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To

?

Chairman of Senate ? 

.

?

From. ?

Dr.S. T. Stratton 

Acting Dean of Education 

Intrnal Reorganization of the 

Subject.. Faculty of Education 

?

Date 

?

March 5, 1970 

- Proposals to Senate 

On behalf of the Faculty of Education I wish to advance to Senate the 

following motions pertaining to the internal organization of the Faculty 

of Education: 

Motion 1: 

That Senate accept the separation of Professional 

Foundations from the Educational Foundations 

Centre and constitute it as the Professional Development 

Centre according to the principles set out in Faculty 

of Education paper 70#10. 

.

?

Motion 2: 

That Senate accept the abolition of the Department of 

Physical Development Studies and the Physical 

Development Centre. 

Motion 3: 

That Senate accept the transfer of programs and personnel 

from the Department of Physical Development Studies to the 

Professional Development Centre as outlined in Faculty of 

Education paper 70#9. 

Motion 4: 

That Senate accept the formation of Communications 

Studies as a department and that this department be part 

of the Educational Foundations Centre as set out in Faculty 

of Education paper 70#7. 

Atts. 

-2-

Motion 5: 

That Senate accept the reformation of the Educational 

Foundations Centre as a centre for studies in education 

comprised of a union of Behavioural Science Foundations, 

Social and Philosophical Foundations and Communications 

Studies, and constituted according to the principles set 

out in Faculty of Education paper 70#11. 

Note re paper #11 - Particular note should be made 

that Faculty, in approving paper #11, did not approve the 

guidelines for undergraduate and graduate programs and 

wished to stress this point made on page 4 of the paper. 

.

- ?

M ?

4 ?

70 /0

M. IiOflM1)UM

Subject ?

1970

It has been suggested that 1. inform you of the position of the

members of this department on

the

matter of reorganizations pcifica1Iy

Please be advised then, of the following sequence of events:

I) The members of this (h'm.rtnent full

endorsed the proposal of

the separation of Professional Foundations from the Educational Founda-

tions Centre and the forininc of the Professional Development Centre.

(Discussions on the implications of such a move were held during

departmental meetings on October 20, 1

69 and November 3,

1969.

At the Faculty of Education neet ing of October 27,

the motion to approve th separation of Professional Foundations

from the Educational Foundations Centre to form a Professional

Development Centre was (: r ned xinanimou sly.

At the Faculty of Education mneetnt of November 24.

1969,

paper ?

95 (see attache

'.'.'as uresefltk.d. ?

The motion to

approve the organization, prngmanhmnes and committee

responsibilities of the P rfess iorud Development. Centre was

carried.

Finall y

, at a meeting of the dt partnient held on February 2.

1970,

and attended by Proles sors I11.is, Trivett, Gibbons, McClaren,

Prock, O'Connell. Birch, Alien. Elliott, \ott and chaired by

Wassermafln. the fol1,n'.vhi motion '.:i

unanimously carried:

'that the Act.in: Dein h requested to advance to

the President the re'nffi rmation of our position to

separate from the Educational Foundations Centre

to forma Pr o fe ss

ional I)ev ci optu nt Centre: and

to request

recOI1it1On

iruni the President of such a move.

PM

ENT

CENTRE

ion (Faculty of Education Meeting, Oct..

"that the separation of Professional Foundations from the

Educational Foundations

Centre

form

Professional 

Development Centre be approv'd".

Carried

Unanimously

Implications of the Motion: 

Organization - There are no organization changes to be made

in the move to implement the motion. The Centre will elect a 

chairman,

according to the 

terms of Senate paper S.224.

Members 

of the Centre will include permanent faculty 

and

Associates of the 

Centre, presently in the department. 

2.

Programs - The Professional Development Program will continue 

to evolve, as it has in previous years, reflecting the suggestions 

and

criticisms of permanent faculty, Associates of the Centre, 

Associates in 

Education and students. The Centre will continue

its development of special emphasis prog 

r ams, reflecting interests 

of students 

and

current educational need. The Centre will con- 

tinue the planning

and

development of its graduate programs.

Committee Responsibilities - Representational memberships on 

committees within the Faculty of Education will be virtually

unchanged. The Centre will be represented by one member

of

faculty and one student to the undergraduate

Curriculum

Committee,

and

the Professional Programs CoTrmttee, 

and

by one member of 

the faculty to the Graduate Studies Committee and Coordinating

Council.

1^1

To.

Subject.. 

.

SiMON FRASER UNIVERSITY

IMORAF1DUM

Mrs. P. Speers, 

Faculty of Education,' 

k. e . m for Faculty Educ. Meeting 

The members of the Department of Physical Development Studies 

ave voted to accept the following reorganization of this department. 

)

?

