SiMON FRASER UNIVERSITY

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7.5-4-9

MEMORANDUM

SENATE ?

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From ACADEMIC PLANNING CO

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ITTEE

Subject PROPOSED NEW

PH.D.PROGRAM .IN

ENGLISH

Date. FEBRUARY 13,.J..975

MOTION: ?

"That Senate approve, and recommend approval to

the Board of Governors, as set forth in S.75-48,

the proposed new Ph.D. Program in English."

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SiMON FRASER UNIVERSITY ?

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MEMORANDUM ?

To ?

SENATE ?

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From ?

ACADEMIC PLANNING COMMITTEE

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Ph.D. PROGRAM IN ENGLISH

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13 February, 1975

Subject.....

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The Academic Planning Committee recommends that Senate

approve the offering of a Ph.D. Program in English as set out in

the attached documentation.

The Academic Planning Committee met with representatives

of the English Department in December and February and also reviewed

the documentation provided by the Senate Graduate Studies Committee

which approved the recommendation of its Assessment Committee that

the program be approved.

The development of a Ph.D. pro

p

osal by the Department of

English has a long history; it has been extensively reviewed and

discussed not only within the Department but with External Reviewers

of the proposed program, the Faculty of Arts Graduate Studies

Committee, the Assessment Committee of the Senate Committee on

Graduate Studies, the Senate Committee itself, External Reviewers

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of the Department and the Academic Planning Committee.

The Academic Planning Committee is satisfied that the

suggested program is appropriate for this University in the context

of the excellent quality of many faculty within the Department, the

library resources at SFU and available elsewhere in the lower

mainland, the recognized quality of Masters theses already produced

within the Department and the nature of the program itself. The

Committee noted that entry to the program would be restricted to

3-5 students per year who would already hold a Master's degree or

comparable qualification. While one might argue that there are

already sufficient facilities for the production of Ph.D's in English

within Canada, the number anticipated in this program will be

restricted and will not significantly affect the total number of Ph.D.

graduates within Canada. The availability of a different kind of

graduate program in English might indeed have a leavening effect on

such "production". Furthermore, the Committee is persuaded that a

small Ph.D. program will have a beneficial effect on the other

programs in the English Department.

The Committee considered carefully concerns which had been

expressed regarding the morale of graduate students and alleged uneven

quality of supervision within the Department in its M.A. program but

found no evidence to suggest that the situation was unsatisfactory;

indeed it can be argued that with the changes underway in graduate

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course development and frequency of offering, the English M.A. program

compares favourably with other graduate programs within the University

in these respects.

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2.

The Committee notes that the proposed calendar

entry will be revised to make it consistent with the descriptions

of other graduate programs.

B.G. Wilson

Chairman

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SI)t)N FRASER UNIVERSITY

•To:

Senate

Graduate Studies Committee ?

From: K. Rieckhoff

Chairman

Assessment Committee

Subject: Proposed Ph.D. Program in English

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Date: December 10, 1973

The following motion was approved unanimously be the Assessment Commit-

tee for New Graduate Programs and is now being forwarded to the Senate

Graduate Studies Committee for consideration:

Motion: ?

"That the following report be forwarded to the

Senate Graduate Studies Committee:

The Assessment Committee began examining the

proposed Ph.D. program in English in March, 1973.

Since that time it has suggested changes which

have been incorporated into the proposal; it has

considered the comments of external assessors; and

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it has heard of graduate students' concerns regarding

the department's M.A. program. As a result of its

deliberation, the committee makes the following

observations and recommendations:

The amended proposal for a Ph.D. program in English

as presented in the written submission to the

Assessment Committee was found to be academically

sound and acceptable. However, the Assessment

Committee in the courseof its consideration of the

program received information that suggested the

possible presence within the English Department of

1.

Low morale of graduate students;.

2.

Uneven quality of supervision, ranging from

unacceptable to excellent; and

3.

Similar uneven availability of professors for

consultation.

since the Assessment Committee does not have the powers

of departmentalreview, it is not ma position to

determine to what extent these concerns have a factual

basis. But the Committee suggests that the concerns

are sufficiently serious matters to warrant attention,

investigation and disposition prior to implementation

of the program."

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K. Rieckhoff

mm/

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Chairman

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Department of English

Ph.D. Program Proposal

TABLE OF CONTENTS

page

I.

Ph.D. Program Proposal

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1

II. Calendar Entry

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21

III.

Ph.D. Program Procedures

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23

IV. Library Report

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28

V.

Curricula Vitae (included in desk copy only)

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45

VI.

Reports from External Assessors

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Department of English

Ph.D. Program Proposal

(Arranged in accordance with S72-83 II, 3, as amended by SM 10/7/72)

(a) Justification of the program as a whole

If a general justification for a Ph.D. program in English is needed, it

is this: that the department is incomplete without one. It. establishes

pedagogical continuity and manifests the logical culmination of all other

studies in the discipline. For students its very existence gives direction

and adds value to all their earlier work. For faculty it has yet other bene-

fits: it provides relief from the mass-production flavor of lower division

courses; it allows pursuit of interests discovered and left inchoate in upper

division courses; it aids assessment of individual M.A. programs; it sometimes

promotes an instructor's own research, and it may occasionally provide him

some evidence of the end-result of his earlier labors. Insofar as it is

rigorous its rigors will inevitably spread backward and downward. Insofar as

it is a good program and attracts good students, it cannot fail to improve all

other programs offered by the department.

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After long study, dating back at least as far as the fall of 1967, and

diligently pursued for the last three years, the department of English has

devised a Ph.D. program which it intends to administer rigorously, which it is

satisfied will attract good students, and which it believes to be good--good in

and for itself, and good because it will offer students in this area a genuine

alternative to the English Ph.D. programs of other universities conveniently

near them. These are three: the University of Victoria, the University of

British Columbia, and the University of Washington. Of these, the University

of Victoria is only now beginning its Ph.D. program in English, and the other

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two are comparatively large universities. Large universities have their

peculiar advantages for any program;

small

ones also have theirs. The pro-

gram here proposed seeks to exploit the chief inherent advantage of a small

university: ease of personal contact between faculty and students. Partly

it is a response to the reports of our graduates who have returned to visit

us from as far away as Harvard and as near as U.B.C.: even at the Ph.D. level,

they tell us, a flavor of mass-production assailed them and they sadly missed

the close association with faculty they had known here. Equally it is a

response to the particular experience of our own faculty members: small tutori-!

W'tA

ale, smaller seminars, and numerous directed study courses have alerted them to

the possibilities of the one-to-one relationship for promoting a two-way proce6s

l

"KID

of learning. From these considerations comes the main principle of this program

individual instruction shall be the norm.

This principle accepted, certain others logically follow or are peculiarly

compatible:

Each student shall receive instruction from at least four faculty members,

shall be under the direct supervisio

n

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t three faculty members,

and shall pursue studies in at leas

f

our area. Apart from their own

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value, these provisions will assure

t

at—indvjdua1 instruction does not

lead to individual domination.

No course credits, as such, shall be required. This provision will rein-

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force the onus on the department to provide individual instruction.

It is not intended to prevent any student's taking any scheduled course

he may wish to, nor his Supervisory Committee's requiring him to take

such courses as are offered and appear helpful to supplement individual

instruction in his chosen areas. When any such course is given by another

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department, the department of English will negotiate such arrangements

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• as may be necessary with the other department. A full report of the

student's progress, including his achievement in courses taken in

other departments, will be maintained by the department's Graduate

Program Committee and will be available to the appropriate university

authorities.

No entrance examination, and no comprehensive examinations (in the usually

accepted sense), shall be required. One of the apparent advantages of

a large English department in a large university is its ability to

mount courses covering all areas in the discipline over a short period

of time. This done, the student has no excuse not to fill gaps In his

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knowledge of the discipline and the department is consequently tempted

to require that he fill them. For this requirement, now traditional at

many large universities,

the department of English at Simon Fraser Uni-

versity has little respect. As the corpus of the discipline expands by

continual addition of new writings and new research applied to old

writings, it regards depth of scholarship at the Ph.D. level more valuable

than a breadth which may in fact be superficial. It will

accept

only

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applicants who have earned their N.A.'s; it will examine the transcript

record of their previous university studies at all levels; It will accept

only those whose transcripts show they have no wide gaps or whose proposed

areas of study will lie within such gaps as they may still have; and with

that it will be content to avoid all demands for material often quickly

memorized and as often quickly forgotten, all distractions from inten-

sive study in a few carefully selected areas.

No general

proficiency in foreign languages shall be required. The department

does not doubt the

ability

of one of

its

sister departments to Instil any

degree

of knowledge of certain foreign languages and it does not question

the value of such knowledge; but here again it seeks to avoid distractions

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from the main effort of its students. It 18 not interested in ritual

gestures, in reluctant acquisitions of skills which may never be used

again. If the University as a whole, or the Faculty of Arts as a

whole, at any time decrees knowledge of one or more foreign languages

a requirement for all Ph.D. candidates, the department will comply, but

until then it will make no language demands on any of its students except

as some particular knowledge of some particular foreign language may be

essential for thorough study of some particular area chosen by one of

them--a reading knowledge of German, for example, if one of his areas

is Coleridge.

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Admission shall be severely limited. Total enrolments shall never be

allowed to strain the department's ability to provide close individual

instruction and supervision. Limiting factors will be the department's

available strength at any given time, its particular strengths in areas

proposed by applicants, the individual instruction burden already assumed

in those areas, and the adequacy of research material to support studies

in those areas.

Only students of apparently proved ability and exceptional promise shall be

admitted. Given a severe limit on admissions and the unusual features

of its program, the department expects no trouble attracting many more

applicants than it can handle. Over and above the university's minimum

admission standards, it will accept only students who have already earned

their M.A.'s, and of them only the best, as established by their tran-

scripts

and reference letters and, whenever practicable, by a personal

interview.

'Students shall be tested early in their programs for fitness to continue.

The department has no desire to have any students hanging around point-

lessly.

it will requite each student to take both written and oral

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examinations on his chosen, and accepted, areas, beginning not laterf

than the end of his first year in the program, and ending not latej ji14/t

than the end of his second year, trimesters on leave excepted.

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Each student shall be given the opportunity to teach in his chosen areas.-'

U44LTh

In addition to

benefitting

the department and other students at all

levels, this provision will enable the student in some measure to test

himself as he goes along, to experience the practical use of his studies,

to try out some of his thinking on public audiences, and invariably to

probe his own commitment to the study and teaching of university English.

The standard throughout the program shall be excellence--excellence in study,

in research, in written and oral presentations, in examinations,

excellence, above all, in the final outcome of the whole pro-

gram, the doctoral thesis. No doctoral thesis will be accepted which

does not make a thoroughly-researched, original, and substantial contri-

bution to the discipline.

Such, then, are the main features of the proposed program. It is related to

the British system, but it is not derived from that system, and is characterized

by more cross checks. The department plans no vehicle for a coterie to win recog-

nition as the Canadian authority on any special school of literature; no empire to

inflate the egos of a few academic eccentrics; no factory for spewing multitudes

of

Ph.D.s in English into a world which seems at present to have little need of

them. Emotional reaction to the spectacle of joblesd Ph.D.s has delayed the

department's presentation of any Ph.D. program, but within the department that

reaction has now been almost entirely dispelled by the specifics of this program.

Itis small; it is selective; it seeks to fill an apparent need; it utilizes the

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particular virtues inherent, developed, tested, and proved, in a modest depart-

ment in a comparatively small university. Any Ph.D. program has something to be

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said for it a priori; this one surely has much to be said for it in its own

right. It is designed to better the department of English, at all levels of

instruction, here and now; it is designed also to diversify and improve the

educational opportunities open to graduate students in and around the southwest

corner of British Columbia at this time. Such are its justifications.

(b)

A description of new positions needed and a justification of them

No new positions on faculty or staff will be needed.

(c)

A summary of the finances, including expected capital and operating costs

needed and revenues, if any, expected.

The cost to the university will be, when an official policy is established,

the supervisory time and credit given in the Faculty of Arts to those

faculty members who supervise Ph.D. work. At present faculty members get

no work-load credit for supervision and individual instruction.

(d)

The names and curricula vitae of all persons wishing to be involved In the

proposed program, together with (1) statements of their current areas of

interest and research, and (ii) a commitment as to the duration of their

Involvement with the program. Names of members of the Graduate Program

Committee should be proposed.

Names of members of the Graduate Program Committee cannot be proposed because

the department's committees are elected and its present Graduate Studies

Committee is nearing the end of its term. In the following list of committed

members the names of present members of this committee are singled out.

R. F. Blaser, B.A., M.A., M.L.S. (California). Professor

Areas of current interest and competence: Nineteenth Century;

Modern British; American; Literary Criticism.

Areas of current research: philosophical foundations of

contemporary poetry; contemporary American poetry

and the relation of its poetics with classical

backgrounds; contemporary linguistics and aesthetics.

Commitment: on return from sabbatical, then continuing

indefinitely.

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S. Cooperman, B.A., M.A. (New York), Ph.D. (Indiana). Professor

Areas of current interest and competence: American; Literary

Criticism.

Areas of current research: Israeli poetry, in English and in

Hebrew; the works of Philip Roth.

Commitment: on return from sabbatical, then continuing

indefinitely.

J.W. Lever, B.A. (Oxon), M.A. (Manchester), Ph.D. (Birmingham). Professor

Areas of current interest and competence: Tudor; Seventeenth

Century; Shakespeare.

Areas of current research: anthology of Elizabethan lyric

poetry; manuscript of a Caroline play.

Commitment: immediate and continuing indefinitely.

R.N. Maud, A.B., Ph.D. (Harvard). Professor

Areas of current interest and competence: Modern British,

American.

Areas of current research: Modern American; Shakespeare

Commitment: on return from sabbatical, then continuing indefinitely.

A. Rudrum, B.A. (London), Ph.D. (Nottingham). Professor

Areas of current interest and competence: Seventeenth Century.

Areas of current research: Henry Vaughan; Thomas Vaughan.

Commitment: immediate and continuing indefinitely.

M. Steig, B.A. (Reed College), M.A., Ph.D. (Washington). Professor

Areas of current Interest and competence: Nineteenth Century,

Literary Criticism.

Areas of current research: literature and psychology; literature

and graphic art.

Commitment: immediate and continuing Indefinitely.

S.A. Black, B.A., M.A. (California State University), Ph.D. (Washington).

