SiMON FRASER UNIVERSITY So 3 4- b MEMORANDUM

I

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.

40

-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.

.

0

- M 470 /0

M. IiOflM1)UM

To President Stranci •:.,,, . se rmnr

Subject Date 10th Ftbruarv, 1970

It has been suggested that 1. inform you of the position of the members of this department on the matter of reorganizations pcifica1Iy

As related to the "Professional Development Centre".

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

I) The members of this (h'm.rtnent full y 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 0 69 and November 3, 1969.

2) 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.

3) 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.

4) Finally , 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 S 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.

cc. Dr. Strivastava Al Dean Stratton

Slrna V,assernlanfl

SW : c a a

.

L

End. 1

• DEVELOPMENT CENTRE

ion (Faculty of Education Meeting, Oct..

"that the separation of Professional Foundations from the Educational Foundations Centre to form a Professional Development Centre be approv'd".

Carried Unanimously

Implications of the Motion:

1. 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 rams, reflecting interests

of students and current educational need. The Centre will con-

tinue the planning and development of its graduate programs.

3 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

S 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.

- .

FE. :.;, 97j

F.. .t ,..t

Dr. G. Kirchner, Chairman. From ....

Physical DevelopmentStudies

Date . February, 17, 1970

SiMON FRASER UNIVERSITY 7 MEMORANDUM .'

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

FE rL 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 ways of thinking, knowing, and relatin g to each other largely,

throu!.h the statements we share. 1essagcs, images, and comniex symbol systems cultivate assumptions about what is, what is important, 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 he 'humanizing' proces of man. A change in that process alters the naturc of human affairs.

1 tTe 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 ponular culture. Yew media alter form, content,

and context. New nodeS of communication c1'nnoc wa ys of select:ng, coanDosifle,

and siarinr nerspectives. New institutions of co'municntion create rublics

and cpltivate common consciousness 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 symbolic environment that givcs ncaning and direction to his

actixrl ity lVe have only begun. to innuire into these meani.ns, these directions,

and their alternatives.

arts,

Droh: cent( (or

"Thus the nature of the discinlinc of communications cuts across the

humanities, social sciences, and many other older discinlires. Ye

nication study 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 study 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 tv ot Penn svlvani a Phi. lade i.nh in

0

.

-2-A. Ardas of Study -

The Centre for Educational Foundations (as rorcnnized) nrovides a natural context in which the stn 1 ert may ernuire into the cultural chancs takineplace in todays society and ti-c nattirr oF man's 11l( l iVidllfll and collective adantaion to these Chan C CS as viewed by the Social and 1ehavi.ora1 Sciences. He also hs a read y access to those scholars and artists concerned with the nrohlers of nerception, expression mid m ep ninc in a ride variety oF symbolic behaviors and the nature, nroductioil and use of these swbols.

1ithin this Centre, the area of Co'iiinication Studies wil l 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 '1ij man 501 1 :3 to in- fluence his fel low . man. An incrrasi p c body or research on the dy

-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 proliferation 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 1 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 \ r 1 c 1 11, ii 1 r t ri -persorril svnihol systems involved in the nroccss of discovmrv and invention. The tentative findins of research into the re1:it:i.ons1--i ps 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 very scattered nature of t i-is research underlines the need for a concerted attack on the problem.

B. 1 'rcracltiate and Graduate Proerams

The Communication Studies Area will offer preerams at both the Under-graduate and Graduate level , these nroerrims 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.

Under rr rncliiate Proapi - The an.nreach el Cemnunicatie 5t1idies

ii been todistincnic lcvr'lc of C\n.(1 mv c for the Iii '01 - graduate student.

.

.

.

-3-

.

.

a) Levels of Experience

i) Introduction to perceptual 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) Conceptualization o f experiences: !!ere the student is ich de rcrwh 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 nr 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 experiential, levels. This stace is essentially a "testinc" period 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 explored at two levels: intra-

personally , 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

by the very l-ire numbers of students who either c1'ane their ficlçl after c'rduation or fail. to remain in the field.)

b) Developmental. 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, of course, iuidul.v limiti.nc (for examnie, students are able to exnlore onl y ere sense modality

at the 100 level). Conseouer.tiv we p ier to introduce a limited

number or additional Coamn j cation courses at the lower level

as soon as practicable. (It is worth not ire that these additional

courses were annroved by the Facul tv 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 0r p this

Centre.)

