Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Page 15
Page 16
Page 17

SENATE 

To

CHARGE CONCERNING THE REFERRAL, BY 

Subject

.............. S.ENA 

TE ,....Q F 

.... PAPERS..71.1J....REQRCANI 

ZATION OF EDUCATIONAL FOUNDATIONS 

S.71-81 

B. G. WILSON, CHAIRMAN 

From

................................................................................................

ACADEMIC PLANNING COMMITTEE 

Date.........JULY 16,1971 

MOTION: 

"That Paper S.71-81, a Report on the Charge 

Concerning Referral of the Reorganization of 

Educational Foundatibns Centre and Approval 

.

?

of Courses, be approved in principle, subject 

to review of detailed proposals to be sub- 

mitted to Senate at a later date." 

.

To: ? 

Dr. K. Strand 

President 

Subject: ? 

Charge concerning the 

referral, by Senate, of 

Paper S.71-51, Reorganization 

of Educational Foundations Centre 

and approval of courses 

S710.-M91

From: Dr. B.G. Wilson ? 

Chairman 

Academic Planning CommitteE 

Date: July 16th, 1971 

On April 28th, 1971, the Academic Planning Committee received 

from you the following charge: 

1. to bring forward to you, for referral to Senate, a 

recommendation as to the role of Fine Arts courses 

within the University. 

2.

to bring forward to you, for referral to Senate, a 

recommendation as to the administrative placement of the 

Kinesiology Program/Physical Development Studies 

within the University. 

3.

to address ourselves to the quanitative and qualitative 

needs of the Province in the area of teacher education. 

4. to bring forward to you, for referral to Senate, a 

recommendation as to the role, structure and 

organization within the University, of the Educational 

Foundations Centre of the Faculty of Education. 

.2.. 

.

Since receiving its charge, the Academic Planning Committee 

has solicited briefs from the entire University community. Further- 

more, the Academic Planning Committee has met separately with 

representatives of the Professional Development Centre, Social and 

Philosophical Foundations, Behavioural Science Foundations and 

Communication Studies, the Centre for Communications and the Arts 

and the Kinesiology Program. 

On the basis of these submissions as well as its own 

discussions, the Academic Planning Committee has formulated a series 

of proposals relating to the issues in question. The Committee will 

be submitting its complete report containing specific recommendations 

0 ?

to you prior to the September meeting of Senate. The purpose of this 

paper is to identify in broad outline, the issues with which the 

Committee has been faced and the tentative conclusions that it hs 

drawn. 

The Faculty of Education, as presently constituted, consists 

of three centres: the Professional Development Centre, the Educational 

Foundations Centre and the Physical Development Centre. (Physical 

Development Studies). Contained within the Educational Foundations 

Centre are programs in Social and Philosophical Foundations, 

Behavioural Science Foundations and Communication Studies. The academic 

credit program contained within Physical Development Studies is Kinesiology. 

.3.. 

Outside of the Faculty of Education and consisting solely 

of non-credit workshops in the performing arts and public performances 

is the Centre for Communications and the Arts. 

TENTATIVE RECOMMENDATIONS AND RATIONALE 

Division of General Studies 

The present tn-faculty organizational structure of the 

University accommodates those'departments oriented along disciplinary 

lines. In addition, the Division of General Studies accommodates inter- 

departmental or inter-faculty programs where faculty are seconded 

from the existing departments on a part-time basis. However, certain 

of the present University programs are inter-disciplinary and are 

staffed by tenured faculty. For such programs, it is desirable 

that they be placed in an environment where their multi-disciplinary 

orientation can be facilitated. We believe that the most suitable 

organizational accommodation for such programs would be in a Division 

of General Studies restructured as follows 

n

I-4

I—I

C-)

co

U)

0

-JI

(I,

'-1

ca

C-)

En

o r.

m w

ciif

)-i '-4

co a 

cu m 

41 ? 

u

CI)

(ID

'-4

(ID

I;-)

ri

cu

-4 ?

0 1-4

I ?

