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SIMON FRASER UNIVERSITY

REPORT OF

THE PLANNING COMMITTEE

ON INTERIOR PROGRAMMING

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SEPTEMBER 15, 1977

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TABLE OF CONTENTS

PAGE

ACKNOWLEDGMENTS

1

SUMMARY

2-3

THE OVERALL PLAN:

1.

Background to the Plan

4-6

2.

The Planning Process at SFU

6-11

.

3. The Proposals

11-20

4.

Education

20-21

5.

The Roles of the Universities

22-23

DISTANCE EDUCATION PROGRAM

24-30

REGIONAL UNIVERSITY SCHOOLS AND UNIVERSITY

CENTRES

31-36

LIBRARY SUPPORT

37-42

ADMINISTRATION

43-44

APPENDICES:

BUDGET

45-50

SCHOOLS

51-125

COMMITTEE MEMBERS

126

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ACKNOWLEDGMENTS

We appreciate the continuing encouragement of President Jewett

and members of the Board of Governors. We are very grateful to over

thirty faculty members who contributed directly to the development of

possible 'School' programs and to many others for comments.

We acknowledge helpful discussions in Senate and its Committee

on Academic Planning, as well as with all Chairmen of Departments.

A large number of Interior residents, including staff and stu-

dents of Colleges, turned what might have been an abstract exercise into

a valuable learning experience for the Committee. We are indebted to

S

them for their time, their criticism, their frankness, their courtesy

and their friendliness. We share their enthusiasm for the future of

higher education in the Interior.

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2

SUMMARY

This report describes a plan for extending degree-completion

opportunities throughout British Columbia. Because of its large area

and dispersed population, this province represents an unusual challenge

to educational planners. Geography, climate and a major emphasis on

resource industry produce an environment where the participation rate

in higher education in the Interior is significantly below that in the

metropolitan areas. The plan set out below provides a solution to the

connected problems of making available university programs of continuing

high quality and of stimulating economic development in areas distant

from the major population centres.

Universities are unique institutions in that they are involved

in both the creation and dissemination of knowledge. Whether research

is inspired by curiosity or by potential application to problems, it

requires the investigator to be up-to-date in his

or her field and

alert to potential discovery - both qualities of prime value to senior

students. In developing our model of university centres with, necessar-

ily, relatively few faculty, we have therefore stressed two basic require-

ments - a "critical mass" of researchers and high quality library servi-

ces. We are proposing the establishment of Regional University Schools

whose research and teaching focus is interdisciplinary - often problem-

and job-oriented - and whose library resources are those of a major

university.

In British Columbia no reasonable deployment of universities or

Schools can provide degree-completion opportunities to all residents.

A distance education program is required to extend an opportunity to all.

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3

We propose a system using a variety of media with a major emphasis on

tutorials and face to face contact. Such a system may be supplemented

by radio and television. The program would be designed for degree-com-

pletion through university departments in a wide range of disciplines.

The Schools and the Distance Education proposals are complemen-

tary. Distance education students within commuting distance of a School

can supplement their program with courses offered in the School's class-

rooms; School students can supplement their curriculum with courses from

the distance education program. The Centres where Schools are located

would also provide classrooms and administrative support for the tutorial

component of the distance education program.

No proposal from Simon Fraser concerning the delivery of univer-

sity services to the Interior can overlook our ongoing Professional

Development Program in Education. In PDP this university has clearly

demonstrated an ability to provide high quality instruction at the senior

level for pre-service teachers. This program is offered in eleven loca-

tions throughout British Columbia. With the possibility of expansion of

this and other education programs currently being offered in the Interior,

the introduction of additional models seems to us premature at this time.

However, we propose some new thrusts in the PDP model to provide a broader

range of professional service.

We illustrate the concept of the Regional University Schools by

developing several examples of possible curricular themes. We provide

sample budgets for a typical School as well as for the distance education

program. Finally, we suggest specific roles for each of the three public

universities in the Province; these are shown to be logical extensions of

their current activities outside the metropolitan areas.

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THE OVERALL PLAN

Simon Fraser is proposing what we believe to be a unique

and powerful model for the delivery of degree-completion opportunities

in the interior of British Columbia. Basically, we envision the

combination of a well-designed distance education program with

carefully-focussed programs at various regional centres. Both

programs would be augmented by professional programs of the other

two universities and administered through regional University Centres.

We propose this model because after substantial research and

planning we believe it responds most fully and realistically to

the challenge of extending access to university programs in this

•

Province. Before presenting this model itself, we describe the

background and planning process which led us to our proposals.

1. BACKGROUND TO THE PLAN

In 1974 a major development in the Government's commitment

to providing greater access to university programs occurred with

the funding of "innovative program proposals" from the three public

universities. These proposals included the delivery of university

courses beyond the metropolitan regions. UBC was funded to expand

and improve its correspondence program; U.Vic. to provide a

sequence of upper division Arts courses in Nanaimo; and SFU to

initiate a correspondence program and to locate third and fourth

year courses at various college locations in the interior.

In the fall of 1974 we located upper division credit courses

S

in Prince George, Kamloops, and Kelowna. Enrollments were not large

and discussions with the students and college representatives confirmed

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5

was

our

inappropriate.

views that an ad

We

hoc

therefore

approach

requested

to providing

and received

university

permission

courses

0

from the Minister of Education to re-direct funds for interior

courses towards a feasibility study and towards other means of

determining how best to serve the interior's needs for university

programs. Over a period of several weeks, two members of the SFU

staff (at times joined by representatives of UBC and U.Vic.) toured

the college regions to obtain the views of college administration,

faculty, and students. Partly as an outcome of these consultations,

we set as our objective the establishment of degree-completion

programs in two college locations. As planning progressed we decided

instead to combine two programs at one location.

In the fall of 1975 in collaboration with Okanagan College,

we established at Kelowna degree-completion programs in Psychology

and Biological Sciences for a three-year experimental period. We

saw this venture, in addition to providing degree-completion

opportunities for the first time in one interior location, as a means

of testing several assumptions about how to organize and provide high

quality programs in the interior. We learned a great deal from this

project which influenced the proposals outlined below.

In addition to these programs in Arts and Science, SFU had

earlier been operating Faculty of Education Professional Development

Programs in Vernon, Kamloops and Prince George and these, too, have

provided us with valuable and extensive experience in meeting specific

Interior needs.

In Spring 1976 the newly-elected Government of British Columbia

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established the Commission on University Programs in Non-Metropolitan

Areas, presumably because it felt that activities to that date were

insufficient and uncoordinated. The Commissioner, Dr. William

Winegard (formerly President of Guelph University and now Chairman,

Ontario Council on University Affairs) ,was assisted by an advisory

panel of ten members, including two representatives from each of the

three public universities. In May 1976, the Commissioner issued a

discussion paper and during the ensuing weeks he and his advisory

panel held public meetings in numerous British Columbia locations where

they received written and oral briefs. Written briefs were invited

from interested groups or persons and Dr. Winegard also consulted

representatives of several key organizations, such as college and

•

university faculty associations. The Report of the "Winegard

Commission" was delivered to the Government on September 2, 1976.

With the principles of efficiency and practicality apparently

guiding his views, Dr. Winegard's major recommendations were that a

new division of Simon Fraser University or, alternatively, a new

university, ought to have responsibility for providing degree-completion

programs in the non-metropolitan areas of the Province. The vehicles

for delivery would be four or five university centres, each with ten

to twelve faculty providing several conventional majors, and an outreach

program utilizing "packaged courses". Dr. Winegard further suggested

that SFU should decide by December 31, 1976, whether it would assume

this responsibility, and that, should SFU not accept it, a new

university should be established.

2. THE PLANNING PROCESS AT SFU

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Although SFU's planning for interior programs had been

initiated in 1974, the Winegard recommendation intensified and

focussed the planning process. To assist the University Senate

in its consideration of the Winegard proposals, a task force headed

by Professor B. Beirne was asked to examine the implications of

accepting the proposals. Dr. Beirne submitted his report to the

Senate Committee on Academic Planning which in turn forwarded a

series of alternative proposals to Senate. Senate agreed in principle

that SFU should accept the responsibility for providing interior

programs (but without accepting the details of Winegard's Report) and

agreed that SFU should undertake detailed planning. The Board of

Governors, however, modified this position to accept only the principle

of planning, with any commitment towards implementation contingent

upon guaranteed and adequate funding. This position was forwarded to

the Universities Council, with a request for funding the planning of

a "grand design".

The planning which culminated in the present Report began in

January, 1977. During January, February and March, meetings were held

with the Chairman of the Universities Council and with the Deputy

Minister of Education to establish the degree of Government commitment

to interior programs and, in general, the roles that the three public

universities might assume. On March 24, planning funds were granted to

each of the three universities (SFU, $120,000; UBC, $50,000; U.Vic.,

$30,000). At SF13, a senior group known as the Interior Programs

Planning Committee (IPPC)* was formed.

* Members of this Committee are listed in the Appendices

7

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The IPPC did not believe that it was necessary to gather

detailed data on the need for interior university programs, both

because the Winegard Commission already had determined that a need

existed, and because the Government appeared committed to providing

degree program opportunities in the interior. Further, the

Universities Council had recently conducted an accessibility study

which documented the inequality of opportunity facing interior residents.

The Government saw the provision of Interior programs not only as a

means to equalize opportunity, but also as an instrument for spurring

regional development. Both of these aims are reflected in our

proposals. The IPPC did examine a variety of data and reports: the

briefs to the Winegard Commission; economic, social and political

•

profiles of the Interior regions; reports of other provinces and states

dealing with external degree programs; and relevant research and

conceptual analyses available in the published literature. Several

committee members visited other institutions to learn, first hand, how

they had responded to the kinds of challenges we face in British

Columbia, particularly those that may be best met through Distance

*

Education methods.

While the above inputs into the planning process were valuable,

the most critical input came from our interactions with individuals

in the regions to be served. At the outset of our planning, we decided

that collaboration with the interior colleges in the provision of upper

*

The institutions visited were: Athabasca, Waterloo, and Memorial

Universities in Canada; the Open University in the United Kingdom;

•

and Queensland, New England, New South Wales and Macquarie

Universities in Australia.

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division degree programs was essential, for both educational and

economics reasons. Nevertheless, we were, and remain, sensitive to

concerns that the unique character and mission of the colleges should

not be jeoparized. Further, we believed that our proposals ought to

develop through successive counsultations with groups and individuals

In the college regions to be served. To this end we scheduled a series

of meetings at important stages of proposal development:

(a)

After an initial meeting in early April at Castlegar,

we met on April 18 with the Principals and Vice-principals

or Dean of Cariboo, New Caledonia, and Okanagan Colleges and

asked them their views on how best the various needs could be

satisfied and on some of the general concepts being developed

by the IPPC.

(b)

A first discussion paper was developed by the IPPC as

an outcome of these meetings and of our own valuable experience

in mounting off-campus credit degree programs. This paper

outlined in general terms the concepts of Schools of Excellence,

Distance Education, and University Centres. It was distributed

to all interior college regions, to relevant groups within

Simon Fraser University (including the Senate Committee on

Academic Planning, Senate, the Board of Governors, Department

Chairmen and the academic community),to the other Universities

and to other interested groups such as the College Faculties

Federation and the Association of Colleges of British Columbia.

(c)

Representatives of College.Councils, administration,

faculty and students as well as representatives of various

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community groups met with the IPPC at Prince George, Kamloops,

Vernon, Kelowna and Castlegar/Trail. The character and make-up

of meetings varied from community to community, but in all

almost 200 persons were involved in sixteen different meetings.

(d)

Visits were made to Northern Lights, East Kootenay, and

North-West Colleges to discuss this first working paper.

(e)

On May 27, IPPC representatives met with all British

Columbia College Principals on the discussion paper.

(f)

As a result of these full and frank discussions IPPC

re-worked the first set of general proposals. Papers on

Distance Education, Regional University Schools and University

Centres, and a Library Model were prepared. In addition,

5

eight faculty working groups prepared prototypes of Regional

University Schools, each with a different focus. This set of

papers, the Draft Proposals for Interior Programs - July, 1977,

was distributed to the College regions, to Senators and

Governors, to the other Universities and to others.

(g)

During July and August members of the IPPC visited Prince

George, Kelowna, Kamloops, Vernon and Castlegar to discuss

and assess the Draft Proposals. Representatives of UBC and

U.Vic. were invited to participate and to discuss their

proposals.

( j- )

Two meetings of representatives of the three public

universities were held in June and July to share information

and coordinate proposals where possible.

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(i) This report has been developed as a result of IPPC

is

assessment of the data collected.

3. THE PROPOSALS

Among virtually all interested groups there appears to be

consensus as to certain basic conditions which should be met by any

university programs for the Interior:

a.

They should substantially increase access throughout

British Columbia to degree-completion opportunities.

b. They should be of unquestioned quality and their credibility

should be established at the outset.

c. They should not exacerbate but rather help reduce credit

transfer problems; portability of credit should be improved.

manner

d.

They

as

should

possible.

be provided in as efficient and cost-effective a

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e.

They should contribute towards the employment potential of

graduates and the development of the regions in which they are

located.

f.

They should complement and support any existing programs,

particularly those of the regional colleges.

g.

They should be designed and offered to meet the unique

characteristics of the diverse student population to be served.

It would appear that the Minister of Education has rejected the

idea of establishing, at this time, a new and separate university in

the province. Although a new institution may be equipped to satisfy

some of the above conditions, it could not hope to initially satisfy

conditions b, c, and d above as well as one of the existing universities.

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Assuming that the existing universities will assume

responsibility for interior programming, there are two basic models

of assigning responsibility, that is, by (i) region or geographic

area, and by (ii) programs. Simon Fraser has opposed the regional

or "balkanization" approach to delivering programs because we are

convinced that such a development would not satisfy conditions a, c,

and d above as well as would a programmatic approach. Many of the

briefs to the Winegard Commission, and Dr. Winegard himself, took

this position. We have tested our views on this question in our

recent meetings with college regions and, in general, they have received

strong support, in part because interior residents are quite mobile

within the province and do not wish to face an avoidable credit transfer

•

problem.

•

Province-wide accessibility can be provided only through a

program of distance education. However, there is consensus that a

university presence, incorporating classroom instruction and scholarly

research, ought to be established in several regional centres. But

there is a difference of opinion concerning the kind of program that

should be offered in these centres. In essence, two kinds of regional

centre programs are being suggested: a "mini" Faculty of Arts,

providing core degree-completion programs in six to eight disciplines;

and an interdisciplinary program with a job-market and regional

development focus. We are proposing the latter type of program and

our rationale for doing so is reinforced by first explaining our reasons

for rejecting the "mini" Faculty of Arts type of program.

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The mini-Faculty or mini-university-proposal includes the

following basic features: location of up to twenty-four faculty to

teach up to eight disciplines (or three faculty per discipline) for

conventional majors in Anthropology-Sociology, Economics, English,

Geography, History, Philosophy, Political Science, and Psychology;

the eight departments operate as integral parts of the home-campus

departments; integration of library and other services with a local

regional college; provision of adequate facilities. We gave careful

consideration to the development of a mini-Faculty, or a mini-

university. Our current degree-completion programs in Kelowna,

offering majors in Psychology and Biological Sciences and some

electives in other disciplines, are based on just such a model.

But our experience with it, and the experiences of the College

officials, have persuaded us that it is not a viable model, and not

in the best interests of those to be served. Quite briefly, our

reasons for rejecting this model are as follows:

1.

No region of the province has a sufficient population base

to support a conventional "bricks and mortar" type of Faculty or

University. Enrollments in many courses and in many disciplines would

be quite small, a situation already experienced in the second year

programs of all interior colleges. Only those within commuting distance

of such a centre would be served. Since the program offered would be

a very modest replica of that provided by the parent university, it

would attract few, if any, students beyond its immediate region. It

would be expensive.

2.

With a maximum of three faculty per discipline, faculty

would have to be chosen with broad disciplinary interests in order that

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a reasonable variety of courses could be offered for a major in that

discipline. An inevitable corollary would be an insufficient number

of faculty with common research and intellectual interests to maintain

a high quality research/academic environment. It would be very

difficult for faculty to maintain themselves as scholars. (Fly-in-fly-

out professors mitigate this problem, as we have found in Kelowna, but

a viable program cannot exist without full-time, resident faculty.)

Inevitably the programs would be seen as of lower quality than those

at the parent institution.

3.

Such programs would not contribute to regional development,

or provide job-market skills as well as other programs might.

4.

The centres are defined as branch plants, governed by

Departments and Senate remote from the area. Hence, such programs are

not likely to develop the autonomy and flexibility necessary to respond

to regional needs and changes in those needs.

The main perceived advantage of the mini-Faculty is its

standard approach. The conventional B.A. is well known and many

people, particularly those with some traditional university background,

would feel comfortable with it. However, as shown above, the mini-

Faculty proposal clearly does not satisfy most of the program conditions

or requirements for the interior of our province.

What, then, do we propose? Essentially, three inter-related

programs and services:

1. A Distance Education Program that would provide every

resident of British Columbia, regardless of place of residence

or work schedule, the opportunity to complete a degree (B.A.,

B.Sc., B.G.S.)

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2.

Regional University Schools, in four to six of the most

populated regions, providing interdisciplinary, career-

oriented degree-completion programs (B.A., B.Sc. and B.G.S.).

3.

University Centres, wherever a Regional University School

is located, to provide administrative support services (i) to

the Schools; (ii) to the Regional Coordinator of Distance

Education; (iii) to the professional development and other

programs provided by the other universities.

Each of the above three proposals, as well as a suggested model

for delivering library services, is described in some detail in the

following sections. Also, for illustrative purposes, descriptions of

eight potential Schools are

included in the Appendices. The basic

features of our proposal are as follows:

The proposal for a Distance Education Program is not a mere

extension or expansion of existing correspondence courses as we now

know them. Our Distance Education Program proposal has three

significant features. First, the program would be designed for

degree-completion. Eight to twelve conventional academic majors,

and perhaps some occupationally-oriented programs, would be developed

as coherent, sequential programs, not as an ad hoc selection of courses.

Students, regardless of where they lived, would have an opportunity to

complete a B.A. or a B.G.S., and potentially a B.Sc. Second, the

courses included in the program would be systematically designed to

provide quality instruction at a distance. Empirically-based course

development procedures, field testing and revision, and continuous

evaluation would guarantee their quality. Third, the Distance Education

Program would have an extensive system of regional support. In each

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college region a Regional Coordinator of Distance Education would

provide course planning, counselling and administrative services.