Associate Professor.

Areas of current interest and competence: American; Literary

Criticism.

Areas of current research: Theory of Literature; Whitman.

Commitment: Immediate and continuing Indefinitely.

Present chairman of department's Graduate Studies Committee

F.H. Candelaria, B.A. (Texas), Ph.D. (Missouri). Associate Professor..?

Area of current interest and competence: Seventeenth Century.

Areas of current research: early Seventeenth Century poetics;

Twentieth Century poetics.

Commitment: on return from sabbatical, then continuing indefinitely.

J. Curtis, B.A. (Yale), M.A. (Michigan), Ph.D. (Cornell).

Associate Professor

Area of current interest and competence: Nineteenth Century;

• ? Romantics.

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Area of current research: Romantic period, particularly

Wordsworth.

Commitment: Immediate and continuing indefinitely.

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•. ?

Paul Delany,

B.Comm. (McGill), A.M. (Stanford), M.A., Ph.D. (California).

Associate Professor

Areas of current interest and competence: Seventeenth Century;

Eighteenth Century; Modern British.

Areas of current research: D.H. Lawrence; James Joyce;

literature and psychology; literature and Marxism

Commitment: immediate and continuing indefinitely.

Present member of department's Graduate Studies Committee.

Sheila Delany, B.A. (Wellesley), M.A. (California), Ph.D. (Columbia).

Associate Professor.

Areas of current interest and competence: Middle English; Tudor.

Areas of current research: Marxist-Leninist literary criticism;

class attitudes in medieval and renaissance literature.

Commitment: immediate and continuing indefinitely.

J. Gallagher, B.A. (St. Michael's College, Vermont), Ph.D. (Notre Dame,

Indiana). Associate Professor.

Areas of current interest and competence: Old English; Middle English;

Tudor; Studies in Language.

Area of current research: Chaucer's "Troilus and Criseyde".

Commitment: immediate and continuing indefinitely.

R.E. Habenicht, B.A. (Southern California), M.A. (Columbia), D.Phul

•, ?

(Oxon). Associate Professor

Areas of current interest and competence: Tudor; Seventeenth

Century; Shakespeare.

Area of current research: Renaissance medieval literature; Sir Thomas

More.

Commitment: to begin 5 years hence, then to continue indefinitely.

E. F. Harden, A.B. (Princeton), A.M., Ph.D. (Harvard). Associate Professor

Area of current interest and competence: Nineteenth Century.

Areas of current research: Victorian poetry and novel; American

Nineteenth Century.

Commitment: immediate and continuing indefinitely.

B.H. Nesbitt, B.A. (Manitoba), M.A. (Queen's), Ph.D. (Australian National).

Associate Professor

Areas of current interest and competence: Canadian; Commonwealth.

Areas of current research: Canadian; Commonwealth; Shakespeare

Bibliography, Archibald Lampm'an.

Commitment: immediate and continuing indefinitely.

G.M. Newman, B.A. (Brit. Col.). Associate Professor and Chairman of

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Department

Areas. of current interest and competence; Dramatic Literature,

particularly Elizabethan, Shakespeare, Jacobean, and Modern;

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Theories of Drama; Literary Criticism.

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Areas of current research: The effect of concepts of production-on

the analysis of drama, an analytic and theoretical study

of examples

of Canadian drama.

Commitment: immediate and continuing

indefinitely.

Present

member of department's Graduate, Studies Committee.

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H. Page,

M.A. (Cantab.), Dip.P.SA. (Oxon.), M.A. (McMaster),

?

Ph.D. (California). Associate Professor

Areas of current interest and competence: Modern British

Areas of current research: Twentieth Century British, American, and

Commonwealth fiction and drama.

Commitment: immediate and continuing indefinitely.

J. Zaslove, B.A. (Western Reserve), Ph.D. (Washington). Associate Profe;'r

Areas of current interest and competence: Nineteenth Century;

Literary Criticism; Comparative Literature.

Areas of current research: myth and folktale; modern German and

Russian Literature: Bertolt Brecht and his influence.

Commitment: immediate and continuing indefinitely.

E. Alderson, B.A. (Haverford), M.A., Ph.D. (California). Associate Profess

Areas of current interest and competence: American; Literary

Criticism.

Areas of current research: Nineteenth Century American novel,

especially in relation to American intellectual

history; psycho-historical literary criticism.

Commitment: immediate

and continuing

indefinitely.

C.M. Banerjee, B.A.,

M.A. (Delhi), Ph.D. (Kent State).

Assistant Professor

.-. ?

Areas of current interest and competence: Eighteenth Century;

Literary Criticism.

Areas of current research: Eighteenth Century Novel,

Marxist Literary criticism.

Commitment: immediate and continuing indefinitely.

George Bowering, B.A. M.A. (Brit. Col.). Assistant Professor

Areas of current interest and competence: Canadian; Commonwealth.

Areas of current research: Avant-Garde Literature; American.

Commitment: immediate and continuing indefinitely.

R.D. Callahan, B.A., M.A., Ph.D. (Washington). Assistant Professor

Areas of current interest and competence: Eighteenth Century; Modern

British, Modern American.

Areas of current research: Modern British and American; Alex

Comfort.

Commitment: immediate and continuing indefinitely.

S. Djwa, B.Ed., Ph.D. (Brit. Col.). Assistant Professor

Areas of current interest and competence: Canadian; French-Canadian.

Areas of current research: thematic continuance in English

Canadian poetry; moral tradition in the Candian novel;

E.J. Pratt.

Commitment: immediate and continuing indefinitely.

R.H. Dunham, B.A. (Missouri), M.A., Ph.D. (Stanford). Assistant Professor

Areas of current interest and competence: Nineteenth Century;

Romantics.

Areas of current research: Romantic period; Wordsworth; George Eliot;

Coleridge.

Commitment: immediate

and continuing indefinitely.

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M. Harris, LA. (Harvard), Ph.D. (Buffalo). Assistant Professor

Areas of current interest and competence: Eighteenth Century;

Nineteenth Century.

Area of current research: Victorian literature; novels

of George Eliot.

Commitment: immediate and continuing indefinitely.

T. Maynard, B.A., M.A. (Brit. Col.), Ph.D. (London). Assistant Professor

Areas of current Interest and competence: Eighteenth Century;

Nineteenth Century.

Area of current research: Oriental, sentimental, and Gothic traditions

in English literature.

Commitment: immediate and continuing indefinitely.

Present member of department's Graduate Studies Committee.

A. Messenger, B.A. (Oberlin), B.A., M.A. (Oxon.), Ph.D. (Cornell).

Assistant Professor

Areas of current interest and competence: Seventeenth Century;

Eighteenth Century; Modern British.

Area of current research: drama, particularly comedy, in all ages;

Anne Finch.

Commitment: immediate

and continuing

Indefinitely.

In addition to the 27 faculty members listed above, the following

having stated that they do not wish to commit themselves to availability

for supervisory duties at the present time but will be willing, as

needed, to instruct students in their particular areas of competence,

as noted:

J. Mills, B.A. (Brit. Col.), M.A. (Stanford). Associate Professor

Chaucer and the Tudor period.

D. Stouck, B.A. (McMaster), M.A. (Toronto). Associate Professor

American and Canadian Literature.

L. Kearns, LA., M.A. (Brit. Col.). Assistant Professor

?

Modern poetics and linguistic approach to style.

Elizabeth Lambert, B.A. (Brit. Col.). Assistant Professor

Modern-drama; literary criticism; Canadian

K.F. Paulson, B.A. (St. Olaf Coil.), M.A. (Minnesota), Ph.D. (California).

Assistant Professor

Eighteenth Century; American; Modern British

J. Sandison, B.A., M.A. (Brit. Col.). Assistant Professor

Seventeenth Century; Nineteenth Century; Linguistics.

Mary-Ann Stouck, B.A. (McMaster), M.A. (Toronto). Assistant Profsor

• ?

Old and middle English.

D. Sullivan, B.A. (Humboldt), M.Sc. Hons., M.F.A. Hons. (Oregon).

Assistant Professor

Modern poetics;

Linguistics; Literary Criticism.

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Curricula vitae

vitae of all the 35 faculty members named above accompany this

presentation.

(e) A statement of the field of study and Its core areas to be covered by the

proposed program

The field of study will be the English language and literature in English

whenever and wherever written. In this field only two areas require highly

specialized

knowledge: Old English and

Middle

English. Past them, core

areas cannot readily be stipulated. In general, the program's core areas will

be all those in which department has a sufficient number of faculty to provide

supervision and individual instruction and in which the S.F.U. library or

adjacent libraries contain adequate research material. Only three areas at

present appear likely to present any problems.

Old English. S.F.U. library holdings might prove insufficient for some

subjects in Old English. In any event the department now has a

vacancy in this area and probably will not be able to accept students

in

it until the vacancy is filled.

Middle English. Faculty is strong in this area, but here again the S.F.U.

library is not sufficiently comprehensive to meet all demands. Possible

dependence on outside libraries will cause the department to be wary of

accepting students in this area.

. ?

Commonwealth Literature. Both

in

faculty and library the department's

competence in this area Is developing but is at present spotty. Again

wariness will be called for, and exercised.

In some areas occasional overlap with other departments is inevitable. Wherever

it occurs the department will seek full co-operation. Its Ph.D. will be in

English language and literature--not in Comparative Literature; not In

Linguistics. When the study of language leads to the study of Linguistics

the department will offer a partnership with Modern Languages.

(f)

A statement giving the relationship between the qualifications of the

persons to be associated with the program and the core areas of the

program

See statement in (e) above.

(g) A statement as to which currently authorized degree, new degree, or

aiploma the students In the program would be seeking, and as to which

Faculty or Faculties would exercise the statutory power of faculties

Students In the program will seek the Ph.D. in the Faculty of Arts,

as currently established.

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• ?

) The ucnctimtr requirements for the degree: theses, examinatjons,_practica,

fSeld experi nce

j

_çpurses which the students would take and how they

would

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number of semsters of work

needud for the degree should be indicated

Tte academic requirements for the degree will be satisfactory performance

in courses and other studies authorized by the student's Supervisory

Cmmittee and lying within or germane to at least four of the department's

core areas; satisfactory performance in four written exarnfnations (or

in three written examinations and one paper submitted in lieu of an

examination in a minor area); satisfactory performance in an oral

examination appropriate to the results of the written examinations;

submission of a satisfactory prospectus for a thesis; completion

of a satisfactory thesis; and satisfactory oral defence ofthe completed

thesis. The student may gain some practice in teaching, in upper division

undergraduate courses, in subjects related to his major area or minor

areas where that can be arranged; if no opportunities appropriate to his

interests occur during his residence, he will not be obliged to teach.

The department expects its students to be able to complete the

prgram in from two and one-half to eight years.

(I) Descriptions of proposed new courses required by the program

No new courses will be required for this program.

) A statement of laboratory facilities-or research equipment needed for

the program

No laboratory facilities or research equipment will be needed for this

program.

(k) A statement of sources of support, if

?

for graduate students in the

sed program

Students in this program will be eligible for Canada Council grants

as well as for the scholarships and research stipends already established

by the university for graduate students.

(1) A statement signed by the University Librarian showing present library

resources and future

needs if the proram is implemented

This statement is

attached.

(m) Anj

estimate of enrollment

The department expects enrollments to range from 3 to 5 during the first year,

5 to 10 during the second, 10 to 15 during the third.

•

Ln) Adguacy of space for the student and staff offices

In this program office space will be required only for students serving as

teaching

assistants.

The department's present space allocation appears to be

approximately sufficient.

---

- 13 -

•))

o

.

Names of possible external assessors of the program

The majority of the following potential assessors are of international

reputation. Their publications give some indication of their scholarly

achievements.

Full curricula are not available at present.

P.C. Crews, Ph.D.

(Yale), Department

of

English, University

of California,

Berkeley.

"Do Literary Studies Have an Ideology?". P?ILA 85: 423-28, 1970.

The Sins of the Fathers: Hawthorne's Psychological Themes. New

York: Oxford University Press, 1966.

"The Ruined Wall: Unconscious Motivation in The Scarlet Letter.

New England Quarterly XXXVIII, 312-330, 1965.

"The Logic of Compulsion in Roger Malvin.'s Burial." PMLA, LXXIX,

457-465, 1964.

"Giovanni's Garden.." American Quarterly, XVI, 402-418, 1964.

The Red Badge of Courage. With Introduction and Notes. Indianapolis:

Bobbs-Merrill, 1964.

Pooh Perplex: A Freshman Casebook. Dutton, 1963.

E.M. Forster: The Perils of Humanism. Princeton University Press.,

Guide to Starting Over. Random.

Hovey, Richard B. Hemingway: The Inward Terrain. Pref. by F.C. Crews.

Seattle University of Washington Press, 1968.

Thorpe James, ed. Relations of Literary Study: Essays on Inter-

disciplinary Contributions. New York MLA, 1967. "Literature and

Psychology" (73-87) by F.C. Crews.

Psychoanalysis and Literary

Process. Winthrop.

G.R. Hibbard, M.A. (Lond.), Department of English, Waterloo University;

"Words, Actions, and Artistic Economy". Shakespeare Survey, 23

(1970),

p.

49-58.

Renaissance and Modern Essays. New York, Banes and Noble,

(c 1966).

"The Year's Contributions to Shakespearean Study". Shakespeare

Survej, 22 (1969), P

.

145-83, 23 (1970),

p.

137-86.

"Othello and the Pattern of Shakespearian Tragedy". SnkesJjIe

Studies (U. of Cinneinati) 21. (1968),

p.

39-46.

"The Year's Contributions to Shakespearian Study. Critical

Studies". Shakespeare Studies (U. of Cinncinati) .21 (1968),

p.

127-41.

---

-14-

S ?

"Goodness and Greatness:

An Essay on the Tragedies of Ben Jonson

and George Chapman". Renaissance and Modern Studies (U. of

Nottingham) 11 (1967),

p.

5-54.

Ed. Renaissance and Modern L_ss4ys Presented to Vivian de Sola Pinto

in Celebration of His Seventieth Birthday. Routledge and K. Paul,

1966.

Thomas NasheA Critical Introduction. Cambridge: Harvard, U.P. 1962.

Ed. Life of Timon of Athens. New Penguin Shakespeare. Harmondsorth,

Middlesex, Penguin Books, (1970).

