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SIMON FRASER UNIVERSITY
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MEMORAHDUUt
To
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C .P lanning ?
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Committee on Re-Organization of
Faculty of Education
Motions Requiring Senate Action
1.
That a Faculty of Interdisciplinary* Studies be established with
the administrative reporting and program routing structure as
set out in Charts 1 and 2.
2.
That the present Division of General Studies be dissolved and that
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its function and administrative responsibilities be assimilated
the Fac..lty of Interdisciplinary Studies.
3.
That the position of Dean of the Division of General Studies be
abolished and that a new position, Dean of the Faculty of
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Interdisciplinary Studies, be established.
4.
That departments in the Faculty of Interdisciplinary Studies have
.he same status as departments elsewhere in the University.
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The use of 'interdisciplinary' in this context does not imply that
interdisciplinary studes do not occur elsewhere in the University.
** This recommendation will require that some changes be made to
Senate Paper S424.
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5. That departments in the Faculty of Interdisciplinary Studies be
administered as follows:
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a) each department shall have a chairman reporting to the
Dean of the Faculty;
b) the chairman of each department shall be chairman of a
curriculum committee charged with making recommendations
as to the curriculum of the department;
-: ? c) membership of each curriculum committee shall normally
consist of:
the chairman of the department;
2 faculty members elected by -and from the department;
3 faculty members, one each from the faculties of Arts,
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Science and Education, appointed by the Dean of
Interdisciplinary Studi.s on the recommendation
of the Dean of the appropriate faculty; and
3 students appointed by the Dean of Interdisciplinary.
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Studies on the recommendation of the Student Society.
6. That the program- of the Department of Fine and Performing Arts
and the Department of Social Relations, if approved, be subject to
,review by the Academic Planning Committee no later than three years
after the inception of each program, and that the Academic Planning
Committee at that time make recommendations regarding the
continuation or discontinuation of each program with due provision
for the welfare of students involved.
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7. That the Physical Development Centre be reconstituted as the
Department of Kinesiology in the Faculty of Interdisciplinary.
Studies.
8. That the Senate Committee on Interdisciplinary Studies (Kinesiology)
be dissolved upon the establishment of a curriculum committee for
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the
Department of Kinesiology.
9.
That within the Faculty of Interdisciplinary Studies there be
established an interim Department of Social Relations comprising
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those faculty members from within the present Faculty of Education
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who wish to transfer to such a Department.
10.
That the faculty members transferred to the Department of Social
Relations continue,
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for the present,
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to offer those courses which
are currently offered by Behavioural Science Foundations and
Communications
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Studies.
11.
That th
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Academic Planning Committee establish an Ad Hoc Steering
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Committee as nn interim curriculum committee for the Department of
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Social Relations and that this committee be responsible
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for submitting
to the Academic Planning Committee
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(no later than January 31,
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1972),
through the Dean of Interdisciplinary Studies, a proposal for a
coherent program in Social Relations which would both have a content
distinct from that of courses offered elsewhere in the University
and be well
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suited to the qualifications and
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research interests of
faculty members in the department.
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12.
That within 30 days of receiving such a program proposal the Academic
Planning Committee recommend its acceptance or otherwise to Senate.
14.
That the units known as
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"Educational Foundations Centre,"
"Behavioural Science Foundations," and
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"Communication Studies" be
dissolved.
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15. That, within the Faculty of, Interdisciplinary Studies,-a
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Department of Fine and Performing
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Arts be established.
16. That the Academic Planning Committee establish an Ad Hoc Steering
Committee for the Department of Fine and Performing Arts and that.
this committee be responsible, through the Dean of the Faculty
of Interdisciplinary Studies, for submitting to the Academic
Planning Committee a proposal for a program in Fine .and Performing
Arts which:
a)
would include a number of those credit-worthy but non-
credit-carrying courses and workshops currently offered .by
the Centre for Communications and the Arts; and,
b)
would also include a range of new academic credit courses
in the Fine and Performing Arts.
17. That consideration of minor or major programs in the Fine and
Performing Arts be deferred until these credit courses are
established and the nature of student demand is fully assessed.
18. That appointments to the Department of Fine and Performing Arts
be made in accordance with the normal university procedures, e.g.,
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procedures for regular appointments at the assistant, associate and
full professorial levels, and visiting appointments.
22.
That the Faculty of Education be newly constituted so as to comprise
the faculty members currently in the Professional Development?
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Centre and members currently in Social &
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hilosophical Foundations,
as designated by the Academic Vice-President.
23.