The coordinator would also arrange tutorial sessions, with such

sessions being as frequent as once per week in the more populated

centres. In the larger centres, face-to-face contact between

students and tutor, and in some courses between students and

instructor, would be as frequent as regular, campus-based courses.

In centres of less population, itinerant tutors and telephone-

tutoring would be established. Such a system of tutorial support has

the advantages of providing face-to-face contact where demand and

interest warrant it and of reducing that contact (and expense) where

there is less demonstrable student interest.

While the Distance Education Program would provide degree-

completion opportunities throughout the province in conventional Arts

disciplines (and potentially in Science as well), the Regional

University Schools would provide a university presence and unique,

high quality programs in four to six centres. Each School, such as

a School of Resource Management, would offer a focussed, interdisciplinary

degree-completion program (BA. or B.Sc. and a B.G.S.). Most or all

Schools would have a quasi-professional and job market orientation,

and would relate to the needs and character of the regions in which

they would operate, or to non-metropolitan regions in general. Faculty

research would take advantage of the problems and opportunities presented

by the region. The Schools would not replicate the program offerings

of the three coastal universities and therefore could expect to attract

students from all parts of the province, and beyond. The viability of

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the program would not depend solely on those within commuting

distance. Each School would have ten to twelve resident faculty,

with visiting faculty from time to time. Local persons would be

appointed for specific teaching assignments. The Schools would

offer only upper division courses, and these would be designed to

articulate with college and other university programs. Students

enrolled in the Schools' programs could supplement their course

of study, particularly electives, with courses from the Distance

Education program. Students in the Distance Education program, on

the other hand, would be able to take advantage of classroom-based

courses in the Schools where such courses matched their educational

program goals. Each School would have a Director who would, in

consultation with faculty, students and the community, exercise

considerable autonomy, thereby enhancing the potential of eventual

separation should that be desirable at some time in the future.

University Centres would be established wherever a School

is in operation. The University Centre would be an administrative

unit, providing support services to the School, to the Distance

Education program for the organization of tutorial classes and student

services, and to the professional development courses and programs

offered by the other universities. The University Centre could also

work in close collaboration with the college, thereby effecting

savings through a joint use of facilities and resources.

The School and Distance Education model offers significant

advantages for interior residents. We recognize that the mobile

student is

likely to prefer the greatercourse

opportunities

at the

three major

universities, but for many in the

interior such

mobility

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is not possible. A great strength of the combination of the School

plus Distance Education Program approach is the uniqueness of the

School programs: the entire province would become the constituency

for each School. They would offer different programs which would be

relevant

in their application to the employment and regional

development needs of their communities. Also, the Distance Education

Program would provide for all residents of British Columbia

conventional programs very much like those the mini-Faculties could

offer only to individuals within commuting range. Apart from face-to-

face tutorials, many standard courses would also be available in the

basic School curriculum. The strength of the conventional approach is

its instant credibility -- the same kind of program as at UBC, SFIJ and

•

U.Vic. and at each location. However, this means that all these programs

compete for the same students, and it is highly doubtful whether the

mini-Faculty approach could compete successfully with the coastal

universities.

What about student numbers? Our Kelowna experience suggests

that they will be relatively small. In our Psychology and Biology

majors -- both popular fields of study -- we have about 30 FTE students

for 4.5 FTE faculty, a reasonable ratio for upper division work. We

know, however, that many of our 120 enrollees would take Sociology or

Geography or English if it was offered and only take Psychology because

it is available. Similarly students with science interests are forced

to take Biology. We suspect that if we offered ten or twelve major

disciplines our enrollment might increase by only two or three times

inasmuch as some Psychology and Biology enrollees would probably

transfer to other disciplines. Since the course offerings of a

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proposed School would provide sufficient courses for majors in

some disciplines relative to the specific focus of the School, we

would anticipate that the student numbers would be 50% - 80% of a

mini-Faculty even if there were no students taking the interdisciplinary

major. Since the faculty complement of a School is only half that of

a mini-Faculty, it is clear that even if the specific School program

attracted no majors at all, it would still be cost effective in

comparison. The great interest evinced in the Schools, however,

suggests a much more optimistic outlook. The Distance Education project,

of course, provides all the alternative programs to supplement that of

the School at even greater cost advantage.

While the faculty members of a mini-Faculty would have interests

spread over several fields, the faculty of a School would have research

interests in common. This could lead to innovative scholarship and a

reputation for excellence in a particular area as good as in the parent

university. Such a group of interactive researchers would make the

School unit vital and viable--perhaps the most crucial design feature

of all. The Schools might well contribute to regional development, be

responsive to changing needs and provide local and province-wide job

market skills. Inevitably they will be largely autonomous. On the

other hand, mini-Faculties are branch plants of a distance university;

their faculty form a small minority in their parent university

departments with potentially problematic relationships and a question-

able degree of autonomy.

On the basis of available data we project about 150 FTE

students per School. Based on comparable programs in other parts of

the world, we believe that the FTE enrollment for the Distance

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Education program should stabilize at several times that figure.

4.

EDUCATION

A variety of opportunities exist for teacher certification

in British Columbia. In the metroplitan areas, UBC, U.Vic, and SFU

offer B.Ed. degrees and one-year transfer programs. In addition,

SFU offers a one-year Professional Development Program to graduates

of Arts and Science and to students with not less than two years'

undergraduate credits; the University of Victoria offers a one-year

internship program to selected graduates. Both of these one-year

programs are School-based,offered in interior centres, and are well-

accepted.

5

Table I lists present sites and enrollments of the SPU PDP

units with 240 potential graduates per year. In addition, UBC offers

the NITEP in several interior locations and SFU, the Mount-Currie

community-based program for Native Indian teachers. Taken together,

the SFU, U.Vic., and UBC programs allow approximately 300 students to

complete certification requirements in Interior centres. Table I

indicates that potential students can be served over a wide geographic

area. Because of the variety of opportunities, the range of

instructional locations and the number of available places, it is our

view, at this time, that the establishment of additional pre-service

education programs should have a low priority. Within the basic PDP

model, several new thrusts seem logical and useful, enabling a better

response to local community needs and providing a broader range of

professional service.

20

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.

TABLE I: Sites and Enrollments

of SFU Professional Development

Programs

Dawson Creek ...........................15 students/yr.*

Prince George ..........................45

Kamloops ...............................30

Salmon Arm .............................15

Vernon ..................................30

Kelowna ................................30

.

Penticton ..............................15

Nelson .................................15

Cranbrook ..............................15

Chilliwack .............................15

Mount Currie ...........................15 Native Indian Students

on a two-three year program.

*

The figures cited are typical figures based on the number of Faculty

Associates/site. In some years they are higher, in some, for

particular sites, lower.

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5. THE ROLES OF THE UNIVERSITIES

It is perhaps natural for those involved in planning to believe

that their proposal is the best one. We believe that our approach

offers significant opportunities for each university to participate

effectively; that it is the only proposal offering degree-completion

opportunities for all residents of the province and that if offers an

unusual opportunity to develop a novel interdisciplinary program which

would give each major community its own Centre of university studies,

unique in the province. Potential spin-offs in regional development

clearly exist. Further, we believe that it is cost effective over all.

Are the Schools viable? Our experience and research indicate

that they are. At SFU our Faculty of Interdisciplinary Studies offers

certain unique undergraduate degree programs in Communications,

Criminology, Fine and Performing Arts, Kinesiology and Computing

Science. Each of these departments is staffed by faculty with different

disciplinary backgrounds. In many ways each is very similar to a

School as we have described it. And they work: their students are in

demand; their research activities are strong and well focussed. Our

Master of Pest Management program is largely independent of the

university departments and Is carried on In the field to a significant

degree. After four years It is world renowned and its enrollment

includes professionalsfrom seventeen countries. This experience leads

us to believe In our proposals. We believe that these programs would

work outside the university.

UBC has traditionally had major programs in professional

development in the Interior. Its professional schools are a

provincial resource. Its non-credit offerings are widely known.

---

Expansion of these programs, within a coherent plan throughout the

Interior, is a needed and important role. U.Vic. has assumed

responsibility in the south of Vancouver Island for credit programs,

and plans to offer some professional programs oriented to the non-

metropolitan areas.

Our strengths lie in our established performance in offering

degree-completion work in the Interior, our success in establishing

new types of interdisciplinary programs at SFU and our flexible credit

transfer system. The developing orientation of U.Vic. professional

Schools are very compatible with our model--where we have no comparable

programs. UBC has long experience and expertise in the professional

development and non-credit extension areas, not available at SFU or

U.Vic. Programmatic division of responsibility along these lines

requires no compromise of our respective strengths and requires no

compromise in the delivery of exciting programs to the residents of

non-metropolitan areas of British Columbia.

23

40

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I

I

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DISTANCE EDUCATION PROGRAM

The opportunity to complete a university degree can be

provided to every person in British Columbia, regardless of place

of residence or work schedule. In the past decade there has been

considerable world-wide experience with the development of programs

which teach at a distance. The best known of these is the Open

University, but there are other successful distance education programs,

such as in Australia and the United States which, unlike the Open

University, have to respond to social and demographic features much

like those in our province. Analytical and descriptive studies of

programs conducted elsewhere, combined with our experience with

•

correspondence and other external programs, provide a good foundation

for creating an effective and high quality distance education program

for British Columbia.

The term "distance education" is used here to describe an

education program where the student undertakes to complete a course

of studies with material prepared by teachers whoremain, for the

most part, at a distance from him. In most cases the student is

responsible for determining the place and time of his study.

Instructional materials may include a full array of media, from

print to video cassettes. Two-way communication between teacher

and student occurs through written and printed words, telephone, and

recorded information. Students may be assisted by local tutors and

other students and, depending on course requirements, may meet the

teacher in intensive seminars, short courses, or laboratory sessions.

is

24

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25

In British

Columbia, limited distance education

opportunities

have been provided

by the correspondence courses of UBC

and SFU.

With

some reason, "correspondence course" has certain negative connotations.

But as many students who have completed correspondence courses know,

they offer better instruction than may be generally believed. The

courses have been prepared by regular university faculty who have

conscientiously identified content and references, and who grade

assignments and exams by the standards applied to resident students.

As far as can be ascertained, those students who complete a correspond-

ence course do as well as resident students. But the completion rate

for the traditional correspondence course is relatively low - perhaps

half of the on-campus rate - and that is one of its principal weaknesses.

Moreover, students enrolled in UBC and SFU courses cannot complete a

degree, or a major part of a degree, through correspondence study or

through a combination of correspondence study and intensive, on-campus

*

classes.

These deficiencies need to be rectified. But most important,

the academic standards of a distance education program for British

Columbia must be beyond question. And, in addition to providing each

qualified individual with the opportunity to complete a degree program,

we should support his or her efforts with as much commitment as we

support campus students. These objectives suggest four basic program

requirements:

(1) A coherent curriculum expressly designed for distance education.

The selection or creation of individual courses for distance

education should be guided by a carefully formulated curriculum

* UBC limits the amount of degree credit that can be earned by

correspondence to 15 units. Simon Fraser does not have such a

regulation, but offers an insufficient number of courses for degree-

completion.

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26

.

with explict objectives. These objectives would concern the

structure of various disciplines, student interest and

community need, the sequences required for program completion,

the program requirements of the proposed University Regional

Schools, the need to integrate the courses of several different

programs, and overall efficiency. Or, in other words, distance

education courses ought not to be selected in an ad hoc fashion.

Effective planning should allow us to provide a maximum number

of program options with any limited number of courses. Each

course potentially could contribute to several programs.

Conceivably, the curriculum that would be offered would include

•

majors and minors in a number of conventional, high enrollment

disciplines, as well as some interdisciplinary, occupationally-

focused programs. It would be expected, for example, that there

would be considerable interest In degree-completion programs

in the fields of English, Psychology, Sociology, Economics and

Commerce, Geography, History, and Political Science, as well as

in some programs (degree or diploma) with an occupational focus.

(2) Academic department responsibility for the quality and

supervision of its program.

Course responsibility must go beyond the individual faculty

author. Program quality will be assured only If the distance

education program with which a department is concerned becomes

an integral part of that department's structure and responsibility.

Curriculum development, course production, course and student

0

supervision, assistance to tutors, and course updating are some

---

of the activities which departments should assume and for

which they should be provided adequate support. Presumably

each department would have a committee chairman for its distance

education program. Similar academic authority over the program

would be required at the Faculty and university levels as well.

(3) Empirically-based course development procedures.

Research into instructional practice has yielded certain

"principles" which, when incorporated into a course of instruction,

maximize its effectiveness. These principles can be employed

quite deliberately and systematically in the design of "pre-

packaged" instruction. In fact, distance education can make

optimal use of instructional psychology and technology, as

demonstrated by the Open University and others. Some of the

instructional principles considered important concern a modular

approach to course design, the clear explication of anticipated

learning outcomes, the provision of appropriate practice

activities, and feedback on the adequacy of that practice.

Another important course development procedure - one that some

organizations consider the most critical - is the field-testing

and revision of a course prior to its being made generally

available. Because distance education students do not have the

same opportunities as campus students to clarify questions

and pick up classroom cues, it is particularly important that

packaged courses are evaluated for clarity and effectiveness.

It has been demonstrated that an empirical approach to course

development can increase student retention and completion

27

40

---

.

rates, improve learning effectiveness, and heighten student

interest.

(4)

The provision of local tutorial and administrative support

services.

The careful design of instructional materials, as suggested

above,can accommodate the kinds of two-way communication

required for students to complete their courses quite independ-

ently.

But for many, if not most students, learning

is

facilitated

and is more enjoyable when face to face contact with other persons

is

part of their course activity.

Many of those who made a

submission to the Winegard Commission and who anticipated the

need for distance education programs made this point.

So did

many persons in SFU's meetings with college groups.

It

is

expected that some courses or programs, especially those in the

sciences, will require attendance at some regional centre or

university for intensive instruction or laboratory experience.

But as demonstrated elsewhere, most courses can be completed

without face to face contact.

Wherever possible, however,

contact with other persons ought to be provided.

To achieve

this, we foresee two types of support service at the local level.

One would be provided by a regional co-ordinator of distance

education programs.

This person would attend to concerns such

as registration, informational counselling, library services,

the appointment of tutors, opportunities to meet with faculty

and other distance education students, and study problems.

The regional co-ordinator would likely have his office at a

•

university centre where there would be a School, or at close

28

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29

proximity to a regional college. Secondly, course tutors would

be appointed to assist students with course content and assignments.

It is expected that in each region where there is a college,

tutorial services would be well provided, particularly for high

enrollment courses. In less-populated centres where there is no

college, tutorial services would be less well provided, but use

would be made of itinerant tutors and the telephone. In addition

to tutorial services, consideration should be given to the organi-

zation of regional and provincial seminars of an intensive nature

where students could interact with distance education program

faculty. As a general principle, we are of the opinion that,

given a limited budget, any given amount of funds directed

towards providing tutorial services and student-faculty contact

would have greater payoff and student acceptance than having

those funds directed towards elaborate media, such as broadcast

or cablecast television.

If one were to generalize about the above requirements for

a quality distance education program, It would be that the focus of

our attention should be on learners and learning, not on processes.

It would be unwise, we feel, to tie distance education to any one

particular methodology or means of delivery, such as to the tutorial

or television, and work from that point in constructing programs,

courses, and such. It is our position that we must begin with what

is to be learned (the curriculum), and move from that point to

selecting the procedures and media that will best achieve the

curricular objectives at the lowest cost.

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30

Currently there are over one thousand students in British

Columbia completing one or more courses by correspondence. A

distance education program with features such as those outlined

above ought to enroll at least five thousand students, or one thousand

full-time equivalent students. Based on experience here and elsewhere,

we expect that most students will be between twenty and forty years

old; that women will slightly outnumber men; and that most students

will enroll to upgrade their qualifications for occupational reasons.

Since distance from conventional classrooms is a function of life

style and life responsibilities, as well as space, about half of the

expected five thousand students will be from metropolitan areas.

Though some students will study full-time, the vast majority will

not. Most distance education students will have some full-time

preoccupation other than being a student.

In conclusion, it is important to emphasize that organizing

distance education requires a developmental, open-minded approach.

While there is now considerable experience throughout the world with

distance education programs, practice is not yet a science complete

with verifiable laws, and it likely never will be. Also, British

Columbia is not the United Kingdom or Australia. Our province,

its citizens, and our institutions are in many respects unique.

We think the basic concepts outlined above are sound, but they

should not go unexamined. And, as we develop the program, we need

to monitor and assess both operational procedures and outcomes,

especially as they relate to stduents and their learning.

0

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31

.

REGIONAL UNIVERSITY SCHOOLS

AND UNIVERSITY CENTRES

The preceding paper outlined the basic elements of a distance

education system which would provide all residents of British Columbia

with the opportunity of completing a university degree. This system

would offer conventional

" majors "

and "minors" in a variety of disci-

plines as well as programs structured to meet specific interests and

needs of students.

This paper proposes the establishment of, (1) Regional Universi-

ty Schools (classroom-based programs) and, (2) University Centres which

would provide administrative support to the distance education program,

to the Schools, and to non-credit and professional development courses

0

offered by all British Columbia universities.

THE REGIONAL UNIVERSITY SCHOOL

The colleges throughout British Columbia offer first and second

year university transfer courses, but they are not intended to provide

the specialized degree-completion programs and research functions which

characterize a university. We propose, therefore, the development of

university units in several interior locations which would establish a

university presence, offer classroom-based instruction to students with-

in commuting distance, and serve as foci for research and regional devel-

opment. We will call these academic administrative units Regional Univer-

sity Schools. Each School would offer one or more focussed interdisciplin-

ary degree-completion programs. Over time, and in response to demonstrated

community needs and interests, a particular location or University Centre

might establish additional Schools. Each School would have about ten to

---

32

twelve full-time resident faculty, with visiting faculty from time to

time for varying periods.

In the development of the Schools' programs, a curriculum will

be designed to meet the unique needs of the region. The teaching and re-

search functions would complement each other. The programs would normal-

ly

have a quasi-professional/job market orientation, relating to job

opportunities in the region, or more generally throughout the province.

They would be of high quality. The research should take advantage of

the opportunities and problems presented by the region. The Schools would

have a level of autonomy so that each could develop its own academic

character. Because of the uniqueness of the School, it is anticipated

that students would be attracted from all of British Columbia, including

the lower mainland, and perhaps from other provinces as well. The prob-

lems associated with marginal student populations in any one region should

thus be minimized.