Richard ilosley, Department of English, University of Arizona (other details

not immediately available for lack of an Arizona calendar);

"A Reconstruction of the Second Blackfriars". The Elizabethan Theatre:

Papers given at the International Conference on Elizabethan Theatre

held at the University of Waterloo, Ontario, in July, 1968.

Toronto: Macmillan, 1969.

p.

74-88.

"The Origins of the So-Called Elizabethan Multiple Stage". The Drama

Review (formerly Tulane Drama Review) 12 (1968) 11,

p.

28-50.

Ed. Shakespeare's Holinshed:'An Edition of Holinshed's ChroniclesL

1587, New York: Putnam, 1968.

"The Formal Influence of Plautus and Terence". Elizabethan Theatre.

London: E. Arnold. 1966.

Romeo and Juliet; An Outline-guide to the Play. (New York)

Barnes and

Noble (1965).

Essays on Shakespeare and Elizabethan Drama. Columbia, U. of Missouri

Press,

1962.

Ed. Shakespeare, William, 1564-1616. The Tragedy of Rornco and Juliit.

New Haven, Yale U.P. (c 1954).

Henry Kreisel, M.A. (Tor.), Ph.D. (Lond.), Academic Vice-President,

University of Alberta;

"Familiar Landscape". ?

Tamarick Review, 55 (1970) 91-2, 94.

"Prairie: A State of Mind". Royal Society of Canada, 4th Series,

6 (Transactions) 1968, 171-180.

The Betrayal

-

. Toronto, McClelland and Stewart (1964).

S

I

?

The Rich Han. Toronto, McClelland and Stewart (1961)

Klanak Islands; A Collection of Short Stories. Vancouver, Kianak

Press,

1959.

---

- 15 -

.

C],ifford Leech, M.A., Ph.D. (Lond.), Hon. Des. L. (Clermont-Ferrand'),

Former Chairman, Department of English, University of Toronto;

Dramatist'sExperience; with other essays in literary theory.

New York, Barnes and Noble (1970).

"More Than Our Brother is Our Chastity". Critical Quarterly, 12

(1970)

p.

73-74.

"On Editing One's First Play". Studies in Bibliography 23,

1970, 61-70.

Ed. The Two Gentlemen of Verona. London: Methuen. (Arden Shakespeare

rev. ed) 1969.

"The Function of Locality in the Plays of Shakespeare and His

Contemporaries". The Elizabethan Theatre. Toronto: Macmillan,

1969.

p.

103-16.

William Shakespeare. London, Methuen (c 1969).

Tragedy. New York: Barnes and Noble, 1969.

"The Hesitation of Pyrrhus". Jefferson,D.W., ed. The Morality of

Art. London: Routledge and K. Paul, 1969. 41-49.

Tragedy (London) Methuen (1969).

"The Shaping of Time: Nostromo and Under the Volcano". Mack, Maynard,

Imagined .Worlds. London: Methuen, 1968. 323-41.

"Shakespeare and the Idea of the Future". University of

Toronto Quarterly 35 (1966) 213-228.

Shakespeare,

The Tragedies; a collection of critical essays.

Chicago, U. of Chicago Pr. (1965).

Twelfth Night and Shakespearian Comedy. Halifax, Dalhousie U.P.

(1965).

Ed. Marlowe: A Collection of Critical Essays. Englewood Cliffs,

N.J.: PrentIce-Hall, 1964.

Webster: The Duchess of Malfi. Great Neck, N.Y., Baron's

Educational Series, inc. (1963).

Wi11aimShakeseare:

The Chronicles (London), Longmans,

Green, 1962).

I^R

Ke

_

ne O'Neill. New York, Grove Press (1963).

John Fletcher Plays. Cambridge, Harvard U.P., 1962.

---

.

.

-16-

John Ford and The Drama of His Time. London, Chatto and

Windus; 1957.

John Webster; ?

Critical Studj. London, Hogarth Press, 1951.

Shakespeare's Tragedies and Other Studies in Seventeenth Century

Drama. London, Chatto and Windus, (c 1950)..

Benard

J. Paris, Ph.D. (Johns Hopkins), Department of English, Michigan

State University.

"

The Inner Conflicts of Maggie Tulliver: A Horneyan Analysis.

The Centennial Review (Michigan State University) 13: 166-99, 1969.

"A Confusion of Many Standards." Nineteenth-Century Fiction 24:

57-79, 1969.

"Form, Theme and Imitation in Realistic Fiction." Novel 1: 140-149,

1968.

"The Psychic Structure of Vanity Fair." Victorian Studies (Indiana U)

10: 389-410, 1967.

"George Eliot and the Higher Criticism." Anglia, L)OOCIV, 59-73, 1966.

Experiments in Life: George Eliot's Quest for Values. Detroit:

Wayne State University Press, 1965.

"George Eliot, Science Fiction, and Fantasy." Extrapolation, V,

26-30, 1964.

"The Otherness of George Eliot." Journal of Modern Literature 1:

272-77.

Beryl Rowland, B.A. (Lond.), M.A. (Alta.), Ph.D. (Br. Col.), Department

of English, York University;

"Melville's Waterloo in Rich Man's Crumbs." Nineteenth Century

Fiction, 25 (Sept. 1970) 216-21.

"Cake-making image in Troilus and Cressida".

?

Shakespeare Quarterly,

21 (Spring, 1970) 191-4.

"The Mill in Popular Metaphor from Chaucer to the Present Day".

Southern Folklore q

j!a

?

33: 1969, 69-79.

"Melville's Bachelors and Maid: interpretation through symbol and

metaphor". American Literature 41 (Nov. 1969) 389-405.

Ed. Companion to Chaucer Studies. Toronto, O.U.P. (1968)

"Forgotten metaphor in three popular children's rhymes".

Southern Folklore Quarterly, 31 (Mar. 1967) 12-19.

---

- 17 -

"Horse and rider

figure in Chaucer's works". Universit

y

of Toroni

Quarterly, 35 (Ap. 1966) 246-59.

"Chaucer's Mistake:

The Book of the Duchess; line; 455." America!)

Notes and Queries, 4 (1966) 99-100.

"Chaucer's The Wife of Bath's Prologue. D. 389". Explicator 24

(1965) Item 14.

"The Whelp in Chaucer's Book of the Duchess". Neuphiiologische

Milteilungen 66 (1965) 148-160.

"Owles and Apes in Chaucer's Nun's Priest's Tale, 3092".

Mediaeval Studies, 27 (1965) 322-325.

"Bone-ache in Skelton's Magnyfycence". Notes and Qeries, 11

(1964) 211.

T.J.B. Spencer, 13.A.,

Ph.D.

(Lond.), Director of Shakespeare Institute,

University of Birmingham;

"Shakespeare: The Elizabethan Theatre-Poet". The Elizabethan

Theatre Toronto: Macmillan, 1969.

p.

1-20.

"Shakespeare the International Author". Laldlow, J.C. ed.,

. ?

The Future of the Modern Humanities. Cambridge, England:

MHRA, 1969. 31-50.

"Paradise Lost: The Anti-Epic", Approaches to Paradise Lost:

The York Tercentenary Lectures. Toronto: U. of Toronto

Press, 1968.

p.

81-89.

"Le masque a la cour d'Angleterre 6 l veille de la Guerre Civile".

Jacquot, Jean.

Drama

t u rjZi

e

eSociete. Paris: Eds. du Centre Nalional

de la Recherche Sclentifique, 1968. 783-89.

Plutarchus. Harmondsworth, Eng., Penguin, (1968).

Ed. Shakespeare: a Celebration, 1564-1964. Penguin, 1965.

WL11iam Shakespeare, The Roman Plays. Longmans, Green (1963).

Howard P.

Vincent, Ph.D. (Harvard), Professor Emeritus, Department of

English, Kent State University.

Checklist of Herman Melville.

(Merrill

checklists) Columbus, Ohio:

Charles E. Merrill. 1969.

Guide to Herman Melville.

(Merrill Guides)

Columbus, Ohio: Charles

S

E.

Merrill. 1969.

"Melville

and Hawthorne

in

the Berkshires." Kent, Ohio: Kent State

Univeraity Press, 1968.

---

-18-

• ?

I ?

Merrill.

Studies in

1969.

Moby-Dick. (Merrill Studies) Columbus, Ohio: Charles E.

Melville Annual 1965, A Symposium: Bartleby the Scrivener (Kent Stud.

in Eng., ill) Kent, Ohio: Kent State University Press, 1966.

Trying Out of Moby Dick. S. Ill. University Press, 1965.

A.G.C. Whalley, M.A. (Oxon and Bishop's), Ph.D. (Lond.), FRSL, FRS Can.,

Department of English, Queen's University;

"On Translating Aristotle's Poetics". University of Toronto

Qjtej, 39 (1970) 77-106.

"The harvest on the Ground. Coleridge's Marginalia". U. or Toronto

Quarterly 38, 1969.

P.

248-76.

"Recent Wordsworth and Coleridge Studies". Queen's Quarterly

76: 1969 118-30 (rev, art.)

"The Publication of Coleridge's 'Prometheus' Essay". Notes and

Queries. 16 (1969) 52-55.

"Coleridge and the Royal Society of Literature". Essays by

. ?

Divers hands. 35 (1969), 147-151.

"Coleridge and Vico". Giambattista Vico. Baltimore:

Johns Hopkins, 1969. p. 225-44.

"Keats and the Painters" Malahat Review 7 (1968)

123-29.

"Coleridge's Marginalia host". Book Collector, 17 (1968) 428-42.

"Celebration and Elegy in New Zealand Verse". Queen's Quarterly,

74 (1967) 738-53.

"Coleridge's Poetical Canon: Selection and Arrangement". Review of

English Literature, 7 (1966) 9-24.

"Literary Romanticism". Queen's Quarterly, 72 (1965) 232-252.

"Revolution and Poetry". English Poetry in Quebec. Montreal:

McGill University Press, 1965.

p.

65-87.

"Late Autumn's Amaranth: Coleridge's Late Poems". Proceedings and

Transactions Royal Society of Canada, 2, 4th Series, (1964)

159-179.

A Place of Liberty: Essays on the Government of Canadian Universities.

Toronto, Clarke, Irwin, 1964.

The Legend of John Hornby. Toronto, Macmillan of Canada (c 1962).

---

-19 -

Writing in Canada. Toronto, Macmillan (1956).

Coleridge and Sara Ijutchinson and the Asra Poems. Toronto, U.

of Toronto Press (c 1955)

The Poetic Process: An Essay in Poetics. London, Routledge and

K. Paul (1953).

No Man an Island (Poems) Toronto, Clarke, Irwin, 1948.

Poems, 1939-1944. Toronto, Ryerson, 1946.

I'

7

Paul M. Zall, Ph.D. (Harvard), Former Chairman, Department of English,

California State

University,

Los Angeles.

"A Nest of Ninnies and Other English Jestbooks of the 17th Century."

Lincoln: University of Nebraska Press, 1970.

"English Prose Jestbooks in the Huntington Library: A Chronological

Checklist (.1535?-1799)." Shakespearean Research Opportunitie.s:

The Report of the MLA Conference (Riverside: Dept. of English,

U

niversity of California) 4 (1968-69): 78-91, 1970.

W

erkmeistej-, Lucyle, & P.M. Zall. "Coleridge's 'The Complaint of

Ninathoma'." Notes and Queries 16 (1969): 412-414, 1970.

The Simple Cobler of Aggawam in America. Lincoln: University of

Nebraska Press, 1969.

Werkneister, Lucyle, & P.M. Zall. "Possible Additions to Coleridge's

121-27,

'Sonnets

1969.

on Eminent Characters'." Studies in Romanticism

(Boston U.)8:

New

"Coleridge's

York Public

Unpublished

Library, 1967.

Revisions

to 'Osorlo'." Bulletin of the

"Coleridge and Sonnets from Various Authors." Cornell Library Journal 2:

49-67, 1967.

"Sam Spitfire; or Coleridge in The Satirist." Bulletin of the New

I ?

York Public Library. 71: 239-44, 1967.

"Adam Smith as Literary Critic?" Bulletin of the New York Public

LXX, 265-269

9

1966.

Literary Criticism. (Regents Critics Ser.) Lincoln University of

Nebraska Press, 1966.

"The Concept of the Persona in Satire: A Symposium." Satire Newsletter

S ?

(State University Coil., Oneonta, N.Y.), 111: 89-153 (Short arts by

Paul Zail, etc.), 1966.

---

- 20 -

.-

"Louts and

Gulliver." Satire Newsletter

(State Univ. Coil., Oneonta,

N.Y.), 111: 33-37, 1965.

"Wordsworth on Disinterestedness and on Michelangelo". Bulletin of the

New York Public Library, LXIX, 131-134, 1965.

Coleridge's Sonnets from Various Authors. La Siesta.

Literary Criticism of William Wordsworth. Bison University of

Nebraska Press.

Peter Pindar's Poems. 2nd ed. Rowse, A.L., frwd. by University of

S.C. Press.

(p)

A statement of how long the program should last

The program is planned to continue indefinitely.

(q)

A description of the program appropriate for entry into the Graduate

Calendar, including entrance requirements

Proposed calendar entry and Procedures follow as separate documents,

attached.

C

---

Department of English

Ph.D. Program

Calendar Entry

Admission

For admission requirements, refer to General Regulations Section,

Page The-The

applicant

applicant

must have earned an M.A. degree of its equivalent,

with high standing, in English or Comparative Literature.

(2)

The department has room for him within a strictly limited

quota of candidates;

(3)

The department is satisfied that it is fully competent

1

with

respect both to available faculty and to available source

material, to serve his principal academic interests.

Study Requirements

The program requires concentration in one major area of literature

and three minor areas, provides continuous personal instruction and super-

vision, demands no course credits as such, and involves completion of a

• ?

thoroughly researched doctoral thesis.

Immediately upon a student's acceptance the department's Graduate

Program Committee assigns him a temporary faculty adviser, whose duty it is

to help him, in person or by correspondence, before registration or soon

after, to relate his academic interests to the human and material resources

of the university. Within one month of his first registration in the

prgram, the same Committee assigns him a Senior Supervisor. Before the end

of his second month he begins a course of studies designed to prepare him

for the achievement of professional competence in his chosen areas, for the

examinations detailed below, and for the definition of his thesis topic.

