SIMON FRASER UNIVERSITY

5, 3 4 8

MEMORANDUM

410.

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.Memb.er.s ... of..S.e.na.te .................

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From .................................. K ..... Strand .......................................................

................................................ President. ...................................................

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...of Faculty of Education

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Date....................................March

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.9.7.P.................................

14733-PC

1.

INTRODUCTION

Over the past several months I have received a number of communications

relating to the proposed re-organization of the Faculty of Education. These

communications have included formal reports and recommendations by the

forrrer Dean and Associate Dean of Education and answers by them to certain

questions raised by me. In addition, I have received written and verbal

comments from individual members of the Faculty of Education.

2.

ORGANIZATION OF THE FACULTY OF EDUCATION AS ACCEPTED

BY THE BOARD OF COVERNORS, MARCH, 1967

Dean of Education

(Dr. A. R. MacKinnon)

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Executive Committee

(Directors of Centres)

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Physical Development Centre

(Chairman W. L. Davies)

(Revolving)

Physical pevelopment Athletics nd

Studies ?

Recreation

(G. Kirkner) ?

(W. L. Davies)

Centre for Communications & the Arts

(Chairman T. J. Mallinson)

(Revolving)

Communications ?

Arts

(T.

J.

Mallinson)

?

(3.

Behrens)

Social and Philosophical

Foundations

Proposed (Ito be filled)

.

Educational Foundations Centre

(Chairman J. F. Ellis) .

(Revolving)

Professional Foundations Behavioral Sciences Foundations

(3. F. Ellis)

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?

(R. J. C. Harper)

..2

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3 RECOMMENDATIONS OF THE FACULTY OF EDUCATION

Recommendations adopted by the Faculty of Education on

Monday. October ?.7th, J.969.

Item 1. Was serrnann/Gihhons: ?

that the separation of Professional

Foundations from the Educational

Foundations Centre to form a

Professional Development Centre

be approved.

CARRIED UNANIMOUSLY

Item Z. Car pendale/Peter: ?

that the inclusion of Communications

Studies in the Educational Foundations

Centre be approved.

CARRIED UNANIMOUSLY

Item 3, Fox/Vogt, amended by

Eastwood and approved

by Fox: ?

that the Faculty recommend to Senate

the establishment of a University Arts

Centre.

CARRIED UNANIMOUSLY

Item 4. Stratton /Peter:

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?

that a University Division of Athletics

and Recreational Services be established

Item 4. Amendment

Walker /I)aves:

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that the position of the Departmnt of

Athletics and Recreational Services within

the Faculty of Education be maintained

until the FacuJty of Education and the

Department of Athletics and Recreational.

Services have received a clear statement

of an acceptable alternate position from

Senate.

S. Stratton agreed to accept the arnerd.rnent

as part

of

the motion. He advised that no

impl err) entat:ion would occur until, all

negotions have been completed

CARRIED with one abstention.

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\Io-.on

Passed at the November 24, 1969, Faculty of Education Meeting

- that the Faculty of Education formally accept the proposed

reorganization of the Educational Foundations Centre;

that the Faculty initiate the necessary steps to obtain formal

Senate approval and ratification of the proposed reorganization;

and that the Faculty immediately request the President to grant

permission for the Centre to assume whatever interim

responsibilities and powers are necessary to this reorganization

until such time as formal. Senate ratification has been received.

As a result of all these submissions, on February 13th the

cting Academic Vice-President met with the Coordinating Council

if the Faculty of Education and formulated a number of specific

nd some tentative proposals on the question of Faculty reorganization.

inally on the basis of his recommendations and all relevant

nfnrmation from the Facult

y

of Education, I am submitting to

enate the following proposals with a recommendation that they be

.dopted:

C

?

otion 1

That Senate accept the separation of the Arts

program from the present Centre for Communications

and the Arts and establish it as a program in the

proposed Division of General Studies.

otion 2

That Senate accept the separation of the Department

of Athletic and Recreational Services from the

Centre for Physical Development Studies and include

it as a program or programs in the proposed Division

of General Studies.

a

[Up to now the Faculty of Education has been given the responsibility

for developing Athletics and Recreational Programs, and the Fine

and Performing Arts. Since these areas are of concern to those

working in the schools and in other educational agencies it was

legitimate that the Faculty of Education be made responsible for

them. However, with the expansion of our efforts in these areas

and a recognition by the Faculty of Education that these activities

are an intrinsic part of the educational experience of al-

' persons at

the University, it is appropriate that: the areas of General.

Education, Athletics, Recreational Programs and the Arts be

identified as University responsibilities.

'.4

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Motion 3

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That Senate accept the administrative separation

of Kinesiology from the Physical Development

Centre and agree to

its

administration by the

Dean of Science, Chairman of the Senate Inter-

disciplinary Committee on Kinesiology, until

such time as the question of the organization and

location of inter-Faculty programs is finally

resolved.

Kinesiol.ogy, as an inter-Faculty program, draws upon both the

Faculty of Education and the Faculty of Science. Academically

it is under the jurisdiction of a Senate Committee on Interdisciplinary

Studies -- Kinesiology, chaired by the Dean of Science, yet

administratively it is in the Faculty of Education. Kinesiology

program now awards its own degrees and its course bfferings

appear in a separate part of the Calendar. It is desirable therefore

that the program be administratively separated from the Faculty of

Education and be administered temporarily by the Dean of Scicnce

in his capacity as Chairman of the Senate Committee on Inter-.

disciplinary Studies -- Kinesiology.

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K. Strand

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GROWTH PATTERNS FOR THE

FACULTY OF EDUCATION

I. GENERAL GOALS AND OBJECTIVES

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APPENDIX I

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SECTION I

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PREAMBLE

SECTION II

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AN OUTLINE OF DEVELOPMENT OF THE

FACULTY OF EDUCATION 1964-1969

SECTION III

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RESPONSIBILITIES OF THE FACULTY

OF EDUCATION

SECTION IV

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PRIORITIES FOR ACTION

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APPENDICES

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SECTION I

PREAMBLE

This report is a documentation of growth process in the

Faculty of Education. Review, modification and reorganization have

been salient features of the Faculty from its very beginnings. Section II

"An Outline of Development of the Faculty of Education

1964-1969"

was

circulated to the Faculty on October 20th,

1969.

The outline attempted

to describe what had occurred since

1964

and suggested certain

directions for the future. Some of the directions had already been

anticipated by the Faculty who approved on Monday, October 27th,

1969,

to resolve some of the administrative hurdles which could be hindering

growth. These recommendations were as follows:-

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Item 1. Wassermann/Gibbons: that the separation of Professional

Foundations from the Educational

Foundations Centre to form a

Professional Development Centre

be approved.

CARRIED UNANIMOUSLY

Item 2. Carpendale/Peter:

Item 3. Fox/Vogt, amended b\r

Eastwood and approved

by Fox:

that the inclusion of Communications

Studies in the Educational Foundations

Centre be approved.

CARRIED UNANIMOUSLY

that the Faculty recommend to Senate

the establishment of a University Arts

Centre.

CARRIED UNANIMOUSLY.

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.1

that a. University Division of Athletics

and Recreational Services be established.

that the position of the Department of

Athletics and Recreational Services within

the Faculty of Education be maintained

until the Faculty of Education and the

Department of Athletics and Recreational

Services have received a clear statement

of an acceptable alternate position from

Senate.

Item 4. Stratton/Peter:

C

Item 4. Amendment

Walker / Davies:

40.

S. Stratton agreed to accept the amendment

as part of the motion. He advised that no

implementation would occur until all

negotations have been completed

CARRIED with one abstention.

Given these changes what emerges are

g

tn

eneral goals and

objectives for the Faculty rather than isolated goals and objectives of

Departments or Centres. In addition, there emerges general goals and

objectives for the University which, in part, the Faculty must continue and

expand. Part I of Growth Patterns for the Faculty of Education deals,

accordingly, with general goals and objectives as the necessary precursors

to later specification of budget targets and organizational patterns for the

immediate future.

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1

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AN OUTLINE OF DEVELOPMENT OF THE FACULTY OF EDUCATION,

SIMON FRASER UNIVERSITY

1964 - 1969

The decision to establish a Faculty of Education at Simon Fraser University

was

based on the overall attempt of the new university to relieve enrolment

pressures at the University of British Columbia. Although there were broad

operational plans for the University (e. g. trimester system, large lecture-

small tutorial, teaching) by July,

1964,

there were no organizational plans

for the Faculty, no programs for degrees or certificates and no coherent

rationale for the place of educational studies in a university. The task of

formulating policies and organizational structures was the responsibility of

a small group of individuals appointed early in 1964 and

1965.

The charge

to the Dean of Education, appoinied September

1964,

was to meet 'the

Minister of Education, the Deputy Minister of Education, all members of

the Academic Board, together with senior staff of the Department of Education,

Joint Board of Teacher Education, key members of the school inspectorate of

the Province as well as the principals of the high schools in the areas which

will likely be cooperating with you in the initial, experiments. All this, of

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course, in addition to the key job of setting 'up the Faculty and reaching

agreement on how to structure our Athletic and Physical Education activities

and our activities in the areas of the Fine Arts and Performing Arts' (letter

from P. D. McTaggart-Cowan to A. R. Mac

T

Kinnofl, August 31,

1964.)

