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FACULlY OF ARTS
LAKEHEAD UNIVERSnY
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�F AC UL T Y O F A RT S
ME E T I N G
A G E N DA
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************* *
DATE:
FRIDAY, FEBRUARY 20, 1970
TIME:
4:00 P. M.
PLACE:
ROOM 1029, MAIN BUILDING
PURPOSE:
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l. Minutes of last meetings
2. Consider matters arising
3. Correspondence
4. Receive reports from sub-corrmittees
SPECIAL
FEATURE:
MRS. D. LABAN
MANAGER
BOOKSTORE
LAKEHEAD UNIVERSITY
NON OMNIA POSSUMUS OMNES - Virgil
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�L A KE H E A D
UN I VE R S I T Y
FACULTY OF ARTS MEETING
A.
I SUGGEST THE FOLLOWING ITEMS FOR THE AGENDA OF THE NEXT MEETING:
1.
2.
3.
4.
B.
I PROPOSE THE FOLLOWING MOTION TO BE DISCUSSED AT THE NEXT MEETING:
SECONDED:
---------SIGNED:
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DATE: - - - - - - - - - TO aE RETURNED TO THE DEAN OF ARTS BY THE FIRST DAY OF THE MONTH .
�L A K E H E AD UN I VE R S I T Y
FACULTY OF ARTS
MINUTES OF MEETING
3rd DECEMBER 1969
Room 124 at 7:00 P.M.
AMONG THOSE PRESENT:
A.
K.
M.
G~
J.
1.
Alexander; L. Anderson; D. Astwood; I. Cameron; I. Davies;
Dawson; R. Dilley; G. Engholm; D. Fredrickson; N. Ginsburg;
Greenwood; I. Hannaford; D. Holah; S. MacGillivray; A. MacLeod;
McLeod; W. Melnyk; G. Merrill; W. Morris; B. Phillips; V. Popov;
Rideout; J. Talbot; P. Yurick; E. Zimmermann.
ORDER
The meeting was called to order at 7:05 p.m. by the Dean of Arts.
2.
MINUTES OF LAST MEETING
Under item 6 e) W. Morris asked that the first sentence be corrected
to read:
"W. Morris read the terms of reference in which the Corrnnittee,
after slight revisions, had concurred".
Approval of the minutes as corrected was moved by A. Alexander,
seconded by G. Merrill.
3.
MATTERS ARISING
The Dean announced the results of the recent elections within the
Faculty of Arts.
The following were elected as representatives of the
Faculty of Arts.
to Faculty of Education
E.R. Zimmermann
N. Ginsburg and B. Phillips to Faculty of Science
D. Crozier
to Library Technology
A. Asimi
to Nursing
G. Merrill
to Physical Health and Education
�Faculty of Arts
4.
a)
3rd Dec~mber 1969
-2-
CORRESPONDENCE
In response to a query re the wall dictaphones in the Wing D Faculty
offices, the Chainnan pointed out that the receiving terminal, formerly a
steno pool, had been converted to a seminar room.
The Chairman undertook
to investigate the dictaphone situation.
b)
The Chairman reported that he had received a letter concerning the
temperatures in the Centennial Building.
He noted that efforts to
stabilize temperature were being ma<le~
c)
The Chairman called attention to the communication from the Department
of Mathematics.
Specifically it was noted that the proposed program was
consonant with Faculty of Arts Regulations.
It was moved by A. Alexander, seconded by D. Astwood, that the
Faculty of Arts endorse Mathematics A6 (Mathematics for Social Scientists).
CARRIED
5.
COMMITTEES
a) Academic Development
·1
The Chairman reported that the committee had considered the proposals
of the Faculty of Education and the program in Family Life and Education.
Problems of cross-appointments, student enrolment and potential
conflicts of interest, between Faculty of Education and Faculty of Arts
were discussed.
A discussion of the Family Life and Education program centred on the
questions of credit and academic content.
It was moved by A. Alexander, seconded by A. Akram, that consideration
of the program be tabled indefinitely.
CARRIED
�facultJ of Arts
b)
-3-
3rd December 1969
constitution Commiltc-e
N. Ginsburg, Committee Chairman, assisted by committee member R. Dilley,
presented the first draft of a proposed constitution for the Faculty of
Arts.
N. Ginsburg stated that the procedure he thought ~ost useful was to
have a series of straw votes on difficult issues and that the committee's
further deliberations would be guided by these straw votes.
Despite some opposition to this procedure on grounds that opinions on
questions of membership and committee composition could not be given until
the terms of reference of committees wer~ spelled out, one straw vote was
taken.
On item Illa, election of chairman, 7 were in favour, 5 against and
17 abstentions were recorded.
It was moved by W. Morris, seconded by D. Lewis, that the proposed
constitution be referred back to the committee for further consideration.
After discussion the mover and seconder agreed to defer their motion
to allow the report to continue.
The report continued, but difficulties arose over lack of definition
of powers of various committees.
It was moved by A. Alexander, seconded by D. Lewis, that the MorrisLewis motion be voted upon.
The Morris-Lewis motion (see above) was
c)
CARRIED
CARRIED
Extension Committee
The Committee Chairman, C. Ripley, reported that the Committee was
�-4-
Faculty of Arts
3rd December 1969
refining its original terms of reference, which were rather vague.
At
the last conrrnittee meeting, it was reported, considerable discussion had
centred on the proposal to offer CLCd6 in Europe as part of the 1970
Sunrrner School program.
The meeting considered this proposal at length.
Questions regarding
the course content, academic standards and the role of the Extension
Committee were raised.
One main concern was that the course content, as outlined in a
memorandum issued by the office of the Director of Extension, was at
variance with the calendar description of content.
It was also pointed
out that the content, as outlined, impinged upon, probably, the offerings
of the Political Science Department and,perhaps,other departments.
D. Lewis indicated that CLCd6 went through all proper channels and
had been approved by Senate.
The Language Department had been requested
to find the resources, financial and academic to put the CLC courses on,
although in many respects these courses were beyond the general brief of the
Language Department.
He emphasized thatconsiderable publicity had attended
the initiation of these interdisciplinary courses and was of the opinion
that the CLCd6 summer course in Europe was being attacked before content
had been finalized.
He continued by stating that the intention had been
to solicit aid and advice from other departments and that the memorandum
had been conceived as a- means of drawing attention to the course and
attracting advice.
There followed considerable discussion concerning the
last two meetings of the Extension Department.
E. Zimmermann noted that the course description in a 1970 Sunm1er
School brochure did not accord with the 1969-70 calendar description.
�Faculty of Arts
-5-
3rd December 1969
A. Alexander thought that inter-departmental consultation should have
preceded the issuing of any literature.
It was moved by W. Morris, seconded by I. Davies, that an ad hoc
committee be set up, composed of interested parties, to discuss the
p~ssible overlap in content.
CARRIED
A. Alexander requested minuting of his dissent.
EFFECTED
D. Astwood nominated the chairmen of the Departments of Political
Science, History, Economics and Language~ or their representatives to
serve on this committee, seconded hy I. Camer1on. W. Morris, seconded by
C. Ripley, nominated the Director of Extension.
W. Melnyk, seconded by J. Evans, moved that everyone concerned or
interested constitute the corrnnittee.
CARRIED
It was moved by I. Hannaford, seconded by W.- Morris, that the Faculty
of Arts Constitution Committee seek the terms of reference from all
committees of the Faculty and consider these.
CARRIED
d)
Inter-University Seminars
The Committee has met, agreed upon its terms of reference and these
shortly will be circulated, it was reported by A. Alexander.
e)
Space Utilization
I. Davies reported that no further meetings had been held, but that
�Faculty of Arts
-6-
3rd December 1969
the consultant's report on classroom sizes was expected soon.
An early
meeting is anticipated.
f)
Undergraduate Instruction
The report of this committee is to hand, W. Morris noted, but due to
the lateness of the hour and the complex nature of the recommendations
W. Morris moved, seconded by K. Dodd, that consideration of the report
be deferred to the next meeting, with t:1e understanding that it be placed
at the head of the agenda for that meeting.
CARRIED
The meeting adjourned at 10:00 p.m.
�L A KE H E A D
UN I VE RS I T Y
FACULTY OF ARTS
MINUTES OF MEETING
December 19th, 1969
Room 1029 at 10:00 a.m.
AMONG THOSE PRESENT:
A.
E.
P.
G.
M.
F.
A.
K.
P.
J.
M. AKRAM; A. ALEXANDER; A. ASIMI; D. AYRE; W. BASSIL;
BODZIN; M. BRIAL; R. M. BROWN; P. CHIMBOS; A. CLOUTIER;
CORNELL-d'ECHERT; D. DAHLGREN; K. DAWSON; B. EAMES;
ENGHOLM; D. EVANS; C. FRENCH; V. GAUDINO; B. GREENHOUS;
GREENWOOD; N. GINSBURG; J. GRIFFITH; I. HANNAFORD; D. HOLAH;
M. ISHAK; C. KENT; D. LEWIS: S. R. MACGILLIVARY; A. M. MACLEOD;
H. MAMOOJEE; W. T. MELNYK; G. T. MERRILL; T. MILLER; W. S. MORRIS:
L. MORRISON; A. NABARRA; P. RAFFO; J. RIDEOUT; P. SARBADHIKARI
SATINDER; M. SIDORSKI; J. TALBOT; P. WESLEY; J. WHITTLE;
WIDDOP; L. WILCOX; M. YUSTE; E. ZIMMERMANN.
***
1.
ORDER
The meeting was called to order at 10.04 a.m. by the Dean of Arts.
***
2.
MINUTES
This being a Special meeting of the Faculty, minutes were dispensed
with.
***
3.
MATHEMATICS DEPARTMENT REPRESENTATION
The Dean informed the Faculty that, contrary to rumours to the opposite
effect, the Department of Mathematics was very interested in being a
full member of the Faculty of Arts.
***
�Faculty of Arts
4.
December 19, 1969
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PROGRAM OF FACULTY OF EDUCATION
The Dean announced that one of the main purposes for which this
meeting had been called was to discuss the proposed Faculty of
Education program which seemed to envisage the teaching of academic
subjects which could be offered in the Faculty ~f Arts.
The
Faculty of Arts was bound to be interested in such a proposal because
of the possibility of duplication of programs within the university.
A.motion (copy attached) was moved by T. B. Miller, seconded by
M. H. Greenwood.
W. Melnyk pointed out that the proposed program seemed to contradict
the discussion concerning the establishment of a Faculty of Education
contained in the minutes of Senate meeting No. 33.
I. Davies noted the apparent anomaly in the position of the Academic
Planning Committee, which was reported, on the one hand, to be looking
very closely at course offerings and even, on occasions, seeming to
favor
the cutting down of courses offered, and on the other hand
apparently supporting a program which suggested further proliferation.
A. Alexander expressed the fear that, were such proliferation to be
allowed, the result would be a Sub-Faculty of Arts in the Faculty of
Education.
He thought the problem stemmed from the asinine decision
to create a Faculty of Education.
On being requested to rephrase his
last statement, he did so; making sure that, in the rephrasing, not one
iota of the sense of the original remark was lost.
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�Faculty of Arts
December 19, 1969
-3-
M. H. Greenwood also felt that it had been a mistake to create a
Faculty of Education.
D. Ayre pointed out that the Minister had insisted on the creation
of a Faculty of Education.
W. Melnyk wanted to see finn guarantees that the undertakings established at Senate meeting No. 33 would be adhered to.
T. B. Miller described the thinking behind the wording of the
resolution before the Faculty.
press a soft-line motion;
It had been decided, reluctantly, to
this was to give it some hope of passing
in Senate.
C. French feared that the motion would mean endless consultations
between all four Faculties on all aspects of their respective
programs, but J. Rideout pointed out that the word 11 substantive 11 had
been deliberately inserted to prevent such a danger.
K. L. Morrison said that in his experience at O.C.E. the 2I!.!l.
courses considered of any value by the students had been the academic
courses offered outside the Education program.
I. Davies considered it very doubtful that teachers themselves
1
favored such a proposal.
W. Melnyk asked why, if the Senate had created the Education Advisory
Committee, it had not been consulted:
D. Ayre said that a meeting was
�Faculty of Arts
December 19, 1969
-4-
scheduled for the following Monday.
This news was not well received.
I. Davies called for the question.
The motion was carried wi.th 2 abstenttons, 1 no vote.
C. French said it was vital far this moti.on to
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put
before the Senate
irrmediately.
D. Lewis asked who fixed the date of Senate meetings?
D. Ayre stated that he could call a meeting if necessary.
D. Lewis argued strongly that the motion must go i,efore Senai:e before
it considered the Faculty of Education program.
D. Ayre stated that thts would be arranged.
:!
5.
FACULTY OF ARTS PROGRAMS 1970-1971
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a.
A motion to approve the English program was moved by A. Alexander,
Passed Nern Con.
secondE!d by P. Raffo.
l1 .
A motion to approve the Geography program was moved by P. Raffo, seconded
by I.
c.
Davi es .
Passed Nern Con.
A motion to approve the Psychology program was moved by W. Melnyk,
seconded by P. Satinder.
A. Alexander suggested that the wording on page 3, with regard to thesis
topics be changed to
department 11 •
11
to be determined in consultation with the
W. Me 1nyk agreed to this.
Passed Nern Con.
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�Faculty of Arts
d.
December 19, 1969
-5-
A motion to approve the Sociology/Anthropology program was moved
by I. Davies, seconded by C. French.
A. Alexander asked that the courses in Political Sociology and Political
Anthropology be calendared in the department of Political Science also.
Pasr J Nern Con.
C. French agreed.
e.
A motion to approve the Languages program was moved by D. Lewis,
seconded by A. Alexander.
I. Davies questioned how, in the Gennan program, a 4th year course (4a6)
could be offered when an honors program did not exist.
J. Whittle agreed
that it might be somewhat anomalous and accepted that is should be
Passed Nern Con.
calendared as 3d6.
f.
A motion to approve .the Political Science program was moved by
A. Alexander, seconded by W. Melnyk.
g.
A motion to approve the History program was moved by T. Miller, seconded
Passed Nern Con.
by A. Alexander.
h.
Passed Nern Con.
Although Economics appa~ently have changes to propose to their program,
no notice of these chanqes, or of their program had yet been received.
6.
ADJOURNMENT
The Dean adjourned the meeting at 11.05 a.m., wishing all present a
Merry Christmas.
Respectfully submi t ted,
PETERS. RAFFO,
SECRETARY.
�Notice of Motion
Id. ~-,OL vrn TH/\T:
The SP.nate requires thu t when course\() proposc•d lJy
urH~ faculty h'1ve substantive content wholly, or in part, \-Jithin Uw
do111din
of d depctrtment of another faculty prior mulual a~1reement o
the fdcul ties involved be obtained" with respect to content, 111ethod
uf instruction. and the selection of instructional personnPl.
(
MOVED
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�FACULTY OF ARTS
COMMITTEE MEMBERS AS DESIGNATED FOR
1969 - 1970
�FACULTY OF ARTS
COMMITTEE ON ACADEMIC DEVELOPMENT
Anthropology:
Economics:
English:
Geography:
History:
Languages:
Mathematics:
Philosophy:
Political Science:
Psychology:
Sociology:
Dean of Arts:
Professor K. J. Charles
Professor J. Rideout
Dr. D . Phi 11 i ps
Professor T. Miller
Mr. D. Lewis
Professor C. F. Kent
Professor F. Doan
Dr. G. Engholm
Dr . W. Me 1ny k
Professor C. French
Dean T. Ryan
Chairman:
Secretary:
The Committee discussed the Faculty of Education Courses and what
action should be taken.
The Senate, on Saturday, January 24, 1970, upheld the resolution of
the Faculty of Arts .
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DEVELOPMENT
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-- 1970
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TERMS OF REFERENCE:
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The Academic Development Conmittee shall make recommendations and
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consider alternatives concerning:
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b)
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the academfc objectives of the Faculty of Arts .
long term planning and the overall direction of growth
of th.e academi:c program. ... _
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the continuing improvement of academic standards.
d)
the feasibility of particular course~ and programs as
proposed by the Depar'bnents.
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long term and annual budgets of the Faculty of Arts.
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�FACULTY OF ARTS
COMMITTEE ON CURRICULUM
1969 - 1970
DEPARTMENT REPRESENTATIVES:
Anthropology:
Economics:
English:
Geography:
History:
Languages:
Ma thematics:
Philosophy:
Political Science:
Psychology:
Sociology:
Dean of Arts:
Registrar:
Chainnan:
Secretary:
Student Representatives:
Doug Smart
Don Sober
Report:
Mr. D. A. Archbold
Pro , ~ s so r J . Ri deo ut
Mr. I. G. Davies
Mrs. S. Smith
Dr. L. A. Diez
Dr. W. Eames
Professor W. S. Morris
Dr. G. F. Engholm
Dr . F. D. Co 1man
Professor C. French
Dean T. Ryan
Mr. D. Ayre
�FACULTY OF ARTS
I
COMMITTEE ON CURRICULUM
:1
I
1969 - 1970
II
TERMS OF REFERENCE:
To consider pilot programs which would have as their origin
on the one hand, a better understanding of the society in which
we live, and on the other, a broadening of undergraduate studies.
To create a conman core curriculum whi.ch would represent our
collective be£t attempt to formulate a single curriculum to teach
the most valuable and useful elements i.n the liberal arts.
I ;
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�FACULTY OF ARTS
COMMITTEE ON EXTENSION
1969 - 70
I
Department Re pres enta ti ves : .'
Mr. M. <~reenwood
Mr. I. Cameron
Mr. s. MacGillivray
Mr. o. Kemp
Dr. E. Zimmermann
Mr. A. Cloutier
Anthropology:
Economics:
English:
Geography:
History:
Languages:
Mathematics:
Philosophy:
Political Science:
Psychology:
Sociology:
Dean of Arts:
Director of Extension:
Dr. C. Ripley
Dr. P. Sarbadhikari
Mr. P. Wesley
Dean T. f\yan
Mr. K. Morrison
Mr. D. Ayre
Registrar:
Chairman:
I
' '
Secretary:
Dr. C. Ripley
Mr. I. Cameron
Student Representatives:
I
I
Report:
Since the last meeting of the Faculty, this Committee has held four
meetings.
Proofs of the Summer Session Calendar have been read and
approved.
In this connection, the following motions were passed by the
Committe~.
(Perhaps it should be remarked that this is an advisory
committee; hence all of its motions are recommendations, not decisions.)
l.
That the times of classes be consistent from the hour to fifty minutes
past the hour.
2.
That there be inserted in the Calendar ~ection on final examinations a
�Page 2.
Committee on Extension Report:
qualifying sentence to the effect that since procedures
of evaluation differ from discipline to discipline, the
requirement of a final examination might be at the discretion
of the instructor.
3.
That Sunday opening of the library during Summer Session be
considered.
4.
A motion approving a memo from the Language Department proposing to replace CLCd6 with French lc6.
5.
A motion of thanks to Professor Lewis and the Language Deparment for the information provided to the committee regarding
summer school courses.
The Colllllittee also discussed and endeavored to advise helpfully in the
matter of an expense-account dispute between an extension teacher and
the Director of Extension.
The Committee has been working on its terms of reference and expects
to submit a proposal to the next meeting of the Faculty of Arts.
R. C. S. Ripley,
Chairman.
�FACULTY OF ARTS
COMMITTEE ON EXTENSION AND SUMMER SESSION
1969 - 1970
PROPOSED TERMS OF REFERENCE
The Extension and Sumner Session Committee undertakes to act in an advisory
capacity in initiating and reviewing policies and arrangements relating to
the university's Extension Program. The Committee's advice is directed to
the Faculty of Arts. The Corrmittee will develop guidelines on the purpose,
direction and future development of the entire Extension Program.
The tenn "Extension Program", as used in the document, includes the Summer
Session, courses held off-campus and non-credit courses.
I
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( 11)
One representative from each Department in the Faculty of Arts constitutes the voting membership of the Committee.
(2)
The Director of Extension, the Dean of Arts, the Registrar, and one
representative from each of the Faculties of Science, Education and
University Schools are ex officio members of the Committee.
(3)
The Corrmittee elects a Chairman and Corresponding Secretary from its
voting membership. A quorum of the Corrmittee is one-half of the
voting members, including the Secretary or Chairman. In the absence
of the Chainnan, a prs tern Chairman shall be elected by the votinq
members present. - -
(4)
The Committee's reconmendations shall be passed in the form of resolutions. Such resolutions will be reported by the Chairman to the Dean
and the Faculty of Arts.
(5)
The Committee shall examine all proposed Extension courses after their
origination in the appropriate department and before such courses are
submitted to the Faculty of Arts and to the Senate.
(6)
The Committee has the right, therefore, to request any information
relevant to the academic and economic viability of new and established
courses.
(7)
The Committee has the right to insist that any course may not be offered
under the auspices of the Extension Department unless this arrangement
has been approved by the Faculty of Arts.
(8)
The Committee acts as liaison body between the Departments and the Director
of Extension and between the instructors and the Director of Extension
on all matters concerning the Extension Program.
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�FACULTY OF ARTS
COMMITTEE ON FACULTY CONSTITUTION
1969 - 1970
DEPARTMENT REPRESENTATIVES:
Anthropology:
Economics:
English:
Geography:
History:
Languages:
Mathematics:
Philosophy:
Political Science:
Psychology:
Sociology:
Dean of Arts:
Chairman:
Secretary:
Student Representatives:
Report:
F.
J.
Mr. R.
Dr. P.
Dr. A.
Dr.
1'v1r.
S. Chen
Futhey
Di 11 ey
Raffo
A. Scho 11
Professor W. S. Morris
Mr. I. W. Hannaford
Dr. N. Ginsburg
Mr. S. Baldwin
Dean T. Ryan
Dr. N. Ginsburg
Mr. J. Futhey
�FACULTY OF ARTS
COMMITTEE ON FACULTY HANDBOOK
1969 - 1970
Department Representatives:
Anthropology
Economics:
English:
Geography:
History:
Languages:
Mathematics:
Philosophy:
Political Science:
Psychology:
Sociology:
Dean of Arts:
Chairman:
Secretary:
Student. Representatives:
Report:
Mr.
Mr.
Mr.
Mr.
Mr.
D.
S.
R.
B.
J.
A. Archbold
MacGillivray
S. Dilley
Greenhous
K. Atkinson
Professor W. Morris
Dr. G. F. Engholm
Dr. A. Akram
Professor C. French
Dean T. Ryan
�FACULTY OF ARTS
COMMITTEE ON FACULTY HANDBOOK
1969 - 1970
TERMS OF REFERENCE:
To gather together infonnation relevant to the efficient functioning
of faculty members.
To collect material previously scattered throughout booklets, minutes
and memoranda, into one easily consulted compendium.
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�FACULTY OF ARTS
COMMITTEE ON INTER-UNIVERSITY SEMINARS AND EXCHANGE
1969 - 1970
Department Representatives:
fl
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Anthropology:
Economics:
English:
Geography:
History:
Languages:
Mathematics:
Philosophy:
Political Science:
Psychology:
Sociology:
Dean of Arts:
Chairman:
Secretary:
Student Representatives: _
Report:
'ir. 0. Astwood
nr. s. MacGillivray
Mr. u. Kemp
Dr. P. Raffo
Dr. A. A. Scholl
Professor W. S. Morris
Mr. A. Alexander
Dr. P. Satinder
Mr. P. Chimbos
Dean T. Ryan
Mr. A. Alexander
Mr. D. Kemp
�FACULTY OF ARTS
COMMITTEE ON INTER-UNIVERSITY SEMINARS AND EXCHANGE
1969 - 1970
PROPOSED TERMS OF REFERENCE:
a)
To examine the possibilities of establishing arrangements
with other universities and colleges in Canada and the
United States whereby reciprocal visits by scholars and
researchers could be organized and jointly financed.
examine the possibilities of arranging short and long
term exchanges of faculty members between Lakehead
University and other universities and colleges in Canada
and the United States.
�LAKEHFAD UNlVERSTTY
D.D. Kemp
TO:
All Members of Committee on Inter-University
Seminars anc Exchange
Meet~ng - Frid~y,
PRESENT:
i.
A. Alexander,
(Chairman), P. Chimbos, D. Kemp, S. HacGillivray,
Raffo, P. Satinder
TERMS OF REFERENCE
It was Au~gested by the Chairman that the Committee's title
outlines its terms of reference. After some discussion, lt was agreed
that the Committee should make it clear that it had no intention of
poaching in the province of the Special Events Committee although
there appeared to be no reason why one Corranittee sHould not at times
take advantage of visits or exchanges arranged by the other. The
Chairman and Secretary were empowered to prepare a brief on the
terms of reference of the Committee.
2.
GEOGRAPHICAL EXTENT OF AC'fIVITIES
Three possibilities were open to the Committee as far as
geographical location of contacts was concerned.
(a) No restriction on location
(b) Location within certain radial distance
(c) Location within adjacent political unlts
{a)
In this cnse it waR felt that since initial seminars or exchanges
would have to be of limitr>d duration -- du(' t0 problems of timetables and finances
some restriction must be introduced.
However, the Committee agreed that at a later date exchanges of
faculty over a term or a year should he considered and i such a
case, a much wider area could be considered.
(b)
While this may have ndvantages in terms of simplicity, it was
pointed out by a number of members that distance and accessibility
are not necessarily directly related and the example of Sudbury
was cited.
•
�-
--= -
.
.......
■
-...-.
-
.
-2■
It was consJder(.'<l tliaL the univers!U(• ::1 .:i nd colleges of 1\,1anitoba,
Saskatchewan and A.lbcrta as well as those of Wisconsin and
Minnesota would provide suitable areas for the establishment of
initial contact. Discussion had brought forth several reasons
for this choice. Firstly, in a number of cases the universities
and colleges of Western Canada are more accessible to an~ frJm
the Lakehea<l than similar institutions in Southern Ontario and
the same can he sRid for those in the Northern U.S. Secondly,
it was felt that many of the places in these states and provinces
would experience problems of academic isolation similar to those
._
encountered at the Lakehead and would therefore be more willing
I
to participate in an £>xchc1nge s c heme than univPrsit-i e~ ancl
■
colleges Jn Eastern Canada. Thirdly, S. h~cGillJvray pointed
out that some contact had already been made at the departmental 1111
level with the U.S. colleges and it was suggested that the
■
secretary get in touch with G. Merrill or M. Patterson with
_regard to t__his.
..
I
J•
II
FINANCING AND ESTABLISHMENT OF CONTACT
J
.J
In arranging seminars or exchanges the main costs would arise
from travel and accommodation. No honorarium would be paid since a
system of "faculty barter" could be used. It was pointed out that the
Science Faculty carried out a programme similar to this. In their
case, expenses for travel and acc01mno<lati.on were met hy the Dean and
the Committee felt that it might recommend a similar arrangement to
the Dean of Arts. In the future, it seems possible that the Canada
Council or N.R.C. might provide financial aid although there was some
doubt expressed as to the willingness of the Canada Council to pay for
1
visit<!_~& from south of the border.
J
-
,I ..._. I ■
-
■
MEETINGS
4,
-
I t was moved by P. Raffo and seconded by P. Chimbos that
meetings be arranged at discretion of the Chairman and Secretary.
motion wae carried unanimously.
The
I-■
--
•
■
.
•
-.■ ■
With regard to the establishment of contacts, it was the opinion
of the Committee that this should be Dean to Dean, at least initially.
It was moved bys. MacGillivr.ay and seconded by P. Raffo that the
Committee ask the Dean of Arts to contact his counterparts in the
universities and colleges of the area outlined in Section 2c above
with reference to the Committee's activities. The motion was carried
...
unanimously.
_
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�FACULTY OF ARTS
COMMITTEE ON ORIENTATION
1969 - 1970
Department Representatives:
Anthropology
Economics:
English:
Geography:
History:
Languages:
Mathematics:
Phi.losophy:
Politi.cal Science:
Psychology:
Sociology:
Dean of Arts:
Registrar:
Dean of Students:
Librarian:
,~ii ss
R. Tracy
Dr. K. C. Kim
Miss R. Candido
Dr. B. Phi 11 i ps
Mr. E. Hughes
Miss S. Abzinger
Mr. L. D. Black
Professor W. S. Morris
Mr. A. M. Macleod
Mr. P. G. Wesley
Mr. V. Wightman
Dean T. Ryan
Mr. D. Ayre
Dean J. Kerr
Mr. E. Belton
Chairman:
Secretary:
Stud~nt Representatives:
Report:
I
I
�FACULTY OF ARTS
COMMITTEE ON REGISTRATION AND COUNSELLING
1969 - 1970
Department Representatives:
Anthropology:
Economics:
English:
Geography:
History:
Mathematics:
Phi 1os.aphy:
Political Science:
P~ch.alogy:
Sociology:
Dean of Ar ts.:
Chalrman:
Secretary:
Student Represent~tlves:
Re.port:
Mr.
~--.
Dr.
Mr.
Dr.
Dr.
Mr.
Dr.
Mr.
Mr.
Mr.
M.
D.
G.
D.
J.
J.
L.
C.
A.
K.
V.
Greenwood
Astwood
Merrill
Kemp
Hilliker
A. Whittle
D. Black
Ripley
Alexander
Allan
Wightman
Dean T. Ryan
�FACULTY OF ARTS
COMMITTEE ON REGISTRATION AND COUNSELLING
1969 - 1970
TERMS OF REFERENCE
The purpose of the Commi.ttee on Registration and Counsell i.ng is to
provide a continuing channel of communication for students who need
help in the organization of their academic programs.
It is not
intended, however, that nonnal channels, via faculty members and
department chairmen will be supplanted by the Committee.
The Conmittee is composed of one member from each of the Departments
of the Arts Faculty, selected by each department chairman, and of
student representatives.
These members serve the dual role of
repres_enti ng their departments or consti.tuents. in the formati.on of
pol i.cy, and of advisi.ng students. in relation ta their proposed degree
programs.
This year the Committee i~ expertmenting with a program of advance
regi.stratfon and counselling for freshmen enrolling in th.e 1969 - 1970
year.
This program is expected to lighten the counselling load during
September, and to avert many of the frustrations which inevitably
accompany a mass influx of ~tudents.
�FACULTY OF ARTS
COMMITTEE ON SPACE UTILIZATION
1969 - 1970·
DEPARTMENT REPRESENTATIVES:
K. Dawson
Mr. D. Astwood
Dr. G. Merri 11
Mr. I. Davies
Mr. B. Greenhous
Mr. D. Lewis
Dr. J~ S. Griffith
Professor F. Doan
Mr. P. Johnson
Dr. W. Melnyk
Professor C. French
, 1r.
Anthropo1ogy:
Economics:
Eng1ish:
Geography:
History:
Languages:
Mathematics:
Phi1osophy:
Political Science: .
Psychology:
Sociology:
Dean of Arts:
Dean T. Ryan .
Chairman:
Secretary:
Student Representatives:
Report:
No meeting of this committee has occurred since the last one
I
reported (bulletin 3).
However, the consultant's projections of future
space requirements have b~en
.. , received.
.,,
The President has been requested to
convene an early meeting for the purpose of deciding which departments will
occupy the new building.
Given this information the views of these
departmer,ts on office size and fittings and physical arrangement of
departmental facilities will be solicited.
At the same time opinions from all
departments will be sought on matters of teaching space design.
Frequent and regular meetings of this committee are envisaged for the spring
term.
Ivor Davies,
CHAIRMAN.
�FACULTY OF ARTS
COMMITTEE ON SPACE UTILIZATION
1969 - 1970
TERMS OF REFERENCF;
The primary concern of the Committee on Space Utilization is the
distribution of available space.
The Committee attempts to ensure
that those involved in academic programs have space in sufficient
quantity and quality for efficient teaching, study and research.
This entails constant reappraisal of the use of existing buildings
and the planning of additional buildings and their use.
The Committee attempts to involve those who use space in decisions
regarding its allocation.
Each department is represented on the
Committee and the student body has been invited to seat representatives.
Each department may communicate its suggestions to the Committee, while
knowledge of the work of the Committee may be readily disseminated
throughout the whole of the Arts Faculty.
From the exchange of
information a greater degree of understanding of individual and
departmental needs may be achieved.
It is hoped that the student
representatives will be able to make important contributions in
respect of study and teaching areas.
I 'I
�FACULTY OF ARTS
COMMITTEE ON UNDERGRADUATE INSTRUCTION
1969 - 1970
Department Representatives:
Anthropo 1ogy:
Economics:
English:
Geography:
Hi story:
Languages:
Ma thematics:
Philosophy:
Political Science:
Psychology:
Sociology:
Dean of Arts:
Registrar:
Mr. R. Berndt
ir. R. Slocum
Professor J. Rideout
Mr. I. G. Da Vies
Mrs. S. Smith
Dr. J. Whittle
Dr. W. Eames
Professor W. S. Morris
Mr. A. Alexander
Mr. L. Anderson
Mr. C. Hathaway
Dean T. Ryan
Mr. D. Ayre
Chairman:
Secretary:
Professor W. S. Morris
Mr. R. Slocum
Student Representatives:
Paul Paularinne
Ken Robertson
Report:
�MT :,JI J'l.' l·:S ON S (J ,~-·C:OH:1 l TT i·. ,·: , H~
t.i·. l)i~i~( ;JUd>UA'J' I•: l NST.nli :T 1ON
Pn•i;r>nt:
D~an T. Ryan
D1. W. Morris
Dr. J. Rideout
Dr. J. Whittle
Mr. L. Anderson
nP.rndt
i <•f;
:'1 1
C: . l l: 1t lw way
•,, ,
i ' . :; locum
\\ r '" . S . :-;mJ th
!). (,ihson
R. f>E•t ryshyn
:-1r.
I{.
''11
r.
f);1v
Apolo~ies recorded for Mr. D. Ayre for his absencr.
Minuter-; of November 20, 1,,e, wc:'re read .1nd ,'1pprL,VL'd. ~tr. n.1vil'•.L;
moved to rnodity the motion regarding the DE'~m's list 1 which h' , l'-: p:1~~~..;t•d
November 20, to read "A Dean's list be established, thP c:rjt1.:1·i1.111 l>I
which wi J 1 he lhe achievement by
student in ;:my ~ i vcn Y('.'."I r n r clll
over-all standing of not less than 70 per cent". Dr. Rideout ~;Ct'l°l11<lt•d
the motion.
Motion carried with three abstentions) viz. Mr. Anderson,
Mr. Berndt, and Mrs. Smith.
a
The agenda i tern on prerequisites was cl is cussed and it wa:..; Lill·
consensus of the Committee that it take no acUon and make no r<'co01m0ndation Ln an area it considered to be the sole responsibilit, of tl1P
department.
Thf:• nc·xt agenda item dealing wi.th st wic>nts Mimi tt.c-d to thf> I 011 rt:l1-vc-ar honours program was deferredJ to he discussed ;iL a later d:1tl' wllt·n
thP Committee
considers the who]c lionours program.
Mr.. AndE:~rson moved that on page 7 5 or Lhe Uni. vers i Ly C~1 l('nd;1 r.
:~cc t I on 4c, Ii ne three and line nix and sf'vf'n, the• wnnl~, ''comp l c r i ,,n
,r the• cnurs,," he• ~:truck .ind that WP '•lllhf,till1tP "Jast cl:1:,!-; l\lt · t.l1t•
vr•ar".
Mr. Petryshyn seconded the ffi()tf.on.
Cnrrll'd unm1imnuslv.
J\dJour-ned.
"'') I __,
( t..,.·z:_
R. S]\)('Ul11
Se<·n.•u1 rv
-c.. _,___._...----
�FACULTY OF ARTS
COMMITTEE ON UNDERGRADUATE INSTRUCTION
1969 - 1970
TERMS OF REFERENCE
The Corrmittee on Undergraduate Instructi0i1 undertakes to study
the problems of teaching and learning in the university, and to
investigate the possibilities of improvement in degree programs.
Topics which might come within the scope of its consideration are:
a)
Teaching and Learning
i.
the relative efficacy of lectures, seminars, tutorials
and other methods in the teaching-learning process
ii.
the nature of examinations as they relate to the
teaching-learning process
iii.
the quality of the teaching-learning process and the
possibility of the improvement of it by appropriate
means.
b)
StructuPe of Degree Programs
i.
the relation between B.A. and Honors B.A. programs and
courses
ii.
questions concerning the problem of specialization,
general education, and the elective system.
\I
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Bulletin: Faculty of Arts Lakehead University
Subject
The topic of the resource
Universities
Description
An account of the resource
Meeting minutes, reports, and related documents of the Faculty of Arts, Lakehead University, 1969-1970.
Creator
An entity primarily responsible for making the resource
Lakehead University
Date
A point or period of time associated with an event in the lifecycle of the resource
1970
Format
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PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
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U10b
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Canada - Ontario - Thunder Bay
-
https://digitalcollections.lakeheadu.ca/files/original/4522b017fac3939babc04ef14ff8ef99.pdf
7ce8fce64947355380c59d0fc291fad0
PDF Text
Text
\"'--ASSOCIATION
L'AS
DU CANADA
~
\
rf, PORT ARTHUR
1968
�FOURTH ANNUAL ME:ETING
THE CANADIAN BOT AN I CAL ASSOCIATION
L'ASSOCIATION BOTANIQUE DU CANADA
Lakehead University, Port Arthur
June 11th - 15th, 1968
�MONDAY
*
*
JUNE 10th
2:00 - 5:00
Registration
6:00 p.m.
Buffet Supper Served at Residence Cafeteria
7:30 p.m.
Briefing on Tuesday Morning Field Trip
8:00 p.m.
Evening to be used as you wish
Bar open until 12:00 Midnight
�TUESDAY
*
*
*
JUNE 11th
7:00 a.m.
Breakfast
8:00
Leaving for Field Trip to Abitibi Woodlands Laboratory,Raith, Ontario
(Mr. S. T .B. Losee and Mr. L. Vidlak)
9:00 - 12:00
Registration
12:00
Lunch
2:00 - 5:00
Registration
5:00
Return to University from Field Trip
6:00
Dinner
8:00
"Presidents" Reception
Great Hal I - University Centre
Bar open unti I after Dinner
�WEDNESDAY
7:30
a,m.
9:00
JUNE 12th
Breakfast
Introductory Assembly, Auditorium, University Centre
Welcome: Al I Delegates
Wednesday Morning
1.
9:30
ECOLOGY, AND SYSTEMATICS AND PHYTOGEOGRAPHY
Symposium: "The Boreal Forest"
Chairman: Morning J. S. Rowe, Afternoon: J. C. Ritchie
Room No. l 029
a.m.
LaRoi, G.H.,
"What is the Boreal Forest?"
10:00
Kayl I, A.J.,
10:30
Break - Cafeteria
11 :00
Brown, R.J.E.,
Forest"
11 :30
Baldwin, W.K.W., "Botanical problems of the Boreal Forest, viewed
from the Upper English River Section"
12:00
Discussion
12:30
Lunch
2:00
McAndrews, J.,
Great Lakes"
p.m.