C -4-

Following these presentl y annroved additions, no further Undergraduate courses are antici p itcd. Any expansion 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: -

a) Rationale. In the absence of any Craduate Program in Com-munication Studies in 1111cstcrn 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: firstly , the student who p 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 psychology , 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 provide mere job-traininc. The investment of the student and the universit y 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 ge 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 gies nrovide symbol 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 chang ing cultures?"

b) Pevelornental Seoucnce:- At pi'esnct, all Graduate Students seeking In Communication Studies 1rr recistcred

in Behavioral. Sciene F ,xipOations and conduct research under the sunervision of Communication Facult y . A threerold expansion or-this situation is envisa ged. -

.

C

El

-5-

i) January sr272

Comp letion of nbn5e ITT Laboratory will ennhl.e us to initiate student-directed research and prepare laboratories for Fall Semester.

Durjn this period students will he reeistered as students of the Centre and will hei.n their su pervision 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 anticipation 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 rd cvant Community Insti-tutions (o. ,7. (TC, r1\spaners, volUntary organizations).

iii) Sente"ber 1973 - September 1975

At this time a review of the nroram will taLe place and if, as anticinated, there is a stron renuest for experiences in TV, Film and the Arts,, additional fundnc will be sought (largel y from outside the Universit y) to expand these areas of Communication Studies.

Student enrolment, Ptidcet and Staff Increases

Anticipations are that the present staff and budcet will he sufficient for the period 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 wb 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 increased , 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 rment, etc., this exansion would he predicated on the recei't of exterr.al finnr.cial aid.

Finally , it s"ould he noted t!at considerable .rancial aid is available for rcsearèh and study 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 laboratory space. We anticinate considerable improve-

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 equipment would he satisfactory oliowinc completion 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.

•

p

P11 0 p-C

C-C-'

C-' r)

P-C P11

z

0)

0 0.

C,

po t:1 z cl

C-P r1

P1

0)

C)

tTl

z P1 U)

(l,

CD I.' '-a CD

Cl

C)

z P1 U)

P11 P1 CD 0. 0. I-' CD

0 C) tn Cl)

P1

U) Ft 0

CD P1

00

'-3 CII

'-4 0)

1:-P CII 00 4

(-.3 '4

P1 6.

00

'-4

x P1 U)

Ia.

Ia-

0 P..)

'a

'a I C) tIlts) -4 , -' - Cfl tv C/)P-4 o <m pio (D CI mm I (DC) 0(0 n fl (D U) P' fl (DO o pi P$IO Cr0) co .h.< pi 0 C)ft P1 rtm m rt. ir? 0. CD (DPI 1--P1 0. Ore (01-' -'P1 )-'P1 (DPI f? r? co I-' 03 003 C)CD ()(D 0 03

Z P1 0 ft p.h W. ft i-a. P1 m ,-a. re CD 03'< PICD CD 03 ft '< (01-' ft -3'< ft r?O o CDr? M, 03 ti 000 CD I-' P1103

CD P1 ft 1--'

P'1 (I)

C) . . . C) P1 0 P1 P1 '1 0 P1 Vt ft ft ft ft

U) 0) 0)

(3 (3 0) 0) ft ft

0 0 0) U3

P11P1 Ui 0CCl)1-'u- U' 0 I-' lii 03 ft 0 C) 0 P1 1-'4 CD . P4 0) . (D Ca) CD0) M 0)30 0) 1-4 00 tire C)3Q(D ft

P1 CDCD P1 0 P1 CD

U)

r'. U) rn

U) CD14•

U) . m

Vt rt P P11 P1 I-' 0 I-'

irfi Ui 0 (a) Ca)

'.0

C)cfl '-3t11 (D 0 < (0(0 (flI-'. (0(0 1--< Mt-' 03 0. CD 0 rert CflP1 (DPI P1 P10) ft

U) I-'. CD co rtl-'. (3 CC) X CD

ft CDrt 0) I'4 rem . ft

Ia. 0) 0) 00 00 I-'

P1 CD ft U) P1 U)

a i-er) P1 0 P1 ft ft CD (0 M U)

P1

C) (0(3 0) 0) ft 4t.