Certification regulations established by the Joint Board of Teacher Education

imposed an immediate constraint on planning. These regulations were

based on programs andorganizational structures of the Faculties of Education

of the University of British Columbia and the University of Victoria. Programs

of studies were specifically prescribed for the various levels of certification.

Failure to meet these requirements (or to have the requirements changed)

would mean that students undertaking programs at Simon Fraser University

would not be granted teaching certificates by the Minister of Education. As

early as July 1964,

advice was sought by the Director of Academic Planning

(letter to A. R. MacKinnon, July ZO,

1964)

as to ''whether or not we will, have

courses for elementary teachers when we open in

1965. "

It was assumed by

the Department of Education, University of British Columbia, University

of Victoria, British Columbia Teachers' Federation, British Columbia School

Trustees Association, and by most SuperintendefltS Principals, Teachers

and prospective students, that programs and structure of the Faculty of

Education at Simon Fraser University would he similar to that at the

University of British Columbia and the University of Victoria, with some

nrovisions made for 'experimentation in the areas of internship" (letters

2

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Divisions

Departments

Graduate Studies

Educational Foundations

Secondary Division

Educational Psychology

Elementary Division

Educational Administration

Industrial Education

General Curriculum Theory

Student Teaching

Reading Education

English Education

French

Mathematics Education

Social Studies

Science Education

Art Education

Music Education

Health and Physical Education

Primary Education

Adulty Education

Speech Education

Special Education

University Departments

Department of Athletics

Department of Fine Arts

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.from P.C.

McTaggart-Cowan to A. R. MacKinnon, July 20 and July 24, 1964)

It was also considered ''that the Faculty of Education will be a large Faculty

with heavy responsibilities" (letter from P..]). McTaggart-Cowan to

A. R. MacKinnon, July 24, 1964).

The model for the organization of the Faculty of Education at Simon Fraser

University which would give immediate viability to certificates and degree

programs and which would

receive

immediate acceptance of the Department

of Education, of professional organizations, principals, teachers and

prospective students, was that found at the University of British Columbia

and the University of Victoria. 'The organization accordingly, would entail

the following specialized divisions and departments:

1. The Faculty of Education at the University of British Columbia has, in

addition, a Child Study Centre, an Educational Clinic, a Centre for Programmed

Instruction and a Curriculum Laboratory. The Faculty has its own building

which was specifically designed for students in Education. The building has

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space, teaching and research areas and office accommodation

exclusively for the Faculty of Education. The building was constructed and

equipped by the Department of Public Works at an approximate cost of

$5, 000, 000. The building was officai.1.y opened in 1.965.

This was the model which was found, as well, in established and emerging

Faculties of Education throughout Canada.

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Certain key decisions made in September 1964 regarding program and

organization of the Faculty of Education were based directly on an intensive

analysis of teacher education and school -uni.ver s ity relationships.

?

The

analysis led to the following principal decisions:

1.

The Facult y of Education, Simon Fraser University, would not

attempt: to duplicate the common model. Programs and organization

would be flexible to permit continuing growth.

2.

The organization, program and financing of the Faculty would be

based on a seri.es

of integrative procedures:

a)

No courses would be mounted in the Faculty of Education

which could not: find a place in the Faculties of Arts or

Science;

b)

Courses offered by the Faculty of Education would be made

available to any student at the University as electives, or

where appropriate, as optional courses;

c)

General. education courses, interdisciplinary seminars and

an extensive non-credit activity program developed

particularly in the areas of Physical Development and

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Athletics and in the Fine and Performing Arts, would be

made available to all students, faculty and staff of the

University;

) Teaching and office space would he shared with other

Faculties;

ct Programs in the Faculty would relate closely with every

department: in the university and wit-h schools, colleges

and numerous educational agencies and organizations

outside the University.

Within such a series of integrated procedures it was clear that the

organization of the Faculty along divisional or departmental lines would

not

he appropriate. However, it was recognized that any new structures

developed would of neccssdy have to accord, for administrative purposes,

with the operational procedures of the rest of the university.

During the period September to December, 1964, a series of position papers

were prepared and circulated throughout Canada and the United States for

comment and advice. Extensive discussion took place with the Department

Z. MacKinnon,

Y\..

R. , School and TJni.vers i.ty AWhit:e Paper on the

. ?

.Su

jrad_Experi.rn.ent, Cambridge, Mass. : Harvard Graduate School

of d uc at-i on, 1964

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of

Education, Members of the Academic Board, Joint Board of Teacher

Education, the Faculties of Education at the University of British Columbia

and the University of Victoria, B. C. T. F., B. C. S. T. A. and school

superintendents, principals and teachers in all districts of the Province.

'rom such consultation (and extensive discussion with those appointed at

Simon Fraser University) the following organizational structure was

developed.

Organization of ?

Faculty

Administrative -- ?

Dean

Assistant

Executive Council

?

Ad Tisory Council on

C

of the Faculty ?

Synoptic Education

(IDirectors)

?

Fellows

Educational Foundations

Centre

1-

?

Director o

Studies in

?

Social

?

Foundation

Chairman*

f Director of

Studies in

Professional

Foundations

Director of

Studies in

Behavioural

Science

?

Foundations

Physical Devel

?

Centre

?

Communications Centre

Ch airnian

?

Chairman*

.

Director of

Research

and

Professional

Development;

• ? •

Director ?

Director ?

Director of

of Fine

?

of ?

Research

Arts

?

Performing ?

and

Arts

?

Professional

Development

Director of

?

Director of

Athletics

?

Recreational

Programs

*Chairmanship of each Centre will rotate among the three Directors

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j

r'he areas of responsibility for each Centre were established as

follows: ?

(Report to Board, Jan. 19, Feb. 18, 1965)

Ph

y

sical Development Centre

he Centre would have responsibilities for Athletic and Recreational.

'rograms and for coordinating interdisciplinary studies and research

nd development on the nature and utilization of human physical

esources. It was planned that one of the Directors within the Centre

.'oulcl be the initial. Chairman of the Physical Development Centre.

Centre for Communications and the Arts

This Centre would be responsible for studies in Fine Arts and Performing

Arts and for explorations of the wide variety of media operating in society

such as film, television, radio, etc. The Centre would be responsible

for developing courses which would be offered as electives for students

working towards a B. A. , B. Sc. or B. Ed. and post graduate degrees.

Attention would focus initially, however, on the provision of extensive

opportunities for experiences in communications, (for example, drama,

music, visual arts, film') arranged to meet and advance special talents,

and for developing an understanding of and sensitivity to various media.

Persons appointed to the Centre would also share responsibilities for the

professional. development of persons working towards a career in Education.

The first appointment in the Centre would be that of a Chairman who would

be responsible initially for specifying the areas of responsibility for the

Centre and for selecting staff.

3. ?

Educational FoundationsCentre

This Centre would be responsible for coordinating humanistic, behavioural

science and allied studies which impinge on the history, philosophy and

operation of education. The Centre would provide scholarly documentation

of problem areas and procedures for undertaking research and development

in education and would provide supervision and direction in the professional

development of students entering Education as a career. The first appointment

in the Centre would he that of a Chairman who would he responsible for

specifying areas of responsibility of the Centre and for selection of staff

for the Centre.

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Advisory Council on Synoptic Education

'he Advisory Counci.l on Synoptic Education would be composed of the

can of Education, Chairmen of the Centres, senior persons in the

entres and Fellows of the Council appointed on a temporary basis.

ellows of the Council would come from a variety of sources (for example,

isiting Professors, specialized consultants, etc.) The Council would be

esponsible for cxamiiuing and advising on:

a)

?

Programs of studies in the Faculty of Education;

W

Programs in Research and Development in Education.

pproval of the organizational structure

was

given by the Board of Governors,

cLing for Senate, on January 14 and February 18, 1965. In associati.on with

e development of the organizational plan, a program for undergraduate

nd graduate degrees was developed as well as a program for certification.

uch programs required extensive consultation with many agencies (for

xampie, the Department of Education, B. C. T. F. etc.) and the approval of

ie Joint Board of Teacher Education. (Sec Universities Act, Part VII,

)ivision (i).

is

The Board of Governors, acting for Senate, gave approval to the programs

in December 14, 1964. Joint Board of Teacher Education gave approval, to

he Professional. Development Program in January 13, 1965,. the Master's

P

rogram. in February 11, 1965 and the B. Ed. degree on March 25, 1965.

'or a detailed description of programs of. study and certification requirements,

see Appendix I.

pproval of the programs by the Joint Board of Teacher Education meant that

tudents successfully completing the programs offered at Simon Fraser

Iniversity would receive teaching certificates issued by the Minister of

ducation. Further, approval meant that programs in teacher education in

ritish Columbia were no longer hound to the course specifications of the

r aculties of Education at the University of British Columbia and the University

if Victoria. In effect, the Department of Education had transferred authority

or teacher education directly to the universities.

Dates of appointment of the Directors of Studies in the various Centres and

descriptions of their assigned responsibilities were as follows:

Dr. J. F. Ellis, Director of Professional Foundations,

Appointed July 1st, 1965

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Duties: ?

Organize and direct St3ges I and II of

the Professional Development Program

Develop, when required, specific courses

related to Professional. Development

In conjunction with other Directors in the

Educational Foundations Centre and with

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persons in the Faculty of Education,

engage in research and development

in Education

)r. R. J. C. Harper ?