The Kinesiology Program as described in the 

1970/71

Calendar 

be removed from the Faculty of Education, remain as an 

Interdisciplinary Program under jurisdiction of the Senate 

Interdisciplinary Committee and temporarily be administratively 

responsible to the Dean of Science. 

Acceptance by the Professional Development Centre of the 

established Professional Development Programs currently 

offered by this department. These include: 

a)

Physical Education Specialist 

b) Special Emphasis 

c)

General contributions to Professional 

Development Programs 

) ?

Permission granted to Dr. Kirchner and Miss Eileen Warrell 

to request transfer to the Professional Development Centre. 

Specific details relating to support staff, equipment and supplies 

elating to the reorganization have been submitted to the President's 

ff ice. 

- ?

.

?

Dr. G. Kirchner, Chairman. 

From 

?

.... 

Physical DevelopmentStudies 

Date ? 

.

?

February, 

17, 1970

SiMON FRASER

MEMORANDUM

UNIVERSITY

To.

Subject

Dr. S. 

Stratton, Acting Dean 

ILTY OF EDUCATION 

.GANIZATION OF CENTRE 

t

'

iCAT IONS) 

From

Patrick Lyndon, Chairman 

CENTRE FOR COMMUNICATIONS AND THE ARTS 

Date..

February 16,1970 

.

c.ct COMMUNICATIONS FACULTY 

In response to the,motion passed at the Faculty of Education 

Meeting asking for a report on its reorganization from each 

unit in the Faculty, I attach the paper headed "Educational 

Foundations Centre: Communications Studies" which describes 

the organiz.tion of Communications Studies. 

In brief, the Communication specialists now in the Centre for 

Communications and the Arts, plus appropriate staff (see 

attached list of names marked "Communications"), plus vacant 

positions of 1 Assistant Professor and 1 Visiting Professor, 

would remain in the Faculty of Education. Teaching respons- 

ibilities 

of faculty members would be as present plus the 

programs described in the attached paper. 

Unless they are to form an "area" within the Educational 

Foundations Centre or in the Centre for Integrated Studies, 

they will be a Department of Communication Studies. Determination 

of this depends of course on current discussions being held 

within Educational Foundations. 

atdc 

PL / fb 

enclosure 

r L

171970

FAtJtP( LF

CFr\TRT_FOP FPJJCATIONAL FOUi'TPATTONS 

?

Communication _Studies 

Preamble 

'Graduate programs in communication emercd in resnonse to an historic 

challenge: to understand and thus shape the new svniholic environment in 

w

which e become human. 

''We develop

way

s of thinking, knowing, and relatin 

g

to each other largely, 

throu!.h the statements we share. 1essagcs, images, and 

comniex s

y

mbol

systems 

cultivate assum 

p

tions about what is, what is im 

p

ortant, and what is right. 

They

iprovide terms of affirmation and negation, identity 

and alienation, 

collaboration and conflict. 

iCreatinc, sharing, and using symbols 

and statements is t 

h

'humanizing'

proces of 

man. A change in

that 

process 

alters the naturc of human affairs. 

1

tT

e

are in the midst of such a transformation. It stems from charges 

in the technological and social bases of symbol-nroduction--an industrial 

rcvoitjon in information and 

p

onular culture. Yew media alter form, content, 

and context. New nodeS of communication c1'nnoc wa 

y

s of select:ng, coanDosifle, 

and siarinr nerspectives. 

New institutions of co'municntion create rublics 

and cpltivate common consciousn 

ess across boundaries of time, snace, status, 

and culture. Ne' natterns of information animatesocieties and machines, 

and shape

the terms of our engagement with each other and the world. han 

has changed the s 

y

mbolic environment that givcs ncaning and direction to his 

actix 

rl

ity

?

lVe have onl y 

begun. to innuire into these meani.ns, these directions, 

and

their alternatives. 

arts, 

Droh: 

cent( 

(or

"Thus the nature of the discinlinc of com 

munications cuts across the 

humanities, social sciences, and many 

other older discinlires. Ye 

nication stud 

y

is not merel 

y

a crossroads; it is also a field of common 

ems and an intellectual domain with its o':rn center of gravity. That 

r is the stud 

y

of the nature, p'odiiction, use, and role of messages 

tatements, symbols, etc.). in life and society." 

George Ceriner 

Profcssor and 

Pean

The Annenbern School of Cormunicatiofl 

1!n vers j 

ot Penn svlvani a 

Phi. lade i.nh in 

-2-

Ardas

of Study

The Centre for Educational Foundations (as rorcnnized) nrovides a

natural

context

in which

the stn 

1 ert ma y

ernuire into the cultural chancs

takineplace in toda

y s

societ 

and

ti-c nattirr oF man's

11l( l

iVidllfll

and collective

adantaion to these Chan

as viewed b

y the Social and 1ehavi.ora1 Sciences.

