirarns 

Vice--resdent Research, and Information

S y st e r

:•. 

to ,ear urider 

g radu.te and graduate 

LtLtdEflt aiis.

*:2akeYi Bursau For the 

University

-current

John Dewey Jones School of Engineering Science

I would like to serve on the committee on instructional methods and organization. I have

been interested in innovative teaching methods for the past fifteen years, during which time

I have taught in a Kenyan secondary school, lectured at Simon Fraser, and served on the

Board of Governors of Friends Secondary School, Detroit. Since coming to Simon Fraser,

I have experimented with several modes of instruction. While the results have not always

been as I hoped, the courses have been consistently been rated excellent by my students.

Brief Resume

1971-1974 BSc (First Class Honours) in Mathematical Physics at the University of Sussex,

Falmer, Sussex, UK.

1979-1983 PhD in Mechanical Engineering at the University of Reading, Reading, Berkshire,

UK.

Employment History

1974-1975 Scientist-Programmer at the Medical Computing Centre, Westminster Hospital,

London, UK; worked with medical researchers on the applications of computing

• ?

machinery to medicine.

1975-1976 Research Assistant to the Robotics sub-committee of the Council for Science and

Society; conducted research on the social implications of automation.

1976-1979 Headmaster, Chavavo Secondary School, Mahanga, Maragoli, Kenya. Adminis-

tered a rural secondary school, established a science laboratory, taught mathe-

matics, physics and English.

1983-1988 Staff Research Engineer, General Motors Research Laboratories, Warren, MI

48090, USA. Applied finite-element analysis and computer modelling techniques

to the design and analysis of advanced diesel engines.

1988-present Associate Professor, School of Engineering Science, Simon Fraser University,

Burnaby, British Columbia, V5A 1S6.

Publications

Eleven articles in refereed journals; fifteen conference publications.

James Ogloff 

Education 

-. B.A. Calgary; M.A. Sask.; 'Ph.D. Nebraska; Juris Doctor (J.D.) 

Nebraska. 

• July 1, 19 

?

-Assistant Professor, Department of Psychology 

• Pending - Associate Member, School of Criminology 

• Founding Member, SFU Mental Health, Law, and Policy Institute 

Publications 

13

?

art ic lie s ? 

in

?

refereed ? 

I edited book 

journals 

?

4 monbgaphs/technicaI reports 

7 chapters in edited books 

?

2 ?

law

?

review ? 

articles 

Backoround Exoerienceand Statement of Interest in SCIMO 

I maintain a productive program of research and I have developed 

innovative teaching techniques in the established courses I 

teach. My area of specialization is law and psychology and I have 

developd two und ergradut.e courses in that area, as well as a 

graduate program that includes both an experimental/policy stream 

and a clinical-forensic stream 

?

I have also established a 

graduate course in experimental ethics in psychology. 

?

My ? 

commitment to teaching 

4

extends to my research and professional 

work I have authored some articles on training in law and 

psychology, I am a member of the Teaching of Psychology division 

of the American Psychological Association and I currently chair 

the Training/Careers Committee of the American Psychology-Law 

Society. 

in addition to courses in my area ;pf specialization, my teaching 

interests include introduction to psychology. Thus, .1 have had 

experience teaching our "monster" classes with enrollment in 

excess of 400 students. I also supervise honors and graduate 

students, and see this as a vital -- yet oftentimes overlooked -- 

aspect of university teaching. Prior to coming to SFU, I won a 

"Recognition Award for Contributions to Students" at the 

University of Nebraska. 

Because I have been at SFU fora brief time (2 years), I lack the 

in-depth,-cross-department, knowledge of the university and its 

teaching practices. However, I believe I could contribute a 

fresh perspective on teaching at the university level. I am 

excited by the prospect of serving on SCIMO because I believe 

that we are at a turning point at SFU With all of its relative 

risks and benefits, we have grown into a medium sized university. 

It is my sense that the role and methods of teaching have 

"evolved" without much direction Now, is the time to evaluate 

the university's instructional role, methods, and quality of 

instruction, and I would be most interested in participating in 

this evaluation. 