0 0 CO

U' UI '1t-3 Ui I-' I-' 0. 0 41- k4(0 Ca) Ca) '.0 CD 03 U)

PIr? P1 CD

CD 00

t5I rTlf Cl z z Cl CII

z P- I Cl)

'CII 1:-P

<CD tIC)

CD

1

Cl) CII z CII

t.)W U'U)

1"'

U) Ca) (a) I-' Ui U)

a' 00 0 Ca) Ca)

Ca) U) Ca) C' co 0' I-' C' 00 -

I Zl-tT1 • '0 Z Z .- <P1 Z I-' 00 0. 'O I-' ON Z l- 0 Ui pa <i--a .a 0 C' CD I-' CD ta CD C' 03 4'.) 0 Ca) 0' 0 0 CD C') 0 - n 0 m CD 0' CD

tj, P1 0'. (0 LA C 0 C .o 0 P1 0' P1 Ui P1 C') 0 C) '-1 i- F?.0'. CD U) .0- 0 as ft ft ft C) C') ft 0 0 F? Ca) F? Vi ft '0 V 0 ft .0- C) C')

00 I to 0 0 0r' 0 CD , CDI CD' CC') Cl <C/) <i-a. < PO C) CDII <U) 03P1 U) WI-' <Ca) <P1 '403 0 1 < 030 40

CD ft - ft J1 Fe P1 CD V' 0)0) ' 003 • 0)4 CICDCD 0) CDM C) < n-

C) '4 0

C') 14% %0

0. I-'

P1 0 '4 0(3

FJ I-' 'a P-ti

0. P1 '4'

C•) Or)

0 CD C) P1 (3 CD 1 0 o Or? cl j (I) 4 00 0 CD 0 CD

(341 0(13 0r?03 00'

CD Vi <PS 4

<P1 CD I-' 01-' ftO

(Ar? • ft 00)1 40 CIa. <(53'I <P1 Cl) CDI-' ft P1 <ft • (DPI 40. (Dfl (DPI ft (Dcl) P1< CDrt CDCD Ca) CD Cl) 0 P100 CDCD PIPI0' 't'.< P1

PI ft CD P1 CD P1 (D '.0 P1 . C) ft CD CD P1 (0 (0 • P1 ft i-P 0 • P1 0. - Co CD I-' CD CD (0

(n F?

CD 0.

CD CD

.0) 4.3 ft 4 ft F? • ft

• -.4 0

CD .

'0 vi Vi Z '0

00 '.0 C') C') 0 00 '.0 Ca) C') Ca) C') C') 0

7̂0,La) (0 C'.) J '.0 Ca) Ca) CDCa) '.J C' ) Ca) I-'

I"C. '.0 0 0 CD 0 Ca) '.0 Cs, C's 0 0 CD 00 0' 1-' C') Cs) C' U' '.0 ts) 00 0

0 CI 0

O CD CD CD 5

0 tr

C') CA P1 t-4

P1

Cn

P1 (A

(D ft ft

P.'

C, Pq P1

0 00

CD

21 Ph

N 0

(DI 0.

A) 4 P.' 0.

P.4

P.4 2

2 I.' C)

03 CD

C, C)

z 0

9 0)

z

0 z

0 ft 1

P.' C) 7c.

0

U) Cl) P1

0) 4 m

P1

P1 Cc

0.

CD '4 P1

U) C)

'•il

L X r. P1

pa

P1

P1

tyl

z

(A

0)

m

t-4

C') 0 z

tv P1

0 9 A) Cc

Cl) C.')

z

x

Cl) (I)

0)

CD '1 P.' CD

(DiC) OP1

o

C) I-'

m

C)i-4 0. i-' <C')P.I

03C) P-' CD

t P-'PI

C) C) P1O

•-3- CD

("'-4 Cfl pi

Cl)P-4 tip-3 p4.(D

'•p.i a),.'

P10. CD

iCDCA 0flr?

mn (0

tic Dt*

rt0) (I)

0(0 CDCi) rt(D (0Cc 'IC) 0 c CD 0 (DP.' P1 c0 0(0

P.' P1

V 0) ir?

nft (A Or? (0)? r?rt (D PI iCA ,•? P3 ft ft O) P.P1

I-'P1 P3

0 00

1-4 PI P3

C)3) 0. CO

C) 0ft P.' 0 P.' 0 P- I.' 0 Cl) I-' C) CD P.-' C) 11 I-' C)

00 rt F4

P3P1'4 C) P.' ft 0 P1 0 0 i P.' P.' ft 0 P.' ft

0 C) II 03

P1 Cl) t

ft03 CD W I-4 m '1 03 03 CAP.'. (A P.'

0) ( '1 '4

1-4P.' a)

ft P.'.

ft 0 0) P.' C) ft i ft 0 ft 0CD C)

0 ft 0 03rPU) PIrt

Cl) Qpw ft

W. 0

CD 9 P.O' CD '1 C)0) P

(A I 0 00A) P.-' I-'

P4. C)0 P4.

P.' Cc

.- P1

C) 0

C) "

ft P1 ft

'1 ft

'1 ft

P1 ft

0 '10 ft I

'1 rt

P1 P1 ft

P1 ft

P1 ft

P1 (A.