"The role of fire in the Boreal Forest"
"Soil climate-vegetation relationships of the Boreal
"The fo ssi I record of the Boreal Forest south of the
2:30
T erasm ae, J.,
Great Lakes"
3:00
Maycock, P.F.,
Boreal Forest"
3:30
Discussion
4:00
Separate Business Sessions for the Sections
Ecology - Room No. 1035
Systematics and Phytogeography
Room No. 1020
6:00
Dinner
"Hi story of the Boreal Forest in the area of the Great
"Status and future prospects for research in the
�*
-A
7:30 a.m.
Breakfast
2.
MYCOLOGY
Symposium: "Aspects of Spore Formation and Germination among
Fungi"
Contributed Papers on the Mycology of the Boreal Forest
Chairman: Morning: D.M. Macleod, Afternoon: J.T. Basham Room
1039
9:30
Harvey, M.J.,
10:00
Levin, M.H., "A Taximetric analysis of genera and families of the
Nemalionales (Rhodophuceae, Florideae)"
10:30
Break - Cafeteria
11 :00
Umphlett, C.J., "Sporangium and zoospore production in
Coelomomyces"
11 :30
Macleod, D.M., et al
Fuligo septica"
12:00
Corfman, N.A.,
septica"
12:30
Tu rel, F .L .M., "The effect of various sub stances on uredo spore
germination and on the metabolism of various rusts"
1:00 p.m.
Lunch
2:00
Reid, J. and Punter, D., "Exact title not yet known, to deal with the
fungus presently known as Scleroderri s lagerbergi i Gremmen"
2:30
Baranyay, J.A., "Fungi collected during forest disease surveys in the
Boreal Region of Northern Alberta and the Di strict of Mackenzie,
Northwest Territories"
3:00·
Ouellette, G.B.,
fungi"
4:00
Hiratsuka, Y. and Powell,
"Cytology of hard pine stem rusts from
Canada and Northern Europe - a proposal for a new type of life cycle"
4: 15
Business Session
6:00
Dinner
"What is Viola howellii?"
"Some observations on the resting spores of
"Ultra structural alterations
in
spores of Fu I igo
"lntrahyphal hyphae, endospores, and generation 1n
�3.
*
*
GENERAL
Contributed Papers
Chairman: Morning:
Room No. 1006
K. von Maltzahn, Afternoon: T.A. Steeves
9:30 a.m.
Bhar, D.S. and Radforth, N.W.,
apices of Pharbitis nil"
10:00
Bhar, D.S. and Radforth, N.W., "In vitro studies of the shoot apices of
Pharbiti s ni I in relation to photoperiodic induction~'
10:30
Break - Cafeteria
11:00
Their, B.W. and Steves, T .A., "Experimental Studies on the orientation
of Cambial Initials:
11 :30
Sattler, R., "Report of a project on florar organogenesis"
12:00
Discussion
12:30
Lunch
2:00
Gee, H., "Ion Exchange Resin Beads as Growth Substance Carriers"
2:30
Sawhney, V. K ., "Observations on the occurrence of sporophyti c characters
in the gametophytes of Adiantum lunulatum Burm"
3:00
Discussion
3:30
Break - Cafeteria
4:00
Business Session
6:00
Dinner
"Ontogeny of vegetative and floral shoot
�Wednesday Evening
Symposium: "Natural Areas (Ecological Reserves) in Canada"
Chairman: R. F. Daubenmire, Washington State University, Pul Iman,
Past President of the Ecological Society of America.
Room No. - Auditorium, University Centre
*
8:00 p.m.
LaRoi, G.H. University of Alberta, Acting Chairman, Canadian IBP-CT
Subcommittee. Introduction, Programme in Alberta.
8: 15
Krajima, V.J., University of British Columbia, Programme in British
Columbia
8:30
Rowe, J.S., University of Manitoba, Programme in Manitoba
8:45
Walker, J.M., University of Saskatchewan, Programme in Saskatchewan
9:00
Dale, H.M., University of Guelph, Programme in Ontario
9: 15
Grandtner, M.M., University Laval, Programme in Quebec
9:30
Telfer, E.S., Canadian Wildlife Service, Programme in Maritime Provinces
9:45
Pruitt, W.O., Memorial University of Newfoundland, Programme in
Newfoundland
10:00
Lambert, J.D.H., Carleton University, Programme in Canadian Subarctic
and Arctic.
4:00 - 1:00 Bar open at Residence
�LI BR~RY
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�THURSDAY, JUNE 13th
7:00
Breakfast
l.
Field Trip - 8:00 a.m. Sibley Penninsula and/ or Kaministiquia Valley
(Dr. Lindsay and others)
3:00 p.m. Return from Field Trip
Leader - D. R. Lindsay
2.
MYCOLOGY
Contributed Papers
Chairman: J.A. Parmelee
Room No. 1039
9:00 a.m.
McMinn, R.G. and Funk, A.,
9:30
Duravetz, J.S. and Morgan-Jones, J., "Development of the Ascogenous
System in two species of Rhytisma"
10:00
Ahmad, A. and Goldstein, M.E., "On Geniculation in Mougeotia Agardh"
10:30
Caten, C.E., "Heterogeneous Nuclear Fusions in Single Perithecia of
Aspergi I lus Heterocaryoticus"
11 :00
Break - Cafeteria
11 :30
Wellman, A.M., 'The growth of Conidia of Adeninedependent mutants of
Neurospora crassa"
12:00 p.m.
Discussion
12:30
Lunch
4:00
Annual Gen era I Meeting
The Canadian Botanical Association - L'Association Botanique du Canada
"An unusal Dieback of Douglas Fir"
1
Annual Banquet 7 p.m. Great Hall, University Centre
Guest Speaker: Dr. R. D. Gibbs, MacDonald Professor of Botany, McGill University,
"Forty-odd Years in Research - Mostly fun"
�FRIDAY
JUNE 14th
1.
MYCOLOGY
7:30 a.m. Breakfast
Symposium: "Fungal Systematics in the Sixties"
Chairman: W. B. Kendrick
Room No. 1039
9:00 a.m.
Kendrick, W.B. and Cole, G.R., "Developmental characters as taxonomic
criteria in Fungi lmperfecti"
9:30
Carmichael, J. W., "Natural Clusters"
10:00
Tyrrel I, D., "Biochemical systematics and fungi"
10:30
Break - Cafeteria
11:00
Madhosingh, C., "Enzymes, Serology and Taxonomy"
11:30
Behme, R., "DNA hybridization as a taxonomic tool"
12:00 p.m.
Discuss ion
12:30
Lunch
�2.
*
SYSTEMATICS AND PHYTOGEOGRAPHY
7:30 a.m. - Breakfast
Contributed Papers
"Research Methods in Systematics"
Chairman: Morning - G.W. Argus, Afternoon Room No. 1029
R.C. Jancey
9:00 a.m.
Marchant, C.J., "Cytotoaxonomy of Spartina X Caespitosa (A.A. Eaton)
Fern, and species of North American Cord-grass"
9:30
Harvey, M.J ., "A Taxi metric analysis of genera and fam i Ii es of the
Nemal ionales (Rhodophyceae, Florideae)"
10:30
Break - Cafeteria
11 :00
Dore, W.G., "A pattern of post-glacial migration; invastion via
Frontenac Portal"
11 :30
Hainault, R., "The floristic comparison of areas of different sizes:
an example"
12:00
Delgado, A.A., "Flora del Ecuador"
12:30
Lunch
2:00 p.m.
Sattler, R., "Floral development and the problem of unit characters"
2:30
Gibbs, R.D., "Observations on the use of comparative chemistry on the
taxonomy of higher plants"
3:00
Fahselt, D., "Chromatography as a source of taxonomic Characters"
3:30
Orloci,
4:00
van Groenewoud, H., "The cluster analysis of some white spruce
forest data from Northern Sa skate hew an"
4:30
Phipps, J.B.
L., "Definition of Structure in multivariate samples"
"Classical and numerical genera compared"
�*
3.
GENERAL
7:30 a.m. - Breakfast
Contributed Papers
Chairman: W. I. lllman
Room No. 1006
9:00 a.m.
Dore, W.G. and Klosevych , S. (Fi Im) "Raph ide ejection in Di effenbachia",
(Ci nephotomi crography)
9:30
Brideaux, W.W., "Palynology of the Lower Colorado Group in Central
Alberta"
10:00
Brideaux, W.W., "Upper Devonian Miospores from the Escuminac
Formation, Excuminac Bay, Quebec"
10:30
Break - Cafeteria
11:00
Ramanujam, C.G.K. and Stewart, W.N., "Fossi I woods at Taxodiaceae
from the Edmonton Formation (Upper Cretaceous) of Alberta"
12:30
Lunch
�4.
*
ECOLOGY
7: 30 a.m. - Breakfast
Contributed Papers
Chairman: Morning: H.M. Dale,
Room No. 1021
Afternoon: M. M. Dale
9:00 a.m.
Walker, J.M., and Waygood, E.R.,
communis Trin"
9:30
Hoefs, M., "The effect of shade on Vaccinium angustifolium Ait. after
Fi rep run i ng"
10:00
Hills, G.A., "An ecosystemic approach to the classification of
terre stria I vegetation"
10:30
Break - Cafeteria
11 :00
McMinn, R .G., "Effects of Experimental Droughts on Po le-sized White
Pine"
11 :30
Grandtner, M.M., "Apercu de la vegetation des lies-de-la-Madeleine"
12:00
Rani, R.G.M. and Duthie, H.C., "Some diatom communities from southern
Ontario''
12:30
Lunch
2:00 p.m.
Si dhe, S.S., and Cavers, P. B., "E Hect of Storage and Temperature on
Seed Dormancy and Viability of Medicago lupulina L."
2:30
Frost, R.A. and Cavers, P .B., "The distribution and ecology of three
species of Amaranthus in South-western Ontario"
3:00
Webber, P .J ., and Andrews, J. T ., "an Evaluation of L ichenometry"
3:30
Break - Cafeteria
"E:cology of Pharagmites
�SATURDAY
JUNE 15th
Field Trip to bog between Seine and English Rivers
Friday - 6:00 p.m.
Saturday
Dinner
7:30 p.m.
Briefing on Field Trip in Residence
8:00 p.m.
Evening to be used as you wish
7:00 a.m.
Breakfast
8:00 a.m.
Leaving for Field Trip to bog Between Seine and English River
5:00 p.m.
Return from Field Trip
�NOTES
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Canadian Botanical Association: Fourth Annual Meeting
Subject
The topic of the resource
Organizations
Description
An account of the resource
The Canadian Botanical Associations Fourth Annual Meeting, held at Lakehead University, 1968. Programme including schedule and maps.
Creator
An entity primarily responsible for making the resource
Canadian Botanical Association
Date
A point or period of time associated with an event in the lifecycle of the resource
1968
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
U14f
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Canada - Ontario - Port Arthur
-
https://digitalcollections.lakeheadu.ca/files/original/03cddd0f57928e45e6899583a7a802b2.pdf
36ae47afbe77c57a45d4a37d6c582f6a
PDF Text
Text
UJDIBIB£IBTI
1P~@ill~®~®IBTI
?(' ' /
/,(_ -16
�IS A CAREER
Brand New Program
One of the greatest challenges of our time is the
harnessing of the growing body of recorded knowledge. In every field - arts, science and technologythis ever-increasing flood of literature is doubling
every 22 years. Right in the thick of this 'information
explosion' are the libraries which are having to
put forth gigantic efforts in order to meet modern
requirements in disseminating ideas and retrieving
information.
In our industrial society professional librarians
cannot do this job alone. They need enthusiastic,
intelligent and well-trained assistants to help them
meet the challenge of this ever more
pressing
problem. Modern library service requires men and
women who will help the librarian on the technical
level. Whether they
be called
library assistants,
technicians or technologists the demand for them is
growing-.
Professional Librarians are trained on a postbaccalaureate level at graduate library schools. The
preparation for Library Technologists consists of a
post-High
School,
two-year
curriculum
I
program,
comprising survey courses in general education as
well as intensive training in the techniques and basic
methods of library science.
At present, there are over 30 universities and
Colleges in Canada and the United States offering
such programs. The lakehead University program,
first in Canada of two years duration, is described
on the opposite page. This could be the course for
which you are especially suited.
For many years Lakehead University has offer
Universities in Canada. Students who took their first ~
another University for their senior years have done we
close associations with their Professors.
Students who have earned Technology DiPi
graduates continues to fall far short of the demand. Al,
9ist in our Society.
�FOR YOU
Curriculum
Lecture hours
per week
History of Library
Service
Library Technology
Basic Library Methods
Reference
Basic Library Methods II
Cataloguing
Survey of English Literature
Survey of World History
Elective I
Typing
2
2
2
2
3
3
3
3
17
Library Techniques
Library Organization
Basic Library Methods 111
Canadian and
American Literature
Elective II
Elective 111
Practical Work
Laboratory
per week
6
3
3
2
2
3
3
3
4
17
offered partial degree programs in cooperation with other
rst and second years at lakehead and then transferred to
Bo well. They have benefited from the small classes an·d the
Diplomas are well received in Industry. The supply of
d. All indications point to an expanding role for the Technolo-
6
�r
Admission
Applicants must have completed successfully the
requirements for the Onta-rio Secondary School
Graduation Diploma granted upon the completion of
the fourth year of any one of the five - year courses
of the re-organized program. Applicants must have
passed English and Mathematics in Grades 11 and
12 and any two of History, Geography or Economics
in Grade 12 and one other appropriate subject, with
an overall average of at least 60%.
Students who have obtained the Ontario
Secondary School Graduation Diploma with high
standing in the four-year program may be considered
for admission on an individual basis.
Scholarships
At present three scholarships of $350.00 each are
being offered by the Northwestern Regional
Library Cooperative Board to students in financial
need. For details apply to the Regional Director, Fort
William, Ont.
For Further Details
APPLY TO:
Dr. Harold S. Braun, Director of the University
Schools, Lakehead University, Port Arthur.
D. D. Sudar, Director, Program for Library Technology,
University Schools Division, Lakehead University,
Port Arthur.
�The range of types
of work is varied
Be a technical assistant to the professional staff:
in a College Library
in a Special Library serving industry
in a Medical Libra-ry
in a Children's Library
in a Public Library
Take charge of a Branch Library circulating up to
50,000 books per year, in a middle-sized community.
Take charge, under Regional supervision, of a small
Public Library serving up to l 0,000 population.
Be the supervisor of a clerical pool engaged in
library functions
such
as. book
processing and reference.
acquisition,
book
�Exciting Prospects
for the future
Library work is varied and there is virtually no talent
for which some use cannot be found in the librariesi
of today and tomorrow.
Library technologists are needed today to help
integrate library services on a larger scale required
by a fast moving technological society.
There is an exciting future in library work on
the technical level. The salaries are increasing and
vacations, sick leave and retirement plans are on a
par with the bes.t.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Library Technology
Subject
The topic of the resource
Universities
Description
An account of the resource
Brochure for Lakehead University's Library Technology program.
Creator
An entity primarily responsible for making the resource
Lakehead University
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Canada - Ontario - Port Arthur
Identifier
An unambiguous reference to the resource within a given context
U14b
-
https://digitalcollections.lakeheadu.ca/files/original/f7f3e7b4af0feff89a0e943c0e448548.pdf
44edbd1b487146ae56cab6b134da501d
PDF Text
Text
A two - year Curriculum
at
the
�Brand New
Program
One of the greatest challenges of our time is the
harnessing of the growing body of recorded knowledge. In every field - arts, science and technology - this ever-increasing flood of literature
is doubling every 22 years. Right in the thick
of this 'information explosion' are the libraries
which are having to put forth gigantic efforts in
order to meet modern requirements in disseminating ideas and retrieving information.
In our industrial society professional
librarians cannot do this job alone. They need
enthusiastic, intelligent and well-trained assistants to help them meet the challenge of this ever
more pressing problem.
Modern library service
requires men and women who will help the librarian on the technical level. Whether they be called
library assistants, technicians or technologists
the demand for them is growing.
Professional Librarians are trained on a
post-baccalaureate
level at graduate library
schools. The preparation for Library Technologists consists of a post-High School, two-year
curriculum program, comprising survey courses
in general education as well as intensive training
in the techniques and basic methods of library
science.
At pres.ent, there are 28 Universities and
Colleges in Canada and the United States offering
such progra~s. The _L akeheaa University program,
first in Ontario, is ~escribed "-en the oppos!te page.
This could be the cour~e for which you are especially suited.
�Curriculum
Lecture hours
per week
Introduction to Library
Science
Library Technology
Basic Library Methods I
Survey of English Literature
Survey of World History
Elective I
Typing
2
2
3
3
3
3
3
3
16
Library Techniques
Library Organization
Basic Library Methods II
Canadian Literature
Elective II
Elective III
Practical work
Laboratory
per week
3
3
2
3
3
3
6
2
5
17
7
For many years Lakehead University has offere
Universities in Canada. Students who took their first
to ;mother University for their senior years have don
and the close associations with their Professors.
Students who have earned Technology Diplomas
continues to fall far short of the demand. All indicat
in our ~ocietv.
�Admission
Applicants must have completea successfully the
requirements for the Ontario Secondary School
Graduation Diploma granted upon the completion of
the fourth year of any one of the five-year courses
of the re-organized program.
Applicants must
have passed English and Mathematics in Grades
11 and 12 and any two of History, Geography or
Economics in Grade 12 and one other appropriate
subj cct, • with an overall average of at least 60%.
Students who have obtained the Ontario
Secondary School Graduation Diploma with high
standing in the four-year program may be considered for admission on an individual basis.
Scholarships
At present three scholarships of $300 .00 each
are being offered by the Northwestern Regional
Library Cooperative Board to students in financial
need. For details apply to the Regional Director
at the address below .
For Further Details
APPLY TO:
Dr. Harold S. Braun, Director of the University
Schools, Lake head University, Port Arthur.
D. D. Sudar, Director, Northwestern Regional
Library Cooperative, Waterloo and Moodie Streets,
Fort William.
d partial degree programs in cooperation with other
t and second years at Lakehead and then transferred
ne well. They have benefited from the small classes
s are well received in Industry. The supply of graduates
tions point to an expanding role for the Technologist
�-
__________________________
·- . . : : , _
_..,,,,.
Exciting prospects
for the future
There is an exciting future in library work on the
technical level. The salaries are increasing and
vacations, sick leave and retirement plans are
on a par with the best.
Library work is varied and there is virtually
no talent for which some use cannot be found in the
libraries of today and tomorrow.
The range of types
of work is varied
Be a technical assistant to the professional staff:
in
in
in
in
in
in
a
a
a
a
a
a
College Library
Special Library serving Industry
Medical Library
Children's Library
Public Library
Regional Library Headquarters
Take charge of a Branch Library circulating up
to 50,000 books per year, in a middle-sized
community.
Take charge, under Regional supervision, of a
small Public Library serving up to 10,000 population.
Be the supervisor of a clerical pool engaged in
library functions such as book acquisition, book
processing and reference.
Printed by
Northwestern Regional Library Cooperative,
Fort William, Ontario.
�University Centre Theatre
University Centre
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Announcing A New Program in Library Technology
Subject
The topic of the resource
Universities
Description
An account of the resource
Brochure for the new two-year Library Technology program at Lakehead University.
Creator
An entity primarily responsible for making the resource
Lakehead University
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
U14a
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Canada - Ontario - Thunder Bay
-
https://digitalcollections.lakeheadu.ca/files/original/62782459666b5c4ae20754c77e37a4db.pdf
2c9f7229de35abbfa8e8c89a05ed2951
PDF Text
Text
REPORT TO THE LAKEHEAD COLLEGE
OF ARTS, SCIENCE AND TECHNOLOGY
TAYLOR, LIEBERFELD
AND HELDMAN (CANADA)
NEW YORK
LIMITED
TORONTO
JULY 1963
�}
REPORT TO THE LAKEHEAD COLLEGE
OF ARTS, SCIENCE AND TECHNOLOGY
1
1:AYLOR, LIEBERFELD AND HELDMAN ( CANADA) LIMITED
NEW YORK
TORONTO
JULY
1963
�TABLE OF CONTENTS
Page
CHAPTER 1
A.
INTRODUCTION AND SUMMARY
3
Summary of Findings and Recommendations
3
1.
Enrollment
3
2.
Staff
4
3. Net Area Requirements
4
L.
5
Building Program Requirements and Priorities
5. The Master Plan
6
6.
7
College Finances
B.
Organization of the Report
8
C.
A Note on the Enrollment Targets
9
CHAPTER 2
ENROLLMENT:
17
DEVEIDPMENT PATTERN
A.
Higher Education in Ontario
17
B.
Enrollment in Post-Secondary Education
20
C.
Enrollment at Lakehead College
29
CHAPTER 3
INSTRUCTIONAL ACTIVITY AT ENROLLMENTS OF
Loo, 700
1200 STUDENTS
AND
42
A.
Distribution of Enrollment by Study Program
L2
B.
Distribution of Enrollment by Class Year Level
43
C.
Instructional Workloads
47
1.
University Division, Arts Program
49
2.
University Division, Applied Science Program
58
3. Technology Division
61
iii
�Page
L.
Nursing Program and Univarsity Division Part-Time
Programs
63
D.
Instructural Workloads:
E.
Students in Residence
CHAPrER L
Summary
65
69
TEACHING STATION REQUIREMENTS:
CLASSROOMS AND
TEACHING LABJRATORIES
Instructional Load:
B.
Teaching Station Requirements
77
C.
Summary
Bo
5
82
STAFF REQUIREMENTS
A.
Faculty Requirements
82
B.
Total Staff Requirements
88
CHAPTER 6
A.
B.
iv
73
A.
CHAPTER
Clock Hours
73
ACADEMIC SPACE REQUIREMENTS
90
Classroom-Type Space
90
1.
Classroom Capacity Distribution
90
2.
Space Standards for Classrooms and Seminars
91
Departmental Space
93
1.
Department of Biology
95
2.
Department of Chemistry
95
3. Department of Physics
98
L. Department of Psychology
98
5.
98
Interdepartmental Science Facilities
�Page
6. Miscellaneous Laboratories and Special Purpose Areas
102
7.
Summary
lOL
8.
Space Standards for laboratories, Research Space and
Offices
CHAPTER 7
A.
SPACE REQUIREMENTS FOR NON-ACADEMIC ACTIVITIES
lOL
108
Administrative Office Space
108
1.
Office of the Principal
112
2.
Office of the Dean of Arts
112
3.
Office of the Dean of Science and Te chno logy
112
L.
Office of the Dean of Students
112
5.
Office of the Registrar
113
6. Office of the Director of Admissions
113
7.
Office of the Comptroller
113
8.
Office of the Director of Development and Public Relations
11L
9.
Administrative Service Unit
llL
Miscellaneous Facilities
llL
10.
B.
Food Service Facilities
115
C.
Library
117
D.
Physical Education and General Assembly
123
E.
Physical Plant Administration and Maintenance
127
F.
Residential Facilities
130
G.
University Centre Facilities
130
H.
Summary
13L
1.
13L
700- and 1200-Student Enrollment Levels
V
�Page
2.
CHAPTER 8
13L
a.
Administrative Office Space
13L
b.
Food Service
136
c.
Library
136
d.
Physical Education and Public Assembly
136
e.
Physical Plant Administration and Maintenance
136
f.
Residential Facilities
137
g.
University Centre Facilities
137
h.
Summary
137
BUILDING PROGRAMS AND OCCUPANCY PATTERNS
138
A.
General
138
B.
Building Program -- 1200-Student Enrollment Level
1Lo
1.
Academic and Administrative Office Space
1Lo
2.
Library
1L5
3.
University Centre
1L7
L.
Gymnasium
1L9
C.
D.
vi
LOO-Student Enrollment Level
5. Maintenance Building
150
Building Program -- 700-Student Enrollment Level
151
1.
Academic and Administrative Office Space
151
2.
Library
151
3.
Other Buildings
153
Building Program -- LOO-Student Enrollment Level
153
1.
Academic and Administrative Office Space
153
2.
Other Buildings
161
�Page
E.
Enrollment Beyond 1200 Students
161
F.
Alterations
163
CHAPTER 9
THE MASTER PLAN
187
A.
Existing Conditions
187
B.
Land Use Requirements
190
1.
Parking Areas
190
2.
Playing Fields
192
c.
3. Miscellaneous Land Use
192
L.
Summary
193
The Master Plan
193
1.
Circulation Patterns
195
2.
The Master Plan
197
3.
Future Expansion
200
L.
Master Plan Delineation
201
CHAPTER 10
INSTITUTIONAL FINANCES
202
A.
Expenditures and Revenues
202
B.
Capital Costs and Phasing of Construction
217
1.
Procedure
217
2.
Phasing and Priorities
223
3.
Site Development
225
L.
Utilities
225
APPENDIX A
ENROLLMENT
230
vii
�Page
APPENDIX B
INSTRUCTIONAL ACTIVITY STRUCTURE
248
APPENDIX C
STAFF REQUIREMENTS
260
APPENDIX D
EXISTING SPACE AND ROOM UTILIZATION
264
APPENDIX E
INSTITUTIONAL FINANCE
267
BIBLIOGRAPHY
275
MASTER PLAN
Envelope
at· back of volume
viii
�LIST OF ILLUSTRATIONS
Page
Abbreviations and Symbols Used in the Drawings
169
Science and Technology, Ground Floor
171
Science and Technology, Basement and Second Floors
173
University Centre, Basement
17L
University Centre, Ground Floor
175
University Centre, Second Floor
176
Academic Building, Basement
178
Academic Building, Ground Floor
179
Academic Building, Second Floor
180
Academic Building, Third Floor
181
Administrative Wing (700 Enrollment Level), Ground, Second
and Third Floors
182
Gymnasium, Basement and Ground Floors
183
Library, Ground and Second Floors
18L
Library (700 and 1200 Enrollment Levels), Lower Level
185
ix
�Page
Maintenance Building
Master Plan
X
186
Envelope
at back
of volume
�LIST OF PLATES
Page
1.
Lakehead College:
Projected Enrollment and Gross Area of
Construction; 1961-62 to 1973-?L.
2.
12
Planning Standards and Unit Area Allocations, Classrooms
and Seminar-Conference Rooms
94
xi
�LIST OF TABIES
1-1. Lakehead College of Arts, Science and Technology: Selected
Indicators of Growth, 1961-62 to Alternate Target Enrollments
2-1.
Canada and Ontario:
Selected Statistical Indicators of
Populations and Undergraduate Enrollment in Colleges and
Universities, Canada and Ontario, Selected Years, 1951 to
1971
2-2.
Ontario:
19
Secondary School Enrollment, Total and Grade 13,
Selected Years, 1951 to 1970
2-3.
Ontario:
22
Secondary School Retirements to Further Education,
23
1951-61
2-~.
Ontario and Lakehead Region:
Secondary School Retirements
to Further Education, 1961
2-5.
Ontario:
2~
Indexes of Secondary School Grade 13 Enrollment
and Retirements to Selected Categories of Post-Secondary
26
Education, Selected years, 1951-52 to 1970-71
2-6.
Canada:
Civilian Labor Force, Total and Professional
28
Workers; Selected Years, 1931 to 1971
2-7.
Lakehead College of Arts, Science and Technology:
Full-
Time Enrollment, by Division, 1952-53 to 1962-63
2-8.
Lakehead College of Arts, Science and Technology:
30
Full-
Time and Part-Time Enrollment, by Division, 1952-53 to
1962-63
2-9.
Lakehead College of Arts, Science and Technology: Planning Parameters for Converting First-Year Enrollment to
Total Full-Time Enrollment Estimates, by Study Program
xii
31
�2-10.
Lakehead College of Arts, Science and Technology:
Projection of Enrollment, by Division and Program,
Selected Years, 1961-62 to 1975-76
2-11.
3-1.
3-2.
3-3.
3-L.
3-5.
3-6.
35
Lakehead College of Arts, Science and Technology:
Projection of Enrollment, by Program, 1961-62 to
1975-76
39
Lakehead College of Arts, Science and Technology:
Distribution of Enrollment at Alternate Target
Enrollments, by Program
LL
Ontario: Typical Distributions of Enrollment in
Ontario Post-Secondary Education Programs by Study
Program and Year Level
L6
Lakehead College of Arts, Science and Technology:
Projected Distribution of Full-Time Enrollment in University
and Technology Divisions at Alternate Target Enrollments,
by Study Program and Year Level
L8
Lakehead College of Arts, Science and Technology:
Standardized Enrollment Distribution for University Division
Baccalaureate Degree Programs in Arts and Sciences, by
Program and Year Level
51
Lakehead College of Arts, Science and Technology:
Hypothetical Distribution of Enrollment in University
Division Arts Program at Alternate Target Enrollments, by
Degree Program and Year Level
52
Ontario: Weekly Clock Hours of Meeting Required in University
Baccalaureate Degree Programs in Arts and Science, by Program
and Year Level
55
xiii
�3-7.
Lakehead College of Arts, Science and Technology:
Hypothetical Student Period Structure in University Division
Arts Program at Alternate Target Enrollments, by Degree
Program, Year Level and Type of Meeting
56
3-8. Ontario: Weekly Clock Hours of Meeting Required in
University Baccalaureate Degree Programs in Applied Science
at Selected Institutions, by Year Level and Type of Meeting
3-9.
Lakehead College of Arts, Science . and Technology:
Hypothetical Distribution of Enrollment and Student Period
Structure in University Division Applied Science Program
at Target Enrollments of Loo, 700 and 1200 Students, by
Year Level
3-10.
3-12.
3-13.
700 and 1200 Students, by Program and Year Level
62
Lakehead College of Arts, Science and Technology:
Hypothetical Student Period Structure in Nurses' Program and
University Division Part-Time Students' Program at Alternate
Target Enrollments, by Type of Meeting
6L
Lakehead College of Arts, Science and Technology: Hypothetical
Student Period Structure at Target Enrollment of Loo Students,
by Year Level and Type of Meeting
66
Lakehead College of Arts, Science and Technology:
Hypothetical Student Period Structure at Target Enrollment of
700 Students, by Year Level and Type of Meeting
xiv
60
Lakehead College of Arts, Science and Technology:
Hypothetical Distribution of Enrollment and Student Period
Structure in Technology Division at Target Enrollments of
Loo,
3-11.
59
�Page
3-1.L.
Lakehead College of Arts, Science and Technology:
Hypothetical Student Period Structure at Target Enrollment
of 1200 Students, by Year Level and Type of Meeting
3-15. Ontario Universities:
3-16.
L-1.
Home Addresses of Freshmen Enrolled
in October, 1961
71
Lakehead College of Arts, Science and Technology:
Requirements for Residential Accommodation at Alternate
Target
72
Lakehead College of Arts, Science and Technology: Planning
Parameters for Typical Sizes of Instructional Meeting Groups
in Lecture-Classroom and Laboratory Meetings, by Year Level
L-2.
Lakehead College of Arts, Science and Technology:
5-1.
5-2.
Lakehead College of Arts, Science and Technology:
78
Classroom
and Laboratory Teaching Station Requirements at Alternate
Target Enrollments
81
Lakehead College of Arts, Science and Technology: Alternate
Estimates of Faculty Requirements at Alternate Target
Enrollments
86
Lakehead College of Arts, Science and Technology:
Faculty
Requirements at Alternate Target Enrollments, by Rank
5-3.
76
Estimated
Clock-Hour Instructional Workload per Week at Alternate
Target Enrollments, by Type of Meeting and Year Level
L-3.
68
87
Lakehead College of Arts, Science and Technology:
Hypothetical Structure of Total Staff Requirements at
Alternate Target Enrollments
xv
�Page
6-1.
6-2.
6-3.
6-L.
6-5.
6-6.
6-7.
Lakehead College of Arts, Science and Technology:
Requirements for Classroom-Type Rooms
Space
Lakehead College of Arts, Science and Technology:
Requirements for the Department of Biology
Space
Lakehead College of Arts, Science and Technology:
Requirements for the Department of Chemistry
Space
Lake head College of Arts, Science and Technology:
Requirements for the Department of Physics
Space
Lakehead College of Arts, Science and Technology:
Requirements for the Department of Psychology
Space
92
96
97
99
100
Lakehead College of Arts, Science and Technology: Space
Requirements for Interdepartmental Science Facilities
Lakehead College of Arts, Science and Technology: Space
Requirements for Miscellaneous Laboratories and Special
103
Purpose Areas
6-8.
6-9.
7-1.
7-2.
Lakehead College of Arts, Science and Technology:
of Academic Space Requirements
Summary
105
Lakehead College of Arts, Science and Technology: Academic
Space Required at the LOO-Student Enrollment Level
106
Lakehead College of Arts, Science and Technology: Space
Requirements for Administrative Offices and Related Space
109
Lakehead College of Arts, Science and Technology:
Requirements for Food Service Facilities
xvi
101
Space
116
�Page
7-3.
United States:
Data on Selected College and University
118
Libraries, 1960-61; Enrollment under 1000 Students
7-L.
United States and Canada:
Data on Selected College and
University Libraries, 1960-61 Enrollment over 1000
Students
7-5.
7-6.
7-7.
Lakehead College of Arts, Science and Technology:
Growth of the Library Collection
Estimated
La.kehead College of Arts, Science and Technology:
Requirements for the Library
Space
7-10.
7-11.
8-1.
8-2.
121
12L
Lakehead College of Arts, Science and Technology: Space
Requirements for Physical Education and General Assembly
7-8. Lakehead College of Arts, Science and Technology:
7-9.
120
126
Space
Requirements for Physical Plant Administration and
Maintenance
128
Lakehead College of Arts, Science and Technology: Space
Requirements for Student Residence, per 100 Students
131
Lakehead College of Arts, Science and Technology:
Requirements for University Centre Facilities
Space
133
La.kehead College of Arts, Science and Technology:
Space
Requirements for Non-Academic Facilities
135
Lakehead College of Arts, Science and Technology:
Summary of Net Area Requirements
139
Lakehead College of Arts, Science and Technology:
Distribution of Classroom Space by Building at 1200Student Enrollment
xvii
�8-3.
Lakehead College of Arts, Science and Technology:
Distribution of Classroom Space by Building at 700-·
Student Enrollment
8-L.
Lakehead College of Arts, Science and Technology:
Distribution of Classroom Space by Building; LOOStudent Enrollment
8-5.
Lakehead College of Arts, Science and Technology:
Distribution of Faculty Office Space by Building at
LOO-, 700-, and 1200-Student Enrollment Levels
8-6.
8-7.
8-8.
8-9.
9-1.
Space Requirements for a New Academic Building
157
Lakehead College of Arts, Science and Technology: Space
Requirements for an Addition to the Science and Technology
Building
158 .
Lakehead College of Arts, Science and Technology:
Occupancy Characteristics of Existing and Proposed
Buildings, LOO-, 700- and 1200-Student Enrollment Levels
159
Lakehead College of Arts, Science and Technology:
Gross Area of Construction, Existing and Proposed
160
Lakehead College of Arts, Science and Technology:
191
Lakehead College of Arts, Science and Technology: Approximate
Requirements for Land Use, 1200-Student Enrollment Level,
Excluding Residences
xviii
156
Lakehead College of Arts, Science and Technology:
Requirements for Parking Area
9-2.
152
19L
�10-1. Lakehead College of Arts, Science and Technology:
Summary of Expenditures, Fiscal Years 1958 to 1963
10-2.
203
Lakehead College of Arts, Science and Technology:
Summary of Revenues, Fiscal Years 1958 to 1963
20L
10-3. Lakehead College of Arts, Science and Technology:
Percentage Distribution of Expenditures
Fiscal Years 1958 to 1963
10-L.
Lakehead College of Arts, Science and Technology:
Percentage Distribution of Revenues, Fiscal Years
1958 to 1963
10-5.
206
Lakehead College of Arts, Science and Technology:
Expenditures per Full-Time Day Student
Fiscal Years 1958 to 1963
10-6.
205
207
Lakehead College of Arts, Science and Technology:
Revenues per Full-Time Day Student, Fiscal
Years 1958 to 1963
208
10-7. Lakehead College of Arts, Science and Technology:
Expenditures per Full-Time Student, by Major
Expenditure, Category, Selected Years,
1957-58 to 1973-7L
10-8.
209
Lakehead College of Arts, Science and Technology:
Revenues per Full-Time Student, by Major Revenue
Category, Selected Years, 1957-58 to 1973-7L
21L
10-9. Lakehead College of Arts, Science and Technology:
Estimated Faculty Salary Outlays at Alternate Target
Enrollments, by Rank (in 1962 dollars)
215
xix
�Page
10-10.
10-11.
10-12.
xx
Lakehead College of Arts, Science and Technology:
Preliminary Budget Estimates for Site Development Work
218
Lakehead College of Arts, Science and Technology:
Preliminary Budget Estimate for Utilities Systems
219
Lakehead College of Arts, Science and Technology:
Schedule of Capital Development, Priority Phasing
and Budget Outlays
220
�APPENDIX TABLES
A-1.
Canada and Ontario:
Population, Total and 18-21 Years Age
. 230
Group, Selected Years, 1941 to 1971
A-2.
Canada and Ontario:
Undergraduate University-Grade
Enrollments, Fall Semester, Selected Years, 1944-45 to
A-3.
A-4.
A-5.
A-6.
1970-71
231
Canada: Undergraduate Enrollment, Total and Enrollment in
Arts and Pure Science Programs, Selected Years, 1931 to 1962
232
Ontario:
Undergraduate Enrollment, Total and Enrollment
in Arts and Pure Science Programs, Selected Years,. 1931 · to
1962
233
Canada: Professional Workers, by Occupational Groups and
Classes: Selected Years, 1931 to 1961
234
Canada:
Indexes of Growth for Professional Workers, by
Occupational Groups and Classes; Selected Years, 1931 to 1961
A-7.
Ontario:
Professional Workers, by Occupational Groups and
Classes; Selected Years, 1931 to 1961
A-8.
A-9.
A-10.
Ontario:
235
236
Indexes of Growth for Professional Workers, by
Occupational Groups and Classes; Selected Years, 1931 to 1961
237
Canada and Ontario: Labor Force Post-Secondary School
Educational Attainment, Grade 13 and Beyond, by Occupational
Category, 1941 and 1951'
238
Lakehead College of Arts, Science and Technology:
Analysis of
Enrollment Progression Pattern in University Division, 1952-53
to 1962-63
239
xxi
�Page
A-11.
Canada: Total, Freshman and Non-Freshman Undergraduate
EnrolJ.JTlent and Degrees Granted in Arts and Pure Science
240
Programs, 1952-53 to 1961-62
A-12.
Ontario: Analysis of Enro11ment Distribution among First
Three Year Levels in Faculties of Arts and Sciences at Selected
Ontario Colleges and Universities, Selected Years
A-13.
241
Ontario: Analysis of Enrollment Distribution between First
and Second Year Levels in Faculties of Applied Science and
Engineering at Selected antario Colleges and Universities,
242
Selected Years
A-14.
A-15.
B-1.