He also hs a read

access to those scholars and artists concerned with the

nrohlers of nerce

p tion, ex

ression mid 

e p

ninc in a

ide variety oF symbolic

behaviors and the

nature,

nroductioil and use of these swbols.

1ithin this Centre, the area

of

Co'iiinication Studies wil

concern

itself with three broad fnccts oF hu:aan behavior:

Internersonal Connunication:- Eace-to-face cona'uiliention is the

most nowcrful nd most.reonent form

1w

-namics of han interactirm, verbal mid non-verbal. transactions and

the role of both co'nitive and emotional factors in such hchmjor

emphasize the importance: of such l

ncn:ledoe for the prosnective

member of the teachine or helni.nn. professions.

ass Co'imiimj cation: - The vast

roliferation of cormminication

'hnolo ?

has resulted in a minor revolution, in the means hy which

contmnorary Information is dstrhuted. The results of research

into the effects of both the form and content of sn.ch

technolorty

on attitude formation, values and behavioral c

mnc' have major

implications for both the educator and the administrator.

Communication flesicm:- Studies of both Scientific and Artistic

crc'it]

vjt\

cno'cst 7fhere re h

ihlv i 

rdi

1 c

11, ii 1

r

-persorril

svnihol s

stems involved in the nroccss of discovmrv and invention.

The tentative findins of research into the re1:it:i.ons1--i

s between

various sensor" fields (vision, h'arin, etc.) and

the

various

symbol sstems (Art, Lancuacc, Mathematics, etc.) have the most

profound

iuiril

i cations for leariiin and innovative behavior.

However, the ver

scattered nature of t i

-is research underlines the

need for a concerted attack on the problem.

'rcracltiate and Graduate Proerams

The Communication Studies Area will offer

reerams at both the Under-

graduate and Graduate level , these

roerrims to he eun.ted in close conjunction

with other areas of the Centre. Present lns cail (

ora three-uhase do-

ve].opent of these proerams, snread over a S veai' 'e'od.

'01 -

.

?

-3-

.

.

a) Levels of Experience 

i)

Introduction to 

p

ercep 

tual systems: At this level, an 

atternntis madetTcus attention on the various modes 

of perception (sound, sicht, verbal and non-verbal, etc.) 

in order to facilitate ereater awareness of the multiple 

paths operative in hiznan communication. 

ii)

Conce 

p

tualization of 

experiences: 

!!ere the student is 

ich de 

r

crwh 

the com- 

munication processes 

and tiie nvciio-social factors which 

facilitate or hinder these processes. 

iii) 

Intensive Arlicati.on: At this stae the student i_s 

expectedb 

?

EiaTsreci.fic area for exp]ornti.nn and 

focus hi.s efforts in this area. This focus ma 

y

take the 

form of a research nroject, an intensive analysis of a 

narticula.r facet of the coirniunicatinn incos 

some other 

creative exnl.oration. 

iv)

Tntecratior or 

Ex-neric'nces: Finall

y

the

student. is

CXPCC-

ted to revie\ 

?

intecirate his underc!radnate e\rnerlences 

at both the 

colic 

entual 

and ex

p

eriential, levels. This 

stace is essentially 

a "testinc" 

p

eriod in which the stu- 

dent reviews both his projected interests and the extent 

to wi"h he has r.renared himself 

for these

nroicctions. 

Communication is thus ex 

p

lored at two levels: intra- 

personall y, 

jp which the student examines his own interests 

and c nacitics in his chosen area, and inter-nersonally, 

in which the student examines (with others) the accuracy 

of his nerccntions of the requirements for his chosen 

role. (The need for such a 

" testin 

'T

hase is underlined 

b y the very 

l-ire numbers of students who either c1'ane 

their ficlçl after c'rduation or fail. to remain in the field.) 

b) Develo 

p

mental. Sequence 

At present, Communication Sti0ics has 4 11nlerrndinte courses 

available, 

one at each of the 

100, 

200, 300, 400 levels. 

The results of this are, 

course, iuidul.v limiti.nc (for 

examnie, students are able to exnlore onl 

y

ere

sense modality 

at the 100 level). Conseouer.tiv we 

pier 

to introduce a limited 

number or additional Coamn 

j

cation courses at the lower level 

as soon as 

p

racticable. (It is worth not ire that these additional 

courses were annroved b 

y

the Facul 

of 1:ducat ion in Ann 1 

1069, but have not been 'dvanced to senate: this dela 

y

was

urposeful, in anti.cinnton of the reorc'ani:ntion 

p ?

this ? 

Centre.) 

-4-

Following these

resentl y

annroved additions, no further

Undergraduate courses are antici

p itcd. Any ex

ansion of the

program will he of an interdiscinl i.naiy nature in conjunction

with other areas of the Centre or other Departments in the

Univers itv.