A basic criticism of the Winegard proposal to establish mini-

universities is that the faculty members appointed to teach a specific

discipline would have to operate in relative isolation from others in

their discipline. It is difficult to see how faculty in such situations

could maintain themselves, or be seen as maintaining themselves, as up-

to-date specialists. Interaction with colleagues having similar inter-

ests is a necessary condition for the critical analysis of research

issues, which is one of the prime functions of a university. Institu-

tions with only one or two specialists in each of six or more disciplines

are unlikely to be seen as high quality; more importantly, the actual

quality of education provided to students, particularly in the third

and fourth year levels, must inevitably deteriorate with time as individ-

---

I

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33

uals become less and less familiar with the most recent research in their

area of specializations.

In contrast to the "mini-university" model, a central concept of

the Regional University School is the Identification of one interdisci-

plinary theme where individuals whose backgrounds are in distinct disci-

plines have similar research interests. In this way, it should be

possible to reach a critical mass of faculty with similar research inter-

ests, whereas a similar number of faculty spread over many independent

disciplines would be far below such a threshold.

The research interests of the School should provide appropriate

training for regional employment, solutions to regional problems and

potentially spur industrial development. None of these potential bene-

fits is necessarily associated with a conventional liberal arts program,

or with the "mini-university" as proposed by Winegard.

THE UNIVERSITY CENTRE

The University Centres, which house the Schools and provide ad-

ministrative services for the distance education programs, should be

located on or adjacent to college campuses. This proximity is desirable

in order to make the most efficient use of library, registrarial and

other support services. Also, the interaction of college and university

faculty should benefit both groups. The Schools would offer upper divi-

sion courses while the colleges would provide the first two years of

academic programs. Articulation between these two programs will be nec-

essary and should be deliberately structured. Further, the distance

education programs will be designed to complement and support (such as

through the provision of service and optional courses) the programs of

---

4

*

34

the Schools. The curriculum of the Schools should also be designed to

facilitate transfer opportunities among the various School programs and

the programs of the three coastal universities. In addition, students

enrolled in the distance education (liberal arts) programs would have the

opportunity to enroll, as well, in the classroom-based courses offered by

the Schools. We also anticipate that each School, once established, would

have extension responsibilities beyond its own region, so that other non-

metropolitan regions would benefit from the School's resources and ex-

pertise.

To summarize, we propose a number of University Centres, located

on or close to college campuses in the most populous areas of the interior

of British Columbia. These centres would have four main functions. They

would provide classroom-based upper-level instruction in focussed inter-

disciplinary study areas for students within commuting distance; they

would provide a research capability oriented to the specific opportunities

and problems presented by the region in which they are located; they

would provide regional centres for the administration of the distance

education program through the organization of tutorial services and in-

tensive classroom-based instruction; finally, they would provide admini-

strative support for non-credit and professional development courses

offered by any British Columbia university.

PROTOTYPE SCHOOLS

To illustrate the possible range and specialization of programs

within the Schools, we have developed eight examples or prototypes.

These School prototypes, each of which is described in detail in an Appen-

dix, have the following specializations:

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35

- School of Resource Management: principles of resource manage-

ment in agriculture, forestry, fish and wildlife and mining.

- School for Professional Education: programs for pre-service

training, teacher continuing education, and research and de-

velopment services.

- School for the Arts: community-focussed degree study in the

fine and performing arts such as music, theatre, dance, film,

creative writing and the visual arts.

- School of Humanities: to study the traditional humanities'

disciplines of history, literature and philosophy, together

with interdisciplinary topics broadly described as the History

of Ideas.

- School of Management Studies: a degree program specifically

oriented to administration and management in small business

and local government.

- School of Applied Social Sciences: regular social science

courses combined with applied streams in social welfare,

criminology and community development.

- School of Appropriate Technology and Energy Science: broadly-

based training in applied science and experience in applying

this training to practical problems.

- School of Active Health Sciences: to provide basic and special-

ized training in the various subdisciplines needed by the active

health science and sports science professional.

These examples suggest some possible themes and are intended to indicate

how the programs might be designed and administered. A major intent,

however, is to stimulate discussion and the development of other possible

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36

orientations which might be more suitable in specific regions of British

Columbia.

LOCATION OF SCHOOLS

At this stage in the planning, when even the concept of the

School has not been approved, we are not in a position to determine where

any particular School should be located. However, discussion with the

College regions over the past few months would suggest possibilities and

options such as the following:

School

Potential College Region/Location

1.

Applied Social Sciences

Kamloops, Kelowna, Prince George

2.

Resource Management

Anywhere

3. Professional Education

West Kootenay, Vernon, or anywhere

4. Fine Arts

West Kootenay, Vernon

5. Appropriate Technology

Trail/Castlegar, Prince George,

and Energy Science

Kamloops

6. Humanities

Vernon, or anywhere

7.

Management Studies

Anywhere (decentralized model)

8.

Active Health Sciences

Vernon, East Kootenay, West Kootenay

0

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37

S

SINGLE COLLECTION/DELAYED OWNERSHIP: A PROPOSAL

FOR THE DELIVERY OF LIBRARY SERVICES

IN SUPPORT OF INTERIOR DEGREE COMPLETION

Whenever a discrete political or educational jurisdiction re-

quires library services, it usually builds a discrete library for itself.

Thus, over time, university, college, public and regional libraries are

proliferated in kind. In British Columbia, as in other places, this

pattern of development has been so consistent that one would like to

believe it persists for the best reasons. Unfortunately, It does not.

An established library of any kind can be expected to display

the following characteristics: a well-developed acquisitiveness protect-

ed by labour-intensive Interlibrary Loan (ILL) regulations (these books

•

were bought for our readers, but you may borrow a few for a short time,

if you don't mind the work and the wait); unique call numbers on indi-

vidual but commonly held items; a unique circulation system and loan

policy; and an increasing number of still-useful books that circulate

with decreasing frequency (less true for public than for university and

college libraries). Dragging its inevitable impoverishment like a mill-

stone, the new library arrives on a scene populated by libraries like

the one above and immediately appeals to them for help. And these librar-

ies, embarassed by riches and chastened by the public conscience (but

convinced finally by extra government funds) respond by opening their

ILL doors a little wider. In fact, and sorry to say, they cannot do much

more even if they are willing, because ILL is the only available vehicle

for bypassing those perpetual characteristics that constitute discrete

library status.

It is true that in British Columbia we have had some moderate

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38

success at doing more: reciprocal borrowing amongst the Greater Vancouver

Library Federation (GVLF) libraries, and the shared cataloguing and col-

lection rationalization programs of the three university libraries are

examples; for the public good they represent laudable attempts to overcome

uniqueness. Nevertheless, such efforts are analogous to a group of com-

munal grain farmers who, having already built expensive and unnecessary

fences, are now taking pride in their invention of stiles. The model be-

ing presented here Is designed to avoid unnecessary fence building.

THE BASIC PLAN

We propose that all material bought for the specific support of

interior Schools be bought and catalogued so as to be indistinguishable

from our own (hence, Single Collection); that a record of the account

used for each such purchase be captured and held in our history file in

anticipation of the eventual separation of the interior programs from

Simon Fraser (hence, Delayed Ownership); that our automated circulation

system be used to record and control delivery of materials between Burna-

by and the Schools, and between the Schools themselves; that manual repli-

cation of our loan system, or in some cases that of an associated College,

be used by the School to circulate and control material loaned to individ-

uals.

SOME SPECIFICS

1.

Communications and Deliver

y Systems

These have been worked out in some detail and involve the estab-

lishment of Telex and Telephone links and the use of commercial,

government and institutional delivery services.

2.

Books

---

L

.

39

Prior to the first semester:

(a)

books needed to support the course offerings of a school

would be identified.

(b)

the collection of the associated College would be examined

to see if any of the required books were available there for

use (as part of a reciprocal service arrangement).

(c)

the Burnaby collection would be searched for duplicates of

the required titles.

(d)

the remaining titles would be purchased.

(e)

the specially-selected core collection resulting from "c"

and "d" would be loaned to the School.

During the semester:

(a)

additional books, both new and from the existing collection,

would be sent to the School in response to requests from

faculty, the librarian(s) and students.

(b)

our RECALL system (i.e., any borrower may recall General Coll-

ection material which is already on loan) would operate

equally from all points of service.

(c)

low-use material would be taken from the School and from the

Burnaby collection and "loaned" to Storage.

The preceding pattern of activity would become a continual process

involving every School.

3. Periodicals

(a) consistent with current SFU practice, selected articles would

be copied and placed On Reserve at each School.

(b) a limited number of current periodicals would be supplied for

S

faculty and student use at each School.

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40

(c) access to periodical backfiles would be provided in two ways:

i.

free photocopies from the Burnaby collection to the re-

0

questor, as is done now in support of the Kelowna program.

ii.

the purchase, for location at the Schools, of microform

backfiles in limited numbers as warranted by demand.

4. Reference and Literature Search Services

(a)

only modest numbers of reference works would be bought for

the Schools; the answers to complex reference questions would

be transmitted from Burnaby by Telex and telephone.

(b) SFU's present link via terminal to a growing number of Science

and Social Sciences literature data bases would be used to

assist faculty research at the Schools.

5. Catalogues

0

(a) Computer Output Microform (COM) catalogues would provide each

School with bibliographic access to the total collection; the

circulation system would produce frequent listings of material

"on loan" to each School.

6. Distance Education

(a) to enhance the quality and Independence of the distance educa-

tion program, we would give serious consideration to the

idea of accompanying each course with a small paperback coll-

ection; each book uncatalogued but stamped with a message

something like, "This book belongs to everybody who uses the

Simon Fraser Collection. Please return it to your tutor when

you have completed the course." Where justified by a concen-

tration of students in a non-School area, mini-collections can

0

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41

be established after the pattern already in place in support

of our PDP program. Not to be discounted in this respect is

the possibility of following the OPEN SHELF practice of the

Library Development Commission.

7. Personnel

It is assumed that the Schools and the SFU Library would be ade-

quately staffed with librarians and support staff.

ADVANTAGES OF THE MODEL

1.

School faculty and students would have immediate access to

specially-selected collections, and quick (next day service)

access to the total collection (the Burnaby campus collection

alone now contains approximately 700,000 books and bound period-

2.

The capital and material costs would be much less than those

associated with traditional models, because the School collections

would be kept relatively small but active through a continual

semester by semester process of special selection and weeding,

and by dedicated adherence to what would become the standing anti-

duplication rule: Ownership is expensive, so if what you need can

be delivered by truck, telex, telephone or post from another point

in the Library, do not buy it!

3.

The flexibility of the SFU loan policy and its attendant automa-

ted circulation system allows for either tentative or ambitious

extension of library services to the Interior, whichever is dic-

tated by money and the academic plan.

4.

The bulk of the model's collection and operating apparatus exists

S

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42

now at Simon Fraser.

is

5. A significant portion of any University Library collection is

only moderately used. The model provides an efficient, socially

responsible way for the SFU collection to earn its keep.

DISADVANTAGE OF THE MODEL

1. Students and faculty located at the Schools will not be able to

browse through the Burnaby collection.

NOTE:

The major aspects of this model will be tested in cooperation

with the Okanagan College Library during the period September 1, 1977 to

March 21, 1978. In addition, and because our two libraries already share

the closest possible working relationship with respect to our use of their

space and circulation system, SFU's monograph collection and reference ser-

vice will be open to College faculty and students at Kelowna.

r

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43

.

ADMINISTRATIVE STRUCTURE

GENERAL PRINCIPLES

The implementation of the proposals for Regional University

Schools at several locations in the Interior and for a Distance Educa-

tion Program to serve the whole province will require the development

of a new administrative structure. The structure must be such that the

programs developed are and are seen to be of the same high quality as

those of féred on the SFU campus. The programs must also be and be seen

to be responsive to the needs of the Interior. Thus the structure must

ensure as much local autonomy as possible, consistent with the applica-

tion of the quality control required for curriculum development. More-

over, the administrative structure of the Schools must be such that,

1

0

when appropriate, their eventual separation from SFU is not a complex

task of re-organization, but rather a natural phase in the Schools'

development.

SCHOOL STRUCTURE

The day to day operation of each School will be the responsibili-

ty of a Director. This senior faculty appointment will be similar to that

of a Department Chairman and will normally involve a half-time commitment

to administration and a half-time commitment to teaching and scholarship.

The Director will have an Administrative Assistant who will supervise the

office staff and carry out many duties normally handled by the Registrar's

and Bursar's offices. It is expected that the School Director will estab-

lish a close liaison with an adjacent college and with the community in

which the School is located.

The faculty of the School will function in a manner analogous to

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44

the faculty of departments

for

the purpose of course

development,

facul-

ty selection and promotion

and

tenure considerations.

During the

devel-

opment of the School it will be necessary to supplement curriculum,

appointments and tenure committees with senior faculty from relevant de-

partments on the Burnaby campus.

The School Directors will report to the Dean of University

Regional Schools. This Dean will function in the same way as a Faculty

Dean and will be responsible to the Vice-President, Academic. Since

the Dean of University Regional Schools will be the senior SFU admini-

strator with exclusive responsibility for Interior programming, there

would be obvious advantages to having his office located in the Interior.

On the other hand, the Dean will have to spend a substantial portion of

his time representing the Regional University Schools on the various SFU

Senate Committees.

While his

principal

office might initially be at

SFU, it should be

moved to an

Interior

location as soon as practicable.

DISTANCE EDUCATION STRUCTURE

Because of the breadth of resources required to develop a high

quality Distance Education program, SFU departments will need to assume

responsibility for both academic and program management functions. The

coordination of course development, production, and administrative

support systems will be the responsibility of a Director of Distance

Education, who will report to the Dean of Continuing Studies. Each In-

terior college region will have a Coordinator of Distance Education who

will provide a range of student services and arrange tutorials. In order

to do his job effectively, each Regional Coordinator of Distance Education

will need to establish close working relationships with the School (if

one is in his region) and the regional college.

---

PROTOTYPE SCHOOL BUDGET

45

A. OPERATING COSTS

1. School

.

1

Director

$ 35,000

12

Faculty

348,000

1

Departmental Assistant

18,000

1 Secretary

14,000

2

Technicians

36,000

2 Clerical Staff

24,000

1

Librarian

17,000

2

Library Assistants

24,000

1/2 Computing Assistant

8,000

Part-time help

10,000

$534,009

Benefits @ 12%

64,000

TOTAL SALARY AND BENEFITS

$598,000

Operating/Library

26,000

Operating/Teaching Staff

143,000

Computing Leases/Telephone

12,000

TOTAL OPERATING COSTS

$779,000

Books (First year)

73,000

Books (Subsequent years)

33,000

TOTAL SCHOOL OPERATING COSTS (First year) $852,000

(Subsequent years) $812,000

0

---

46

2. SEU Costs

Bursar's Office

$ 15,000

Registrar's Office

25,000

Library

27,500

Computing Centre

20,000

1/5 Dean and Secretary

16,000

$103,500

TOTAL SCHOOL & SFIJ

(First year) $955,500

OPERATING COSTS

(Subsequent years) $915,500

(Cost/FTE based on 150 FTE = $6100)

B. CAPITAL COSTS

Space - 9000 sq. ft. at $60/sq. ft.

$540,000

Equipment (Stacks, furniture, etc.)

48,000

TOTAL CAPITAL COSTS $588,000

0

---

I

I

47

SDISTANCE

EDUCATION PROGRAM BUDGET

A.

PROGRAM MANAGEMENT & ADMINISTRATION

Director

$ 35,000

Administrative Coordinator

20,000

Secretary

12,000

Senior Clerk - Registration

13,000

Junior Clerk - Distribution

11,000

Stenographer

12,000

Benefits @ 12%

12,000

Equipment & Supplies

7,000

Field Travel

4,000

$126,000

B.

PROGRAM DEVELOPMENT & OPERATION

Faculty

$150,000

Technical Coordinator

24,000

Benefits @ 12%

3,000

Consultant - External Evaluation

4,000

Tutorial Services

-

Coordinators

65,000

-

Tutors

80,000

-

Telephone

25,000

-

Travel (tutors & faculty)

30,000

Training of Authors and Tutors

12,000

Materials (books, courses)

10,000

A.V. Services & Graphics

25,000

S

Printing & Photocopying

25,000

$126,000

---

PROGRAM DEVELOPMENT & OPERATION (Cont'd)

A.V. Equipment

$ 20,000

Technician - 2 @ 15,000

30,000

$503,000

$503,000

$629,000

C. SUMMER & REGIONAL SCHOOLS

$ 60,000

$ 60,000

$689,000

D. COURSE SUPERVISION

Costs to be offset by program

revenue

48

E. LIBRARY

Librarian

$ 20,000

Clerk - 2 @ 12,500

25,000

Benefits @ 12%

5,000

Equipment

5,000

Postage

20,000

Regional Assistants

20,000

Acquisitions

60,000

$155,000

$155,000

$844,000

---

$ 18,000

10,500

27,500

12,000

8,000

20,000

27,000

$123,000

$123.000

49

F. BURSAR

Cashier

Clerk

Part-time Help

Benefits @ 12%

$ 14,000

12,000

2,000

3,000

$ 31,000

$ 31,000

$875,000

S

G. REGISTRAR

1 1/2 Admissions Clerk

1 Filing Clerk

2 1/2 Records Clerk

1/2 Systems Analyst

Benefits @ 12%

Computing Costs

Office Services

$998,000

LIBRARY AQUISITIONS

Book Aquisitions

(First year) $200,000

(Subsequent years) $ 60,000

0

---

SUMMARY OF OPERATING COSTS FOR DISTANCE EDUCATION

Program Management & Administration

$126,000

Program Development & Operation

503,000

Summer & Regional Schools

60,000

Course Supervision

(Offset by fees)

Library

150,000

Bursar & Registrar

154,000

TOTAL OPERATING COSTS

$998,000

(At 600 FTE/Year, Cost/FTE = $1660)

50

.

E11

---

.

SCHOOLS

RESOURCE MANAGEMENT

PROFESSIONAL EDUCATION

ARTS

HUMANITIES

MANAGEMENT STUDIES

.

APPLIED SOCIAL SCIENCES

APPROPRIATE TECHNOLOGY AND ENERGY SCIENCE

ACTIVE HEALTH SCIENCES

P-.^

---

I

*

0

SCHOOL OF RESOURCE MANAGEMENT

There is no program of post-secondary education more relevant

to British Columbia than one centered about the orderly development and

management of British Columbia's natural resources. British Columbia

is heavily dependent for its prosperity upon exploitation of its

natural resources. Hence, there is a clear and urgent need to ensure

that the resources of this province are developed, husbanded, and

conserved in a wise and informed way, and in a manner that serves

long-term as well as short-term goals. The appearance, quality and

productivity of British Columbia environments and the prosperity and

health of British Columbia citizens will increasingly depend on resource

management decisions that are being made now and that will be made in

the next decade.

