SiMON FRASER UNIVERSITY
S.
o
lg6
MEMORANDUM
00 ......
SENATE ............................................
From
.
?
?
ON
AGENDA
?
RULES/..
SENATE COMMITTEE ON ACADEMIC PLANNING
Subject.. SENATE. COMMITTEE. ON.
ACADEMIC.
P.LANNIMG. I Date. NQVMWA.
7
.
1.
.1.98.
At its meeting of November 17, 1980, the Senate Committee
on Agenda and Rules, in its role as the Senate Committee on Committees,
considered the proposed changes for the Senate Committee on Academic
Planning. It recommends change in the terms of reference and in member-
ship.
MOTION: ?
"That Senate approve the terms of reference and the
terms of membership for the Senate Committee on
Academic Planning as shown in Attachment IA."
S
?
d^
40
ATTACHMENT IA
as approved by SCAR
November 17, 1980
S(PROPOSED)
December , 1980
SENATE COMMITTEE ON ACADEMIC PLANNING (SCAP) - Standing
(Reporting Category "B")
Members
?
Conditions ?
Term
?
Expiry Date
Vice-President,
Academic
?
Ex-officio - Chairman
Associate Vice-
President,
Academic
?
Ex-officio - Vice-Chairman
Vice-President,
Administration
?
Ex-of ficio
Dean of Arts
Dean of Education
Dean of Interdis-
ciplinary Studies Ex officio
Dean of Science
Dean of Continuing
Studies
Dean of Graduate
Studies
.
.
Name
J. M. Munro
J. M. Webster
G. Suart
R. C. Brown
J.W.G. Ivany
T. W. Calvert
B. P. Clayman
J. P. Blaney
B. P. Beirne
Senator
Elected
2 years
Sep
30/82
K.
Okuda
Senator
2 years
Sep 30/82
S.
N. Verdun-Jones
Senator
2
years
Sep 30/81
A.
S. Arrott
Senator
by
2 years
Sep
30/81
J.P.M. Mackauer
Senator
2 years
Sep
30/81
H.
Weinberg
Senator
(Lay Member)
and
2
years
Sep
30/82
D.
C. Moffatt
Senator
(Lay Member)
2 years
Sep
30/81
S.
Luetzen
Senator
from
(Student)
2 years
Sep
30/82
S.
Hinchcliffe
Senator
(Student)
Senate
2
years
Sep
30/81
M.
D. Trainer
Senator
(Student)
2
years
Sep 30/82
Librarian, or
his designate
C.
W. MacDonald
Registrar, or
his designate
Non-voting
H.
N. Evans
Director of Ana-
lytical Studies
Secretary (non-voting)
J.
Chase
TERMS OF REFERENCE
1. ?
To be responsible for the
implementation
of a
system
of academic
planning based on S.80-98.
Specifically,
the
Committee will
undertake
SENATE COMMITTEE ON ACADEMIC PLANNING (continued)
the following responsibilities:
a)
To provide periodic assessments of the present and probable
future environments of the University, its students, and its
community;
b)
To identify priorities for the development of new academic
programs and emerging research areas;
c)
To gather information concerning initiatives in the development
of programs at all levels in the University;
d)
To ensure coordination of academic planning with the provision
of facilities and services, with financial resources, and with
planning for the total post-secondary education system in
British Columbia.
2.
To review and recommend to Senate all proposals involving new
programs, or major modifications to existing programs, according to
the criteria specified in S.80-98.
3.
To review existing programs according to the criteria set out in
S.80-98 for the purposes of assessment and, in some cases, possible
expansion, curtailment, or discontinuance.
4.
In carrying out its responsibilities, the Senate Committee on Academic
Planning may establish task forces or sub-committees to deal with
particular tasks.
Approved by Senate at its
meeting of October 6, 1975 to
replace the former Presidential
Committee - Academic Planning
Committee. Changes in membership
and changes in terms of reference
approved by Senate, December , 1980.
0
SiMON FRASER UNIVERSITY
?
MEMORANDUM
.
To .............. .
.
M r.
H. Evans, Secretary
Senate
eon .Agenda and
Subject ........
SenateCommittee on Academic...
Planning - Proposed Changes
From..
John S. Chase
es
Date... 7
November198.0
?