4 44 

9 L4 ^4 

(I,

Under the proposed reorganization, the present General 

Studies Programs, i.e., Latin American Studies, African/Middle East 

Studies, Canadian Studies and Computing Science and the experimental 

course offerings would continue. The other and new side of this bi-modal 

model would consist of departments involving faculty appointed to the 

Faculty of University Programs on either a full or part-time basis and 

either with or without tenure. 

Furthermore, the Committee believes that the General Studies 

Programs should continue to be organized and administered as set down 

in Senate document S.71-32 but reporting now to the Dean, Faculty of 

University Programs replacing the Dean, Division of General Studies. 

The chairmen of the departments established within the 

Faculty of University Programs will report administratively to the 

Dean of the Faculty. Each department will have a Program Committee, 

charged with making recommendations on curriculum and internal 

policy. This Committee will be chaired by the Chairman. Proposals 

on curriculum or like matters will be forwarded from the Chairman to 

the Dean and thence to Senate or to other appropriate University 

bodies. 

While the structuring of the membership of each Program 

Committee may not be the same, it is expected that Committees will, 

in general consist of the following: 

.

Chairman 

2 faculty elected from and by the department 

One member from each Faculty appointed by the Dean of that 

Faculty, subject to the approval of the Dean of the 

Division 

Three students appointed by the Dean of the Faculty of 

University Programs on the recommendation of the Student 

I Society 

On the basis of the foregoing, it is the expectation of 

the Committee that each department established within the Faculty of 

. ?

University Programs will have the same rights and responsibilities as 

all other departments but, in addition, will have a committee for 

program development and review. 

Kinesiology 

Assuming that the recommendations regarding the reorganization 

of the Division of General Studies into the Faculty of University 

Programs are accepted by Senate and thq Board of Governors, the Academic 

Planning Committee will be prepared to recommend that the Physical 

Development Centre (Physical Development Studies), be reconstituted as 

a department within the Faculty of University Programs. 

Kinesiology, as an inter-faculty program, draws upon all 

.8.. 

..

Faculties. Academically, it is now under the jurisdiction of the 

Senate Committee on interdisciplinary Studies - Ki.nesiology, yet 

administratively it is now in the Faculty of Education. The 

Committee recommends against continued separation of the academic 

and administrative aspects of the Program. 

The Physical Development Centre of the Faculty of Education 

currently accommodates several workshops and programs of a non- 

credit nature as well as the Kinesiology program. These non-credit 

activities are in the process of being assigned to the Department 

of Recreation. With the re-location of Kinesiology to the Faculty 

•

?

of University Programs, there will be no fLirther justification for 

the Physical Development Centre (Ph 

y

sical Development 

Studies) 

in

the Faculty of Education. 

Educational Foundations Centre 

Two basically different proposals were received by the 

Committee from members of the Faculty of Education for the reorganization 

of programs presently offered by the faculty of the Educational 

Foundations Centre of the Faculty of Education. As both of these 

proposals were considered by the Committee to he partially supportable, 

the Committee sought to arrive at a proposal which would permit the 

evolution of both proposals within the University. 

.9.. 

0 ?

Behminurs,

Faculty in the Behavioural. Science Foundation and Communication 

Studies expressed concern that education has long neglected the study 

and application of those processes by which man becomes aware of himself 

as an integrated human being on the one hand and as a functional 

component in an integrated communications system on the other - be 

it a family, a work group, or a tutorial. They proposed to the 

Academic Planning Committee that a need existed to utilize some of the 

University's resources for the provision of opportunities for studies 

in the areas of human relations and communications. 

The Committee shared this concern regarding the need for 

greater emphasis on human relations and communications. However, the 

Committee was equally concerned that the proposals submitted did not 

reflect a discrete and coherent program, and that questions such as 

the subject matter to be encompassed within such a program, the nature 

of differentiation from those programs currently offered b 

y

the

Departments of Psychology, Sociology, etc., the qualifications of 

faculty members required for such a program as well as the areas 

of research they would cover need to be resolved. 