Lakehead College of Arts, Science and Teclmology: Analysis
of EnrolJ.JTlent Progression Pattern in Teclmology Division,
1952-53 to 1962-63
243
Lakehead College of Arts, Science and Technology: Projection
of Enrollment, by Division and Program, 1961-62 to 1975-76
244
Ontario and Lakehead Region: Attendance by Atkinson Students
at First and Preliminary Years of Ontario Colleges and
248
Universities in 1956-57
B-2.
Ontario and Lakehead Region:
Attendance by Atkinson Students
at Institutions of Further Education in 1956-57
B-3.
University of Toronto:
249
Analysis of Relative Distribution
of Course Registrations by students Enrolled in Arts and
Sciences Programs in 1956-57 and 1960-61, by Division, by
Year Level and by Type of Program
B-4.
Ontario:
Distribution of Enrollment by Year Level at Selected
Ontario Colleges and Universities, Selected Years and Study
Programs
xxii
250
252
�Page
B-5.
Ontario:
Weekly Clock Hours of Meeting Required in University
Baccalaureate Degree Programs in Arts and Sciences, by Program
and Year Level
B-6.
C-1.
C-2.
253
Ontario: Weekly Clock Hours of Meeting Required under Various
Technology Programs at Selected Ontario Technological Institutes,
by Year Level and Type of Meeting
254
Canada and Central Canada: Full-Time Students, Teaching Staff
and Student/Staff Ratios, Based upon 17 Universities, Selected
Years, 1951-52 to 1961-62
2(:[J
Canada:
Enrollment, Staff and Students per Staff Member in
Technical Institutes, by Province, 1960-62
C-3.
Canada:
261
Distribution of Full-Time Teaching Staff at Selected
Institutions, by Rank, Selected Years, 1937-38 to 1961-62
D-1.
Lakehead College of Arts, Science and Technology:
262
Summary of
Net Space in Existing Buildings
264
D-2.
Lakehead College of Arts, Science and Technology: Scheduled
Utilization of Classrooms and Laboratories, 9 A.M. to 4:30 P.M.,
Excluding Saturday, Fall, 1963
265
E-1.
Lakehead College of Arts, Science and Technology:
Summary
of Expenditures, Fiscal Years 1958 to 1963
E-2.
E-3.
Lakehead College of Arts, Science and Technology:
of Revenues, Fiscal Years 1958 to 1963
Canada:
267
Summary
268
Gross National Product, Current and Constant Dollar
Series; 1951 to 1962
269
xxiii
�Page
E-4.
Canada:
Growth Rates in Median Salaries of Full-Time Teaching
Staffs, Based upon 12 Universities, All Ranks, 1951-52 to
1961-62
E-5.
Canada and Central Canada: Median .Salaries of Full-Time
Teaching Staffs Based upon 17 Universities, Selected Years,
1961-62 to 1973-74
xxiv
270
271
�REPORT TO THE LAKEHEAD COLLEGE
OF ARTS,SCIENCE AND TECHNOLOGY
�I
•I
I
I
I
CHAPTER 1
INTRODUCTION AND SUMMARY
In November 1962 Lakehead College of Arts, Science and Technology retained Taylor, Lieberfeld and Heldman (Canada) Limited as Consultants to
undertake a comprehensive study of institutional development.
The Con-
sultants' assignment included the presentation of analyses and recommendations concerning 1) physical plant requirements, 2) the disposition of
facilities on the campus, 3) financial requirements for College operations
and capital programs and 4) a development time-table and schedule of priorities.
The recommendations were to be based on three projected enrollment
targets stipulated by the College: 400, 700 and 1200 students.
The initial phase of the study consisted of a field survey of existing facilities, interviews with officials of the College and the Lakehead
community and the collection of data from local and other sources.
Sub-
sequently, corresponding to the progressive stages of the project, meetings
were held at the College with members of the Board of Governors, the Principal and others.
In April 1963 a preliminary report was submitted and in
July the study was completed.
A.
Summary of Findings and Recommendations
1.
Enrollment
In order to fulfill the objectives of the assignment it was essential
to determine the dates at which the selected enrollment targets would be
attained.
The study indicates that the full-time enrollment could reach
the 400-student level in 1963-64, the 700-student level in 1966-67 and the
(1
,h •.l.!~4 I ~/lt\
3
�1200-student level in 1973-74.
Part-time student enrollment is also pro-
jected.
It is estimated that the Bachelor of Arts degree will be first awarded
I
'1G>S
in June, 1966.
At the 1200-student enrollment level 668 students will be
in the Arts program of the University Division, 104 students will be in the
first two years of an Applied Science degree program and 428 students will
be in the Technology Division.
The proportion of students in the Technology program is expected to
decline from about 50 percent in 1961-62 to about 36 percent in 1973-74.
2.
Staff
The projection of the number of faculty at the College is an important
element of the study.
Expressed as full-time equivalents, at the 400-stu-
dent enrolllTlent level 38 instructors will be required, at the 700-student
level the total is 74 instructors and at the 1200-student enrollment level
the total is 105 instructors.
J. Net Area Requirementsa
The net area requirements for all non-residential activities of the
College for the three target enrollments are as follows:
400-student level,
aNet area, sometimes termed useable area, may be defined as the gross area
of a building less the sum of the space occupied by stairs, corridors, elevators, exterior and interior wall thiclmesses, toilets, mechanical equipment and janitorial space.
4
�77,725 square feet; 700-student level, 110,485 square feet; 1200-student
level, 161,715. -square feet.
The net square feet of non-residential space
per student declines from over 300 square feet anticipated for Fall 1963
-
to 194~ 156, and 135 square feet for the three projected enrollment levels.
Thus, as the College grows, the physical plant will .be utilized with increasing efficiency.
The existing academic building and University Centre will provide
94,540 net square feet in the fali of 1963.
4.
Building Program Requirements and Priorities
The College should anticipate the construction of 152,205 gross square
feet of non-residential buildinga over the next decade.
The principal items
of this building program (expressed as gross area) are as follows:
1)
a library of 36,300 square feet;
2)
academic and administrative space of 67,030 square feet;
3)
a gymnasium of 33,900 square feet;
4)
a maintenance building of 12,800 square feet.
A wing should be added to the existing academic building in 1964, and
the library should be completed by September, 1965.
A unit of the balance
aResidential space has been considered separately from non-residential space
throughout the report. A potential demand for residential space on the part
of up to 25 percent of the students has been projected, For JOO students
this would require 58,000 gross square feet, but construction of student
residences is considered to be an option rather than a requirement.
5
�of the academic-administrative space, primarily for administrative offices ,
should be ready for the academic year 1965-66. The balance of the academic
space may be constructed in one or two stages over the following few years.
The gymnasium should be constructed at approximately the time the enrollment reaches 700 students, unless sufficient funds are available earlier.
The maintenance building may be constructed in two stages, the first to
be ready by 1966.
Parallel to the construction of these buildings, other types of facilities will also be required.
These will include roads, parking fields,
playing fields, landscaping and utilities.
A detailed listing of all proj-
ect's is included in tabJes 10-10, 10-11, and 10-12.
The projected building program envisages the existing academic building
as a science and technology center and the projected academic building as
the location of non-science facilities.
5.
The Master Plan
An important feature of the study is the master plana of the campus.
This plan indicates the location and staging of building construction, the
pattern of vehicular circulation, the disposition of parking fields and
miscellaneous features of the site.
Although the study quantifies develop-
ment .only up to the 1200-student enrollment level, some indication is offered of the subsequent growth and location of facilities.
aThe plan is located in a pocket at the end of this volume.
6
�The core of the campus is viewed as a group of interconnected academic
facilities dominated by two proposed three-story buildings.
6.
College Finances
Operating costs of the College will expand during the interval under
study.
By 1973-74, when the 1200-student enrollment should be realized,
costs per student will rise by 137 percent above the 1961-62 level.
All
components of cost will rise, but the largest increases can be expected
_\
in instruction and administration, reflecting the ever~increasing compe: i- -~
1
tion for talented human resources across the Canadian economy,
Revenues must rise sufficiently to offset increased costs.
Mv~I..J
Student
fees, which are now less than 30 percent of total revenues, are projected
to increase by 142 percent over the 1961-62 per student receipts by the
time the 1200-student enrollment is reached.
This implies that revenues
from grants must rise rapidly--by 120 percent on a per student basis.
Grants will continue to represent the principal means for offsetting rising
operating costs.
No alternative is possible without increased revenues
from private sources or student fees.
The capital costs of the physical plant development aggregate $4,407,500
for a ten-year program, excluding student residences.
costs a for the principal elements are:
\-?
The total project
library, $1,043,cDO; academic and
~11 figures are in 1962 dollars.
7
�administrative office space $1,590,800a (to be built in three or four
stages); gymnasium, $691,600; site development, $294,670 and utilities,
$150,500.
The last two figures each represent a group of projects, which
are detailed in Chapter 10.
B.
Organization of the Report
The first section of the report comprises Chapters 2, 3,
4 and 5.
In
these chapters a model is constructed of College activities that bear on
the subsequent estimates of physical plant and financial requirements.
Chapter 2 describes the projection of the enrollment at the College
over the next 15 years, indicating the approximate points in time at which
the three enrollment targets could be realized.
The College is viewed as
increasing its share of over-all participation in higher education in Ontario.
The basic distribution of enrollment into the University and Tech-
nology Divisions is indicated, as is the subdivision of the University
component into an Arts program and an Applied Science program.
The number
of students in the nursing program and part-time students in the University
Division are estimated separately.
In Chapter 3 the instructional load
characteristics of enrollment at the three target levels are elaborated.
Class year distribution patterns are analyzed and the student period workload
by class year and division is computed.
In Chapter 4 these data are used
to compute the clock-hour workload and the number of teaching stations required
for lecture and laboratory course offerings.
Chapter
5 utilizes
the enroll-
aThis figure excludes alterations, but includes an addition to the present
academic building.
8
�ment data and the analysis of curricular patterns to estimate staff requirements at the three target enrollment levels.
The second part of the report comprises Chapters 6, 7, 8 and~ which deal
with physical plant.
In Chapter 6 the teaching stations and staff require-
ments are converted to a space program for academic activities.
A space
program for the College library is .: included in Chapter 7, which 'presents
space programs for all non-academic requirements, including student residence.
Chapter 8 allocates the space programs to existing and additionally
required buildings.
The need for alterations and additions is also con-
sidered and schematic drawings are presented for all principal buildings.
In Chapter 9 the analysis which forms the basis of the master plan is
presented.
The concluding section of the report, concerning College finances,
is Chapter 10.
The first part of the chapter describes the operating costs
and revenues of the College during the planning interval.
The second part
presents cost estimates of the physical plant program, including priority
schedules.
A series of appendixes follows Chapter 10.
These are organized to
parallel the chapter organization and contain supporting statistical material.
C.
A Note on the Enrollment Targets
Further reference must be made to the concept of three enrollment tar-
gets and their use in this study.
The selection of these targets as a
9
�framework for the preparation of forecasts, space programs and other data
is useful in that it is possible to describe and compare different stages
in the growth of the College in consistent terms.
Nevertheless, in coor-
dinating the building program with the selected targets, certain anomalies
arise.
Essentially, this is due to the fact that enrolllTlent growth may
be thought of as a continuum while construction is a series of steps which
are largely discontinuous in character.
For example, at the 400-student
enrollment level the analysis of enrolllTlent, curriculum and staff is selfcontained and complete.
But a building program for this level as an in-
terim target is quite different from what it might be if a student body
of 400 represented a goal in itself or even a plateau in the pattern of
expansion.
The position of the library in the over-all building program
may be taken as a case in point.
A library building is needed at present.
The existing library space is unsatisfactory and the collection is growing rapidly.
For reasons relating to construction economy and based on
an assumption of continuing growth, it is recommended that a library be
constructed in the immediate future, adequate for 10-15 years' growth.
However, this structur~, combined with the existing buildings, results in
greater total physical plant capacity than would be programmed for a
similar institution with a stable enrollment goal of 400 students.
In
Chapter 8 it is recommended that a substantial part of the library and
University Centre space be given over to temporary use until the enrollment passes the 700-student mark.
Thus, it may be said that the 400- and 700-student enrollments, particularly the former, have little independent identity in reference to the
10
�building program.
They are really stages in planning for an institution
of 1200 students.
The same qualifications apply, of course, to the 1200
level, which is also part of the continuum leading to still higher enrollments.
Nevertheless, 1200 students is a sufficiently large and distant
total to justify as a terminal point for a study of this kind.
This view is borne out by the action of the College in planning the
University Centre.
Although the enrollment of the College will be less
than 400 students when the building is completed, the Centre is adequate
as a students' union for an enrollment of 1200 and more.
Its size is
justified by the temporary use of some of the space for academic purposes
and also by the long-term waste and extra expense involved in building
a structure of this type in segments.
The Consultants' work attempts in
similar fashion to attain a balance between short and long range goals.
In practical terms the building program would not be very different
if other interim target figures had been used, assuming the retention of
the 1200-student enrollment level as the ultimate goal of the study.
Con-
struction of all the buildings except the final stages of the academic
complex would proceed in the same time framework as is recommended here.
The possible variations in distributing the quantities of academic space
after 1967 are explored in Chapter 10.
The terminology used in the report is affected by these relationships
between enrollment targets and the building program.
In the first section
of the report (Chapters 2 through 5), the three target enrollments are
equated with specific dates; for example, the 700-student enrollment level
11
�PLATE
LAKEHEAO COLLEGE: PROJECTED ENROLLMENT ANO GROSS AREA OF
CONSTRUCTION; 1961-62 TO 1973-74
l961·U
62 ·6!
6!·84
64 ·65
69·70
70·71
71-•:72
7'2173 197!•74
· %50
1200
1100
22'5
cooo
zoo-'
...
IL.
CJ
900
u,
IL
175 o
en
t-
z
Q
100
z
◄
"'2
fl)
,:50
.J
.J
~
...z:
700
0
«
z
"'
Ill
z
:1250
...u
...•.,,
600
s
::,
...
.J
500
100 z
0
u
.J
...
::,
II.
0
400
n
300
Cl)
Cl)
0
50
200
lOO
0
L.-..L.-.....JL-_J..._...1._ _L...._.J.__....J._ _J.-_...L.._ _ _ _ _.___....
..- - - -
11i~Hi1r--;::-:1
12
E N R O LL M ENT
(LE FT SCA LE)
Exe Es s
ARE A
GROSS ARE A OF CON·
STRUCTION (RT. SCALE)
Ii
0
ALTERNATE CONSTROc-·
TION PROGRAM
CONSTRUCT! ON
OEFI CIT
a:
C!)
�could be attained in 1966-67.
In the balance of the report, in reference
to space programs and construction requirements, the phrase "400-student
enrollment" is taken to mean the physical plant requirements between the
present and the time when enrollment reaches approximately 400 students.
The phrase
11
700-student enrollment" refers to the requirements between
the time the 400-student level is attained and the time the student body
approximates 700 in size. The phrase
11
1200-student enrollment" refers to
the requirements from the time the 700-student level is attained and the
time the student body reaches the final target of 1200.
These intervals
are to be understood in approximate terms, within one year, in assigning
dates to the elements of the building program.
13
�I--'
.i::-
1-1.
Lakehead College of Arts, Science and Technology: Selected Indicators of Growth, 1961-62 to
Alternate Target Enrollments
~
Enrollment
Full-time
Total
University Division
Technology Division
Other
Nursing students
University Division,
part-time
All categories
Student periods
Full-time
Total
University Division
Technology Division
Other
Nursing students
University Division,
part-time
All categories
Target Enrollment
Actual Projection
Index of Growth: 1961-62 = 1.000
1200
1200
400
700
700
400
Students; Students; Students; Students; Students; Students;
1961-62 196J-64a 1966-67a 1973-Z4a 196J-64a 1966-67a 1273-Z4a
220
107
113
400
188
212
700
402
298
1200
772
428
1.818
1°757
1.876
3.182
3.757
2.637
5.455
7.215
3.788
85
113
149
209
1.329
1.753
2.459
140
445
157
670
153
1002
191
1600
1.121
1.506
1.093
2.252
1.364
3.596
b
b
b
10243
4084
6159
17257
8678
8579
28680
16366
12314
b
2260
2980
4180
b
b
550
536
13053
20773
669
33529
b
473
796
1303
b
b
318
155
537
259
887
416
Clock hours of meeting
per week
Total
Lecture, classroom
meetings
Laboratory me~tings
(Continued)
�1-1.
(Continued)
~
Teaching station
requirements
Classrooms
Laboratories
Staff reqtJirements
Facultyd
Physical plant
Total useable space
(square feet)e
Increment of useable
space -, ( square feet) e
Institutional finances
(1962 dollars)
Expenditures per fulltime student
Total
Instruction
Administration
All other
Revenues per full-time
student
Total
Student fees
Grants
Other
I-'
\.n.
Tar~et Enrollment
Actual . Projection .....,
Index of Growth: 1961-62 = 1.000
1200
1200
400
700
700
400
Students; Students; Students; Students; Students; Students;
1961-62 1963-64a 1966-6t 1973-74a 1963-64a 1966-6t 1973-74a
f
f
16
l3
22
16
32
21
2.286
1.857
3.143
2.286
4.571
3.000
18
38
64
105
2.111
3.556
5.833
32930
77725
110485
161715
2.360
3.355
4.911
--
+ 44795
+ 32760
+ 51230
1261
830
79
352
1714
1188
100
425
1949
1403
112
433
2982
2250
167
562
1.359
1.431
1.266
1.207
1.546
1.690
1.418
1.230
2.711
2.114
1.597
1306
372
922
13
1714
469
1215
30
1949
2982
900
2025
57
1.312
1.261
1.318
2.308
1.492
1.497
1.472
2.692
2.283
2.419
2.196
4.385
557
1357
35
2.365
(Continued)
~
�1---l
1-1.
(Continued)
°'
Item
1961-62
Institutional finances
(1962 dollars)
(continued)
Salary outlays per
faculty member
Faculty salary outlays
per £ull-time student
Incremental capital
outlays for campus
development (thousands
of 1962 dollars)c
TarE:etEnrQllment
Actual Projection
Index of Growth: 1961-62 = 1.000
400
700
1200
400
700
1200
Students; Students; Students; Students; Students; Students;
196J-64a 1966-67a 1973-74a 1963-64a 1966-67a 1973-74a
7121
10215
11460
15030
1.434
1.609
2.111
550
970
1048
1315
1. 764
1.905
2.391
2070. 7
2336.8
f
aApproximate dates at which target enrollments could be reached.
~ot available.
c1g62-63; actual rooms in scheduled use.
°Expressed as -full-time ·equivalents.
eExcludes residential space.
fcapital outlays begin in 1964-65.
�CHAPTER 2
ENROLLMENT:
DEVELOPMENT PATTERN
The terms of reference of this study called for the elaboration of a
physical plant and campus development program for alternate target enrollments of 400, 700 and 1200 studentso
Such a program could be evolved with-
out specifying the particular dates at which the target enrollments would
be realized; however, the soundness of the program and the pace at which
it should be implemented would remain beclouded without some indication
of the general timing of the expansion.
Therefore, the Consultants undertook to determine the pattern of ·enrollment development at the College in order to ascertain a) the likelihood of reaching the specified target enrollments, b) the approximate dates
at which these enrollments could be realized, and c) the structure of
enrollment.
The last, of course, is significant since it implies a de-
lineation of the enrollment data in terms meaningful for planning; that
is, the distribution of students by class year level, the distribution of
students among various study programs, and so on.
The remainder of this chapter considers the enrollment development
patterno
The various building blocks that are important for making the
required estimates are explored and their role in affecting the College's
enrollment expansion is clarified.
A.
Higher Education in Ontario
Both Canada and Ontario are expected to grow rapidly during the com-
17
�ing decade.
The population of the nation has· been increasing and the up-
ward trend of population growth is likely to continue during the 1961-71
decade.
It is also expected that the relatively faster population develop-
ment characterizing the Province of Ontario will continue unabated.
The
19 percent increase projected for Canada during the 1961-71 decade will be
accompanied by a 27 percent increase in the population of Ontario and the
Province will continue to account for an increasing proportion of total
Canadian population.
A significant indicator of potential growth in college and university
enrollment is the size of the 18-21 years population age group.
This is
commonly considered to be the age group from which most college and university students are drawn.
In numbers alone, the growth of this age group
will cause conside·rable expansion in the levels of enrollment at higher
educational institutions in Cananda and Ontario during the 1961-71 decade.
The size of the age group will increase by 46 percent for the country as
a whole and
54
percent for Ontario.
The rapid growth is directly a func-
tion of the post-World War II baby boom.
An
But, in addition, college participation rates are also increasing.
increasing proportion of the students eligible for college and urtiversity
attendance are in fact continuing with such post-secondary education.
In
addition, there is a burgeoning expansion in enrollment at the nation's
centers of graduate study.
The combination of expanding population and
higher rates of college participation is expected to produce a 167 percent
increase in undergraduate enrollment in Canada during the '60 's; the com-
18
�I
I
I
I
I
I
I
I
I
I
2-1.
Canada and Ontario: Selected Statistical Indicators of Population
and Undergraduate Enrollment in Colleges and Universities,
Canada and Ontario, Selected Years, 1951 to 1971
l2Sl
J.25,Q
l2Ql
~
l21l.
14009
4598
16081
5405
18238
6236
19518
6990
21643
7898
.768
.737
.328
.882
.867
.336
1.000
1.000
.342
1.070
1.121
.358
1.187
1.267
.365
Population, 18-21 years
age group
Number (000)
Canada
Ontario
Index (1961 = 1.000)
Canada
Ontario
Ratio: Ontario/Canada
851.8
264.3
895-1
282.5
1016.4
316.7
1222.6
418.6
1484-9
487.6
.838
.310
.881
.892
.316
1.000
1.000
.312
1.203
1.322
.342
1.461
1.540
.328
Undergraduate college and
university enrollmenta
Number ( 000)
Canada
Ontario
Index (1961 = 1.000)
Canada
Ontario
Ratio: Ontario/Canada
57.9
l8o2
66.1
20.0
107.5
29.5
169.9
57.9
286.6
107.1
539
.617
.314
.615
.678
.303
1 .. 000
1.000
.275
1.580
1.963
.341
2.666
3.631
.374
Population, total
Number (000)
Canada
Ontario
Index (1961 = 1.000)
Canada
Ontario
Ratio: Ontario/Canada
. 835
0
aNon-veterano
I
19
�parable figure for Ontario is 263 percent.
a
Clearly, these influences will produce increased pressures for the expansion of existing institutions in Ontario, as well as the establishment
of new institutions.
But how will these influences express themselves?
How many students can be expected to start post-secondary educational
studies during the decade and when?
More particularly, what enrollment
development pattern can Lakehead College, with its combination of programs
in university and technical studies, expect?
The Consultants believe that the answer to these questions will depend
upon several factors:
the number of students likely to initiate post-
secondary programs of study; the length of such programs offered by the
Colleges; and the probable progression patterns of students as they proceed from beginning to completion of each prescribed course of study.
As
a first step, therefore, the Consultants undertook the quantification of
the expansion pattern in first-year enrollment at the relevant branches
of post-secondary education.
B.
Enrollment in Post-Secondary Education
The requirements for entry into post-secondary education study pro-
grams vary with the character of the program and the institution offering
the course of study.
For purposes of this study, the completion of grade
aThe estimate of undergraduate college and university enrollment for Ontario
is taken from Dr. R. W. B. Jackson's estimates of the expansion of postsecondary education in Ontario during the 10-year interval beginning in
1962. Dr. Jackson presented six estimates in his report; the Consultants
selected Estimate 6, his highest, for use in this study.
20
�13 was taken to be a normal pattern for students proceeding to university
level programs of study, teclmical studies and nursing.
The Consultants
recognize that completion of grade 13 is not mandatory for entry to all
post -secondary education programs; however, there is an increasing trend
for students to complete grade 13 before going on to more advanced studies.
Dr. Jackson's statistical report,prepared for the Cormnittee of Presidents of Provincially Assisted Universities,provided a number of estimates
of the trends in enrollment in secondary schools.
Paralleling general
population developments, secondary school enrollment has been increasing
during the past decade.
the sixties.
by
55
Furthermore, it will continue to expand during
Total enrollment in grades 9 to 13 is expected to increase
percent between 1961 and 1970; during the same interval, grade 13
enrollment will increase by 127 percent.
What are the implications for post-secondary education enrollment?
A
clue is provided by data available from the Provincial Department of Education concerning the pattern of retirements from secondary schools to further education at post-secondary school institutions.
the experience of the past decade.
Table 2-3 summarizes
Thus, the number of students initiating
post-secondary programs of study has been increasing in all branches of
the educational structure.
Moreover, as shown in table
2-4, the patterns of retirements to further
education for the Lakehead, particularly Thunder Bay, and the Province as
a whole are quite similar.
Universities account for 37.9 percent of all
retirements to further education in the Province and 37.8 percent at the
21
�2-2. Ontario:
~
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
1965
1970
N.B.
22
Secondary School Enrollment, Total and Grade 13,
Selected Years,1951 to 1970
N:u,mbei:
Total,
Grades 2-13
E;c1:'2llw~D1'
Ind.~x~~: l2cl
Grade
Total,
Grad,es 2-13
13
= l,QQQ
Grade
13
222075
237576
262775
299177
8827
8975
9472
9981
10799
11487
12547
14278
16267
18447
21482
.620
.680
.742
.794
.878
1.000
1.000
419624
462970
41514
48720
1.403
1.547
1.932
2.268
133556
141091
148744
160166
174562
185605
203525
Projections are from Dr. R. W. B. Jackson
0446
.472
.497
.535
.583
.411
-418
.441
.465
.503
.535
-584
.665
.757
.859
�2-3. Ontario:
~
All
Secondary School Retirements to Further Education, 1951-61
Retirements from Secondary School to Further Educatfon
Provincial
Schools
PostSecondary
Business
Technical
of
Nursing
Universities
Schools
Group
Institutes
Teachers'
Colleges
Othera
1087
1309
1403
1392
1483
212
189
656
509
502
766
809
718
886
1336
1707
2170
2799
2929
3006
477
833
1644
1883
993
(number)
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
9384
8824
9609
9828
10375
6100
7894
8434
9673
9146
2955
3034
3007
3477
3486
1509
1384
2085
1595
1375
1360
1426
1567
1471
12546
13482
14744
16592
18431
11069
12169
14056
15993
16856
4648
4711
4869
5931
6983
1793
1922
2051
2306
2164
1678
1724
1975
2058
2374
n/a
(indexes:
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
1961
=
471
493 ,
558
643
609
1.000)
.509
.479
.521
.533
.563
.,362
.468
.,500
.574
.543
.423
.434
.431
-498
.499
.697
.640
.963
.737
.579
.573
.601
.660
.620
.353
.369
.4l8
.481
-456
.362
.435
.467
.463
.493
.213
.190
.661
.513
.506
.681
.731
.800
.900
1.000
.657
.722
.834
.949
1.000
.666
.675
.697
.849
1.000
.829
.888
-948
1.066
1.000
.707
.726
.832
.867
1.000
.573
.606
.537
.663
1.000
.568
.722
.931
.974
1.000
.480
.839
1.656
1.896
1.000
N
\..,J
aincluding agricultural schools.
n/a
�2-4.
Ontario and Lakehead Region: Secondary School
Retirements to Further Education, 1961
Category of
Further Education
Lakehead
Total,
Province
Kenora
Rainy
Thunder
~
Bay
TotaJ
8
3
9
162
12
5
44
(number)
Private Schools
Universities
Business Schools
Schools of Nursing
Provincial Technical
Institutes
1006
6983
2164
2374
10
19
18
62
1336
6
3
13
Private Trade Schools
Teachers' Colleges
Agricultural Schools
Other
All further education
569
3006
237
756
18431
1
1
15
2
14
89
118
3
88
52
402
35
205
59
99
22
25
22
542
(percent of total for Province)
.30
.46
.80
.11
.23
.76
.89
2.32
2.03
2.61
1.19
2.94
2.73
4.17
.45
.22
.97
1.65
.50
.18
.47
.18
2.96
3.93
.40
.48
.28
2.91
2.18
3.31
2.94
Private Schools
Universities
Business Schools
Schools of Nursing
Provincial Technical
Institutes
5.46
37-89
11.74
12.88
.50
7.25
Private Trade Schools
Teachers' Colleges
Agricultural Schools
Other
All further education
3.09
16.31
1.29
4.10
100.00
.35
(percent of total within each area)
15.42
2.21
37.82
10.89
18.27
5.77
3.23
4.06
L92
26.92
22.14
.25
.37
21.77
100000
5.47
100000
4.61
100.00
Private Schools
Universities
Business Schools
Schools of Nursing
Provincial Technical
Institutes
5.46
37.89
11.74
12088
39.77
11.36
21.59
5.77
15.38
9.62
34.62
7.25
6.82
Private Trade Schools
Teachers' Colleges
Agricultural Schools
Other
All further education
3.09
16.31
1.29
4.10
100.00
17.05
24
3.41
100.00
~
�Lakehead.
Schools of Nursing account for 12.9 percent of retirements to
further education at the provincial level and 18.3 percent at the Lakehead.
And Provincial Technical Institutes draw 7.3 percent of all secondary school
retirements to further education in the Province and 4.1 percent at the
Lakehead.
There do no appear to be any reasons, either logical or statis-
tical, to assume that influences substantially different from those operating across the Province will be in effect at the Lakehead.
Therefore,
projections of the probable ratio of expansion in retirements to postsecondary educational programs for the Province as a whole can be applied
with reasonable confidence to the Lakehead, and Lakehead College in particular.
Table 2-5 shows the results of these efforts.
Retirements to post-
secondary education were expressed in index form and projected as a function of grade 13 enrollment.
The estimating procedures produced different
results for the several post-secondary education categories of interest
in connection with Lakehead College; that is, universities, provincial
technical institutes, and schools of nursing.
All three categories are
expected to grow less rapidly than grade 13 enrollment; in terms of relative magnitude, the ranking is as follows:
grade 13 enrollment, univer-
sities, provincial technical institutes and schools of nursing.
Between
1961-62 and 1975-76, grade 13 enrollment will increase 176 percent; during
the same interval, retirements to post-secondary education will increase
by 169 percent for universities, 154 percent for provincial technical institutes, and 121 percent for schools of nursingo
25
�2-5.
Ontario: Indexes of Secondary School Grade 13 Enrollment
and Retirements to Selected Categories of Post-Secondary
Education, Selected years, 1951-52 to 1970-71
R~tirements
1Q
PQst-SecQnd.aa Edycatlon
Provincial
Schools
Technical
of
Institutes
Nursing
Year
Grade 13
Enrollment
Universities
1951-1952
1952-1953
1953-1954
1954-1955
1955-1956
1956-1957
1957-1958
1958-1959
1959-1960
1960-1961
1961-1962
.411
.418
.441
.465
.503
.535
.584
.665
.757
.859
1.000
.423
.434
.431
-498
.499
a
.666
.675
.697
.849
1.000
.353
.369
-418
-481
456
a
.573
.606
.537
.663
1.000
.579
.573
.601
.660
.620
a
.707
. 726
.832
.867
1.000
1965-1966
1970-1971
1975-1976
1.932
2.268b
2.762
1.,892
2.213
2.687
1.814
2.107
2.539
1.642
1.873
2.213
aNot available.
bEstimated.
2p
0
�These growth factors could be applied to freshman enrollment in postsecondary institutions in 1961-62 to provide preliminary estimates of potential first-year enrollment at various years in the future.
However,
an additional stimulant to post-secondary education is being provided by
the nation's economic development.
The demands for skilled and trained
personnel to meet the challenges of a modern society have been providing
an added stimulus to the development of post-secondary educational programs
for a number of years.
Nor can these influences be expected to diminish
in intensity in the next several decades.
The proportion of the civilian
labor force accounted for by technical and professional manpower has been
increasing steadily.
The magnitude of the change is such that it must be
felt at the post-secondary educational level in the form of increased
rates of participation in advanced programs of study.
Table 2-6 presents
estimates of the growth in the professional component of the labor force
relative to all civilian workers.
Between 1961 and 1976, it is expected
that the total civilian labor force will increase by
44
percent; during
the same interval, however, the professional component of the labor force
will increase by 72 percent.
In short, professional workers will expand
19 percent more rapidly than the total labor force.
A composite index of growth for first-year enrollment in post-secondary
educational institutions can be obtained by combining the indexes of growth
for secondary school retirements to further education with the index of
trend variance in the growth of professional workers in the labor force.
Under this approach, first-year enrollment in university level programs
of study should increase 219 percent between 1961-62 and 1975-76.
For the
27
�2-6 . . Canada: Civilian Labor Force, Total and Professional
Workers; Selected Years, 1931 to 1971
NmDl:ler
Professional
Total
Workers
Ci~iljan Labor For~e
Inde~esi l26l == l.QQQ I;ud.ei o! Tt~ndi VarlanQ~
Professional
Professional
Total
Workers
Total
Workers
(ooo)
.383
1931
1941
1951
1961
4151
4466
5217
6518
200.7
240.4
302.6
524.0
.637
.685
.800
1.000
.459
.577
1.000
1966
1971
1976
7312
8334
9414
616.7
754.6
898.7
1.122
1.279
l.444
1.177
1.440
1. 715
28
1.000
1.000
1.000
1.000
.601
.670
.721
1.000
1.000
1.000
1.049
1.126
1.188
1.000
�provincial technical institutes, the comparable figure should be 202 percent.
terval.
N.ursing programs should increase by 163 percent during the same inThe composite indexes thus obtained can be used as a basis for
projecting first-year enrollrn.ent in the various divisions at Lakehead
College during the interval under study.
C.
Enrollrn.ent at Lakehead College
The College, of course, presently offers programs in the three areas
discussed above.
There is the University Division, which offers both Arts
and Applied Science programso
There is the Technology Division, which
offers several programs of study that are recognized throughout the Province among the various provincial technical institutes.
And the College
also currently offers instruction to nursing students, although on an experimental basis and without commitment
to a permanent program.
In addi-
tion, the College has a program of course offerings in the Univers.ity Division for part-time students.
The number of students enrolled in these various programs at the College and their pattern of development over the past decade are revealed
in tables 2-7 and 2-8.
Of the total of 220 full-time students enrolled
in the College in 1961-62, 107 students were in the University Division
and 113 students were in the Technology Division.
In the University Divi-
sion, the Arts program accounted for 86 students, 62 of whom were freshmen.
The Applied Science program accounted for 21 students, all of whom were
first-year students.
In the Technology Division, 91 of the 113 students
enrolled were in the first year of the programso
In addition, the College
29
�2-7.
Year
Lakehead College of Arts, Science and Technology:
Enrollment, by Division, 1952-53 to 1962-63
Univer~jU Dj~i~iQD
Applied
Science
AI:i&
~
Technology
Division
Full-Time
Total
Full-Time
Enrollment
(number)
1952-1953
1953-1954
19.54-1955
19.5.5-1956
1956-1957
1957-1958
1958-1959
1959-1960
1960-1961
1961-1962
1962-1963
10
12
7
19
13
32
48
39
75
86
84
37
28
28
25
34
44
36
30
24
21
16
47
40
35
44
47
76
84
69
99
107
100
21
29
28
30
31
48
65
52
75
113
124
68
69
63
74
78
124
149
121
174
220
224
(indexes~ 1961-62 = 1.000)
1952-1953
1953-1954
1954-1955
195.5-1956
1956-1957
1957-1958
1958-19.59
1959-1960
1960-1961
1961-1962
1962-1963
30
.116
.140
.081
.221
.151
.372
.558
.453
.872
1.000
.977
1.762
1.333
1.333
1.190
1.619
2.095
1. 714
1.429
1.143
1.000
.762
.439
.374
.327
.411
.439
.no
.785
.645
.925
1.000
.935
.186
.257
.248
.265
.274
.425
.575
.,460
.664
1.000
1.097
.309
314
.286
.336
.355
.564
.677
.550
.791
1.000
1.018
0
�2-8.
Lakehead College of Arts, Science and Technology: Full-Time
and Part-Time Enrollment, by Division, 1952-53 to 1962-63
Uni~ersit~ Di~isign
Full
Part
Total
Time
Time
I.e.al:
Technology
Division
(Full Time)
Nurses
TOTAL
Enrollment
(number)
1952-1953
1953-1954
1954-1955
1955-1956
1956-1957
1957-1958
1958-1959
1959-1960
1960-1961
1961-1962
1962-1963
47
40
35
44
47
76
84
69
99
107
100
41
30
29
26
52
67
101
94
125
140
162
85
70
64
70
99
143
185
163
224
247
262
(indexes:
1952-1953
1953-1954
1954-1955
1955-1956
1956-1957
1957-1958
1958-1959
1959-1960
1960-1961
1961-1962
1962-1963
.439
.374
-327
.411
.439
.no
.785
.645
.925
1.000
.935
.293
.214
.207
.186
.371
.479
. 721
.671
.893
1.000
1.157
.344
.2~3
.259
.283
.401
.579
• 749
.680
.907
1.000
1.061
21
29
28
30
31
48
65
52
75
113
124
1961-62
.186
.257
.248
.265
.274
.425
.575
.460
.664
1.000
1.097
JO
85
128
106
99
92
100
130
191
250
215
329
445
514
= 1.000)
.353
1.000
1.506
.238
.222
.207
.225
.292
.429
.562
.483
.739
1.000
1.155
•
31
�offered instruction to 85 nursing students and 140 part-time students in
the University Divisiono
Thus, a total of 445 students were served by the
College in 1961-620
One further building block is required before the enrollment estimates
can be completed.
Although a basis has been established for estimating
first-year enrollment in the various programs of the University and Technology Divisions, planning parameters are required for converting the estimates of first-year enrollment to total enrollment.
Such parameters should
reflect the expected progression patterns of students through the various
study programs offered by the College, and will be a function of the length
of the period of study in the various program areas as well as student competence and institutional standards.
It is expected that the College will begin to grant degrees in the
University Division in 1965-66, implying that the present two-year A.rts
program will have expanded to a three-year program by that timeo
For pur-
poses of this study, it is assumed that the Arts programs will continue
to develop even after 1965-66 and that honors programs requiring four years
of study will ultimately be introducedo
By the same token, it is expected
that the Applied Science program, which is presently one year in duration,
also will be e.xpandedo
The College's indicated policy is to initiate such
expansion in 1964-65 with the introduction of a second year of studyo
full two-year program should be in full swing by 1965-660
The
However, it is
not expected that the College will expand its offerings in App lied Science
beyond the two-year program during the planning interval encompassed by
this study.
32
For the Technology Division, no significant changes in the
�length or depth of the programs presently offered at the College are expected throughout the planning interval.
The coefficients for converting first-year enrol11Tlent to total enrollment were developed after an examination of patterns prevailing at other
institutions in the Province and in Canada.
are presented in table 2-9.
The results of these studies
For the Arts component of the University Divi-
sion, the planning parameter for converting first-year enrol11Tlent to total
enrol]Jnent under the three-year program is 2.50; when this program has been
deepened and extends in scope to include honors courses, the conversion
coefficient should rise to 3064.