Director of Studies in Behavioural

Science Foundations

Appointed: ?

September 1st,

1.965

Duties: ?

Develop courses of studies in Behavioural

Science Foundations in Education

• During the first two semester, present

lectures in Education 202

Undertake supervision and direction of

seminars in the Professional Development

Program.

Undertake research into cognitive processes

in learning.

)r. G. R. Eastwood ?

Head of Social and Philosophical Foundations

Appointed:

?

July 1st, 1967

Duties: ?

To serve as Head, directing studies in

Social and Philosophical Foundations in

the Faculty of Education

To work in close conjunction with the Professional

Development Program

To engage in and direct research in Social and

Philosophical. Foundations in Education.

)r. G. Kirchner ?

Director of Recreational Programs in the

Physical Development Centre.

Appointed: ?

June 15th, 1965

Duties: ?

• Develop and coordinate recreational programs

throughout the University

Participate in the supervision and direction of

• ?

the Professionai, Development Program.

Develop courses, when appropriate, in

•

? physical education

In conjunction with other members of the

TThysical Development Centre, engage in

research and development programs.

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Mr.

W. L. Davies

?

Director of Athletics

Appointed: ?

May 1st,

1965

Duties:

?

Head Coach, Football.

Supervision and coordination of University

athletic program.

Organization of coaching clinics and

professional program in coaching

Supervision and instruction in the professional

development program in teacher education.

Cooperative research and development work

in the Physical Development Centre (Recreation,

Research and Development program).

Mr. P. B. Lyndon ?

Chairman of the Communications Centre

Appointed: ?

May 1st,

1968

Duties: ?

Development of programs and experiences in

the creative arts for all persons at the University.

Development of courses for undergraduate

and graduate programs in Communication

•

?

and the Fine and Performing Arts at the

tJnivers ity.

Development and coordination of interdisciplinary

approaches to the fields of Communication and

Creativity.

Dr. T. J. Mallinson ?

Director of Research and Professional

Development in the Communications Centre

Appointed: ?

August 1st, 1965

Duties: ?

To teach general and advanced courses in the

Faculty of Education.

B apply the insights of group processes to the

program of professional development

To devise methodolo

g

ies to integrate research

in learning and creativity.

Mr. B. F. Attridge ?

Chairman of the Communications Centre

Appoint:ed: ?

May 1st,

1965

Duties: ?

initial Chairman of the Communications Centre

Develop courses for undergraduate and graduate

programs in communications and

the fine and

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performing arts

Develop specific experiences in the theatre

and the creative arts for staff and students

at the University.

Participate in the supervision of seminars

related to the Professional Development

Program

Stimulate and direct research and development

in communications.

tates of growth within each Centre and each area within Centres varied

vidciy and were directly related to such factors as number of students

nroll.ing in programs, time for building interdisciplinary programs,

Lvailability of qualified personnel and budget allocations to the University.

s each new course or program was introduced, it was subjected to a

:ritical examination using the series of integrative procedures as criteria.

)nly when courses met this criteria were they forwarded to Faculty and

enate for approval (Appendix II shows calendar descriptions of programs

n the Faculty for each year from 1965 to 1969. Appendix Ill shows material of

Lnnual reports for each area within the Centres.

xamination of Appendices IT and Ill point out some significant shifts from

ie original organization of the Centres. in part these reflect the growth

f new programs which had been planned for in the original concept of the

'aculty. It was not in the original plan, however, that there should he

epartmental structures which would operate as autonomous units within

entres. This fragmentation was pointed out on several occasions by faculty

embers and Fellows of the Council on Synoptic Education:

Bidweil., R. G. S. ?

A Report to Dr. A. R. MacKinnon,

January 9, 1967

Wright, E. N.

?

A Report to Simon Fraser University

March 1.966

D'Aeth, R.

?

Informal Notes and Suggestions on the

Program for the Education of Teachers

atSinion Fraser University

August 22, 1967

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The departmental structure which characterized the organization of the

• ?

'acuities of Arts and Science (and Faculties of Education in other universities)

has been a major contributing factor in the compartmentalization of areas

of study in the Faculty of Education. Simple survival of an area of study

fh as often appeared to be more important: than the pursuit of common

educational objectives. it is also obvious that certain of the original

groupings were not appropriate, and other programs and organizational

structures are now required.

SOME POSSIBLE GROWTH PATTERNS FOR THE FACULTY OF EDUCATION

The initial directions given to programs and organization and the subsequent

development of the 1

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'acu1tr did not turn exclusively on the training of persons

who would work only in institutions of learning governed by the Public

Schools Act. The approach has been to study and practise education on a broader

base. Thus, many agencies effecting human learning (including the elementary

and secondar

y

schools) are the concerns of the Faculty. Even the Faculty

itself is a focus for study. Further, the growth patterns during the past five

years have emphasised that the definitions of professionals working in

educational agencies are changing rapidly. The Faculty of Education is being

called upon with increasing urgency to provide exemplary action on these

problems of cleLniti.on.

There have been phenomenal accomplishments in five years. For example,

by September, 1969,

978 persons completed certification programs, 14

persons completed degrees at the graduate and undergraduate level, 230

elementary and secondary teachers completed an intensive, in-service

experience of two semesters as Associates of the Centre, and 1, 750 elementary

and secondary teachers were involved intensively as Associates in Education

in the schools either for a seven week or an eight-month period. In the

Physical. Development Centre 1, 375 students have been full participants in

Athletic Programs and 2,450 persons participated in recreational programs.

In the Centre for Communications and the Arts 166, 578 persons attended

events in the Theatre. All courses mounted by the Faculty of Education in

the Centre for Communications and the Arts, Behavioural Science Foundations

and Social and Philosophical Foundations have been oversubscribed in ev

ery

semester. The inter-disciplinary Nines iology program is unique in North

America and has forced a marked new orientation in Physical. Development

Studies. Th.e Professional Development Program has had its impact on

teacher education i.n every province in Canada. Persons who have worked

in the Faculty have now found employment not only in elementary and

secondary schools but in regional colleges, professional and amateur sports

organizations, the National. Film Board, universities, technical institutes,

recreational associations, theatre companies, private schools, government'

agencies and international, education.

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15

All these accomplishments (plus many others noted in the Annual. Reports

and scholarly publications) would not have been possible if the common

model for Faculties of Education had been adopted in 1964. The accomplishments

were made while the Faculty had the lowest annual budget in the university

and the lowest "per capita cost of any other Faculty or College of Education

in Canada.

The success of the growth patterns to date contain many implicit dangers,

however. There is a temptation to do more of the same; there is the problem

of maintaining an organizational structure or program solely on the grounds

that these were established initially, and more time is needed to consolidate

their operation; there is the assumption that the initial groupings reflected

educational realities rather than budgetary and administrative expediencies;

there is the temptation to regard responsibilities in professional education as

terminated once persons have completed a course, workshop or program. It

would seem imperative, accordingly, that new growth patterns should be

invented which will reveal the dangers and permit the Faculty to carry out

its responsibilities more effectively.

1. ?

How can further provisions be made to accommodate and

adjust the changing professional role of persons working

•

?

inelementary and secondary schools

It is obvious that programs leading to Standard and Professional. Certification

will, continue to be a major area of concern in the Faculty. ?

Such programs,

however, ?

cannot continue without regard for availability of places where the

Professional Development Program can take place and where graduates can

find employment. ?

There is a clear constraint of numbers built into the

Professional Development Program. ?

Certain subject areas (e. g. English,

Social Studies) now provide a surplus of candidates in relationship to

Education 401 and 405 field positions available.

?

It would he an injustice to

encourage persons to take up programs when positions are not going to he

available either for the initial training period or for future employment in

schools. ?

Clearly there is a need to provide alternatives within the Faculty

of Education for those who are interested in a career in education but who

will not he able to work in elementary or secondary schools.

?

The Professional

Development Program can no longer be considered as an agency which can

accommodate all students who meet ninimuru admission requirements to the

program. ?

Professional Foundations in turn,

?

cannot be expected to develop

alternatives;

?

that is a total Faculty responsihility.

?

Some possible alternatives

will be considered later in this paper.

?

There would appear to be many critical

functions which Professional Foundations must take up now, given the growth

patternsof the Professional Development Program to date and the changing

rol-e of the professional in el.ernentari and secondary schools.

Opportunities must be provided for those who have not reached the Professional

certification level. ?

This group constitutes the largest number of ''graduatesT'

who have undertaken work in the Faculty of Education.

?

Failure to provide for

---

-

16 -

O ?

th

ci

lo

ge

(an

le

se persons through special summer programs, late afternoon or evening

sses,

etc. will result in loss of credit through transfer to another institution,

'ered morale and motivation, reduced salary increments and retardation of

erai professional growth. Top priority should be given by the Faculty

I University) to provide opportunities for these persons to reach a professional

el of certification.

The inter - relationship of schools and universities has now demonstrated that

there is a need for many extensions of the Professional Development Program

wich can accommodate continuing development of teachers in elementary and

scond ary schools. TJnles s such provisions are made it will be impossible to

keep pace with changes in schools and in universities. The outcome of work in

the Professional Development Program could be completely undone simply because

gifaduates could find themselves in a situation which denied them any opportunities

to practice what they now knew had to be done in education. There must be an

urgent exploration of a variety of ways by which extension can take place. (e. g.