.
SUBJECT: PROPOSED CHANGES IN TERMS OF REFERENCE AND OTHER
MATTERS FOR THE SENATE COMMITTEE ON ACADEMIC PLANNING
Action taken by the Senate Committee on Academic Planning at its
meeting on November 5, 1980 gave rise to a set of motions
concerning the terms of reference, membership, and voting rights
of the Senate Committee on Academic Planning. These motions are
contained in the attached paper. May I ask that it be placed on
the Agenda for the next meeting of the Senate Committee on Agenda
and Rules.
Please also be advised that a recommendation concerning changes
to departmental review procedures specified in
S.72-130 may
be
available for consideration at the January meeting of Senate.
JSC:ld
Att.
0
SiMON FRASER UNIVERSITY
MEMORANDUM ?
ScE1P
O-21.1-
Senate Committee on Academic
?
From
J M Munro
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...................................................................................
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................................................................................. ........... . ....... ............ ......
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Vice-Presiden.t ... .... Academic ..............
.... ...
Subject
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ciiang
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Date.......
.
.
198.0-1.0-30
................ . .................................. .... ..............
Terms of Reference, and
lOther Matters.
Following from the approval of S.80-98 ("Planning
Directions for Simon Fraser University") by Senate, I propose
the following changes in the terms of reference of the Senate
Committee on Academic Planning:
From:
1.
To review and recommend to Senate all new program
proposals.
2.
To develop annually academic and action priority
listings.
3.
To undertake an ongoing review of the long term
academic objectives of the University.
4.
To provide periodic reports to Senate concerning
interactions between the University and the Univ-
ersities Council in matters pertaining to Senate.
S. To undertake such other duties as are assigned to
it by the President or Senate.
To:
1. To be responsible for the implementation of a system
of academic planning based on S.80-98. Specifically,
the Committee will undertake the following responsibilities:
a)
To provide periodic assessments of the present
and probable future environments of the University,
its students, and its community;
b)
To identify priorities for the development of new
academic programs and emerging research areas;
c)
To gather information concerning initiatives in the
development of programs at all levels in the University;
d)
To ensure co-ordination of academic planning with the
provision of facilities and services, with financial
resources, and with planning for the total post-
secondary education system in British Columbia.
.
2
-2-
To - Senate Committee on Academic
?
1980-10-30
Planning
2.
To review and recommend to Senate all proposals involving
new programs, or major modifications to existing programs,
according to the criteria specified in S.80-98.
3.
To review existing programs according to the criteria set
out in S.80-98 for the purposes of assessment and, in some
cases, possible expansion, curtailment, or discontinuance.
4.
In carrying out its responsibilities, the Senate Committee
on Academic Planning may establish task forces or sub-
committees to deal with particular tasks.
I would expect that these-new terms of reference would be instru-
mental in transforming SCAP from a reactive body into one that
plays an initiating role in studying the future directions of
University development.
To improve the effectiveness of the Committee's func-
tioning and in recognition of its new responsibilities, I propose
the following changes in its membership:
1.
To make the Vice-President, Academic Chairman instead of
the President
Rationale: Administrative responsibility for many aspects of
the University related to academic planning rests in the
office of the Vice-President, Academic. Thus, the shift of
Chairmanship should provide improved continuity and super-
vision of the business of the Committee. (The President is
an ex-officio member of all Senate committees.)
2.
To make the Associate Vice-President, Academic Vice-Chairman
instead of the Vice-President, Academic
Rationale: This follows from 1. above and reflects the joint
responsibility for academic planning within the office of the
Vice-President, Academic.
3.
To add the Vice-President, Administration as a voting member
of the Committee
Rationale: This is intended to enhance the co-ordination
between academic planning, financial planning, and space and
facilities planning.
. . . 3
EMEM
-3 -
To - Senate Committee on Academic
? 1980-10-30
Planning
4. To make all members of the Committee voting members.
Rationale: At present the University Librarian, Registrar,
and Director of Analytical Studies are non-voting members
of SCM'. There seems to be little reason to continue cate-
gories of voting and non-voting members of this Committee
given: (1) its size, (2) its terms of reference, (3)
practice on other Senate committees and in Senate.
k&AkAø
?
.