That the Faculty of Education, as newly constituted, be charged to
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submit (by January 31, 1971) a report to Senate through the
Academic Planning Committee, covering the following points:
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a)
detailed recommendations for undergraduate and graduate
program modification and development;
b)
detailed recommendations regarding staffing patterns and
priorities; and
C)
steps to be taken relating to the organizational structure
of the Faculty - specifically its Faculty Co-ordinating
Council, Graduate Studies Committee, and Undergraduate
Studies Committee.
24. That the recommendations made regarding programs within the Faculty
of Education satisfy the following constraints:
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a)
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courses should bear the designation Education
b)
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sponsibility for Education courses currently numbered
201 and 202 should be retained by the newly constituted
Faculty of Education; ind
c)
additional work in the foundation areas of education should
be integrated as far as is possible into the programs
of the Faculty of Education without provision for majors
in the foundational areas themselves at the undergraduate
level.
27. That the faculty members transferred from Social & Philosophical
Foundations into the newly constituted Faculty of Education or the
Philosophy Department continue for the present to offer the courses
for which they have hitherto been responsible subject to review by.
the curriculum committees of the Facult
y
of Education and the
Department of Philosophy respectively.
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28. That, with the acceptance of the above recommendations, the
units known as "The Professional I)evelopment. Centre" and "Social
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& Philosophical Foundations" be dissolved.
Recommendations 13, 19, 20, 21, 25 and 26 do not require action by Senate.
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REPORT AND RECOMMENDATIONS OF
THE ACADEMIC PLPNNING COMMITTEE
RELATING TO THE RE-ORGANIZATION
OF THE FACULTY OF EDUCATION, THE
ROLE OF FINE ARTS COURSES WITHIN
THE UNIVERSITY, AND THE
ADMINISTRATIVE PLACEMENT OF
KINES IOLOGY
OCTOBER 7TH, 1971
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SECTIO'I 1.
BACKGROUND INFORMATION
Char ges
to the Academic Planning Committee
The Academic Planning Committee received from the President, on April
28, 1971, the followin
g charges:
1.
To bring forward to the President, for referral to Senate,
a recommendation as to the role of Fine Arts. courses within
the University.
2.
To bring forward to the President, for referral to Senate,
a recommendation as to the administrative placement of the
Kin.iology Program/Physical Development Studies within
the University.
3.' To address itself to the quantitative and qualitative needs
of the Province in the area of teacher's education.
4. To bring forward to the President, 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.
Compass of Present Document
In the present document the Academic Planning Committee has complied
with charges 1, 2 and 4. Although it has, as charged, addressed
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BACKGROUND INFORM
A
TION cont/d...
itself to the quantitative and qualitative needs of the Province in
teacher's education, the Academic Planning Committee is not yet ready
to present to the President its final analysis of these needs. In
any case, that analysis, when it is made, will in no way affect the
substance of the Academic Planning Committee's organizational recommendations
regarding charges 1, 2 and 4.
Evidential Basis for the Report
Since receiving its charge, the Academic Planning Committee has
solicited briefs from the entire university community. Furthermore,
the ?cademic Planning Committee has met separately with representatives
of Social and Philosophical Foundations, Behavioural Science Foundations
and Commun i
cation Studies, the Professional Development Centre, the
Kinesiology Program, the Centre for Communications and the Arts, and
Advisory Council on the Arts and the Joint Board for Teacher Education
in the Province.
On the basis of these submissions, both written and oral, as well as
its own discussions, the Academic Planning Committee identified a number
of issues requiring resolution. Its conclusions and the rationale
therefor are set out in the succeeding sections of this report.
Some Historical Perspectives
In March, 1967, the Board of Governors accepted the Organizational
Chart for the Faculty of Education, set out in Attachment 1. Three
years later, the organization of the Faculty had evolved into that
shown in Attachment 2.
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On March 6, 1970, paper 348A, relating to the re-organization of the
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Faculty of Education, was introduced to Senate. At that time Senate
accepted recommendatiOns for:
1.
the establishment of the Arts program which is offered by
the Centre for Communications and the Arts as a program in a
proposed Division of General Studies, contingent upon the
appointment of a Vice President for University and Community
Services;
2.
separation of the Department of Athletics and Recreational
Services from the Centre for Physical Development and its
inclusion in the proposed Division of General Studies;
3.
the separation of
p
rofessional Foundations from the Educational
Foundations Centre and its recoistitution as a Professional
Development Centre, as set out in the Faculty of Education
paper 70-10, thus effectively treating the Prcfessional
Development Centre as a university department;
4.
the transfer of programs and personnel from the Department of
Physical Development Studies to the Professional Development
Centre, as outlined in the Faculty of Education paper 70-9;
and,
5. a) continued de facto departmental recognition of Behavioural
Science Foundations, Social & Philosophical Foundations
and Communication Studies; and,
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b) re-organization of the three divisions into an Educational
Foundations Centre with the following constraints:
i)
single undergraduate education committee;
ii)
single graduate education committee;
iii)
single spokesman for relations external to the
Centre;
both a) and b) being for a one-year .interim period only, or
until such time as a program or programs were approved by
Senate, whichever occurred earlier.