* . Leigh Hunt Palmer

A.A. Sacramento Junior College

A.B., Ph.D. University of California, Berkeley

Member of Department of Physics, SFU, since 1966

Associate Professor

Member of Senate (four elected terms) and Senate committees

Active in professional societies and community cultural organizations

I would like to serve as a member of the Senate ad hoc committee charged

with examining and evaluating instruction at SFLJ. My principal area of

interest and activity at SFU is in undergraduate physics teaching.

I want the committee to conduct a review in a context of comparing what we

do with what is done in institutions of recognized excellence in instruction in

Canada and the United States. The goal of the committee should be to make

recommendations which, when adopted, will result in instructional success

which will compare favorably with results obtained elsewhere. While there is

some reason to consider subjective evaluation criteria as well, I would rely

heavily on measurement of quantities like the fraction of students who

successfully obtain appropriate employment or admission to advanced

programs after graduation in comparisons of success. I believe that other

suitably uncontroversial quantitative criteria can be found as well, and should

be sought by the committee.

I have maintained close links with physics teachers in the high schools in

British Columbia, and I maintain contact with many of my students after they

graduate from SFU, very often by electronic mail. I will be able to seek

information and advice from both future and past SFU students fairly easily

and quickly on matters related to the investigations of the ad hoc committee. I

also maintain links with colleagues at other colleges and universities, usually

by electronic mail, with whom I may consult readily as well.

I am willing to devote the effort to this endeavor that it deserves.

Leigh Palmer, 19 March 1992

/1.

Resume'

for Dr. Gary Poole re SCIMO

a4dition'

to his. research and teaching in Psychology, Dr. Gary Poole is the

Director of the Centre for Umversity Teaching at SFU, the instructional

development program he helped initiate in 1988. In this' capacity, he runs

orientations, and workshops for faculty to further improve

their

teaching He

alsoi runsi worksho p

s. for The University of Victoria's Pacific Institute, on Faculty

Development, which draws participants from across North America" each

summer.. For the . past 6 years,, he has been the coordinator of SFU's TA Day, a,

day-long series

w.ork

shops held each fall for teaching assistants.

çary. has. won the Hilroy Fellowship for Innovative Teaching

and has taught in

college andr university settings. He has designed psychology courses, to be taught

at secondary, a4 post, secondary levels, and has designed 4 courses for distance

education-formats

He.has. attended conferences held by the Professional and Organizational

Development Network (POD) in the United States and is on the mailing list for

newsletters and' other literature from that group. Also; he is, a member of The.

Hig1er-Eduction (STLHE). and has

presented papers at two of their, conferences..

sJure

;

hewil1heQn a panel. with' John . Kirkness from the University. of

Tbronto rdAeKonrad

'from the

'University.

of Alberta discussing future

challenges, foinstr.ucti

q na], development at Canadian-,U niversities as part of the.

a ?

Society foitheStudyof

Bigher Education annual meeting.

He'gvea.;.prE.ntation to. the:Smith'commission' and has been' a panelist with'

Stuart Smith discussing

ways in which excellence in teaching is manifest

Currently,.. Pr. Poole is teaching Introductory. Psychology, (the. 500 student.

variety), anda 'course for senior citizens. in. Social Psychology.

As someone, who has, spent a, considerable, amount of energy investigatin. the

tutorial system, and who, is.charged with' the responsibility of helping enhance

instructional effectiveness at SFU, Gary

, is very interested in the Senate Committe:

on Instructional Methods. and Organization..

/0).

GRANT STRATE

As past Director of the School for the Contemporary Arts and member of Senate and

various of its committees including SCAP I have an understanding of much of SFU's

instructional and organizational history. My interest in serving on the Senate

Committee on Instructional Methods and Organization stems from my continuing respect

for the educational objectives of SFU and a desire to protect the standards during this

period of diminishing resources.

Short Biography

Grant Strate is a Canadian choreographer, dance educator and administrator. A charter member of

the National Ballet of Canada, he continued with this organization for twenty years as a soloist,

choreographer and Assistant to the Director. He was appointed founding Chairman of the Dance

Department at York University in 1970, and was Director of the Centre for the Arts at Simon Fraser

University from 1980 to 1989. He is currently Director of the Contemporary Arts Summer Institute

atSFU.