RIVTITVfprlq
?
J. M. Munro
Fe
IWF,mAT,cN
1.
SENATE COMMITTEES
October
15, 1980.
1. SENATE COMMITTEE ON ACADEMIC PLANNING (SCM') - Standing
Reporting Category "B"
Members
Conditions
Term
Expiry Date
Name
President
Ex-officio -
Chairman
K.
C. Pedersen
Vice-President,
Academic
Ex-officio -
Vice-Chairman
J.
M. Munro
Associate Vice-
President,
Academic
Ex-officio
J.
M. Webster
Dean of Arts
R.
C. Brown
Dean of Education
J.W.G. ?
.Ivany
Dean of Interdis-
ciplinary Studies
T.
W. Calvert
Dean of Science
Ex-officio
B.
P. Clayman
Dean of Continuing
Studies
J.
P. Blaney
Dean of Graduate
Studies
B.
P. Beirne
Senator
Elected
2
years
Sep
30/82
K.
Okuda
Senator
2
years
Sep
30/82
S.
N. Verdun-Jones
Senator
2
years
Sep
30/81
A.
S. Arrott
Senator
by
2
years
Sep
30/81
J.P.M. Mackauer
Senator
2
years
Sep
30/81
H. Weinberg *
Senator
(Lay Member)
and
2
years
Sep
30/82
D.
C. Moffatt
Senator
(Lay Member)
2
years
Sep
30/81
S.
Luetzen
Senator
from
(Student)
2
years
Sep
30/82
S.
Hinchcliffe
Senator
(Student)
Senate
2
years
Sep
30/81
M.
D. Trainer
Director of Ana-
lytical Studies
Secretary (non-voting)
J.
Chase
Librarian, or
his designate
Non-voting
C.
W. MacDonald
Registrar, or
his designate
Non-voting
H.
M. Evans
TERMS OF REFERENCE
1.
?
To review and
2.
?
To develop annually
recommend to Senate
academic and
all new program proposals.
action priority listings.
3. ?
To undertake an
ongoing review of
the long term
academic
objectives
of the University.
SENATE COMMITTEE ON ACADEMIC PLANNING (SCAP) - continued
?
2.
4.
To provide periodic reports to Senate concerning interactions
between the University and the Universities Council in matters
pertaining to Senate.
5.
To undertake such other duties as are assigned to it by the President
or Senate.
Approved by Senate at its meeting
on October 6, 1975 to replace the
former Presidential Committee -
Academic Planning Committee.
Committee meetings normally are scheduled monthly on Wednesdays, two days
after the scheduled meeting date of Senate, at 2:00 p.m., with adjournment
not later than 5:00 p.m.
SCAP reports to Senate in May of each year.
* Elected at meeting of Senate of October 6, 1980 to replace.J. J. Weinkam
for balance
term of office.
FRASER UNIVERSITY
S.90-V
,4s
17,/7fb
From.
?
J.
M. Munro.. ?
..
Fo
'
t
?
'i"7"'S1MON
..
?
MEMORANDUM
To
?
Senate
?
.........
"Planning Directions for
Subject.. ?
Simon FraserUnivers.ty"
Vice-President, Academic
Date.
?
1980-06-25 ?
........................................
Action taken at the June 24th, 1980 meeting of the Senate?
Committee on Academic Planning gives rise to the following motion:
"That Senate accept the paper "Planning
Directions for Simon Fraser University"
and direct the Senate Committee on
Academic Planning to implement academic
planning based on the planning principles
outlined in
.
the paper."
This paper was prepared by a sub-committee of SCAP consisting
of J.M. Munro, (Chairman), A.S. Arrott, B.A. Hoiweg, J.W.G. Ivany,
K. Okuda, and J. Chase (Secretary). The sub-committee, which was
• ?
appointed at the January 16, 1980 SCAP meeting, was charged with
developing an academic planning document to:
11
1. Provide an assessment of the state of SFU today, i.e. strengths,
weaknesses, other characteristics;
2.
Develop a set of institutional goals for the next 4 - 5 years;
3.
Suggest, a set of guidelines by which academic
,
planning will be
undertaken."