Yet unfortunately, there is no aspect of public policy in

British Columbia that is less understood than the principles of resource

management. A body of trained resource management personneland a

citizenry informed regarding the characteristics of their land, the

principles of its ecology, and the potentialities and limitations of

its productivity are essential if wise proposals are to be made and

supported.

A Regional University School situated in the Interior of the

province is proposed as a means to develop a strong teaching programme

and a specialized research program centered on natural resources and

their management.

51

0

---

52

GOALS AND OBJECTIVES

There are three main objectives.

1.

To provide a curriculum of courses leading to a first degree

in the principles of resource management in the fields of

Agriculture, Forestry, Fish and Wildlife management, and

Mineral Resource management. Graduates of this School should

improve the management standards of local resource-based

industries.

2.

To provide citizens of the province with a means of

achieving a better appreciation of their natural environment

and of resource development policies. This could be

achieved through extension courses and specialized seminar

series at different locations in the province, depending on

the resource under consideration.

3.

To provide the nucleus of a research program to enhance

the knowledge of important British Columbia resources. This

research would be an integral part of the duties of faculty

of the School. At some later date a graduate program

could be developed.

PROGRAMME

The mastery of a single academic discipline is a full time

occupation for an undergraduate student and usually requires, as well,

several years of graduate study. The management of a single resource

requires the integration of many disciplines. A resource manager,

therefore, should be a person capable of appreciating the imperatives

and limitations of several pertinent disciplines. How can such a person

.

---

53

be developed within the period of a normal undergraduate programme?

There are two suggested ways:

1.

Subject a student highly trained in a single discipline

to further training and experience in complementary

disciplines.

2.

Attempt to develop a generalist: one who is exposed to

general concepts of many disciplines but to the rigorous

details of none of them.

The first of these Is clearly a graduate school operation and

would not fit the constraints of the Regional University School model.

We have rejected the second as non-viable. A person trained in

such a way would be inadequately familiar with any of the relevant

disciplines. We doubt if such a person would be employable in a resource

management capacity.

Our solution is a compromise between those two models. We

require a substantial base of general discipline courses in the first

two years. This is followed by two further years of core courses in

disciplines allied to resource management, supplemented with optional

practicalcourses in one of four optional resource specializations.

A suggested curriculum is outlined below.

FIRST YEAR )

SECOND YEAR

At Community College or University

THIRD YEAR )

FOURTH YEAR

At Regional University School

The first two years would be based upon a core of science,

economics, and geography courses.

The third and fourth year program would have a common core

---

but develop emphasis in one of four resource options.

Transfer credit with other Colleges and Universities in British

Columbia for all of the first and second year courses and for many of

the third and fourth year courses would help facilitate flexibility

and quality.

The program is designed for four years to culminate in a

Bachelor's degree. However, it would be possible for students to take

identified packages of courses that would provide a Certificate for

specialists or other interested individuals.

FIRST TWO

YEARS

Completion of 60 hours of credits at a recognized Community

College or University, to include courses in the following areas:

54

Calculus

Introduction to Statistics

Chemistry

Physics

Biology

Physical, Economic and Social Geography

Cartography

Macroeconomics

Microeconomics

Genetics

Introduction to Ecology

Electives in Humanities

.

Total of

60 hours

THIRD AND

FOURTH YEARS

Resource management programs directed toward four resource

options:

Agricultural Resources

Forest Resources

Mining Resources

Fisheries and Wildlife Resources

This part of the program would require 4 semesters of 12 weeks

each of full time study to complete. Part-time evening students should

.

---

S

55

be able to complete the program in about 10 semesters. This time could

be reduced by taking short, intensive presentations of certain courses

which might be presented from time to time in summers.

YEAR 3 - Semesters 5 & 6

Core courses - required of all students:

R.M. 3XX)

Watershed Analyses

one of

3

3XX)

Terrain Evaluation

one of Geomorphology & Surficial Geology

3XX)

Geology of Western Cordillera

3XX

Ecology

3

3XX

Population Dynamics

3

3XX

Small Business Management

3

3XX

Natural Resource Economics

3 18 hours

In addition each student would be required to take 4 optional

courses selected from the following:

R.M. 3XX

3XX

S

3XX

3XX

3XX

3XX

Ecology of Exploited Environments

3

Alpine Environments - geomorphology,

3

climatology and biogeography

Environmental Geology

3

Flora and Fauna of British Columbia

3

Fish Biology

3

Biology of Birds and Mammals

3 12 hours

Selection of the optional courses should be made with

consideration to the fourth year option it is desired to pursue.

YEAR 4 - Semester 7 & 8

Core courses - to be taken by all students:

R.M. 4XX Environmental Law

3

4XX Local and Regional Planning

3

4XX Public Policy

3

4XX Environmental Impact of Development

3

4XX Principles of Pest Management

3

4XX Practicum

3 18 hours

I Agricultural Option

RNA. 4XX Culture, Markets, and Economics of

0.

British Columbia Crops

3

---

56

These would be mini-courses of about 4 weeks duration, each

worth 1 hour of credit, and each dealing with a specific group of crops.

Students would select 3 mini-courses.

1. Vegetables and small fruits

2. Cereals

3.

Orchard crops

4. Forage crops

5. Livestock

6. Range-lands

RMA 4XX Diseases and Pests of Agricultural Crops

3

4XX Agricultural Chemicals in Environment

3

4XX Farm Management and Agricultural Marketing 3 12 hours

II Forestry Option

RNF. 4XX Forest Products, Economics & Marketing

3

4XX Forest Trees of British Columbia, Silvics

and Silviculture

3

4XX Forest Fire, Diseases and Pests

3

4XX Forest Inventories, Mensuration and

Technology

3 12 hours

III Fish & Wildlife Option

RNFW 4XX Limnology

3

4XX Management of Natural Populations I

Aquatic Populations

3

4XX Management of Natural Populations II

Terrestrial Populations

3

4XX Wildlife Legislations and Conservation

3 12 hours

IV Mining Option

RNM 4XX Mineral Exploration

3

4XX Introduction to Mining

3

4XX Economics of Mineral Resources

3

4XX Social and Environmental Impact of

Mining Operations

3 12 hours

30 hours

TOTAL 120 hours

0

---

57

0

FACULTY/RESEARCH BASE

The School would have about a dozen faculty, which includes

these types of experts:

Economist

Regional Planner (Environmental Biology)

Geologist

Hydrological Geomorphologist

Forester

Agronomist

Fish and Wildlife Biologist

Pestologist

Biological Ecologist

Such experts would be able to initiate the third and fourth

year teaching program, interact closely with the Community Colleges

and the local community and industry. They would also be responsible

S

for developing over the subsequent years the research base that is so

essential for the vigour and quality of the Regional University School.

0

---

58

0

SCHOOL FOR PROFESSIONAL EDUCATION

The Professional Development Programme at SFU was conceived

and has been operated to produce a novice, generalist teacher for the

elementary or secondary schools of the province. While we know that

our students are competent novices, who are successful on the provin-

cial "job market", we are aware that the need for new teachers isde-

dining, as a consequence of a decline in the enrollment of new stu-

dents in provincial kindergarten and primary grade levels. In general,

analyses of population-age structure reveals that within 5 to 10 years

there will be as many 50 year olds as 5 year olds in the population.

There is, however, no indication that the need for educational ser-

vices will decline, given increased trends toward adult education of

all types: recreational and social programmes, programmes in voca-

tional and labour fields, and programmes dealing specifically with the

educational needs of older persons. Thus, while the number of jobs

for "conventionally" trained and oriented public school teachers may

decline, the need for persons with skills in teaching and in the dev-

elopment and planning of learning experiences will not decline. The

implications for professional education are as follows:

(1)

There will be a reduced need for generalist teachers for

conventional public school classrooms.

(2)

There will be a need for new/replacement teachers who are

trained to work in a number of different educational con-

texts, including some outside of North America, and with

people of age levels outside the 5 to 18 year spectrum

.

of present public schooling.

---

(3)

There will be a general need for the re-education and re-

training of teachers currently holding public school ap-

pointments so that they can be re-deployed within public

school systems or re-located in other types of education-

al programmes.

(4)

There will continue to be a need for degree completion

education of some 5,000 British Columbia teachers who now

hold only standard certificates and who do not possess

undergraduate degrees.

(5)

There will be a need for the development of special pro-

gra=es of teacher education to equip teachers to deal

with specific local or regional needs: Intercultural

Education, Environmental Education, and English as a

Second Language Programmes are all examples.

(6)

There will be an interest on the part of many persons who

function as teachers on an avocational level in refining

or developing teaching skills.

STRUCTURE, FUNCTIONS AND CONTEXT

This proposal outlines the structure, functions, and context

of an Interior School for Professional Education. This School would

be a logical extension of the present Interior Professional Develop-

ment Programme, but it could also become the focus of a new direction

for teacher education in this province. It could also provide many

opportunities for research in teacher education, adult education, and

in specific educational areas.

59

It is assumed that the proposed School would most likely be

0

---

developed in an Interior location where the present Professional

Development Programme already has a functioning "external" site offer-

ing pre-service teacher education.

In this context, the School could offer the following types of

services and programmes:

(1)

Pre-service education for persons intending to become pub-

lic school teachers. Such students would meet present

SFEJ Professional Development Programme admissions criter-

ia and their programmes would be structurally similar to

current external Professional Development Programme pro-

grammes.

(2)

Up-grading or teacher continuing education programmes for

S

teachers in the region who presently hold appointments in

the public schools or who wish to re-enter the profession.

This would include:

- special short courses, seminars and workshops (credit

and non-credit);'

- degree-completion course work in upper division educa-

tion courses;

- certificate and diploma programmes related to specific

fields of teacher education (e.g., learning disabili-

ties);

- post-graduate studies for a limited number of students

wishing a Master's degree, possibly also with a speci-

fic focus (e.g., educational administration).

(3)

Provision of a special programme for teachers who hold

60

---

61

the equivalent of a British Columbia Teaching Certificate,

40

but with the emphasis on teaching in non-school settings.

This programme would be based on local needs such as:

labour education, community recreation, adult basic educa-

tion, or environmental education. A major clientele for

an initial programme might well be faculty of regional

colleges who seek specific teacher education as part of

their professional development.

(4)

The School would conduct research programmes based on lo-

cal educational problems and community needs. An example

might well be the evaluation of a school district reading

programme with the development of a new district reading

programme for children, adolescents, and adults as an out-

come. Such community-based but generally significant re-

search might also involve or include teachers enrolled in

programmes under (2) above, or student teachers under (1)

above. Research associated with counselling, teacher

effectiveness, supervision and teaching improvement are

other examples of potentially useful and important re-

search at a local level.

(5)

The School faculty would also provide services to assess

local educational needs in areas such as: English as a

Second Language, adult basic education, inter-cultural

education, etc.

(6)

The School would act as a focus for the co-ordination and

delivery of distance education programmes.

(7)

The School could offer instructional training to persons

---

who function as instructors in avocational or non-

school vocational settings.

It should be noted that while the School would extend some existing

credit courses to the region, it also would act as a developmental

agency for the design of new credit courses more suited to the needs

of interior communities. It would also offer non-credit courses and

programmes specially designed for the region.

DEVELOPMENTAL CRITERIA

(1)

The School should offer programmes and services to meet

the needs of students from a wide variety of educational

backgrounds, ranging from non-degree students to those

holding post-graduate qualifications. This would greatly

enhance the value of the School to the community and

would make it more cost-effective. In short, the School

would have a broad "catchment" of potential students. It

would offer both credit and non-credit programmes, but

with an initial focus on credit programmes.

(2)

Pre-service teacher education programmes must fit the re-

quirements for a British Columbia Teaching Certificate

(even for persons not directly interested in public school

teaching).

(3)

In-service programmes must relate to regional, community

needs or to the levels of the Teacher Qualification

Service or of the British Columbia Teacher Certificate

scheme.

0

(4) The School should offer programmes using a variety of

62

---

63

time-paced and methodological formats: short courses,

.

dstañèé learning packages, local radio and TV, etc.

(5) The School should operate using both resident faculty

specifically recruited and appointed fOr ari assignment of

tills ypè and cathpus-based SFU faculty on a "fly-in" or

assignment basis.

) Where ractical and economical, the School should use

ca

s-bsed adnistratve suppot services.

7)

The Schol should hävë a definite and clearly visible

ideal identfty and style.

(8) the'resident faculty at

the

School would most likely be

persons qualified in certain generic fields In teacher

education, especially programme development and evalua-

tion, curriculum, analysis of teaching, or educational

administration. In addition, faculty with expertise in

fields such as inter-cultural education, early child-

hood education, or critical curriculum fields such as

reading and language arts would also be appropriate

initial staff. The Faculty Associate positions would be

held by experienced teachers on leave from school sys-

tems (or from teaching posts in non-school settings) who

would work specifically

in

the supervision of student

teaching.

STAFF REQUIRE

ME

NTS

Staff requirements would include the following:

1 Director

is

---

S

64

5 Faculty

3 Faculty Associates

1 Secretary

SUMMARY

In any community, education takes many and diverse forms.

Many persons teach, quite aside from those now formally certified as

public school teachers. The proposed School can provide an important

community service by attending to the education of all who are in-

volved in or interested in teaching, whatever the context. The devel-

opment of such a School also offers a rich opportunity for both pure

and applied research in many aspects of teaching and learning. The

School is a logical development of the current role played by the SFIJ

Faculty of Education's Professional Development Programme. It can

establish a vital role in the life of the community where it is loca-

ted.

0

---

65

TABLE 1

.

PRESENT OPERATIONS OF THE SFU FACULTY OF EDUCATION

IN THE BRITISH COLUMBIA INTERIOR

I. PRE-SERVICE TEACHER EDUCATION

Dawson

Creek ............................

15

students/yr.*

Prince

George..........................

45

Kamloops ...............................

30

Salmon

Arm.............................

15

Vernon.................................

30

Kelowna................................

30

Penticton...............................

15

Nelson.................................

15

Cranbrook..............................

15

Chilliwack.............................

15

Mount

Currie...........................

15

Native Indian

Students on a

two-three year

programme.

II.

GRADUATE PROGRAMME IN EDUCATIONAL ADMINISTRATION

Vernon.................................15 (M.A.Ed.)

III.

SUMMER INSTITUTE IN ENVIRONMENTAL EDUCATION

Kamloops ............................... 70-85 students/

yr. since 1971

* The figures cited are typical figures based on the number of

Faculty Associates/site. In some years they are higher, in some,

for particular sites, lower. No:site enrolls fewer than 11 Profes-

sional Development Programme students at any time.

---

66

.

TABLE II

RELATIONSHIP BETWEEN PROGRAMME TYPE OR COURSE OFFERING OF THE

PROPOSED SCHOOL FOR PROFESSIONAL EDUCATION

AND THE TYPE OF STUDENT LIKELY TO ENROLL.

PROGRAMME TYPE

STUDENT GROUP LIKELY SERVED

i.

Pre-service teacher

. Regional or current graduates of reg-

education

ional colleges.

• Nature students with minimum qualifica-

tions re-entering education for voca-

tional purposes after a period out of

the educational system.

• Graduates of other universities or col-

leges, attracted to the region by the

programme structure or format or by re-

gional economic or geographic features.

ii.

In-service teacher

• Teachers holding standard certificates,

education

and seeking degree-completion.

• Teachers holding professional or stan-

dard certificates and seeking up-

grading.

Teachers see-ing graduate studies in

education.

Non-teaching professionals seeking

training in education.

.

iii. Special programmes:

i.e., special pro-

grammes for teaching

in non-school

settings.

0

Regional college faculty.

Medical professionals and para-profes-

sionals in health education and pub-

lic health.

Social workers.

Community recreation workers.

Adult education instructors.

Trade union educators.

• Vocational and military instructors.

---

67

.

SCHOOL FOR THE ARTS

W11 "I UMMMOWN4013

M." 0

The idea of a School for the Arts in the Interior, involving

degree study in two or more of music, theatre, dance, film, creative

writing and the various visual arts, is a powerful one. There is a

burgeoning interest in the arts throughout the province. A School

for the Arts, if carefully planned, could create an attractive alter-

native to the opportunities for fine arts study currently available in

British Columbia, could take advantage of local strengths, and could

become an important community and province-wide resource.

In spite of these attractions, there are significant constraints

that should govern the planning of such a School from the outset and

that may make the following proposal more tentative in outline than the

other models under development. First, precisely because of the wide-

spread interest in the arts, there is likely to be a much more complex

problem of coordination with local institutions than will be the case

with other Regional University Schools. Not only the community college,

but also community music or theatre groups or other programs special to

an area will have a strong interest in any possible new establishment.

In our view it Is imperative that such arts organizations as may exist

in the designated :area be encouraged rather than subverted in any way,

and it is part of the essence of our plan to do this. However, the

desire for a close working relationship with other institutions also

means that some major choices about the form of a School cannot be made

0

until a decision regarding its location has been made.

---

68

A similar constraint is imposed

by

the physical requirements of

the fine arts.

Fine arts facilities can be

very expensive, and it is

probably unreasonable to expect the rapid development of specialized

space and equipment. This again implies that a choice among disciplines

to be emphasized, at least initially, and among potential programs

within disciplines, would be governed to a significant extent by the

available physical resources within a community.

A third constraint on our initial planning should be noted.

Although it is easy to view the various fine and performing arts as

constituting a single and coherent focus for an educational enterprise,

there can be large differences among them. Although

.

the various arts

housed within a single administrative unit at some universities (nota-

bly at Simon Fraser), Faculties of Fine Arts (as at Victoria) are

fairly usual, as are a series of separate departments (e.g. UBC).

Departmental separation, whether within a faculty structure or not,

recognizes the differing requirements of the arts but at the cost of

estrangement among them. A single structure, on the other hand, must

have a fairly strong philosophical coherence in order to weather the

inevitable tensions among the arts. These considerations are relevant

to the establishment of a School in two ways. First, whatever the

eventual administrative structure of the School, if it is to be con-

ceived as a single entity some strong central ideas should govern all

its activities; the arts within it should be brought together by more

than physical proximity. Secondarily, the articulation of these

ideas must be responsible to the needs of the individual arts; it

would be unwise at this time to attempt to build a model curriculum

for each of the potential disciplines.

.

---

69

0

What can usefully be accomplished here then, is the presenta-

tion of a set of ideas which we feel have validity in relation to fine

arts education and applicability to a wide range of arts within a

School's concept. Although we do not make the applications to individu-

al arts within this paper, except by brief example, we can set out

some implications of the central ideas for both curriculum and admin-

istration.