• At that time, Senate postponed consideration of motions relating to the
administration of the Kinesiology Program and the abolition of the
Physical Development Centre/Physical Deve
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opment Studies pending receipt
by Senate of a detailed proposal covering all administrative matters
relating to the relocation of the Kinesiulogy Program.
The Board subsequently apprbved these actions of Senate and the
resulting organization of the Faculty of Education became. as shown in
Attachment 3.
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SECTION 11.
REPORT ON THE EDUCATIONAL FOUNDATIO"S CENTRE,
AS REQUIRED BY CHARGE 4.
In order to comply with Charge 4, the Academic Planning Committee
has had to consider the disposition of the various groups which are
currently recognized within the Educational Foundations Centre, viz:
Behavioural Science Foundations, Communication Studies, and Social &
Philosophical Foundations.
In determining their respective roles and the mo
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t appropriate
organizational structure to accommodate these roles, the Academic
P1.anning Committee has held many discussions, not only with members
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of the Educational Foundations Centre, but also w
i th other members of
the Education Faculty and with the Joint Board of Teacher Education.
The outcome of the Academic Planning Committee's deliberations on these
matters is as follows:
BehaviouralSciences Foundation & Communication Studies
The Academic Planning Committee is convinced that all members of a
Faculty of Education should show a strong interest in education and the
preparation of teachers for the public school system. At one time
most members of the Educational Foundations Centre shared both these
interests. However, it is clear that over the years the interests of
many members of the Educational Foundations Centre - notably the majority
of those in Behavioural Science Foundations and Communication Studies
have shifted so that they are now offering courses and programs which
are ns well attuned to the needs of students in Arts and Science as they
are to those of students in Education.
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So the question arose whether these courses, and the evident i.nterests
of faculty members associated with them, might not better be accommodated
within an organizational structure such as that currently offered by
the Division of General Studies.
In the meantime,-for quite other reasons, the Academic Planning Committee
had already resolved to recommend that the present Division of General
Studies be restructured and expanded to form a Faculty of Interdisciplinary
Studies, which would not only take over the programs currently offered
within the Division of General Studies, but also provide an organizational
setting for departments whose primary interests are of an inter-
disciplinary nature. Consequently the Academic Planning Committee is
recommending that members of Behavioural Science Foundations and
Communication Studies should transfer from the Faculty of Education
to this newly constituted Faculty of Interdisciplinary Studies. And
since these faculty members have formally expressed an interest in
joining together to form a single department for the study of social
relations, it recommends further that a Department of Social Relations
be established in the Faculty of Interdisciplinary Studies. For an
interim period we recommend that the faculty transferred to this
department continue to offer the courses currently listed for Behavioural
Science Foundations and Communication Studies.
The outlook of those who are to join the Department of Social Relations
can be expressed by saying that they are concerned with the study and
application of those processes by which man becomes aware of himself
both as an integrated human being and as a functional component in an
integrated communication system - be it a family, a work group, or a
tutorial group. More particularly they see a need to provide:
1. an opportunity for the student to become more aware of his own
behaviour, of factors influencing this behaviour, and of the
impact which this behaviour has in his communication with others;
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2.
an opportunity for the study and practice of those communication
skills which are required of persons in such roles as teaching,
counselling, advertising, community and welfare services,
personnel and communication services; and,
3.
at the graduite level, an opportunity to receive training which
will enable students to proceed directly to professional
service positions in' publJc and community service, adult
education, human welfare and communications media.
Plainly the development of a coherent program which not only is
oriented to the fulfilment of these needs but also has a content
distinct from that of courses offered in such disciplines as
Psychology, Sociology, Philosophy, etc., and is well suited to the
qualifications and research interests of faculty members associated
with the program, might well take some time. Among other things it
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would plainly require the involvement of faculty members from many
other disciplines and departments. Accordingly, the Academic
Planning Committee has recommended that the Social Relations Department
be constituted on an interim basis until it brings forward such
specific program proposals as are approved, by the Senate.