Graduate ProcTrnm: -

Rationale. In the absence of an

Craduate Program in Com-

munication Studies in

cstcrn Canada, we believe such a program

merits the higcst nriori.tv. ?

e have a file of over 100 letters

from students desirin g

to enter the field: no week goes by with-

out several such onnuiries.

Themaler rortion of these enrnii.rics are from students in

two broad areas: firstl

, the student who

lans to use his

knowiedc'e to iinrov his nerformance in his role in the edu-

cational and heining professions (teaching, adult education,

social. work, clinical psycholog

, etc.); sccondl, thesti.'dent

who seeks to jrnnrove his orn understandin of

the

means by which

he and others communicate imowiedge and information (e.g. as

scientist, artist, administrator, etc.).

In brief, the student does not seek, and this program

would not

rovide mere job-traininc. The investment of the

student and the universit

is too great to he snent on somethin g

that can be learned -- often best learned -- in the lob situation.

Communication Studies will seek to scrutinize those larger and

more general nroblcms which are not role-specific:

* "flow does a message or ima

e evoke and elicit, unite and

divide, bind and release?

* "I-Tow is information processed, transmitted and integrated

into given frameworks of howledge?

* "flow do societies and technolo

ies nrovide s

mbol systems,

and assign value and insicbt to the issues and choices

inherent in

them?

* "Vhat standards can guide and what measures can test

communication acts and nolicies in chan

ing cultures?"

Pevelornental Seoucnce:- At

i'esnct, all Graduate Students seeking

Communication Studies 1rr recistcred

in Behavioral. Sciene F

xi p

Oations and conduct research under the

sunervision of Communication Facult

. A threerold expansion or-

this situation is envisa

g ed.

-5-

i) January 

sr272

Com p 

letion of nbn5e ITT Laborator 

y

will ennhl.e us to initiate 

student-directed research and pre 

pare 

laboratories for Fall 

Semester. 

Durjn this 

p

eriod students will he reeistered as students of 

the Centre and will hei.n their su 

p

ervision under Communication 

Faculty. 

ii)

Sontember 1979 - Serterhor 1973 

The Cra.duatc Proc',ram in Conimirni cnti on Stucli es as submitted 

to

SCflitO

4

.11 .liiiv,

1,9( wi 

1 1 he dcvelnrcd and implemented. 

(Notc, this rroarnm wa rithdrmm in 

antici

p ation 

of Centre 

rcoran1aat]on; it is nndcrstood that Senate will review 

all Centre pronrams on tI-c same occasion). 

Thi ? 

racrr'm 

will hr

nianred in close coniunction with other 

Centre

nnd (1Ul i cate rXner1eflCr nvoi ded.

Liasi.on

will

ci 11. he

t: 14

:

Ir

?

:i th other !)cnartmerts * with the Arts 

Centre (whcrc indicated) and with 

cvant Community 

Insti- 

tutions 

(o. , 7. 

(TC, r1\s 

p

aners, volUntar y 

organizations). 

iii) Sente"ber 1973 - Se 

p tember 1975 

At this time a review of the nroram will taLe place and if, 

as anticinated, there is a stron renuest for ex 

periences 

in

TV, Film and the Arts,, additional fundnc will be sought 

(largel y 

from outside the University 

) to expand these areas 

of Communication Studies. 

Student enrolment, Ptidcet and Staff Increases 

Antici 

p ations are that the 

p

resent staff and budcet will he sufficient 

for the 

p

eriod to Sentember 1973. (T'owever. it must he noted that the 

imnendi n comnietion of our Lai'oratorv will necessi tate tle nurcbase 

of eouinment w 

b

i.ch can not he housed at nresent.) Student enrolment 

during this neriod would he limited to annroximatelv 

5()

Undergraduate 

Students and I 

n - 15 Craduate Students (3 - S Ph.D. candidates). 

Following the 1973 review of our onerations there wruld he the nos- 

si.hility of 

an

exrnrsion, hut such exnnsien woulcl not exceed I faculty 

members. Student enrolment would he incr 

e

ase d 

, lnre1v at the Graduate 

level., but not to exceed 25 full-tine stnderts. 

?

1ile the cnvisaed 

cxnansion of facilities in this neried 

?

uld entail considerable 

purchases of eoui 

r

ment, etc., this exansion would he 

predicated on 

the recei't of exterr.al finnr.cial aid. 

Finall y 

,

it s"ould he noted t!at considerable .rancial aid is available 

for rcsearèh and stud 

y

in the field of Communication Studies. 

?

e have 

.

is

.

?

-6-

4.

S.

.

been unable to make use of these sources in the absence of a program 

of studies or laborator 

y

sp

ace. We anticinate considerable im 

prove- 

ment 

in

this situation over the next two years. 