THE IDEA'

We start with some assumptions: that the relevant environment

for the study of art is neither a city nor a university, but a commun-

ity; that that community is one in which the arts are already flourish-

ing; that it is important to the community to support the forms of

creative expression that exist there, rather than simply to impose

conventional areas of study. At the same time, a university degree

should recognize a high standard of learning and achievement. Any

-

community will be best served by a School which gains genuine academic

credibility.

A School for the Arts then, should build upon the arts that are

actually practiced in the community, whether these might normally be

classified as "high" arts or popular arts, "fine" arts or crafts. This

does not imply that students should simply be encouraged in the practice

of what :they already know; instead each student's talents and previous

experience should be extended into new areas of creative activity, but

with a fundamental recognition of the continuities between the familiar

and the new. Rather than identifying forms of creativity as truly

"artistic"

and therefore

exclusively

worthy of attention within a

university

level program,

the School

would deliberately encourage

---

70

exploration of a spectrum of activities. The talented and experienced

10

potter, for example, would have the opportunity to acquire a relatively

sophisticated knowledge of ceramics, to study design, and to work in

abstract forms. Conversely, the sculptor would be required to exper-

iment with making articles of use. In an important theory component

of the curriculum, both would be asked to consider the relationships

between functional and expressive forms, and the social aspects of

artistic productivity. The course of study would not aim to convert

the potter to abstraction nor the sculptor to utilitarianism, but to

enrich the creativity and enlarge the understanding of both of them.

There are some important extensions from this concept of a

program which develops from the creative base in the community and in

the individual students. One is that the curriculum should centre

around the making of art; there should be study of the arts of other

times and places, but primarily as a resource for the development of

imagination and taste. Another is that the artistic products should,

insofar as possible, be brought back to the community as a whole: a

repertory theatre, a resident orchestra or chorus, a literary journal,

a store for the exhibition and sale of arts and crafts - all these are

institutions which a School could either augment or establish. The

idea of a Summer Festival of the Arts may be particularly appealing in

some locations. It is also desirable that each student have some

active role in relating the School to the community, whether by per-

forming In local elementary or secondary schools, arranging publicity

for theatre productions, or staffing a gallery and store.

It is possible to schematize these basic ideas by identifying

six required components of each student's course of study. These

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0

components would not necessarily be separated off from each other in a

course structure, but the place each might assume in a curriculum can

be suggested.

1.

Practice - each student should identify a single sub-discipline

- acting, singing, painting, weaving - and over a period of

two years practice the relevant skills intensely under expert

guidance. Provided good use could be made of community resour-

ces and visitors, it would not be necessary to limit the

possible sub-disciplines strictly to those in which resident

faculty were expert, but each student should have a through-

line of practical work at the core of his studies.

2.

Performance - each student should be required to perform or

exhibit work at a substantial level of achievement at the

culmination of the course of study. This requirement could fit

well with the idea of a Summer Festival. If a fifth semester

was a usual part of the curriculum, perhaps for earning an

honors B.A., graduating students could devote a summer to their

final exercises. This arrangement could help to avoid a false

emphasis on the grading of practical work on a course by course

basis, and could conveniently provide a mechanism for some

external adjudication of the level of achievement.

3.

Application - this component is crucial to our concept, but

might be actualized in a wide variety of ways. Each student

should extend his practical work into another area of practical

inquiry. Very

often, this would involve the kind of interplay

between useful and expressive forms discussed above.

There are

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other ways in which the making of art and the applications of

art could be explored, however: a weaver might be required to

study and to perform exercises in fashion design, for example,

or a theatre student to undertake a practicum in theatre

administration. By insisting on this component of study, yet

organizing it flexibly on a project basis, the School could

open career and further study opportunities to its students

without itself becoming a School of Applied Arts.

4.

Exposure - each student should build over time a substantial

familiarity with the work of other artists. The School should

not attempt to provide such exposure through conventional

courses in art history, with their Implicit establishment of

critical authority, although such courses might be available

through the college or the distance education program. Instead,

students should be required to survey a range of work, whether

through slides, recordings, films, playscripts, or live perfor-

mances, Identify work to which they respond personally, and to

move toward the fullest possible contact with that work and

its background. This "research" approach to the study of other

artists should prove less costly than a more conventional

approach, even If it occasionally involved some student travel.

More importantly, it should at once help to develop independent

critical acumen and provide a stimulus to creativity.

5.

Theory - there should be significant study of art theory in a

way which reinforces the basic concept of the School - broadly

stated, this would involve a sociological emphasis in theortical

studies: What is the function of art within a community or a

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larger society? What are the relationships between "high" arts

and popular, folk and applied arts? Is there validity to the

notion of regional expression and what are its appropriate

relations with international art culture or the entertainment

industry? - these and cognate questions should be addressed in

various ways, both within disciplines and across then.

It should not be assumed that theory would always be separated

from practice: a collective theatre piece on a local controversy

could provide significant insight into theoretical issues.

There are also possibilities for ethnographic study and research,

on such topics as the place of the arts in tribal cultures,

that could provide a powerful reflection upon the arts in our

society. Other courses might be developed on the model of

the "context" courses presently in place at Simon Fraser, in

which the interrelationships among the arts of a particular

period or place are studied.

6.

Service - the course of study should entail a service obligation

for each student, with emphasis on relating the School to the

community. This could be managed as an ungraded requirement,

which would in yet another way encourage the student to

recognize some practical extension of artistic activity.

CURRICULUM AND ADMINISTRATION

Without detailing a model curriculum, it is possible to

indicate a rough pattern from what has been stated. Approximately

one third of a student's time would be spent in the practice component.

This would be surrounded by courses or groups of individual projects

---

related to the areas of theory, application, and exposure, and would

culminate in an intensive and examined production activity. Along the

way one or more service requirements would be met. Although a course

structure seems inevitable, and though at least some courses should be

designed for relatively large groups, curriculum arrangements should

allow for a fairly large proportion of directed study opportunities, in

order to permit both the needed flexibility and the desirable continui-

ties between areas of study.

One necessity for a program that concerns university level fine

arts over a two-year period is an audition or portfolio requirement for

entrance. Simon Fraser at present avoids a fine arts audition process

only by the design of a four-year program with a very sharp cut-off

following the first year of studies. Although such a requirement may

appear excessively restrictive in relationship to the establishment of

degree-completion opportunity, the

effect

of it will actually be to

increase the flexibility of the admissions requirements. Only through

such a system can a talented and experienced artist with sufficient

academic background but no formal fine arts training be brought into a

program. Only through such a system can a reasonable discrimination

be made between the relative merits of applicants from the community and

those from elsewhere. It is a reasonable presumption that the appli-

cants for the program would substantially exceed the number of places

available. Selection on the basis of demonstrated talent is a far more

just system, whatever its pitfalls, than

any

other available system.

It is also important even at this preliminary stage to address

the question of transfer of credit to Coast universities and elsewhere.

It appears from the preceding discussion that the curriculum

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envisioned bears no close relationship to the programs of study under

development in the Centre for the Arts at Simon Fraser. Although it is

true that the concept for the School entails a distinct emphasis of

study and that such a curriculum cannot be constructed simply from

present or planned Simon Fraser courses, the actual mix of theoretical

and practical work is not dissimilar from what is planned here. The

careful articulation of both programs as they develop should provide

for a very high level of potential student interchange between programs,

and avoid any difficulty regarding certification of the School programs.

It should be noted that transfer of credit is more than usually complex

in fine arts areas, and it is often accompanied by or superceded by

audition requirements. The combination of theoretical and practical

work that is proposed, however, should earn a very high proportion of

transferable credit at the other Coast universities.

Like the curriculum, the staff requirements of the School

cannot be specified until a selection of location and disciplines is

made. It should be possible to mount such a program, however, with a

director and a small administrative staff and approximately three

resident faculty for each discipline offered. The faculty in each

area should include at least one individual with a strong performance

orientation, such as a conductor or theatre director, who could assume

leadership in the production activities. The total faculty complement

should include one or two generalists who could provide continuity on

the theoretical side of the program. Whatever the initial prescriptions,

the real form of the School as well as its quality would and should be

determined by the resident faculty. Hopefully, a faculty could be

assembled that would augment the resources in the community and could

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together create a coherent and stimulating environment for study of

the arts. The faculty strength should be supplemented on a regular

basis by visitors, particularly those with substantial professional

qualifications in a given art. Professionally seeded performance

groups would enhance bqth the training of students and the cultural

life of the region.

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SCHOOL OF HUMANITIES

1.

OBJECTIVES OF THE SCHOOL

The purpose of the School of Humanities is to permit students to

study the Humanities at an Interior location in a classroom-based learn-

ing situation. The School would otter a mixture or traditional courses

in Humanities disciplines (History, Literature, Philosophy) and multi-

course interdisciplinary units falling under the general rubric of History

of Ideas. While the traditional courses would provide nothing unique

beyond the location of instruction, none of the interdisciplinary units

exist in similar form at any British Columbia university.

No claim can be made that this School is. "career-oriented" or

•

that its graduates would enhance their job opportunities. The Humanities

are, however, fundamental in a liberal education and it seems important

that the opportunity to study in the Humanities should be considered in

developing degree-completion programs for the Interior.

2.

CURRICULUM

a. Entering Students

Lower division course requirements could be left relatively un-

structured. Students might be required to complete 30 hours of course

work in the three Humanities disciplines, with at least one course from

each discipline.

The Humanities preparation of students transferring from first and

second year in the four major Interior Community Colleges could be made

fairly standard, although there might be problems with the second year.

Appropriate coordination efforts could presumably solve these. The only

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78

obvious present curriculum gap is the absence of Philosophy courses at

Cariboo College and Selkirk College. Students transferring from uni-

versities should not face any problems.

b. Traditional Disciplinary Courses

Students would be required to take 3 upper division courses in

each of the 3 disciplines. Using 4-hour courses (assumed throughout this

paper), this would account for 36 of the final 60 hours. Another 16 hours

would be required in interdisciplinary courses with the remaining 8 hours

to be chosen in electives from other School courses, disciplinary or inter-

disciplinary, or from distance education courses.

Two solutions are available to meet the traditional requirement

of breadth and choice in a liberal education. One is to combine SFU

course topics so as to present the same breadth of material in less

depth. The other is to keep the SFU level of specialization and to aug-

ment the School's disciplinary course offerings with distance education

courses. The second solution seems preferable; the first would likely

provide a poorer quality of education and make it more difficult for

faculty to maintain a connection between research and specialization

and teaching.

It is suggested that 36 disciplinary courses be offered each

year -- the actual list would depend on the competence and interests of

faculty appointed to the School and on student demand. This would

provide a choice of upper division courses that would be rather less than

half that offered in the present SFU curriculum. It would, however, be

extended by distance education

and would represent, we believe, a

reasonable range.

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C. Interdisciplinary Units

We propose the offering of three interdisciplinary units. As

was stated earlier, all come within the general area of History of Ideas.

Each could include major contributions from at least two of the Humanities

disciplines. Each unit consists of four interdisciplinary courses, to be

offered once in a 2-semester year, and to be team-taught. It is envis-

aged that full teaching credit would be given for participation in these

courses and thus they would represent the equivalent of 24 single semester

courses per year. The interdisciplinary units could be amended or replaced

from time to time and would be more focussed than the "Survey of Western

Civilization" variety found in many interdisciplinary programs in the

Humanities. The three units are described in some detail below.

is

A. The Nature of Nan

The following courses will investigate the relationships

which exist between thought and culture. Art, literature,

society and philosophical views of the world will be compared

with the complex body of human feelings and emotions which give

rise to difference and innovation, tradition and continuity in

the attempts of individuals to express and define the human

condition.

This unit stresses the nineteenth and twentieth centuries

in order to avoid the broad sweep approach and in order to

stress the availability, of these ideas for the student. Other

centuries could be modelled on the same plan, but if course 1.

were truly a course that dealt with many centuries that would be

0

unnecessary.

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The four courses:

1.

World Hypotheses and the Nature of Evidence

Particular views of the world emerge in different cultures

and in different historical circumstances. The nature

of "human nature" which emerges from such world views,

or world hypotheses, presupposes the selection and val-

uation of certain experiences over others. This course

will explore the beliefs, myths, patterns of feeling,

intellectual assumptions and moral demands inherent in

various world views. Traditional aspects of philosophical

thought will be seen in the light of both literary events

and historical situations, and these aspects will be ex-

plored across time as world views change or develop. The

main theme -- that the shaping of ideal identities emerges

from world views -- will stress the transformation of

hypotheses into assumptions about human nature.

Possible and probable course topics would be: Idealism,

organicism, primitivism, naturalism, mechanism, realism.

2. Nineteenth Century Studies: The Development of the

Modern Consciousness

The literary, social and intellectual developments in

the nineteenth century emancipated the individual from

previous systems of thought and feeling. At the same

time the tensions created between freedom and experience

produced a variety of conflicting and related works both

theoretical

and creative

which sought to express and

define this

new image of

the individual and his culture.

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By focussing on a range of works, authors, themes and

problems this course will explore some of the key devel-

opments which created modern consciousness.

a)

Darwin, Marx and Freud and their Literary

Counterparts

This course will stress the development of a nine-

teenth century critique of civilization. Comparative

developments in the nineteenth century novel which

reflect and parallel the intellectual critique of

character, society, class, and the nature of the

image of the human will be found in Dickens,

Dostoevsky, Balzac, Hardy, George Eliot and Flaubert.

Other major figures can be included: Rousseau,

0

Carlyle, J.S. Mill, Goethe.

b)

Romanticism and its Developments

This course will stress the Promethean and Faustian

heroic revolt against the Enlightenment. Works of

literature and thought in England and Europe embody-

ing the period 1780-1850 will be discussed. Poetic

and intellectual activity accompanying the development

of a critique of civilization and the rise of utopian

thought will be stressed. Particular emphasis will

be placed on the sense In which authors and works

saw the autonomy of the mind threatened by external

forces. Heroic views of a common destiny facing the

human species will be placed against the revolution-

ary developments in science, politics and art.

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3.

Twentieth Century Studies: The Nature of the Self in

Modern Times

0

The development of the modern state, bureaucracy, mass

communication, the growth of cities, the complexity of

the artistic forms through which art remade itself in

order to reflect peculiarly modern alienation character-

ize the modern period. This course will examine the

estrangement of human consciousness from the activities

of society, community and creativity. Specific focus

on the forms of self-consciousness and self-scrutiny,

the isolation of the artist from society, and the nature

of extreme situations (industrialism, concentration camps,

mental illness, anomie) will also be stressed. Specific

artistic movements

which,

along with philosophical and

psychological thought, sought to provide a synthesis

40

between imagination and critical feeling will be stressed.

Examples of these are: surrealism, expressionism, the-

atrical innovation and radical poetic experimentation.

4. Special Topics in Criticism

This course is designed to identify special problems

related to the humanities and the arts, or humanities

and specific trends in thought. Current problems which

have their roots in the disciplines outside of the human-

ities may be explored in order to determine the relevance

of the humanities to the solving or understanding of

issues and problems. Topics which might be used are

listed below, but one of current interest would be the

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"Nature of Literacy".

Other topics: - Sex in Society

- Authority and delinquency in the modern

state

- The development of new artistic forms

(film)

- "Economism" in modern critical theory

- Language analysis

- Psychoanalysis

- Pornography and obscenity

- Literacy and the institutionalization

of writing

B. History and Philosophy of Science

The proposal for this unit is based on the following general

considerations.

1)

The history of science and the philosophy of science taken

.

separately are each interdisciplinary. Therefore the integration

of the two disciplines in a single course is not necessary to insure

the interdisciplinary nature of courses in the history of the phi-

losophy of science.

2)

Only a very small proportion of potential faculty who are com-

petent in the one field are also competent in the other.

3)

If the courses in this interdisciplinary unit are to be taught

by a philosopher who is not trained In history and an historian

not trained in philosophy, it will be a considerable burden on each

of them to teach together a fully integrated course in the history

and philosophy of science. Therefore the unit should consist of

two courses in the history of science and two courses in the phi-

losophy of science.

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The four courses:

.

1. History of Science: Archimedes to Newton

(no prerequisite)

1)

Classical Images of Nature: Greek Mathematics,

Pythagoras, Archimedes and Euclid: Atomism, the World

Systems of Aristarchus, Aristotle and Ptolemy.

2)

The Medieval World View: The Aristotelian-Thomistic

Synthesis; Medieval Architecture; Inventions of the Mid-

dle Ages (e.g., clocks, compass, gunpower, printing,

distillation); Mechanics of the Schoolmen, Alchemy.

3)

The Renaissance: the Rise of Biological and Medical

Science; Metallurgy and Chemistry.

4)

The Copernican Revolution; Harvey and the Circulation

of the Blood, Galileo, Kepler, Tycho de Brahe, The Jus-

tification of the Heliocentric System. Newton, The

Principia, Opticks. Scientific Societies; the flowering

of Newtonian Mechanics, LaPlace, LaGrange.

2. History of Science: Newton to 20th Century Physics

(no prerequisite)

1)

The Microscope; the Barometer, the Vacuum, the De-

-

velopment of Pneumatics; 18th Century Chemistry.

2) Technology behind the Industrial Revolution; Mining,

Mechanization, Steam Power, Steel and Electricity.

3)

Priestley, Lavolsier, Dalton, Davy. Chemistry in the

19th Century. Electricity and Magnetism,

,

Faraday and

Maxwell.

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4)

Darwin and the Theory of Evolution; Mendel; 19th

Century Geology.

5)

The Revolution in Physics; the Convergence of Science

and Technology.

3. Philosophy of Science: Aristotle to Mach

(prerequisite: 1. or 2.)

1)

Introduction to classical views: Aristotle - the

inductive-deductive method, the Pythagorean view of

nature, Euclid-deductive systems the model for em-

pirical systems?

2)

16th and 17th century philosophy of science: Anti-

Aristotelian philosophies, Galileo's version of

.

Aristotelian methodology, Francis Bacon, R. Descartes

and the rationalist viewpoint mechanical world views.

3)

Newton

4)

18th century philosophy of science: Hume and Kant.

5)

Early 19th century philosophy of science; theories

of scientific procedure: J. Herschel the contin-

uation of the empirical tradition, W. Whewell the

Kantian tradition and the philosophy of science

based on historical studies, Naturphilosophie - the

Divine plan of Nature.

6)

Inductivisin; pro and con:

J.S. Mill, S. Jevons, C. Hempel

7)

Mid-Late 19th century philosophy of science:

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86

a)

Darwinism its

effect on the Platonic doctrines

of

ideal form and

on Aristotelian final causes.

b)

E. Mach sensationalism, conventionalism, the

critique of Newtonian philosophy.