Professor Strate is an experienced teacher of dance technique and theory, and has published a

. number of articles on dance and dance-related subjects. He has created more than fifty ballets for

various dance groups, including the National Ballet of Canada, Royal Swedish Ballet, Studio Ballet

in Antwerp, the Laban Centre in London, the Judith Marcuse Repertory Company and the Beijing

Dance Academy. He organized National Choreographic Seminars in 1978, 1980, 1985 and

1991.

Professor Strate has been an advocate for dance and other arts in Canada and was the founding

Chapman

of the Dance in Canada Association. He is presently a member of the B.C. Arts Board

and was a member of the Federal Task Force on Professional Training in the Cultural Sector. He

has received the Centennial Medal (1967), The Queen's Silver Jubilee Medal (1978), the Dance

Ontario Award (1979), and the Dance in Canada Award (1984). Grant Strate was awarded the

Canada Dance Award for 1988.

/3.

would like to be on this committee. Here is my one-page resume/statement. 

will put a hard copy of this in the campus mail today. 

K. Laurence WELDON Assoc Prof. Math and Stat Age 49 

PhD 1969 Statistics Stanford Univ. 

MSc 1966 Statistics Toronto 

BSc 1965 Math & Phys Toronto 

Employment Experience: 

1978-present 

Assoc

Prof Math and Stat        

SFU

1989-90   

Vis Prof  

Math             

UCSD 

1982-83 ? 

Snr

Ind Fellow 

Macmillan Bloedel Research 

1972-78   

Assis Prof 

Math/Preventive Medicine 

?

Dalhousie Univ 

1970-72   

Assis Prbf 

Epidemiology and Biometrics 

U. Toronto 

1969-70   

Assis Prof 

Fac of Adrnin Studies      

YOrk U 

1969-70   

Research Assoc 

Cttee of Presidents of Univs of Ontario 

Other Related Experience: 

At Toronto, Dälhousie, and SFU, I have always been actively involved in 

university-based statistical consulting services. 

?

My teaching has always 

included the so-called "service courses" as well as the main stream courses 

at all levels. I have been involved for five years in SFUs Indonesia Project 

aimed at improving science instruction at universities in Eastern Indonesia. 

I have contributed and/or participated in several university committees 

involved with SFUs future planning (including the SCAP subcommittee for the 

planning of Harbour Centre) . I have had some particular exposure to problems 

of enrollment forecasting through the activities of my wife who was the 

Research Director of the B.C. Post-Secondary Enrollment Forecasting Committee, 

and has continued in recent years as a consultant to SFU, OLA, and PMTI. 

I have expended most of my effort since 1969 to teaching my discipline, 

at the expense of research productivity, though I have managed to do some. 

research in connection with my consulting activities. 

J

I have written several 

papers on the teaching of statistics, during 1987-92, some of which have 

been published. I have been a sporadic attendant at the lectures organized 

by Peter Kennedy on teaching at the university. 

Statement About Instructional Problems at SFU: 

I feel that the need for research at a university (as opposed to a 

research institute) is based on the support it provides to the teaching function, 

and that research for its own sake need not be based at a university. The 

fact that most research is funded by external agencies ('e.g. NSERC) is a 

recognition that research for its own sake is not intended to be controlled 

by the university itself. The problem is that the external agencies are 

controlling the university and its teaching function. This has led to 

many unfortunate developments. 

The traditions of university teaching are strangling the forces of 

creativity. For example, the braking up of a class of 500 into 5 classes 

of 100 has little effect on the quality of learning in those classes, but 

does increase the cost of the teaching. A related problem is the apparent 

necessity to give each faculty member the same instructional task. It seems 

clear to me that some instructors are better at lectures, others at tutorials, 

and others at oreDarina materials (written . 

f ?

and

should have a system with more flexibility than at present. The innovations 

made possible by the revolution in communications have not been sufficently 

explored, nor is there sufficient incentive to explore 'these options at SFU. 

Unless the teaching funOtion is recognized as the PRIMARY function 

of a university, there is little hope for significant improvement 'in 

instructional patterns. Research at a university is needed because of 

this teaching function, not in spite Of it 

.

.