Resources 

_(Snnce,Library_facilities) 

In our nrevious submissi on to the Senate Graduate 

Committee 

we established 

that present library resources were more than adeouate (as compared 

to comnarahie procrnms and resources elsewhere) and that both snace 

and equi p ment would he satisfactor 

y

oliowinc com 

p

letion of phase III 

Laboratory facilities. 

We believe the area of Comumication Studies is a vital need, both 

for this IJniveriy and for Western Canada. 

We further believe that the establishment of such a 

proaram 

of studies 

within a lar5cr interdiscnli.nar Centre would he most economical 

in terms of staffTh and exnertise. 

•

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I..,

N.)

REPORT AND RECOMMENDATIONS FOR THE

ORGANIZATION OF THE

EDUCATIONAL FOUNDATIONS CENTRE

A.I

?

Rationale and Principles. 

This document is an attempt to formulate principles of 

ganization designed to faci I itate the advance of the co-operate 

e deavours of the Department of Behavioural Science, the Department of 

S cial and Philosophical Foundations and the Communications section of the 

ntre for Communications and the Arts. Because the principal author believes 

t at academic co-operation, correlation and integration can only be 

derstood and achieved if it is exemplified in the academic and/or 

prfofessional programs produced, the fol lowing pages are devoted more to 

oitl ining programs at the undergraduate and graduate level than to 

specifying administrative structure in the narrower sense. Perhaps 

sme introductory remarks are in place. 

The revision of the organization of the Faculty of Education 

has changed both the constituent units and the administrative and 

aademic relationship between the new units. The constitution of the 

Department of Professional Foundations as an independent centre separate 

fom the original Educational Foundations Centre; the separation of 

Communications from the Centre for Communications and the,Arts and its 

re-location in a newly constituted Education Centre; the separation of 

Arts from the Faculty of Education; the separation of Athletics and 

Recreation Services from the Physical Development Centre and from the 

Faculty of Education; the suggestion that Kinesiology may move out of 

the Physical Development Centre and out of the Faculty of Education; the 

consequent suggestion that the remaining sector of the original Physical 

Development Centre wi I I coalesce with Professional Foundations leads to 

jxtaposition of Professional Foundations and Education Foundations. 

This constitutes a situation which is potentially dangerous 

apd the more closely knit each Centre becomes the more dangerous the 

situation could become. One of two things is likely to occur. 

The Centres may develop independently and isolate themselves 

from the influences and concerns of the other. 

?

If this 

?

occurs (and it is likely because there are members of both 

Centres who by training and/or inclination have little 

commitment to the concerns of the other) it w I I lead to 

duplication. The professional centre needs the kind of 

resources which the foundations centre has and will have 

to supply their own. ? 

It may also lead to two Faculties? 

though what one would be without the other is not easily 

seen. 

The Centres may develop in such a way as 10 compete for 

resources and be led into attempts (real or merely perceived) 

to influence each other negatively 

.

. This is potentially a 

confrontation situation. 

Because the faculty of Professional Foundations are all equally 

committed to teacher education and teaching practice (as they doubtless 

should be) the change from a Department to a Centre could be achieved by 

tle stroke of a pen -- only the name changed. It is and may continue 

t9 be a closely knit unit. 

No such easy step could be taken in the context of B.S.F., 

P.F. and Communications because: 

All have or claim to have a distinctive discipline to the 

development of which their faculty are committed. 

There are among their faculty many committed to making a 

significant contribution to the Professional Development Program 

and to the study of education in the specific contexts of 

formal educational institutions. 

There are others whose commitments are to very different 

concepts of the study of education. For them the real 

educational issues are synonymous with the social, political, 

economic and environmental questions that are currently 

topical. 

S.

2

3

In B.S.F. and S.P.F. at least those faculty who have been 

over several years predominantly responsible for conceptualizing 

and guiaing the development of their respective areas feel 

that only now is evidence of progress observable. Consequently 

they are reluctant to accept changes which are perceived as, 

at least, dilution of their disciplines. 

These are but a few of the reasons that count against the 

evetopment of a simplistic unity with or 

.

c .   budget, one chairman (or one 

teering committee) and one set of guiding principles even if these 

uiding principles exemplify infinite pluralism. ? 

Cohesion within each 

epartment, interdepartmental co-operation and correlation are acceptable 

oncepts even to the point of guidelines that make them mandatory. One 

iscipt me will accept that its programs must make positive provision for 

ther disciplines but those who profess that discipline will not accept 

ts control by others. 

The solution was, as early as September 1969, seen to lie in a 

pt of a centre designed to: 

Maintain the existing academic and budgetary autonomy of the 

three departments. 

Establish undergraduate and graduate programs that will 

guarantee avai labi I ity to all students and participation by 

all students in the course offerings of all departments. 

It is not sufficient to leave this to chance. 

3

.

ii

?