Rgionai Development Centres, 'Packaged programs, Modifications of

C. 0. b. F. , etc.)

?

The demand for graduate programs up to the doctoral level

h ?

reached unbearable proportions. Without duplicating advances taking place

these programs at the University of British Columbia and the University of

vTictoria, viable programs can (and must) he mounted at Simon Fraser

University.

2.

?

How can provisions he made for alternative professional.

work in

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

Education?

ine the Professional. Development Program as currently conceived cannot

Iccept all those who might be eligible, other alternatives for professional

Jr,,ork in education need to be developed. Some of these alternatives are now

eginning to emerge. There are professional opportunities arising for

raduates in Kinesiology and in the emphasis programs of the Physical

p evelopment Centre. Students without any coordinated program who have

f

vorked in the Centre for Communications and the Arts, Behavioural Science

Foundations and Social and Philosophical Foundations have found opportunities

lmost accidently) for professibnal work in regional colleges, universities,

ational Film Board and several, other educational agencies. What would seem

to be required now is a new organizational structure which will provide for

undergraduate programs in combination witlPI.Ofessional-_projams. The

emergence of inter -related work in Communication Studies, Behavioural

Science Foundations and Social and Philosophical Foundations could soon

become a Centre in its own right with a strong professional component. Also

steps need to be taken in the Physical Development Centre so that professional

programs in physical education already mdunf:ed can have a clear operational.

0

---

- 17 -

tructure. Additional programs must also be developed in such fields as

recreation, coaching or allied areas. The Faculty of Education, accordingly,

. contain the following

Centres:

Physical Development Centre

Professional Development Centre

Education Studies Centre.

uch an organi

zat i

on

could provide additional degrees of freedom to carry out

esponsibiliti.es

to those who will, he working in elementary and secondary

chools, to professionals already in the field and to those who are lookin

g

for

iternaives for professional work in education.

[he success of combining field work and theoretical studies exemplified in

he Professional Development Program needs to he followed closely by the

ew professional programs which are emerging in the Physical Development

entre and the Education Studies Centre.

The ?

tern of half-time in a field situation and half-time at the University.

follo

pat

wing a programatic rnodel

.

of experience would seem to be a valid

direction of growth. All this could he easily accommodated within the general

framework of programs already approved by Senate. The Bachelor of Education

degree would become not solely oriented to professional work in education in

elementary and secondary schools but would acknowledge the broader base of

concern in education generally.

3.

?

What shbuld be the responsibilities of the University in General

Education, Athletics and Recreational Programs and Fine and

Performin

g

Arts ?

At the outset of the University, the Faculty of Education was given responsibility

in the areas of Athletics, Recreational programs and the Fine and Performing

Arts. There was an obvious concern for these areas by the' Faculty of Education

since those working in the schools and in other educational agencies needed

experience in these areas. However, the Faculty of Education did not see

Athletics, Recreational programs and the Fine and Performing Arts as the

exclusive domain of the Faculty. The Faculty regarded these activities as

an intrinsic part of the education experience of all persons at the University.

The same proposition held true in the area of General Education. Unfortunately,

other priorities in the University has meant: that, i.ncreas ingl.y, the Faculty'

of Education was committed to make more and more of the activities available

to the university community without any specific assistance (particularly in

budgets) corning from the rest of the University. It would seemirnperati.ve,

• ?

accordingly, that the University be asked to commit itself in terms of its

contributions in the area of General Education, Athletics and Recreational

programs and in the Arts. Failure to do so, given the wide range of

responsibilities of 1;he Faculty of Education, could be a diminution of quality

of programs

wh i ch

are now highly successfully and which receive strong

---

.

.

- ?

-

pport from students of the University.

Svera1 direction are possible. One could involve the establishment of a

At

hletics

niversity Division of General. Studies which would take in such areas as

and Recreational Services, an Arts Centre, General Education

arid Reading and Iudy Services. This would be a separately budgeted area of the

University with its own administrative structure. It could well be, however,

that such a

division

would not he appropriate now given the unsettled growth of

any areas within ihe University. This situation has been a continuing

stumbling

block in the

development of general education. A second alternative,

I

ccordingly, wonIci be to develop a structure for a University Arts Centre

hich although \' hin the framework of the Faculty of Education would have a

lear budgetary

•

etationship with the entire University. Scrutiny of.programs

would be the rcporisihility of a Senate Committee. Similarly a structure needs

be developed •r a University Ahletics and Recreational Services. Here

gain a unive r;i. . --vide budget is required, plus administrative controls

eyonci the irnmJtatc responsibility of the Faculty of Education.

OME PRIORITIES FOR ACTION

?

1.

?

Programs

(a)

Programs need to he established by December 1st, 1969, which

will, inter-relate various studies in Behavioural Science

Foundations, Social and Philosophical Foundations and

Communication Studies. Also in these inter-related areas

provision should he made for alternatives to professional.

work in education. Similar action needs to be taken in the

Physical Development Centre.

(b)

Programs at the undergraduate and graduate levels need to be-

formulated by Professional Foundations operating as a Centre,

again by December 1st, 1969.

?

2. ?

Orgpization

(a)

?

There is a clear need to develop a structure for a viable

Professional. Development Centre which

will

take up

responsibilities in. the changed context of professional work

in elementary and secondary schools.

(h)

?

A structure needs to be provided for the inter-related.

groupings of Philosphical Studies, Social Theory, Comnmunications

and Behavioural. Science Theory. This should emerge as an

atonomous centre either using the original. name of the

---

- 19-

Educational Foundations Centre or; perhaps, The Education

Studies Centre. This new arrangement should be brought

into effect as of January 1st, 1970.

3.

There is a need to develop a viable structure for a University

Arts Centre.

4.

There is a need for the development of a viable structure

for University Athletics and Recreational Programs.

A. R. MacKinnon

October 20, 1969

.

PFII-

L

]

---

20-

SECTION III

RESPONSIBILITIES OF E

FACULTY OF EDUCATION

(a) ?

Faculty programs which are oriented to professional

work in Education:-

(i)

Undergraduate and graduate courses of an inter-disciplinary

nature which illumine the discipline of education inherent in

disciplines (e. g. Education 201 - Theory of Education;

B.S.F. 424 - Behavioural Research in Education; S.P.F..432-

Contemporary Issues in World Education; C. C. A.200- Theory

and Process of Communication).

(ii)

Undergraduate and graduate inter-disciplinary program on

human growth and development (Kinesiology).

(iii)

Courses which illumine specific issues of public education

(e. g. S. P. F. 433 - Soc ia-Philosophical Dimensions of

Educational Theories; S. P. F. 434 - Philosophical Analysis

in Education; B. S.F. 426 - Cognitive Development).

(iv)

Courses which assist persons entering the profession of

teaching (e. g. Development of special skills to be taught in

schools - reading, swimming, gymnastics, dance, film,

stage management, etc. - B. S. F. 423 - Behavioral

Approaches to the Understanding of Learning Disabilities).

(v)

Programs directly related to attainment of certification for

employment under the Public Schools Act (e. g. the three-

semester Professional Development Program; Professional

Programs, Physical Development Studies).

0

---

(vi)

Programs for continuing education of professionals

(e. g. graduate programs

.

; extended programs for advanced

certification, in-service clinics and workshops; field

research and development projects).

(vii)

Programs for work in educational agencies not under the

Public Schools Act* (e. g. regional colleges, universities,

adult education, educational media, recreational education,

compensatory education).

in early development stages

.

---

- zz -

a,

.

(h) ?

Faculty programs which are oriented to education at the

University: -

(i)

General Education credit courses (these are courses in each

Centre which provide for all students at the University an

opportunity to study the nature of education. These courses

extend from the 200 to the advanced level and can be taken

either as electives or optional courses for the B.A., B.Sc.

or B. Ed. There are no specified pre-requisites.)

(ii)

Non-credit workshops (e. g. film, dance, video tape,

theatre, music).

(iii)

Non-credit technical courses (e. g. sports, dance,

swimming, photography, silk .screening, film editing,

costume making, stage lighting).

(iv)

Athletic programs (Inter-collegiate programs in the areas

of basketball, football, swimming and track. and field).

(v)

General recreation (Intramural programs, faculty fitness,

family programs).

(vi)

General cultural programs (e. g. Noon Shows, Theatre

productions).

(vii)

Community participation (e. g. public performances in

the Theatre, spectator games, cablevision programs)..

---

I, ?

SECTION

PRIORITIES FOR ACTION

1. ?

CONSOLIDATION OF EXISTING PROGRAMS.

There are several general weaknesses which have been reported

on graduates of the Faculty of Education programs. These reports come

from graduates themselves and through extensive contact with schools and

other educational agencies in which graduates are now working. The

weaknesses must he corrected quickly, otherwise recommendations for

certification will not he recognized, graduates will lose their positions or

be forced to do make-up work at other institutions. The problems (and

solutions) are as follows:-

(i)

?

?

Lack of competence of many graduates in the areas of

teaching mathematics, sciences, the arts, physical

education and several technical skill areas.

Given the continuous three semester Professional Development

Program and minimal staffing it has not be possible to have balanced

offerings each semester. Those who

are

are

reported as lacking competence

in the areas stated had either minimal or no assistance whereby they

could develop competence because no faculty were available to help them.