In this study, it is assumed that the
development of the Arts program and its elongation to four years should be
achieved by 1971 and continued thereafter.
In the Applied Science program,
the planning parameter for converting first-year enrol11Tlent to total enrollment in a two-year program is lo67.
These planning parameters for the Uni-
versity Division programs are based upon an analysis of data presented in
Appendix A for Canadian and Ontario institutions.
For the Technology Divi-
sion, the planning parameter for converting freshman enrol11Tlent under a
two-year program is 1.68.
This is based upon an analysis of the experience
at the College itself during the past decade, and reflects the actual historical conditions characterizing the College's expansion in its Technology
Division.
With these building blocks in hand, the enrollment projections for
the various programs of the College over the next 15 years could be completed.
A summary of the computational program for these estimates is presented in
table 2-10.
A year-by-year breakdown by enrollment category is presented
33
�2-9•
La.kehead College of Arts, Science and Technology: Planning Parameters
for Converting First-Year Enrollment to Total Full-Time
Enrollment Estimates, by Study Program
Program
University Division
Arts
Applied Science
Technology Division
Conversion Coefficient: First-Year
Enrollment to Total Full-Time
One-Year Two-Year Three-Year
Four-Year
Total
Total
Total
Total
1.00
1.00
1.00
2.50
a
a
3.64
a
a
aNot calculated for use in programming Lakehead College development pattern.
34
�--- --- - 2-10.
Lakehead College of Arts, Science and Technology: Projection of Enrollment,
by Division and Program, Selected Years, 1961-62 to 1975-76
B&m
\.,..)
1212
Secondary school retirements to
further education
Indexes of growth: 1961-62 = 1.000
Universities
Provincial Technical Institutes
Schools of Nursing
1.000
1.000
1.000
1.892
1.814
1.642
2.213
2.107
1.873
2.687
2.539
2.213
Professional workers in labor force
Index of growth: 1961-62 = 1.000
Index of trend variancea
1.000
1.000
1.177
1.049
1.440
1.126
1.715
1.188
First-year enrollment in post-secondary
education
Indexes of growth: 1961-62 = 1.000
Universities
Provincial Technical Institutes
Schools of Nursing
1.000
1.000
1.000
1.985
1.903
1.722
2.492
2.372
2.109
3.192
3.016
2.629
Lakehead College University Division,
part-time enrollment
Index of growth: 1961-62 = 1.000
1.000
1.096
1.237
1.405
62
21
91
123
42
173
155
52
216
198
67
274
Lakehead College enrollment
First-year, full-time
University Division
Arts program
Applied Science program
Technology Division
\Jl.
1962
Acad~mic Year Ending in
1966
1.911
(Continued)
-~
�w
2-10.
(Continued)
~
Academic Year Endin~ in
Item
Lakehead College enrollment (continued)
Conversion coefficients:
total/first-year enrollment
University Division
Arts program
Applied Science program
Technology Division
Total, full-time
University Division
Arts program
Applied Science program
Technology Division
Other
Nurses
University Division, part-time
enrollment
Summary
Total full-time enrollment
Total full-time enrollment plus nurses
Total full-time enrollment plus nurses
and part-time enrollment
1962
1966
12.ll
1m
----
2.34
1.67
1.68
3.64
1.67
1.68
3.64
1.67
1.68
86
21
113
288
70
291
564
87
363
721
112
460
8.5
146
179
223
140
1.53
173
197
220
305
649
79.5
1014
1193
1293
1_516
44.5
948
1366
1713
aRelative to index of growth in total civilian labor force.
(Continued)
�-
.. .
---- dlllJ
rlllF rlll
2-10.
N.B.
(Continued)
1.
Assumes first degrees are conferred in 1965-66.
2.
Assumes second year of Applied Science program is introduced in 1964-65 and is
in full swing by 1965-66.
J. Assumes
no change in length or depth of Technology Division programs throughout
planning period.
w
-'1
�in table 2-llo
Table 2-10 shows that first-year enrollment in the Univer-
sity and Technology Divisions was made a function of the growth of secondary school retirements to further education and the growth of the professional labor force.
The first-year enrollment estimates were then con-
verted to total enrollment by applying the planning parameters for the
progression of students through the various study programs to be offered
by these divisions.
Enrollment in the program of study offered to student
nurses was made a function of the projected growth in secondary school retirements to further education in schools of nursing, as modified by the
professional labor force trend varianto
Finally, the development of part-
time University Division enrollment was made a function of the population
growth expected for the Lakehead regiono
By way of summary, total full-time enrollment at the College is projected to increase from 220 students in 1961-62 to 1293 students in 1975-
760
Thus, the alternate target enrollments to be used for programming
the development of the College, according to the terms of reference of
this study, are clearly feasible.
According to the projections, the Loo-
student enrollment should be approximated sometime during the 1963-6L or
196L-65 academic year.
1966-67.
The 700-student enrollment can be expected about
The 1200-student enrollment should be reached around 1973-7L.
If nursing students are combined with full-time students, over-all
enrollment should increase from 305 students in 1961-62 to 1516 students
in 1975-76.
If University Division part-time enrollment is added as well,
the over-all number of students serviced by the College should increase
from LL5 persons in 1961-62 to 1713 persons in 1975-76.
38
�-•
2-11.
Year
Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Program,
1961-62 to 1975-76
University
Division,
Full-Time
Applied
Arts
Science
Program
Program
Technology
Division,
Full-Time
Nurses
University
Division,
Part-Time
Total Enrollment
' All
Full-Time
Categories
plus Nurses
Full-Time
(number)
1961-62
1962-63
1963-64
1964-65
1965-66
1966-67
1967-68
1968-69
1969-70
1970-71
1971-72
1972-73
1973-74
1974-75
1975-76
86
109
148
213
288
339
395
454
513
564
593
622
655
688
721
.
/
21
24
28
47
70
73
77
82
85
87
92
97
102
107
112
.,
'
113
173
198
245
291
306
321
339
351
363
381
402
420
440
460
\
I
85
94
106
126
146
153
160
168
174
179
188
196
205
214
223
(indexes:
vJ
\0
1961-62
1962-63
1963-64
1964-65
1965-66
1966-67
1967-68
1968-69
1969-70
1970-71
1971-72
1972-73
1973-74
1974-75
1975-76
1.000
1.267
1. 721
2.477
3.349
3.942
4.593
5.279
5.965
6.558
6.895
7.233
7.616
8.000
8.J84
1.000
1.143
1.333
2.238
3°333
3.476
3.667
3.905
4.048
4.143
4.381
4.619
4-857
5.095
5°333
1.000
1.531
1.752
2.168
2.575
2.708
2.841
3.000
3.106
3.212
3.372
3.558
3. 717
3.894
4.071
1.000
1.106
1.247
1.482
1.718
1.800
1.882
1.976
2.047
2.106
2.212
2.306
2.412
2.518
2.624
140
143
147
150
153
157
161
165
169
173
177
183
187
192
197
1961-62
1.000
1.021
1.050
1.071
1.093
1.121
1.150
1.179
1.207
1.236
1.264
1.307
1.336
1.371
1.407
220
306
374
505
649
718"
793
875
949
1014
1066
1121
1177
1235
1293
305
400
480
631
795
871
953
1043
1123
1193
1254
1317
1382
1449
1516
445
543
627
781
948
1028
1114
1208
1292
1366
1431
1500
1569
1641
1713
1.000
1.311
1.574
2.069
2.607
2.856
3.125
3.420
3.682
3.911
4.111
4.318
4.531
4o 751
4.970
1.000
1.220
1.409
1.755
2.130
2.310
2.503
2.715
2.903
3.070
3.216
3.371
3.526
3.688
Jo849
= 1.000)
1.000
1.391
1.700
2.295
2.950
3.264
3.605
3.977
4.314
4.609
4-845
5.095
5.350
5.614
5.877
�Clearly, there are many reservations and qualifications that can be
attached to the estimates.
In the main, these derive largely from the
difficulty of evaluating the impact of broad forces affecting all areas
of the Province and the nation upon a relatively small institution in a
relatively isolated area of the country.
The College is still sufficiently
young so that it might through its own efforts significantly alter the
validity of these estimates by developing status in some particular program
of study or by modifying its policies with respect to the length, depth
or timing of the various programs considered abovee
The Consultants be-
lieve that the projections represent reasonable estimates of the potential
expansion of the College over the next 15 years.
It is possible that the estimates for the next few years will prove
to be high relative to what is actually experienced; on the other hand,
the fact that the College will begin to confer degrees in 1965-66 will have
a considerable :iJnpact upon the public and attract greater numbers of student applications.
are
The middle and later years of the projection period
likely to be characterized by a continuing acceleration and quicken-
ing of the pace of development, not unlike the experience of many other
institutions during their early years.
In addition, as the College expands
and becomes more noted for its offerings, substantial enrollment by students outside the Lakehead region is likely to develop.
There will be more
students from other areas of Ontario, outside the Province and even outside
the country.
Thus, the timing and composition of enrollment may differ
from the development pattern outlined above; however, the estimates provide
a reasonable basis for planning and justify the consideration of the College's
40
�physical plant and campus development requirements for the alternate target enrollments used in this study.
I
41
�. CHAPTER 3
INSTRUCTIONAL ACTIVITY AT ENROLLMENTS OF
Loo, 700 AND 1200 STUDENTS
The feasibility of reaching the target enrollments has been established.
The analysis can now proceed to the elaboration of the instructional activity
characteristics relevant to the determination of the physical plant requirements of the College at the alternate target enrollments.
In this chapter,
attention is directed to various aspects of this question, particularly,
the student period workloads generated by each of the programs offered by
the College at the target enrollments.
An analysis is also included con-
cerning the potential distribution of enrollment by geographic origin and the
implied demand for residential facilities at the College.
A.
Distribution of Enrollment by Study Program
The material presented in Chapter 2 suggested that the College would
reach the target enrollments of Loo, 700 and 1200 full-time students in
the University and the Technology Division programs about 1963-64, 196667 and 1973-74, respectively.
The LOO-student enrollment is seven percent
above the enrollment projected for 1963-64; the 700-student enrollment is
percent below the 1966-67 projection; and the 1200-student enrollment is
two percent above the 1973-74 projection.
The
distributions of enrollment by study program, as projected for
the several years mentioned, were therefore adjusted in order to be consistent with the total full-time enrollment targets used for the study.
These adjustments were applied uniformly to the projected enrollments in
42
2.5
�the component programs of study identified in the estimating procedure.
The remainder of the workload estimates and the delineation of the hypothetical activity structures associated with the alternate target enrollments were worked out on the basis of the adjusted enrollment figures.
Thus,
full-time enrollment in the University and Technology Divisions together with
enrollments in the nursing and University Division part-time programs imply
total student popu~atiorts of 670 students, 1002 s~udents and 1600 students at
the three full-time enrollment targets of
pectively.
B.
Loo,
700 and 1200 students, res-
These data are summarized in table 3-1.
Distribution of Enrollment by Class Year Level
The study programs of students in post-secondary institutions vary by
year level.
The programs vary not only in content, but also in the number
of weekly hours of formal instruction in classroom and laboratory meetings.
Furthermore, there is attrition in the progress of students through the full
courses of study; all students who enroll in a program of study as freshmen do not necessarily complete the full course.
Therefore, the distribution
of enrollment by year level within each program is usually uneven.
For these reasons, the Consultants investigated the typical distributions of enrollment in post-secondary educational programs in the colleges
and universities and technical institutes of Ontario.
concerning a number of institutions in the Province.
Data were developed
These data revealed
the historical enrollment structure by year level at a number of institutions
offering the same programs that the College will be offering at the target
enrollments, As might be expected, the data revealed great diversity among
the several institutions.
The class year distribution of enrollment may
LJ
�3-1.
Lakehead College of Arts, Science and Technology: Distribution
of Enrollment at Alternate Target Enrollments, by Program
400
E;croJJmen:t.
700
1200
Proi'ram
S±.nden:t.s
Students
Students
Approximate date of realization
Distribution at specified date
(number of students)
University Division
Arts program
Applied science program
Technology Division
Nurses
University Division, part-time
1963-64
1966-67
1973-74
148
28
198
106
147
339
73
306
153
157
102
420
205
187
627
1028
1569
158
30
212
113
157
331
71
298
149
153
668
104
428
209
191
670
1002
1600
Total, all categories
Distribution adjusted to target
enrollment levels for full-time
students (number of students)
University Division
Arts program
Applied science program
Technology Division
Nurses
University Division, part-time
Total, all categories
N.B.
655
1.
Adjustment factor, 400-student enrollment: 400/374
projected figures.
= 1.070
2.
Adjustment factor, 700-student enrollment: 700/718
projected figures.
= .975
3. Adjustment factor, 1200-student enrollment: 1200/1177
projected figures.
44
of
of
= 1.020
of
�even vary widely within the same institution from year to year.
variations may be attributed to a number of reasons:
These
variations in the
rate of entry into the freshman class; external forces such as economic or
political conditions that cause early dropouts; shifts in the rate of transfer of students from one institution to another at different year levels;
and a miscellany of other reasons.
Nevertheless, the data reveal suffi-
ciently strong central tendencies to permit the adoption of a typical distribution pattern for use in this planning study.
Table 3-2 summarizes the planning parameters used in this study for
the distribution of enrollment in the full-time programs of the College.
As mentioned earlier, the figures are based upon analyses of the experience
of other Ontario institutions offering similar programs.
Thus, by the time
the College is offering a complete four-year Arts program, including honors
courses, the freshman class will account for 39 percent of the enrollment,
the second-year class will account for approximately 30 percent, the thirdyear class will consist of 24 percent of the total, and the honors students
in the fourth year of study will account for
7.5
percent of all Arts program
students.
Similar analyses produced typical enrollment distributions for the
Applied Science program of the University Division and the Technology Division.
Since the College will offer a maximum of two years of study in each
of these programs during the planning interval under consideration, the
year level distribution was confined to the first two years of study, although other institutions in the Province do offer programs in Applied
Science and technical studies that extend beyond two years in duration.
In-
sofar as the Applied Science program is concerned, the freshman class will
45
�3-2.
.i:::-
°'
Ontario: Typical Distributions of Enrollment in Ontario PostSecondary Education Programs by Study Program and Year Level
Year Level
Program
~
.2Dci.
..1I:d.
l.lli
ill
(percent)
Colleges and universities
Arts
Applied Sciencea
Technical Institutesa
39.0
59.9
59.5
29.5
40.1
40.5
23.9
7.5
100.0
100.0
100.0
~he programs in .Applied Science and technical studies in Ontario institutions are not usually
limited to two years. However, the time dimensions of the Lakehead College expansion are such
that programs extending beyond two years in duration are not likely to come into existence during
the interval under consideration. For this reason, the distributional pattern for these two
programs is expressed on a two-year organizational basis for use in calculations elsewhere in the
report.
�account for 59.5 percent of enrollment, with the remainder of the students
at the second-year level.
Similar figures were derived from the Technology
Division; the freshman class will account for 59.5 percent of enrollment,
while the secohd-year group will consist of 40.5 percent of the students.
These planning parameters were then applied to the total enrollment
estimated for each study program at the alternate target enrollments.
resulting enrollment distributions are summarized in table 3-3.
The
At the
400-student enrollment, there will be 244 full-time first-year students
and 156 full-time second-year students.
No enrollment is expected at the
third- and fourth-year levels or at the second-year level of the Applied
Science program since the 400-student target will be reached before these
advanced levels of study are offered.
By the time the 1200-student enroll-
ment is realized, the year level distribution of enrollment will be as
follows:
578 first-year students; 412 second-year students; 160 third-year
students; and 50 fourth-year students.
These full-time students will be
distributed by study program in the following fashion:
University Division,
Arts program, 668 students; University Division, Applied Science program,
104 students; Technology Division, 428 students.
C.
Instructional Workloads
One aspect of the composition of the instructional workload at the
College is clarified by the estimated year level distribution of enrollment
at the several targets.
However, for various space plannipg purposes, the
analyses must be carried further.
The instructional workload characteristics
must be expressed in terms of clock hours of meeting in each division by
type of meeting, since physical plant requirements must take account of the
47
�.s:=-
3-3 •
OJ
Lakehead College of Arts, Science and Technology: Projected Distribution
of Full-Time Enrollment in University and Technology Divisions at
Alternate Target Enrollments, by Study Program and Year Level
Yea;i: Le:i:el
Prouam
~
2Il!l
.3nl
4Qo
Total
University Division
Arts
Applied Science
Technology Division
.2il
88
30
126
----
70
--
86
zoo
Total
University Division
Arts
Applied Science
Technology Division
All
-
lJ.QQ
Students
---
~
li.th
--
---
1,58
30
212
Students
.11.2
2l.:z.
Xl
2S
1QQ
129
43
177
98
28
121
79
2,5
---
331
71
298
---
1200 Students
Total
University Division
Arts
Applied Science
Technology Division
51a
luZ
~
5.Q.
l2QQ
261
62
2.5.5
197
42
173
160
,50
668
104
428
---
---
�kind of space involved and the number of hours of formal instruction to be
accommodated therein.
As a step in this direction, the Consultants investigated the patterns
prevailing in other institutions in Ontario with regard to the number of
hours of formal instruction required in various programs of study at each
year level.
There is some uniformity in the general requirements of the
Province for the award of degrees and diplomas in various programs of study1
and there is a general consensus among educators concerning the requirements
for completing various courses of study.
Therefore, it is reasonable to ex-
pect that Lakehead College will follow a pattern of instructional meeting
requirements that is consistent with the general patterns prevailing in other
institutions in the Province, even though these programs may not be in full
swing at the College for several years.
Moreover, in the absence of indica-
tions to the contrary, it was necessary to assume that the College would
adhere to the general patterns prevailing in the institutions across the Province with regard to course offerings not presently possible or available
within the College curriculum.
Following is a brief description of the development of the instructional
workload characteristics in the several programs of study under consideration.
1.
University Division, Arts Program
The Arts program to be offered by the University Division will be the
most comprehensive and manifest the greatest depth of all the programs of
study that the College will offer during the planning interval.
The bacca-
laureate degree programs in arts and sciences also are usually quite broad
in range and scope of offering.
To reflect these considerations, a standar-
L9
�dized enrollment distribution for University Division baccalaureate degree
programs in arts and sciences was developed.
The enrollment distribution
reflects the conditions presently prevailing in the higher educational
structure of the Province:
first, that the pass program is three years in
length, and that the honors program typically extends over a four-year period;
second, that there is a broad division between science and general or nonscience studies in the structure of the pass and honors programs.
Once again relying upon the experience of other Ontario universities
and colleges, a typical pattern was evolved and expressed in terms of a
1000-student enrollment.
The figures are presented in table 3-L.
An
examination of the table will reveal several characteristics of the typical
distribution pattern.
First, 92.5 percent of the students are in the first
three years of study; 7.5 percent are accounted for by the fourth year of
study.
Second, 58.2 percent of the students are pursuing a three-year pro-
gram of study; Ll.8 percent are enrolled in honors programs that usually
extend over four years.
Third,students enrolled in science programs account
for about 35 percent of all enrollment.
Estimates presented earlier in this study have shown the anticipated
number of Arts program students at the several target enrollments.
At the
LOO-student level, 158 persons are expected in the Arts program; at the 700student level, Arts program enrollment is expected to be 331 students; at
the 1200-student level, 668 students will be enrolled in the Arts program.
By applying the typical distribution pattern presented in table 3-L, a
hypothetical distribution of enrollment among the various offerings within
the Arts program may be obtained.
50
These estimates are presented in table 3-5.
�I
I
I
I
I
3-4-
Lakehead College of Arts, Science and Technology: Standardized
Enrollment Distribution for University Division Baccalaureate
Degree Programs in Arts and Sciences, by Program and Year Level
Yea;i:;: LeJZ:~l
Years
Prni:I:aro
3m
l-3
All
(number)
3-Year programs
General
Science
Subtotal
159
86
245
121
65
186
98
53
151
378
204
582
Honors programs
Non-science
Science
Subtotal
94
51
145
71
38
109
58
31
89
223
120
343
49
26
75
272
146
418
All p:t'ograms
390
295
240
925
75
1000
378
204
582
(percent)
3-Year programs
General
Science
Subtotal
a
a
a
a
a
a
a
a
a
40.8
22.1
62.,9
Honors programs
Non-science
Science
Subtotal
a
a
a
a
a
a
a
a
a
24.1
13.0
37.1
65.3
34.7
100.0
27.2
14.6
4L8
All programs
a
a
a
100.0
100.0
100.0
37.8
20.4
58.2
8Figure in column headed "Years 1-3" applies to first three columns as well.
I
51
�\.rt
I'\.)
3-5.
Lakehead College of Arts, Science and Technology: Hypothetical Distribution of
Enrollment in University Division Arts Program at Alternate Target
Enrollments, by Degree Program and Year Level
Y~a;r;:
Pro€;;r;:am
l§i
2nd
L,Oo
General
Science
Honors
Humanities and Languages
Social and Philosophical Studies
Commerce and Finance
Natural Sciences
Mathematics, Physics, Chemistry
Biological and Earth
Total
L~]:el
.3m
W;,h
ill
--
64
---
Students
--
36
19
(33)
7
7
7
29
15
(26)
6
6
.5
--
--
--
(.59)
13
13
12
6
6
5
--
--
--
4
--
11
10
88
70
--
--
158
---
--
---
---
35
700 Students
General
Science
Honors
Humanities and Languages
Social and Philo·s ophical Studies
Commerce and Finance
Natural Sciences
Mathematics, Physics, Chemistry
Biological and Earth
Total
(Continued)
53
28
(48)
11
10
10
40
22
(36)
8
8
7
32
18
(29)
7
6
6
( 2.5)
6
.5
5
12.5
68
(138)
32
29
28
9
8
7
6
5
.5
.5
4
26
23
129
98
79
2.5
331
�(Continued)
Proe;ram
l.s.1
2nd.
Year Le1:~l
.3.ui
1:th
ill
--
(50)
11
11
11
253
136
(279)
61
61
60
1200 Students
General
Science
Honors
Humanities and Languages
Social and Philosophical Studies
Commerce and Finance
Natural Sciences
Mathematics, Physics, Chemistry
Biological and Earth
Total
N.B.
\J1.
vJ
106
58
(97)
21
21
21
80
16
16
15
65
35
(59)
13
13
13
18
17
13
13
10
9
8
51
48
261
197
160
50
668
Items may not add to totals due to rounding.
44
(73)
11
--
�By way of example, the 668 Arts program students at the 1200-student enrollment will be distributed as follows:
three-year program, general course,
253 students; three-year program, science course, 136 students; four-year
program, honors course, 279 students; and so on.
These figures are significant because the total number of meeting hours
per week and the distribution of these meetings between classroom and laboratory sessions varies among programs and year levels.
variations is revealed very clearly in table J-6.
The extent of these
The table shows the number
of clock hours of formal instruction required per week in university baccalaureate degree programs in arts and sciences in Ontario higher educational
institutions, by program and year level.
In general, the science programs
emphasize laboratory meetings to a greater extent, in both absolute and
relative terms; the honors programs tend to involve heavier workloads in
formal classroom and laboratory meetings than do the three-year programs.
It is now possible to calculate the weekly instructional workloads
generated by enrollment in the Arts program and the probable number of
meeting hours per week in laboratory and classroom-type facilities.
Com-
bining the Arts program enrollment estimates presented in table 3-5 with
the planning parameters for weekly clock hours of meeting shown in table
3-6, a hypothetical student period structure for the University Division
Arts program can be developed.
in table 3-7,
The results of these efforts are presented
where the numbers of student periods per week generated by
the estimated enrollments in the Arts program are presented.
The student
period structure -- that is, the distribution by year level, type of meeting,
and degree program -- is clearly indicated for each target enrollment.
54
Thus,
�J-60
Ontario:
Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs
in Arts and Science, by Program and Year Level
Pr~gram
General
Science
Honors
Humanities and Languages
Social and Philosophical Studies
Commerce and Finance
Natural Sciences
Mathematics, Physics, Chemistry
Biological and Earth
N.B.
\Jl.
\Jl.
1st
Lecture/Lab
,nd
Lecture/Lab
Year Level
Jrd
Lecture/Lab
16/4
15/8
13/4
13/9
13/4
13/9
--!---!--
41/12
42/20
18½/-15/2
17/--
17/-18/2
16/--
16½/-18/-17/--
15/-17/-16/--
67/-68/4
66/--
17/6
14/15
14/6
18/12½
15/8
15/11
13/9
12/12
59/29
59/50½
11
~th
Lecture/Lab Lecture Lab
"Lecture" indicates lecture-classroom-type meetings; "Lab" indicates laboratory-type meetings.
�\J7.
°'
3-7.
Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure
in University Division Arts Program at Alternate Target Enrollments,
by Degree Program, Year Level and Type of Meeting
La DQ ta to ;cl:
Lectu:t:~ - Class:t:QOW
Y~a:t:
PrQgram
General
Science
Honors
Humanities and Languages
Social and Philosophical
Studies
Commerce and Finance
Natural Sciences
Mathematics, Physics,
Chemistry
Biological and Earth
Total
General
Science
Honors
Humanities and Languages
Social and Philosophical
Studies
Commerce and Finance
Natural Sciences
Mathematics, Physics,
Chemistry
Biological and Earth
Total
(Continued)
1st
Znd.
L~:5rel
.3.m
Iea;c L~JZ:el
hth
2nd
3rd
hth
All
144
152
116
135
--
--
---
260
287
All
1st
hoo
Students
953
285
377
195
---
--
--
480
130
102
--
--
232
105
119
108
80
--
--
213
199
14
12
--
--
26
--
--
102
84
70
72
--
--
--
--
172
156
36
90
30
50
--
--
--
66
140
1401
1004
--
--
2405
436
343
--
--
779
wo
Smdents
212
224
160
198
128
162
---
500
584
576
--
848
420
520
286
416
234
---
1784
940
198
136
116
90
540
150
170
144
112
108
102
85
487
464
20
16
--
--
36
80
153
112
98
108
75
75
65
54
120
42
40
48
391
343
75
55
45
48
181
298
2051
1404
1126
368
4949
630
491
385
93
1599
�•
3-7.
•
( Continued)
Pw i:I:aro
~
L~ctuJ:~·- - Cla~~I:QQW
Xear LeJZ:el
2nd
~
.3m
All
~
~
La:botatc;cz:
Iea;c LeJZ:el
.Lib.
.3m
All
1200 Students
Vt
--.J
424
464
320
396
260
315
---
1004
1175
1024
994
42
32
--
--
74
770
718
108
255
78
163
88
110
81
96
355
624
741 10014
1293
989
773
177
3232
General
Science
Honors
Humanities and Languages
Social and Philosophical
Studies
Commerce and Finance
Natural Sciences
Mathematics, Physics,
Chemistry
Biological and Earth
1696
870
1040
572
845
455
---
3581
1897
378
272
215
165
1030
315
357
288
240
234
221
187
176
306
238
182
234
165
150
117
96
Total
4160
2828
2285
�Arts program enrollment at the LOO-student level will produce 2,Lo5 student
periods in lecture-classroom meetings and 779 student periods in laboratory
meetings.
At the 700-student level, L,9L9 student periods of lecture-classroom
meetings and 1,599 student periods of laboratory meetings are generated.
Finally, at the 1200-student enrollment, the Arts program will involve
10,0lL student periods per week in classroom meetings and 3,232 student
periods per week in laboratory meetings.
Further detail regarding the dis-
tribution by degree program and year level can be observed in table 3-7.
2.
University Division, Applied Science Program
A similar pattern of analysis was followed in developing the student
period structure associated with the Applied Science program.
An examination
of the data for Ontario higher educational institutions offering applied
science programs provided a basis for establishing the typical pattern of
weekly clock hours of meeting for the first two years of study.
While there
is some diversity, the typical requirement is approximately 30 hours per
week of formal instruction.
In the first year of the program, lecture-class-
room meetings account for 16 hours, while laboratory meetings account for
1L hours.
In the second year of study, lecture-classroom meetings account
for 18 hours while laboratory meetings account for 12 hours.
As a general
rule, the first year of study is the same at most institutions and students
do not begin to specialize in the several applied science disciplines until
the second or third year of study.
These data are summarized in table 3-8.
In table 3-9, hypothetical distributions of enrollment and student
period structure in the Applied Science program are presented for the alternate target enrollments.
58
The year-level distributions of enrollment (table
�3-8.
Ontario: Weekly Clock Hours of Meeting R~quired in University
Baccalaureate Degree Programs in Applied Science at Selected
Institutions, by Year Level and Type of Meeting
Institution
Carleton
Assumption
Toronto
Use
1st Year
LectureLaboratory
Classroom
2nd Year
LectureClassroom Laboratory
16
18
15-16
13
14
13-18
18
18-19
14-20
16
14
18
91=.
8}-11½
102-18
12
59
�3-9.
Lakehead College of Arts, Science and Technology: Hypothetical
Distribution of Enrollment and Student Period Structure in University
Division Applied Science Program at Target Enrollments
of Loo, 700 and 1200 Students by Year Level
Enrollment
Target
L00 Students
700 Students
1200 Students
60
Hypothetical Student Period Structure
Enrollment
Lecture
Laboratory
1st year 2nd year 1st year 2nd year 1st year 2nd year
30
L3
62
28
L8o
688
L2
992
5oL
756
L20
602
868
336
5oL
�3-3) were combined with the planning parameters for the weekly clock hours
of instruction in the Applied Science program (table 3-8) to obtain the
hypothetical student period structures at the several target enrollments.
As shown in table 3-9, a total of L80 student periods in lecture-classroom
meetings can be expected at the LOO-student enrollment; at the same time,
L20 student periods may be expected in laboratory meetings.
At the 1200-
student enrollment, student periods in lecture-classroom meetings will
increase to l,7L8 in number, while laboratory meetings will account for
1,372 student periods.
3.
Technology Division
Table 3-10 summarizes the hypothetical distribution of enrollment and
student period structure in the Technology Division at the several targets.
In this instance, an estimating procedure slightly different from that described above was utilized.
It was assumed that the five programs of study
presently offered in the Technology Division would continue to be offered
in the future.
However, it also was assumed that these programs would each
be deepened and extended to two years in duration.
It is possible that the
College may introduce new programs, such as electronics or business studies;
however, this will not have any marked effect upon the results of this-analysis since the change would probably involve no more than a redistribution
of the total enrollments projected for the Technology Division rather than
a net addition to them.
The College already offers all of the programs of study included in the
Technology Division.
Therefore, the actual clock-hour requirements for class-
room and laboratory meetings presently prevailing at the College were used
61
�°'
3-10.
l'0
Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment and
Student Period Structure in Technology Division at Target Enrollments of 400, 700
and 1200 Students, by Program and Year Level
Student Period Structure
Lecture-Classroom
Laboratori
Enrollment
1st Ye~ 2nd Year 1st Year 2nd Year lst__Y_e_ar _2nd _1_ear
a
400 Stu_dents
Program
Forest Technology
Mining Technology
Engineering Technology
Engineering Technology (Ryerson)
Architectural Technology (Ryerson)
Total
Forest Technology
Mining Technology
Engineering Technology
Engineering Technology (Ryerson)
Architectural Technology (Ryerson)
Total
Forest Technology
Mining Technology
Engineering Technology
Engineering Technology (Ryerson)
Architectural Technology (Ryerson)
Total
42
3
31
34
17
126
59
4
43
48
23
177
85
5
29
2
21
23
12
86
40
3
29
33
16
121
58
630
60
522
34
399
437
360
714
36
279
204
319
28
210
230
1752
b
Students
1318
787
720
51
551
627
480
3207
2429
1200 Studentsc
1003
48
387
288
115
1841
440
42
290
330
558
714
340
2302
zoo
885
80
774
1008
460
62
70
33
3
42
48
22
1275
100
1116
1470
660
1044
51
798
912
660
255
173
4621
3465
aindex of growth, 1st year:
1.273; .681 progress to year 2.
b
Index of growth, 1st year:
1.788; .681 progress to year 2.
cindex of growth, 1st year:
2.576; .681 progress to year 2.
85
1445
60
558
420
165
2648
1102
638
42
420
480
1580
�in estimating the student period structure likely to be generated at the
several target Technology Division enrollments.
At the LOO-student level,
lecture-classroom meetings will account for L,o5L student periods per week,
while laboratory meetings will account for 2,105 student periods.
At the
12OO-student level, student periods in classroom meetings will increase to
8,086; student periods in laboratory meetings will total L,2L8.
L.
Nursing Program and University Division Part-Time Programs
Table 3-11 presents tre estimates of the student periods generated by
the nursing and the University Division part-time programs at the alternate
target enrollments.
For the nursing program, all students were treated as first-year students
since only one year of study is presently offered.
Nor is this likely to be
changed during the interval considered in this report.
However, the Con-
sultants have assumed a slight deepening in the offerings within the program
and have adopted planning parameters of
1L
hours per week of lecture-class-
room meetings and 6 hours per week of laboratory meetings for use in calculating the student period workloads generated at the target enrollments.
At the Loo-student enrollment, 1,582 student periods per week may be expected
in classroom meetings and 678 student periods per week may be expected in
laboratory meetings.
At the 12OO-student level, the classroom-laboratory
meeting workload is expected to increase to 2,926 student periods and l,25L
student periods per week, respectively.
The University Division part-time enrollment estimates were presented
earlier.
Clearly, the total weekly student periods generated by part-time
63
�3-11.
Lakehead College of Arts, Science and Technology: Hypothetical Student
Period Structure in Nurses' Program and University Division Part-Time
Students' Program at Alternate Target Enrollmentsa, by Type of Meeting
EntQllment
Nurses
Number of students
Lecture - classroom meetings
Hours per student per weekb
Total student periods per week
Laboratory meetings
Hours per student per weekb
Total student periods per week
University Division: ~&ti~
Number of students
Lecture - classroom meetings
Hours per student per weekc
Total student periods per week
Laboratory meetings
Hours per student per weekc
Total student periods per week
a
400
700
1200
Students
Students
Students
113
149
209
14
1582
14
2086
14
2926
6
678
6
894
6
1254
157
153
191
3
471
3
459
3
573
0.5
79
0.5
77
0.5
96
aFull-time target enrollments used for planning.
bThis is not the present program, but a target arrangement.
0
In 1962-63, there were 160 course registrations by part-time students.
They produced an estimated 459 weekly student periods in classroom meetings
and 63 weekly student periods in laboratory meetings, or 2.87 periods per
student and .39 periods per student, respectively. These averages have
been rounded upward for purposes of calculation, as indicated in the table.
64
�enrollment can vary widely.
There is also no basis for estimating the dis-
tribution between lecture and laboratory meetings other than the actual
experience of the College.
For these reasons, the 1962-63 data were analyzed
and averages of three hours of classroom meetings per student per week and
one-half hour of laboratory meeting per student per week were adopted for
use in estimating the number of student periods generated by the part-time
student group.
For the LOO-student level, this procedure produced an estim-
ate of L71 student periods in classroom meetings and 79 student periods in
laboratory meetings.
At the 12OO-student level, the figures increase to
573 student periods in classroom meetings and 96 student periods in laboratory meetings.
D.
Instructural Workloads:
Summary
The student period structures estimated for the several study programs
to be offered by the College provide a basis for evaluating the over-all
instructional workloads that can be expected at the target enrollments.
These over-all summaries are presented in tables 3-12
to 3-lL.
At the
Loo-student level, 8,992 student periods in classroom meetings and L,O61
student periods in laboratory meetings may be expecteda
The comparable
figures for the 7OO-student enrollment are lL,322 student periods in classroom meetings and 6,L51 student periods in laboratory meetings.
By the time
the 12OO-student enrollment is reached, classroom meetings will account for
23,3L7 student periods and laboratory meetings will reach 10,182 student
periods.
The full-time students will account for 85 percent of all student
classroom periods and 87 percent of all student laboratory periods at the
12OO-student enrollment.
65
�3-12.
°'
°'
Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at
Target Enrollment of 400 Students, by Year Level and Type of Meeting
1st
~
Lecture, classroom meetings
University Division
Arts
Applied Science
Technology Division
Subtotal: student periods
1401
480
2302
4183
1004
Nurses
University Division, part time
1582
471
1752
2756
2756
Laboratory meetings
University Division
Arts
Applied Science
Technology Division
Subtotal: student periods
436
420
1318
2174
343
Nurses
University Division, part time
678
79
Total:
student periods
student periods
2931
4th
All
2405
480
4054
6939
1582
471
6236
Total:
Year Level
3rd
787
1130
8992
779
420
2105
3304
678
79
1130
4061
�3-13-
Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at
Target Enrollment of 700 Students, by Year Level and Type of Meeting
.kt:
2nd
Lecture, classroom meetings
University Division
Arts
Applied Science
Technology Division
Subtotal: student periods
2051
688
3207
5946
1404
504
2429
4337
Nurses
University Division, part time
2086
459
hth
All
1126
368
1126
368
4949
1192
5636
11777
--
--
---
---
2086
459
8491
4337
1126
368
14322
Laboratory meetings
University Division
Arts
Applied Science
Technology Division
Subtotal: student periods
630
602
1841
3073
491
336
1102
1929
385
93
1599
938
2943
5480
Nurses
University Division, part time
894
77
--
---
--
--
894
77
4044
1929
385
93
6451
Total:
Total:
°'
--J
Year Level
3rd
student periods
student periods
--
---
--
--
--
--
385
93
--
--
�~
co
3-14-
Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at
Target Enrollment of 1200 Students, by Year Level and Type of Meeting
Year Level
3rd
hth
All
2285
741
2285
---·
741
10014
1748
8086
19848
il1
1ng
Lecture, classroom meetings
University Division
Arts
Applied Science
Technology Division
Subtotal: student periods
4160
992
4621
9773
2828
756
3465
7049
Nurses
University Division, part time
2926
573
---
--
--
---
2926
573
13272
7049
2285
741
23347
Laboratory meetings
University Division
Arts
Applied Science
Technology Division
Subtotal: student periods
1293
868
2648
4809
989
504
1580
3073
773
177
773
177
--
3232
1372
4228
8832
Nurses
University Division, part time
1254
96
--
--
---
---
1254
96
6159
3073
773
177
10182
Total:
Total:
student periods
student periods
---
---
•
--
�E8
Students in Residence
Enrollment at the College will not consist entirely of students who
commute on a daily basis.
Some students will be interested in and require
dormitory facilities on campus.
The College has already recognized this
and built the first student residential unit on campus.
It is likely that
the number of students that would require accommodation will increase from
the present dormitory capacity of 50 students.
But the extent
to which
such dormitory capacity is required or must be provided is a matter of
policy and can be controlled by the College.
In 1961, L3 percent of all freshman students in Ontario universities
were residents of other countries, other provinces, or sections of Ontari~
other than the cities or suburban areas in which the universities were
located.
At Lakehead College, 21 percent of the freshmen in 1961 had home
addresses other than th~ university city or suburban area.