Before the end of 'his second trimester the department's Graduate Program

Committee assigns him a Supervisory Committee consisting of at least two of

the department's faculty members in addition to his Senior Supervisor. His

progress is appraised at the end of each trimester by the individual faculty

members currently instructing him, by his Senior Supervisor, by his Super-

visory Committee once it has been formed, and by the department's Graduate

Program Committee.

At least one of the student's minor areas must be in literature

preceding the nineteenth century. Any of the traditional specializations--

such as Medieval Literature, the Renaissance, and the Novel--and less

traditional studies, including various interdisciplinary combinations, are

generally acceptable if within the university's current competence. If

C

---

-2--

writings in a foreign language in their original form are a necessary part

of any of his areas of study, he must satisfy his Supervisory Committee of

his competence in that language. Otherwise the program has no requirements

for a second language.

The student will receive most of his instruction individually but

may voluntarily take regular courses and may sometimes be required by his

Senior Supervisor or his Supervisory Committee, subject to the approval of

the department's Graduate Program Committee, to take one or more courses

scheduled by the department of English or by other departments. He must

take individual instruction from at least three faculty members in addition

to his Senior Supervisor.

Examinations

Before the end of his third trimester the student must take four

written examinations, with the option of submitting an essay in lieu of one

of them on a topic in one of his minor areas selected by him and his Senior

Supervisor. One of the written examinations must be on his major area. Works

of literature and scholarship on which he is to be examined must be specified

by his Senior Supervisor six months in advance of any examination, unless the

student waives this requirement. Before the end of the trimester following

that in which he has passed all his written examinations he is examined orally

on his major area and two of his minor areas. Should he fail any part of

either his written or his oral examinations he may be given permission to be

reexamined on that part no later than one trimester after his failure.

Ph.D. Thesis

Before the end of the trimester following that In which the student

has passed his oral examination he presents a prospectus for his thesis,

defining his proposed investigation and demonstrating the relationship

between it and existing scholarship. This presentation is attended by his

Supervisory Committee, by a member of the department's Graduate Program

Committee, and, if practicable, by the external examiner.

The completed thesis will be defended in oral examination. Judgment

will be made by an Examining Committee.

For the composition of the Examining Committee and other detail

Of

g

overning

this calendar.

the program as a whole, see General Regulations, pages

?

to

0

---

Department of English?

Ph.D. Program

Procedures

I. Admission

Entry to the program is restricted. No student will be accepted

unless the following conditions are met:

(1)

He has earned an M.A. degree, or its equivalent, with

high standing, in English or Comparative Literature.

(2)

The department has room for him within a strictly limited

quota of students registered in the program at any one time.

(3)

The department

i8

satisfied that it is fully competent,

with respect both to available faculty and to available

source material, to serve his principal academic interests.

The program will require concentration in one major area of literature

and three minor areas. To meet the third condition above it Is essential

that the student include with his application as full a description of

•

?

his proposed major topic as he can put together and at least a listing

of at least three subsidiary areas. An interview is highly desirable,

but is not absolutely required.

It. Supervision

:1. Upon a student's acceptance for the program the department's

Graduate Program Committee will assign him a temporary faculty

I

?

adviser. In person or by correspondence, as well before registra-

tion as after, he may seek his adviser's assistance in relating

his academic interests to the human and material resources of the

university.

2. Within one month of his first registration in the program, the

department's Graduate Program Committee will assign him a Senior

Supervisor. Nothing precludes his previous adviser from being

given this assignment, if suitable. The assignment normally con-

sists of the approval by the Committee of an agreement between the

student and a member of the department's faculty. Falling such

an agreement, the Committee may appoint a Senior Supervisor

but with

the approval of the Committee, he may later select a different

Senior Supervisor.

---

-2-

.

?

3. Before the end of his second month in the program he will begin

a course of studies planned in consultation with his Senior

Supervisor and designed to prepare him for (a) the achievement of

professional competence in his chosen areas (including studies in

allied disciplines, where relevant), (b) the examinations detailed

in Section V below, and (c) the definition of his thesis topic.

This course of studies and any later changes in it are subject to

the consent of his Senior Supervisor and approval by the department's

Graduate Program Committee. Once his course of studies has been

approved, he will begin to receive instruction from various faculty

members, as detailed in Section III below.

4.

Before the end of his second trimester he will be assigned a

Supervisory Committee consisting of at least two of the department's

faculty members in addition to his Senior Supervisor. Once this

committee has been formed the Senior Supervisor shares authority

with it: where this text reads "Senior Supervisor" it may be

understood to read "Supervisory Committee" if at that point in any

student's progress this committee in fact exists. Its personnel

is selected in consultation with the Senior Supervisor, and is

subject to approval by the department's Graduate Program Committee

and by the Dean of Graduate Studies. (See General Regulations 6.4

and 6.5.) Similar approval, as well as the consent of its members,

is required for any later changes in its membership.

. 5. His progress will be appraised at the end of each trimester by the

individual faculty members currently instructing him, by his Senior

Supervisor (and his Supervisory Committee once it has been formed),

and by the department's Graduate Program Committee.

III. Studies

I. At least one of the student's minor areas shall be in literature

preceding the nineteenth century. Any of the traditional specializa-

tions--such as Medieval Literature, the Renaissance, or the Novel--

and less traditional studies, including various interdisciplinary

combinations, are generally acceptable.

2.

If writings in a foreign language in their original form are a

necessary part of any of the student's areas of study, he shall

satisfy his Senior Supervisor of his competence in that language.

Otherwise this program has no requirements for a second language.

3.

Individual instruction will be the norm in this program. The

student's Senior Supervisor may nevertheless require him to take one

or more of the regular courses offered by the department or by other

departments, subject to the approval of the department's Graduate

---

-3--

:• ?

Program Committee. The student may also volunteer to take any

courses he wishes, and if these are given by another department

and he lacks prerequisites for them the department of English

will negotiate his admission in them.

4. The student shall take individual instruction from at least three

faculty members in addition to his Senior Supervisor. The list

of these faculty members is subject to the approval of the

department's Graduate Program Committee, and, under the same

conditions and with the approval of his Senior Supervisor, are

alterable. Instruction may be required at any time during the

program, as well after completion of the examinations described

in Section V (following) as in preparation for them.

IV. Teaching

The department deems experience in teaching fundamental to any

d

octoral program. It will accordingly endeavour to offer each student

the opportunity to take part in teaching upper division seminars in

Courses germane to his studies, at such rates of pay as the university

from time to time establishes for its teaching assistants.

V. Examinations

• ?

1. Before the end of the student's third trimester he shall take four

written examinations, with the option of submitting an essay in lieu

of one of them in one of his minor areas on a topic selected by him

and his Senior Supervisor. He may take these examinations In the

order of his choice and at any intervals of his choice that do not

extend them beyond

his first

three trimesters.

2.

Works of literature and scholarship indicating the scope of the

examinations shall be specified by his Senior Supervisor six months

in advance of the examinations, unless the student waives this

requirement. Lists of such works are established by the student and

his Supervisory Committee, subject to the approval of the department's

Graduate Program Committee.

3.

One of the written examinations shall be on his major area, and of

three hours maximum duration. The others will normally be on his

three minor areas, but on two only if he submits a paper In lieu of

one of them; each shall be of one-and-one-half hours maximum

duration.

4.

The written examinations will be set and their results evaluated by

two specialists in each area, selected from the University's faculty

by the student's Supervisory Committee in consultation with him,

subject to their approval by the department's Graduate Program

Counnit tee.

0

---

MW

S

5. Should the student fall any part of the written examinations he may

be re-examined In that part at the discretion of his Supervisory

Committee not later than one trimester following that in which he

has failed.

6. Before

has passed

the end

all

of

his

the

written

trimester

examinations

of Study

he

following

will be examined

that in which

orally

the

StUdLt

on his major area and two of his minor areas. His Supervisory

Committee will determine which of his minor areas he shall be examined

on, except that if he has submitted a paper on an area preceding the

nineteenth century in lieu of one of his written examinations the

Committee is bound to include that area.

The oral examination shall be two hours long, of which one hour

is to be devoted to his major area, and one half-hour to each of the

minor areas selected. it will be chaired by a member of the department's

Graduate Program Committee and conducted by the Senior Supervisor (or

his designate), who will examine him on his major area, and by one

specialist for each minor area. Should the student fail any part of

his oral examination, he may be re-examined on that part, at the

discretion of his Supervisory Committee, subject to approval by the

d

epartment's Graduate Program Committee, no later than one trimester

following that in which he has failed.

7. The time limits given In items 1, 5 and 6 of this section and item 3

. ?

of section VI (following) are firm and must be adhered to except as

the department's Graduate Program Committee may grant leave for just

causes.

VI. Ph.D. Thesis

1.

As soon as practicable after the formation of the student's

Supervisory Committee he shall submit a thesis topic to it. When

a precise topic has been determined and accepted by this committee,

it is forwarded to the department's Graduate Program Committee for

approval.

2.

When the thesis topic has been finally approved, an examiner external

to the university shall be nominated by the student's Senior

Supervisor. When approved by the department's Graduate Program

Committee, the external examiner is recommended to the Dean of

Graduate Studies for appointment.

3.

Before the end of the trimester following that in which the student

has passed his oral examination he shall present a prospectus for his

thesis to his Supervisory Committee, defining his proposed investiga-

tion and demonstrating the relationship between it and existing

scholarship. This presentation is attended by his full Supervisory

Committee, by a member of the department's Graduate Program

Committee, and, if practicable, by the external examiner.

---

-5-

S ?

4. When the student has completed his thesis under the direction of

his Supervisory Committee, he shall defend it orally, at a time and

place approved by the department's Chairman, the Faculty Graduate

Studies Committee, and the Senate Graduate Studies Committee. His

Examining Committee will consist of his Supervisory Committee, his

external examiner, the Chairman of the department's Graduate Program

Committee (or his designate), and another faculty member of the

University. The examination will be open to the University Community.

(General Regulations 9.3, 9.4, 9.5, 9.6. See also particularly

General Regulations 10.1 and 10.2).

VII. University Regulations

1..

The entire program shall be conducted in accordance with the

University's Graduate Studies General Regulations, the whole of which

each applicant should study, in addition to those parts of it

specifically referred to in this document.

0

---

.

SFU LIBRARY REPORT ON HOLDINGS

IN ENGLISH LANGUAGE AND LITERATURE

(Including English, Canadian,

Commonwealth and American

Literatures)

Prepared by E. Bridwell

L. Fagerlund

January, 1973

0

---

MONOGRAPHS

The total number of monographs of English Language and Literature

in the SF13 Library (including both primary texts and secondary works)

is approximately 55,000 volumes. The following paper will give a

quantitative evaluation by periods as well as a qualitative overview.

I.

English Language and Linguistics

The holdings in English language studies number 2,500 volumes.

The texts range from historical to modern dictionaries and grammars

to studies of various dialects. In conjunction with the Department

of Modern Languages, the collection has been built with a strong

bias toward modern linguistics. As a historical set, we have a

standing order for the series English Linguistics, 1500-1800, and

have 350 volumes now in the stacks. IJBC has 3,700 volumes in this

general area of English language and linguistics; UVic, 2,500

volumes.

II.

General Works

General works on literary history; comparative literature, and

N.B. Volume counts from both UBC and UVic include both monographs and

serials since both institutions classify all of their serials.

1.

2. /

---

collections of primary works and criticisms of poetry, short

prose and drama. classed in PN total some 4,500 volumes concerned

with English literature. UBC has 18,200 volumes in this general

class; the latter total includes works on other literatures (i.e.

French, German, Spanish, Italian, etc.) as well; UVic has 12,600.

III. English Literature

Total 27,060 volumes. (UBC 50,000 volumes, UVic 52,500 volumes;

both include Commonwealth)

A. Literary history, including Poetry, Drama, Prose; collections.

In this class there are 4,000 volumes of standard literary

histories, critiques of genres and periods - all important

secondary, and some primary, works. We hold most of the major

critical material published since 1950 and continue to acquire

earlier scholarly studies as they are reprinted.

R. Old English

Here our holdings are slender - 150 volumes, but this particular

classification does not include the texts published by the Early

English Text Society, a venture which ran from 1864 and continues

to publish early and medieval English texts in nearly 400 volumes

to date. We have well over half of the series, and will acquire

the rest as they are reprinted.

.

2.

?

2.1-

---

'C. Middle English

510 volumes of primary and critical texts are classed directly

in this number sequence, plus many of the volumes of the EETS

(cited above). We have the major editions of and critical

works on Chaucer, "Gawain Poet", Langland, Bower, and Malory,

as well as Mandeville and Wyclif (classed not in literature, but

in travel and church history, respectively). Minor literary

figures and anonymous works of the period are also well

I ?

represented.

D. English Renaissance (1500-1640, excluding Shakespeare)

Our collection in this period numbers 2,000 volumes in literature

and is increasing due to our standing order for the English

Experience, a series published by Theatrum Orbis Terrarum Ltd.

and Da Capo Press. This series will eventually have published

1,500 volumes selected from Pollard & Redgraves Short Title

Catalogue. . .1475-1640. (UBC is obtaining the complete film of

both the Pollard and Redgrave and the Wing STC.. . 1641-1700 from

University

.

Microfilms). These volumes will not all appear in

literature; many will be in history, geography, science, philo-

sophy - the whole world of letters as published in Renaissance

English.

3.

---

•H

In our collection, we have the available definitive editions

and important critical works on major writers (More, Spenser,

Bacon, Beaumont and Fletcher, Sidney, Chapman, Jonson, Webster,

etc.), as well as the works of minor figures that have become

available through the Scolar Press facsimiles and other reprint

houses. Certainly, the key to this body of work is the afore-

mentioned film of the STC's, available from UBC.

E. Shakespeare

Among the 2,000 volumes of Shakespeare's works and secondary

materials we have both the Ktikeritz and Hinman facsimiles of the

First Folio, the Furness Variorum, the acting versions of the

plays reprinted by Cornmarket Press, as well as other historical

and modern editions of the works.

Among reference works, we have the standard bibliographies

by Ebisch and Schücking followed by the Gordon Smith; these are

updated by the annual bibliographies in the Shakespeare Quarterly.

The Shakespeare Survey (1948-

?

) provides a critical review

of each year's contributions to Shakespeare scholarship. We

also hold the Bartlett concordance and are receiving the Oxford

concordances on individual plays as they appear.

Again, the STC film is a primary resource for research into

this field.

S

4.

?