Establish such joint committees as are deemed essential to 

assure that each department functions co-ordinately with the 

other departments. For this purpose the following committees 

are suggested. 

(a)

Joint Undergraduate Studies. 

(b) Joint Graduate Studies. 

(c)

Interlocking Departmental Tenure Committees. 

These committees will be concerned only with correlating and 

co-ordinating the work of the departments. 

Establish such liaison committees to relate the centre and the 

departments with other centres in the Faculty of Education, 

with other Faculties, 

?

with community agencies and with 

other professions. For this purpose the establishment 

immediately of a Professional Development Program Liaison 

Committee is recommended. Consideration should also be given 

to the establishment of committees to provide liaison with such 

concerns as: adult and continuing education, community 

agencies other than formal educational agencies, research 

institutes and foundations, environmental and social problems, 

etc. 

This concept of the structure of the Education Centre appears, 

ho the principal author at least to provide as fully as is at this time 

)ossible for the diversity of views among faculty. ? 

It seems also to 

)rovide for the initiation of development and change and, as well, to 

)rovide maximum scope and security for faculty. Any attempt to move 

:

urther toward complete unification is too likely to produce conflict 

nd disintegration to be risked at this stage. 

In recommending the establishment and membership of joint 

rnmittees the authors have been fully aware of the danger of making 

mmittee establishment and committee participation unduly heavy. 

nsequently both the number of committees suggested and the number of 

mbers on each have been kept to a minimum. Even so there is danger of 

tu rat ion. 

Two other points should be stressed. 

This report has been compiled somewhat hastily and in sections. 

As well it has been subjected to examination by several members. 

As a result there is some overlap between sections but this 

may do nothing worse than provide emphasis. 

4

The guidelines for graduate and undergraduate programs are 

guidelines only with respect to the principles of co-ordination, 

co-operation and integration. The details will have to be 

examined for consistency with programs in the Faculty of 

Education as a whole and for academic viability. The point 

that is important and is established here is that it is 

through the programs developed that academic complementarity 

is attained. For this reason neither presentation nor justification 

of organizational principles could be presented without 

illustrative programs. Perhaps those that are appended will 

prove to be guidelines for actual programs. 

?

If so, all well and 

good -- if not, they will have served their purpose. 

.

.

?

B.

?

Deoartment Functions and Procedures. 

The Education Centre is to be conceived as a union of 

dpartments each of which is committed to a specified area of academic 

lipterest and is responsible for its development within the context 

provided by the constituent departments of the Centre and the Faculty of 

Eiucation. These departments, namely Behavioural Science Studies, 

Communication Studies and Social and Philosophical Studies, are to 

rmain academically and financially independent and to be charged with 

the following responsibilities. 

Contributing to the development of the disciplines they 

embrace through intensive research which should lead to 

significant modification of those disciplines -- perhaps to 

the abandonment in part or in whole of the existing conceptual 

frames. 

Development of undergraduate and graduate programs that will: 

(a)

Make adequate provision for academically healthy specialization 

within a particular area of the Centre. 

(b)

Uti I ize as fully as external constraints allow the 

resources of other areas of the Centre. 

(c)

Contribute as fully as possible to the availability of 

programs that relate the specialization of one area to 

that of another. 

?

• ? 

Provide facilities, encouragement and opportunities for faculty 

and students to pursue their research interests. 

Encourage by such rewards as are feasible effective and 

innovative teaching. 

ach Department of the Centre will: 

?

• ? 

Elect or select its own chairman. 

formulate, negotiate and administer its budget. 

Initiate requests for faculty appointments and search' for and 

recommend appointment of suitable candidates. 

Maintain an administrative assistant or senior secretary who 

Will be directly responsible through the chairman to the 

department. 

lil

5'

?

Provide for the development of coordinated cooperative 

secretarial and stenographic services such that, when needs 

arise, interchange of resources will occur spontaneously. 

ru

?

Establish and maintain such committees as are necessary to 

discharge its responibi I ities and to effect maximum coordination 

with other departments of the Centre. 

7

Joint Committees. 

GraduateStudies Committee. 

Composition. 

Two representatives from each department, one of whom may 

be a graduate student and at least one of whom must be a 

faculty member qualified according to the rules specified 

by the Senate Committee on Graduate Studies. 

Terms of Reference. 

A ?

The committee will: 

(a)

Elect one of its faculty members to be chairman. 

(b)

Make its minutes available to all faculty and graduate 

students. 

(c)

Meet regularly once per month and at such additional 

times as its members consider necessary. 

B ?

The committee will: 

(a)

Interpret policy applicable to all departments with 

respect to graduate programs. 

(b)

Use such procedures as are deemed sufficient to ensure 

that all graduate student programs involve some work in 

departments other than that in which the student is 

enrolled. 

(c)

Review all recommendations for the awarding of degrees to 

establish that completed programs are consistent with 

degree requirements and Centre regulations. 