The predomin-
ately local nature of the College and the lack of student accommodations on
campus probably account for the disparity between the College and all universities in the Province in regard to the proportion from out of town.
As mentioned above, the Consultants believe that the number of students
provided with residential accommodation on campus is a matter of policy.
However, the terms of reference of this study include the development of a
master plan for campus development; therefore, a conservative estimate of the
distribution of students between commuter and non-commuter status was adopted
for planning purposes.
The pattern as adopted is roughly consistent with
the distribution of freshmen by home address in the College in 1961.
69
�Thus, for planning purposes, it was assumed that 25 percent of the
students would not be commuter students and would require some kind of residential accommodation on campus.
Of these, it was assumed that 75 percent
w:,uld be male students and 25 percent would be female students.
The latter
distribution is roughly consistent with the projections of full-time male
and female enrollment at higher educational institutions over the next
decade.
Thus, the planning parameters imply a total of 100 students in
residence at the ~00-student target, 175 students in residence at the 700student target and 300 students in residence at the 1200-student enrollment.
Tables 3-15 and 3-16 present these data in greater detail.
70
�3-15.
Ontario Universities: Home Addresses of Freshmen
Enrolled in October, 1961
All UDl~ers1tle~
Number
PerceDt
I
I
University city
Suburban area
Elsewhere in Ontario:
Total
Remainder of county
or district
Other cities in Ontario
Other counties or districts
in Ontario
L~kehead CoJ_lege
Number
Percent
3230
1035
36.6
11.7
69
54
40.8
32.0
( 3802)
( 43 .1)
(36)
(21.3)
287
2386
3.2
27.0
14
19
8.)
llo2
1129
12.8
3
1.8
Other provinces
Outside Canada
419
345
4. 7
3o9
9
1
5.J
Total
8831
100.0
169
.6
100.0
71
�3-16 ... Lakehead College of Arts, Science and Technology:
for Residential Accommodation at Alternate Target
Enrollment category·
Total
University city and
suburban area
Non-commuter enrollment
Residence requirements
Total (non-commuter
enrollment)
Male
Female
72
Requirements
Enrollment
700
12ocr
Students
Students
Typical
Distribution:
Percent
400
Students
100.0
400
700
1200
75.0
25.0
300
100
525
175
900
JOO
100.0
75.0
25.0
100
75
25
175
132
43
300
225
75
�CHAPTER L
TEACHING STATION REQUIREMENTS:
CLASSROOMS AND TEACHING LAPDRATORIES
The requirements for the classroom and teaching laboratory components
of the College's physical plant are dependent upon several factors.
Among
them are the aggregate contact or clock hours of classroom and laboratory
meetings projected, the typical section sizes of these meetings, the number of hours available in the teaching week, and the effectiveness with
which classroom and teaching laboratory capacity is used.
The remainder
of this chapter explains the procedure used in estimating the number of
classrooms and laboratories required and the number of student stations to
be included therein at the alternate target enrollments.
A.
Instructional Load:
Clock Hours
In order to determine how much teaching space capacity is needed, it
is necessary to convert the instructional load data presented in the form
of total student registrations into corollary estimates reflecting the
number of clock hours of classroom and teaching laboratory meeting time
required.
To this end, planning parameters regarding the typical sizes of
instructional meeting groups in lecture-classroom and laboratory meetings
must be developed; this will permit the conversion of the weekly student
period workloads into weekly meeting group workloads.
The last is the
more appropriate workload figure for evaluating the number of hours of
faculty time required in formal instructional meetings.
As a general rule, student groups in classroom and laboratory meetings
decline in size as the students progress through the various programs of
73
�study.
This occurs for a number of reasons.
For one, faculty generally
prefer smaller meeting groups as the teaching material becomes more advanced and difficult to deal with.
For another, the number of specialized
course offerings tends to increase as the students progress to the more
advanced levels of instruction and there are fewer students taking the
same courses.
As a result, the average number of students per course tends
to decline as the number of students decreases and the number of courses
increases.
This is corroborated by evidence concerning practice at other
institutions, and is consistent with the declared preferences of the College
faculty as revealed in interviews with departmental chairmen held at the
outset of this study.
For lecture-classroom meetings, the maximum sizes of meeting groups
adopted as planning parameters for use in this study were as follows:
first
year, Lo students; second year, JO students; third year, 25 students; fourth
year, 20 students.
However, while these figures represent the maximum
sizes of the student meeting groups, the typical size meeting group will
vary downward from the acceptable maximum.
vary from institution to institution.
The extent of variation will
However, the Consultants believe
that there are reasonable standards with respect to the effectiveness with
which student station capacity can be utilized and that a standard of 75
percent should be adopted by the College when evaluating the needs for
classroom station capacity.a
aStudent station utilization represents the proportion of available student
station capacity that is utilized during periods when teaching stations are
scheduled and in use. Thus, a 100-station classroom used ten hours per week
with an average of 50 stations in use during these ten hours wruld have a
student station utilization rate of 50 percent.
�Therefore, the typical size of student meeting groups in classroom meetings
is 25 percent lower than the maximum size mentioned above.
A similar analysis may be conducted for laboratory teaching stations.
In general, the maximum size of laboratory meeting groups is lower than that
of classroom meeting groups at the same year level.
However, a slightly
higher planning parameter for student station utilization is appropriate in
laboratory meetings.
Table L-1 summarizes the data and derivation of the
planning pg.rameters for the typical sizes of instructional meeting groups
in lecture-classroom and laboratory meetings by year level.
With these planning criteria in hand, the number of clock hours of
meetings per week in lecture-classroom and laboratory meetings at each
target enrollment may be estimated.
The procedure involves the division
of the estimated instructional workloads per week, expressed in terms of
student periods, by the planning parameter for the typical size of meeting
group for the year level and type of meeting in question.
Thus, at the
LOO-student enrollment 6,236 student periods per week in classroom meetings
are projected for the first-year level of enrollment.
The typical size of
classroom meeting groups at this year level is 30 students.
Dividing the
number of student periods by the typical size of the classroom meeting group
yields an estimate of 208 clock hours of classroom-type meetings per week
generated by first-year students.
The same procedure was applied at each
target enrollment for each year level of enrollment and type of meeting.
By way of sumrrary, the 8,992 classroom student periods projected for
the LOO-student enrollment yield a total of 318 clock hours of classroom
meetings per week, while the L,061 laboratory student periods yield a total
I
75
�4-1.
Lakehe·ad College. P.la.p.ning Parameters for Typical Sizes of ·
Instructional Meeting Groups in Lect.u re-Classroom and
Laboratory Meetings, by Year Level
Item
Lecture, classroom meetings
Maximum size of meeting group
Student station utilization
planning parameter
Typical size of meeting group
Calculated
Use
Laboratory meetings
Maximum size of meeting group
Student station utilization
planning parameter
Typical size of meeting group
Calculated
Use
76
1st .
Year Level
2nd
Jrd
40
30
25
20
30
30
23
25
19
20
15
15
36
24
24
12
.80
29
30
.80
.80
19
19
20
20
.Bo
10
10
�of 155 clock hours of laboratory meetings per week.
By the time the 1200-
student enrollment is reached, the weekly clock-hour workload in lectureclassroom meetings increases to 887 hours, while the comparable clock-hour
workload in laboratory meetings totals L16 hours.
B.
Teaching Station Requirements
The next step in the analysis was the conversion of the clock-hour
workload estimates into the number of classrooms and laboratories required
at the alternate target enrollments.
Two further types of information were
needed in order to work out the underlying functional relationship.
First,
a planning parameter was required with respect to the number of hours of
teaching time available per week in classroom and teaching laboratory facilities.
Second, planning assumptions were needed with regard to the intensity
with which teaching station capacity would be used at the alternate target
enrollments.
The length of the teaching week may be expressed as the number of hours
during which classes might normally be scheduled during the course of the
week.
Classes at the College presently begin at 9:00 .AM
and extend to
6: 00 PM . in the evening. It is assumed that this basic daily schedule will
continue to be used in the future, that no classes will be scheduled during
the Saturday morning hours and that one hour of effective utilization will
be lost each day as a result of luncheon requirements.
On this basis, the
gross teaching week totals Lo hours of available time per teaching station.
Another important variable in determining how many teaching stations
are required is the intensity with which classroom and laboratory facilities
77
�--..J
co
4-2.
Lakehead College of Arts, Science and Technology: Estimated Clock-Hour Instructional Workload
per Week at Alternate Target Enrollments, by Type of Meeting and Year Level
Yea;c L§JZ:§l
~
~
2nd.
..3m
~
All
---
8992
---
4061
400 Students
Lecture, classroom meetings
Student periods per week
Typical size of meeting group
Clock hours of meeting per week
Laboratory meetings
Student periods per week
Typical size of meeting group
Clock hours of meeting per week
6236
30
208
2756
25
110
2931
30
98
1130
20
57
--
----
318
155
700 Students
Lecture, classroom meetings
Student periods per week
Typical size of meeting group
Clock hours of meeting per week
Laboratory meetings
Student periods per week
Typical size of meeting group
Clock hours of meeting per week
8491
30
283
4337
25
173
1126
20
56
368
15
25
14322
4044
30
135
1929
20
96
385
20
19
93
10
9
6451
537
259
i200 Students
Lecture, classroom meetings
Student periods per week
Typical size of meeting group
Clock hours of meeting per week
Laboratory meetings
Student periods per week
Typical size of meeting group
Clock hours of meeting per week
13272
30
442
7049
25
282
2285
20
114
741
15
49
23347
6159
3073
20
154
773
20
39
177
10
18
10182
JO
205
887
416
�can be scheduled.
Several possibilities were considered.
facilities, room utilization criteriaa ranging from
So
For classroom
to 70 percent were
used in calculating the number of teaching stations required.
laboratories, room utilization rates ranging from 30 to
So
For teaching
percent were used.
The Consultants believe that room utilization rates of 70 percent in
classroom facilities and
So
percent in laboratory facilities represent
reasonable standards of operation and should be adopted as targets that the
College will aim to achieve in the operation of its physical plant.
the Consultants
However,
recognize the difficulty of attaining these levels of
operating effectiveness when over-all enrollment is lower than 1200 students
and when there may be a requirement for specialized facilities that cannot
be justified solely in terms of the workloads they satisfy.
Therefore, a
sliding scale has been adopted for estimating the room utilization standards
applicable at the various target enrollments.
ization rate of
So
For classrooms, a room util-
percent is assumed for the LOO-student enrollment, rising
to 70 percent by the time the 1200-student enrollment is reached.
For
teaching laboratories, the room utilization rate posited for the LOO-student
enrollment is 30 percent, and it rises to the target level of
So
percent
by the time the 1200-student enrollment is realized.
By dividing the clock-hour workload per week by the adjusted total of
available teaching hours per week (the gross teaching week modified by the
projected room utilization rate), the number of teaching stations required
aRoom utilization criteria refer to the proportion of available teaching
hours that teaching stations are actually in use. For example, use of a
70 percent utilization criterion and a LO-hour teaching week would imply
an average room use of 28 hours.
79
�to service the specified workload may be obtained.
For example, consider
the number of classrooms required at the LOO-student enrollment.
clock-hour workload for classroom-type meetings is 318 hours.
The total
The teaching
week totals Lo hours, but when adjusted for a 50 percent room utilization
rate is effectively only 20 hours per week per station.
Dividing the total
clock-hour workload by the effective teaching week per station (318/20)
yields a total requirement for 16 classroom-type teaching stations.
The
same procedure applied at the several target enrollments ;yields the following
estimates:
22 classrooms for 700 -students; 32 classrooms for 1200 students;
13 teaching laboratory stations for LOO students; 16 teaching laboratory
stations for 700 students; and 21 teaching laboratory stations for 1200
students.
C.
These data are presented in detail in table L-3."
Summary
In this chapter, estimates have been presented of the teaching stations
required by the College to service the target enrollments.
The total capa-
city required in classroom and teaching laboratory facilities has been indicated.
The calculations, however, have been confined to the number and
size distribution of rooms required for group meetings.
needs of the teaching space complex haye been noted.
The general capacity
The actual program
specifying the number of square feet of space required is presented in a
later chapter, as are the actual classroom size distribution and space
planned.
80
�4-3·
Lakehead College of Arts, Science and Technology:
Classroom and Laboratory Teaching Station
Requirements at Alternate Target Enrollments
E;a;r:cllm~nt
~
Classrooms
Clock-hour workload per week
Teaching week: number of hours
available per teaching station
Gross total
Room utilization rate (percent)
Adjusted total
Number of teaching stations
required
Laboratories
Clock-hour workload per week
Teaching week: number of hours
available per teaching station
Gross total
Room utilization rate (percent)
Adjusted total
Number of teaching stations
required
400
Students
700
Students
1200
Students
318
537
887
40
50
20
40
60
24
40
70
28
16
22
32
155
259
416
40
30
12
40
40
16
40
50
20
13
16
21
81
�CHAPTER
5
STAFF REQUIREMENTS
Having considered the instructional workloads and teaching station
requirements implied by the alternate target enrollments, it is appropriate
to turn to questions associated with the staff population of the College.
The estimates of staff requirements will represent a useful link in determining the space requirements of the College at the target enrollments.
A.
Faculty Requirements
Two broad approaches were used in estimating the faculty requirements
of the College at the target enrollments.
In the first approach, faculty
requirements were taken to be a function of the clock-hour workloads generated at the target enrollments in the form of classroom and laboratory
meetings.
In the second approach, faculty requirements were estimated as
a function of the student/staff ratio appropriate to the several categories
of enrollment at the College.
Consider the first approach.
In order to make faculty requirements
a function of the total clock-hour workload per week, it is necessary to
adopt a planning parameter with respect to the average weekly teaching load
per faculty member.
within institutions.
It is well known that this varies widely among and
A figure commonly used as an upper limit for college
and university faculty is 12 clock hours of teaching per faculty member
per week.
per week.
82
However, in practice the average tends to be closer to 9 hours
�The problem is further complicated by the difficulty of defining a
clock hour of instruction.
Everyone agrees that an hour of laboratory in-
struction requires a different kind of preparation than an hour of classroom instruction.
It also is generally agreed that a laboratory hour of
instruction is not the equivalent of a lecture hour of instruction in
terms of actual workload.
into account varies.
But the way in which this difference is taken
In order to arrive at an equivalent clock-hour work-
load total at the alternate target enrollments, a planning parameter was
adopted under which one laboratory hour was treated as the equivalent of
half a lecture hour.
Thus, the projected total equivalent clock-hour
workloads at the 400-, 700- and 1200-student enrollments are 396 hours,
667 hours and 1,095 hours, respectively.
Two estimates were then prepared of the faculty requirements at the
alternate target enrollments.
Under Estimate 1, the equivalent clock-
hour workload was divided by an average weekly teaching load per faculty
member of 12 hours per week.
The estimated faculty requirements under
this procedure range from 33 persons at the 400-student enrollment to 91
persons at the 1200-student enrollment.
Under Estimate 2, the 9-hour
teaching load per faculty member was used.
The resulting projections of
faculty requirements range from 44 persons at the 400-student enrollment
to 122 persons at the 1200-student level.
Because of the difficulties associated with these procedures, the Consultants investigated another approach to the problem of estimating faculty
requirements.
In this second approach, emphasis is placed upon the stu-
dent/staff ratio, a figure often used in budgeting.
The procedure involves
83
�the division of the number of students in a particular enrollment category
by a planning parameter for the number of students per staff member appropriate to that enrollment category to obtain the number of faculty members
required.
By way of example, an enrollment of 100 students divided by a
planning parameter of 10 students per staff member would yield a requirement for 10 faculty members.
The projected number of students in each enrollment category has already been estimated.
Only the planning parameters for the student/staff
ratio appropriate to each enrollment category are needed to complete the
faculty requirement estimates.
ing the appropriate ratios.
A variety of sources were used for develop-
For the University Division, data reflecting
conditions at Canadian institutions ·of higher education .were examined.
For institutions in Central Canada, the student/staff ratio has declined
from 16.0:1 in 1951-52 to 13.5:1 in 1961-62.
trend is in evidence.
A very pronounced downward
The Consultants believe the trend will continue,
but in somewhat retarded fashion, and have adopted as a planning parameter
a student/staff ratio of lJ.0:1.a
In a similar manner, an appropriate planning parameter was developed
for the student/staff ratio in the Teclmology Division.
Data for Ontario
technical institutes for the past several years indicated an average
student/staff ratio of 16.6:1.
No definite trend could be established
on the basis of the available data.
Therefore, the Consultants adopted
aThis 'is approximately consistent with tlie material presented in the study
prepared by the Committee of Presidents of Provincially -A ssisted Universities
on post-seconoary education in Ontario.
�a student/staff planning parameter of 16:1 for use in estimating the faculty requirements of the Technology Division.
Using the student/staff ratio approach for calculating faculty requirements, the following estimates of faculty were obtained for the alternate target enrollments:
at 400 students, 38 faculty; at 700 students,
64 faculty; at 1200 students, 105 faculty.
The data involved in the development of the alternate faculty requirement estimates are presented in table 5-1.
For purposes of the remainder
of this study, Estimate 3, the faculty estimate based upon the student/
staff ratio approach, was adopted.
This approach yields results that are
more consistent with general experience and the probable course of development than are the other estimates outlined above.
One further aspect of the faculty picture should be discussed.
For
use elsewhere in this report in connection with financial considerations,
an estimate of the faculty structure by rank is useful.
Therefore, an
investigation was conducted into the prevailing conditions in Canadian
I
I
I
I
higher educational institutions with respect to distribution of full-time
faculty by rank.
Analysis of the data yielded the following weighted
average distribution:
professors, 28.3 percent; associate professors, 21.7;
~ssistant professors, 26.3 percent; lecturers and instructors, 23.6 percent.
The results of applying this distributional pattern to the total
faculty estimate at the alternate target enrollments are presented in
table 5-2.
I
I
I
85
�5-1.
Lakehead College of Arts, Science and Technology~ Alternate Estimates of Faculty Requirements
at Alternate Target Enrollments
400
llem
Clock-hour workload per week
Lecture, classroom meetings
Laboratory meetings
Number
Equalized
Total equivalent clock hours
Estimate 1
Average weekly teaching load per
faculty member
Faculty requirements
Implied ratio: students per
staff member
Estimate 2
Average weekly teaching load per
faculty member
Faculty requirements
Implied ratio: students per
staff member
Estimate 3
Enrollment
University Division
Technology Division
Othera
Ratio: students per staff member
University Division
Technology Division
Other
Faculty requirements
University Division
Technology Division
Other
Total
Recapitulation:
Estimate 1
Estimate 2
Estimate 3
N.B.
Enrollment
700
1200
Stpdents
Students
Students
318
537
887
155
78
259
130
416
208
396
667
1095
12
12
33
56
12
91
12.1
12.5
13.2
9
44
9
74
9
122
9.5
188
212
144
13
16
13
402
298
180
13
16
13
14
31
13
19
772
428
247
13
16
13
59
27
11
14
19
38
64
105
33
44
38
56
74
91
122
105
faculty requirements
64
Estimate 3 adopted for use in planning.
aAll nurses plus one-fifth of part-time students in University Division.
86
�5-2.
Lakehead College of Arts, Science and Technology: Faculty
Requirements · at Alternate Target Enrollments, by Rank
Rank
~~~
All ranks
Professor
Associate professor
Assistant professor
Other
Percentage
Di ~:tribJ.J.:ticD
100.0
~
21.7
26.3
23.6
S:tmien:t~
Enrollment
700
S;tiid~D:t~
1200
~:t1.ui ~n:t ~
38
11
8
10
9
64
18
14
17
15
105
29
23
28
25
400
87
�B.
Total Staff Requirements
Budgetary considerations and institutional structure will largely
determine the extent to which the College faculty is supplemented by various classes of supporting personnel, as well as the distribution of nonfaculty personnel among broad departmental groups.
Table
5-3
presents
an estimate of the potential structure of the over-all staff of the College
at the alternate target enrollments.
These estimates are approximations
only; they do not reflect the results of a detailed evaluation of the
course of personnel development in each component of the College.
More
reliable estimates of the characteristics of future personnel expansion
for each administrative unit can be developed only after a type of study
that goes beyond the scope of the Consultants• responsibilities in this
project.
However, the data were developed on the basis of the Consultants'
experiences at other institutions and provide a useful reference benchmark in dealing with various aspects of the campus development program.
As may be seen in the table, total staff requirements at the several target enrollments are as follows:
at the 400-student level, 100 persons;
at the 700-student level, 168 persons; at the 1200-student level, 276
persons. , .
These figures may be considered as upper limits.
Somewhat lower totals
were used as the basis for the estimate of parking requirements in Chapter
9.
88
�I
I
S-3.
Lakehead College of Arts, Science and Technology: Hypothetical
Structure of Total Staff Requirements at Alternate
Target Enrollments
Percentage
Distribution
400
Students
Enrolllllent
700
Students
1200
Students
All departments
Faculty and other
professional
Supporting staff
1000
100
168
276
47.0
SJ.0
47
SJ
79
89
130
146
Academic departments
Faculty and other
professional
Supporting staff
4S.S
46
76
126
JB.o
38
7.S
8
64
13
10s
21
Non-academic departments
Faculty and other
professional
Supporting staff
54.S
54
92
lS0
9.0
4S.S
9
45
lS
76
25
126
N.B.
Items may not add to totals due to rounding.
�CHAPTER 6
ACADEMIC SPACE RE~UIREMENTS
In this chapter the requirements for academic space will be presented.
Academic space is defined to include classrooms, laboratories, other space
used by academic departments and faculty office space.
office space is considered in the next chapter.
space is considered only in terms of net area.
Administrative
In both Chapters 6 and 7
Gross area building re-
quirements are first considered in Chapter 8.
A.
Classroom-Type Space
This category comprises lecture theaters, classrooms and seminar
rooms.
The Consultants believe that these facilities should be considered
as available :on a· College-wide basis, rather than allocated to specific
departments.
Higher utilization rates may be achieved if classrooms are
assigned interchangeably among divisions and other elements of the academic
organization.
1.
Classroom Capacity Distribution
The number of classrooms required at each enrollment level has been
calculated in Chapter
4.
For
400
students 16 rooms (or teaching stations)
will be required; for 700 students the total is 22 rooms; and for 1200
students the total is 32 rooms.
The next step is the determination of the
distribution of classroom sizes within these totals or, expressed in other
terms, the number of student stations by capacity size group.
90
�During the field survey phase of the project the Consultants solicited
information from the administration and faculty of the College concerning
the desired maximum and typical section sizes preferred for each course~
This information was used in Chapter 3 as a basis for determining the number of clock hours of instruction required for the target enrollments in
classroom work.
The preponderant choice of course section size was in
the 25-40 group, except for nurses' courses.
However, it would be inad-
visable to restrict the classroom sizes to such a narrow range.
Over time
the range of section sizes may prove in fact to be considerably wider than
was expressed by the faculty currently.
For example, heavily attended
lecture courses may consist of one or two hours of meeting as a single,
large section.
A third hour might break down this large group into several
small recitation sections or seminars.
In any case the Consultants feel
it wise to build in a margin of safety by increasing the range of classroom sizes and the number of student stations as well.
The recommended
distribution of classrooms and seminar rooms is presented in table 6-1.
Over 1,800 stations are available for 1200 full-time students plus nurses.
This is probably in excess of any likely load on the facilities.
On the
other hand the JOO-station lecture theatre can be justified by its use for
extra-curricular activities as well.
A classroom to hold all first-year
Arts students in a single section will require about 200 seats.
2.
Space Standards for Classrooms and Seminars
The area of the projected classrooms may be determined by multiplying
the number of student stations in each by the number of square feet per
station, as indicated in table 6-1.
The square feet per station will vary
91
I
�6-1.
Lakehead College of Arts, Science and Technology:
Space Requirements for Classroom-Type Rooms
Number of u~~;ts
Enrollment
Categor:y
1.0.Q
l2.QQ.
Area per
Unit
Total A;r:~a.- ·ia
En.:ollm~nt
1QQ.
12.QQ
( square feet)
Lecture rooms
Capacity: 300
Capacity: 225
Capacity: 140
Capacity: 100
1(225)
1(140)
1(300)
1(225)
1(140)
1(100)
11.5
12
12
12
Subtotal
Classrooms
Capacity:
Capacity:
60
40
5(60)
9(40)
7(60)
13(40)
12.5
14
Subtotal
Seminar rooµis
Capacity:
16
Total
6(16)
22
8(16)
32
20
2700
1600
3450
2700
1680
1200
4380
9030
3750
5040
5250
7280
8790
12530
1920
2560
15090
24120
aFor a student enrollment level of Loo, assume one classroom@ !LO stations,
three@ 60 stations, eight@ Lo stations and four@ 16 stations. This will
imply a total area of 9,690 square feet.
92
�I
I
inversely with the capacity of the room, as the percentage of aisle space
diminishes in larger rooms.
The student station in all classrooms is as-
sumed to be a tablet arm chair.
The chairs are arranged in rows three
feet two inches back-to-back and two feet on centers.
A space of seven
feet six inches multiplied by the width of the room is recommended to
accommodate circulation and the instructor's desk at the front.
Aisles
extending from the front to the rear are at least two in number and are
a minimum of three feet in width.
A typical room is illustrated in plate 2.
The unit area for seminar rooms is 20 square feet per person, providing 24 linear inches of table per student and permitting the arrangement
of tables to form a circle or a polygon.
Plate 2 also shows this arrange-
ment.
B.
Departmental Space
The balance of the academic space may be designated as departmental
space in that each room may be assigned to a particular department.
How-
ever, only a few departments, all in the field of science, merit separate
consideration as such for purposes of programming space.
For example, the
humanities and social sciences, with only a few exceptionsa, require nothing
but classroom and faculty office space.
As the former have already been
programmed, subsuming the requirements of these disciplines, no special
aThe exceptions are the Department of Psychology, which may develop as a
middle ground between the social and the natural sciences, the language
laboratory and a map room for work in History.
93
�PLATE 2
PLANNING STANDARDS AND UNIT AREA ALLOCATIONS
CLASSROOMS • AND SEMINAR-CONFERENCE ROOMS
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�consideration of English, Political Science and so forth as departments
is required.
The space programs presented in this chapter are organized as follows.
The four departments with the widest variety of facilities requirements
are presented first.
These are the three basic sciences, Biology, Chemistry
and Physics, and the Department of Psychology.
science facilities follows.
A table of interdepartmental
Then the balance of the laboratory and special
purposes areas for both science and non-science departments is listed.
Finally, academic space requirements, including faculty office space, are
summarized for all enrollment levels.
1.
Department of Biology
This department, including botany and zoology, will offer a major
and also provide service courses for students in other departments.
Table
6-2 indicates a potential development of this Department's facilities.
The
main groupings are office space, teaching laboratories, research space
and miscellaneous facilities.
The number of stations in elementary labora-
tories is based on the section size preferences of the faculty.
The area
per unit or per station reflects the amount of bench space required by the
individual student.
2.
Department of Chemistry
This Department's space program (table 6-3) follows the outline of
the Department of Biology~
Separate laboratories are listed for elementary
work and for analytical, organic and physical chemistry.
Organic chemistry
95
�6-2..-.., Lakehead College of Arts, Science and Technology:
for the Department of Biology
Category
Number of Units
Enrollment
1200
700
Space Requirements
Area per
Unit
'' Total ·Area
Enrollment
700
1200
(square feet)
Office space
Faculty
Assistant
Subtotal
Teaching laboratories
Elementary
Advanced
Advanced
Preparation and storage
Sub.total
Research space
Faculty
Undergraduate
Subtotal
Miscellaneous space
Animal quarters
Darkroom
Glassware storage
Chemical storage
Media preparation
and autoclave
Transfer room
Herbarium
Subtotal
Subtotal
Storage
Total
96
4
1
2(24)
20
16
2
6
5
2
2(24)
20
20
3
8
100
50
400
50
450
500
100
600
40
50
50
1920
1000
800
500
4220
1920
1000
1000
4720
220
360
580
480
810
110
60
Boo
330
325
80
450
50
50
60
60
75
50
60
700
Bo
75
50
100
865
5950
6995
300
355
6250
7350
�b- 3 . .,
Lakehead College of Arts, Science and Technology:
for the Department of Chemistry
Nwnl.2ei: Q;t: Unit~
Eni:Qllm~D:t
Catee;m:y
1.QQ
l2.QQ
Space Requirements
Area per
U;c.i:t
Tc:tial A;c:~a
E;c.i:cllm~nt
1QQ
12.Q.Q.
( square feet)
Office space
Faculty
Assistant
Subtotal
Teaching laboratories
Elementary
Analytical
Organic
Physical
Preparation and storage
Balance rooms
Subtotal
Research space
Faculty
Undergraduate
Subtotal
Miscellaneous space
Stockroom
Special chemicals
Subtotal
Subtotal
Storage
Total
•
I
4
2
2(24)
20
20
8
2
3
5
100
3
50
2(24)
20
20
10
40
45
3
5
400
100
500
500
150
650
65
1920
900
1000
520
800
370
5510
1920
900
1000
650
1100
370
5940
110
60
220
180
400
330
300
630
450
100
500
50
550
100
600
6960
7820
355
395
7315
8215
97
�will probably be taken by Biology and pre-medical majors as well as by
those specializing in Chemistry.
48 stations, are listed.
Two elementary laboratories, totalling
These might function to accommodate three groups
of 16 students, each group led by a teaching assistant.
Overflow from
these laboratories could be accommodated in the room for analytical chemistry, which will probably have a low utilization rate.
J. Department of Physics
Whether or not a major is offered in Physics, it will probably be
essential to provide one elementary and two advanced laboratories.
Stu-
dents in Applied Science will probably take two years of Physics before
the 1200-student enrollment is reached.
4.
Department of Psychology
It is assumed that this Department will, in the not too distant future,
follow the prevailing pattern of offering experimental work.
may imply working with small animals.
In time this
The inclusion of an audition labora-
tory for experiments in hearing and speech is, of course, conjectural; however, some specialized space of comparable size will probably be needed
before 1974.
5.
Interdepartmental Science Facilities
A number of auxiliary science facilities can be shared by two or more
departments.
Table 6-6 lists two groups of these facilities.
The first
consists of a series of small areas which are attached to the principal
science lecture-demonstration room.
98
The second consists principally of
�6-4.
Lakehead College of Arts, Science and Technology:
for the Department of Physics
Numher of Units
Enrollment
1QQ
l2.QO.
Space Requirements
Area per
Unit
Total Area
Enrollment
1.QQ.
l2.QO.
( square feet)
Office space
Faculty
Assistant
Subtotal
Teaching laboratories
Elementary
Advanced
Advanced
Preparation and storage
Darkrooms
Subtotal
Research space
Faculty
Undergraduate
Subtotal
Miscellaneous space
Battery room
Subtotal
Storage
Total
2
3
100
200
300
1
1
50
50
250
50
350
24
6
24
12
12
40
60
80
960
480
480
2
2
50
100
2270
960
720
960
345
100
110
60
110
180
290
520
100
100
2910
4055
145
205
3055
4260
8
250
1
3
2
5
3085
220
300
99
�6-5.~ Lakehead College of Arts, Science and Technology:
for the Department of Psychology
Category
Number of Units
Enrollment
700
1200
Space Requirements
Area per
Unit
Total Area
Ehrollment
700
1200
(square feet)
Office space
Faculty offices
Subtotal
Teaching laboratories
Experimental
Assembly area
Audition laboratory
Subtotal
Research space
Faculty
Storage
Subtotal
Miscellaneous space
Animal quarters
Animal experiment area
Shop
Subtotal
Subtotal
Storage
Total
100
2
3
100
200
200
300
300
16
16
16
16
55
880
880
320
150
1350
20
320
1200
2
3
110
220
330
295
125
455
120
200
100
420
150
200
100
450
2115
2555
110
130
2225
2685
75
�I
I
I
I
I
I
I
6-6. , Lakehead College of Arts, Science and Technology:
Space Requirements
for Interdepartmental Science Facilities
Number of Units
Categocy;
Enrollment
1QQ
~
Area per
Unit
Total Area
Enrollment
700
llQQ.
( square feet)
Lecture demonstration areas
Biology
Chemistry
Physics
General
Subtotal
Miscellaneous areas
Shop
Darkroom (photographic)
Tracer laboratory
Instrument room
General office
Subtotal
Total
75
75
160
100
410
75
75
160
100
410
400
150
600
300
150
1600
500
150
600
400
150
1800
2010
2210
101
�rooms containing scientific apparatus.
The largest of these, a laboratory
for isotope work, will probably not be needed until the enrollment has
passed 700.
It can serve Biology and Chemistry and possibly Physics as
well.
6.
Miscellaneous Laboratories and Special Purpose Areas
The listing in table 6-7 indicates some space for courses not presently offered.
These are an electronics laboratory for work in Electronics
Technology and an accounting laboratory for courses in Business Administration, probably at the technology level.
is viewed as a future likelihood.
at other institutions.
The inclusion of these facilities
Both attract large numbers of students
However, even if these particular subject areas
are not offered, some expansion of facilities based on broadened courses
of study in technology is likely.
Thus, at the 1200-student enrollment
level the total number of laboratories has been raised from 21, as projected in Chapter 3, to 24, including those in tables 6-2 through 6-5 and
table 6-7.
These include a calculator room suitable as a laboratory in
such course areas as statistics, biometrics, psychology and business accounting.
Space for Forestry, Geology and Mining follows current practice.
A testing laboratory and drafting rooms will relate to Engineering Technology and Applied Science programs.
The number of drafting boards required
is more significant than the number of drafting rooms.
At the 1200-stu-
dent enrollment level 1,320 student period hours of drafting per week will
be scheduled for courses in Technology and Applied Science.
scheduled hours per week, 55 boards will be needed.
Assuming 24
However, non-scheduled
use of these boards for assignment is also needed, so that 100 boards have
102
�6-7.
Lakehead College of Arts, Science and Technology: Space Requirements
for Miscellaneous Laboratories and Special Purpose Areas
lil.lw:ber o! Unit~
Em::cllwent
Cate~o;r:y
100
l2QQ.
Area per
Un;i,t
Tctal A;c~a
E;w:ollm~nt
~
l2QQ.
( square feet)
Science and Technology areas
Drafting (three rooms)
Electronics
Forestry
Geology
Materials testing
Mining
Preparation and storage
spacea
Subtotal
I
I
I
I
I
Non-science areas
Accounting
Calculator room
Language laboratory
Auxiliary space
Map room
Storage
Subtotal
Total
65
35
100
35
25
35
30
35
25
12
18
30
40
20
16
35
35
35
35
40
45
3500
2275
1225
1050
1225
1000
540
1225
1050
1225
1000
810
1095
8410
1320
10130
40
18
720
25
25
500
24
30
480
150
200
12.5
217.5
720
625
720
200
250
200
271.5
10,58.5
12845
aThis item is computed at 1,5 percent of the listed Science and Technology
laboratory space.
I
I
103
11
�been programmed.
Similar calculations formed the basis of the estimates
at the other target enrollment levels.
7.
Summary
The summary of academic space requirements is presented in tables
6-8 and 6-9.
The totals of 70,585, 51,730 and 29,125 net square feet
of academic space for the 1200-, 700- and 400-student enrollment levels
may be calculated also as net area per full-time student.
ing figures are then 59, 74 and 73 square feet per student.
The correspondThus, the
1200-student level, although providing the greatest variety of facilities,
proves the most efficient and economical of the three target enrollments
in respect to required academic space per student.
A parallel situation
is found to obtain with regard to non-academic space, as described in the
next chapter.
8.
Space Standards for Laboratories, Research Space and Offices
The unit area per station in teaching laboratories varies with the
complexity and type of apparatus used.
Rooms with fewer stations generally
require more square feet per student, as the proportion of circulation
space is necessarily greater.
Preparation rooms associated with the lab-
oratories are estimated at 15 percent of the area of the laboratory proper.
In science departments the item in the tables labelled storage
calculated at five percent of all other space.
has been
This is additional to
storage which may be included in the allowance for preparation space.
In the basic science departments research space is programmed for the
104
�6-8.
Lakehead College of Arts, Science and Technology:
Summary of Academic Space Requirements
Cateio;r:y
Number of Units
Enrollment
1QQ
l2QQ
Total A;r~a
Area per
Unit
E;w:ollm~nt
1QQ
l2.00.
( square feet)
Classroom-type space
Faculty office spacea
Departmental space:
Biology
Chemistry
Physics
Psychology
Interdepartmental science
facilities
Miscellaneous laboratories
Total
52
89
100
15090
5200
6250
7315
24120
8900
7350
3055
2225
8215
4260
2685
2010
10585
2210
12845
51730
70585
aThe number of units in this category is derived by subtracting from the
total required full-time equivalent faculty the number of faculty listed
separately under the Departments of Biology, Chemistry, Physics and
Psychology.
105
�6-9. Lakehead College of Arts, Science and Technology:
AcAdemmc.i .Spa.ce ·Requ.!i..red ·at· the · 400-Stuaent Enrollment Level
Category
Total Area
( square feet)
Classroom-type space
Faculty office space
Laboratories:
Biology (2)
Chemistry ( 2)
D:r-afting (2)
Forestry _( 1)
Geology (1)
Materials (1)
Mining (1)
Physics (2)
Language (1)
Subtotal
Preparation rooms and miscellaneous departmental
facilities
Total
106
9690
3800
1920
2920
1750
1050
1225
1000
540
1440
630
12475
3160
29125
�faculty and for advanced student work.
For faculty an allocation at 110
square feet is made on an individual basis.
15
This area will provide 12 to
linear feet of laboratory bench or suitable open space for free-stand-
ing apparatus.
For students in honors or other independent work an alloca-
tion of 60 square feet is provided implying eight ·to ten linear feet of
bench.
In Chapter
5
the number of faculty at each enrollment level was pro-
jected on a full-time equivalent basis; it is proposed that faculty office
space be allocated in the same manner.
Thus, two half-time instructors
would receive the same allocation of space as one full-time instructor.
The basic premise in regard to the faculty office is that it should afford privacy, both for the instructor's own pursuits and for conferences
with individual students.
A private office should logically result in
greater faculty productivity than will shared space.
It is suggested that
a private office of 100 square feet represent the basic allocation for the
faculty.
107
�CHAPTER 7
SPACE REQUIREMENTS FOR NON-ACADEMIC ACTIVITIES
This chapter describes the space requirements for all facilities required by the College other than those which have been considered in the
preceding chapter.
A.
The various elements are described in alphabetical order.
Administrative Office Space
Under this heading are included the offices for academic, business
and general administration, as well as those offices concerned with external affairs and certain auxiliary functions,
(See table 7-1.)
The set of. unit space standards used in programming these administrative offices differs from those in the preceding chapter relative to faculty
offices.a
The deans and directors of the principal units are allocated
200 and 150 square feet, respectively, because of the frequent conferences
and number of visitors associated with administration.
Professional level
assistants are assigned to private offices of 120 square feet.