The problem could be overcome by increasing faculty so that a balanced

year-round operation can occur. This problem is most acutely felt in the

Professional Development Program. Currently, Visiting Professors or

part-time Lecturers handle the areas of Mechanics in the Kinesiology

program. This situation has obtained for two years and militates against

proper coordination of the program. It also results in some major gaps in

graduate's knowledge. The problem could be resolved by one additional

faculty.

---

- 24 -

(ii)

General inadequacies in educational th.e.

In comparison with graduates of other institutions, our

people are rated highly in performance in educational agencies particularly

in their ability to invent and to work well with others. They are reported

as being less competent than others in knowing the philosophical,

behavioural and communicative bases of education. Lack of a coordinated

major in the Educational Foundations Centre and the Centre for Communications

and the Arts would seem to be one cause of the problem. Sole emphasis on a

teaching major in the academic areas prevents an in-depth study of the bases

of education. The reorganization of the Educational Foundations Centre is

aimed directly at this problem. There are problems of balance, however,

of the offerings in the Centre. There are too few faculty who can full

transcend conventional discipline lines (e. g. Psychology, Sociology, Philosophy)

to devote the attention needed for a study of educational problems per se.

• ?

Another problem is the omission of several. significant areas of educational

theory (e. g. educational economics; educational administration). Integration

of educational theory programs must be developed as a first priority in the

Educational Foundations Centre. Omissions will have to be filled by

Visiting Professors and carefully developed inter-Faculty seminars.

(iii)

Lack of depth in experience during programs.

This problem takes several forms. Graduates report that

although theoretical areas in teaching various subjects were well developed,

too few resources were available for them to develop concrete plans for

later successful action. A survey of the students' needs indicates that it

would be impossible to meet all the problems through the introduction of

more courses. Expansion of learning resources systems, however, could

do muct to extend depth. For example studies undertaken in a theoretical

way on the treatment of learning disabilities could be extended into practical

---

-25-

Jrealms through use of tapes, films and increased library resources.

Graduates also report a lack of contact with General Studies and

particularly with extending their familiarilty with a general education

area once the course, workshop or activity had been completed. It is

clear that General Studies have operated at a below minimal level at the

University and these studies must be expanded extensively. General

Studies appropriate to the needs of the Faculty of Education could be met

in part with an expansion of learning resources systems. Most programs

in General Studies however, are operating at the introductory level only

(if they exist at all!). There are increasing levels of performance which

should be aimed at in General Studies. One of the objectives of a

University Division of General Studies should be, from the Faculty of

Education's point of view, a rapid move to establish depth in each area of

General Studies.

2.

?

DEVELOPMENT OF PROGRAMS FOR CONTINUING EDUCATION

This objective has become increasingly more important. Close

to 1200 graduates of the Professional Development Program will have their

interim certificates revoked or find their employment in jeopardy unless the

Faculty of Education can provide opportunities for them to advance their

standing to the Professional Certificate level. (i. e. B. Ed. degree level.)

All Centres will have to mount evening, weekend, short term summer

semester and speciai'packaged" courses which will resolve these problems soon.

Visiting Professorships and short-term appointments will be needed to

undertake these tasks. It is anticipated that the problems will be resolved

for our graduates as more and more students complete their work at the

Professional Certificate level. The Faculty of Education would still be

• ?

charged, in conjunction with the other public universities, with the

frightning responsibility of increasing certification levels of at least 10, 000

teachers now in the schools who wish to up-grade their professional

---

-

26 -

I,

competence. For most of these this will mean an up-grading to the

Professional Certificate level.

A considerable number of our graduates have had to withdraw

alter a year of teaching because what they had learned in Faculty programs

would not fit the status quo situation operating in schools. There is a

pressing need to feed into public education systems more "change agents".

This will require an increased u.nber of teachers working for degrees at

the Master's and Doctoral levels. It will require increased additions to

programs for Associates of the Centres. This should entail extension of

their time on campus. Finally there must be no reduction in in-service

clinics, workshops or field research and development projects. Such

activity is critical for success of our graduates. It cannot fail to pay

dividends to the total university through improvement of the quality of

students applying for admission.

3.

?

DEVELOPMENT OF PROGRAMS FOR PERSONS WHO WILL

BE WORKING IN EDUCATIONAL AGENCIES WHICH ARE

NOT UNDER THE PUBLIC SCHOOLS ACT.

Persons electing academic programs can no longer assume

that opportunities will be available to them to work in elementary and

secondary schools. Already a surplus of teachers exist in certain subject

areas (e. g. English, History) and in certain georgraphical areas (e. g.

the Lower Mainland). As the demand decreases for elementary and

secondary schools positions, a shortage is rapidly developing for persons

who can work effectively in other educational agencies. These agencies

include regional colleges, universities, adult education, recreational

education, educational media and compensatory education. At present,

students find their way into these agencies largely by accident through

S

---

- 27

.

taking elective courses in the Faculty of Education. Within the provisions

of the 10 semester Bachelor of Education degree and the trimester system

programs can be mounted with minimal costs which will take up these

professional responsibilities of the Faculty. The Educational Foundations

Centre and the Physical Development Centre should be charged specifically

with developing, these programs. Professional Foundations already has

too many complex responsibilities within the framework of the Public

Schools Act to handle adequate alternatives. The other two Centres will

have to take up those alternative programs with a sense of urgency, not only

to accommodate those who cannot gain access to Professional Certification,

but also to provide opportunities for these persons to complete a degree.

Currently there is no provision for a four year B. Ed. degree at this

institution. In other institutions which have such provisions, attempts

are being made to extend the meaning of the degree to at least the five

year minimum level. The model for such alternative programs has been

successfully demonstrated through the Professional Development Program

in elementary and secondary schools. There are no reasons why - with

modification - the alternative cannot be operated successfully by the

Physical Development Centre and the Educational Foundations Centre.

---

AFJi

Enclosures ?

2

-

I

1

.

SL 3N FRASER UNIVERS

4Y

MEMORANDUM

?

APPENDIX II

I

4

RO ........................................

Dr. K.

I ..................................................................

Strand, President

?

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

?

Sirion Fraser University

Educational Foundations Centre

Subject

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

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

....

...... ..

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

....

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

From.

?

A. ?

:acKl-i..,

Dean c Iducation.''

Date. ?

.

November

26.

19. ?

...C:2

The attached ;et-

i

on was passed at the Faculty of

Education ceev.irig on Nove:oer

21,

i69.

The

sunuortine

C13O

attached.

oaoer ar.Dropr ate to the mot:.on is

I wouJ

ci

renuest an early discussion. with y

on this ratter so that .nterir. arrango:.ens

can be made resPectingtheIduca1.iona1 Foundations

Centre.

0

---

0 ?

1 ?

EDUCATIONAL FOUNDATIONS CENTRE

MOTION PASSED AT THE NOVEMBER 24, 1969,?

FACULTY OF EDUCATION MEETING

- that the Faculty of Education formally accept the proposed

?

reorganization of the Educational Foundations Centre;

- that the Faculty initiate the necessary steps to obtain

formal Senate approval and ratification of the proposed

reorganization;

- and that the Faculty

grant permission for

responsibilities and

zation until such ti]

been received.

immediately request the President to

the Centre to assume whatever interim

powers are necessary to this reorgani-

ne as formal Senate ratification has

0

---

0

?

1

?

REPORT - CENTRE FOR INTEGRATED STUDIES

Following a proposal submitted by the Acting Dean at the July

1969 Faculty Meeting, faculty and student representatives of B.S.F.,

S.P.F. and C.C. & A. began meeting to discuss that portion of the

document directly related to their areas of concern.

After a considerable number of meetings and discussions over

the summer months and early fall it was further recommended to faculty

that the three areas be permitted to form a single centre. The Faculty

of Education at its October meeting agreed to this proposal in principle

and requested a report back by the November Faculty meeting with respect

to the organization and structure this group wished

'

to establish.

As a result of further discussions 18 of the 22 faculty members

involved indicated that they wished to be associated with the Centre

organization and that the remaining three members (plus any others who

later requested similar moves) be given the right to request a different

• ?

form of structure more appropriate to their own needs and interests.

As requested by Faculty at its October meeting the members also

discussed the principles and policies proposed in Faculty Paper 90.

The result of these discussion were as follows:-

The Centre supports the policies suggested with respect to personnel

(1 through 5, Page 2) and would suggest in addition that Faculty extend

the policies with respect to the rights of individuals to include the

right of a group of individuals to request a different form of structure

which they may believe is more appropriate to their own needs and interests.

The Centre supports the policies suggested on representation on

Faculty Committees by Centres, on parallel committee structures for Centres,

and on the delegation of functions to committees. During the interim

period between now and the full implementation of reorganization proposals

the Centre believes the composition and function of the Faculty Committees

should remain as presently structured.

0

---

.

-2-

The Centre supports in principle that major program changes should

not be initiated until such time as agreement has been reached on the

principles, policies and procedures for the operation of the Faculty and

supports the suggestion that the Dean and the appropriate Faculty

Committees be requested to bring forward as soon as possible recommendations

on these matters.

The balance of this document is devoted to a description of the

proposed Centre, it objectives, priorities for development, structure

and justification.