In addressing these three issues, the paper does not constitute,
nor was it intended to be, an academic plan. Rather, by summarizing
important characteristics of the University and its environment, by
suggesting future directions for University development, and by
specifying planning principles, "Planning Directions for Simon Fraser
University" is designed to be a resource in the development of a
full academic planning document. In particular, Senate should be
assured that the examples of proposals presented in the paper are
meant to stimulate interest and discussion and do not reflect the
views of SCAP on these particular issues.
Senate approval of the notion proposed above would enable the
University to re-vitalize its academic planning process and to
address-issues in the future developmeiit of the University that are
of vital concern to all of us.
J.M. Munro
Ik
June 13, 1980
?
0
PLANNING DIRECTIONS FOR SIMON FRASER UNIVERSITY
INTRODUCTION
An academically elite student body and a
faculty with a pre-eminent international reputation
characterize the world's most prestigious universities.
Many universities aspire to this dual recognition.
None can achieve it quickly. Pursuit of this recogni-
tion requires a university to develop and maintain a set
of conditions in which teaching, research and scholarship
can flourish. Creativity and flexibility in response to
changing demands and opportunities and to fluctuations in
resources support this pursuit.
Planning for the future should be a continuous
process. An assessment of the current state of Simon
Fraser University and the provincial and national
environment within which it operates is helpful in
identifying realistic future directions and providing
benchmarks for measuring progress.
This document suggests a set of future directions
for Simon Fraser University and a process for their
achievement. It is presented only in bare outline;
discussion and debate will help to give it structure
and, in the process, lead to a common understanding of
our problems and a consensus on our future directions.
wow
0
2.
A_CURRENT ASSESSMENT
Migration to British Columbia from within and beyond
Canada has produced a public receptive to new initiatives
and motivated to achieve. This can be a major strength for
our university; it influences both the level of public
support for what we do and the quality of our students.
The present student body ranges from adequate, be-
cause of admission screening, to excellent, because of
chance, to truly outstanding, partially because of
deliberate scholarship programs. It is not an academi-
cally elite student body, but the best students could
compete anywhere.
The Simon Fraser student body is unlike that of most
other Canadian universities On average the students are
older. Many transfer from a regional college or enter
after a number of years spent in the work force or raising
a family.
?
Sixteen percent enter directly from high
school. Many come from Burnaby, the Fraser Valley and the
North Shore but few live in areas closer to the other two
universities or in the interior of the Province. Fifteen
• percent enroll from other parts of Canada and 8 percent are
from outside the country. Most of the students commute up
and down Burnaby Mountain.
The trimester system allows students either to accelerate
their program and complete it in a shorter period of time,
or to interrupt for a semester without the penalty of waiting
a full year to re-enter the program. The Co-operative
Education Program enables students to apply their academic
training in actual work situations. The tutorial system
gives students close association with members of the instruc-
tional staff in small groups. Through late afternoon and
evening courses, students can enroll for degree completion
programs while meeting their employment or family respon-
sibilities during the daytime. The Mature Student Entry
category admits those who are twenty-three years of age or
more, and not eligible for admission under any other category,
providing they have sufficiently clear objectives in mind
and are judged likely to benefit from university studies.
The Distance Education Program provides correspondence
courses for individuals throughout the Province who do not
have access to either the Burnaby Mountain campus or any of
the centres throughout the Province. S.F.U. minimizes
program constraints and requirements in the first two years
and students can pursue a broad program of study and delay
specialization until they have determined their educational
goals.
LA
3.
The core of this University lies in the strength of
its Arts and Science programs. The undergraduate programs
in Kinesiology, Criminology, Communication and Fine Arts
are unique in British Columbia. The Faculty of Education
provides a teacher education program that is recognized
as a model of how to combine theory and practice. Most
departments offer graduate level education leading to
masters and doctoral degrees. Graduate professional
degrees are offered in Business Administration, Pest
Management, Resource Management, Clinical Psychology,
and Education. Students can develop their own special
graduate programs encompassing two or more disciplines.
Simon Fraser is much more than a teaching institution.
It contributes to local communities, the Province, Canada
and the world through scholarship. Often termed "research",
this contribution can be more effectively defined as the
creation and re-creation of knowledge and criticism. The
University, from its beginning, has aspired to prominence
as a research institution and provides facilities and
resources to make this possible. The best faculty are pre-
eminent in their disciplines and the entire faculty is a
major provincial resource. Their achievements have been
more substantial than is recognized by the general public.