4. Contemporary Issues in Philosophy of Science

(prerequisite: one course in logic, one course

in epistemology, course 3. and either 1. or 2.).

1)

The nature of scientific explanation.

2)

The logic and structure of scientific theories.

3)

The nature of scientific laws.

4)

The challenge -- by Kuhn and others -- to the

logical empiricist conception of the scientific

enterprise.

.

C. The Humanities in Context: The Canadian Experience,

No British Columbia university offers a group of courses that

attempts to present an integrated treatment of the relationships

between Literature, the Arts and Canadian historical experience.

The four courses:

1.

Frontier and Settlement in Canadian History

2.

Images of Canada in Literature

3.

Images of Canada in the Visual Arts

4.

Canada and Its European Origins

d. Degree.

The degree would be a B.A. (Humanities) and would require at

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87

least 3 upper division courses from each

of

the three disciplines

(History, Literature, Philosophy) represented in the school. In addition,

students would take at least four interdisciplinary courses. This would,

using 4-hour courses, amount to 52 hours of the total 60 hours of upper

division work. The remainder would be electives to be chosen from other

School courses, disciplinary or interdisciplinary, or from correspondence

courses. Lower division requirements would be 30 hours of courses in

Humanities disciplines.

3. Faculty

About 15 faculty would be required to mount the program (68

course equivalents per year) described above. More of them would be in

Literature and History than in Philosophy but, following a specified

10

disciplinary distribution in faculty, hiring is less important than

selecting faculty who combine a strong competence in one discipline

with real commitment and ability to work in an

Interdisciplinary program.

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SCHOOL OF MANAGEMENT STUDIES

ASSUMPTIONS AND RATIONALE

The concept of a School of Management Studies for the interior

of British Columbia is an exciting idea. It is clearly much in demand.

Preliminary discussions in interior communities suggest, moreover, that

such demand is not confined to one or two regions of the province but

is common across regions. The demand also appears to cut across commun-

ity groups: managers in business and industry together with those in

federal, provincial and local government (and related agencies) seem to

want the opportunity to improve their knowledge and practice of manage-

ment; so too do students and community members. Finally, the demand

•

seems to be for both full-time and part-time study, for either a full

B.A. program with a major in Management Studies or for a Diploma in

Management Studies.

Awareness of these tentative but plausible assumptions regarding

the demand for a School of Management Studies yields a set of principles

governing the design of the proposed School:

1. Principle of Decentralization

Given that locating the proposed School in just one community will

only partially meet the demand,

The School of Management Studies should be decentral-

ized so that third and fourth year courses sufficient

for a "major" would be offered at each of 3 or 4 lo-

cations.

is

2. Principle of Core Courses

Given the restricted array of courses implied in principle

IIi,

and

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89

the likelihood of wide

diversity of professional experience and per-

sonal aspiration among

prospective students,

The curriculum of the School should emphasize generic

or core elements of management in the third year with

some specialization in the fourth year.

3.

Principle of Academic Excellence

Given the likelihood that most prospective students will want to en-

roll in the School primarily to Improve their practice of management

as well as to earn a degree,

The curriculum of the School should integrate theory

with practice in programs that remain rigorous and

analytic.

4.

Principle of Program Flexibility

Given the likelihood that students will enter the School with wide

differences in educational backgrounds and professional experience,

The design of the programs should be flexible enough

to serve the needs and aspirations of applicants, in

part by providing both full degree and advanced cer-

tificate/diploma qualifications.

What follows does not develop principles #2 and #3 in terms of a

recommended curriculum. The proposal to decentralize the School of Man-

agernent Studies to several (three or four) communities is a different

model from those offered in the other Regional University Schools. The

purpose of the following statement is to outline how such a School might

operate and seek reaction to this before formulating more specific cur-

ricula proposals.

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90

.

A DECENTRALIZED SCHOOL OF MANAGEMENT STUDIES

A decentralized School of Management Studies operating in sever-

al communities might have the following general characteristics:

Faculty

The full-time, regularly-appointed faculty members appointed to

the School would number, say, twelve. These persons, selected because

of their demonstrated competence in the required fields of study, their

willingness to participate in a non-traditional School, and the congru-

ence of their research interests with non-metropolitan regions of the

province, would serve as Provincial Lecturers in their areas of special-

ization. Their responsibilities, would include: developing third and

fourth year courses and associated curriculum materials in their areas

r

of specialization; providing instructional leadership in these courses

at each site; working with the Program Coordinator in each community to

involve local people with suitable expertise in the courses; and identi-

fying suitably qualified persons at the local level for appointment as

Adjunct Professors to effect the integration of theory with practice

through guest lectures, weekend seminars and workshops, and practicuin

supervison.

Program Coordinators would be resident in the communities where

the School operates. Other faculty members would need to be willing to

travel from site to site.

Program

We envisage the School's program containing sufficient courses

for a student to complete a "major" field of concentration in Management

Studies with some specialization, for example, in Personnel Management

or in Marketing in the fourth year. So one route would be for a student

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91

to enter the program with the first two years from a community college,

complete third and fourth year, and receive the degree of B.A. (Manage-

ment Studies).

Another route would be for persons with grade 12 and profession-

al managerial experience to enter the program, complete designated college

courses (prerequisites) and a core of third and fourth year courses and

receive a Diploma in Management Studies.

The program would be designed to complement and support the Di-

ploma in Municipal Administration as proposed by the University of

Victoria.

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SCHOOL OF APPLIED SOCIAL SCIENCES

1. OBJECTIVES OF THE SCHOOL

The purpose of this Regional University School would be to offer

students at an Interior location a more integrated and cohesive struc-

ture for applied Social Science education than is presently available at

British Columbia universities. The School would combine a core of regu-

lar courses in the Social Sciences with three applied Social Science

"

streams "

, each with a particular career orientation. The three streams

are Social Welfare, Criminology, and Community Development.

Graduates from this program should be suited to career opportun-

ities in applied Social Science occupations, particularly in the British

Columbia Interior or other non-metropolitan areas. Also, graduates would

0

be able to proceed from this School to graduate academic programs in the

Social Sciences and to related graduate professional programs such as

Law and Community and Regional Planning. The School would achieve these

objectives by offering a mix of basic Social Science courses and career-

oriented applied courses. Programs would be designed to prepare students

for government and private sector occupations in social service and com-

munity development at the para-professional level.

A distinctive theme of the School of Applied Social Sciences

would be a research and curriculum focus on inter-ethnic relations. This

focus is suggested by problems of relationships between and with minority

groups and the need to prepare "non-minorities" to work more effectively

with minorities and to prepare minority group members to work in the

applied Social Sciences. These problems are hardly unique to the B.C.

Interior, but they are present in many communities and will increase in

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93

scope and severity with increases In population.

2. CURRICULUM

a.

Entering Students

Lower division course requirements for transfer from community

colleges or universities would be as follows:

Anthropology

9 hours

Economics

6 hours

Psychology

9 hours

Sociology

9 hours

Other Social Sciences

6 hours

Accounting

3 hours

Electives

18 hours

This might seem to constitute an exceptionally restrictive pro-

gram but the range of choice within the requirements is fairly broad.

It should be feasible, scheduling problems aside, at any of the major

community colleges in the Interior. This statement assumes that more

second-year courses would be offered by the local college, in cooperation

with the School of Applied Social Sciences, than is always now the case.

Students wishing to pursue the Criminology stream would have to take at

least 12 hours of lower division Criminology courses and would be per-

mitted to substitute these for the required courses shown above.

b.

Basic DiscIDlinarv Courses

Students would be required to take at least 6 disciplinary upper

division 4-hour courses from at least two of the disciplines represented

In the School. In addition, students would take at least 6 courses

(4-hour) from at least two of the applied interdisciplinary streams. This

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94

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would amount to 48 hours of the total 60 hours of upper division work.

The remainder would be electives to be chosen from .other School courses,

disciplinary or interdisciplinary, or from distance education courses.

The basic disciplinary courses would be modelled on those in the

SFU curriculum. In line with the inter-ethnic theme identified earlier,

there would be a heavier emphasis on Anthropology, Psychology, and Soci-

ology than on the other Social Science disciplines. Wherever possible,

disciplinary boundaries would be merged and it is hoped that a number

of appropriate cross-disciplinary courses could be developed.

About 30 basic disciplinary and cross-disciplinary courses would

be offered each year. The actual courses would depend on the specific

needs of the applied streams, the competence and interests of faculty in

the School, and general student demand. The choice of upper division

•

Social Science courses would be less than that offered in the present

SFU curriculum. However, augmented by distance education courses, it

should be sufficient to satisfy the objectives set out in section 1. of

this paper. It is also proposed that a small core of administrative

studies courses be offered to serve the three applied streams. These

would include general courses in public administration, organization be-

haviour, personnel management and program design and evaluation.

C.

Interdisciplinary Streams

Three applied interdisciplinary streams are suggested. All have

some relevance to expressed or perceived needs in Interior communities

and one of them is not available in any form in a B.C. university at the

present time. Since all the streams are intended to prepare graduates

for careers in what might be called "social service", they all draw their

major basic support from the same social science disciplines.

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95

Each stream would consist of about 10 courses. There would need

to be a strong emphasis on field/community based experience and on devel-

oping links between the three streams. Although the minimum requirement

for work in the applied streams would be 6 hours, students with particu-

lar career interests would be advised to commit their electives to serve

these interests.

A.

Social Welfare

The objective of this unit would be to prepare graduates for

careers in public and private social service agencies. Most un-

dergraduate professional degree programs in Social Welfare re-

quire two years of applied courses. Students in this stream

would have available only a maximum of one year's equivalent in

applied courses. This would be compensated, in terms of career

preparation, by the opportunity to obtain exposure to a wider

range of related applied courses.

There is no specification of a curriculum for this applied

stream. The absence of Social Welfare specialists at Simon Fraser

would make it necessary to engage outside consultants should this

School proposal be carried closer to implementation. The emerging

School of Social Welfare at the University of Victoria was designed

with the particular aim of serving non-metropolitan needs for

social work professionals. We should have close cooperation with

them so that unnecessary duplication of programs can be avoided.

Perhaps one of their Interior "field teaching centres" could be

expanded to provide courses for this stream.

B. Criminology

The Criminology stream would be designed to serve two areas

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96

of Criminology, Corrections and Law Enforcement, for which need

has been identified in the Interior. Five or

six

courses would

be offered in each stream. Special attention would have to be

given to the preparation of students because the lower division

of the Criminology major at SFU includes 21 hours of required

Criminology courses. Community college students might be able

to proceed to upper division work, however, with 12 hours of low-

er division courses.

The Law Enforcement area would have a particular focus on the

problems of law enforcement in areas with the geographical and

social features common in the B.C. Interior. The following applied

course topics would be included:

- Criminality of particular groups

0

-

Specific types of crime

- Criminal procedure and evidence

- Techniques of crime prevention

- Decision making in criminal justice

- Victimology

The Corrections area would be designed with the view of serv-

ing new penal institutions to be established in the Interior. It

would have a general focus. The following applied course topics

would be included:

- Techniques of correctional practice

- Techniques of criminological treatment

- Techniques of evaluations and prediction

- Correctional administration and planning

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97

C. Community Development

Graduates from the Community Development stream would be

available for careers to serve in facilitative and informational

roles to assist non-metropolitan communities and their residents

to make the most of their human, environmental and locational

potential. In the literature and practice of international de-

velopment, community development is quite prominent. It has

been defined as:

a planned and organized effort to assist

individuals to acquire the attitudes, skills,

and concepts required for their democratic

participation in the effective solution of

as wide a range of community improvement

problems as possible in an order of priority

determined by their Increasing levels of

competence.

The objective of the Community Development stream is to equip

people to encourage and facilitate this process. One of the ob-

jectives would be to prepare graduates for careers in cooperatives,

credit unions, and economic institutions where participative man-

agement is emphasized. The development of an indigenous regional

economy in the service industries would, hopefully, be encouraged

by the presence of this program.

As in the case of the Social Welfare stream, a detailed cur-

riculum cannot be specified. However, the following listing of

existing Simon Fraser courses gives an indication of the scope

of an applied Community Development program, although without the

integration and field practice that would be important character-

istics of such a program.

Economics 395

Comparative Economic Systems

is

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98

I

.

S

Commerce 477

Seminar in Small Business

Administration

Geography 343

Geography of Transitional

Societies

Political Science 423

B.C. Government and Politics

Political Science 356

Public Administration

Psychology 360

Social Psychology

Sociology and

Urban Sociology

Anthropology 310

Education 431

Analysis of Educational

Concepts

Education 441

Cultural Differences and

Education

Communications 320

Communication Processes and

Interpersonal Behavior I

Communications 332

Problems and Techniques in

Social Documentation

Communications 336

Social Change and Community

Radio

d.

Degree

The degree would be a B.A. (Social Sciences) or Bachelor of

Applied Social Sciences. It would require 6 upper division basic disci-

pline courses from at least 2 of the disciplines in the School and 6

applied interdisciplinary courses from at least two of the streams. The

remaining 12 hours would be electives. Lower division requirements would

include 39 hours in the Social Sciences as specified earlier and 3 hours

in Accounting.

e.

Certificate and Diploma Programs

It would be important to make available Certificate programs for

persons with little or no post-secondary academic education who were in-

terested in improving their career preparation in one of the streams.

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99

Similarly, persons already having a non-applied Bachelor's degree would

find a Diploma program useful.

f. Career Onnortunities

The major scope for career opportunities for graduates of the

School of Applied Social Sciences exists in anticipated rapid population

growth in the B.C. Interior, not from a large number of presently unfilled

existing positions. However, many persons now holding jobs in applied

Social Sciences fields have no special educational background for them

and this group should be a major source of part-time students for the

School.

3. FACULTY

a. School Proaram Structure

The following program structure (in semester-hours) is a useful

guide to the faculty needs of the School.

Adminis-

Community

Basic

trative Social Crimin- Develop- Elec-

Stream

Courses Studies Welfare ology opment

tives

A. Social

Welfare

24

8

20

4

-

4

B. Crimin -

ology

24

4

4

20

-

8

C. Community

Devel-

opment

24

12

-

-

20

4

The programs shown for each stream are only suggestions--the degree re-

quirements, which are more flexible, are controlling.

b. Faculty Requirements

About 60 courses would be taught each year. Allowing for some

team-taught cross-disciplinary and applied courses and for extra demands

---

100

of field work courses, the annual course-equivalent total would be about

72. This would require about 18 faculty members. Hiring would be a very

demanding and difficult process in that most academics in the Social

Sciences lack competence and interest in the applied fields proposed here

and most applied practitioners lack academic qualification. The hiring

of a core of experienced faculty would have to precede the initiation of

this School.

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101

1. OBJECTIVES OF THE SCHOOL

The educational program of this Regional University School is

based on the premise that there is a need for university graduates with

a broadly based training in applied science and experience in applying

their training to the practical problems of the business and industry of

this province. Further, it Is believed that by concentrating on programs

emphasizing "Appropriate Technology" and "Systems Design" we can develop

a School which will not only meet the needs of the community but will be

economically and educationally viable. Indeed, it is hoped that the

development of this School will encourage the development of industry in

the surrounding region.

The theme of the educational program of the School is inspired

by the work of E.F. Schumacher who in his book Small is Beautiful stated:

"What is it that we really require from the scientists

and technologists? I should answer: We need methods

and equipment which are:

- cheap enough so that they are accessible to virtually

everyone;

- suitable for small scale application; and

- compatible with man's need for creativity."

While accepting Schumacher's theme, we do not reject the most advanced

technology if it is applicable to our problems. This leads to the re-

search focus of the School. Canada in general and British Columbia in

particular are relatively rich in energy; however, costs of non-renewable

fuels are rising as supplies diminish and distribution causes difficult

political and economic problems. At a time when the federal government

is investing new funds in energy research, has just created a Renewable

0

Energy Resource Branch and is investing billions in insulation of homes

I

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102

it is most appropriate to assemble a multidisciplinary research team to

focus on all aspects of our energy problems. Hence a "School of Appro-

priate Technology and Energy Science" is proposed.

This School would offer third and fourth year courses to allow

students to complete a Bachelors degree with a number of different em-

phases in applied science. Broadly-based core courses at the third year

level would lead to two general areas of specialization in the fourth

year: Appropriate Technology and Systems Design. These two areas rep-

resent different approaches to the application of science to practical

problems and within these two approaches a range of emphases are possible;

however the proposed courses show strong biases towards problems related

to energy and to the technology of production. A third much narrower

specialization is proposed - Digital Electronics. This specialization

is timely because of the rapid developments in digital electronic tech-

nology and is only one example of how other specialized technical areas

might be added later.

The research emphasis of the School would be jointly on Appropri-

ate Technology and Energy Science. These two themes lead to common app-

roaches to a variety of problems In energy utilization but this does not

inhibit independent work, for example, on theoretical aspects of energy

or on the organization of small Industry. The research in a School such

as that proposed here would benefit greatly from a graduate program. It

might be possible to start a small M.Sc. program at the same time as the

Bachelors program.

2. The Curriculum

It is proposed that the degree program be based on a common core

0

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103

of third year courses. Since all students would be required to take ten

of the fifteen core courses a broad base with fairly high course enroll-

ments is ensured. The fourth year program would provide specialization

in two general areas and one specific area. All students working towards

a degree would complete 60 credits in the School.

2.1 Entering Students

Normally, all entering students would have completed two years

in science at a College or University. The basic premise is that any

student who could transfer to a science or applied science department in

a British Columbia university should be eligible for admission to this

School. The third year core courses would be designed with this in mind

and would have a minimum of specific prerequisites. It is hoped that

students holding diplomas from College Technology programs would be able

to transfer into the School with a minimum of make up courses.

2.2 Core Courses

The core program comprises fifteen courses ranging from biology

through chemistry, physics, mathematics, and computer science to econ-

omics. However, there is a preponderence of courses in the areas of

applied physics normally indentified as electrical and mechanical engi-

neering. While all of the courses shown are new, some are very similar

to existing SFU courses, others are related to existing courses, and

others have no equivalent at SFU. The intent is that all courses would

be taught at a high level but that the emphasis would be on the applica-

tion of science to practical problems.

All students working towards a degree in the School would be re-

quired to select ten of the fifteen core courses. This would mean that

---

104

while a biologically-oriented student will

have

to take more mathematics

and applied physics than his counterpart at

SFU,

the student specializing

in mechanics or electronics would have to choose some courses from biology,

chemistry and/or economics.

2.3 Broad Specializations: Appropriate Technology and Systems Design

The educational philosophy of the School would be to give students

a broad base in applied science and to develop their problem-solving skills

in applying this to real world problems. Two different but overlapping

sets of fourth year courses would be provided to achieve these goals.