.2L/

---

F. 17th and 18th Centuries

Our 2,800 volumes in this area include standard editions of the

works of major authors (Fielding, Pope, Defoe, Congreve, Milton,

Dryden, Johnson, et al.) and representative works of many minor

writers as well (e.g. Foundations of the Novel series from

Garland Press which includes 101 t-itles).

Here it might also be noted that UBC has in its Special

Collections a fine collection of Robert Burns, including many

editions of his works and works published during his time that

were influential on his writing.

C. 19th Century

This is an area of strength not only at SFU (8,000 volumes)

but also at both UBC (The Colbeck Collection) and in the Special

Collections at UVic. Our own collection will be enhanced in the

near future when we receive some 300 volumes of Wordsworth

material, currently on order.

Here again we have substantial holdings of both primary texts

and secondary works. We hold collected editions of all major

figures, such as the Nonesuch Dickens, the Bonchurch Swinburne,

the works of Carlyle edited by Traill, the Shakespeare Head

Brnte, collected works of Tennyson edited by Hallam Tennyson,

the Oxford Thackeray edited by Saintsbury, etc. Some first

editions of major figures are in our Special Collections, and

5.

---

many more are available from IJBC and LiVic. Minor figures of

the period are well represented.

H. 20th Century

The current Count of 7,600 volumes in this area will, of course,

continue to grow. Major figures, Conrad, Lawrence, Auden, Yeats,

Joyce, Shaw, Woolf,

Lewis,

Thomas et al., are all available in

various texts and secondary works in the general collection.

Special Collections holds some first editions of Yeats and

Lawrence. Complete works, when available, have been acquired

(Conrad's Works, published 1923-28 by Dent, both the Constable

and Dodd Mead collections of Shaw, the very recently published

works of Ivy Compton-Burnett).

IV Canadian and Commonwealth Literature (6,950 volumes)

A. Canadian Literature

Our current holdings are 6,000 volumes (UBC - 21,000 volumes,

UVic - 6,200), and we now collect Canadian literature compre-

hensively. All currently published works will be acquired and

a systematic attempt is made to complete retrospective holdings

of all major and many minor Canadian writers.

6.

---

P. Commonwealth Literature

The collection of commonwealth literature is not large, but

the Library is committed to increasing the collection and

progress is being made. The annual bibliography of commonwealth

literature published in the Journal of Commonwealth Literature

is regularly checked and retrospective checking has been done

for 1965-1970.

African Literature (about 300 volumes): The Library main-

tains a standing order to the African Writers Series and in

conjunction with the African Studies Programme has more extensive

holdings in West African literature.

Australia and New Zealand (approximately 550 and 100 volumes

respectively): Special attention has been given to improving

Library holdings in A.N.Z. literature. The Library policy is to

buy most literary works published in A.N.Z. each year and reported

in the J.C'.L. bibliography.

Carribean, Indian, and other Commonwealth areas: Works of

the major writers are purchased as are collections and substantial

critical works. The Library generally contains enough material,

particularly poetry, for comparative purposes.

7.

---

V. ?

American Literature (14,250 volumes; UBC - 12,350 volumes

.

; UVic -

20,800)

A.

Literary history, including Poetry, Drama, Prose; collections.

Like lilA in English Literature cited above, this claàs

includes standard literary histories, critiques of genres and

periods. We currently have 1,650 volumes.

B.

Càlonial American Literature (17th - 18th centuries)

Here we have only 100 volumes in the literature classification.

However, much of the material studied as literature of this

•

?

period is classed in Geography (travel literature of John Smith,

Sarah Knight, William Byrd, etc.), History (William Bradford,

John Cotton, Thomas Hutchinson, etc.) and Religion (Roger

Williams, Cotton and Increase Mather, Nathaniel Ward, John

Woolman, etc.). Also of interest to the student of literature

are such major historical figures as Franklin, Jefferson, Paine

and Adamsi These figures are all well represented (many in

complete works) in paper editions. The total works of this period

are in the SFU Library on the Microprint of Charles Evans'. American

Bibliography... , an enormous work which covers all publications

printed in America from 1639-1800.

C, 19th Century

The works of major and secondary figures are nearly complete in

the 3,300 volumes of this period. We have both the Riverside and

8.

---

Centenary editions of the works of Hawthorne;

?

the New York

edition of Henry James, the Writings of Mark Twain edited by

Paine and a standing order for the

Twain papers

as

they appear

from the

University

of

California Press;

?

all nine editions of

Whitman's Leaves of Grass published during his lifetime as well

as the Complete Writings

?

1902);

?

we also have standing orders

for the

Northwe

sten_Newberry edition of the works of Melville

and the new edition of the Collected Writings of Poe.

?

Garrett

Press has provided reprints of the works of such figures as

Harold Frederic

1

Sarah Orne Jewett, Kate Chopin, John DeForest

and others.

•. This ?

is. by

•

no means a complete listing, but merely an

indication

of the

depth

' of

this collection.

D. ?

20th Century

The 9,200 volumes

in

i-our collection

of

modern American literature

include the

complete works (although few are in collected editions)

of Crane, Dreiser,

Morris,

Faulkner, Hemingway, Frost, Wolfe,

Steinbeck, Warren, etc.

?

Of course we continue to comprehensively

acquire the works of established current writers and attempt to

collect promising newwrjters of all genres.

Our Contemporary Literature Collection

in

Special Collections,

stresses Post War avant

?

garde and

experimental

poetry. • In this

• ?

•.

---

10.

area the Library, with the advice and support of the English

Department, is acquiring primary texts and secondary source

materials as well as selected peripheral material. Manuscripts

and unpublished materials by selected figures in the collection

are acquired as they are available and financial support is

found.

Some areas and authors where the col]ection is particularly

strong are: Ezra Pound, W. C. Williams, Charles Olson and the

Black Mountain School of Poets including Creeley and Duncan,

the San Francisco Poets and the "Beat" poets, especially

Michael McClure, Gary Snyder and Joanne Kyger, the New York

School of Poets, Canadian West Coast Poets, and Concrete Poetry.

SERIALS

fiiny attempt to count the volume total of serials holdings would be

arbitrary, at best, since some are catalogued, others are on film, and

still others may be lacking a few volumes. The evaluation that follows

will be an overview, providing numbers when they are realistic.

---

"a

I. ?

Literary Periodicals

A. English Literature

The SFU Library has a complete set of English Literary Periodicals

of the 17th

)

18th and 19th Centuries on microfilm from University

Microfilms. While this set has attempted to be comprehensive in

scope, it has certainly not filmed all of the major literary

journals of the periods covered. In collaboration with the

Department of English, we have attempted to fill in various

lacunae in this area with purchases of complete or substantial

runs of such titles as Fraser's Magazine (complete), Household

Words (edited by Dickens), Douglas Jerrold's Shilling Magazine,

Leigh Hunt's London Journal, Pall Mall Magazine, etc. UBC's

holdings in this area are also substantial.

B. Canadian and Commonwealth Literature

Here again our holdings are substantial, the lacunae being those

items which are simply not available in reprint or on film. Out

of 41 titles listed in the Index to Commonwealth Little Magazines,

we hold 34; USC and UVic have three of the other titles, leaving

only four titles unavailable locally.

Although our holdings of 18th and 19th century Canadian

literary periodicals are far from complete, more important titles

---

o

d.

4

such as the Literary Garland, Rose-Belford's Canadian Monthly,

and the Canadian Magazine are here on microfilm. Other

important titles (Nova Scotia and Acadian Magazine) are held by

UBC. Most Substantial 20th century little magazines (First

Statement, Delta, Edge, etc.) are here complete.

C. American Literature

While we hold some standard titles from the 19th century (Harper's

Weekly, North American Review) many others (Godey's Ladies' Book,

Graham's Magazine, Southern Literary Messenger) are notably

lacking.

However, USC has the series American Periodicals, 1800-1850

from University Microfilms. This is a comprehensive series that

has been going on for over 25 years and will do for American

periodicals the same complete filming that the STC does for

Renaissance English publishing.

In the 20th century our holdings are excellent. The Contem-

porary Literature Collection has 870 titles of modern American -

and some Canadian and English

-

literary periodicals. Many more

titles, not, within the scope of the C.L.C., are in our general

periodical collection.

---

II. Critical Periodicals and Series (language and Literature)

Here the paper explosion has hit us, among other places, in

the budget. The MLA Bibliography for 1967 listed 1,758 serials; the

1970 edition (the latest to have appeared), has nearly 2,500 cited.

A thorough review wa's made of the titles in the 1970 bibliography;

out of 513 series* and periodicals concerned with the broad

spectrum of English language and Literature as reviewed in this

paper, we currently have standing orders for or subscribe to 447

(877.). IJBC and UVic have another

.

19 of the Selected titles, giving

*2RflJL 91°L. Of the 47 titles not at any of the TRIUL Libraries,

7 are on Black (American and African) Studies-,4 on Medieval and

2 on Celtic'. The others are not oriented to.a particular field.

is

* NB.:

Research

Most of

00these

p

ortunities'in

series (e.g.

Renaissance

'L\,aynes

Drama,

American

etc.)

Authors

are classified

Series,

and turn up in the countof

.

monographs.

** TRIUL,

libraries.

a consortium of British Columbia's three Public university

.'.

13.

33

---

SW.

CONClUSION

SFU Library's collection is strong in English Language and Linguistics,

English Literature from Shakespeare through 20th century, Canadian Literature

and American Literature. Holdings in medieval studies, however, are

minimal, and the related fields of medieval history (just over 400 volumes)

and philosophy (basic texts only) are also thin.*

Our scholars can also draw upon the general collections of UBC and

UVIc, as well as the SpecIal Collections of those institutions (see

Appendix I), In,

addition,'Interlibrary

Loans can be used to provide

graduates and faculty reAearchera with materials not available from the

0

TRIUL Libraries. ?

'S

With the, exceptions; hen, of Old and Medieval English, and some

areas

of Commonwealth Literature, the Library can support adoctoral

program in English. Our collection will continue to grow in all areas.

but particular attention should be paid to these fields in the next few

years if doctoral candidates are expected in them.

* ?

Neither the Departments of History nor Philosophy have, to date,

engaged in medieval studies.

a

14.

---

ppendix I

?

'l'his statement has been approved by SFU and UBC and will

soon be, formalized by UVic.

DRAFT

December 7, 1972

The University Librarians

Simon Fraser University

University of British Columbia

University of Victoria

Special collections librarians of the three universities met at the TRIUL

Humanities Librarians meeting in December 1972 to discuss interlibrary

lending of special collections materials. In the TRIUL Interlibrary Loan

Code of August 1972 it states that lending libraries may decline to lend

rare and fragile materials. This is a provision which we have no wish to

change, but there is another class of materials which are housed in

special collections divisions, are non-circulating, but which would not

be classed as 'rare.' The special collections librarians are prepared to

lend these materials to the other institutions under the following

conditions:

I. Th

e

lending library has the privilege of deciding in each case

whether a particular item should or should not be provided, and

whether the original or a copy should be sent. These decisions may

. ?

be determined by the nature of the material or its physical condition,

the degree of active demand for the material requested, conditions of

deposit of the material in the library, or other reasons (to be

specifically indicated).

2.

Materials from Special Collections will be sent directly to the

Special Collections section of the borrowing library, not to the

Interlibrary

Loan unit, or to the requester of the loan.

3.

Materials will be sent by registered, insured mail or other reliable

agent as determined by the lending library. The borrowing library

cxiist

be prepared to pay the cost of insurance and registration and should

authorize such charges on the request.

4.

Special Collections staff of the borrowing library agree that the

material will be used under supervision only in the Special Collections

section and not lent for use outside the section.

5.

The borrowing library agrees to honour any limitations on use imposed

by the lending library, such. as not allowing photocopying, use of pens,

etc.

6.

The borrowing library is responsible for returning loans promptly and

in good condition. In case of loss or damage, the borrowing library

will meet all costs of repair or replacement in accordance with the

0 ?

1

preferences of the lending library.

---

.4

:oi 1 i or

4Pi

(, p

PN.*

Dear Mr. Dean,

flitntrtt* of Xorouto

TORONTO 5. CANADA

16 July 73

Thank you for your letter-of June 22, which reached me only

about

week ago: at this time of year I am only infrequently in my office.

I find it difficult to answer your specific

q

uestions until after I

do

stocked

have

cumentation.

indicated

with Ph.D.s

the

Of course,

responses

in English,

as

I

we

have

and

know,

felt

we

tnis

must

In working

continent

be careful

through

is

when

g

your

ettinaddfull.

g g

ver-

the number. Still, you

?

?

will gather from my comments below that I

ing

am

to

not

against your making some small addition.

Here are the comments that have occurred to me In going through the

whole submission:

scrutiny/

P. 2, l. Yes, this is true. But a major library is a pre-

requisite: even at the University of Washington, where I have

large

unthe

taught,

necessarily,

need

university,

the

for

graduate

close

I think.

though

contact

students

I

the

agree

with

ocomplain

p

portunity

students,

on the

about

necessity

is

which

sometimes

their

is

of

library

possible

not

s

tressing

taken.

—

in a

p.

d

we

am

shall

iscontinuing

2 1

not

ought

2.

be

unsympathetic,

I

to

required:

don't

abandon

a candidature

Il

uit

some

anything

e

but

understand

years

of

when

course

but

ago

it

'No

'atis'

at

you

truly

course

Toronto

must

appears

and

have

credits,

'non

I su

to

a

satil

g

chance

gested

be

as

l

such,

.

that

of

So I

more

charitable

necessary.

ch

illingthan

B,

Perhaps

we might

what

a '5atjs'•/'n

under

we at

such

present

-

satis'

a system

have;

dichotomy

give

where

a in

would

we

satis.

now

be

give a

P

.

who

he

I

that

examinations

have

3.

had

was

had

case

I

Succeeded

not

admitted

welcome

an

long

yourM.A.

(

/I

ago

X

the

in

while

from

M

have

XMMQL

the

a

omission

there

I

student

been

matter

was

of

q

urging

on

and

ualifications

of

from

of

leave.

proved

entrance

entrance

this

a quite

to

on

and

must

be

Toronto

e

good

xaminations),

'comprehensive

almost

be

U.S.

truly

for

i

u

lliterate:

years

niversity

rigorous.

but

)

I

In

and

but I think you are wrong in despising 'breadth' of Study.