During the 1960
1 s,
when all new universities were in
competition to hire the best, the geographical advantages
and newness of Simon Fraser University helped attract many
outstanding faculty. The present faculty is mostly tenured
and has a mean age around 41; this mean is increasing by
about 0.5 years annually. We are not hiring as many faculty
now as in earlier years, but the geographical advantages of
our location continue to be helpful in recruiting faculty.
While the University is no longer new, many of our programs
are and we generally are able to offer prospective faculty
opportunities that are equal to those available at any
Canadian university.
Simon Fraser University has developed effective
academic services to support its teaching and research
programs. Our Library collection is a vital contributor
to the University's academic quality. Many departments
benefit from the excellent Computing Center for assistance
in their teaching and research.
4.
SThrough its Library, Athletis program, events in
the Performing Arts and Continuing Studies programs,
Simon Fraser University maintains strong ties with the
surrounding community. The Library's collection is
accessible to the general public and, via inter-library
loan arrangements, to students and staff at other univer-
sities, colleges and institutes throughout the Province.
The public is encouraged to attend inter-collegiate foot-
ball, basketball, soccer, swimming, track and field and
many other athletic events. The Centre for the Arts.
offers a series of public concerts, plays and guest
appearances throughout the year by international and
Canadian artists.
?
Continuing Studies
offers distinctive community education programs dealing
with important public and social policy questions.
Financial support for individual students and for
organized student activities is extensive. Simon Fraser's
direct support for scholarships is the highest, proportional
to size, of the three
?
B.C. universities. The counselling
and medical services are comprehensive. Student organiza-
tions and student participation in the governance of the
University are encouraged.
•
?
?
Opening in 1965 with an enrollment of 2,500 students,
the University grew to 6,300 students by 1970. With
slower growth in the 1970
1
s, enrollment totalled 8,300
by 1976 and has remained relatively stable since. To many,
the current size of Simon Fraser is one of its most at-
tractive features. It is large enough to offer a variety
of well-developed academic program opportunities at the
undergraduate, graduate and professional levels. At the
same time, its relatively small size encourages a degree
of flexibility, informality and personal interaction
among students, faculty and staff throughout the University.
Simon Fraser University has a record of receptivity
to new program ideas. The decision-making structure
enables the University to re-allocate resources promptly
to new and growing programs.
A balanced assessment must note that there are a
number of areas in which the University could do better.
Student housing is both insufficient and in a state of
disrepair. Campus amenities are clearly lacking. The
commuter orientation of the institution erodes efforts
to build a sense of community and cohesion. Assistance
to students in terms of career planning and job placement
is deficient. The University's academic expectations Of
its students are not sufficiently defined; curriculum and
program planning often reflect this.
5.
The general perceptions of the University held by the
?
I
public are a source of concern. In large segments of the
population, Simon Fraser University is viewed as a radical
institution frequently beset by labour unrest. Some share
the bias that undergraduate programs offered at this'
University are not as good as those of older Canadian
universities. Despite many outstanding contributions made
by faculty members, the general public does not fully
realize that this is a major research institution.
FUTURE DIRECTIONS
The preceding section sought to provide a frank assess-
ment of Simon Fraser University. While the accomplishments
have been significant, much remains to be done. The fol-
lowing statements identify some directions for the years
immediately ahead:
1. Continuing the quest for excellence in all
activities - teaching, learning and research'
- remains the overall goal. This includes:
a.
Enhancing the research capacity of the University;
b.
Building an even more challenging academic en-
vironment so that highly qualified students will
wish to attend Simon Fraser University;
c.
Furthering development of the intellectual
and social community on Burnaby Mountain; and
d.
Maximizing the effectiveness of present faculty.
2. Maintaining standards that justify confidence in
the general public that graduates are:
- skilled in inductive and deductive reasoning;
- proficient in both written and verbal communi-
cation; and
- capable of identifying, formulating and answering
questions concerning present knowledge and its
antecedents.
3. Enhancing the national and international role of
the University through attracting the best students
we can from other regions of Canada and the rest of
the world, facilitating faculty exchanges, and
encouraging collaborative research.