Recognizing that resolution of these issues will require the 

involvement of Faculty from many disciplines and take a good deal of 

time, the Committee has sought to resolve, on an interim basis, the 

status of the Behavioural Science Foundations and Communications 

Studies - faculty, program and courses - and, simultaneously, provide 

.10.. 

sufficient time for the formulation of a program proposal in 

Human Relations and Communication Studies. 

The Committee is prepared to make a number of recommendaticns 

with respect to the interim resolution of the status of that portion 

of the Educational Foundations Centre identifiable as Behavioural 

Science Foundations and Communication Studies 

1. That an interim Department of Human Relations he established 

under the Dean of the Faculty of University Programs effective 

immediately upon acceptance by Senate and the Board of Governors. 

•

?

2. That the Faculty presently comprising the membership of 

Behavioural Science Founda:ions and Communication Studies be 

transferred as a core facult 

y

to the interim Department of thiman 

Relations. 

3.

That the courses presently listed as Behavioural 

Science Foundations and Communication Studies be identified on an 

interim basis as being the responsibility of the faculty of the 

interim Department of Human Relations. 

4.

That an Ad Hoc Steering Committee having a structure 

identical ? 

to the proposed Program Committee described earlier be 

immediately struck for the purpose of developing for submission to 

the Academic Planning Committee no later than December 31st, 1971, a 

proposal for a program in Human Relations and Communication Studies. 

. ?

5. That a recommendation from the Academic Planning Committee 

on the program proposal submitted b y 

the Ad hoc Steering Committee he 

communicated to Senate and the Board of Governors for action within 

• .J_1_• 

.•' 

30 days of receiving the proposal.. 

6. That during the 1971/72 academic year, faul.ty within 

the Centre be considered for promotion, renewal and tenure in the 

normal manner. 

These proposed recommendations have been discussed with 

representatives of the Behavioural Science Foundations and 

Communication Studies who have indicated their full support. 

Social and Philosopical Foundations 

The faculty of the Social and Philosophical Foundations 

40 ?

proposed an undergraduate curriculum which consisted of exposition and 

criticism of educational theories, of the fundamental concepts of 

education, etc. The examination of such theories and principles is 

obviously a very essential component of the education of those 

entering the teaching profession. There is, therefore, justification 

for providing at the undergraduate level a limited number of course 

offerings devoted to fundamental concepts of education, theory 

criticism, etc. 

?

In addition, it is the Committee's belief that 

those in the process of becoming future teachers should acquire 

a reasonable understanding of the remaining foundation areas - 

the sociology, history, psychology and economics of education. 

In order to assess the extent to which the foundations of 

• .12.. 

•

education are now integrated into the teacher preparation program, the 

Committee explored in some detail the Professional Development 

Program and the nature of its relationship to the other Centres in 

the Faculty of Education. 

The Professional Development Program is three semesters in duration. 

The first semester consists of a half semester devoted to observation 

and experience by the students in a B.C. school with the second half 

of the semester devoted to a period of study directed toward consolidation 

of the learning of their school experiences and extension of their 

knowledge of educational theory. The following semester is devoted 

is

?

entirely to classroom experience supervised by University appointed 

associates in education. In the final semester, students undertake 

formal studies in arts, science or education to permit the 

achievement of one or more of the following objectives 

1.

To strengthen or diversify subject matter background in 

teaching subjects. 

2.

To acquire skills and knowledge in other recognized 

school activites, e.g., Fine and Performing Arts, Physical Education, 

etc. 

3.

To rectify course deficiences, if any, in subjects 

required for teacher certification. 

4.

To explore new subject areas of individual interest 

which are relevant to education and to future professional goals. 

.13.. 

.

On the basis of its assessment, the Committee has 

reservations about the adequacy of the preparation in the foundations 

area received by students in the teacher preparation program, but 

recognizes that it is extremely difficult to inter-relate the formal 

course work offered under the trimester system by Social and 

Philosophical Foundations, Behavioural Science Foundations and 

Communication Studies with the Professional Development program, 

operating as it does with a different program format and on a 

calendar operation significantly different from the trimester 

operation. 