As

Of

I grow

spe

cialisation,

older, I increasingly

with no Intention

read things

of writing

far away

on

from

them:

my

this,

field

Let

dissertation.

isn't

surely,

them

all

is

be

of

something

urged

our

Of

knowledge

course,

to

we

read

should

such

so'

wice1knowledge

require

y

before

early

they

is '

from

start

sup

erficial',

our

on

students.

a Ph.D.

but

pp.

?

L,.

I see with regret your wish not to insist on Latin, and

have to admit with equal regret Toronto's abandonment of it (for

the Ph.D. In English) a few years ago.

---

2

A,

S

is

P

.

5,

v.2. Can you give a Teaching Fellowship (as we call it in

Toronto) to every Ph.D. student accepted? We can't, though we

try to,

P. 6

1

(1), end. Nor do we in Toronto!

p.

12 (h). Do you really have a 'students' Supervisory

Committee'?

blood run cold.

I sin

not sure what it is, but it tends to make my

P. 12 (h). I think you should provide any acceptable person with

an

opportunity of teaching, if you can manage it and if he wishes

it

below.

- never mind what his 'interests' are. See notes above and

P. 12 (h). Eight years is surely too long.

PP.

didn't

1

..

16.

you

?

My

list

me?

of

Not

publications

that it matters.

takes my breath away: why

CalenQar

E

i

f

l

ry ,

P. 1.

Study Requirements. I don't really think

YOU

should

submit a student to appraisal at the end of every

trimester; surely every year would be enough?

P. 1, last paragraph. Good; but you will see

from

above

everyone.that

I am

.

dubious about notrecuiring a foreign language

p.

2

1

Examinations.

the student waives this requiremen

relate this whole paragraph to the

absence of 'comprehensives' or the

Toronto experience, I suggest that

discretion of the Department, have

any such examination.

p .

2, Ph.D. Thesis, 1 end. You just can't

afford to get an external examiner a' this stage: reserve him

for the defence. See note below marked *.

Pr9ce.urej,

typing here.

P. 1, la

6t

.

3

lines. Something has gone wrong with the

P. 2, Supérvision,

?

4-5.

I wonder if you aren't

being too agonlsj,ng here? In practice the supervisor has to take

Primary responsibility, which is agonising enough.

p.

2

1

Studies, 2. See note above on the matter of a

foreign language.

sentence. P.

39'

Stuaies, 24. I'd suggest deleting the last

P.

3

7

:

Teaching.

You touch on•a really difficult

matter. In pr&èice, I recognise that the Ph.D. In the

Mumanities Is now largely a professional qualificationfor

I do not

understand

'

unless

t', and find it difficult to

previous statement about the

like. Also, in view of my

students should, at the

at leg two shots at passing

---

3

teachers, but should you totaiy neglect the possibility that a

afterwards?

student msy, wish

to get

the d,ree without wlsriing to teach

P.

3

1

Examinations,

?

j_Lf•

I fail

to see

t

heelat1on

b

'comprehensives'.

etween this and the previous statements that

therejto

be no

p.

+,

Ph.D.

Th€sj, 1.

'As soon

1. vague. ?

as

p

racticable' seems

P. 4,,,-Ph-D.

Thesis,

2. People die, move or Otherwise

above

examiner

become

marked

unav1ab1e:

only

*.

when the

I

would

thesis

suggest

is about

appointing

to be sUrnitted.

the

external

See note

p.

+

Ph.D.Teajs,

3.

I think you are being too elaborate

here:.

dont anguish

the candidate more than you have to. And

this would entail another visit from the external examiner, which

seems unnecessarily expensive.

P.

51

Ph.D. Thesis, 4.. We have found it useful in

?

Toronto to have a non-voting chairman of the defence committee

from outside the Department; his job Is simply to see that the

proper procedures are followed.

Ldb p

r y

Re

p

o rt

,

p.3,

D. I

strongly urge you to

get

the University

•

Microfilm s

of STC arid Wing, not relying on UBC for this.

General Comment. This is an impressive document

which must arouse admiration for all that has been done in a

comparatively snort time. Nevertheless, two things seem to

emerge which should be mentioned by way of caution: (I) the

English Department should not at present accept a Ph.D. student

who wishes to work In the medieval field; (Ii) in some other

fields it is likely that

a

Ph.D. student would need to pursue his

researches elsewhere, at least for a semEtter or two: of Course,

in

as

the

abundant

such

Canada

cases,

Council

as it

but

was.

we

has

have

been

to

generous

remember

in

that

the

its

past

money

in giving

is not

help

now

urricul

following

p

Vitaruzn.

comments

I.

seem

have

suggested.

been

through these in some detail. The

(i)

Clearly you have some people of high distinction: e.g.

Professors ffabenlcht, Lever, Newman (in alphabetical order,).

(ii)

With some outstanding exceptions, your senior Faculty

members seem

to s

p

ecialise particularly in

the

nineteenth and

eighteenth

Ph.D.

someone

triese

twentieth

p

Iieias

ro

who

g

ramme

centuries.

century.

wishes

-

as,

in

to

this

Pr

This

I

work

example,

wonder

subject,

does

in another

whether,

not

IWIIaster

vnu

mear

should

Ilej..a,

in

y

?

aoes

starting

concentrate

i ?

DUt

in

y

cne

his

t9

off

refuseyour

on

?

---

•

acceptance

ap

propriate

muss

supervisor

be

de p

endent

and other

on the

teachers

avali.abity

In

his

of

field.

an

(iii)

It

don't

above,

Associate

Supervision

i8

I think

my

keep

looked

honest

Professor.

to

you

anyone

rather

it

should

opinion,

in

who

Toronto.

This

carefully

not

has

Professor

is

use

not

a

But

In

hard

at

yet

Ph.D.

I

the

reached

Newman's

have,

saying,

curricula

teaching

as

the

because

is

mentiorank

clearly

vitarum,

or

of

ned

we

an

and

anomalous case, and this does not apply to him.

At this point I shall make tentative replies to the

q

ueations

Spe

cifically asked In your letter:

(1)

and

supervision.

Yes,

Concerning

but with the

the

rese

use

rvations

of members

made

of

above

Faculty

concerning

for teaching

fields

and

(2)

Yes, Within the limitsalready indicated.

(3)

This,

ex

'Go

traordinarily

ahead,

as indicated

but

ver

difficult

y

at

slowly.'

the

b

to

eginning

answer.

of

On

my

baLance

letter,

I

is

would

Say:

(Lf); I think this has been answered under (3). I am not fully

fairly

familiar

well

with

those

all

in

English

Ontario,

Departments

British Columbia,

in Canada,

and

but

Nova

I know

Scotia. Probably you are in at least as strong a position as

any other of the universities

I

know that do not yet have a

Ph.D.

this Is

programme

not saying

in

very

English,

much.

But Ithink we should face it that

Do you want the

docum

entation

back? I. can easily get my Office to

send it to you If you wish.

With kind regards,

Yours Sincerely,

Clifford Leech

Simon

A

Dr.

urnaby

ssociate

K.

Fraser

E R.teckhoEt,

Dean

University,

of Graduate Studies,

wrltish C2

6Lutnbja,

---

('Al JR )RNIA S J

ft

UNIVERSI1Y

•

IDS ANGELES

t NRI bSIl' I )IR'I

?

1

(SAN;II I.'-. AIJI( )INIA'k.

July 1973

?

f

•

?

• kiec1f, Aociate Dean

?

0

.iraluite

.3 inr I'ri:)er

?

tuIjts

University

lInt ish

Columbia

eir

1 ;iri ?

ieckho 11':

j a

t:si.crL of the

nglih Ih

)

oropoai may

eerii

inccrwiertt

Ii) 11W tuder1t:3 and faculty, it appears exciting and challeningLc

!it1di

lht. uriirator

n,'. 3tiil, were

frightening

?

a member

•

rid

of

to

the

the

A ssessment,

prosoectjve

C

ommittee,

ernployer,7r_

T

.'rulrj

?

vote in favor or the plan because its Dotential stror-.gths could, in

L! ?

long-mu, compensate for inherent weknesse..

(i) The

:itrenj'th

or the proposal is that it nlaces iue emohasis

on

providing

LIuc

PhD

a3

30m0

a reserrch

leaching

degree,

experience.

while recognizing

It may be true

thr.that

,

oramatjc

Ph!)'s

value

from

"l'aiinug .institution" have a breadth of courses that this oronosal de-

S ?

cruup:t:ics

(yet would ensure by careful screening of annl.i.cants). it

.en :y experience, however, that this breadth is

rot

. .:Lavs a

•I

arIi4:e

.

:,rands.

-r

the

At

flexibility

the

suie time,

or adaptability

the depth promised

college

by

teachir

this proposal

i

in our time

at least

i:cvse; the probability that a SF

U

PhD would have had research exneri-

ence comparable to PhD's from any other institution I know.

(2)

1

rear

this is the basic weakness of the nro

p

osal.. T do riot

wish

:i

program

to ev;ulunte

putting a

the

premium

inonits

or.

of

individual

a faculty known

attention

to me

ought

only

to

on

rectuire

naner.

1ut.

grani

a

I

l.argo

I uat.

on

i

the

cnc'uh

on,

undergraduate

and

group

pe

r:sorial

of experts

level

ity:

(Swarthmore

clashes.

to crmnensatr

As a

College

surv

ror

vr

IaVes,

T

onors),

of

a si'iilar

"ifl(iiVUpl

I know

nrc-

hw

frustrating and demoralizing such problems can be. Yet m

y

exoerience at

graduate school (Harvard) was worse, because the people I had hoped to

study with were on leave or incompatible, and I emerged in a 'ield for-

eign to my intent or inclination. This is perhai,s, then, a congenital

weakness of the system itself. Could the emphatic focus on individual

tttcuitjon be a curse?

'

?

(3)

1t seems to me that the success Of the program would deoend

on "nigorous implementation,-- screening annlicants, advising carudjriat_

es, monitoring their

p

erformance, and measuring their bcl

l ievements. If

the screening could jcmehow ensure breadth; the advising, tailor nropra'q

.o Indivduai capabilities;, the examinations be conducted by external ex-

S ?

I

arni:iers -- a successful. candidate would emerge with professional comoet-

crice arid concomitant confidence.

liii ?

t ?

\

?

•

?

,

?

''

?

I ?

II ?

I

---

\\jN\

\\

C,

?

•• /

_

Faithfully yours,

-ftEf

P. M

P

rofessor

Of

Erlish

:.

(b ?

I see ?

Canada's

p

rediccirnent in L!i. resoect,

•uid what I know of this country's, shoul mnke the nro-

prugram

poi.I

LLcIur

f Labor,

Lerriiyir.

3

would

by ?

at :Lst,

have

end

Jut

had

o

of

projections

f'fer

the

a chance

"good.

decade

to

prosoects"

--

of

p

i

when

-ov

the

f

,

, itselr.

?

the

for

Denarti'ent

oroposed

universitr

(Ja ?

Ciumbja

progra

r;Ludtnt.

I

?

L'ht:

1

?

1 1

in

specifically,

Ler;

d;n,trvl,

tz'eri'!

ethnic

L'

p e.

In

?

Ls

Cultures

this

'1

a

?

ret,urr,

country,

and here.

or

Lrm

women's

to

chi

The

historicity

rii

?

cf'ly

more

role

E:.;t

in

fashionable

resnon;e

and

in

tho

";t,

even

te.rc

tr

nt

tlose

-

would

empsjjg

huu1d

he

think

"

Criticism

ware

faculty

Of CUrrent

eern

desi

c

destined

;rijnp

trends

individual.

in

to

both

be

our

short-lived

I

li,

countries.

nrorarris

?

T

(4)

?

?

I an

1would

P

ersu

aded

advise

or the

taking

virtues

tht

.

risk

in the

inherent,

tutorial

th

enphasis,

the nroposal.

al.-

?

t.houh

ir close

I would

mo

nitoring

urge that

and

the

flexible

oregraxn

enou

be

g

h

1:+

for

small

intelligent

encw'h

which

m

coflt,riJt

Unnortarit.

od

ifications

13

to

smaller

UCLA's

much

?

i

still.,

smaller

am

3UCCeSS

riot

seems

sure

TJC,

in

th

to

olacing

Tr.,inets.

q

have

L size

more

it

flut

or

Phfl'

success

emn'ij

T!C,

i

Riverside,

in

than

5

is

nh;rn

T'CI.

all-

deciding

1:;

emphasizes

T1

also

di ffureuce

on

factor

H

C

istoricity,

riticism,

may

is the

indeed

reputation

Yct

has

be

gigantic

mixed

in their

of

succe.

USC,

the

emphases

faculty

where

I suspect

under

--

the

for

emohais

'!CT

whom

the

given candidate works. Thus, ultimately, the

SUCCeSS

of

to

this

.

L}:t:I

proposal

r own

?

d

eveiopraent

come to

Ps

lepend

well

on

as

the

to thit

faculty's

o' their

commitment

students.

?

-

---

&

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;IsII' OF (I.IIUUNI\, uI:RKI;l,I:y

IIi\IIi'UU:

• S%N

IIUA.I)

•

A I'IIAN(:Is(:()

?

SA I II tIIIIRA '.

'% I r%1.'/

i'i:i'

.% itit i

•

1

r. i

OF i

.

:Nci

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HERKELF.1% (;.\I.I IOIIcA

?

94720

18 July 1973

Dr. K. E. Rieckhoff

Associate Dean of Graduate Studies

Simon Fraser University

Burnaby 2, B.C.

Canada

Dear Dr. Rieckhoff:

This is my assessment of the proposed Ph.D. program

in English at Simon Fraser University, For the sake of

clarity, I will give brief summary answers to the four

questions you posed, and then make detailed comments on

a variety of matters.

1. The program described can certainly produce

of high quality. By admitting only candidates with M.A.'s

and with very excellent records, the English department can

compensate for any weaknesses in its own offerings.

. I think the available academic expertise is sufficient

to launch the program, and that the program's very existence

will draw further talent to the faculty.

3. The rationale strikes me as convincing in its remarks

about the effect of a Ph.D

*

program on faculty morale, but

rather scanty with regard to the students who would actually

go through the program. No attempt is made to justify the

Ph.D. as a degree having either cu.tural or practical value.

I

I myself am no expert on the job market, which may be quite

different in a few sears. It would probably be wrong to turn

down a small-scale Ph.D

*

program now on the grounds that

employment couldn't be garanteed five or etght years from

now. I personally do

believe

in the less tangible benefits of

a Ph.D. degree, both for its recipient and for the institution

offering it, but the English department's proposal doesn't

try to spell out those benefits very fully.