The Appropriate Technology courses introduce students to the notions

popularized by E.F. Schumacher and to applications of these ideas in a

general way in courses concentrating on energy resources, energy uti-

lization, materials, structures and machines. (This approach is also

referred to as "small", "intermediate" or "applicable" technology.) The

result should be students who are resourceful problem-solvers capable of

applying the fundamental principles of science to a wide variety of prob-

lems, particularly those where capital as well as technical resources are

limited.

The other general specialization is Systems Design. This in no

way contradicts the alms of Appropriate Technology but provides students

with a number of highly sophisticated tools - optimization, computer

simulation and modeling - which taken together with courses in business

management, production technology and human factors allows them to attach

a wide variety of problems encountered in small, medium and even large

scale industry. The focus of the Systems Design option Is a two-semester

sequence of two five-credit seminars in which students work individually

---

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105

and in teams on a number of design problems from local industries. This

option is similar to the successful undergraduate program in Systems

Design at the University of Waterloo.

2.4 Narrow Specialization - Digital Electronics

As an alternative to the broad specializations offered by the

School, a more technically-focussed specialization will be offered in

Digital Electronics. This specialization is seen as being typical of

others which might be added at an appropriate time in the future.

Digital Electronics has been chosen for several reasons. First,

the technology itself has developed to a point where it is economical to

incorporate micro-computers into many pieces of business and industrial

equipment, ranging from cash-registers to automobiles. It has also

become economic to customize the design

80

that micro-computers can be

designed for a few hundred dollars to meet the special requirements of

small industry. However, there is a need for trained personnel to im-

plement the designs. Other reasons for choosing this specialization are

the relatively modest cost of setting up laboratories, the intrinsic

interest of this topic for students and the potential for stimulating

industrial development.

2.5 The Degree - Bachelor of Technology

It is proposed that a new degree, Bachelor of Technology (B. Tech.)

be created to give a distinctive identity to the graduates. While this is

seen as the most desirable choice other alternatives include: (a) a new

B.A.Sc. degree - although this might cause confusion with existing B.A.Sc.

programs, (b) a simple B.Sc. degree - this also would lack distinction from

the many existing B.Sc. programs, and (c) a B.G.S. degree as specified in

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106

the existing SFIJ curriculum. Whatever the name of the degree, the accept-

.

0

ance of the School's graduates will ultimately depend on their performance.

2.6 Employment Potential of Graduates

It is impossible to predict the employment opportunities for

graduates from the proposed program. On one hand, it can be argued that

the training offered would suit the graduates for employment in a wide

variety of roles in industry or government. Certainly, the practical

orientation with education to the level of a B.Sc. should make them

attractive to those currently employing either B.C.I.T. technologists or

graduate engineers. The counter-argument is that employers prefer to

have engineering graduates from established programs.

The relatively unique emphasis of the proposed degree on the

problems

opportunities

of smaller

not only

organizations

in British Columbia

should, in

but

the

across

long

Canada

run, provide

and overseas.

job

0 -

3. Faculty

The 38 proposed courses result in a total of 120 credit hours

per year if each course is offered every year. Thus, twelve faculty

would teach about ten credit hours per year - i.e. about three courses.

This would give sufficient time within the normal faculty teaching load

for course development and the initiation of a modest graduate program.

The faculty might be chosen from

,

the disciplines shown and might

have the research interests indicated.

0

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107

I

Number

1

1

C

C

8

C

(

C

1

1

4. Courses

Discipline

Biology

Chemistry

Physics/Mechanics

Electrical Engineering

Mechanical Engineering

Mathematics

Economics /Commerce

Research

Biomass/biogas

Conversion of fuels

Topics in energy, design

optimization, materials

research

Energy

Energy

4.1

Core Courses in Applied Science

These are new courses designed to be taken in the third year of

•

a degree program. All students are expected to have completed two years

in science with courses in biology, chemistry, physics and mathematics

but specific prerequisites have been kept to a minimum. The numbers of

existing Simon Fraser University courses which are approximately equiv-

alent are given In parentheses.

Physical and Chemical Aspects of the Environment

(BISC 300-3)

Microbiology

(BISC 303-3)

Applied Organic Chemistry

Applied Physical Chemistry

Applied Mechanics - Vibrations

Thermodynamics and Heat Engines

Fluid Mechanics

Optics and Electromagnetic Radiation

Electrical Circuits

A. S. 300-3

A.S. 303-3

A. S. 310-3

A.S. 313-3

A. S. 320-3

A. S. 322-3

A.S. 324-3

330-3

331-3

---

A.S. 332-3 Electronic Circuits and Devices

(PHYS 334-4)

A.S. 334-3 Control Theory

A.S. 340-3 Mathematical Methods

(MATH 310-3 and MATH 312-3)

A.S. 345-3 Statistical Methods

(MATH 302-3)

A.S. 350-3 Advanced Programming

(CMPT 201-4, 301-3, and 302-3)

A.S. 360-3 Micro and Macro-Economic Theory

(ECON 301-5, 305-5)

A.S. 370-3 Engineering Strength of Materials

4.2

Appropriate Technology Courses

These fourth year courses allow the student to explore the theory

and practice of applying appropriate technology to a variety of problems.

The technical problem solving skills developed in these courses are not

unique to the problems studied. However, these courses also present a

philosophical approach to the application of technology in society. The

courses have a strong emphasis on energy technology.

A.T. 400-3 Appropriate Technology Seminar.

A discussion of the philosophical, political, economic

and technological developments in small, intermediate

and appropriate technology.

A.T. 410-3 Renewable Alternative Energy Sources.

Technical studies of solar, wind power, biomass and

biogas, wave, tide, geothermal sources. Energy

requirements of tasks. Physics and chemistry of

basic processes.

Generators and

collectors.

Storage

and release.

Modes of operation.

Engineering

and

108

is

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109

basic economics, costs and cost-benefit analyses.

Uses examples drawn from current operating systems.

Possibly field trips, demonstrations.

A.T. 415-3 Solar Energy Systems.

Thermodynamics and thermal processes. Collector

design and evaluation. Pumping and piping. Heat

engines, heat pumps, heat exchangers, absorption

coolers, auxiliary heaters. Choice of working fluids.

Storage techniques. Design of a typical small res-

idential system and a crop drying system. Costs and

economic evaluation. Architectural engineering of

solar systems. Codes. Accompanied by a practical

hands-on lab.

A.T. 417-3 Biomass and Biogas.

Energy flows into biomass, available energies. Systems

to cultivate and extract power from biomass. Wastes-

disposal. Characteristics of wastes (plant, animal,

human). Aerobic and anerobic digestion. Septic tanks

and fields, compost heaps, manure pits. Anaerobic

manure digestors and methane. Gas drying and purifica-

tion, compression and storage. Safety and operation.

A.T. 418-3 Nuclear Energy.

Basic nuclear physics; Fission processes. Design

principles for fission reactors. Analysis of safety

and performance of different systems. An introduction

to fusion processes.

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110

A.T. 420-3 Materials in Appropriate Technology.

Properties and characteristics of materials commonly

used in A.T. Wood, logs, soil-cement, cements (inc.

fly ash, etc., cements). Plastics (e.g. transparent

for greenhouses and solar collectors; reinforcing in

concrete; panels). Commonly employed metals in A.T.

Novel materials - forest industry wastes (e.g. lignin

liquors, etc.). Oriented towards practical uses in

construction - loads, environmental properties, etc.

A.T. 430-3 Structures for Appropriate Technology.

Design of structures. Architectural considerations.

Energy considerations - heating, cooling and venti-

lating. A.T. design using lumber, logs, soil -

cements and alternative cements. Barns, sheds, green-

houses, animal houses, cabins and small residential

houses. Codes and regulations. (Should enable

students to design small structure safely; be know-

ledgeable enough to fully discuss larger studies

with architects, engineers, contractors).

A.T. 440-3 Low Cost Mechanization and Machine Design.

The design of production machinery. The mechanization

process with emphasis on cost-effective processes

for small scale manufacturing.

4.3

Systems Design Courses

These fourth year courses give the student an opportunity to

apply the tools of applied science, computing and economics to practical

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111

design problems. The core courses are the two five credit Systems Design

Seminars.

S.D. 400-5 Systems Design Seminar I

S.D. 401-5 Systems Design Seminar II

In this two-semester sequence students apply their

problem solving skills to five small and two large

design problems.

S.D. 410-3 Optimization: Theory and Practice.

S.D. 415-3 Computer Simulation and Modeling.

(MPT 305-3)

S.D. 420-3 Business Management I

Oriented to small company operation. Managing

financial assets, financial analysis, liquidity,

profitability, raising long term and short term

capital. Marketing theory and research, assessment

of demand, mechanics of distribution, sales organ-

ization, advertising. New product development.

(See COMM 312/343)

S.D. 425-3 Business Management II

Commercial law, partnership and corporation law,

contracts agency and negotiable instruments. Indus-

trial relations, collective bargaining, labour re-

lations law, trade unions.

(See COMM 386/393)

S.D. 430-3 Product Technology

Factory location and plant layout, product design,

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112

production methods, materials handling, control of

output, quality, cost, inventories and production

flow. Time and motion study and work analysis.

(See COMM 373-5)

S.D. 440-3 Human Factors in the Working Environment

Practical and theoretical consideration of principles

involved in the creation of optimal working condi-

tions. (KIN. 480-3)

4.4

Digital Electronics Courses

These are all existing Simon Fraser University courses (third

and fourth year).. They would allow a student to complete a special-

ization in digital systems.

MATH 306-3 Automata Theory.

MATH 401-3 Switching Theory and Logical Design.

PHYS 381-4 Modern Physics.

PHYS 461-4 Solid State Physics.

CMPT 390-3 Digital Circuits and Systems.

CNPT 400-3 Hardware-Software Architecture I

MPT 401-3 Hardware-Software Architecture II

5. Research - Energy Science and Appropriate Technology

It is foreseen that the School would have two co-existing research

foci. "Energy" can provide topics for all disciplines and a co-operative

effort between physicists, engineers, biologists, chemists, mathematicians

and economists could indeed be exciting. However, this focus overlaps

one of the major interests in Appropriate Technology - the development of

---

I

.4

0

economic technology to utilize alternative energy resources. Other re-

search in "Appropriate Technology" not directly related to energy might

involve, for example, novel materials and structures, or the study of or-

ganizational patterns in small industry.

S

113

40

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114

.

SCHOOL OF ACTIVE HEALTH SCIENCES

1. GENERAL PHILOSOPHY AND RATIONALE

In countries of continuing material prosperity we have become

used to measuring almost everything in terms of production figures and

consumption successes. Technical progress, economic growth and social

security, however, depend on the efficiency of the individual and the

vitality of the people.

An increasing concern in our society is with the inadequacy of

life style, health and physical vigour of the majority. There is also

the pressing need and much enthusiasm for the preparing of top-notch

athletes and fostering first-class athletic competition for the nation's

•

elite athletes.

Many recent major federal publications such as:

The Lalonde Report

Nutrition Canada

Employee Physical Fitness

Fitness and Health

The Art and Science of Coaching

have focused on these problems.

Provincial and Federal programs have resulted in service 'action'

groups such as Action B.C., Participaction, the Coaching Association of

Canada and the branches of the Fitness and Amateur Sport Directorate with-

in the Department of National Health and Welfare being set up. Also,

national Centres for Occupational Safety and Health and Quality of Work-

ing Life are planned by the Federal Department of Labour.

There is a general lack of knowledgeable professionals in the

Ia

country able to plan or run effective programs of fitness assessment,

---

115

exercise prescription, dietary counselling or athletic analysis.

It is pertinent at this time therefore:

- to propose serious study both of the problems of a sedentary

society and of the competitive athlete respectively

- to consider the establishment of a Regional University School

which would offer coherent, basic and specialized training in the vari-

ous subdisciplines needed by the Active Health and Sports Science Prof-

essionals.

2. GOALS AND OBJECTIVES

The School of Active Health Science would have as its goals:

a.

The Development of a program of courses aimed at providing

specialized training to the following types of people:

- Community College graduates with an orientation

towards the Active Health Sciences;

- professionals in public health and rehabilitation,

e.g. public health nurses and physiotherapists

- elementary and secondary school teachers;

- recreation and community planning specialists,

e.g. industrially based safety officers and mdi-.

viduals who set up activity programs to optimize

work environments;

- research scientists in allied disciplines inter-

ested in the perspective of active health sciences.

b.

Establishment of an applied internship program or practicum

(in hospitals, community centres, YMCA's, etc.) which would

allow the interfacing of core programs and professional training.

S

---

with practical internship experience.

c.

Development of continuing education and certification pro-

grams for professionals already in the field who need to upgrade

or revise their knowledge.

d.

Provision of residential training facilities for provincial

and national (and ultimately international) athletes and teams

backed by resources and personnel from sports medicine, sports

science and physiotherapy in addition to technical and coaching

staff.

e.

Establishment of research and development into areas such

as:

-

Risk Factor Assessment and Preventive Medicine

-. Cost Effectiveness of Employee Physical Fitness

Schemes

-

Active Health Curricula for Schools

-

Ergonomics, Safety, and Human Factors Engineer-

ing in Industry

-

Fatigue

-

Computing Modelling and Prediction of Athletic

Performance

-

Diet and Nutritional Aspects of Performance

-

Effect of Alien Environments on Work Capacity-

Hot, Cold, Hypoxia, Underwater, Hyperoxia

-

Treatment of Athletic Injuries

- Sports Science

116

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117

- Rehabilitation

Cardiovascular Disease

Techniques in Respiratory and

0

- Activation Techniques and their Effectiveness

in the Elderly

- Behaviour Modification

- Motor and Skill Learning

- Development of New Prostheses for the Limbless

and the Blind

3. CONCEPTUAL MODEL OF A SCHOOL OF ACTIVE HEALTH SCIENCES

Potential School programs, activities and groups to be serviced

are presented qualitatively on the next page.

.

0

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CONCEPTUAL MODEL OF A SCHOOL OF ACTIVE HEALTH SCIENCES

CONTINUING EDUCATION

I

118

COMMUNITY

Provincial and

National Sports/

Recreational Training

Centre

1.

Residential

Training and

Evaluation Camps;

Provincial and

National Teams

2.

Executive Rehabili-

tation Centres

3.

Employee Fitness

Training

.

1.

Sports Science

2.

Sports Medicine

3.

Equipment

Development

4.

Environmental

Physiology

5.

Curriculum

Development

RESEARCH & DEVELOPMENT

. Technical

Training Groups

2.

Sports (Officials)

3.

Athletics (Coaches)

4.

Sports Medicine

5.

Physiotherapists

6.

Special Courses

7.

Ergonomics

PROFESSIONAL

3. Recrea-'

1. School

tion

14

P.E.

1C0RE

. Human

2. Indust- COURSES

Factors

r ial

s.

Physio-

I

I

Hygiene

thera

Z

\

Public

Health

TRAINING

1.

Armed Forces

Field and Fitness

Training

\1

2.

Penitentiary System

Personnel in Fitness

and Recreation Labs

3.

Business Management

Development Course

4.

Holiday Courses

for Public

I

CERTIFICATION COURSES

1.

Testing Laboratory

Technicians

2.

Exercise Physiologists

3.

Supervisory Physicians

4.

Diving Physicians

5.

Athletic Medicine

I

1.

Laboratory

Personnel

2.

Counsellors

3.

Behavioural Therapists

4.

Preventive Therapists

5.

Nutritionists

PUBLIC HEALTH

HEALTHFUL LIFE STYLE

PROGRAMS

COMMUNITY LEVEL ASSES

RESIDENTIAL COURSES

FOR SPECIAL GROUPS

CAMPS

S

---

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119

4. PROPOSED PROGRAM

a. General Design

FIRST AND SECOND YEAR

PROGRAMS AT COLLEGES

60 HOURS

THIRD YEAR

CORE COURSES

15 CREDIT HOURS

18 Hours

THIRD YEAR OPTIONS

Ers

30 HOURS

.

15 Hours

FOURTH YEAR CORE

+Ers

PRACTICUM

30 HOURS

27 HOURS

26 HOURS

PHYSIOLOGICAL

BEHAVIOURAL

FOCUS

FOCUS

TOTAL 120 HOURS

(The arrows indicate the possibilities for changing emphases at any point

in the degree program.)

0

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120

I

.

b. Curriculum

FIRST YEAR

SECOND YEAR

THIRD YEAR

FOURTH YEAR

At Community College or Uni-

versity

At Regional University School

The first two years would be based upon a core of Science,

Kinesiology and Psychology courses.

The third and fourth year program would have a common core

but develop emphasis in either the physiological or behavioural

options which would be supported by an internship/practicum.

Transfer credit to other Colleges and Universities in B.C.

for all of the first and second year courses and for many of

the third and fourth year courses would help facilitate flexibil-

ity and quality.

.

The program is designed for four years and to culminate in

a Bachelor's degree. However, it would be possible for students

to take identified packages of courses that would provide a Cer-

tificate for specialists or other interested individuals.

FIRST TWO YEARS

Completion of 60 hours of credit, at a Community College or

University with emphasis on Science and Psychology. Courses in

the following subject areas would be included:

Introduction to Biology

Cell Biology

Developmental Biology

General Chemistry

Organic Chemistry

.

Calculus

---

121

General Physics

Programming Language

Introductory Psychology

Research Methods in Psychology

Data Analysis

Introduction to Sociology

Introduction to Social Research

Electives in Humanities

60 hours

THIRD AND FOURTH YEARS

The third and fourth year programs would receive 4 semesters

of full time study. Part time evening students should be able

to complete the program in 10 semesters. This time may be re-

duced by taking short, intensive presentations of certain courses

which may be presented from time to time in summers.

The curriculum consits of courses which are a combination of

existing SFU courses and newly-designed courses appropriate to

this School. They do not preclude changes nor do they ignore the

possibility of assimilating related offerings from UBC and U.Vic.

.

(i) THIRD YEAR

Core Courses required of all students

Credit Hours

Kin.

303 Kinanthropometry

3

320 Cultural Aspects of Human

3

Movement

367 Psychology of Motor Performance

3

and Skill Acquisition

Psyc. 304 Motivation

3

---

-

a

0

Biol. 305 Animal Physiology

3

15

Optional Courses

Fifteen credit hours from either or both the Physiology

or Behavioural focus.

1.

Physiological Focus

Kin.

326 Functional Anatomy

3

330 Human Energy Metabolism

3

336 Microscopic Anatomy

3

(histology)

343 Fitness Appraisal and

3

Guidance

370 Biomechanics in Motor

3

Performance

Psyc. 380 Physiological Psychology

3

2.