For the foundations areas to be successfully integrated 

into the Professional Development Program, it is the Committee's 

opinion that they should be offered from within the program rather 

than from without. For this reason, the Committee is prepared to 

recommend that there be no organizational sub-units, i.e., centres, 

departments, etc. within the Faculty of Education. 

To ensure that future teachers receive adequate preparation 

in the educational foundations area, the Committee is further prepared 

to recommend to the Faculty of Education that it require six units 

of course work or their equivalent in the foundations area for all 

students proceeding through the teacher training program. It is 

hoped that the Faculty will regard this as a minimum commitment and 

•

? provide opportunity for additional course work at a more advanced 

level for students who wish to pursue this option. 

.14.. 

The Committee believes that the perspective of the Faculty 

ought to be broader than simply the public school system. While it 

has yet to formalize specific recommendations, the Committee is 

cognizant that such areas as special education, child development, 

adult education, regional college and university education, research 

on learning media, the exploration, application and evaluation of 

alternative methods of learning and teaching are all major areas of 

concentration which the Faculty night wish to emphasize. 

The Committee reognizes that the Faculty of Education 

will require a period in which to consider issues arising from the 

proposed re-organization. The Committee will, therefore, propose 

interim arrangements which will permit sufficient time for the 

Faculty to prepare specific recommendations regarding administrative 

structures, program modification and development, staffing patterns 

and priorities, etc. 

Fine and Performin 

g

Arts Program 

The present Centre for Communication and the Arts provides 

both non-credit workshops where students learn through practice and 

public cultural events. The issue of whether or not to establish 

an academic credit program in the Fine and Performing Arts will turn, 

in large part, on the need for such a program at Simon Fraser. 

.

The Committee is convinced that the need for such a program 

.15.. 

.

exists. In the first place, knowledge of the fine and performing 

arts in theory and practice is a valuable component of a liberal 

education and one which is almost totally lacking at this University. 

Second,, many of those students now enrolled in the non-credit 

workshops offered by the Centre have not been able legitimately to 

take sufficient time from their credit studies to fully develop 

their own art and interact meaningfully with the other arts. 

Although students bring to' the non-credit workshops a diversity 

of majors that enrich the workshops, many of the students would 

prefer to hve time to concentrate on their art - through a 

major or minor in the arts or -- at the very least -- to receive 

credit towards their degree. Third, the Professional Development 

Centre, being concerned with methods of doing art, has had only 

sporadic access in the Centre for Communications and the Arts to 

arts training for its students. 

While convinced of the need for academic credit offerings 

in the fine and performing arts, the Committee is unable to assess 

the total need relative to the magnitude and form of the program to 

be offered. For this reason, the Committee is prepared to recommend 

that: 

1. the University mount a series of academic credit courses 

in the fine and performing arts to be offered on a trial basis subject 

to review after two years, and 

.

?

2. the series of courses offered consist of new courses 

and a conversion to credit status of certain of the non-credit workshops 

now offered in the performing arts. 

..16.. 

. ?

The strength of the present program in the Centre for 

Communications and the Arts has resulted from a deliberate blurring 

of the lines separating the various arts as well as integrating the 

public cultural events into the Centre's program so that they can 

closely complement the teaching program in the arts. The Committee 

believes that these processes should be encouraged and is prepared 

to recommend that the academic credit program, the non-credit activities 

and the public cultural events be accomodated within one organizational 

unit. Because this unit will be a total University resource offering 

to and drawing from the remainder of the University, the Committee 

is prepared to recommend that it be established as a Centre within 

. ?

the Division of University Programs. 

In submitting both this progress report and its final report 

to come, the Committee is aware that present students are currently 

enrolled in the courses and degree programs offered by the Faculty 

of Education as it is presently constituted. The Committee will take 

every step possible to ensure that no student's program is adversely 

affected by the re-organizational changes to he proposed by the 

Committee. 

.