Professional Development Centre and Social and Philosophical Foundations
If Senate accepts the Academic Planning Committee's recommendations:
1.
that Behavioural Science Foundations and Communication Studies
be reconstituted as an interim Department of Social Relations
in the Faculty of Interdisciplinary Studies; and,
2.
that Kinesiologv (the subject of Charge 2) also be relocated
in the Faculty of Interdisciplinary Studies;
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then it follows that the only faculty members remaining in the present
Faculty of Education belong either to the
p
rofessional Development
Centre or to Social & Philosophical Foundations. Hence. althouczh the
Academic Planning Committee was not expressly charged by the President
to examine the role of the Professional Development Centre within the
Faculty of Education, it could not avoid examining that role if it
was to examine the"role, structure and organization of the sole
other remaining component of the original Educational Foundations
Centre (as entailed by Charge 4).
The Academic Planning Committee therefore explored in some detail the
nature of the programs offered by the Professional Development Centre
and its relationship to programs offered by other Centres of the
existing Faculty of Education, in particular those offered by the
Educational Foundations Centre. Its main conclusions were as follows.
In the first place, the Academic Planning Committee recognized that
the present teacher preparation program a developed and operated by
Professional Development Centre is distinctively different from ouch
programs offered by other universities. Moreover, since there is
plentiful evidence that it has achieved a high degree of acceptance
within the community, we be
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ieve that its innovative approach to
teacher education should continue.
Second l
y, the Committee recognized the value of a teacher-training
program which,
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ike that offered in our own University, tries to
maximize inter-relationships between the Faculty of Education and
other bodies in the University, particularly those concerned with
'foundational' disciplines (i.e. disciplines of the kind represented
hitherto in the Educational Foundations Centre and in other academic
departments as well). In most universities, faculties (schools or
colleges) of education have developed as self-contained entities
each with its own galaxy of specialists in the foundational areas.
Consequently these entities have little recourse to academic departments
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elsewhere in
in the university. Conversely, such academic departments have
tended to remain aloof from teacher-training programs. At Simon Fraser
the situation is somewhat different. Here students enter the Professional
Development program after at least two yeirs in academic departments.
Moreover, in a number of instances such departments play an active
role in developing courses, and providing specialist assistance, for
students in the teacher-training program. We believe that this is as
it should be.
Thirdly, the Committee believes that the newly constituted Faculty of
Education should continue, as it has in the past, to cater not only
for the preparation of teachers but also for the study of education itself.
It is in
connection with the second of these two goals in particular,
though not of course exclusively, that studies in the so-called 'foundations
of education' are specially germane. Yet here the Committee had some
reservations; for it was felt that students in the teacher-training
program do not at present receive wholly adequate grounding in these
foundational studies. One reason is that the Professional Development
Centre finds it necessary to organize its programs around a calendar
schedule substantially different from that of the trimester system
the system followed by such foundational groups as Social & Philosophical
Foundations, Behavioural Science Foundations and Communication Studies.
It is not clear that this can easily be remedied. Another reason is
that, as already mentioned, a number of these foundat.onal groups -
Behavioural Science Foundations and Communication Studies in particular
have evolved interests and programs which, though academically vi.eble
in themselves, ore not primarily oriented towards the needs of teacher
trainees. This can perhaps be remedied by such mechanisms for co-operation
,as
joint appointments, the mounting of 'service courses' by academic
departments, the naming of liaison personnel by such departments,
recognition of specialist contributions to the Professional Development
Program as part of teaching load, etc.
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In the light of these conclusions, the Academic Planning Committee
addressed itself to the residual question of the status of Social &
Philosophical Found4tions. The justification for providing at least
at the undergraduate level, i number of courses devoted to the exposition
and criticism of fundamental educational concepts, principles and
theories, is undoubted. So the role of social and philosophical studies
was unquestioned. Yet questions remained as to their place within
the university organization in general and their relationship to the
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studies undertaken within the professional Development Centre in
particular.
Prima facie four main alternative
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eemed viable:
1.
to grant Social & Philosophical Foundations full departmental
status or status as a sub-department of some other department;
2.
to incorporate the faculty members from Social & Philosophical
Foundations within a departmentless Faculty of Education;
3.
to establish a new Educational. Foundat:.ons Centre within the
Faculty of Education where members of Social & Philosophical
Foundations would join with newly hired faculty specializing
in educational psychology, educational sociology, etc.; or
4.
to incorporate one or more members of Social & Philosophical
Foundations into the Department of Philosophy in the Faculty
of Arts with the remainder being absorbed in a departmentless
Faculty of Education.