(I)(A lb U) IA (A In (A (A Cl) C C

I.' C)

P4. C)

P4. P4.

03 03C) 0)

C) 0)

OP4. ft

ft ft

0P.' 0

P.'. 0

(A (A Cc Cl)

•__ -- UI 'xl '1 Ui 'xl t3 U' Ui

___

0 1 '.4 CD .D

0 M, '4 CDpv 9 I-' CD 03 I-' CD 03 0 C' (A P1 ft P1 ft

P1 P1 0 m CD

.0

i3 () i '.

•' U)

., UP

.- I..i

c.., UI

.c- ,,

I

- 0 P-' 0 - 0) U)P.3 U'

U' '.o A I-' 0) U)

C) -4 C) C'. Ph -J <P..) <- 3cP..) . < 0' 0) P- <P..)

w cc PJ (DO 0 t o Ci-' P3 P.) 03U1 CD-.J CD 0) P3 w (DUi 030 1.1 0• (A .0 w P1 .A I-' U) 4 CA 4 0 0) 0'. (3 C' P1 C', )

ft -.j fl 0) I i U' C) C' C) .A ft 0 ft P.' C) .0 ft " C) I'..) 0 ri 'b C) C' P.' P1 p.' C) CD 0 00 0 C 4 0

<Ph Cl0. ftP-' OP-' C CZ < <t-3 C < Cp

03Cc IiQQ p..iO3 '.4.4 <CD 4. 03(0 03 <P..) 0)03 40) (DC) <CD 4m

ii-' i.0 0303 (AP1 ft (0(13 CD iP-' i(D CD VI i'1 (001 '1riP1 (DO)

C)C 9P1 9' P.a P1rt P1 OP-i C) '1 OP.'. "Pr? 0 1C1 "Pr?

o..' OP.'. • 0(0 0 0 0$ I-'"3 OC) CA) I-. CCD C) P C' M'. 0 Cl) P-a

403 4 0 4 ft 2 <C <P- 0 4 CD P C'.c

(Dri COP-' CD CD 02 (0(0 (0(0 0) (0 0 4 ft 11 P1 P1 P1 ft 'I '1 Cl 00 ,i'1

CD CD 0 i 4 P."• P-'. C') (A 0.

CD

U, -..j U) U) i..) U) P-. Fs C' r., Vi -. 0) -..j U) P..) 0' P.-' U Ci

Ui

) ('3 0' C' I I I I I I I I I CD 0' UiI P

0' P.) P.) 0 .0 - C) ( '.g)I 0' 0 P..) VI I-' '.0 P.' CD 0 co0) 0 P.) '.0 ". 0 0 .- '. P-a o P-' '.0 '.0 co 0 U) 0) '.0 U) kn p-

CD

r 'n

0

021 CD

P.'0

tZ

CD

1

'1

0 • L.4

z

c-i

-c

tn 0 0 0 H

C, zI

z 0 z z

C-,

C-4

0

m H n H

CD

H H H

I*

C- 7i> C)- C, CD 0 • CD () 0 • 0 Cl) C) CD

•Cl) r' I-'H

U)

rP 0 H il 1 (DDQ C) CD H H HÜ) H CD C) Ore

ZH r H < H O W o 0 P

I.& pi J U) C)U) Cl)

H

- C, c-pl 0 P1 0 0

U)

9 9

rP U)

9 9

9 9

C C C

H H H C) C) CD

rP rt H H H 0 0 0 In U) U)

Ui Ui 0 H 0 H H U'

H Co 0 U' U'

4 <H <C <.C-C Co 0 0 3 %O U) H 0 U' 0 '10 N.3 0 tji 0N.

fl O% 00% OCo C'-J 0 0 0 H

C cli rt rt U) H 4 P1 HPI (DC) (D (DO 03H H CD

pi 1-4 P10. In PI E 9cn

I.flH HO Co C) UiP1

'1 U) C/) Ft C? Cl)

CD CD CD CD CD CD F? C? rt

z I.., N.) O O -4 C' '1 I I I 0 •J 0 4-' C' Co

CD N.) Co

0

CD

. 7o.//

REPORT AND RECOMMENDATIONS FOR THE

ORGANIZATION OF THE

EDUCATIONAL FOUNDATIONS CENTRE

0

SA.I

Rationale and Principles.

This document is an attempt to formulate principles of 0 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 U 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.

.

S

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.

S

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.

0

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.

.

0

.

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

0

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.

0

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.

.

0

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.

ML 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.

0

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

El

.

is

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

l ilonors than in general programs.

13

C

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 F 2 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.

0

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.

0

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 D 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 ponsihi 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.

.

0