S.

---

4

-2-

1,

Within the realities of the job market, I believe that

a university that is capable of offering Ph.D. degrees in various

fields should do

80.

The existence of a program fosters higher

standards of knowledge at all levels; it attracts talent to both

the faculty and. the student body; it results in improved library

resources; and eventually it offers cultural benefits to the

surrounding community. I wonit enter into an elaborate defense

of these ideas, which I believe are commonplace,

Now I would like to point out what I think are the strong

points in the proposed program, and then go on to raise certain

doubts and queries:

Strong Points

1. The M.A. requirement is very sensible for a new program

in

a relatively

small university. At a later point this requirement

might well be removed.

d. I believe that the admissions procedures can probably be mate

strict enough to ensure

Ct

first-rate student body.

3.

The emphasis on one-to-brie teaching is excellent, and makes

a notable departure from the situation in most graduate schools.

I also approve of the idea of a supervisory committee to oversee

. ?

and evaluate each student's progress.

1.

The rather forbidding set of examinations, required quite

early in a student's graduate career,

?

,juatified as a means

of ensuring that supposedly advanced students re&lly are far

enough along to undertake Ph.D. work.

5. I approve of the proposal that each student be given advanced

teaching responsibilities insofar as possible.

Doubts and Queries

1. Admissions will have to be handled with the utmost care and

skepticism, for the following reason. Most of the top-flight

students sought for this program will presumably have just

received

M.A. degrees from leading universities that have Ph.D

*

programs

of their own, Why would such a student decide to transfer at this

point to S.F.U.? There is a risk that the student body might

come to consist of academic malcontents who, though they want

advanced degrees, resist the whole Idea of intellectual discipline.

I have &lready conceded that, the program contains checks against

this danger, but it should be kept

In

mind from the beginning.'

.0

---

J

-3-

2. Ph.D. programs generally pay some homage to the idea of

comprehensive knowledge within the field. Of course true corn-.

prehensjvenesa becomes an ever more distant ideal as specialization

advances, but there is still a widespread idea (which I share) that

a holder of a Ph.D. should be broadly knowledgeable about his whole

discipline. The statements before me seem to hurry past this idea,

perhaps with a trace of sarcasm. Does the S.F.U. English department

b]ieve in comprehensive

?

knowledge of English and American

literature and language? If so, its proposed program seems to have

some serious loopholes:

(a) The holding of an M.A. degree these days doesn't guarantee

that any core of knowledge has been covered. Will those

I ?

who handle graduate admissions be looking for signs of

wide background, and if so, what coverage will be

expected?

I ?

(b) The proposal mentions four "core areas," one of which must

be pre-nineteenth century. But since the core areas aren't

defined (point

5

below), I can't ket a clear idea of what

this requirement would entail. In my experience, students

these days tend to concentrate on the twentieth century

in their electives. I don't see anything in the proposal

that would prevent a very narrow modern specialization

from undergraduate work right through the Ph.D.

I have a comparable reaction to the absence of any language

requirement, Is S.F.U. content to award Ph.D. degrees to people who

dcrn't know even one language other than English? Once again it

would be good to know whether some value is going to be plced on

language competencd at the time of admission,

4. The two previous points entail a broader one that I hinted at

on P. 1: the pDopoaal contains

very little positive

emphasis on

what a Ph.D, degree ought to mean. How should a Ph.D, differ from

an untrained layman? Is he just somebody who can pass a few exams

arid

tr

1

ust?

write

The

a

discussion

dissertation?

of language

Are there

requirements

any cultural

implies

Valuethat

s

'

in his

a Ph.D,

candidate needn't know anything that isn't directly necessary to the

carrying-out of one particular research project. But won't this

person go on to do some very different research in later years, and

won't he be faced by a wide variety of teaching challenges that can't

be precisely anticipated? i don't have a specific complaint to lodge

here; I simply feel a vague lack of

p

hilosophical commitment behind

th proposal, which is excellent in most of its details.

completely undefined

)

Pdmission; they deserve to know (from the catalogue) exactly what

rl

---

-4-

parts

of

their B.A. and M.A. training would count in their favor,

and exactly what further hurdles they face, Second, I think that

phi

this

losophical

lack of definition

differences

may

among

hide

the

fundamental,

faculty. For

debilitating

some professors,

I would surmise, a core area could only mean Chaucer, Shakespeare,

Spenser,

others it

Milton,

would also

the Renaissance,

mean Female Studies,

Rom

a

nticism,

Psychoanalysis

etc., while

and

for

Literature, Marxist Criticism, Folklore, Myth, etc. The difference

becomes important when a student draws liberally on the second

type of course or exam to fulfill his core areas,. Painf'ul though

the prospect may be, I think the English faculty should iron out

,

itsd

isagreements (if any) on this issue, and get a clear statement

into the catalogue.

6.

The proposal makes no mention of research methodolo8, in most

Ph.D. programs, I believe, a "methods" course is required; it

covets

library

finding materials

research,

and

b

ibliography,

solving anomalies

printing,

(multiple

and special

or unknown

problems of

a

uthorship,

dating, identification of handwriting, etc.). Opinion about the

value of such courses is divided. i would like to know where the

English

this knowledge?department

If

stands,

so, this

Does

is probably

it expect

a

students

vain hope,

to

as

come

M.A.

with

'

candidates are often exempted from the methods course. My impression

problem

the

don?t

then

is that

grounds

wilt

have

been

some

before

the

for

cstudents

o

necessary

nsidered?

the

the

decision?

awesome

can

command

If

perform

a

prospect

requirement

of

b

rilliantly

research

of. a

was

dis

techniques,

through

sertation;

rejected,

the

what

Has

they

M.A.

this

were

and

just

sounds

7.

The

odd

stated

to me.

span

Could

for

eight

student

years

careers,

be Considered

namely two

a normal

to eight

or

years,

desirable period between the M.A. and Ph.D. degrees? Perhaps the

authors mean to say that students would normally be expected to

finish in two or three

years,

and that they would be removed from

candidacy if they hadn't finished in eight years.

8.

I believe the oral defense of the dissertation is widely

recognized as an anachronism. What purpose does it serve? Can

anyone seriously imagine a student being denied a Ph.D. because

approved

proposal

of an inadequate

be

by

deleted.

its

oral.

readers?

?

defense

-

i

recommend

of a

d

issertation

that this portion

that was

of

already

the

9.

The proposal asserts that a student will receive a progress

ppraisal at the end of each term by his

in

structors, his

supervisor,

his supervisory committee, and the departments graduate program

burden

committee.

on the

If this

faculty.

actually

In

my

occurred,

own department

it would

there

place

is

an

one

intolerable

thorough

---

-5-

review after

six

terms, when sufficient evidence has accumulated

rrozn

many

sources. I was chairman of the review committee (for

all candidates) this year, and the job was extremely demanding.

If the statement really means that instructors and supervisors

will fill out a form at the end of the trimester, this is a

different matter. Perhaps it should be clarified.

10.

A student, the proposal says, may take his four written exams

"at any intervals of his choice" before the end of his third trimester,

I believe this means that.a new set of exams would have to be devised

for each student. If so, this would be wasteful of faculty time

and energy. It is much easier to take an exam than to invent a fair

set of questions and grade the answers. Shouldn't there be a few

set dates on which exams would be offered? The more students you

can get to take an exam on the same day, the clearer the resultant

picture of relative quality.

11.

I wonder if an external examiner is necessary. It is a gfeat

nuisance to

serve

in this capacity, and the proposal envisions that

the examiner will be present (if possible) at the prospectus meeting

and the oral defense. If the examiner does take the trouble to

comply, his own academic life will be interrupted by travel, etc.;

if he doesn't, he won't be in sufficient touch with the student's

project to give him much help. What, then, is the point? In my

university the dissertation committee draws one of its three members

readily

from an

available

external

department

not only for

on

the

the

prospectus

same campus.

meeting,

This

but

person

for

is

meaningful, ongoing consultation with the student as he works on

the dissertation, Often, in fact, he turns out to be the key member

of the committee. I recommend this system on the grounds or

everyone's convenience.

Although this hat has been longer than the one preceding

it, I would like to reaffirm my broad agreement with the proposal.

'A Ph.D. in English at S.F.U. is an

attractive idea,

and this

proposal shows an admirable dedication to personal instruction

and a practical sense of what can be accomplished with current

facilities.

Yours sincerely

a211e/

Cv4iS

Frederick Crews

Professor

P.S. Pardon my wretched typing. And do you Want me to return any

of the materials you sent me? I have left the vitae unmarked,

4

---

SiMON FRASER UNIVERSITY ?

MEMORANDUM

M

EM

B

ERS

—

O

T

?

From...............

M.

EVANS, SECRETARY

OF SENATEAND REGISTRAR

Subject ..... ........

....1119T

.C•EOFMEETING

?

Date...

DECEMBER 2.1975

A Special Meeting of Senate has been called for Monday,

ecember 8, 1975 at 7:30 p.m. in Room 3172, Administration Building

o consider items which were not covered in the Open Session Agenda

nd in the Closed Session Agenda of the Senate Meeting of December I,

975.

H. M.Evans

:pr

OTE: I. See agenda and support papers distributed earlier for

the meeting of December I, 197,5.

2. No arrangements are made for dinner in advance of the

meeting.

.0

---

.

?

UNTIL APPROVED BY SENATE

MINUTES OF A SPECIAL MEETING OF THE SENATE OF SIMON FRASER UNIVERSITY

HELD MONDAY, DECEMBER 8, 1975, 3172 ADMINISTRATION BUILDING, 7:30 P.M.

OPEN SESSION

.

Present: Jewett, P., Chairman

Allen, D. I.

Aronoff, S.

Barlow, J. S.

Birch, D. R.

Blaney, J. P.

Brown, R. C.

Calvert, T. W.

Carlson, R. L.

Catalano, J. A.

Curzon, A. E.

Debo, R. K.

Dorsel, M. M.

Ellis, J. F.

Emery, B. E.

Fattah, E. A.

Finlayson, T.

Holmes, R. A.

Hutchinson, J. F.

Ironside, R. A.

Jones, C.H.W.

Latham, L.

Mackauer, J.P.M.

Martel, A. G.

McCoy, C. G.

McWhinney, E.

Overholt, M. J.

Smith, W.A.S.

Thomas, S.

Walibaum, D. C.

Wheatley, J.

Wilson, B. G.

Absent: ?

Baird, D. A.

Cunningham, F.

Davison, A. J.

Diamond, J.

Doherty, P. M.

Erickson, D. A.

Harrison, S.

Hindle, L.

Kazepides, A.

Knight, D. E.

McCoy, S. C.

Morin, S.

Pate, B. D.

Rieckhoff, K. E.

Schiffer, R.

Shillow, M.

Sterling, T. D.

Versfelt, J. A.

Walkley, J.

Williams, W. E.

In attendance: Alspach, B. R.

Russell, R. D.

Evans, H. M., Secretary

Nagel, H. D.

Norsworthy, R., Recording Secretary

0

---

l;

.

A

- ?

I

?

1 ?

r ?

.

•1

0

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-2-

?

S.M. 8/12/75

It was noted that the Special Meeting of Senate had been convened

to consider the balance of the agenda for the December 1, 1975 meeting

of Senate.

REPORTS OF COMMITTEES

ii) Senate Committee on Undergraduate Studies

1) Paper S.75-173 - Faculty of Education - New Course Proposal

- EDUC 406-0

Moved by D. Birch, seconded by J. Ellis,

"That Senate approve and recommend approval

to the Board of Governors, as set forth in

S.75-173, EDUC 406-0."

Question was called, and a vote taken.

MOTION CARRIED

m) Paper S.75-174 - Proposed Changes - Computing Science

Moved by D. Birch, seconded by R. Brown,

"That Senate approve, as set forth in S.75-174,

the vector change, prerequisite change, and

special note change proposed for CNPT 260-3."

R. Brown drew attention to an editorial change wherein the pre-

requisite change for CNPT 260-3 should read, "CMPT 103-3 or CMPT 105-3

(or CMPT 001 for students not taking Computing Science programs), and

completion of 45 semester hours of credit."

Question was called, and a vote taken.

MOTION CARRIED

nfl)Paper S.75-175 - New Course Proposal - KIN. 220-3

Moved by D. Birch, seconded by R. Brown,

"That Senate approve and recommend approval

to the Board of Governors the new course, KIN.

220-3 - Human Foods and Nutrition, as set forth

in S.75-175."

Question was called, and a vote taken.

0

?

1 ?

MOTION CARRIED

Is

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5.

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S.M. 8/12/75

k)

Paper S.75-176 - Proposed Changes - Department of Kinesiology

Moved by D. Birch, seconded by R. Brown,

"That Senate approve and recommend approval

to the Board of Governors, as set forth in

Paper S.75-176:

1. That the Mathematics requirements for a Major in

Kinesiology, originally (a) be changed to (a) or

(b):

(a) ?

MATH

151-3 -

Calculus

I

MATH

152-3 -

Calculus

II or

(b) ?

MATH

154-3 -

Calculus

for the Biological Sciences

MATH

155-3 -

Calculus

II for the Biological Sciences

and that this change be made wherever it appears in

the submission.

2.

That the Computing Science requirements for a Major

in Kinesiology be changed as follows:

Delete CMPT 100-3 (now CMPT 105-3) - Introduction

to Computing;

• ? Add CMPT 142-1 - Computing Project - Kinesiology.

3.

That there be a change in the wording of the course

description and the addition of a recommended pre-

requisite for KIN. 100-3 - Introduction to Human

Structure .

and Function to read as follows:

'This course provides an insight into the structure,

function and organization of the various systems of

the body and how they interact to form a living

organism. Material includes: the nervous system;

structure and function of muscle; the cardiovascular

system; respiration energy metabolism; endocrinology

and reproduction. Recommended: A knowledge of

Biology, Chemistry, and Physics to a Grade XI level.'

4. That the vector for KIN. 330-3 be changed from 2-0-4

to 2-1-0, with the corresponding word description

changing from Lecture/Tutorial/Laboratory to Lecture!

Tutorial.

5.

That the prerequisite for KIN. 442-3 - Biomedical

Systems be changed:

From: CMPT 100-3, MATH 101-3, MATH 152-3, KIN.