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Examining each of these took up more-of the Committee's time than any
other sing'e activity during the past five months. Throughout its
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deliberations, the Committee took due note of the qualifications and
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experience of members of Social and Philosophical Foundations and
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ulted with them repeatedly in order to find an optimal answer.
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It finally decided to opt for (4). The reasons for this decision are
sketched in bare outline below.
As to (1): the Committee concluded that Social & Philosophical
Foundations could no longer be considered as a viable departmental unit
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t would consist of only three or four members (one of whom may
well request transfer elsewhere) and would have no prospect of
expansion in the near future since any development of foundational
studies would certainly need to be in disciplines other than Philosophy
of Education.
As to (2) : although the Committee was initially disposed to recommend
this (and did recommend it in paper S71-81), it is now convinced after
much consultation with both the Professional Development Centre and Social
and Philosophical Foundtions that the inc!usion of the Social &
Philosophical Foundations group alongside the Professional Development
Centre within the newly-constituted Faculty of Education would create
a serious itralance within that Faculty and generate frictions of an
unfortunate kind.
As to (3) : the Committee believes it undesirable both because recent
experience
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t Simon Fraser University has shown that an Educationa
Foundations Centre thus constituted his not contributed in the
desired way to the teacher-training program as operated by the
Professional Development Centre (see above), and because we re opposed
to the. development of such a mini-university within the Faculty of
Education since it would mitigate against fruitful interaction between
the Faculty of Education and those acadenic departments within which
appropriate foundational enquiries can best be undertaken.
The Committee's final decision, then, was to opt for (4), i.e. to
recommend and encourage the assimilation, within the Philosophy Department
of the Faculty of Arts, of those philosophers of education whose interests
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are most centrally focused upon the parent discipline of Philosophy,
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while recommending the inclusion within the departmentless Faculty of
Education of the one (at itost two) whose interests are most centrally
focused upon the problems of teacher-education.
To sum up: the Committee envisages.a newly constituted Faculty of
Education comprising the present membership of the Professional
Development Centre together with one or two members of Social and
Philosophical Foundations.
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SECTION II
REPORT ON THE ADMINISTRATIVE PLACEMENT OF KINESIOLOGY/
PHYSICAL DEVELOPMENT STUDIES AS REQUIRED BY CHARGE 2
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As explained in Section II, Charge 4 required the Academic Planning
Committee to examine a highly complex unit within the.Universit , viz:
the Educational Foundations Centre, with a view to determining the
roles which its several parts should play, the internal structure and
organization of these parts (or their offspring), and the administrative
disposition of these parts (or their offspring) within the University
at large. By way of contrast, Charge 2 posed a relatively simple
problem: that of examining the unit known as Kinesio].ogy/Physical
Development Studies with a view to determing its administrative placement
within the University.
Two main difficulties about the current status of Kinesiology/Physical
Development Studies were noted.
In
the first place, although administratively located within the
Faculty of Education, academically it falls under the jurisdiction
of the Senate Committee on Interdisciplinary Studies (Kinesiology).
There seemed little warrant for perpetuating this schizoid status.
And secondly, since Kinesiology offers an interdi'ciplinary program,
drawing upon the resources of all Faculties, there seemed good
reason to consider whether it might not better be located within an
organizational structure which more clearly reflected the needs of an
interdisciplinary program. An evident solution was at hand: the
present Division of General Studies, or more aptly still, its
envisaged successor, the proposed Faculty of Interdisciplinary Studies.
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• b) re-organization of the three.divisions into an Educational?
Foundations Centre with the following constraints:
i)
single undergraduate education committee;
ii)
single graduate education committee;
iii)
single spokesman for relations external to the
Centre;
both a) and b) being for a one-year interim period only, or
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until such time as a program or programs were approved by
Senate, whichever occurred earlier.
At that time, Senate postponed consideration of motions relating to the
administration of the Kinesiology Program and the abolition of the
Physical Development Centre/Physical Deve
l
opment Studies pending receipt
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? by Senate of a detailed proposal covering all administrative matters
relating t the relocation of the Kinesiology Program.
The Board subsequently approved these actions of Senate and the
resulting organization of the Faculty of Education became as shown in
Attachment 3.
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Nevertheless, before concluding that this relocation should in fact
be recommended, the Academic Planning Committee considered two other
main alternatives:
1.
that Kinesiology/PhysiCal Development Studies be placed as a
department within the Faculty of Science; and
2.
th.-t it form the kernel of an envisaged Division of Health
Sciences.