(d)

Review all new courses proposed with particular regard to 

undue overlap between departments and the consequent 

uneconomic use of resources. 

.

rmal thesis 

au i red. 

Minimum 

?

hrs. of course work. 

Requ i re- 

?

es i s. 

ments. 

is work shall be divided as follows: 

Major 

Field. 

Onor 

Field. 

5 hrs. in department in which 

and idate is enrolled and any other 

epartment(s) whose offerings 

re integral. 

0 hrs. in another department of 

he Centre. 

8

,idel ines for Graduate Dearee Proarams. 

M

L A. 

(Ed.) 

Degree. 

There will he two types of programs to permit flexibility. 

As both fall within the same framework these do not constitute different 

dgrees. Consequently their specification here is a specification of 

internal pol icy for designing an M.A. Degree Program. 

Alternative thesis 

ore ference. 

35 hrs. of course work 

incorporating thesIs 

equivalents. 

20 hrs. in the department in 

which candidate is enrolled and 

any other department whose 

offerings are integral. 

15 hrs. in one or more other 

departments in the Centre. 

Thesis equivalents. 

These are products of the courses 

taken and may take such form 

as the supervisory committee 

considers appropriate. 

.

h.D. Dearee. 

Each Department will formulate and submit Jointly with the other 

epartments of the Centre its contribution to a Ph.D. Degree program in 

ducational Foundations. 

Each Department will be free to establish specialization 

ithin its field of academic concern to the extent permitted by the 

following general regulations. 

Minimum Requirements. 

75 hrs. in course or seminar work (see note 2) including 

courses taken for a master's degree. 

Dissertation. 

Upon recommendation of the Supervisory Committee and the 

department and with the concurrence of the Centre Graduate 

Studies Committee this may take a form other than the 

traditional dissertation. 

.

9

Structure of the Proqram. 

Major Field. 

Not less than 45 hrs. in courses offered by the department 

in which the candidate is specializing and in departments in 

Arts, Science or Education whose course offerings are directly 

complementary. 

Minor Field. 

Not less than 30 hrs. in courses offered by other departments 

in. the University of which not less than 20 hrs. must be in 

another department of the Centre, the minor field department 

or in a department approved by the minor field department. 

tes: 

The dissertation must be written in the major field -- i.e. the 

department of the supervisor. 

Up to 15 hrs. in either the major or minor field (or IS hrs. 

in each) may be credited for independent supervised research. 

If this is done in the major field it may not be an integral 

part of the dissertation. 

3.

?

Uponthe recommendation of the supervisory committee and with 

the concurrence of the Departmental Graduate Studies Committee 

15 hrs. as specified in (2) above may be credited for joint 

research. 

upervisory Procedure. 

Each student shall upon entry select or be assigned to an 

advisor who will assist with the initial formation of a 

program and the selection of courses. 

As soon as possible and preferably by the end of the first 

• semester of the program the student, after consultation with 

the advisor and other faculty determine: 

(a)

Major supervisor who will be from the area of major 

concentration and will become chairman of the supervisory 

comm i ttee. 

(b)

Minor supervisor who will be from the minor area. 

(c)

One other member who should be from the major area or 

another area consistent with it. 

This committee will normally constitute the examining committee 

it additional members may be added at the discretion of the supervisory 

)mmittee, the major department or the Centre Graduate Studies Committee. 

)r Ph.D. candidates one member from a department outside the Centre and 

e member from outside the University must be added. 

Candidate's programs and subsequent changes to them must be 

submitted to the Centre Graduate Studies Committee which is 

responsible for maintaining consistency with the general 

requ i rements. 

bL

or

3

.

Underaraduate Studies Committee. 

Composition. 

Two representatives from each department, one of whom may 

be a graduate or undergraduate student. To be eligible an 

undergraduate student must have been enrolled in a major or 

honors program in the department for at least one semester. 

A graduate student must have been an undergraduate student in 

the department or have been enrolled as a graduate student 

'

for at 

least one semester. 

Terms of Reference. 

A ?

The committee will: 

(a)

Elect one of its faculty members to be chairman. 

(b)

Make its minutes available to all faculty and undergraduate 

students. 

(c)

Meet regularly once per month and at such additional 

times as its members consider necessary. 

B ?

The committee will: 

(a)

Interpret policy applicable to all departments with 

respect to undergraduate policies and programs. 

(b)

Use such procedures as are deemed sufficient to ensure 

that al I undergraduate student programs involve some work 

in departments other than that in which the student 

is enrolled. 

(c)

Review all recommendations for the awarding of degrees to 

establish that completed programs are consistent with 

degree requirements and Centre regulations. 

(d)

Review all new courses proposed with particular regard 

to undue overlap between departments and the consequent 

uneconomic use of resources. 