4. Ensuring that Simon Fraser University's academic
programs are reasonably accessible to people through-
out British Columbia.
S
S
6.
5. Expanding opportunities for lifelong learning
in specific disciplines.
While the acceptance of these directions should be
tested within the University, it is likely that debate
will center more on ways and means. Some specific proposals
for action that might be the subject for discussion in
academic planning are:
Limiting undergraduate enrollment in some dis-
ciplines, encouraging entry into others, and achiev-
ing what may be judged as optimum size for the whole
University. Some have suggested a maximum of 11,000
students.
Maintaining the proportion of full-time to part-
time students near its present level. It has been
suggested that the ratio of on-campus FTE students
to on-campus head-count students, presently .75,
not fall below .65.
Increasing the ratio of graduate to undergraduate
students. It has been suggested that the ratio
should be greater than or equal to .20; presently
it is .13.
Modifying student/faculty ratios to pefmit increased
emphasis on research.
Hiring the best of currently available young
faculty at a rate sufficient to compensate for the
anticipated shortage of highly qualified teachers
that will result from the Fetirement in the 1990's
of many of those hired in the 1960's.
- Increasing the proportion of students from across
Canada and beyond Lower Mainland regions within
B.C. by providing sufficient student housing to
guarantee on-campus residence for new students for
at least one year.
- Setting standards for admission from high school
at a level that would encourage students to be
well-prepared for university entrance.
Encouraging international undergraduate student
enrollment with broader and more balanced re-
presentation. A possible goal is 10 percent of
undergraduate headcount enrollment.
ka
0
7.
- Increasing efforts in job counselling and
?
S
career placement services for students.
- Encouraging more faculty to seek research
funding from sources outside the University
in order to increase the effectiveness of
individual research efforts.
- Continuing and expanding degree completion,
certificate and diploma program and non-credit
opportunities in British Columbia locations
away from the Lower Mainland.
THE PLANNING PROCESS
The translation of the preceding set of future directions
into concrete proposals for consideration and subsequent
implementation requires co-ordination. That role rests
with the Senate Committee on Academic Planning. The planning
principles under which it should operate and the criteria
for assessment of academic programs are set forth below.
PLANNING PRINCIPLES
1.
?
Planning should be guided by a clear assessment of the
present environment. Reliable, comprehensive informa-
tion about the University, its students, and its
community is essential. Anticipating the University's
probable
future environment is also an important part
of academic planning.
2
?
Planning should concentrate on new academic programs
emerging research areas, and building and maintaining
academic and administrative facilities and support
services. This planning must be linked to available
financial resources.
3.
Plans should be co-ordinated with those of other post-
secondary institutions in British Columbia.
4.
The planning process should encourage initiatives
from all levels in the University and assure that
they receive due consideration. Task forces should
be established to deal with particular plans.
S
8.
S
CRITERIA FOR PROGRAM ASSESSMENT
It is expected that the identification of the purposes
to which Simon Fraser will direct its efforts and energies
will encourage and facilitate the development of a number
of new and innovative programs. Assigning priorities to
various proposals will be a difficult task. Ranking should
be based partly on how a proposal is measured against the
following characteristics.
1.
The program has intrinsic academic excellence and
is something this University can expect to do well.
2.
The program substantially enriches the existing
teaching programs of the University.
3.
The program builds upon existing programs and
resources inthe university.
4.
The program anticipates provincial or national
needs.
5.
The program does not unnecessarily duplicate
existing programs at other universities in the
Province.
6.
The excellence of the program attracts students
to the University.
Existing programs should also be subject to periodic
review. Such reviews provide an opportunity to assess
individual programs and to provide a basis for recommending
their expansion, curtailment or discontinuance.
.
[1
- ?
I
9.
S
CONCLUS IONS
The generally stated purposes of the modern university
are familiar - the preservation and transmission of knowledge,
the development of new knowledge, the education of highly
qualified men and women and service to society. It is
important, however, that universities continually assess
their programs and activities to ensure that they respond
to the challenges of the present and the, future.
Universities with established strengths and recognized
reputations need to debate their future directions internally
and then decide on the mix of activities which reflects their
historical circumstances, anticipated resources, and the
scale appropriate for planning their own development.
.
S