STRUCTURE

The structure of the Centre which has been accepted by the majority

of faculty from B.S.F., S.P.F. and C.S. is as follows:

The Centre will be composed of teams or sub-groups of faculty with

common interests and objectives in specific areas of study and research

within the broad framework of the field of Education and Learning

Behaviour. The Teams are to be initially identified as:

Behavioural Science Studies

Communication Studies

Integrated Studies

Each of these areas will elect a coordinator who will serve on a Steering

Committee, responsible for the administration of the Centre. Until such

time as a Chairman can be identified an Interim or Acting Chairman will

be elected.

The Centre will establish three Committees:

Undergraduate Studies Committee

Graduate Studies Committee

Tenure and Appointments Committee

OBJECTIVES

The Centre believes that the objectives of the total Faculty can

not be separated or identified as being distinctly different from one

Centre to the others. We are a professional Faculty devoted not only to

the study of Education and the learning processes in the broadest sense

but to the preparation of persons who will teach. (Not specifically

---

limited to teachers in a formal school setting.) It is the Centre's

belief that all Faculty members are concerned with these two major

objectives and that if any distinction is to be made between the

Professional Development Centre and the proposed Centre with respect

to objectives it can only be made on the basis of the emphasis on

functions. The Centre believes it can make its greatest contributions

in the provision of learning experiences related to the broader facets

of the educational and learning process as specifically the Centre

believes these contributions can be best made through the offering of

undergraduate, graduate and continuing educational programs with a

research and theoetical orientation.

It is recognized that the design of such programs must be undertaken

immediately with the involvement of as broad a spectrum of faculty and

students as is possible. As considerable .time was spent this last summer

attempting to evolve an integrated undergraduate degree program it is

believed that much of this work will come to fruition in the near future.

.

?

Indeed the Centre has set a goal of March 1970 for the specifications of

new programs at the undergraduate, graduate and continuing education levels

to be designed to suit the aims of the Faculty. A goal of May 1970 has

been set for the implementation of modifications of existing program offerings

to serve students wishing to continue their education who have moved into

teaching and are unable, as a consequence of our trimester system to complete

degree requirements.

RATIONALE FOR CENTRE

• The structure and function of the proposed Centre is based upon a goal,

a belief and a series of assumptions. The

?

is to facilitate amongst

potential teachers and other students those skills and awareness which appear

to characterize the "good" teacher and the "good" citizen. The belief is

that such skills and awareness can be identified and can be facilitated. The

Assumptions are: (1) that the provision or availability of new information is

not sufficient in itself to generate new behaviours, (2) that new behaviours

are also dependent on the acquisition of new perceptions of the self and of

• the situation, (3) that the process of generating such new perceptions can

be facilitated under specifiable conditions (e.g. self-selection of problem

areas, minimum threat, experimental learning etc.)

---

-4-

.

??

As an implication from the above, the Centre would not seek to provide

a body of information and content available in other departments (e.g.

Psychology, Philosophy, etc.) but would attempt to juxtapose and recombine

such information in terms of the illuminations, contradictions, insights

and dilemmas facing each student as persons, as potential teachers, and

as members of society.

While there is considerable reluctance by all to develop lists of

"courses" with prerequisites and sequential presentation, there is at the

same time a recognition that simple "chance" exposure to unrelated

experiences at Simon Fraser University is not likely to facilitate the

goals the Centre identified. The challenge facing the Centre, then, is to

/ devise a series of coherent experiences which will enhance the probability

that the student will achieve a greater awareness of himself as a person

and as a teacher in a highly complex institutional setting. In the process

of integrating present courses and planning for future programs, the Centre

believes that the experiences offered should provide opportunities for the

student to examine:

a) His own learning processes.

b)

Himself as an intervenor in the learning of others.

c)

Those biophysical, psychological and socio-cultural factors

affecting his and others learning processes.

d)

The implications of such knowledge for the teaching and

intervention process.

Should faculty and Senate approve the proposed structure, functions

and plans of the Centre it is towards the implementation of these goals

that the Centre will direct its energies.

As a final comment it should be emphasized that the Centre believes

that the functions of Faculty should not be totally divided, that faculty

from each Centre should be encouraged to participate actively in the

programs of the other Centres.

November 20th, 1969

ST S/ft

---

.

SiMON FRASER UNIVERSITY

MEMORANDUM

?

.

?

APPENDIX III

........r.L.Svs.y.a....... ..................................

.

From ....

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

A.R....Ma.c.Kinn.....................................................

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

? Jac I

em..icPro..clout..............Dean

...

.

of..

Edu cat

.

.on ?

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

Stbject ................

.......Reor

?

ganizationof the Faculty

?

Date

. ....

of Education

The following motions were carried, at the Faculty of Education meeting

on October 27, 1969:

1.

The separation of Professional Foundations from the Educational

Foundations Centre to form a Professional Development Centre.

(unanimous approval)

2.

The inclusion of Communication Studies in the Educational.

Foundations Centre. ?

(unanimous approval)

3.

Faculty recommend to Senate the establishment of a University

Arts Centre. ?

(unanimous approval)

4.

The establishment of a University Division of Athletics and

Recreational Services, with the provision. that the position of the

Department within the Faculty of Education be maintained until

the Faculty of Education and the Department of Athletics and

Recreational Services have received a clear statement of an

acceptable alternate position from Senate.

(unanimous saving one abstention)

Each Centre was delegated the responsibility of developing its own

internal administrative structure, to be determined by the end of November

1969. Once these Centre structures have been given approval by Faculty,

they will be forwarded to Senate and the Board of Governors for approval.

I

/

cc: President Strand ?

, ?

/

?

. ......

Administrative Vice President

.

---

I.

APPENDIX IV

esponses to President Strand

s

's Request for Info nnation Regarding Faculty

f Education ?

s Reorganization

Question 1 - How Does tbd Professional Development Centre Contribute

to the Objectives of the

Faculty of Education?

The primar.y function of the Professional Deve].oprnerit Centre is to

prepare persons to teach under the Public Schools Act in the Province of

British Columbia. /atheugh teacher certification

remains

within t,he

Office of the Department of

Education

in Victoria, each University has

been given the res p

onsibility and right to make

recommendations

for

those

persons i'ho should receive teacher certification. The programs ol.'fered by

the Professional Development. Centre are therefore

designed to prepare

persons to work in the Public Schools of the Province. Upon

satisfactory

completion of such programs persons are recommended

to the De

partment of

Education

in order that they may

receive

an appropriate teacher certifi-

cation.

In addition to t.he preparation of teachers for certification

facult y

members of

t}ts

Professional Development Centre carry ou

t

extensive

in-cervice and continuing educational programs for certified teachers

within the Provinco Graduate

.

Prograis in this area are directed primarly

to the up-grading of professional

competencies for persons working :i.n the

rub".

1

1.d.c

Schools system. The emphecis by the facu.i.ty in this area on the

stud-,v

of eciucat:i on and the

].earni.ng,

process is directed primarily towards the

practical aI:)pllcation of learning theory.

It should not he interpreted that theol-)joct.ives

of the Professional

Develo p

ment Centre are

distinct .

, or different from

those of the

the

Faculty of' Educat,ion.

The unique aspect for thi

Centre arid

?

prime

---

- 2 -

asons for its administrative entity is the close relationship it must

L - -A

tain with the Public Schools of the Province and the Joint Board of

acher Education.

) ?

Educational Foundations Centre

Prior to responding to the specific questions regarding the

atiónal Foundations

Centre a

few words of explanation regarding the

e teams identified in your memo of January 7th, 1970 are necessary.

At the time the proposal referred to was put forward the composi-

on of the Educational Foundations Centre was somewhat in question. At

c present time the areas making up the Educational Foundations Centre

chide Behavioural Science Foundations, Professional Foundations, and

a Social and Philosophical Foundations. In reviewing the operations

[1

?

f the Faculty it became clear in our earliest daliberations that a clear

ist,iriction could he made between the Professional direction of the Faculty

the area of teacher preparation for-the Public Schools of the Province

d all other

aspects

of the Faculty. For this reason it was proposed

ad accepted that Professional Foundations should he established as a

eparate centre. It was further clearly adentifcd that the work being

arriod out by persons in the Centre for Communication and the Arts in the

a of Communication Studies was closely related to the work being carried

ut by persons in the Behavioural Science and Social and PhIJ.osophica].

oundations.

The emphasis in Llicse areas of study towards

the

overall

bjuctivc of the Faculty appeared to be in the area of Educational and

earning Theory and on the preparation of persons who might work within the

.

?

ioi.d of education in areas other than tne Public Schools. It was proposed,

---

-3--

threfore, that the Behavioural Science Foundation, the Social and Phil-

osphical Edundation and

Communications Studies

be

organized

as a single

Ceitre.

Simply stated the proposal was that the objective of the Faculty

1'

r preparing

teachers to wor) in

the Public Schools of the Province was

o such a major

portion of the.

function of the. Faculty that it clearly

r quired adjninistr:j.t.ive separation from the existing Educational Found.-

aions Centre nitdt,hat Cormrunications Studies, in that the purposes

and

objectives of this area were in common with those of the remaining areas

of Behavioural Science Foundations and Social and Philosophical Foundations,

incorporated into

the

Educational Foundations

Centre,

As discussions went on it became ohYious

that much of what; was

eing

done

by these

areas

of studies (B.S.F., S.P.F., and c.s.)

could be

oordinaiod and/or integrated around the central

theme of the

theoret.icai ?