100-3;

To: ?

CMPT 103-3, MATH 152-3, or MATH 155-3,

KIN. 100-3.

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S.M. 8/12/75

6.

That the prerequisite for KIN. 480-3 - Human Factors

in Working Environments be changed:

From: 'A minimum of 90 semester hours credit with

not less than 45 hours credit from courses

in at least three of the following: Science,

Computing Science, Economics and Commerce,

Psychology and Kinesiology.'

To: ?

'KIN. 100-3, PHYS 101-3, MATH 151-3 or 154-3

and not less than 45 hours credit from Science,

Computing Science, Psychology, Economics and

Commerce and Kinesiology recommended.'

7.

That a prerequisite be added for KIN. 496-3 - Directed

Study, to read:

Consent of advisor. This is to be obtained before the

start of the examination period of the semester prior

to the one in which the student plans to register for

this course.

8.

That the prerequisite for KIN. 498-3 - Undergraduate

Research be changed from 'Consent of ?

to

'Honors standing or consent of chairperson. Approval

of the research project is to be obtained before the

S

start of the examination period of the semester prior

to the one in which the student plans to register for

this course.'

9.

That the requirements for a Minor in Kinesiology be

changed to:

'The basic requirements will be (a) KIN. 100-3, (b)

21 hours of additional course work in the Kinesiology

Department, of which at least 15 hours must be selected

from courses numbered 300 and above. Students using

this minor in preparation to teach are urged to select

the courses for the minor program in consultation with

the Faculty of Education and the Department of Kinesi-

ology. "

Question was called, and a vote taken.

MOTION CARRIED

o) Paper S.75-177 - Proposed Changes - Canadian Studies Program

Moved by D. Birch, seconded by R. Brown,

"That Senate approve the revision of the Canadian

S

Studies Program, as set forth in S.75-177."

Question was called, and a vote taken.

MOTION CARRIED

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S.M. 8/12/75

p)

Paper S.75-178 - Proposed Changes - Latin American Studies

Moved by D. Birch, seconded by R. Brown,

"That Senate approve, as set forth in S.75-178,

the recommended addition and deletion of courses

identified as containing partial Latin American

content."

Question was called, and a vote taken.

MOTION CARRIED

q)

Paper S.75-179 - Proposed General Changes - Faculty of Science

Moved by D. Birch, seconded by S. Aronoff,

1.

"That Senate approve, as set forth in S.75-179 (a), the

deletion of notes A and B following BISC 101-4 and 102-4

in the undergraduate calendar entry."

2.

"That Senate approve, as set forth in S.75-179 (b), the

proposed modification of requirements in the Biochemistry

Core Program to make BISC 101-4 and 102-4 required rather

5 ?

than merely strongly recommended."

3.

"That Senate approve, as set forth in S.75-179 (c), the

change in prerequisite for BISC 410-3 - Ethology from

BISC 305-3 - Animal Physiology to BISC 304-3 - Animal

Ecology, or permission of the Department."

4.

"That Senate approve and recommend approval to the Board

of Governors, as set forth in S.74-179 (d), the following

revision to the requirements for majors in Biology:

Delete: 'Three courses from Group II - The Biology

3473•r Replace with: 'Four courses from Group II - The

Biology of Organisms. One course from BISC 326 and 337,

one course from BISC 303, 306, 316, 317, 326 and 337, and

one course from BISC 305 and 347."

5.

"That Senate approve, as set forth in S.75-179 (e), the

revision of notes under CHEM 251-3 and CHEM 256-2 as

follows:

After CHEM 251-3 add: 'CHEM 256-2 should ordinarily be

taken concurrently.'

After CHEM 256-2, delete 'this course may be taken concur-

rently with CHEM 251-3 or 252-3.' Add after prerequisite:

'CHEM 115-2. CHEM 251-3 should ordinarily be taken con-

currently."'

6.

"That Senate approve and recommend approval to the Board

of Governors, as set forth in S.75-179 (f), the addition

of PHYS 202-2 to the statement of Chemistry Core Program

requirements."

A

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S.M. 8/12/75

S7. "That Senate approve and recommend approval to the

Board of Governors, as set forth in S.75-179 (g),

deletion of the first footnote under Chemistry Minor

- Inorganic/Radiochemistry and both footnotes under

Chemistry Minor - Physical and Nuclear Chemistry."

8.

"That Senate approve and recommend approval to the

Board of Governors, as set forth in S.75-179 (g),

the addition of the words 'or MATH 154-3' after MATH

151-3 in the statement of prerequisites for CHEM 104-3

- General Chemistry I, and the addition of 'or MATH

155-3' after MATH 152-3 in the statement of pre-

requisites for CHEM 105-3 - General Chemistry II."

9. "That Senate approve, as set forth in S.75-179 (h),

the addition of a note following MATH 101-3 - Intro-

duction to Statistics to read 'students who have

obtained credit for ARC. 376-5, ECON 332-3, or MATH

371-3 cannot subsequently receive credit for MATH

101-3' and the alteration of the prerequisite state-

ment. following MATH 302-3 to read as follows:

'Prerequisite: MATH 101-3 or MATH 371-3 or ARC.

376-5 or ECON 332-3."

• ?

10. "That Senate approve and recommend to the Board of

Governors for approval, as set forth in S.75-179 (i),

the recommended changes in prerequisites, course titles,

and course descriptions in Physics."

D. Birch drew attention to Motion 9,. wherein MATH 371 had been

inadvertently omitted from the blue motion sheet in the prerequisite

for MATH 302-3.

Question was called, and a vote taken.

MOTION CARRIED

r) Paper S.75-180 - New Course Proposals - Biological Sciences

Moved by D. Birch, seconded by S. Aronoff,

1. ?

"That Senate approve and recommend approval to

the Board of Governors, as set forth in S.75-180,

the following courses:

BISC 337-3 - Comparative Morphology, Distribution

and Evolution of Vascular Plants

BISC 437-3 - Plant Development and Morphogenesis

BISC 347-3 - Physiology of Plant Nutrition and

Metabolism

. ?

BISC 447-3 - Control and Regulation in Plants

(Note: The approval of BISC 337-3 and 347-3 will

result in the deletion of BISC 336-3 and BISC 315-3

respectively from the Biological Sciences curriculum.)

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S.M. 8/12/75

2. ?

"That Senate approve that BISC 447-3 may be first

offered in the Summer semester 1976-2."

Question was called, and a vote taken.

MOTION CARRIED

s)

Paper S.75-181 - New Course Proposal - BICH 412-3

Moved by D. Birch, seconded by S. Aronoff,

"That Senate approve and recommend approval to

the Board of Governors, as stated in S.75-181 -

BICH 412-3 - Enzymology."

(Note: If BICH 412-3 is introduced, BICH 411-2

will be discontinued.)

Question was called, and a vote taken.

MOTION CARRIED

t)

1) Paper S.74-182 - Proposed Changes - Mathematics Lower

Division Course Requirements

Moved by D. Birch, seconded by S. Aronoff,

"That Senate approve the lower division course

requirements for Mathematics majors and minors,

as set forth in Paper S.75-182."

Question was called, and a vote taken.

MOTION CARRIED

ii) Paper S.75-183 - Proposal for Computational Mathematics Option

Moved by D. Birch, seconded by S. Aronoff,

"That Senate approve, and recommend approval to

the Board of Governors, the following new courses

as set forth in S.75-183:

MATH 243-3 - Discrete Mathematics

MATH 408-3 - Discrete Optimization

MATH 450-8 - Job Practicum in Computational

Mathematics."

D. Birch noted that he had received material from the Interdisciplinary

Committee representing Mathematics and Computing Science documenting consul-

S

tation and the extent that the courses proposed will meet the needs of the

two groups. Professors B. Alspach and R. Russell were invited to join the

assembly as departmental representatives and proponents of the proposal.

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S.M. 8/12/75

D. Wailbaum expressed his concerns with regard to MATH 450-8 and

the possibility of students being placed with commercial organizations

without provision for payment; also with credit so obtained not being

applicable towards requirements for the major. D. Birch explained that

discussion by the Senate Committee on Undergraduate Studies had ensured

the intention was not to exclude payment but not guarantee it, and that

students would not be competing unfairly or be exp1oi4d.B. Emery commented

that the proposal smacks of union busting.

Moved by B. Emery, seconded by R. Ironside,

"That MATH 450-8 be referred back to the

Senate Committee on Undergraduate Studies."

R. Ironside stated that he was under the impression that a study is

currently underway on the practica field and it was appropriate to refer

to permit time for study and evaluation. S. Aronoff added that there

were a number of work practica in existence and the matter should be

deferred pending resolution of the study.

It was moved by J. Ellis, seconded by?

"That the motion to refer be tabled to

•

?

permit discussion of the substance."

Question was called on the motion to table, and a vote taken.

MOTION TO TABLE CARRIED

The resource people stressed that the proposal was an experiment and

the Department assumed on the basis of the enthusiastic responses received

from interested concerns that the demand could exceed the supply; that

there was every possibility that students involved would be remunerated

for their contributions which would involve statistical as well as comput-

ing abilities.

A number of Senators commended the proponents of the proposal for

their initiative, while several students remained cynical in their views

of the business community. It was agreed that the minutes would reflect

the consensus of the meeting that a practicum should not preclude payment.

Moved by R. Ironside, seconded by B. Emery,

"That the motion to refer be brought back

to the table." ?

MOTION CARRIED

Question was called on the motion to refer, and a vote taken.

MOTION TO REFER FAILED

0

?

Question was called on the main motion, and a vote taken.

MAIN MOTION CARRIED

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S.M. 8/12/75

• ?

u) Paper S.75-184 - New Course Proposal - PHYS 131-2

Moved by D. Birch, seconded by S. Aronoff,

1.

"That Senate approve and recommend approval to

the Board of Governors, as set forth in S.75-184,

PHYS 131-2 - General Physics Laboratory."

2.

"That Senate approve the offering of PHYS 131-3 -

General Physics Laboratory first in the Summer

semester 1976-2."

D. Birch stated that offering of the course, if approved, would

be contingent upon resources and approval of the course by SCUS and

Senate does not imply allocation of resources. A. Curzon, in response

to a question raised by R. Ironside, read details of the estimated

equipment funding, and stated that experiments would be set up many

times over 13 weeks of offering the laboratory. It was estimated that

between 15 and 20 would enrol in the course.

Question was called, and a vote taken.

MOTION CARRIED

v) Paper S.75-185 - Courses to be Deleted

Moved by D. Birch, seconded by S. Smith,

"That Senate approve and recommend approval to

the Board of Governors, as set forth in S.75-185,

that the following courses be discontinued and

deleted from the Calendar:

GERM 406-5 - Medieval German

RUSS 405-5 - Introduction to Slavic Linguistics

RUSS 409-3 - Readings in Russian Linguistics

PHIL 454-5 - Positivism and Pragmatism."

Question was called, and a vote taken.

MOTION CARRIED

iii) Senate Graduate Studies Committee

a) Paper S.75-186 - Biochemistry Graduate Calendar Entry

Moved by J. Wheatley, seconded by S. Aronoff,

"That Senate approve the entry for Biochemistry

as set forth in Paper S.75-186."

J. Wheatley noted that the proposal was permission to advertise

.

?

specialities of participating faculty in the Biochemistry Program and

no change in regulations.

Question was called, and a vote taken.

MOTION CARRIED

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S.M. 8/12/75

•

?

b) Paper S.75-187 - Proposed Changes - Graduate Studies Regulations

Moved by J. Wheatley, seconded by J. Ellis,

1.

"That Senate approve the following change in the

Graduate Studies Regulations:

'3.7 Conditional Admission

A student who wishes to apply in any of the

above categories can be given Conditional

Admission before he has all the qualifications

for admission. In that case, he is conditionally

admitted contingent upon his fulfilling certain

specified requirements.

2. "That Senate approve the following change in the

Graduate Studies Regulations:

That the word 'graduate' be inserted between the

words 'the' and 'courses' in the second to last

line of the second paragraph of 5.1 in the General

Regulations."

It was agreed that Motion 1 be altered to clarify the intent, and

the motion would then read,

•

?

'3.7 Conditional Admission

A student who wishes to

above categories can be

Admission before he has

for admission. In that

conditional upon his fu

fied requirements.'"

apply in any of the

given Conditional

all the qualifications

case, he is admitted

If illing certain speci-

Attention was directed to Motion 2, and S. Aronoff thought it would

be deleterious if professors require undergraduate courses which are not

counted towards graduate credit. J. Wheatley objected to Senate facing

questions which should be directed to the appropriate Committee.

Moved by S. Aronoff, seconded by J. Catalano,

"That Paper S.75-187 be referred back to the Senate

Graduate Studies Committee."

Question was called on the motion to refer, and a vote taken.

MOTION TO REFER FAILED

Question was called on the main motion, and a vote taken.

MAIN MOTION CARRIED

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S.M. 8/12/75

6. REPORTS OF FACULTIES

There were no reports from Faculties.

7. OTHER BUSINESS

There was no other business.

8. NOTICES OF MOTION

i) Paper S.75-189 - Two Semester Time Lag Requirements (J.P.M. Mackauer)

- For Discussion

Moved by M. Mackauer, seconded by J. Hutchinson,

"That Senate delegate to the Senate Committee on

Undergraduate Studies the responsibility for con-

sidering and applying existing regulations and

practices related to the two semester time lag

requirement before new undergraduate courses may

normally be offered; Senate to be advised of the

action(s) taken with respect to a particular

course(s) by the Senate Committee on Undergraduate

Studies at the time the course proposal is pre-

sented to Senate for consideration."

S. Aronoff supported the motion but suggested on matters of delegation

Senate should have the opportunity to retrieve its authority where it feels

it is necessary. M. Mackauer responded that Senate was protected from any

action of SCUS as matters were transmitted to Senate in advance of their

submission to the Board of Governors.

Question was called, and a vote taken.

MOTION CARRIED

ii) Paper S.75-190 - Amendment to the Rules of Senate (Senate Committee on

Agenda and Rules) - Not for Discussion

The Chairman noted that Paper S.75-190 was introduction of a notice

of motion for discussion at the January 1976 meeting of Senate.

9. INFORMATION

It was noted that the next meeting of Senate is scheduled for

Monday, January 12, 1976 at 7:30 p.m.

The assembly moved immediately into Closed Session at 8:31 p.m.

H. M. Evans

Secretary

.