Other cat-
egories of personnel are assigned to non-private office areas, where the
space per person includes a desk, a chair, sometimes a side chair and circulation space.
aWhere the number of personnel in a particular unit is estimated, no distinction is made between part-time and full-time staff. For administrative
components as small as in liberal arts colleges, it is likely that the space
requirements of part-time employees are almost the same as would be employed
by an equivalent number of full-time personnel.
108
�7-1. ..Lake head College of Arts, Science and Technology: Space Requirements
for Administrative Offices and Related Space
Category
Number of Units
Ettrollment
1200
700
Area per
Unit
Total Area
Enrollment
1200
700
(square feet)
I
I
Principal
Administrative assistant
Secretary
Files, etc.
Reception
Subtotal
1
1
1
1
1
2
300
300
300
100
75
100
75
60
125
660
100
150
75
150
775
Dean of Arts
Secretary
Reception
Subtotal
1
1
1
1
200
75
200
75
60
335
200
75
100
375
Dean of Science and Technology
Secretary
Reception
Subtotal
1
1
1
1
200
75
200
75
200
75
100
375
Dean of Students
Assistant
Secretary
Reference (placement)
Subtotal
1
335
1
1
2
150
120
75
150
1
1
1
150
120
75
150
1
1
1
2
150
120
75
1
1
1
1
1
1
1
180
120
100
75
1
Registrar
Assistant
Secretary
Files
Subtotal
1
Director of Admissions
Assistant
Secretary
Files
Reception
Subtotal
1
Comptrollera
Bursar
Cashier
Secretary
:w
1
75
150
375
--
75
50
275
150
150
120
150
200
540
150
120
75
75
420
75
75
175
475
150
120
150
100
200
720
120
100
75
180
120
100
75
( Continued)
11
I
109
�7-1. . ( Continued)
Category
Number of Units
Enro 11.men t
1200
700
Area per
Unit
Total Area
Enrollment
700
1200
(square feet)
Comptroller ( continued)
Vault
Files
Counter
Reception
Punched cards equipment:
026
082
402
Miscellaneous
Subtotal
Director of Development and
Public Relations
Alumni Se9retary
SecretaryFiles·
Reception
Work space
Subtotal
Administrative service u·n it:
Mimeograph
Multilith
Duplicator
Graphotype
Addressograph
Work tables
Files and plates
Miscellaneous
Postage meter
Desks (typing)
Storage
Subtotal
Miscellaneous space
Conference room
Inactive records
Staff common room
Faculty common room
Subtotal
( Continued)
110
cf)
75
100
cf)
1
1
1
50 ..
50
80
50
50
80
75
590
1105
150
120
75
90
70
120
625
150
120
75
150
1
1
1
1
1
1
1
1
1
1
1
1
1
1
80
125
65
50
75
80
125
65
50
75
100
40
50
50
1
2
60
1
75
60
50
75
410
cf)
75
770
16
16
20
75
100
125
75
320
200
150
JOO
970
80
125
65
50
75
120
75
75
50
120
100
935
320
JOO
200
450
1270
�7-1. ( Continued)
Total Area
Enrollment
Category
700
1200
(square ·feet)
Summary
Principal
Dean of Arts
Dean of Science
Dean of Students
Registrar
Admissions a
Comptroller
Development and Public Relations
Service Unit
Miscellaneous
Total
t:00
335
335
375
275
475
590
410
770
970
775
375
375
540
420
720
1105
625
935
1270
5195
7140
aThe head of this office may be designated as Vice Principal-Administration.
111
1,
�1.
Office of the Principal
For the Principal a suite of rooms is envisaged.
These offices
should have their own reception area, space for one or two secretaries
(depending on the enrollment level) and a private office for an administrative assistant.
2.
Office of the Dean of Arts
For the Dean of Arts, in addition to his private office! spaces are
listed for a secretary and for reception; however, in practice it is likely
that this reception area will be combined with those listed under related
offices, such as the Dean of Students and the Registrar.
3. Office of the Dean of Science and Technology
As the College develops it is expected that the academic program will
be administered by two deans, one in charge of the work in the arts and one
responsible for science and technology.
Their space and supporting staff
will be similar.
L.
Office of the Dean of Students
As the College approaches the 7OO-student enrollment level it will be
desirable to separate the responsibility for academic affairs from the responsibility for student life and activities.
egory will be a Dean of Students.
In charge of the second cat-
This office will be responsible for the
vocational guidance and placement functions of the College.
A reference
room where material on careers can be housed is a desirable adjunct·.
112
�5.
Office of the Registrar
For this office, in addition to the Registrar, space is listed for an
assistant (at the 1200-student enrollment level), a secretary and files.
No reception area is listed as it 1s assumed that the Registrar will share
reception space with the Dean of Arts and the Dean of Students.
6.
Office of the Director of Admissions
In addition to staff space, this office must provide a reception area
large enough to provide comfortable seating for two or three groups of applicants and their families.
?. Office of the Comptroller (or Vice Principal-Administration)
I
The Comptroller is one of the principal officers of the College.
It
is assumed that he will be assisted eventually by a Bursar and a Cashier.
I
I
I
I
'•
I
Together they will be responsible for the business management and accounting functions of the institution, as well as for such tasks as maintaining
a student bank.
Recent experience at liberal arts colleges indicates that
even small institutions may benefit by the acquisition of punched card
equipment and that such equipment may serve to depress the number of personnel required.
In this report it is not necessary
or possible to jus-
tify in specific terms the acquisition of such equipment.
As only approx-
imately 250 square feet will be necessary, it is thought wise to program
space for punched card machines.
If the equipment is not acquired, it is
quite likely that an additional staff member will then be necessary sometime after the 700-student enrollment level is attained.
This additional
113
l
1
I
�person, with files and miscellaneous equipment, will then need a considerable part of the space listed in the table for the equipment.
8.
Office of the
Director of Development and Public Relations
Under this heading will be the personnel concerned with what may be
termed the external affairs of the College.
At the 1200 enrollment level
the functions of the principal fund raiser and of the Alumni Secretary are
separated.
9. Administrative Service Unit
It is recommended that the complex of clerical services which are auxiliary to the administrative activities of the College be consolidated into
one office.
This office will then include mimeograph, multilithing and
other types of duplicating, all addressing and mailing and the central
typing pool.
In all likelihood the personnel used in typing and the other
functions can be interchangeable.
The space program provides for sufficient
equipment for these purposes, if modern high speed models are acquired.
Under the heading "files and plates" will be the addressograph plates for
all College functions.
One duplicator, such as the Xerox
91.L, can serve
all College offices, including the Registrar's requirements for copying
student transcripts and other records.
It is considered better practice
to provide this type of equipment centrally rather than to disperse duplicating services on a departmental basis.
10.
Miscellaneous Facilities
This last group of administrative facilities includes four elements.
114
�The first is a conference room for administration use, such as will be required for faculty or administrative committees or committees of the Board
of Governors.
The second is a room for files or inactive records.
The
source of these records might be the Registrar 1 s office, the Deans' offices
or any of the administrative units described up to this point in the chapter.
Finally, two common rooms are indicated, one for faculty and a sec-
ond for non-professional staff attached to the administrative offices.
The
two common rooms might share a small kitchenette for use in preparation of
lunches or tea.
B.
Food Service Facilities
Food service facilities comprise areas for dining, for food prepara-
tion and storage, and for administration.
The peak load on these facilities
will be at the lunch hour, when it is expected that almost the entire student body plus a proportion of the faculty and staff will require space.
The comparative isolation of the College suggests that few students will
leave the campus at this time.
Table 7-2 programs seating for one-third of
the student body plus 25 percent of the faculty and staff.
Thus, three
separate seatings are necessary for the campus population to be fed at lunch.
A considerable number of students may bring at least part of their own
lunches, but this will not affect the amount of seating required.
The program listed in table 7-2 is a purely functional one, assuming a
single kitchen and only one dining room; however, a snack bar, separate from
the dining room, is indicated.
The relation of this program to the existing
dual food service facilities is explored in the next chapter.
115
�7-2.
Lakehead College of Arts, Science and Technology:
Space Requirements for Food Service Facilities
Catee;o;r:y
Number of Units
Enrollment
.7.00
l2QQ
Area per
Unit
Total Area
Enrollment
1.QQ
l2QQ
( square feet)
Office and staff space
Director
Assistant
Secretary and files
Men's lockers and toilet.
Women's lockers and toilet
Subtotal
Dining space
Food preparation and service
Kitchen
Bakery
Serving
Subtotal
1
1
1
1
1
270
450
270
450
120
100
12
Summary
Office and staff space
Dining space
Food preparation and service
Storage and miscellaneous space
Snack bar
Total
116
75
120
150
465
120
100
100
150
200
670
3240
5400
675
250
1425
1125
250
700
2075
400
250
150
200
100
75
1175
700
400
200
JOO
125
100
1825
125
150
600
100
975
150
200
1000
150
1500
465
3240
1425
1175
975
670
5400
2075
1825
1500
7280
11470
500
Storage and miscellaneous space
Dry stores
Refrigerated stores
Receiving
Dish and ware washing
Utensils, etc.
Waste disposal
Subtotal
Snack bar
Preparation
Serving
Seating
Storage
Subtotal
120
60
100
10
�C.
Library
The development of a space program for the library involves questions
which are distinct from the pattern of presenting requirements for other
types of buildings.
Whereas almost all construction at the College is a
function, directly or indirectly, of the size and composition of enrollment,
the growth of the library's collection is much more a function of time.
That is, the collection would continue to grow even if enrollment were constant.
Reading space, however, is a function of curriculum and enrollment,
while staff space is influenced by both the size of the collection and the
intensity of student use.
These factors condition the discussion which
follows.
The library of Lakehead College presently contains about 30,000 volumes.
In order to award degrees in June, 1966, the College should have a
library of at least 60,000 volumes.
At present the library is undertaking
what amounts to a crash program to meet this target.
In order to gain per-
spective on the desirable growth of the library collection beyond the 60,000
volume figure, an examination was made of the libraries at a number of the
other colleges and µniversities.
There are very few comparable situations
in Canada as most Canadian institutions are considerably larger than the
target enrollment of 1200 students which forms the limit point of this
study.
Therefore, the principal source of relevant information is contained
in the listing of United States college libraries published annually by the
U.S. Office of Education.
Table 7-3 lists data on
enrollment varies from 588 students to 961 students.
1L
institutions whose
These institutions
approximate in over-all size the intermediate target enrollment level of
lD
�I-'
I-'
co
7-3- United State~r:
~
Kenyon
Reed
Goucher
Earlham
Whitman
Enrollmenta
Collection
Number Percent
Qi2erating E2il?enditures in Dollars
Books and
Number
Added Added
Total
Materials
of
Books and
during during
per
Volumes
Year
Year
~ Student Materials .12er St 1.1den_t
63612
69310
64439
72671
46525
152949
134160
109204
102843
102803
3871
7810
3611
6615
3067
3714
2907
3417
2285
7390
3.7
2.9
2.5
8.6
53003
57145
50088
45369
62000
3500
4.3
4.3
5.1
3.0
52311
35178
49016
29399
University of
the South
Sweet Briar
Knox
Randolph Macon
Kalamazoo
698
100745
100120
961
688
675
96_3~9
Agnes Scott
Hiram
Hollins
Ripon
646
667
692
671
80956
.73553
68520
64958
Average
2.5
5.8
588
817
759
909
880
559
Enrollment
Data on ~elected Colleg~ and University Librar~es, 1960~61;
under 1009 Stude~ts
92127
86400
3189
3463
1947
3.3
6.4
3.0
3.5
4.2
108
85
85
80
. 53
76
102
52
66
92
81
53
71
44
75
Expenditure
_Ratiob
5.5
5.5
40
34
23531
27880
19218
31205
12073
34
14
14363
16544
15230
11274
24000
20
30
16
16
36
4.7
21251
10024
22376
9843
33
15
32
15
4.1
3.7
3.8
3 •5
26
4.5
25
4.8
4.9
5.9
3.4
3.7
5.0
4'
Source:
U.S. Office of Education, Library Statistics of Colleges and Universities, 1960-1961.
aEnrollment = all degree students (full-time and part~time).
~xpenditure ratio is expressed as percent of all educational and general expenditures.
�700 students at Lakehead.
They also correspond roughly to the component
of the 1200-studer.t, total which is accounted for by the Arts, as distinguished from the Technology program.
It may be noted that the average
increment to the collection in~·the year 1960-61 amounted to 4.2 percent of
the total collection for the 14 institutions.
Table 7-4 lists seven in-
stitutions whose enrollment ranges from 1014 students to 1377 students.
These colleges correspond in over-all size, approximately, to the 1200student level at Lakehead.
Here the average increment to the collection
in the year 1960-61 was 3.6 percent.
It should be noted that only insti-
tutions with strong academic reputations have been included in these tables.
The typical pattern for the libraries associated with new colleges
is for the growth rate of the collection to decline over time to an increment of about four percent per year.
Table 7-5 indicates the probable
growth of the collection annually if this pattern is followed.
Thus, in
1973-74, when the enrollment will first reach 1200, the collection will
comprise about 97,000 bound volumes.
This may be compared to the total
of 90,000 volumes which Carleton University possessed in 1962 after 15
years of awarding degrees.
Table 7-5 also shows a continuation of the pro-
jection of the growth of the collection until 1980, at which time a total
of over 150,000 volumes is indicated.
If, instead of looking at the typical growth pattern of college libraries, one considers the particular character of Lakehead in relation to
library use, then it seems clear that the projected growth shown on table
7-5 provides some margin in meeting the needs of the College.
Of the 1200
students projected for Lakehead, over 400 will be in the Technology Division,
I
119
I
�I--'
Unit~d -Stat~s -. andc, Canada;
7-4-
I"\)
0
.
Enrollmenta
Name
-
-
Data on Select·e d College. and University .Libraries, 1960-61 ·_EhroJlment _over, 1000 Students
Collection
Number Percent
O~erating E292enditures in Dollars
Books and
Number
Added Added
Total
Books and Materials
of
during during
per
Volumes
Year
Total Student Materials ,12er Stu.dent
Year
Expenditure
Ratiob
Amherst
1014
348201
9594
2.8
164236
162
58012
57
4.9
Williams
1127
264876
5909
2.2
131585
177
39832
35
4.5
Colby
1177
224485
5101
2.3
77308
66
23000
20
5.1
Carleton C.
1176
178205
6242
3.5
26859
64
27764
24
3.4
Grinnell
1148
144943
6938
4-8
80926
.. 70
26592
23
4.5
Albion
1377
104544
4232
4.0
64924
47
21226
15
5.0
(1553)
(90000)
(8500)
(9.4)
1064
890,85
4948
5.5
66290
62
23956
23
4.0
( 1400)
( 80000)
(4884)
6.1
28
4.5
(Carleton U.)c
Lawrence
(Assumption U.)c
Average
Source:
3.6
93
U.S. Office of Education, Library Statistics of Colleges and Universities, 1960-1961.
~rollment ~ all degree students (full-time and part-t~me);
~xpenditure ratio is expressed as percent of all educational and general expenditures.
cCanadian data is approximate only and excluded from averages. Carleton University source is President's
report for 1961-62. Assumption University source is President's report for 1960-61.
�7-5.
Lakehead College of Arts, Science and Technology:
Estimated Growth of the Library Collection
Increment
~
a
1961-1962a
1962-1963a
1963-1964a
1964-1965a
1965-1966
1966-1967
1967-1968
1968-1969
1969-1970
1970-1971
1971-1972
1972-1973
1973-1974b
1974-1975
1975-1976
1976-1977
1977-1978
1978-1979
1979-1980
Percent
10
10
9
9
8
8
7
7
6
6
5
.5
4
4
Ttttial
Volumes
6000
6600
6534
7122
7100
7468
7057
7551
6926
6341
6435
67.56
5675
5902
Collection
23500
32000
41000
50000
60000
66000
72600
79134
86256
93350
100818
107875
115426c
122352
128693
13.5128
141884
147559
153461
aFor these years the growth of the collection has been estimated by
interpolating between the 1961-1962 total and the 196.5-1966 goal of
60j)OO volumes, which it is assumed will be attained. It is expected
that bachelor's degrees will first be awarded in 1965-1966.
bit is estimated that in this year the enrollment of the College will
rise to 1200 students.
cThe Consultants also estimated the growth of the collection on the
basis of dollars expended per student. On this basis, averaging the
experience of other institutions, the collection would comprise 116,000
volumes in 1973-1974.
121
�where library requirements on a per capita basis will be lower than for degree candidates.
Furthermore, a number of major fields which are common to
most of the colleges listed in tables 7-3 and 7-L will in all likelihood
continue to be omitted at Lakehead.
For example, no academic work in art
or music history or religious literature is envisioned.
Each of these
fields, if offered, must be represented by a considerable number of library
books.
In comparing Lakehead to Carleton University it should be recalled
that Carleton is a multi-faculty institution offering doctoral degrees,
whereas at Lakehead it is anticipated that only the first degree and honors
work in Arts will be offered.
Next to shelving for books, the largest category of space in a library
is seating for readers.
The most accurate gauge of reader requirements is
the study of existing patterns of reading space utilization.
Thus, it may
be observed whether library seating is fully utilized, under-utilized or inadequate.
At Lakehead no such data is available1 although it appears that
the library is rarely, if ever, completely full.
At present the library
has 70 places for readers, representing about 30 percent of the student body,
exclusive of nursing students.
However, even if statistics were available
for the current year, the figures would not be very meaningful as the library at times serves also as a study hall and common room.
This is due to
the lack of other facilities which more properly can serve such non-academic
needs of the stu:ients, for example those with ·a free hour· between classes.
When the University Centre is occupied in the fall of 1963, there may well
be a shift in the pattern of library occupancy, including less use by students of nursing at free periods.
122
�It is recommended that, based on the nature of the institution and
on experience elsewhere, the library be constructed initially with a seating
capacity representing 20 percent of the enrollment of the 1200 students.
For the first few years of its use the total of 240 seats will accommodate
a considerably higher proportion of readers.
j
During these years the number
of readers should be recorded carefully, daily and hourly.
If necessary,
as the Co+lege approaches the 1200 students, additional reading space can
be added, but in the opinion of the Consultants this development is unlikely.
D.
Physical Education and General Assembly
Where no formal academic program for physical education is contemplated,
as is the case at Lakehead, it is difficult to determine what comprises
suitable athletic facilities in terms of either the extent of student use
or the amount of money that should be committed to these functions.
Table
7-7 shows facilities for a minimum and for a full program for indoor athletics.
These programs correspond to some extent to the target enrollment
levels of 700 and 1200 students, respectively.
However, it is possible
that the smaller program could satisfy the higher enrollment target if the
College felt that athletics need play only a minimal role in College life.
This minimum program, with a main gymnasium of 7,000 square feet, would
permit the use of only one full-size basketball court at a time.
If divided
into two smaller gymnasiums by a folding partition separate activities might
take place in either half simultaneously; however, neither half could then
accommodate a regulation basketball court.
Under the full program, 12,500
square feet is available for the main gymnasium.
This area could accommodate
two separate basketball games simultaneously or, alternately, could be subdivided for men's and women's activities.
123
�7-6.
Lakehead College of Arts, Science and Technology:
Space Requirements for the Library
Category
Number of Uni ts: ·
Enrollment
700
1200
Area per
Unit
Total Area
Enr.ollment
700
1200
·i · ,
(square feet)
Office and staff space
Librarian
Assistant
Secretary
Bookkeeping and acquisition
Processing
Catalog and classification
Office supplies
Files
Shipping and receiving
Temporary storage
Duplicating
Staff common room
Subtotal
Reading and ref er·ence space
Main reading room
Browsing -room
Periodicals
Reference and bibliography
Night study
Carrells
Faculty study
Display
Subtotal
Book shelving
Stack space
Files
Subtotal
Miscellaneous space
Coatroom
Control desk
Typing room
Staff common room
Seminar room
Subtotal
(Continued)
124
1
1
1
1
1
1
120
120
75
120
120
• 75
150
250
200
75
120
120
75
200
300
250
75
60
300
125
100
150
1710
Lbo
L5
55
16
16
15
16
25
L
90
30
30
25
30
Lo
6
22
25
25
25
25
30
50
1210
Loo
Loo
375
Loo
750
200
150
3885
150
100
200
2050
1980
750
750
625
750
1200
300
200
6555
12000
30
.08 5600
11
220
5820
6
10
35
16
16
20
200
150
210
150
320
1030
300
200
350
200
320
1370
70000
20
150000
330
12330
�7-6. ,. (Continued)
Category
Total Area
Enrollment
1200
700
( square feet)
Summary
Office space
Reading and reference space
Book shelving
Miscellaneous space
Total
1710
3885
5820
1030
12LL5
2050
6555
12330
1370
22305
125
�7-7.
Lakehead College of Arts, Science and Technology: Space Requirements
for Physical Education and General Assembly
Ca.t egory
Number of Units
Minimum
Full
Area per
Program Program
Unit
Total Area
Minimum
Full
Program Program
(square feet)
Athletic facilities
Main gymnasium
Bleachers
Auxiliary gymnasium
Squash courts
Subtotal
7000
1000
1200
1650
10850
12500
400
210
300
275
200
300
400
2085
600
350
400
350
300
400
6CYJ
3000
1000
400
100
200
1700
1500
600
200
500
28oO
Summary
Athletic
Miscellaneous
Assembly
Office
10850
2085
1700
100
18200
3000
2800
200
Total
14735
24200
Miscellaneous facilities
Locker rooms: men
Locker rooms: women
Showers and dressing: men
Showers and dressing: women
Staff facilities (visitors)
Storage
Issue and tote baskets
Subtotal
Assembly facilities
Stage
Lobby
Dressing rooms
Storage
Subtotal
126
1
3
2
6
1200
550
100
30
150
50
4
7
2400
3300
18200
�The amount of money implied by the construction of a gymnas.ium can
more easily be justified when the gymnasium is also used by the community
and as a place of general assembly for the College.
The larger gymnasium
could serve as an assembly area for the entire student body at the 1200 enrollment level, whereas the 7,000 square foot room could only accommodate
about 900 students at any one time.
With the exception of the gymnasium
floor, no space for groups of over 300 persons is programmed at the College.
In order to make this space even more productive, stage and dressing room
facilities are indicated in the table, although these are also listed under
section G of this chapter, describing University Centre facilities,
E.
Physical Plant Administration and Maintenance
Under this heading is programmed the office space associated with the
College maintenance shops, garages and general storage facilities,
listed in table 7-8.
All are
Excluded are such dispersed facilities as the elec~
trical substation and other utility installations,
At this time it is not certain at what future date the College will
install a central heating plant.
Nevertheless, the probable space require-
ments of such a plant are listed in this table as a guide to construction
requirements that may actually be implemented after the 1200-student enrollment target is attained.
It is anticipated that the Director of Buildings and Grounds will
function as the College purchasing agent.
127
�7-8 . . Lakehead College of Arts, Science and Technology: Space Requirements
for Physical Plant Administration and Maintenance
Number of Units
Enrollment
Cate~ory
1.QQ
l2QQ
Area per
Unit
Total Area
Enrollment
1QQ
l2QQ
( square feet)
Office space
Director
Assistant
Secretary
Plan file
Drafting board
Miscellaneous equipment
Subtotal
1
1
1
1
1
1
1
2
1
1
120
100
75
120
100
75
35
50
35
50
Maintenance shops (including
stock)
Carpentry
Electrical
Painting and spraying
Plumbing
Shop office
Subtotal
Heating planta
Boiler area
Auxiliary equipment
Office
Subtotal
Garage
Vehicles
Maintenance
Subtotal
Storage and miscell~neous
space
Maintenance stores
Building materials
Furniture and equipment
Shipping and receiving
Housekeeping
Linen storage
Key shop
Locker room
Subtotal
(Continued)
128
120
100
75
70
50
75
455
100
515
600
200
100
1600
800
300
500
500
100
2200
350
350
2
3
650
1300
600
100
2000
1950
600
100
2650
4
6
250
1000
1500
350
350
1350
1850
350
500
600
450
300
450
75
150
75
200
2050
500
450
75
200
100
250
2675
�7-8. (Continued)
Total Area
Enrollment
Cate€:OU
.7.QQ
l2.Q.Q
( square feet)
Summary
Office space
Maintenance shops
Heating plant
Garage
Storage and miscellaneous space
Total
455
1600
2000
1350
515
2200
2650
2050
1850
2675
7455
9890
aAssumes central heating system for the campus , at some future date.
129
�F.
Residential Facilities
It has been shown previously that there will be a demand for residen-
tial facilities on the part of 25 percent of the student population, representing the component of enrollment whose place of origin is outside the
Lakehead area.
This, of course, does not imply responsibility on the part
of the College to provide residential space for these students on the campus
in College-owned housing.
It may well be that such students will find ac-
commodations in the community.
However, this material is included to ap-
prise the College of the extent of residential facilities that would be required if such students were to be housed on the campus.
ments are shown in table 7-9.
These require-
The College might in fact build a part or
none of the space listed in this table.
Likewise, the demand for College-
owned faculty housing is difficult to determine at this juncture.
If such
housing is desired and, if it can be financed on a self-sustaining or selfliquidating basis, it may be erected at some time in the future.
Residential space is noted in the summary tables but is not included
in the totals of either physical plant or financial requirements.
G.
University Centre Facilities
Under this heading are the various facilities which are associated with
the extra-curricular activities of the students, exclusive of food service
and athletics.
In an institution where the great majority of students are
non-resident, it is advantageous to combine these functions and facilities
into a single building.
130
The principal types of space are described below:
�7-9. Lakehead College of Arts, Science and Technology:
Space Requirements for Student Residence, per 100 Students
Item
Percent cl>.f
Total SEace
Area per
Unit
Total
Area
(square feet)
80 rooms, single occupancy
10 rooms, double occupancy
Subtotal
Space distributiona
Living quarters
Toilets and showers
Recreational and service
115
190
9200
1900
u1'oo
71
10
19
Net area requirements
Living quarters
Toilets and showers
Recreational and service
Total
11100
1565
2965
15630
.
t sb
Gross area requ1remen
23445
Gross area per student
aSource:
234
United States Office of Education
bNet area is converted to gross area for this type of space by using an
index of 1.5.
131
�1)
Student organization space consists of meeting rooms and space
for student publications.
2)
Recreation space comprises two types of rooms, a large common room
which may be used for informal talk, television and other passive recreation
and a games room for table games such as ping-pong.
3)
A bookstore is an important adjunct to the student's academic as
well as his recreational interests.
The function of the bookstore is to
provide in one easily accessible location the books that the student requires
for his formal assignments and for his general reading.
Such a store may,
as a matter of convenience, also stock such items as gifts, clothing, prints,
records, drugs and sundries.
The extent to which the store may become in-
volved in items other than books depends partly on the philosophy of the
institution in organizing such a retail establishment and also on the extent
to which the lines of merchandise may be profitable in relation to the space
they occupyG
The space program in table 7-10 is oriented primarily to a
bookstore per se.
L)
Although the projected academic program of the College does not
include any work in art, music or drama, nevertheless, it is considered desirable to provide for and stimulate interest in these fields, on behalf
of both the College student and the community.
One art studio is programmed,
primarily for painting; however, it might also serve for small-scale sculpture or other media.
In the field of music space is programmed for a re-
cord collection, for individual listening rooms and for small private practice rooms.
In theatre presentation, it is assumed that provision should
be made for the production of plays on an extra-curricular basis.
This
requires, in addition to auditorium space, a stage, a shop adjacent to the
132
�7-10. . Lakehead College of Arts, Science and Technology:
Requirements for University Centre Facilities
Ca:te~ory
Iiu.w~ez: Q! Uo.1:tiiiii
E;o;i:ollw~D:t
1.QQ.
J.2.QQ.
Area per'
U;o;i;t
Space
TQtal A;i:~a
Eo;i:Qllm!irn.:t
1QQ_
J.2.QQ.
(square feet)
Student organization space
Meeting room
Publications office
Files
Subtotal
400
1.50
7.5
62.5
800
300
100
1200
Recreation space
Commom room
Games room
Subtotal
2000
2000
4000
3000
3000
6000
Bookstore
Office
Sales area
Stockroom
Receiving
Subtotal
120
800
400
120
1440
1.50
1000
600
17.5
192.5
600
1.50
800
200
100
1.50
180
1.50
2.50
270
1000
1.500
400
400
400
4880
1000
1.500
600
400
800
.5970
400
300
700
600
4.50
10.50
62.5
4000
1440
4880
700
1200
6000
192.5
.5970
10.50
1164.5
1614.5
Performance and lobby space
Art studio
Storage
Music areas
Record collection
Listening rooms
Practice rooms
Drama areas
Stage
Shop
Storage, properties, etc.
Dressing rooms
Hobby rooms
Subtotal
Miscellaneous areas
General storage
Coat room
Subtotal
Summary
Student organization space
Recreation space
Bookstore
Performance and hobby space
Miscellaneous
Total
1
1
3
2
2
1
2
2
.5
3
2
2
400
1.50
.50
90
200
400
133
�stage where sets may be constructed, storage for properties and at least
two dressing rooms.
The auditorium itself can be a lecture room of three
hundred seat capacity described in the preceding chapter.
For amateur
dramatics there are advantages to repeating performances in a small theatre,
as opposed to offering a single performance in a larger hall.
5)
Finally, hobby rooms are also listed in table 7-10.
These can-
not be programmed in any detail, but very likely one may be a shop for
"ham" radio work and one might be a photographic darkroom.
The stage shop
might also be used for general hobby purposes when it is not occupied with
production work.
H.
Summary
1.
700- and 1200-Student Enrollment Levels
A summary of non-academic space at these two enrollment levels is
included in table 7-11.
2.
LOO-Student Enrollment Level
The following comments apply to non-academic space requirements at
the LOO-student enrollment level.
a.
Administrative Office Space
At this level the offices of the Registrar and the Director of
Admissions might be consolidated and the Dean of Students omitted.
file and service space would be somewhat smaller.
134
Storage,
A total of L,000 square
�7-11.
Lakehead College of Arts, Science and Technology:
Space Requirements for Non-Academic Facilities
Total Area Enrollment
700
Category
1200
( square feet)
Administrative offices
Food service
Library
Physical education
Physical plant adminis1ration
Residential facilities
University Centre facilities
Total
4000
7800
10000
14000
5000
(11200)
7800
5195
7280
12445
14735
7455
(28750)
11645
7140
11450
22305
24200
9890
(58000)
16145
48600
58755
91130
~esidential facilities are not included in totalo
135
�feet would still be desirable.
b.
Food Service
Planning kitchen and storage space for Loo students as an interim
enrollment target would, of course, be uneconomical.
75
It is estimated that
percent of the space required for 700 students would be required for an
enrollment of Loo students, except for dining space, which would be prorated.
Thus, 7,800 square feet would represent the needs for this enroll-
ment level.
c.
Library
The question of library planning for an enrollment of L00 and a
target year such as 196L or 1965 is unrealistic.
However, for completion
of the statistical picture, we may assume 100 seats for readers, space for
shelving 60,000 books and proportionate staff and service space.
On this
basis, about 10,000 square feet will be required.
d.
Physical Education and Public Assembly
The minimum program listed in table 7-7 would be applicable to
Loo students, except for slightly smaller locker and shower space.
A total
of lL,000 square feet is estimated.
e.
Physical Plant Administration and Maintenance
The workload implied by the LOO-student program would not be substantially lower than that called for by a student body of 700.
Eliminating
the central heating plant and reducing storage requirements would yield a
136
�space requirement of 5,000 square feet.
f.
Residential Facilities
Residential facilities for 25 percent of LOO students would require 25,000 gross square feet.
g.
University Centre Facilities
In this category two-thirds of the space required at the 700student enrollment level, or 7,800 square feet, would be applicable to a
College of Loo students.
h.
Summary
Based on the foregoing, the total non-academic space required
for the enrollment target of Loo students is L8,600 square feet, exclusive
of residences, representing 83 percent of the comparable total for a student
body of 700.
The non-academic space requirements. for · this enrollment level
are also shown in table 7-11, subject to the general comments on enrollment
targets presented in Chapter 1.
137
�CHAPTER 8
BUILDING PROGRAMS .AND OCCUPANCY PATTERNS
A.
General
Up to this point in the study physical plant requirements have been
expressed only in terms of the net area needed for a particular function,
without reference to the organization of these areas into buildings, either
existing or to be constructed., Table 8-1 summarizes these requirements.
The next stage of the study is the development of building programs
and occupancy patterns based on these space requirements.
This step calls
for the allocation of space in existing buildings and in new structures.
The requirements for the College at the 1200-student enrollment level
will be described first, as this represents the ultimate target of the study.
The procedural framework is viewed as the formulation of a program for this
enrollment level, organized so that the interim steps of development can be
fitted into the long-range target as self-contained stages in a continuing
process.
Some suggestion of development beyond the 1200 level is indicated,
though not described in detail or expressed in any of the tables.
One of the principal criteria in the formulation of these building programs is the question of construction economy.
An attempt has been made to
minimize the extent of required alterations both in the existing buildings
and in new buildings.
Although the enrollment has been presented as a series
of annual increments to the student body, it is not economically feasible to
organize construction in the same terms.
138
Inevitably, where a steady growth
�8-1. Lakehead College of Arts, Science and
Teclmology: Summary of Net Area Requirements
Total Area
Enrollment
700
Building
1200
(square feet)
Academic space
Non-academic space
Residential spacea
Totalb
29125
48600
(15cD0)
58755
(27300)
70585
91130
(46$00)
77725
110485
161715
51730
aResidential space is not included in total.
b
Net area per student for the three enrollment levels is: 400 level, 194
square feet; 700 level, 158 square feet; 1200 level, 135 square feet, (exclusive of residential space).
139
�in activities and physical plant is anticipated, the construction program
must proceed in a series of steps or plateaus (see plate 1).
At the same
time enrollment may be controlled so that a smooth transition from year to
year is achieved.
Thus, for brief cyclic intervals, the capacity of the
physical plant may exceed the requirements of the institution.
Obviously,
this is preferable to an alternative where the requirements of the institution exceed the available space.
In the programs developed for Lakehead the point of balance is reached
at the target enrollment level of 1200 students.
To eliminate the excess
capacity that will appear at interim stages over the next decade would imply
building in smaller units and undertaking more frequent alterations.
In
economic terms, this is much less satisfactory than the program described
in the balance of this chapter.
B.
Building Program -- 1200-Student Enrollment Level
At this enrollment level the College will require space for academic
activities, a library, a gymnasium, a University Centre (students' union)
and a maintenance plant.
Residential facilities are excluded from this
discussion until the end of the chapter, for reasons given previously.
1.
Academic and Administrative Office Space
Academic and administrative office space are considered as a unit,
partly because in terms of work flow they are closely connected, and partly
because, for purposes of planning, the administrative offices form a rather
small element for consideration as a separate structure.
140
Previously, it
�had been shown that 77,725 net
administrative office space.
square feet are required for academic and
The existing academic building (including
the wing under construction in the summer of 1963) contains 36,230 net
square feet.
It is assumed that this building will continue as an aca-
demic building, as any basic change of use would be extremely wasterful.
The deficit of 41,495 net square feet can be met by a combination
of means.
About 4,000 square feet can be absorbed by the large class-
room (auditorium) already available in the University Centre and a seminar
room which should be located in the library.
Of the balance, 32,275 net
square feet will be housed in a new building for academic and administration use.
Finally, an addition of J,810 net square feet to the existing
building will be required.
This addition will permit the use of the exist-
ing building as a largely self-contained center for science and technology,
whereas the new building will then become the center for administration
plus academic work in arts, humanities and social science.
The reasons for utilizing the existing building for science and technology are mherent in the character of the structure and its equipment.
The building already contains a number of special purpose science facilities
which would be expensive to duplicate anew.
These mclude the Chemistry
laboratories, the elementary Biology laboratory and its auxiliary spaces,
the science lecture-demonstration room and a number of small areas representing investment m cabinet work or other built-in equipment relating to
science teaching materials.
Another factor, equally important is the basic
141
�arrangement of space in the present building.
The distance from the corri-
dor to the window ranges from 2L to 28 feet throughout most of this structure.
This dimension is quite suitable for science laboratories.
It is
much less suitable for the type of department which would comprise small
classrooms and a large proportion of office space~
Indeed, there are pre-
sently some offices which are disproportionate in depth, resulting in loss
of effective space or else loss of privacy.
The principal items of cost
required for conversion of the present building to a science and technology
center for the 1200-student enrollment level are the addition of Chemistry
laboratories on the second floor, the conversion of the squash court space
through the construction of a mezzanine and the addition of a wing running
north and south.
This last will serve to complete the building in the form
of a quadrangle and connect the Biology portion of the first floor to the
wing presently under construction.
The conversion of the squash courts and the addition of an intermediate
level in those areas would be in order in any case during the development
of the College over the next decade.
The addition of the Chemistry labor-
atories will not be difficult technically in view of the flexibility in
construction built in by the architect.
With the exception of Chemistry
the laboratories' principal utilities requirements are for additional electrical power.
terations.
This may be introduced into the building without major al-
A number of changes in partitioning would be required,whether
the building is to be used for science or non-science departments.
The classroom space that will become available after these changes
are made will approximate the requirement for lectures in science and tech-
142
�II
nology courseso
However, there is no reason why some such lectures, at
least those which do not require demonstration apparatus, cannot be given
in the other, proposed academic building.
As will be seen in the next
chapter, it is intended that the two academic buildings be connected underground so that students and faculty may proceed from one to the other without going outdoors.
If this general pattern of occupancy were not followed and, instead,
the non-science departments were to be located in the present building, the
results would be much less satisfactory.
The non-science requirements in-
cluding their share of classroom space amount to only about 20,000
feeto
square
Therefore, to utilize the existing building completely would imply
that some science and technology activities continue to be housed there.
Thus, the end result would encompass a split in the science and technology
work between the existing building and the proposed building.
Furthermore,
the proposed building would become more expensive to construct as it would
have to be designed to provide utilities and mechanical services for science
laboratories on a flexible basis.
Under the recommended scheme, with the
exception of some space for Psychology, very few specialized services are
required for the new academic building.
The gross area of the new academic building is 59,030
square feet.
This estimate is based on the schematic plan illustrated in this chapter.
A note on the purpose and character of the schematic plans is presented in
Section G of this chapter.
The new academic building is envisioned as a
three-story building built around a courtyard.
This plan must be consider-
ed only as a suggestion and by no means as an attempt to fix a particular
�8-2.
Lakehead College of Arts, Science and Technology: Distribution of
Classroom Space by Building at 1200-Student Enrollment
Total
Required
Number
Cate~o;cy
Lecture rooms
Capacity: 300
Capacity: 200
Capacity: 140
Capacity: 100
Number Qf ci~~srQQW~ ~er Byildini
Science and New Academic
University
Centre
TechnolQe:Y
Building
Library
1
1
1
1
1
1
1
60
40
7
13
2
6
5
Seminar rooms
Capacity:
16
8
3
5
1
32
12
18
1
Classrooms
Capacity:
Capacity:
Total
1
6
1
�architectural form.