J

tudy of cuuc t on and the learning

?

rocc ?

and the

?

ve, I

op!;

?

a alt er-

atie professional

p ror

,

razs for persons wishing to work in other than

hc Public Schools.

?

'

Although each of the areas had previously been

rganized around specific sub-disciplines within the broad discipline of

oducat;:ion it was recognized that, inquizy into educational phenomena cuts

across no,-, only

establishod disciplines such as Philosophy,

History,

)3ioiog ,

y, Psychology, Political. Science, Economics, Anthropology,

?

3oc:Lologr

and more hut, also cuts across the. arbitrar

.

....y establ

ished suh--discipl:i.nes

of Education. ?

As a consequence of this concept a number of Faculty mom-

hors proposed that a fourth area be eutabl:h.hed to be known. as into-

grated ?

t.ud:i.os. ?

This concept cwse in conflict

with

some mombers of the

•

.,

---

-4-.

•

?

F.culty who

wished

to

maintain

the

identity of the sub-disciplincs. As a

result these latter

members of Faculty

have

consistently maintained a

sire not to be associated with a Centre which advances the concept of

e integration of studies

in

the area of Education.

At

this point

in

tune it was believed that it

might

be possible

establish within the

Faculty

an organizational

structure

which would

ennit both concepts

to

be

advanced and

a proposal for Educational Founda-

ions Centre

was out

forward

to Faculty which included Behavioural Science

tudies,

Communication Studies

and Integrated Studies

and left open the

ossib:Utit.y

of a

proposal

coming from some facul.y in Social and

Ph:do-

ophical

Foundations

for

the establishment, of an adininistrat,ive sub--unit

in

the arca

of Phi].osophical

Studies. Facui..t. accepted U;o proposaL_br

•

?

duca.tionai Foundations Centre but did not accept the proposal for an

administrative

sub--unit

in Philosophical

Studies.

As a consequence the

1present proposal for the

composition

of Educational Foundations Centre is

sect upon the conce

p

t of integration and includes all those faculty

I

members presently assigned in Behavioural Science Foundations, Social

and

Philoso

p

hical Foundations and Comnarnication Studies.

It

is

proposed that the Educational Foundations Centre would ulti-

mately

operate as a

single Centre with no distnct sopctrat:Lofls into

areas

of' study.

As a fii'st

step it, is

proposod

that the

existing programs

offered b

y

luehavioural Science

Foundations,

Social

and Philosophical Found-.

ati ens, and Corsuni.cat.i.ons Studies- be adm.ijüst,crcd by a single Chairman

and

a Stce:ririgCommit.tce composed

of representatives

fro

m

I

^a

q

L

-

S)f t

h

cse

areas which would

he

charged with coordina Lang the dcvelo

p

ment-

of specific

---

-5-

ndergraduate, graduate and professional programs which would emphasis

the integrated nature of the study of education and the learning

process.

In response to your specific questions, therefore, may I offer

he following:-

What is the academic justification for each of these

three Teams and what is the academic justification

for

the

integration.

As identified above the three Teams have been slightly modified.

t,

has been argued that the academic justification for these teams can be

seriously questioned in that they have arisen from

more

established

disciplines in a rather arbitrary mariner. Some

members of the faculty

have advance academic arguments in defence of each of these teams but

:

faculty by its

action in

supoort.ing the

concept of

integraticn have not

accepted these

arguments.

To say that

there are no

academic justifications

for these teams would be false, but faculty, having listened to the

argumentation, made a judiient that the academic justification for inte-

gration was more acceptable.

The academic justification for integration is based upon the concept

that the study of Education and the lear-ning process is the study of Man

from particular perspectives such as the nature of knowledge and knowing

thC individual, groups, learning

and t;oaching, man and society and so on.

/lthougi

it. is

imposibto

to

differentiate

sharp.L.y

hetwese the study of

education

and

the study of

iiurnan behaviour

in

general, tle

study

of Education

does investigate certain phenomena which can best. be

ciassi.ficd unc3er the

-• ?

term Education as opposed to any epec:i...ic sub-di scip:LiulE; . The Centre pro-

---

-6-

• ?

p6sos a multi-disciplinary approach which would involve attempts to inte-

grate or bring-together the knowlodges in

a variety of

disciplines in

rder to develop

a comprehensive understanding of

education and the learn--

g process.

The primary justification for maintaining the identity of three

earns at this time is one of ease of transition. These Teams have operated

s enti s for some ti

n

e

and it would appear unwise to expect

Faculty to

e the transition into one administrative unit without a

period of Aijue

which they can maintain, their klenbity with a sub--unit. It is antici-

ted that tears in the future will be organized around specific progrmis

ja

l

s opposed to the p.osent somewhat arbitrary sub-disciplines,

2.

?

How is it intended that

the proposed Educational

.

?

Fow.datJ..ons Centre will relate to the Professional

Development Centre.

The relation of

the Educational Founda Lions

Centre,

to the Pro-

fessional Development. Centre, is one of complementary--not competition

or overlap. Specifically, the Educational Foundations

Centre is interested

in providing prospective teachers and citizens art oducati.on that,

will put

the accent

on broad, huan learning,

rather than on :ce:i.alism or

particular teaching skills. The

faculty arc

convinced, through

their

e>oercnce that teach:ing is an art based on the maste' of broad bodies

of content, as well as a Wcill. based on now.L!dge and technique and

methods. They are concerned wi tb the `f,111

11

man as well as the sL il.1.ed

and directed man. They are concerned, then, with preparing a rather

0

---

7 -

boad-gauged, generally educated student,

who

will feel

himself

at

the

hqight

of

what is

imporLarit

in

the

Western tradition of

knowledge:

what

i.4

important in a

cumulative,

durable

sense, as well

what.

is important

t^

the

understanding

of

contemporary

problems.

This

means

that

they

are

a

i

ming

to

not only round

out. the

specialized

and

expert

teacher,

but

also,

d especially, to meet the

needs of the

community

for

educated people

ITO

will not go into beaching

perse,

but

who will

go into

overseas

work,

gmc-ral

community work, and the

myriad

other social

roles

of a non-foxnal

teaching nature.

It

is antic:ipated

and

definite

efforts

will

be initiated to assure

at it

does occur,

that Facuit.y

members working primarily in

one

Centre

11 function in

the other Centres.

Faculty

members in all existing

40

?

1

eparbrnent.s have made major contributions to the Professional Development

1

rogram by

way

of

the

offering of special

workshops,

seminars,

lectures

courses to students following the Professional Development Program.

n

like manner, faculty

members in Professional Foundations

have partici-

ted

as guest lecturers

and as tutorial leaders in a

nuube.r

of

courses

resontly offered by other

deparLmcnts

These

close

working re:Lat:Lonships

be encouraged

even more by moving towards an administrative orgariisation

.s(-.,

d

upon programs rather than

on specific disciplinos.

3.

?

What level of Tnt.cgrat.ion is

proposed

for the

three

Teams

within

the Educabional

Foundations Centre w:ith

respect to:

(a)

Adm:i.n:i.stra1.:i:.

r

e

St.ructui'e

(b) Committee

3I,ructire ]lnclud.ing Appointments, Tenure, Pro-

mot-J on,

U

ergraduate

and Graduate

E,c.tucation

(c)

113udget.

---

The details of sLructure and operation. of the Educational Found-

ions Centre may be seen by reviewing the following documents which have

teen approved by the

faculty who would be involved

in

the Centre.

It

is

proposed

that the Centre operate with

a single budget under

the

ministration of the Chairman and

upon

the advice of the Steering

mmittee. It is recognized however that specific programs will in the

ture require some budget. separation. At the present time the only

ration anticipated is in the area of teaching

and

departmental equip-

t in order to service

existing

programs and only until modification

1' these pro/

)aras

J s accepLed by Senate.

Physical Development, Studies

1. How is it intended that the Physical evelopment Centre

relate to the Professional Development Centre?

There would he no change in the relationship which presently exist

be L:een Physical Development Studies and. Professional Foundations. This

.

?

relationship is a close one on several counts. Physical Development

Studies provides special emphasis progrrs for students registered in the

Professional Development Program who wish to prepare themselves to

specialize in the teaching of Physical Education in the

pUhJ.iC

schools.

These programs are completely

serviced by the Faculty in Physical Develop-

ment Studies and are well described in the University Cale

n

da

r

. in

addition, Physical Development Studies provides extensive programs for

Professional DcvclopmerL Program students riot specializing

11113rsi.ca:L

in

Education, These o ffcrings include workshops sam.nas, courses and

1 octu 'os and h i

.

e involved all i.'aculty members at' Phy sica]. Development. S Ludi es

Profcssi anal Foundations provides for' Physical Development St.udi us

the adminintrat,:ive shruei..uro necessary for the operaLion of Lhe special

is

?

ephasis programs in the puhl:i.c schools The

relationship between the

---

-.9--

Centres therefore would be one of mutual co-operation in those programs

.

?

tted to pi-eparing persons to teach in the public schools.

2. What level of integration is proposed for the Physical Develop-

Centre in respect to:

(a) Jdm.inistrative structure

(h) Camdtt.ee Structure, including Appointments, Tenure and

Promotion, linde rgraduatc and Graduate Education

(c) Budget

Physical Development Studies has operated for

several years with an

.

ir±istrat.ive

structure

which

includes a single

chairman and a number of

gram co-ordinators. ?