Behavioural Focus

Crim.

381

Techniques of Criminological

3

Treatment and Social Reinte-

gration I

342

Dynamics of Interpersonal

3

Relationships

Kines. 320

Cultural Aspects of Human

3

Movement

Psyc. 347

Motivation and Work

3

351

Child Psychology

3

360

Social Psychology

3

Socio. 315

Sociology of Leisure

3

Credit Hours - end of third year

30

122

0

---

123

(ii) FOURTH YEAR

Core Courses - 15 hours required for

Credit Hours

all students

The core courses can be selected from either

of the two foci.

1. Phvsioloical Focus

Kin.

4XX

4XX

4XX

4XX

4XX

Mechanics of Human Movement

3

Physiology of Motor Activity

3

Principles of Physiological

3

Regulation

Personality Factors in Human

3

Performance

Motivational Techniques

3

2. Behavioural Focus

Kin. 470

Motor Activities Lab

2

(Individual)

471

Motor Activities Lab

2

(Team Activities)

4XX

Assessment of Community

3

Programs in Health and

Recreation

4XX

Techniques of Measurement

3

and Evaluation

Practicum

Optional

Courses (Choose 15 hours)

1. Physiological Focus

Biol.

4XX

Experimental Techniques

3

Chem. 4XX

Clinical Chemistry

3

Kin.

4XX

Techniques of Rehabilitation

3

407

Human Physiology Lab

3

---

S442 Biomedical Systems

3

480 Human Factors in Working

3

Environments

4XX Activation Techniques for

3

the Elderly

4XX Athletic Assessment and

3

Technical Analysis

4XX Exercise and Environmental

3

Physiology

2. Behavioural Focus

Biol.

410

Comparative Ethology

3

Crim.

441

Techniques of Criminology

3

Treatment and Social Reinte-

gration II

Educ.

422

Learning Disabilities

4

424

Learning Disabilities Lab

4

Kin.

4XX

Psychological Factors in

3

Physical Rehabilitation

and Public Health

4XX

Environmental Health Factors

3

in Human Peformance

4XX

Curriculum Development in

3

Active Health Programs

4XX

Planning Community Facili-

3

ties in the Urban Environ-

ment

Total Fourth Year Credit Hours

30

TOTAL 120 Hours

5. FACULTY RESEARCH BASE

The school would be initiated with about a dozen faculty which

would include typically the following kinds of professionals

124

---

.4 .

-

125

Physicians

.

Public Health Nurses

Exercise Physiologists

Sociologists

Histologists

Bio-Engineers

Motor Learning Psychologists

Behavioural Psychologists

Blo-mechanics

Urban Planner

They would establish research and development into such areas

as:

1.

Environmental Physiology

2.

Curriculum Development for Schools, Colleges and

Universities

3.

Ergonomics, Safety Engineering

4.

Sports Medicine

5.

Behaviour Modification of Life Style

6.

Public and Industrial Fitness Schemes

7.

Rehabilitation and Activation Programs

0

---

.

126

SIMON FRASER UNIVERSITY

INTERIOR PROGRAMS PLANNING COMMITTEE

MEMBERS

Dr. B. Wilson, Vice-President, Academic (Chairman)

Dr. J. Blaney, Dean of Continuing Studies (Co-Chairman)

Dr. J. Ellis, Dean of Education

Dr. J. Webster, Dean of Science

Dr. J. Munro, Dean of Arts

Dr. T. Calvert, Dean of Interdisciplinary Studies

Mr. T. Dobb, Deputy Librarian

SUPPORT

STAFF

Dr. W. Wattamaniuk, Executive Assistant to the

Committee

Mr. R. Walker, Research Assistant

Ms. T. Glanfield, Office Coordinator

ADDRESS

Interior Programs Planning Committee

Simon Fraser University

Burnaby, British Columbia

V5A 1S6

Telephone: 291-4740

0

---

/

S77-/O/

.

The Report of the Planning Committee on Interior Programming

-- Implications for SFU and its Faculty

The basic proposals include the development of a province-

wide distance education program based on SFU departmental

programs and courses, most of which are as yet undeveloped in

correspondence form. Another major proposal is the development

of several interdisciplinary Schools to be located in areas of

major population density in University Centres. The latter

would also provide decentralised administrative support for

the distance education system as well as programs offered by

other universities.

Each of the

of ways and this

of these possible

se

p ro p osals will im

p act on SFU in a variety

paper will review some of the implications

developments.

General

The call for "bold innovative programs" by the NDP

government in 1974 has been followed with the appointment of

the Winegard Commission in 1976 by the Social Credit government.

Subsequently $3 million was included in the 1977/78 budget for

"Interior Programming", as a separate line item in the Ministry

of Education Budget. These political decisions reflect a

widely held view that the "Interior" (those areas of B.C.

outside the GVRD and Greater Victoria) has been short-changed

by the public universities in the past. Opinions expressed at

the various College cent-es visited by the Interior Program

Planning Committee were consistent with this view. It appears

clear that, somehow, university programs will be introduced into

the Interior but that, at least for the present, a fourth univers

will not be started. SFU responded to Government action in 1974

by offering some credit courses at college locations leading to

the commencement in 1975 of a three year experimental program at

Kelowna, which includes degree completion programs in Psychology a

Biological Sciences, as well as by developing a distance learning

program which, in summer 1977, had 400 enrollees. In 1977 we

have extended to three additional locations our PDP program and

are preparing to increase the scale of our distance learning

program. In addition we may extend our current successful

evening offerings into the Fraser Valley. All of these efforts

are extensions of current practice -- the proposals in the

Report, however, are either new ventures or major extensions

of very limited 1977 offerings.

Universities are currently facing financial constraints

unmatched since the early

1

60s and few are optimistic that

conditions will improve in the near future. Consequently a

major concern about proposals to extend the university is the

possbile financial impact on the SFU campus. The evidence.

suggests that increasing funds will be applied to extension

of degree completion and professional development programs

outside the metropolitan areas. Whether these funds will come

---

I

2

off the top of the budget for the three university system

or will augment them is unknown. However the degree of

caucus support for higher education in general will inevitably

be linked to the perceived value of these programs in a large

number of constituencies and it is reasonable to suppose that

there will be a positive relationship between the overall level

of support and our efforts. Further, SFU's shateof the three-

university total may well be affected by positive feedback from

our extended services.

Provided then that its external programs are funded outside

the normal operating budget, it seems financially advantageous

to attempt to provide quality programs in the "Interior".

The Distance Learning Program

Of the two major proposals, the distance learning program

is likely to have the greatest impact on departments at SFU.

The Committee believes that , in order to maintain university

quality, its programs offering degree completion at SFU must

become the responsibility of departments. At present courses

.

are developed by interested faculty members on an ad hoc basis

for an overload stipend with administrative support from Continui

Studies. Assignments are marked by the author for a fee. Such

a mechanism is not possible to develop and maintain 100 or so

courses on a continuing basis, let along handle an estimated

5000 enrollees per semester in a few years time.

Many universities hire a separate faculty to carry this

load and develop a kind of second university in Continuing

Education. Unfortunately this can lead to perceptions of

second class degrees whatever the dedication of the instructors.

The proposal suggests that a better alternative is to involve

departments and their faculty with additional financial support

being applied there rather than developing a separate structure.

Inevitably there must be some coordination of such activities

in and between the Faculties as well as of the tutorial and

delivery system, but this should be facilitative rather than

policy-oriented. It is anticipated that the preparation of

courses would become part of a teaching load rather than an

"overload" responsibility so that in many departments additional

faculty would be required.

Estimates of the financial impact on administrative

services have been included in the Appendices. It is not

expected that there would be a major impact on the Library

by this program.

---

1

V

The Schools

The interaction between the Schools and SFU is

expected to be very different from the distance education.

program. In the latter, SFU would develop and run the

program from Burnaby with some decentralization of the

delivery system. Schools, on the other hand, would develop

to be semi-autonomous units with their own faculty living

in external communities. They would be responsible for the

development of curriculum and faculty in a manner analogous

to that of a department at SFU although the academic and

quality control would still be exercised by SFU Senate and

normal tenure and promotion policies and procedures.

A possible administrative model is set out in the

Report but no attempt has been made to elaborate it in

detail. However, in the initial stages of development, faculty

from relevant departments on the Burnaby campus would be

involved in committees charged with the development of

curriculum, appointments and the implementation of renewal,

promotion and tenure policies. This parallels the development

of interdisciplinary departments on campus.

It has been suggested that the Directors of the Schools

(analogous to department chairmen) would report to a new

S

position, the Dean of University Regional Schools. This

individual would be charged with the development and

coordination of activities between the regional Schools and

with cognate SFU departments on campus and would function in

the same way as the Faculty dean. It may be that if the

program expanded significantly, in the future, the status of

this appointment might be reviewed with the possibility of

development of a division of University Regional Schools,

responsible to a Vice-President.

The impact on faculty will be largely of a consultative

and advisory nature although the potential for interdisciplinary

research, particularly research related to non-metropolitan

problems, will be enhanced by the injection of a significant

number of newly appointed academics.

The Schools will also have an impact on the administrative

and academic-administrative areas of the University since they

will be integral units of the University. A novel approach to

the development of high quality library services has been

included as a separate section of the report. While some concern

has been expressed about the potential availability of monographs

in senior Arts courses, these problems would certainly be

exacerbated if the mini-faculty or mini-university model was

adopted for Interior centres. The impact on areas such as the

•

Bursar's office, Registrar's office and the Computing Centre

can be sustained with appropriate allocation of money from the

Interior Programming budget.

The development of university centres in which Schools

would be located will serve to facilitate the delivery of

the distance education program and should not impact SFU

directly.

---

SiMON FR

ME

A

MO

SE

R

R

AN

U

DU

N

M

IVERSITY

G-77-101,e,

To ........ .... ... ...... .

5a.t

rn.

ittee

.

.

From..................

.••W•i]son

Vice-Chairman,

Senate Committee on Academic

Planning

P.

Subject..Re0r.....of

.he

. annin... .

.

Cp

.

m

Date............. ..

p

ber

4.,.... 19.7.7.....................................

on Interior Programming

.

At its meeting on September 21st, 1977, the Senate

Committee on Academic Planning considered the report of the

Simon Fraser University Planning Committee on Interior

Programming. A copy of this report is enclosed. Also

enclosed is a summary of the discussion which ensued at the

meeting of the Senate Committee on Academic Planning

regarding this report. While the summary of the SCAP meeting

has been reviewed and approved by several members of SCAP,

there was insufficient time to permit all members of the

Committee to review and approve this document. The third

enclosed document is a report prepared by the Simon Fraser

University Planning Committee on Interior Programming which

sets forth in some detail the implications for SFU faculty

and departments of the proposals contained in the Planning

Committee's report.

L6^

B. G. Wilson

jeh

0

---

S7'i"!o!c.

SUMMARY OF THE MEETING OF THE SENATE COMMITTEE ON

ACADEMIC PLANNING HELD ON SEPTEMBER 21, 1977

INTRODUCTION

The purpose of this document is to set forth the discussion

of the Senate Committee on Academic Planning regarding the report

of the Simon Fraser University Planning Committee on Interior

Programming.

BACKGROUND

• At its meeting on November 29th, 1976 the Senate of Simon

Fraser University approved the following motion:

SIMON FRASER UNIVERSITY IS WILLING TO ACCEPT

IN PRINCIPLE RESPONSIBILITY FOR OFFERING

UNIVERSITY PROGRAMS IN NON-METROPOLITAN AREAS

AND IS PREPARED TO APPOINT A DIRECTOR AND

S

APPROPRIATE STAFF TO DEVELOP SPECIFIC PLANS

BY DECEMBER1977, PROVIDED THAT FUNDS FOR

SUCH DEVELOPMENT WILL BE MADE AVAILABLE

BY THE GOVERNMENT. ANY PROGRAM IMPLEMENTATION

BY SIMON FRASER UNIVERSITY WOULD REQUIRE

PRIOR APPROVAL BY THE UNIVERSITY'S SENATE

AND BOARD OF GOVERNORS, TOGETHER WITH

ASSURANCE OF AN APPROPRIATE LEVEL OF

FUNDING.

The Senate motion was subsequently considered by the Board of

Governors of Simon Fraser University at its meeting on December 14th,

1976. At that meeting, the S.F.U. Board approved the following motion:

SIMON FRASER UNIVERSITY IS WILLING TO

ACCEPT IN PRINCIPLE RESPONSIBILITY FOR

PLANNING UNIVERSITY PROGRAMS IN NON-

METROPOLITAN AREAS AND IS PREPARED TO

APPOINT A DIRECTOR AND APPROPRIATE

STAFF TO DEVELOP SPECIFIC PLANS BY

DECEMBER 1977, PROVIDED THAT FUNDS FOR

SUCH DEVELOPMENT WILL BE MADE AVAILABLE

BY THE GOVERNMENT. ANY PROGRAM IMPLE-

MENTATION BY SIMON FRASER UNIVERSITY

WOULD REQUIRE PRIOR APPROVAL BY THE

UNIVERSITY'S SENATE AND BOARD OF

S

GOVERNORS, TOGETHER WITH ASSURANCE

OF AN APPROPRIATE LEVEL OF FUNDING.

---

-2-

.

The Board motion differed from the Senate Motion in the substitution

of the word "planning" for "offering" in the first sentence of the

motion. This position was forwarded to the Universities Council

with a request for funding the planning of a "grand design."

The planning which culminated in the present report began in

January, 1977 with the establishment of the S.F.U. Planning

Committee on Interior Programming. The summary of the SCAP

discussion on the report follows.

SUMMARY OF SCAP DISCUSION ON THE REPORT OF THE PLANNING COMMITTEE

ON INTERIOR PROGRAMMING

It was noted that the report had been transmitted to the newly.

established Interior University Programs Board who is charged with

examining and evaluating the reports of the three provincial

universities regarding interior programming and making appropriate

recommendations to the Universities Council regarding the role to

be undertaken by each. The document is being presented to the

Interior University Programs Board solely as the report of the

Planning Committee on Interior Programming and not as a formal

Simon Fraser University proposal. While the document is not an

official proposal from the University, it would be helpful to the

S

Planning Committee on Interior Programming to know whether the

Senate Committee on Academic Planning and the Senate of the

University support the coricepts.and principles contained in the

report. For this reason, the report is being circulated to both

the Senate Committee on Academic Planning and the Senate for

"in principle" approval prior to formal discussion with the

Interior University Programs Board. It was emphasized that Senate

approval does not imply full or partial implementation of any

part of the proposals contained in the report since such implementatio

is contingent upon subsequent Senate and Board of Governors approval

in detail,together with assurance of an appropriate level of

funding.

Concerns were expressed by members of the Committee regarding

institutional arrangements which are not spelled out in the report.

In response to a series of questions, it was noted that the present

transfer regulations of Simon Fraser University applied and that,

to the extent permitted by such regulations, courses offered in

interior locations would be transferable to the main campus of

Simon Fraser University. Such transferability should be facilitated

since all programs offered in the interior as well as thecourses

associated with such programs would have the prior approval of the

Simon Fraser University Senate. As regards curriculum design, course

preparation, etc. it was noted that such will be developed by the

Directors of each school in consultation with current faculty

S

members of our existing departments. Curriculum and course proposals

would then proceed via the normal route of approval, i.e., SCAP,

SCUS, and Senate. It is anticipated that the design of a curricular

program to be associated with one of these schools would follow

the model previously utilized in developing new programs at Simon

Fraser University, e.g. Criminology and Computing Science.

---

- 3 -

It was suggested that the report is contradictory for while

it, on the one hand, is critical of the mini-Faculty or mini-

University proposal on the grounds that there would be an

insufficient number of faculty with common research and intellectual

interests to maintain a high quality research/academic environment,

similar ciiticism appears to be equally applicable to the School

concept espoused in the report. While it is true that there would

not likely be more than one or two faculty in a particular discipline

associated with any of the schools, the primary difference is that

the faculty members of a mini-Faculty would have research interests

spread over several fields while the faculty of a school would

have research interests in common. Clearly, the theme of a

particular school would provide the common focus and both demand

and facilitate interaction among the faculty pursuing their research

interests. Hopefully, this will lead to innovative research and

scholarship and a reputation for excellence in a particular area

as good as in the parent university.

Were Simon Fraser University to be given responsibility for

the development of four to six Regional University Schools in

interior locations, it is anticipated that implementation would

proceed initially with the development of two schools, the location

of which would have to be determined by the Interior University

Programs Board. The full development of such schools could take

. anywhere from three to five years.

In the same context it was also acknowledged that the

development of Regional University Schools will have some impact

on all three provincial universities. Such impact is likely to

be greater at U.B.C. and U.Vic. than S.F.U. because a larger

proportion of their undergraduate student body is drawn from

interior locations. With specific regard to the proposed

Resources Management Program at S.F.U., no competition is

envisioned between it and the proposed School of Resource Management

since the former will be at the Masters level and the latter at the

undergraduate level. Finally, it is anticipated that while the

proposed Regional University Schools will influence the academic

program offerings of the colleges, such influence will be not more

or less than that which is-presently extant between the University's

programs and those of the colleges.

The viability of the proposal for bringing library resources

to the interior of the province was challenged on the grounds of

the lack of duplicate materials for upper division courses in

certain areas in conjunction with the excessive cost of acquiring

duplicate materials at current prices. While it is not easy to

speculate on such matters at this stage, some difficulties are

envisioned but these are considerably less than those that would

be encountered were new and independent collections to be established

at each of the Regional University Schools.

---

-4-

As regards the role of interior communities in decisions

relating to both the location of schools and the themes of

such schools, it was noted that the locations and themes suggested

in the report were based on discussions with representatives in

each of the college regions.

Finally, it was agreed that there is a need for a larger

discussion of the faculty role within this University vis.a vis.

the proposals contained in the report of the Planning Committee

on Interior Programming. Given this widely expressed concern,

it was agreed that a separate report would be prepared by the

Planning Committee on Interior Programming designed to specifically

address these concerns. It was further agreed that this report

should be distributed to members of Senate in conjunction with

their consideration of the report of the Planning Committee on

Interior Programming.

Based on the above discussion, it was MOVED and SECONDED:

"THAT THE SENATE COMMITTEE ON ACADEMIC

PLANNING ENDORSE THE CONCEPTS CONTAINED

WITHIN THE MAIN REPORT OF THE PLANNING

COMMITTEE ON INTERIOR PROGRAMMING AND

S

RECOMMEND THAT SENATE TAKE THE SAME

ACTION."

Question was called and a vote taken.

In Favour

12

Abstentions

1

MOTION CARRIED.

I

LI

S