However, the reasoning behind the courtyard scheme
nay be worth notingo
Because of the requirement for many small rooms (the
faculty offices),this building requires a great deal of outside wall and
window area.
A compact plan would not provide such area, unless the build-
ing were constructed as a tower with comparatively small floor area at each
level.
Such a building would be quite awkward from the standpoint of work
flow and operational convenience.
By constructing the building around a
court each office or classroom may receive natural light and ventilation.
It seems likely that alternate schemes, if they could not provide such
natural ventilation, would require air conditioning.
For a building of this
type the expense of air conditioning is considered unnecessary.
2.
Library
The library for the 1200-student enrollment follows the program presented in the
preceding chapter.
It is a self-contained building including
no other elements than those listed in this program.
Its gross area as
shown on the schematic plans is 36,300 square feet.
Although the seating
and many of the other areas correspond to the target enrollment level of
1200 students which will be attained in the academic year 1973-?L, space
for the book collection has been planned for almost L0,000bound volumes in
excess of the total anticipated for that year.
This excess represents the
accessions for the years 197L-8o and requires an additional 3,000 square
feet of net area.
The rationale of this additional bookstack capacity is
based on two points.
a)
The collection may exceed the projected growth calculated in the
preceding chapter, if available funds so permit.
The Consultants
145
�do not believe such a development is necessary, but feel that it is
wise to provide some margin in case it occurs.
b)
Provision for 150,000 volumes gives some promise that the library
building as planned will serve the College for at least ten and
possibly fifteen years after its projected completion in the fall
of 1965, before any addition is required.
This is partially de-
pendent, of course, on the adequacy of the space provided for readers.
Eventually, probably between 1975 and 1980, a wing must be
added to the library.
demic building.
However, this is equally true of the aca-
In neither case need the additional construction
imply any special architectural difficulties.
The Consultants believe that architects for the library should be engaged at once and that a target date of September, 1965 be established for
occupancy of the building.
The existing library space will be hard pressed
to function for even two more years and will even in that interval overflow
to other areas of the science and technology buildingo
When first completed
the proposed library will have considerable excess capacity, much of which
can be turned to good account as temporary academic space.
This topic is
enlarged on in later sections of this chapter.
The schematic plans for the library indicate a three-story building
of square shape, 110 feet long on each side.
The main floor (middle level)
contains the bulk of the reading rooms and staff activities space.
The
lower and upper floors are devoted primarily to stack space but include
carrells and some miscellaneous areas.
146
If the building were two stories in
�height instead of three, there might be some advantage in a larger main
floor which would permit open stacks adjacent to the reading areas.
How-
ever, this is less significant than the advantages of the three-story
scheme.
A three-story scheme would permit assigning one whole floor ini-
tially for classroom and faculty office space without interfering seriously with the library operation per se.
Most important, as the library ex-
pands past the time framework of this report, the three-story scheme will
permit a more compact, closely controlled scheme than a two-story scheme.
The later conversion of a two-story scheme to a three-story scheme is
considered to be difficult and undesirable.
The library should be air conditioned to permit use of interior space,
to assure proper humidity for the collections and, perhaps, to encourage
summer use by the community.
If not air conditioned, the plan might have
to take quite a different form, either construction around a court or a
more attenuated shape.
In either case the additional outside wall and
greater complexity would tend to offset any savings deriving from the
omission of air conditioning.
J. University Centre
The University Centre requirements for a student body of 1200 can
easily be conta:ined within the existing University Centre build:ing.
This
building provides about 20,000 net square feet - exclusive of food service
space and the auditorium proper.
Table 6-10 calls for only 16,145 square feet
at the 1200-student enrollment level.
Therefore the University Centre build-
:ing is adequate for an even larger enrollment than is under consideration
147
�in this study.
When the enrollment reaches 1200 students, it is assumed
that all academic activities will have been vacated from this building and
that, except for occasional academic use of the auditorium, the building
will be given over entirely to students' recreation and extra-curricular
activities.
The only exception will be the inclusion of dining space in
the building for students and other members of the College community.
The present building will not, however, be able to provide complete
food service facilities for the 1200 enrollment level or even for 700 students.
As or~ginally planned, the building contains a dining room of about
3,600 square feet plus a small (JOO square feet) room serving as a snack bar
service area.
No provision is made in the building for a kitchen or food
service, preparation, storage or administration consistent with an enrollment of 1200 studentso
It is assumed that, like most institutions, Lake-
head will be interested in providing a balanced diet for its students, both
resident and non-residento
Thus, it will be desirable to provide at least
hot lunches a-nd, ,perhaps, suitable breakfasts and dinners as well.
To do
this will almost certainly require the facilities described in table 7-2,
Food Service Facilities.
on a completel
At this point it would be inadvisable to count
automated self-service vending machine operation to achieve
these objectiveso
In order to provide the food service space listed in the
preceding chapter it will be necessary to build a one-story addition to the
University Centre, adjoining the room designated for dining.
will contain 3,175 gross square feet.
This addition
The dining room as shown in the sche-
matic plan will accommodate about 260 persons at one time.
If three sit-
tings are programmed, the total capacity at lunch time will be 780, far
short of the enrollment of the College.
Therefore, it is likely that four
�sittings will be required and that, in addition, the College will continue
to use the small dining room (capacity:
dent residence.
65) attached to the existing stu-
The four sittings which will be required at lunch do not
imply any serious problems.
It is certainly possible, when food is served
cafeteria style, to eat in 30 minutes.
If the lunch schedule is coordin-
ated with the academic schedule, two hours can be used for the turnover of
four groups of students, faculty and staff.
The dining room in the resi-
dence may then be converted to a snack bar and vending machine operation,
while the more conventional cafeteria-type service will be limited to the
larger facilities in the University Centre.
L.
Gymnasium
The gymnasium is in some ways less essential to the successful operation of the College than any of the buildings described up to this point.
It is assumed that, because of the higher priority attached to the l:ibrary
and to academic space, the gymnasium will not be built until the enrollment of the College has reached approximately 700 students.
At that time,
if funds are available, it is recommended that a building corresponding to
the full program (see table 6-8) be constructed.
Because of the nature of
gymnasium space it would be extremely difficult to construct a building
oorresponding to the minimum program and then, at some later date, build
an addition.
The building for the full program has the added advantage of
satisfying the College's requirements for an enrollment level in excess of
1200 students, probably up to something over 1500 students.
This would
also apply to the use of the building as a place of general assembly for the
College.
For enrollment in excess of 1200 it may be necessary to add to the
149
�locker room space, but this could be done at comparatively little expense
without disturbing the basic structure of the building.
Schematic plans show the gymnasium as a two-story structure.
The up-
per floor, presumably trussed or vaulted, is essentially one large room
with a stage at one endo
Moveable bleachers are recommended, so that the
space they occupy when extended can be used for recreation and athletics
during peak load periods.
Extended, these can seat at least 1200 persons
and still permit exhibition basketball to take place in the central area
of the gymnasium floor.
The lower level of the building contains locker
and shower rooms, two auxiliary gymnasiums and six squash courts.
5.
Maintenance Building
The maintenance building is the last of the construction elements required for the College at the 1200-student enrollment level.
This build-
ing can easily be built in stages, the first stage corresponding to the requirements of the College at the
Loo -
700 enrollment level.
Additional
maintenance shop, storage and service space can be added as required, over
time.
It will be possible to add a central heating plant, if at any point
it is determined that suchaplant will be advantageous in terms of operating efficiencyo
The schematic plans of this building omit the central
heating plant area for the plans corresponding to the 700-student enrollment level and include this facility for the higher target enrollment.
How-
ever, the Consultants are unable to state definitely that the central plant
will not be desirable at an earlier stage or, on the other hand, that its
implementation should not ,be delayed even beyond the 1200 enrollment target.
150
�I
I
c.
Building Program - 700-Student Enrollment Level
1.
Academic and Administrative Office Space
At the 700-student enrollment level the science and technology building will be fully utilized as an academic building, although it will serve
both the Arts program as well as the work in science and technology.
In
order to provide for all the classrooms and laboratories required it will
be essential to move the central College administration out of this building and to erect for administration a new structure which, in turn, can become part of the new academic building.
This first section of the new aca-
demic building will contain 19,075 gross square feet.
In addition to ad-
ministrative offices it will contain one classroom of 60 seats and one seminar room.
(See schematic plans.)
The balance of the academic space re-
quired at this enrollment level must then be found in the library and the
University Centre.
Table 8-3 shows the distribution of classroom and fac-
ulty office space among the various buildings on the campus which will exist from the time the enrollment passes LOO to the time the enrollment
reaches 700 students.
During this interval the lower level of the library
will have two classrooms, a seminar
room and 3L faculty offices.
The
creation of classroom space at this level does not involve any great excess
expenditure.
The cost of faculty offices should be held to a minimum even
at some expense of privacy, as the space they occupy will, before 1973, be
restored to library use.
2.
Library
The two upper floors of the library will contain excess capacity for
151
�8-Jo
Lakehead College of Arts, Science and Technology: Distribution of
Classroom Space by Building at 700-Student Enrollment
Total
Required
Number
Catego;r:y
Lecture rooms
Capacity: 300
Capacity: 200
Capacity: 140
Capacity: 100
Classrooms
Capacity:
Capacity:
60
40
Seminar rooms
Capacity:
16
Total
a
Number of Classrooms per Buildin~
Science and New Academic
University
Technology
Buildinga
Library
Centre
1
1
1
1
1
5
2
1
1
9
6
6
3
1
2
22
12
2
4
3
Only the administration wing of the proposed academic building will be
available at this enrollment level.
152
4
�books, readers and staff for several years.
As suggested earlier, such a
condition is viewed as inevitable, the only alternative being excessive investment in alterations.
3. Other Buildings
At this enrollment level the University Centre will be utilized as
shown on the schematic plans, which indicate the retention of four rooms
in this building for classroom use.
The construction of the gymnasium can-
not yet be justified; the first stage of the maintenance building is essential.
D.
Building Program - LOO-Student Enrollment Level
1.
Academic and Administrative Office Space
The LOO-student enrollment level is likely to be passed in the academic year 196L-65.
It is virtually impossible for the proposed library
building to be ready by September, 196L, and yet additional space will be
necessary at that date for many kinds of facilities, such as faculty offices,
library shelving and administrative offices.
A second laboratory for ele-
mentary biological science and other academic facilities may be required.
The only solution appears to be the construction of the proposed west wing
of the existing academic building, transforming that structure from a
plan to a quadrangle.
11
C11
This addition may be built between the end of classes
in the spring of 196L and the beginning of classes in September, 196L.
It
will contain 3,8$0 net square feet, sufficient to meet the deficit in space
obtaining until the projected completion of the library in September, 1965.
153
�8-4 . . Lakehead College of Arts, Science and Technology: Distribution of
Classroom Space by Building; 400-Student Enrollment
Total
Required
Number
Category
Number of Classrooms per Building
Science and
University
Technology
Centre
Lecture rooms
Capacity: JOO
Capacity: 140
1
1
Classrooms
Capacity:
Capacity:
60
40
3
8
2
6
Seminar rooms
Capacity:
16
4
3
16
12
Total
1.54
1
3
4
�The new space can, in 196L-65, contain 1) the Geology laboratory, thus permitting the conversion of the present Geology laboratory to Biology; 2)
additional faculty office space; 3) additional classroom space, permitting
the temporary use of existing classrooms adjacent to the library as bookstack and library service areas.
In order to conserve funds a few faculty
may be located for 196L-65 in this wing at desks in open areas, obviating
the need for temporary construction.
Or, alternately, movable partitions
may be acquired and relocated to the lower level of the library building in
September, 1965.
The gross area of the proposed addition is 7,000 square
feet.
It must be stated that this addition is clearly justifiable in longrange terms as well.
At the 1200-student enrollment level the addition will
be utilized as shown in the schematic plans.
However, in addition to pro-
viding required net area, this wing, by forming a closed quadrangle, will
greatly improve the interior circulation in the building.
For example, the
distance from the present Biology laboratory to the main lecture-demonstration theatre will be reduced from L20 feet to 250 feet.
At this enrollment level temporary provision must be made for administrative offices.
It is recommended that the common room at the south end
of the existing academic building be partitioned as shown on the schematic
plans and that its use be restricted to administration.
For example, the
Bursar might occupy the existing corner room of the area (presently a student hobby room).
The Principal would retain his present quarters until
the administrative wing of the proposed academic building is completed in
1966.
155
�8-5•
Enrollment
Level
400
700
1200
Lakehead College of Arts, Science and Technology:
Distribution of Faculty Office Space by Building
at 400-, 700- 1 and 1200-Student Enrollment Levels
Number of
Offices
Rec.ujred
Number of Offjce Units per Bnildjni'a
Science and New Academic
University
TechnoJ Pi:Y
Bui ldini'
Libracy:
Centre
38
64
105
75
34
aA few offices in the science and technology building will be semi-private.
All others will be privateo
°Eight of these offices will represent temporary faculty office stations in
1964-65 until transfer to the libraryo
156
�II
•
8-6.
Lakehead College of Arts, Science and Technology:
Space Requirements for a New Academic Building
Category
Number of Units
Enrollment
1.QQa
l.2QQ
Area 12er
Unit
Total Area
Enrollment
1.QQ
JgQQ
( square feet)
Classroom-type space
Lecture rooms
Capacity: 200
Capacity: 100
60
Capacity:
Capacity:
40
Seminar rooms
16
Capacity:
1(200)
3 (60)
.4 (40)
1(200)
1(100)
5 (60)
6 (40)
12
12
12.5
14
2 (16)
5 (16)
20
Subtotal
Departmental space
Language laboratory
Auxiliary space
Accounting laboratory
Calculatorbroom
Psychology
Map room
16
24
30
40
20
40
25
18
25
;.;_
Subtotal
Faculty office space
Administration space
Storage
Total
35
75
100
2250
2240
2400
1200
3750
3360
640
1600
7530
12310
480
150
720
2225
200
720
200
720
625
2685
250
4275
5200
3500
7500
4860
6765
400
500
20565
32275
2400
500
aAt the 700-student enrollment level temporary space in the library and
University Centre is substituted for new construction as a means of partially
satisfying the space requirements. (See tables 8-3 and 8-5). The balance
of 11390 square feet forms the program for the administration wing of the
proposed aca~emic building.
b
See table 6-50
cSee table 7-L
157
�8-7. Lakehead College of Arts, Science and Technology:
Space Requirements
for an Addition to the Science and Technology Building
Number of Units
Enrollment
1QQ
l2QQ.
Area per
Unit
Total Area
Enrollment
1QQ
l2QQ.
( square feet)
Classroom-type space
Lecture rooms
Capacity: 60
Capacity: 40
1(60)
1(40)
12.5
14
750
560
Seminar rooms
Capacity: 16
2(16)
20
640
Subtotal
Departmental space
Geology laboratory
Auxiliary space
1950
35
35
35
Subtotal
Faculty offices
Total
5
5
100
1225
175
1225
175
1400
1400
500
500
1900
3850
aConstruction is recommended to correspond to the net area total for the
1200-student enrollment.
158
.a
�8-8. Lakehead College of Arts, Science and Technology:
Occupancy Characteristics of Existing and Proposed
Buildings, 400-, 700-, and 1200-Student Enrollment Levels
lJ..00 __ Students
Existing Buildings and Additions
Science and Technology Building
Academic, administration,
Existing building
library
West wing addition
Academic and miscellaneous
Student Residence
University Centre
Existing building
Kitchen wing
Proposed Bµildings
Library
Academic and administrative
office building
Administration (west) wing
Enrollment Level
1QQStudents
1200 Stud_ents
Academic (Science and
Technology only)
Academic (Science and
Technology only)
Academic (Science and
Technology)
Academic (Science and
Technology)
Residence, dining
Residence, snack bar
Residence, snack bar
Auditorium, bookstore,
classrooms, dramatics,
snack bar, students'
union
Auditorium, bookstore,
classrooms, dining,
dramatics, fine arts,
students' union
Food service
Auditorium, bookstore,
dining, dramatics, fine
arts, students' union
Library, academic space
(lower level only)
Library (includes one
seminar room)
Food service
Administration, academic West wing integrated with
remainder of building:
space, non-science
laboratories
first floor, administration; second and third
floors, academic space
Gymnasium
Athletics, public
assembly
1--'
\Jl.
'-0
Maintenance
Maintenance administration, shops, storage
Maintenance administration, shops, storage,
heating plant
�•
8-9. Lakehead College of Arts, Science and Technology:
Gross Area of Construction, Existing and Proposed
Building
Loo
Total Area
Enrollment Level
700
1200
(square feet)
Existing buildings
Science and Technology
University Centre
Residence
Subtotal
52315
L2225
176L5
112185
52315
L2225
176L5
112185
52315
L2225
176L5
112185
7000
7000
36300
20075
18200
7800
28750
3175
103100
7000
36300
19075
39955
33900
12800
58000
3175
210205
130385
215285
322390
Total, all buildings excluding
student residences
101535
168890
2L67L5
7L35o
152205
Proposed
Science and Technology wing
Library
Administration wing
Academic building
Gymnasium
Maintenance building
Residence
University Centre wing
Subtotal
a
Total
Total, proposed buildings
excluding student residences
11200
7000
aGross area per student (including residences) at the LOO-student enrollment level is 335 square feet; at the 700-student level, 307 square feet;
at the 1200-student level, 269 square feet. Excluding student residence,
the comparable figures are 25L, 2L2 and 206 square feet, respectively.
160
�2.
Other Buildings
At this enrollment level the only new construction which is recommended is the first phase of the maintenance building.
However, it is unlikely
that this structure could be completed until September, 1965, at the earliest, so that this building is identified with the intermediate enrollment
target of 700 students.
E.
Enrollment beyond 1200 Students
The study does not provide detailed information on activity levels at
the College or on space requirements after the 1200-student enrollment target is reachedo
Nevertheless, some consideration must be given to the im-
plications of continuing growth.
The same factors which are operative through the academic year 1973-74,
when the enrollment will reach 1200, will continue to influence the development of the institution.
It is expected that the enrollment will continue
to rise, although no attempt will be made here to estimate the rate of
growth.
Therefore, elements of physical plant which have been directly re-
lated to enrollment will require additional space.
These are the academic
facilities (classrooms, laboratories and faculty offices) and much of the
library spaceo
Indirectly, this growth will require expansion of utilities
and maintenance facilities and also of the central College administrationo
Student service facilities, except for food service, may be somewhat less
sensitive to enrollment pressures, depending on the patterns of use which
have been developed in such areas as athletics, student organizations, etc.
161
�Lakehead College will require additions to the science and technology
building and to the new academic and administrative office building shortly
after the enrollment passes the 1200 mark.
The additions might initially
be constructed on the Oliver Road (or northeast) side of these buildings.
Additions to the academic building might take the form of a
forming a second and even a third court.
C11 , thus
Additions to the library might
initially be built to the southeast and to the southwest.
should also be three stories in height.
11
The additions
On this basis, for example, staff
space could first extend to include the areas designated on the schematic
plans as "reference" and
11
microreading 11 ..
Additional space for readers
could then be incorporated in the southeast addition.
As indicated earlier in this report, the University Centre provides
greater space for extra-curricular activities than will be required by an
enrollment of 1200 students.
for lS00-1800 students.
Perhaps the building would remain adequate
However, the problem of food service, not very
satisfactorily solved for the enrollment of 1200, would become critical
for higher enrollments.
More space will be required for seating and for
kitchen and service areas.
The building is not designed to permit exp~n-
sion of food service by incorporating adjacent areas on the same level.
Possibly a one-story addition could be added directly east of the present
building.
In long-range terms it may prove true that the College would have been
best served by the construction of a separate food service building at some
point in the developmento
However, the commitment of over 3,Soo square
feet for dining in the existing University Centre appears to justify adding
162
�kitchen facilities when warranted by increased enrollment, as programmed
for the 700-student levelo
Then this added investment tends to fix food
service facilities in the University Centre.
Dual and separate food ser-
vice facilities are wasteful and inefficient~ particularly in relation to
kitchen personnel.
The gymnasium, as programmed for 1200 students, will probably be adequate for a larger number.
It is difficult to anticipate the character of
the athletic program at the College.
these activities indoors.
The severe climate tends to focus
On the other hand the isolation of the College
tends to limit athletic competition to intramural sports.
If the use of
the gymnasium were carefully scheduled, it might well serve a student body
of 1800-2000, subject to the provision of additional locker room space.
The maintenance building and heating plant space shown in the schematic plans will be adequate for up to 2000 students, depending on the number of dormitories to be erected.
F.
Alterations
To clarify the question of alterations, a resume is presented here of
the alterations called for by the three building programs associated with
the particular enrollment targets.
For the existing academic building a continuing program of alterations
will be required until the enrollment reaches the 120(}:student total.
This
is an inevitable consequence of the expansion of laboratory facilities and
the withdrawal of non-laboratory departments in this building.
In the im-
163
�I
mediate future the existing student common room must be converted to administrative office space.
This can be done by erecting partitions as shown
on the schematic plans.
Although the room use designations on the plan re-
flect activities at the 1200-student level, the rooms themselves can serve
for the Bursar, Registrar and other administrative personnel for a few years.
The present bookstore space will also become available for other use in
September, 196j.
Subsequent changes can take place in anticipation of
added courses or increased enrollment, within the general framework shown
on the schematic plans.
The provision of a second Biology laboratory in the
room presently housing Geology has already been mentioned.
Advanced work
in Chemistry can be housed in the existing second-floor drafting rooms, after
addition of mechanical and electrical services.
The existing library may
be converted to new drafting room space as soon as the proposed library
building is occupied.
Some of the changes anticipated are very simple in
character and will probably be accomplished by maintenance personnel.
In the University Centre most of the changes involved over the next
decade concern room designation rather than alteration of partitions or
other elements of the building.
The rooms which will temporarily serve as
classrooms are the same rooms which will eventually revert to student extracurricular space, as originally planned.
The Consultants believe the book-
store space was understated in the original plans, but no great expense is
needed to remedy this situation within the total available space in the
building.
The kind of continuing architectural change which has been and, to some
extent, will remain the pattern in the existing academic building can be
�avoided in large measure with the proposed buildings.
The two areas where
alterations will be necessary are the lower level of the library, discussed
previously,_ and the administration wing of the new academic building.
If
this wing is erected prior to the balance of the building, the offices it
contains should be redistributed, principally to the ground floor of the
larger, completed structure.
It should be noted that the basic core facil-
ities, such as stairs, toilets and corridors will not change as the second
stage of the building is erected.
This building, and indeed all subsequent construction, should be designed on a modular basis so that the principal changes which will occur will
be demolition and relocation of the walls which run at right angles to the
corridors.
It is recommended that these walls be constructed of masonry
units, such as concrete blocks, and be left unfinished or painted but not
plastered.
The use of demountable metal partitions results in excessive
costs which are unwarranted.
If funds are available initially for the con-
struction of the entire academic-administrative complex rather than only
the administration wing, then alterations can be eliminated.
However, this
implies far more available capacity in 1967 than the College could absorb
at that time.
No changes are anticipated for the gymnasium during the period under
study.
For the maintenance facilities a few minor changes, resulting from
the two stages of construction, will be required.
G.
Schematic Plans
Following the text of this chapter are schematic plans of the principal
165
�existing and proposed buildings required by the College over the next decade.
The intent in presenting these drawings should be clearly understood,
for these plans serve very limited objectives.
First, they define the gross
area required, whereas in Chapters 6 and 7 the study has been directed to
determining net area.
Estimating gross area without drawings, basing the
estimate on rules of thumb, is too crude a procedure to provide a basis for
realistic evaluation or action.
It is gross area, of course, which is the
key factor in the preparation of cost estimates.
Secondly, the plans, by
defining both area and the number of floors, indicate the amount of land
required for new construction, essential information for the development of
the master plan.
Plans of existing buildings, showing changes both in use and physical
arrangements, serve to indicate the extent to which these buildings can
absorb the program requirements.
Therefore, these plans by implication
support the recommendations for new
construction by showing the limita-
tions of the present facilities.
Despite the inclusion of considerable detail, these plans are not intended to be as definitive or as comprehensive as an architect 1 s preliminary drawings.
'the emphasis is 0n just{fying the 'quantitative aspect on the
space programs rather than in establishing exact spatial relationships or
specific room assignments.
Though it is believed that the basic arrange-
ments shown are valid, it is expected that changes in partitioning and
room location will occur when architectural drawings are actually developed for both new construction and alterations.
166
�The plans show construction requirements for each enrollment, where
significant changes occur between the target levelso
In the science and
technology building, where alterations will be required on a continuing
basis, the presentation emphasizes the ultimate arrangement for 1200 studentso
Some indication is given of room use at interim levels as well.
The Consultants wish to emphasize again their recognition of the desirability of leaving the determination of the form of the proposed buildings to the College's architects.
The schematic drawings are illustrative
of a possible scheme but do not exhaust the design possibilitieso
As a
case in point, gymnasiums have been built recently as round, domed structures lower in cost than the conventional rectangular, trussed type shown
hereo
The domed structure presents some minor difficulties in terms of
sub-dividing the main area, but in any case should be seriously considered
as an alternativeo
In referring to the plans the following points should be notedo
1)
New construction, existing construction and demolition are dis-
tinguished from one another by indications shown on the legend preceding the
drawings.
2)
Lettering indicates, to the extent graphically feasible, the use
or occupancy of each room.
Some of the indications are abbreviated and,
where necessary, are explained in the list following the text of this chaptero
3)
In existing buildings there are a number of variations between the
167
�programmed area for a particular space and the area shown on the plans.
This reflects the fact that the cost of alterations required to tailor the
existing space exactly to the program may be out of scale to the value of
the area recovered.
In the case of the proposed buildings the area as
programmed conforms very closely to the area as drawn.
4) The plans are schematic in that they attempt to present only a
general scheme to highly stylized indications.
For example, in the pro-
posed buildings windows and doors are omitted, as are many other architectural elements which do not affect the total quantity of space.
I
I
168
�ABBREVIATIONS AND SYMBOLS USED IN THE DRAWINGS
ABBREVIATIONS
ADM
ADMINISTRATIVE
ADV
AOVAIIICEO
ASST
BLDG SERVO
ASSISTANT
BUILDING SERVICE
CL·40 b
CLASSROOM
CONF
CONFERENCE
CR
DK RM
DR RM
ELEM
JC
KIT
LAB
M
MAINT
O·F
COMMON ROOM
DARK ROOM
DRESSING ROOM
ELEMENTARY
JANITORS CLOSET
KIT CHE NETTE
LABORATORY
MEN
MAINTENANCE
FACULTY OFFICE
PREP
PREPARATION
PROJ
PROJECTION BOOTH
RECVG
RM
SECY
RECEIVING
ROOM
SECRETARY
SEM
SEMINAR
STOA
STORAGE
o·INCLUDES AREA FOR
MECHANICAL AND
ELECTRICAL EQUIPMENT
WOMEN
b·DENOTES
w
CAPACITY
SYMBOLS
c=:::::::::::J
II
EXISTING CONSTRUCTION
TO REMAIN
TOILET FACILITIES
c====l
EXISTING CONSTRUCTION
TO BE DEMOLISHED
-
NEW CONSTRUCTION
REQUIRED
El
TELEPHONE
BOOTH
l ,6,9
�SCHEMATIC PLA.NS
EXISTING BUILDINGS AND REQUIRED ADDITIONS
�SCIENCE 8 TECHNOLOGY
GROUND FLOOR
ENROLLMENT LEVELS: 400, 70081200, EXCEPT AS NOTED
SERVICE ENTRANCE
CL-54
SEM-16
I
SEM-16
o-F
1
BIOLOGY _I
ADV LAB
1
-PREP
CL-142
I '
CL-32
C
GREEN·
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GEOLOGYELEM LAB
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BIOLOGYELEM LAB
PREP
a
400 LEVEL
CL 8 OFFICES
I
FORESTRYELEM LAB
BLDG
SERV
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1111111
ELECTRONIC TECHNOLOGY II 0-F
LAB
STOCK 81
PREP
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Cl
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400 LEVEL
CL 8 OFFICES
400 LEVEL
ADMINISTRATION
PHYSICSRESEARCH
~
0
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10
20
30
40
50 FT
171
�BASEMENT
SCIENCE a TECHNOLOGY
ENROLLMENT LEVELS: 400,700
a 1200, EXCEPT
AS NOTED
400 LEVELi
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LIBRARY
BIOLOGY·
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PHYSICS
CHEMISTRY•
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BALANCE
RM
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ELEM LAB
II
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400 LEVEL
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FORESTRY
CHEMISTRY.
ORGANIC LAB·20
0
5
10
20
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173
�UNIVERSITY CENTRE
BASEMENT
ENROLLMENT LEVELS:400.700,1200
WORK RM
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174
S 10
20
30
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SO FT
�GROUND FLOOR
UNIVERSITY CENTRE
ENROLLMENT LEVELS :400, 700, 1200
400 a 100
LEVELS
STUDENT
ACTIVITIES
WORKROOM
700 a
STOCKROOM
I BOOKSTORE l :l
BOOKSTORE
0
1200 LEVELS
SERVICE COURT
AND ENTRANCE
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OFFICES
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UNIVERSITY CENTRE
ENROLLMENT LEVELS: 400,700, 1200
400 6 700 LEVELS
3 CL· 42
UPPER PART·
WORKROOM
ART STUDIO
STUDENT
STUDENT
ORGANIZA·
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HOBBY RM
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LOUNGE
700 8 1200 LEVELS
UPPER PARTSTAGE
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176
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PROPOSED BUILDINGS
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ENROLLMENT LEVEL: 1200
unexc.avated
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179
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ACADEMIC BUILDING
ENROLLMENT LEVEL: 1200
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181
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ENROLLMENT
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adm, seru,es
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183
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ENROLLMENT LEVEL: 700
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GROUND FLOOR
ENROLLMENT LEVEL: 700
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�CRAFTER 9
THE MASTER PLAN
A master plan for a campus may be described as the spatial organization
of the physical environment, including buildings, roads, walks, parking areas,
playing fields and landscape.
The pattern of this organization is dis-
cussed in this chapter and is shown graphically in the drawing at the back
of this volumeo
consideredo
Both functional and aesthetic questions are necessarily
Although this report is not directly oriented towards matters
of design, concepts such as harmony, balance and proportion become essential criteria when discussing the most suitable disposition of physical
elements in spaceo
The development of the master plan emphasizes the target enrollment
of 1200 students.
Roads, buildings and other facilities designed to pro-
vide for the activities of interim enrollments should be so located as to
fit into the pattern established for the College at the 1200 enrollment
level.
Reference to development after 1974 is also included in this chap-
ter.
A.
Existing Conditions
The site of Lakehead College comprises about 190 acres bounded on the
north by Oliver Road, on the east by the Lakehead Teachers' College, on the
west by the Port Arthur Golf and Country Club and on the south by property
held by other institutions.
The frontage on Oliver Road is interrupted by
a trapezoid-shaped area of 14 acres, which is held privately.
This proper-
ty presently houses a gasoline service station.
187
�The significant natural features of the campus are as follows:
1)
The McIntyre River winds through the property from Oliver Road
to the southern boundary, doubl:ing back on itself over part of its route.
It forms a natural asset of considerable potential beauty if integrated
with landscaping and site development.
2)
The property is largely flat.
However, running in a generally
northeast-southwest direction is a ridge, which drops sharply about 20
feet from a plateau with a prevailing elevation of about 675 square feet.
South of the ridge in the eastern part of the property is a marshy area
which is not suitable for development unless considerable money is expended :in drainage and reclamation.
The river is also about 20 feet lower than the prevail:ing level, with
embankments on both sides.
3)
The views to the southeast, south and southwest are impressive
:in that they enable those at the College to see Mt. McKay, the Sleeping
Giant, Lake Superior and other pr:incipal features of the area.
Along the
southern portion of the College property is a wooded area which provides
an attractive landscape background.
Access to the College is from Oliver
Road, approached either from the northwest or the southeast.
No entrance
I I
from any other point seems necessary.
At some time in the future it is
likely that an expressway will be built, extending north and south along
the western boundary of the property.
to the College of 16 acres of property.
This will entail an effective loss
Another 15 acres adjo:ining and
east of the highway will be limited in its future usefulness because of
188
�the noise and distraction associated with such a transportation artery.
Nevertheless, it is quite possible for the College to construct on the
present property sufficient buildings, playing fields, parking areas and
other necessary facilities to accommodate an even larger institution · than
is the concern of this study.
At present there are three major structures on the campus, plus a
temporary storage building and a gate house, which serves as a residence
for a member of the maintenance staff.
One of the three, the student
residence, is located JOO feet from the University Centre and 500 feet
from the science and technology buildingo
It is well situated as a nucleus
for a more extensive residential complexo
However, it does not restrict
or influence to any important degree the disposition of future non-residential buildings.
The existing academic(science and teclm.ology)building and University
Centre will remain at the center of College activity throughout the course
of development.
It is worth nothing that,despite its size, covering a
plot approximately 350 by 225 in extent, the academic building does not
present a dominating or visually commanding appearance.
This is due in
part to its diffuseness of form, reflecting construction in four stages
over seven yearso
The University Centre does suggest, because of its for-
mal symmetry, a more monumental aspect.
However, this building is at
least partially obscured from view by the academic building over a considerable portion of the campus area.
The impression received by the Consultants, after careful examination
�of the site and the existing buildings, is that the character of the manmade physical environment at Lakehead College has still to be established.
It would seem likely that this character will derive more from buildings
and site development anticipated over the next seven years than from those
of the recent pasto
B.
Land Use Requirements
Before attempting to suggest specific locations for the proposed
buildings, it is necessary to extend the programming of physical plant
requirements to include elements other than structures.
These elements
are 1) parking areas, 2) playing fields, 3) other land use ancillary to
building occupancy.
1..
Parking Areas
Parking is required in some measure by all categories of personnel
connected with Lakehead College activities.
These categories may be con-
sidered as 1) students, 2) faculty, 3) staff and
4) visitors.
Based on
discussions with the Principal and others at the College, it was established that certain percentages of each of these categories of personnel
would require parking stalls.
These percentages include consideration of
the fact that some members of each category may travel by bus, others may
travel together in the same car and still others may be brought to the
campus by friends or relatives who will require only unloading space.
Table 9-1 indicates the number of personnel involved and also the total
parking area required at each enrollment level.
190
�-
•
9-1.
Lakehead College of Arts, Science and Technology:
Percent
Requiring
AQQQwmoda:tion
Number Requiring
Required
A"~Qwwoda:tj QD
Ew:QllweD:t
Parkilli: A;c~ad
Total Nurnb~;c
E;o;t:Qllwe;o:t
100
1Q.Q
l2QQ.
Requirements for Parking Area
lJ.Q.Q
100
l2QQ.
~nrQllm~;ot
lJ.QQ
1QQ.
l2QQ.
(square feet)
Students
Facul y
Staff
Visitorsc
5
Total
20
100a
80
100
400
40
10
20
--
485
839
35
700
64
55
1200
105
75
35
35
32
10
140
64
44
20
240
105
60
30
25600
11200
10240
3200
44800
20480
14080
6400
76800
33600
19200
9600
1413
157
268
433
50240
85760
139200
80
a
Probably only 80-90 percent of faculty will require parking spaces. However, the higher percentage
is used to compensate for the use of full-time equivalents in estimating the total number of faculty.
bApproximate only; includes staff associated with administration, library, maintenance and food service.
cEstimate of probable number of visitors' cars on campus at any one time.
dBased on average unit area of 320 square feet per parking stall.
f....l
'-0
f....l
�2.
Playing Fields
(
The College's requirements for outdoor athletic facilities are influenced by a number of factors, such as the long w:inter and severe cold;
the lack, at present, of any indoor facilities, except for two squash
courts; the isolation of the College, inhibiting intercollegiate activities; and the problem of organizing intramural activities in a small institution.
Nevertheless, outdoor recreation is important to the students
at the present time, limited though it be to games such as "broom ball",
which require little except flat, open space.
Typical outdoor activities (football, soccer, etc.)
one acre per field.
~,o
require about
At the 400-student enrollment level it is recommended
that four such fields be available.
six fields will be desirable.
At the 700-student enrollment level
At the 1200-student enrollment level, after
the construction of the gymnasium, the relative intensity of use of the
playing fields is likely to decline.
Seven one-acre fields are programmed
for this enrollment target.
J. Miscellaneous Land Use
In attempting to estimate land use requirements a fifth item must be
added to the four elements -- buildings, parking areas, playing fields and
roads.
This last factor is the space between the build:ings.
It would be
possible, but undesirable, to consider the buildings illustrated in the
preceding chapter as a series of contiguous masses.
A more likely assump-
tion for preliminary planning is that the buildings will form a reasonably
compact group with sufficient space between any two to provide light, air
192
�and a sense of individuality to each.
Thus the key concept here in esti-
mating the land required for a group of buildings is density.
ratio to use in estimating is JO percent.
A reasonable
That is, 30,000 square feet of
buildings at ground level will occupy 100,000 square feet of land.
The
areas of the building site.s proposed for Lakehead, based on the schematic
plans, are shown in table 9-2.
4.
Summary
Land use requirements are summari~ed in ta~le 9-2.
In addition to the
three categories described above, there is a listing for roads, estimated
at 100,000 square feet (5,000 linear feet x 20 feet in width) for the 1200student level.
These calculations are meant to provide only an approximation of the
amount and distribution of acreage required for the development of a
master plan.
Additional space will of course be required for student and
faculty residence, for expansion beyond 1200 students and for amenities
such as informal recreation areas.
The pertinent figure is the approximately 26 acres required at the
1200-student enrollment level.
This provides a program element important
as a basis for the next stage of the planning process, the organization of
the elements of the College as a master plan.
C.
The Master Plan
A number of postulates are suggested by the Consultants relative to
planning for growth at Lakehead.
These are listed below.
193
�9-2.
Lakehead College of Arts, Science and Technology: Approximate
Requirements for Land Use, 1200-Student Enrollment Level,
Excluding Residences
Category
Ground Floor
Area
Required
Site
(square feet)
Existing buildings
Academic building
University Centre
Proposed buildings
Library
Academic building
Gymnasium
Maintenance building
Subtotal
79000a
25500
12100
25000a
16950
12800
171350
571165a
Parking fields
138560
Playing fields
JoL920
Roads
100000
Total
lll46L5°
aincludes courtyards entirely enclosed by building.
bGround area is converted to required site by assuming a density factor of
30 percent in built-up area of campus. See text.
cThis area is equivalent to approximately 26 acres.
�1)
The new buildings should be located south and east of the princi-
pal existing building, rather than between the existing building and Oliver
Road.
It is felt that, to take advantage of the potential of the site and
the views to the south and east, the College should grow in the direction
of the principal undeveloped areao
This will permit the area between the
road and the existing academic building to be used for playing fields and
thus serve as a buffer zone between academic activities and the outside
comrnunityo
2)
The buildings should be clearly detached from one another, so
that separate structures can express the complexity and variety of campus
life.