Each

co-ordinator

has had

responsibility for the

I

ration of a prograi and worked through faculty committees which

luded those faculty who presently were

working in

a given program. Thus

a facui.ty member working in several programs might. land hiincll serving on

sveral program committees. Because of the small. size of the department,

m

.

tters dealing with all programs

were discussed, and settled in Physical

lopment Studies faculty

meetings.

The programs for which co-ordinators and committees exist are as

ollows:

?

Kin esiology Program - Undergraduate

Kinesiology Program - Graduate

Professional Programs

General Education Programs

Proficiency Certification Progrun

TI-ic terms of reference for these comi:iitt,eos (where appropriate) are

sisLnt with t,hose of similar Faculty and Uniacrsi.t.y Committees. rn

Physical Development, Studies has a tenure committee cor si.si.ont

---

- 10 -

0 ?

1

witJh the terms of reference as laid down in the Academic Freedom and

re Brief and the University Tenure Committee.

The budget for Physical. Development. Studies is a

single one and

d remain so. In certain

budget

areas (i.e.

teaching

equipment)

sparate funds would be allocated to specific programs but can

he done

ternally or through the thrsar's Office.

.

0

---

1.

EDUCATIONAL i'ouNDA'rIos CENTRES

.

?

Un

d

erhraduatc

S tuciles Commit: tee

Terms of Reference.

1.

To assess and make recommendations with

procedures, regulations and programs.

2.

Ensure that st:udents are adequately and

3.

Ensure that all faculty are informed wi

for major and honours programs

respect to policies,

continuously advised.

th respect to requirements

4.

?

Undertake such other responsibilities as the Centre, Faculty or

Senate may from Lime to time require.

B.

1.

One faculty member from each academic area of study of the Centre.

2.

One student, who must be registered in a major or graduate program,

from each area of study of the Centre.

3.

Alternate members for each of the above to serve in their absence.

C

?

4. ?

Secretary (non-voting)

C. Terms of Office.

1.

Faculty - 2 years (staggered terms of office)

2. Students - 1 year.

Note: Students must have been registered in a program for at least one

semester to be eligible for election.

Opern

-

ting Procedures..

1.

Committee will elect its own chairman from among the faculty

members

2. Committee will meet at the cal.l of the chair or at the urgent.

request of any two members

Chairman and one Wier member will serve on the Faculty Undergraduate

Studies Commit tee

Meeting to be open to oh servers who ma-y, at the pleasure of

V.11 C.

chair, pa r.t: ic:lpn Lu in discussion.

3.

---

.

EDUCATIONAL _FOUNDATIONSCENTRE

Graduate Studies Committee

Terms of Reicrence.

1. Receive, consider, co-ordinate and recommend proposals with respect

to policies, procedures, regulations and programs for graduate

studies.

2. Ensure that all graduate applicants are adequately advised.

3.

Ensure conuinuitv of supervision for graduate students.

4. Approve membership f supervisory and examining committees

5.

Serve as Centre

Graduate

Admissions Committee.

6.

Undertake such other responsibilities as the Centre, Faculty or

Sc:n:tc ma

y

from time to time require.

Ce

m p onj

1.

One faculty member eligible under the Senate Graduate Studies

Committee regulations from each area

2.

One other member from each area who may be a faculty member or a

graduate student at the discretion of the area.

3.

Alternates for each of the above.

C. ?

Terms of Office.

1. Faculty -

2

years (staggered terms of office).

2.

Students - 1 year (renewable)

D.

?

Onerat:Lons.

1.

Committee will elect its own Chairman who must be an "eligible''

faculty member.

2.

Comaittec will meet at the call of the Chairman or at the request

of any two members

3.

The Chairman of his des i'na t:e will represent: the Centre on faculty

and Senate Cumiu

I:tees

b.

4.

For those matters which rccu:i.rc Senate Graduate Studies Committee

approval.

the

mcetins \;:i.].l be closed and on .v ci igibic In ccl

I

members may be involved. These

Llat: t

rs are

---

3.

(a) Admission of graduate students.

• ?

(b) Appointment of supervisory committees.

(c) Evaluation of the progress of individual graduate students.

(d)

Provision of information on the above matters to appropriate

persons in accordance w:LtIi general administrative procedures

developed by the Senate Committee on Graduate Studies.

• ?

The composition of the Departmental Graduate Studies Committee

on the above matters will consist only of faculty members as

defined in the pre].inminary statement.

(Quoted from Senate Paper GS -- 76)

5. ?

Meetings on all other matters will he open to observers who

may discuss at the pleasure of the Chairman.

Quoted from Paper CS 76.

"On other matters the Committee may include graduate students and

other faculty members up to a maxfmumn of

50Z

of the Committee."

.

0

---

i.

EDUCATIONAL FOUNDATIONS CENTRE'-

Tenure and_Lpointments_Committee

A.

?

Terms of Reference.

As required by University Tenure Committee.

B.

?

Copostionofjoolofeliib 1efaculty.

1.

Each area to elect ]. Full Professor.

1

Associate

Professor.

1 Assistant: Professor.

2. Where this is not possible, the area will elect members at the

highest: rank available in accordance with the

, rulings of

Uriivrs.[u.y Tenure Committee.

C. ?

Terms of Office.

As required by University Tenure Committee.

D. ?

Ojrations.

1. Chairman of the Centre will serve as Committee Chairman.

2. Committee will meet at the cal]. of the Chairman.

3.

From the 12 persons eligible the Chairman will constitute

committees for each of the areas made up of

2

Full Professors,

2 Associate Professors and 2 Assistant Professors. At least

three members of the committee must come from the area concerned.

4. The Tenure and Appointments Committee will be responsible

for bringing for . iard to the Centre for approval the criteria to

be used in arriving at a decision regarding an individual.

The committee for each area must include at least one person from

each of the other areas of the Centre.

The Committee structure for each area will be submitted for

University Tenure Committee approval.

.

---

S.

EDUCATIONAL

FOUNDATIONS

CENTRE

Steering Committee

I A.

?

Terms of Reference.

1.

To facilitate communication and cooperation

among

the areas of

study.

2.

To

advise

the

Chairman

on all aspects of Centre Administration.

3.

To receive and re-direct appro

p riate proposals and

recommendations submitted by Faculty, S

taff and Students

4.

To act as an

agenda

committee for Centre meetings.

B.

?

Coosition.

1.

Centre Chairman - Chairman.

2.

Coordinators from each

area of stud y

of

the Centre.

3.

One graduate student.

4.

One undergraduate student.

*

• ? 5. ?

The Administrative Assistant: -

(non-voting)

C. ?

Terms of

Office.

1.

Faculty - during the period of term of office as coordinator.

2. Students -

1

year

(renewable)

D.

?

9jrations.

1. Chairman

to

be

elected

by the

Centre.

2.

Coordinator to be elected

by

the area.

3.

Committee will meet at the call

of

the Chair.

4.

Chairman

to

represent: Centre on approp]:iTlte Faculty, Senate and

University

comm:'tLL:es .

. Chairmen

of

other con:rnittecs of the Centre will be ex

officio

memb

ers

of the S teen.

nn Commit

tee whenever ma tt

ers per

t:nining

to

their

commit.

toe

respons ibi

lities a

rc

under

discussion.''

*

S

tudents

muo

t

have

b

een

unroll

ed

as grad ha

t:e students or

maj

ors

for at:

least:

one semester before

being ci igible for

membership

1^1

---

F.,

?

APPENDIX V

U

?

Dr. A. R. !lcKinnon

?

K. Strand

Dean of Education

?

President

Pr posed Reorganization of the

?

January 7 1970

Faculty of Education

I have examined the proposed reorganization of the Faculty

of Education and. I r3te that the ctated objectives of the Faculty

of Educatiun aro the preparation of persons who will teach and

the study of edcaton and the learning process. Before we

mc-t to :1iscu the proposed revisions I would like to receive

frc rn you wriuen answers to the following questions:

A. Profe ionalDevelojent Centre

1 ?

doev,

I•i

th

?

rofsona[ tave.opnieut Cenre

coitribute

to

• he objectives

oI

Lhe r'acuity 3f Education?

Educational Foundations Centre

Three tetrn re proposed within an ducaionai oum-at ions

Ceitr, i. e. ehvioural Science Studies, Communication Studies

and Integrated Studies.

1. V/hat is the academic justification for each of the--- three

teamf3 and whaL is the academic justification br their integration?

2.

ilow is it intenced that the proposed .Educaional oundations

Ceitre will reL.te to the Professional Development Centre?

3.

What level of integration is proposed for the three teams

wihin the Educaioiial Foundations Centre in respect to:

)

administrLie structure,

) cornmitte

?

ucture including appointments, tenure, promotions,

Un

rgraduate aud graduate education, and

)

budget?

.

---

C. Phviicl t:eve

rent C.itri

.0

*

It is proposed that the Physical Developme

nt Centre contain

Ph

,

rsica1 Development Studies and I'inesiology.

1. How is it intended that. the Physical Develo p

ment Centre

re]ate to the Professional Development Centre?

2.

What level. of tegrntior is oroposed for the Physical

Defrelopment Centre in respect to:

a) administrative stricture

b)

com

r ritte trture including appointments, tenure and

Pro

motion,

under r.ivate and graduate education, and

c) ue?

K. Strand

:di