These were rejected for reasons of the following kinds.
As to (1): in view of the fact that the Committee heard testimony in
which it was claimed:
a)
that in order to gain recognition within the university community
the Kinesiology Program had already had to compromise its original
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goals by adopting a stronger orientation to the natural
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sciences than was considered desirable; and
b)
that these trends might well be expected to continue if the
Program were to be located in the Faculty of Science;
the Committee decided that, even if these predictions turned out to be
unwarranted, it would do better to seek a solution which did not even
appear to threaten the multi-disciplinary nature of the Program.
As to (2) : although the Committee was sympathetic to the idea of
establishing a Health Sciences Division,'it believes that any moves
in this direction must be contingent upon:
a)
a thorough assessment of needs in the area; and
b)
an assessment of the desirability of establishing further
professional schools at this University.
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In effect, then, the Committee sees its proposal to relocate Kinesiology/
Physical Development Studies within the Faculty of Interdisciplinary
Studies as an optimal solution though by no means the only possible
one. It is a solution which, if adopted, would enable faculty members
associated with the Kinesiology Program to have access to an organizational
structure which has been expressly designed to facilitate inter-
disciplinary and multi-disciplinary teaching and research.
Two consequences of adopting the Committee's recommendation should be
noted.
1.
Since each department within the Faculty-of Interdisciplinary
Studies is to have a committee charged with making recommendations
on curriculum, and the composition of such a committee would be
little different from that of the existing Senate Committee on
Interdisciplinary Studies (Kinesiology), the Academic Planning
Committee recommends that the Senate Committee be dissolved.
2.
Since the Physical Development Centre of the Faculty of Education
currently has responsibility not only for the Kinesiology
Program but also for several non-credit courses and workshops,
and these latter are now being assigned to the Department of
Recreation, it follows that if and when Kinesiology is relocated
within the Faculty of Interdisciplinary Studies, the Physical
Development Centre (Physical Development Studies) will effectively
be dissolved; and hence the Committee recommends its formal
dissolution.
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SECTION IV
REPORT ON THE ROLE OF FINE ARTS COURSES?
WITHIN THE UNIVERSITY AS REQUIRED BY CHARGE 1
The Committee interpreted this charge as encompassing not only the role
which courses in the fine and performing arts play in the university
community at present but also the role which they could play in the
future.
At present the situation is this. The University offers:
a)
(within Communication Studies) as part of the academic program
of the University, a small number of credit-carrying courses,
elements of which are, from time to time, related to the arts;
b)
(within the Centre for Communications and the Arts) a
series of non-credit workshops in the fine and performing arts; and
c)
(also within the Centre for Communications and the Arts)
a series of public lectures and concerts by resident and
visiting artists.
The Academic Planning Committee sees the need to supplement existing
offerings by establishing credit courses and programs in the fine and
performing arts. More particularly, the Committee concluded:
1. that the credit offerings available to students should at
least be expanded to include a number of those credit-
worthy but non-credit-carrying courses and workshops which
are already available (or approved combinations of these); and
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2. that there is an evident need to develop academic credit
courses in the fine and performing arts.
The non-credit workshops and related offerings of the Centre have been
highly successful. They have provided opportunities for artistic
development and appreciation both to members of the University and to
the community at large; they have provided for students and others
the sort of freedom from normal academic restrictions which encourages
experimentation with new forms; they have attracted many highly
motivated and often gifted students who have been prepared to
devote many hours to their artistic endeavours; and they have "produced"
a good many students who have gone on to successful careers in film,
dance, mime, theatre and other arts.
The present international reputation of the Centre for Communications
and the Arts results in no small measure from the high calibre of its
public performances. The Academic Planning Committee recognizes that
these activities constitute a valuable service both to the academic
community and to the community-at-large.
In short, the Committee reco3nizes that within the University there is
need for:
1.
academic credit courses in the fine and performing arts;
2.
non-credit workshops and related offerings in the fine and
performing arts; and
3.
public lectures and performances by resident and visiting
artists.
Having established this much, the Committee then considered how bestto
satisfy these three kinds of need.
1•
- 18 -
As to 1): rhe Committee concluded that these might best be offered by
a Department of Fine and Performing Arts, and hence recommends that
such a department be established. And because programs offered by
such a department would need to draw upon the expertise of persons
from a variety of disciplines, the Committee further recommends that
such a department be administratively located within that Faculty
which has been expressly designed to facilitate interdisciplinary
teaching and research,viz., the proposed Faculty of interdisciplinary
Studies.