Hdel ines for Undergraduate Programs. 

Each Department shall establ ish as quickly as Senate procedures 

. ?

and the I imitations of time and resources permit such courses as are 

4emed by the respective departments to be necessary and appropriate 

2.

.

.

2

o contribute to major and honors programs according to the following 

ormat. This format is consistent with the Faculty of Education 

egulations set out on page 67 of the 1969-70 Calendar and should be 

ead in conjunction with them. 

neral Proaram. 

inimum requirement: 

0 hrs. in courses offered by 

apartments in the Centre 

istributed as follows: 

0 hrs. in the Department 

n which the student 

s majoring. 

0 hrs. in another department 

f the Centre. 

Honors Program. 

Minimum requirement: 

50 hrs. in courses offered by 

departments in the Centre 

distributed as follows: 

30 hrs. in the department in 

which the student is taking 

honors. 

20 hrs. in one or more other 

departments of the Centre. 

'ithin this general frame each department is free to and is expected to 

eveIop its own programs. The types, forms and orientation of courses 

•

?

are the prerogative of departments; A department may, if it wishes, 

Allow credit toward the program within its proportion courses from 

departments not in the Centre. This prerogative should, and undoubtedly 

ould, be exerted cautiously. ? 

It could occur more frequently in 

li

lonors 

than in general programs. 

13

Interlocking Departmental Tenure Committees. 

Each Department will establish its own Departmental Tenure Committee 

vhich will act in accordance-with the Academic Freedom and Tenure Brief 

3nd also function as the appcintmentscomrrittee. These committees will 

e constituted b 

y

drawing members from the Centre Tenure Committee Cadre 

in accordance with the procedure shown below. 

CentreTenure Committee Cadre.. 

Membership. 

One Professor, one Associate Professor and one Assistant 

Professor from each department. The members shall, as far as 

possible, be tenured. ? 

This committee will elect one of its full 

professors as chairman and wil I be responsible only for 

determining the procedures, criteria and conditions (in all 

areas where these are not specified precisely by the Academic 

Freedom and Tenure Brief) under-which Departmental Tenure 

Committees function. 

?

-

Departmental Tenure ommttees. 

These committees will be struck according to the following 

formula and the three committees submitted simultaneously to 

the University Tenure Committee for approval 

Constituting Formula. 

Dept. 

?

Dept. 

#2.* 

?

Dept. #3.* 

F 1  F2           

F

2

F

3

F3F1 

As

1

As

3

As2As1        

As3As2 

At 1 At 3         

At7At1        

At3At2 

* The departments will be assigned by lot to their numbers. 

e:

The .three members for each department shal I he elected by bal lot. 

The chairman of the department shall be chairman of its 

Departmental Tenure Committee unless he is an elected member 

of the Departmental Tenure Committee. . He may participate 

in the deliberations but he may not vote. 

4

.

If the departmental chairman is an elected member of the 

Departmental Tenure Committee the full professor on the 

Centre Tenure Committee but not on the Departmental Tenure 

Committee of the department considered will serve as chairman. 

In this case his responsibi I ities will he confined to chairing 

meetings of the Departmental Tenure Committee and reporting 

decisions to the departmental chairman. The departmental 

chairman will be responsible for preparing all documentation. 

When the chairman Of the Departmental Tenure Committee is 

not a member of the department he shall not participate in 

deliberations of the committee and he shall not vote. 

Voting Procedure. 

(a)

?

Al! votes will be by ballot. 

/

?

(b) All motions respecting promotion, tenure, appointment and 

re-appointment w I I be in the form 

!

That        

?

he

recommended . 

?

(i.e. positive form). 

(c)

No case shall be considered and no vote shal I be taken 

unless al I members are present.. 

(d) A motion shall be deemed to fail unless there is a 

2/3 majority in favour. 

The administrative assistant or senior secretary of the 

department wi I I act as secretary to the committee. 

All minutes, documents and deliberations of the committee 

shall be held to be strictly confidential. 

I. ? 

The Centre Tenure Committee Cadre vi I I formulate and promulgate 

the rules of evidence that govern what data are admitted. 

15

•

?

4. ? 

Other Joint Committees. 

As suggested in Section A the need for liaison committees is 

cognized. The constitution of these is dependent upon the characteristics 

f the field with which they are intended to provide liaison. Consequently 

recommendations of a specific nature are made here except as follows: 

Professional Development Program Liaison. 

Membersh i o. 

One faculty member (preferably the chairman) from each 

department. 

Res

p

onsihi lities. 

To take effective steps to ensure that the resources of the 

departments and faculty are freely available to the 

professional programs. 

To ensure that resources available are fully used by faculty 

and students in the Professional Development Program. 

Similar specifications will be made for liaison committees 

ith other responsibilities as the need and opportunity for them arises. 

.