As to 2): the Committee concluded that responsibility for their
organization and presentation should also rest with the Department
of Fine and Performing Arts. Accommodating both credit courses and
non-credit workshops within the offerings of a single department
should work to the benefit of students and faculty involved in each.
As to 3): the Committee concluded that their organization and presentation
should continue to be the prime responsibility of the Program Director
for the Centre for Communications and the Arts. And because these
activities plainly fall outside the province of the usual academic
departments or faculties while fulfilling a general "service" function
for members of both the university community and the community-at-large,
the Committee further recommends that the Centre for Communications
and the Arts be administratively located within the Division of
University Services.
In
short, the Academic Planning Committee is recommending the
establishment of a Department of Fine and Performing Arts within the
Faculty of Interdisciplinary Studies, and the relocation of a modified
Centre for Communications and the Arts within the Division of University
Services.
I
t.
-19-
;/0
RECOMMENDATIONS
A. RE FACULTY OF INTERDISCIPLINARY STUDIES
I. GENERAL RECOMMENDATIONS
1.
That a Faculty of Interdisciplinary * Studies be established with
the administrative reporting and program routing structures as
set out in Charts 1 and 2.
2.
That the present Division of General Studies be dissolved and that
its functions and administrative responsibilities be assimilated
by the Faculty of Interdisciplinary Studies.
3.
That the position of Dean of the Division of General Studies be.
abolished and that a new position, Dean of the Faculty of
Interdisciplinary Studies, be established.**
4.
That departments in the Faculty of Interdisciplinary Studies have
the same status as departments elsewhere in the University.
* ?
The use of 'interdisciplinary' in this context does not imply that
interdisciplinary studies do not occur elsewhere in the University.
** This recommendation will require that some changes be made to
Senate Paper S424.
-20-
fl
?
5. That departments in the Faculty of Interdisciplinary Studies be
administered as follows:
a)
each department shall have a chairman reporting to the
Dean of the Faculty;
b)
the chairman of each department shall be chairman of a
curriculum committee charged with making recommendations
as to the curriculum of the department;
-: ?
c) membership of each curriculum committee shall normally
consist of:
the chairman of the department;
2 faculty members elected by and from the department;
3 faculty members, one each from the faculties of Arts,
Science and Education, appointed by the Dean of
Interdisciplinary Studi-s on the recommendation
of the Dean of the appropriate faculty; and
3 students appointed by the Dean of Interdisciplinary.
Studies on the recommendation of the Student Society.
6. That the program
c
of the Department of Fine and Performing Arts
and the Department of Social Relations, if approved, be subject to
review
by the Academic Planning Committee no later than three years
after the inception of each program, and that the Academic Planning
Committee at that time make recommendations regarding the
continuation or discontinuation of each program with due provision
for the welfare of students involved.
a ?
., •
- 21
I
?
II. KINESIOLOGY
7.
That the Physical Development Centre be reconstituted as the
Department of Kinesiology in the Faculty of Interdisciplinary
Studies.
8.
That the Senate Committee on Interdisciplinary Studies (Kinesiology)
be dissolved upon the establishment of a curriculum committee for
the Department of Kinesiology.
III. SOCIAL RELATIONS
9.
That within the Faculty of Interdisciplinary Studies there be
established an interim Department of Social Relations comprising'
those faculty members from within the present Faculty of Education
Swho wish to transfer to such a Department.
10.
That the faculty members transferred to the Department of Social
Relations continue, for the present, to offer those courses which
are currently offered by Behavioural Science Foundations and
Communications Studies.
11.
That the Academic Planning Committee establish an Ad Hoc Steering
Committee as an interim curriculum committee for the Department of
Social Relations and that this committee be responsible for submitting
to the Academic Planning Committee (no later than January 31, 1972),
through the Dean of Interdisciplinary Studies, a proposal for a
coherent program in Social Relations which would both have a content
distinct from that of courses offered elsewhere in the University
and be well suited to the qualifications and research interests of
faculty members in the department.
12. That within 30 days of receiving such a program proposal the Academic
Planning Committee recommend its acceptance or otherwise to Senate.
•.
?
c__I ?
•.
—
22 —.
13. That notwithstanding the interim status of the Social Relations
bepartment, faculty members within that department should, in the
71/72 academic year, be considered for promotion and tenure in the
normal manner.
14.
That the units known as "Educational Foundations Centre,"
"Behavioural Science Foundations," and "Communication Studies" be
dissolved.
— ?
IV. FINE A'D PERFORMING ARTS
15.
That, within the Faculty of Interdisciplinary Studies, a
Department of Fine and Performing Arts be established.
16. That the Academic Planning Committee establish an Ad Hoc Steering
Committee for the Department of Fine and Performing Arts and that
this comtittee be responsible, through the Dean of the Faculty
of Interdisciplinary Studies, for submitting to the Academic
Planning Committee a proposal for a program in Fine and Performing
Arts which:
a)
would include a number of those credit-worthy but non-
credit-carrying courses and workshops currently offered by
the Centre for Communications and the Arts; and
b)
would also include a range of new academic credit courses
in the Fine and Performing Arts.
17. That consideration of minor or major programs in the Fine and
Performing Arts be deferred until these credit courses are
established and the nature of student demand is fully assessed.
18. That appointments to the Department of Fine and Performing Arts
$
- 23 -
be made in
accordance with the normal university procedures, e.g.,
procedures for regular appointments at the assistant, associate, and
full professorial levels, and visiting appointments.
B. CENTRE FOR COMMUNICATION AND THE ARTS
19. That the Centre for Communications and the Arts be transferred
to and administered within the Division of University Services.
- ?
20. That the Centre for Communications and the Arts be responsible
for offering public performances and the like to members of the
university and the community-at-large.
21. That the Program Director of the Centre for Communications and the
•
?
Arts
assume responsibility for mll aspects of the Centre's
operations and act in liaison with the Department of Fine and
Performing Arts.
C. FACULTY OF EDUCATION
22.
That the Faculty of Education be newly constituted so as to comprise
the faculty members currently in the Professional Development
Centre and members currently in Social & Philosophical Foundations,
as designated by the Academic Vice-President.
23.
That the Faculty of Education, as newly constituted, be charged to
submit (by January 31, 1972) a report to Senate through the
Academic Planning Committee, covering the following points:
. ?
-. *.
- 24 -
a)
detailed recommendations for undergraduate and graduate
program modification and development;
b)
detailed recommendations regarding staffing patterns and
priorities; and
c)
steps to be taken relating to the organizational structure
of the Faculty - specifically its Faculty Co-ordinating
Council, Graduate Studies Committee, and Undergraduate Studies
Committee.
24. That the recommendations made regarding programs within the Faculty
of Education satisfy the following constraints:
a)
courses should bear the designation "Education";
b)
responsibility for Education courses currently numbered
201 .9nd 202 should be retained by the newly constituted
Faculty of Education; and
c)
additional work in the foundation areas of education should
be integrated as far as is possible into the programs
of the Faculty of Education without provision for majors
in the foundat:.onal areas themselves at the under-
graduate level.
25. That pending approval of the faculty's organizational structure
(as required by 23.e) the Faculty of Education be administered by
the Acting Dean with the support of those persons who are currently
employed within the Dean's Office and within the administration of
the professional Development Centre.
- 25 -
9
26.
That the Philosophy Department be invited by the Academic Vice-
President to assimilate those members of Social & Philosophical
Foundations not designated to remain in the Faculty
.
of Education.
27.
That the faculty members transferred from Social & Philosophical
Foundations into the newly constituted Faculty of Education or the
Philosophy Department continue for the present to offer the courses
for which they have hitherto been responsible subject to review by
the curriculum committees of the Faculty of Education and the
Department of Philosophy respectively.
28.
That, with the acceptance of the above recommendations, the
units known as "The Professional Development Centre" and "Social
& Philosophical Foundations" be dissolved.
.
ATTACHMENT
11 1
,
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ORGANZA-110N
OF ThE FACULTY OF EDUC[TON
ACCEPED BY THE BOARD OF GOVERNORS - MARCH 1967
Dean of Education ?
(Dr. A.R. MacKinnon)
Executive Committee
(Directors of Centres)
Physical Development Centre
?
Centre for Communications &
the
Arts
(Chairman W.L. Davies)
?
(Chairman T.J. Mallison)
(Revolving) ?
S ?
(Revolving)
?
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TI ?
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sical Development Studies
?
Athletics & Recreation
?
Communications
?
Arts
(G. Kirchner)
?
(W.L. Davies) ?
(r.j. Mallinson) ?
(J. Bchron.
Educational Foundations Centre?
(Chairman J.F. Ellis)?
(Revolving)
Behavioral Sciences Foundations?
(R.J.C. Harper)
Social & Philosophical Foundations
?
Professional Foundations
Proposed (To be filled)
?
(J.F. Ellis)
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