The quality of the experience of proceeding from building to build-
ing in a park-like setting is viewed as a desirable contrast to the character of urban street patterns.
3)
Given the desirability of attaining the campus character described
above, the climate limits the distances which may practically be interposed
between buildings.
Further, the cold and snow, extending through most of
the academic year, become a time factor in that students and faculty must
don boots, hats, and overcoats to proceed outdoorso
Therefore, for those
buildings which are to be part of the scheduled academic day, interior
or weather-protected connections are desirable.
1.
Circulation Patterns
In planning, the determination of circulation patterns precedes the
specific determination of building locations.
The classic device for
organizing vehicular circulation is the perimeter road.
Such a road would
195
�----
enclose all the principal existing and proposed buildings, so that most
of the pedestrian inter-building traffic will not intersect the road.
Parking fields should adjoin the perimeter road and short service roads
will be necessary for a few of the buildings.
Otherwise, this one con-
tinuous loop can serve the entire area under discussiono
It is recommended that the road be 20 feet in width, adequate for
two-way traffic, and that a parking lane be omitted.
A parking lane would
increase the cost of the road and, more important, would contribute to
defeating one of the reasons for having such a road; namely, to permit the
separation of inter-building traffic from parking and service traffic.
For the developed areas of the campus to maintain the serenity and beauty
of the surrounding area it will be necessary to enforce regulations permitting parking only in designated areas distinct from the roadway itself.
An exception may have to be made for peak visiting days such as the opening of the College, commencement and the like, because no College can afford to design facilities for use on only a few occasions.
However, this
should occur only rarely and will not alter the basic recommendations.
The perimeter road should intersect the present road leading from
Oliver Roado
For pedestrian traffic among the buildings used most continuously by
the greatest number of students the Consultants recommend the construction
of tunnels.
The tunnels will connect the science and technology building
with the proposed library and the proposed academic building.
new buildings will be connected in the same manner.
196
The two
A tunnel may also be
------=-~
�constructed from the existing academic building to the University Centre.
A tunnel connection to the proposed gymnasium is not considered essential.
It is possible that, when a central heating system is installed for the
College, these tunnels may also serve to contain the steam piping.
It is also proposed that, following the path of the tunnels, covered
passages connect the buildings at grade.
These covered walkways, which
would not be otherwise enclosed are in part functional but in part designed
as an adjunct to the appearance of the campus.
They would form a court-
yard enclosed by the science and technology building, the proposed academic
building and the library.
2.
The Master Plan
The required minimum of 26 acres can conveniently be found in the area
east of the McIntyre River, south of Oliver Road, west of the present main
entrance to the campus and north of the marsh-like terrain described earlier.
This area is in fact about Lo acres, so that ample provision for expansion
beyond 1974 exists.
Included within these boundaries are the existing
science and technology and University Centre buildings.
The existing
student residence is west of this area.
The specific recommendations for location of facilities are best understood by reference to the plan itself, but a few of the principal features
will be described helo1v.
It is proposed that immediately south of Oliver Road, between the
present entrance road and the College property line, an area be reserved
197
�for playing fields.
This area (excluding the property immediately adjacent
to the gate house) will measure about 350 feet by 1,000 feet.
This space
will provide the seven acres of playing field proposed for the 1200-student
enrollment level.
The perimeter road can be located between the playing
fields and the area designated for all of the principal buildings except
the gymnasium and the maintenance building.
It is considered better
practice to separate the gymnasium from the other buildings by the perimeter road than to divide the gymnasium from the playing fields.
The perimeter road describes an area about 900 x 900 feet.
Within
this area are all buildings except for the gymnasium, maintenance building
and student residences.
There is room for considerable expansion within
the road's circumference, as indicated on the plan.
The northeast strip
of the road will border the existing parking field, so that the road may be
constructed while this field remains operative.
As soon as sufficient
capacity is provided by the fields indicated on the plan, the existing
field should be converted to turf in order to improve the appearance of
the campus.
The library is located about 100 feet from the science and technology
building, and the new academic building is indicated at a distance of 120
feet from the library and 130 feet from the existing structure.
The three
buildings, with the connecting passages, form a court about 200 x 1.L0 feet
in area.
Despite the expense of the tunnels, it is felt that these dis-
tances between buildings should be maintained and not reduced.
The in-
tended effect of the scheme is to de-emphasize the science and technology
building and shift the visual focus to the open quadrangle and to the two
�new buildings at its southeast border.
Both these new buildings will be three stories in height, taller than
science and technology and, it is anticipated, similar to each other in
architectural design.
tion to the campus.
These new buildings will dominate and give definiIt is felt that their impact should not be compromised
by reducing the distances between them, or between them and the science and
technology building.
The maintenance building is located outside the perimeter road area,
on a spur road of its own.
The building will not be dependent on pedestrian
traffic, so that the distance from the other buildings on the campus does
not pose any difficulties in communication.
advantages:
The site has two principal
1) Although the building need not be unattractive, its use as
a center for various types of trucks, tractors and miscellaneous vehicular
traffic generally results in a kind of aspect which goes counter to the
serenity and order which one associates with a campus.
best isolated.
Therefore, it is
2) The location indicated is about ten feet lower in eleva-
tion than the prevailing level within the perimeter road.
Should this
maintenance building serve as the site of a central heating plant, which
the Consultants consider a desirable eventuality, then the steam condensate
can be returned by gravity.
The location is also favorable in terms of pre-
vailing winds and at least partial concealment of the smoke stack.
The building will have its own parking area, for employees and for
visitors.
Space is allowed for deliveries and truck maneuvering.
199
�3.
Future Expansion
The development of academic facilities beyond the 1200-student enrollment level has already been described in general terms.
A few comments may
be added on residential facilities, circulation and athletic facilities.
Student residence should develop in the immediate vicinity of the
existing dormitory.
Such a development is shown on the master plan.
An
addition to the existing buildinp and a new, larger structure would provide
for up to 300 students.
Additional residences (not shown) could be added
on the high ground south of those indicated on the plan.
At some time in the future a faculty residential community might be
established on the campus.
This could be located across the McIntyre River
in the northwest sector of the campus.
The road which, on the master plan, is indicated as terminating near
the student residence and maintenance building might then bridge the river,
turn north and exit on Oliver Road between the proposed expressway and the
existing service station.
Additional playing fields might be located immediately west of those
shown on the plan, if the College acquires the property, and also between
the entrance road and the Lakehead Teachers' College site.
The latter
might serve women students at such time as their numbers warranted separate
facilities.
The development of the southwest sector of the property will probably
not take place until the College has reached an enrollment of many times
1200 students and become a multi-faculty university.
�•
4.
Master Plan Delineation
The plan indicates roads, buildings, parking fields, playing field
area and direction of future development.
also indicated.
Contour and property lines are
Only a few footpaths are shown, as pedestrian traffic
patterns are difficult to predict at this stage.
Such paths can be set
after student movement between buildings is defined .
201
�CHAPTER 10
INSTITUTIONAL FINANCES
This chapter focuses upon the impact of the various aspects of campus
development discussed earlier in the report upon the College's finances.
It is divided into two broad sections.
In the first, consideration is
given to the operating statements of the College; that is, the non-capital
expenditure and revenue elements of the College 1 s financial life.
The
second half of the chapter then deals with the capital outlays implied by
the campus development program and outlines a financial schedule consistent
with the proposed expansion.
Unless otherwise noted, all value data used
in describing the College's financial life are expressed in 1962 dollar
values.
As
Expenditures and Revenues
Tables 10-1 to 10-6 present the historical data concerning expenditures
and revenues at the College since 1957-58.
Total expenditures have increased
from $98,000 in 1957-58 to an estimated $339,000 in 1962-63.
Expressed in
terms of expenditures per full-time student, there has been an increase
from $793 per student to $1,515 per student during the specified time period.
During the same interval, the proportion of total outlays devoted to instruction has increased from 5L percent of the total to 63 percent of the
total.
The proportion of outlays devoted to administration has also been
increasing over the 1958-1963 fiscal span.
On the other hand, the propor-
tion of total expenditures devoted to plant operation and maintenance and
other purposes has declinedo
202
�10-1.
Lakehead College of Arts, Science and Technology:
Fiscal Years 1958 to 1963
Budget
Cat~gorr
125]
Summary of Expenditures,
Fiscal Year Ending Mai 31
1960
1961
1962
~
126l
(1962 dollars)
Expenditures: summary
Instruction
Administration
Plant operation and
maintenance
Other
b
Expenditure: detail
Instruction
Salaries
Instructional supplies
Library
Travel
Administration
Office salaries and
expense
Other
Plant operation and
maintenance
Building
Grounds
Heat, light and water
Insurance
Other
Extraneous
Capital expenditures
charged to operations
Depreciation
98393
53313
6824
120938
74656
17943
20314
18314
20434
18511
34254
z4626
592
968Z2
78174
1638
16388
680
6824
1.511
8031
12856
lZJO·Z
26550
4942
1881
6350
6245
1786
9654
3202
14009
3297
22800
1183
11943
1831l_t
8600
3980
4896
837
18511
9088
3108
5403
911
24161
12204
6361
4640
32421
18035
7504
5773
1110
21300
10000
10000
6100
1200
2041u
JlJ154
~
1192
42122
3767
14600
19600
11945
21112
7740
23719
7918
33515
15000
40000
23313
47141
2634
3308
230
5333
5831
5446
1332
20314
1490
3966
14858
7533
67505
2389
4171
2592
17842
l2Z6Z2 208404 2ZZ20l
96879 138737 182574
8031 12856
17307
1198
24161
32651
32421
45199
332420
212000
26550
27300
74600
138z31 1822zu 212000
91074 121056 140000
2921
1879
3000
45446
57105 67000
2000
1492
337
956
3750
aProjected.
b
Items may not add to totals due to rounding.
203
�10-2.
Lakehead College of Arts, Science and Technology:
Fiscal Years 1958 to 1963
Budget
Category
~
Summary of Revenues,
Fiscal Year Ending May 31
1960
1961
1962
~
196t
(1962 dollars)
Revenues: summary
Grants
Student fees
Other
Revenues: detail
Grants
Municipal
Federal
Provincial
114947 190)90 186269 238262
89873 156663 152784 187483
22600
31216 48166
31734
2613
2569
2473
1994
2755
828n 126663 l22:Z8u l~:Z483 202:z43
16026
20101
20921
20243
20471
20428
30600
31888
31140
24841
53419 104603 107472 136640 150754
Student fees
Registration
Supplementary exams
Tuition
22600
1421.
310
20870
Jll3ll
Other
Miscellaneous
Rentals: janitor's
cottage
Rentals: rooms
343120
246000
94850
2300
246000
20000
41000
185000
1579
476
29679
31216
1310
379
29527
48166
1832
304
46030
81864
2508
337
79020
92000
11..U
1.22lJ.
~
ll.25
)
) 1605
)
2613
812
2300
869
902
500
523
745
614
1086
607
1194
603
1250
600
1200
869
726
aProjected.
bitems may not add to totals due to roundingo
204
287361
202743
81864
94820
2500
350
�10-3-
Lakehead College of Arts, Science and Technology:
Percentage Distribution of Expenditures,
Fiscal Years 1958 to 1963
Budget
Categgri
Expenditures: summary
Instruction
Administration
Plant operation and
maintenance
Other
~
b
Expenditures: detail
Instruction
Salaries
Instructional supplies
Library
Travel
Administration
Office salaries and
expense
Other
Plant operation and
maintenance
Building
Grounds
Heat, light and water
Insurance
Other
Extraneous
Capital expenditures
charged to operations
Depreciation
Fiscal Year Ending Mai ~l
1962
1960
1961
~
126l
100.0
54.2
6.9
10000
61.7
6.2
100.0
6lo4
5.1
100.0
66.6
6.2
10000
6508
6.2
lOOoO
6205
7.8
18.2
20.6
15.1
l6o9
11.7
21.7
11.6
15.7
11.7
1603
8.o
22.0
~
61.7
66.6
43.7
.9
21.8
.2
~
~
.5
41.2
.9
19.7
.6
47.9
2.7
3.4
.2
55.8
.5
61.4
49.6
1.0
10.4
.4
Qd
6.2
~
6.2
6.2
~
5.3
4.0
1.1
4.6
1.5
1.2
5.0
6.7
1.1
11°7
5.8
2.0
3.4
.6
11.6
3.1
2.2
11°7
6.5
2.7
2.1
.4
8.o
2.9
2.9
1.8
.4
5.0
2.0
3.4
1.9
1.0
18.2
5.4
5°9
l$ol
7.1
5.5
3.3
5.9
43.6
1.1
20.6
1°4
4°0
o7
20 .. 6
la5
16.9
2~1
ll.:1
15.:1
06
16.3
1.4
~
4.0
l5ol
14.8
706
l3o4
3.7
llo4
2.9
12.1
4.4
11.8
.8
.5
5.8
aProjected.
b
Items may not add to totals due to rounding.
205
�10-4.
Lakehead College of Arts, Science and Technology:
Percentage Distribution of Revenues,
Fiscal Years 1958 to 1963
Budget
Categ:Qri
Fiscal Year Ending: Ma~ Jl
125.§
1.25.2
1960
1961
1962
100.0
78.2
19.7
100.0
81.9
16.7
1.4
100 . 0
78 .. 7
20.2
1.1
lOOeO
7006
2.2
100.0
82.3
16.7
1.0
~
~
.fil.:.2
lk1
~
7.0
11.1
52.5
1L.1
5.8
11.9
53.9
Student fees
Registration
Supplementary exams
Tuition
.l2.!.1
1..2
o3
18.2
16.7
.8
.3
15 . 6
16.7
20.2
~
.1
19.3
.9
.1
27.5
1U2.
.2
15.8
--:s
Other
Miscellaneous
Rentals: janitor's
cottage
Rentals: rooms
Z.:1
.8
l.:.Q
.LJJ.
.5
.l.:J.
.3
1..&
.3
~
.3
.6
.5
.2
.2
.3
Revenues: summaryb
Grants
Student fees
Other
Revenue: detail
Grants
Municipal
Federal
Provincial
13.9
17.8
46°5
)
) L4
)
11.0
1604
54.9
.4
.3
.,4
aProjected.
b
Items may not add to totals due to rounding ..
206
11.0
13.3
57.6
.7
8.5
12.8
57.3
.3
28.5
LO
.4
196-:/
100.0
71.7
27.6
.7
.7
..1
2608
.1
�10-5-
Lakehead College of Arts, Science and Technology: Expenditures per
Full-Time Day Student, Fiscal Years 1958 to 1963
Fiscal Year EndinB: Mai 31
Expenditure
CateB;ori
~
1252
1960
1961
1962
196t
(1962 dollars)
b
Expenditures: summary
Instruction
Administration
Plant operation and
maintenance
Other
Expenditure: detail
Instruction
Salaries
Instructional supplies
Library
Travel
Administration
Office salaries and
expense
Other
Plant operation and
maintenance
Building
Grounds
Heat, light and water
Insurance
Other
Extraneous
Capital expenditures
charged to operations
Depreciation
801
66
1198
797
74
1261
830
79
~
55
812
501
51
1.JQ1
430
145
164
123
137
153
283
139
188
147
205
122
11Q
801
646
14
135
6
1:ll
523
830
380
21
27
2
501
453
16
28
4
550
~
29
260
7
625
13
299
9
55
51
66
lb!
12.
119
40
15
43
52
15
18
55
64
15
102
17
.ll15
43
47
44
11
123
58
27
33
6
1.51
1J.2
70
37
27
1L1
82
34
26
45
5
5
164
12
1J1
17
1..§J
10
188
7
19.S
17
lJJ
87
32
120
120
99
174
44
136
36
152
67
179
12J
8
75
26
45
8
11
261
2
946
119
333
122
45
27
5
II
-..
aProjected.
b
Items may not add to totals due to roundingo
207
�10-6,
Lakehead College of Arts, Science and Technology: Revenues per
Full-Time Day Student, Fiscal Years 1958 to 1963
Revenue
Category
Fiscal Year Ending May )1
~
~
1960
1961
1962
196t
(1962 dollars)
Revenues: summary b
Grants
Student fees
Other
Revenues: detail
Grants
Municipal
Federal
Provincial
211
725
182
20
.ill
129
165
431
1278
1051
213
13
1SL1
lJ.Q.2
1263
258
21
1077
277
15
1306
922
372
13
1531
1051
140
209
702
1263
169
1Q11
~
888
116
176
785
91
145
685
1098
89
183
826
213
11
~
2:1.1
J1g
~
3
3
11
2
359
Student fees
Registration
Supplementary exams
Tuition
182
11
2
168
199
244
11
2
265
Other
Miscellaneous
Rentals: janitor's
cottage
Rentals: rooms
20
7
1J
5
gJ_
15
1J
1Q
4
2
4
5
3
7
3
6
5
)
) 13
)
5
aProjected,
b
205
1098
423
10
Items may not add to totals due to roundingc
208
11
7
9
5
11
2
411
3
�10-7. Lakehead College of Arts, Science and Technology:
Expenditures per Full-Time Student, By Major Expenditure,
Category, Selected Years, 1957-58 to 1973-7L
Expenditures per Student
Year
Total
Instruction Administration
Plant
Operation Other
( 1962 dollars)
1957-58
1958-59
1959-60
1960-61
1961-62
793
812
1303
1198
1261
L30
501
801
797
830
1963-6L~
1966-67
1973-7Lc
171L
19L9
2982
1188
lLOJ
2250
55
51
66
7L
79
1L5
123
153
139
1L7
16L
137
283
188
205
100
112
167
159
151
172
266
282
390
Indexes of growth:
1961-62
1963-6L~
1966-67
1973-7L c
1.000
1.359
l.5L6
2.365
1.000
1.L31
1.690
2. 711
1.000
1.266
LL18
2.11L
1.000
1.082
1.027
1.170
1.000
1.298
1.376
1.902
aAdjusted to LOO-student enrollmento
bAdjusted to 700-student enrollmenta
cAdjusted to 1200-student enrollmento
209
�During the same interval, the College's revenues have risen from
$115,000 to $3L3,000.
Expressed on a per student basis, total revenues
have increased from $927 per student in 1958 to $1,532 per student in 1963.
By far the largest proportion of the College's revenues are accounted for
by grants from various governmental bodies.
revenues were derived from grants.
In 1958, 78 percent of the
After rising slightly in 1959, the pro-
portion of total revenue derived from grants declined to approximately 72
percent in 1963.
Provincial grants.
More than half of the College revenues are derived from
The proportion of total revenues accounted for by stu-
dent fees has risen from 20 percent in 1958 to 28 percent in 1963.
Revenues
from other sources account for a negligible proportion of the total College
income.
What developments can be expected during the course of the College's
expansion to the 1200-student enrollment?
Considered on a per student basis, expenditures for instruction have
increased from $L30 per student in 1958 to $830 in 1962.
During the same
interval, expenditures per student for administration increased from $55
to $79, for plant operation and maintenance from $1L5 to $1L7, and for other
purposes from $16L to $205.
In short, the two most pronounced areas of
increase in the expenditures of the College in servicing the expanding enrollment were in the areas of instruction and administration.
These trends, when projected, yield estimates of expenditures per
student which show substantial increases over the current levels of outlay.
Thus, total expenditures per student increase to $1,71L in 1963-6L, $1,9L9
in 1966-67, and $2,982 in 1973-'(L.
210
These represent increases of 36 percent,
�55 percent and 137 percent above the 196l-b2 level.
All of the components of outlay also reveal substantial increases.
Thus, expenditures per student for instructional purposes rise from $830 per
student in 1961-62 to $1,188 in 1963-6L, $1,LOJ in 1966-67, and $2,250 in
1973-7L
increases of L3 percent, 69 percent and 171 percent, respectively.
The expenditures per student for administration, plant operation and maintenance, and other categories of expenditure also show marked increases
over the 1961-62 levels, although the expansions are all of a lower order
of magnitude than the increases in total expenditures per student or instructional expenditures per studento
The Consultants believe that these figures are reasonable.
There is
tremendous pressure in higher educational circles for substantial increases
in faculty salaries.
Apart from the problem of catching up with past short-
comings in the levels of faculty salaries vis-a-vis the earnings offered to
persons of comparable competence in non-university activities, the general
increases in productivity throughout the Canadian economy will force a sustained upward rise in the level of real faculty salaries over the course
of the planning interval under consideration.
Moreover, the College in
1961-62 was .26th . among Canadian institutions in average faculty outlays
The Consutlants believe that by the time the LOO-student enrollment is
reached, outlays for faculty salaries should reach $1,037 per student; and
by the time the 1200-student enrollment is reached, outlays per student
for faculty salaries should reach $1,3L1.
In 1961-62, the comparable figure
was approximately $550, reflecting the relatively low salary scale of the
College and its relative isolationo
211
�Nor are the other components of the increase in expenditures per
student unusual.
Increased enrollment and an increasingly varied program
of curriculum offerings will require constant expansion in the scope of
library acquisitions and in the amount of service offered by the library
to the enlarged student bodya
The larger enrollment will necessitate a
substantial increase in the size and scope of the administrative supporting
units, both in central administration and, more importantly, in the supporting
administrative units such as business services, record keeping services,
typing services, student and staff service facilities and so on.
Nor will
plant operation and maintenance be left behind in the increased cost pattern.
While there may be some economies in plant operation and maintenance costs
per square foot of building space over the course of the College's expansion,
there is such variety in the additional space and buildings that must be
added to meet the College's expansion that the cost per student will rise
even though the unit cost of maintenance per square foot of space may fall.
By way of example, gymnasium facilities and student center facilities are
not even included in the financial data for the 1958-63 fiscal period.
In
short, increased plant operation costs per student can be rationalized in
terms of the increased scope and variety of services and activities being
undertaken by the College as it expands from its present enrollment of 220
students to the 1200-student enrollmenta
While it may be possible for unit
costs per student to decline for brief periods of time, it is characteristic
of higher educational institutions that the long-term upward trend in costs
per student is usually irreversible because of the constantly expanding
horizons in the scope, character and quality of the services provided to the
faculty and student body of the institutiona
212
�What revenues can the College expect to offset the expansion in total
current operating outlays to approximately 3.6 million dollars that will
accompany the expansion to the 1200-student enrollment?
It is clear from the financial data that the principal sources of
revenue for the College have been grants from governmental bodies and
student fees.
Together, these have accounted for well over 95 percent of
the College's current operating revenues.
It seemed to the Consultants
that an appropriate assessment of the future composition of the College's
revenues should involve an evaluation of how high ·student fees are likely to
go, a comparison of the estimated student fee level with projected total
expenditures per student, and the treatment of grants from governmental
bodies as a residual which reflects the amount of support needed from external sources to offset operating needs.
The underlying data on revenues
from student fees suggest that the $372 per student received in 1961-62
could rise to $L69 in 1963-6L, $557 in 1966-67, and $900 in 1973-7L.
As
compared with the 1961-62 level, these represent increases of 26 percent by
1963-6L, 50 percent by 1966-67, and 1L2 percent by 1973-7L.
In short, these
are very rapid rises in the student fees charged at the College.
In fact,
they are more rapid than the increases in personal income projected for the
country as a whole during the planning interval under consideration.
If other revenues per student are treated as a function of student fee
revenues per student, a not unreasonable assumption since the components
of this revenue category seem to be closely related to the level of enrollment
and the over-all size of the category is relatively negligible, then the bulk
of the College's revenues must still be derived from grants provided by
governmental bodies.
Taking revenues from student fees and other sources
213
�10-8.
Lakehead College of Arts, Science and Technology: Revenues per
Full-Time Student, by Major Revenue Category,
Selected Years, 1957-58 to 1973-74
Revenues ~er Student
Year
Total:
Received or
Requireda
Student
Fees
Slli1fil:
Total:
Non-Grants
Grants:
Received or
Requireda
(1962 dollars)
1957-58
1958-59
1959-60
1960-61
1961-62
927
1278
1542
1369
1306
182
213
258
277
372
20
13
21
15
13
202
226
279
292
385
725
1051
1263
1077
922
1963-64b
1966-67~
1973-74
1714
1949
2982
469
30
900
57
499
592
957
1215
1357
2025
1.000
1.312
1.492
2.283
1.000
L261
1.497
2.419
1.000
2.308
2.692
4.385
1.000
lo296
lo538
2.486
1.000
1.318
1.472
2.196
Indexes of growth
1961-62b
1963-64
1966-67~
1973-74
35
557
aAs indicated by projections of expenditures.
bAdjusted to 400-student enrollment.
cAdjusted to 700-student enrollment.
dAdjusted to 1200-student enrollmento
214
�10-9-
Lakehead College of Arts, Science and Technology: Estimated Faculty
Salary Outlays at Alternate Target Enrollments, by Rank
(in 1962 dollars)
Item
Rank
Instructor
Associate Assistant
and
Lecturer
Professor Professor Professor
Total
Faculty
400 Students
Average salary: 1963-64
Number of faculty
Faculty salary outlays
Total (000)
Per student
14024
11
10600
8
8427
10
7202
9
38
154
386
85
212
84
211
65
162
388
970
700 Students
Average salary: 1966-67
Number of faculty
Faculty salary outlays
Total (000)
Per student
14
9478
17
8100
15
64
167
238
161
230
122
174
734
1048
15774
18
11923
284
406
1200 Students
Average salary: 1973-74
Number of faculty
Faculty salary outlays
Total (000)
Per student
N.B.
20751
29,
15685
23
12469
28
10656
25
105
602
501
361
301
349
291
266
222
1578
1315
Faculty salary estimates for Central Canada based upon growth of
per annum were used in projecting Lakehead College outlays.
4 percent
215
�and subtracting them from the total revenues required to offset the total
expenditures per student already estimated, the College must increase its
revenues from grants from $922 per stuqent in 1961-62 to $1,215 in 1963-6L,
$1,357 per student in 1966-67, and $2,025 per student in 1973-?L. Relative
to the 1961-62 grants, these represent increases of 32 percent by 1963-6L,
L7 percent by 1966-67, and 120 percent by 1973-7L.
How reasonable are these estimates?
It would certainly seem from a
review of past experience that the revenue side of college and university
financial life tends to be passive; that is, revenues rise only because
the colleges go out and seek the means to support and sustain th~ higher
levels of expenditure that are associated with the increasingly costly
commodity known as education.
Thus, if there are any weaknesses in the
analysis, they would seem to be on the cost side rather than on the revenue
side.
Moreover, distasteful though it may be to contemplate; student fees
rave been rising, and rising significantly, during the post-World War II
period.
The increases have been a response to the rapidly rising cost of
providing a higher education in the context of an increasing departure from
the relatively inexpensive classical education curriculum and the keen competition facing higher educational institutions from non-academic employment
sources.
Moreover, the increases have been much more rapid than the increases
in the levels of total expenditures per student.
Indeed, at the College,
revenues from student fees have increased relatively more rapidly than
revenues from grants; the latter have experienced much more modest increases
during the historical interval under examination~
Moreover, there appears
to be no reason to assume that governmental bodies will absorb an increasing
share of the educational burden, given the vigorous competition for the tax
216
�dollar provided by a whole spectrum of governmental services outside the
sphere of education.
However, there is the possibility that student fees may not be able to
keep pace with the increased costs of education.
If this were the case,
and student fees could increase no more rapidly than the cost of providing
educational services, then it seems likely that the most obvious source
to be tapped for making up the difference between what is required and what
is available from student fees and governmental grants will be private
sources -- benefactions, grants and the income from endowments yet to be
made to the College.
If student fees cannot keep pace with the cost rise
projected above and increased revenues from new sources such as private
benefactions are not forthcoming, there is no alternative to increased
revenues from government sources, unless a lower scale of services than
has been anticipated in the analyses underlying this study is offered to the
students at the College during the coming decade.
B.
Capital Costs and Phasing of Construction
1.
Procedure
This study includes estimates of the cost and phasing of the building
program and master plan.
The schedule of outlays and priorities associated
with them is presented in table 10-12.
These estimates do not include
routine maintenance and minor repair projects, which are considered to be
incorporated in the operating budget.
Sources for determining unit costs for construction work included
commercial surveys and indexes and also representative Canadian architects.
217
�10-10.
I\)
1--l
CD
Lakehead College of Arts, Science and Technology:
Budget Estimates for Site Development Work
Q:u.au:ti~
1QQ.
l:t.em
bJDC:U.D:t
E;arcllmen:t
1ilil
Preliminary
Qnil
l2QQ
Unit
P;ricea
1m
Eni:s;2llm~nt
1QQ.
l2QQ
(1962 dollars)
Parking
Parking
Parking
Parking
Parking
field (175)
field (90)
field (90)
field (40)
field (30)
Perimeter road
Other roads and
service yards
--
--
--
25600
--
16000
S.F.
S.F.
S.F.
S.F.
S.F.
3850
300
--
L.F.
4000
15000
7500
S.F.
57000
--
25600
----
15000
Landscaped areab
Playing fields
3.5
4
8
2
---
4.5
1
Total
aAbbreviations:
L.F.
= linear
feet; S.F.
= square
Acre
Acre
.60
.60
.60
.60
.60
15
.60
7000
3000
34200
---
15360
--
15360
--
--
9600
--
9000
57750
4500
2400
9000
4500
24500
12000
56000
6000
31500
3000
130850
99860
63960
feet.
bThis item includes planting, footpaths, benches and miscellaneous decorative features.
�10-11. Lakehead College of Arts, Science and Technology:
Budget Estimate for Utilities Systems
AJDQnnt
QuaDtlu
E;o..:Qllm~Dl:l
.L.QQ
~
1QQ
Preliminary
ll.Q.Q
Un;it
Unit
. a
Price
E;c;t:Qllm~nt
.1J.QQ
1QQ
J.200.
(1962 dollars)
Electrical distribution
systemb
Underground distribution 500
Outside lighting
20
Miscellaneous
--
L.F.
Ea.
1750
10
1250
10
--
L.S.
--
10
350
--
5000
7000
5000
17500
3500
10000
12500
3500
10000
--
13500
13500
Water supply system
Underground water mains
and fire hydrants
--
1500
1500
L.F.
9
Storm drainage system
Storm sewers
Miscellaneous
--
--
2000
2000
L.F ..
L.S.
8
--
=-
5000
16000
7500
16000
5000
22000
68000
60500
-~
==
Sanitary systemC
Totald
aAbbreviations:
L.F. = linear feet; Ea.= each; L.S. = lump sum.
bThis table excludes the contract for a sub-station and distribution to existing buildings.
crt is assumed that a sewer line will be installed by the City; connections to this line are
included under project cost in table 10-12.
I'\)
~
dUtilities implied by additional student residence are not included.
�f\)
f\)
10-12.
0
Lakehead College of Arts, Science and Technology: Schedule of Capital Development,
Priority Phasing and Budget Outlays
Target Year
of
Co.l[QletLona
Item
~
Unit
Cost
(gross
(1962
sq. ft.) dollars/
sq. ft.)
(1)
1964
( 2)
Alterations and additions to
existing academic building alterations:
additions:
Cost:
Basic
Pro~ct
(thousands
of 1962
dollars)
Additional
Costs
(percent
of basic
project)
Cost:
Total
Project
(thousands
of 1962
dollars)
(3)
(4)
(5)
(6)
( 7)
18
10.0
126.0
20
7000
20
12.0
151.2
140 . 5
15
161.6
5.0
15
5.8
1964
Site developmentb
1964
Bus station
1965
Library
36300
23
834.9
25
1043 . 6
1965
Tunnels C
1980
11
21.8
15
25.1
1965
Ut i·1·t·
1 1es d
22.0
15
25.3
1965
Admlnistration wing, new
academic building
1965
Tunnels e
1966
Maintenance building
1967
Site developmentb
(Continued)
19075
21
400.6
20
480.7
3150
11
34. 7
15
39.8
7800
14
109.2
15
125.6
99.9
15
114.9
�10-12.
(Continued)
Target Year
of
a
Completion
Item
Area
Unit
Cost
(gross
(1962
sq. ft.) dollars/
sq. ft.)
( 2)
(1)
d
1967
Utilities
1967
Alterations to existing academic
building
1967
Alterations and additions to
University Centre alterations:
additions:
I\.)
I\.)
(thousands
of 1962
dollars)
Additional
Costs
(percent
of basic
project)
Cost:
Total
Project
(thousands
of 1962
dollars)
(3)
(4)
(5)
(6)
( 7)
--
--
68.o
15
78.2
--
--
95.0
35
128.3
--
--
25
15.0
79.4
20
40
18.0
111.2
3175
1967
Gymnasium
33900
17
576.3
20
691.6
1967
Academic building
39955
20
799.1
20
958.9
1967
Site developmentb
--
--
64.0
15
73.6
1967
Utilities
--
--
60.5
15
69.6
1968
Addition to maintenance building
5000
14
70.0
15
80.5
1968
Alterations to library
--
--
10.0
20
12.0
--
--
--
--
4407 .5
d
Total
t-J
Cost:
Basic
Project
( Continued)
f
�10-12.
I\.)
I\.)
I\.)
(Continued)
alt is assumed that each project is to be completed by September of the listed target year.
1964 refers to the beginning of the academic year 1964-65.
Thus,
b
See table 10-10.
cincludes tunnels from science and technology building to library and University Centre.
d
See table 10-11.
eincludes tunnels from proposed academic building (administrative wing) to library and science and
technology buildingc
fTotal excludes student residenc~s, as their construction will depend on College policy, as noted
in Chapter 7. For 250 additional residents 58,500 gross square feet would be required over the
years 1964-748 At nineteen dollars per square foot the basic cost would be $1,111,500 and the
total project cost would be 20 percent higher or $1,334,250.
�The Consultants are indebted to the firm of Mickelson, Fraser and Haywood
for their assistance in this aspect of the study.
Commercial construction surveys proved to be of only limited usefulness, as their data on Canadian cities include Toronto but not the Lakehead
area.
Nor is their information organized in sufficient detail to permit
the various types of projects represented at the College to be identified
and differentiated.
tects' and
Therefore, greater emphasis was placed on local archi-
engineers' experience, including the work recently completed
at the College.
Table 10-12 distinguishes between the cost of the basic project and
the cost of the total projecto
The basic project cost can be equated with
the amount of the general construction contract, which, it is assumed,
includes built-in and fixed equipmento
The cost of the total project in-
cludes the other sums which must be expended by the client before the
building can be occupied.
These sums include professional fees, movable
furniture and certain minor outlays for site and utilities work not covered
elsewhere as separate items.
The difference between basic cost and total
cost is expressed as a percentage of basic cost and varies with the nature
of the project.
It is assumed that the new buildings will be simple in detail and
finish but of materials that are non-combustible and easy to maintain.
Equipment is assumed to be of first-class institutional quality.
2.
Phasing and Priorities
The items in table 10-12 are arranged in chronological order as to
223
�completion dates of construction.
Some of the recommendations can be
interpreted with flexibility, some are virtually mandatory.
The construction
of the perimeter road, the large parking field, the west wing of the science
and technology building and the library should be undertaken immediately.
The maintenance building could also well be built in the immediate future;
the workload of the maintenance staff will increase greatly with the expansion of both developed campus area and gross building space.
Nevertheless,
some deferral of this building's priority would be possible, as indicated
in the table.
The gymnasium would be an important adjunct to the College at any
time.
Its lower priority listing reflects the greater emphasis placed on
academic facilities and also the
long-range desirability of building a
gymnasium adequate for over 1000 students in one stage.
Advancing the con-
struction date of the gymnasium would add greatly to the excess space on
the campus at the time of its completion.
The area of greatest possible variation from the schedule in table
10-12 consists of the academic facilities to be built subsequent to the
construction of the libraryo
For an enrollment greater than about 700 ._
students,a building of at least 11,000 net square feet will be requiredo
Much of this is for administration and the resulting structure would be
about the same size as, or slightly smaller than the administration wing
shown in the schematic plans.
However, if a larger building were to be
built at this time, then the balance of the academic space, listed for
completion by September, 1967 in the table, could be deferred.
Or, alter-
nately, the building could be built in three stages, rather than two,
In-
stead of a wing of 19,075 gross square feet to be completed in 1965 and a
224
I
�balance of 39,955 to be completed in 1967, the total of 59,030 gross square
feet might be distributed equally among three target years, probably 1965,
1968 and 1971.
student residences are not included in the table, although their potential cost in relation to an enrollment of 1200 students is listed in a
footnote.
This cost could be prorated over time to provide for housing a
maximum of JOO students between 1964 and 1974.
J.
Site Development
This heading refers to parking fields, roads, paths, landscaping and
playing fields.
A breakdown of costs by item and enrollment level is
shown on table 10-10.
These costs are then summarized on table 10-12,
where the total cost for each target enrollment level is entered at the
appropriate point in the priority listing.
4.
Utilities
Cost estimates for utilities can only be presented in rough terms at
this time; preliminary engineering design work would be required to produce
more detailed studies of cost for these elementso
In general the College will proceed to develop utilities on an institutional, centralized basis over the next decade, rather than as a series
of self-contained systems related to individual buildings.
For example,
instead of separate drainage fields to accommodate sewerage, it is expected
that an extension of the city sewer system will reach the campus in the
next few years as a continuation of the piping line from Katherine Street.
225
�In electrical power supply, a central sub-station is under contract.
In
heating, each building to date has been equipped with a package boiler unit.
The Consultants believe that in time a central heating plant and steam distribution system will be used; however, quantifying this viewpoint would
imply engineering feasibility studies outside the scope of this report.a
Therefore, no specific costs on either the central heating plant or the
steam distribution system are listed.
The unit costs of buildings listed
in table 10-12 are considered adequate to include self-contained heating
systems.
Table 10-11 lists utility system estimates, organized in a similar manner
to site development costs.
These figures are also incorporated in table
10-12.
aThe Consultants prepared questionnaires and received replies from five
Ontario universities on the subject of central vis-a-vis individual package
heating systems. These replies have been forwarded to Lakehead College
separately from this reporto
226
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APPENDIXES
�•
•
•
•
•
9
APPENDIX A
ENROLLMENT
�A-1.
Canada and Ontario: Population, Total and 18-21 Years
Age Group, Selected Years, 1941 to 1971
TQtal PQ1mla t;i QD
Canada
~
a
Ontariob
Ratio:
Ontario/
Canada
Canada
(000)
1941
1946
19.51
1956
1961
11.507
12292
14009
16081
18238
1966
1971
19518
21643
N.B.
Grou~
Ratio:
Ontario/
Canada
Ontariod
lB-21 Years
C
A~e
(ooo)
266.,5
273o3
264.J
6236
5405
.328
.336
.342
n/a
86,5.2
8,51.8
895.1
1016.4
316.7
.316
.310
.316
.312
6990
7898
.358
.365
1222.6
1484-9
418.6
487.6
.342
.328
3788
4093
4.598
.329
.333
282.5
Projections for 1966 and 1971 were taken or adapted from the
following sources:
a
w.c. Hood and Anthony Scott, Output Labor and Capital in the
Canadian Economy.
bontario Department of Economics, Ontario, Economic and Social
Aspects Surve~ 1961.
C
Dr. E.F. Sheffield, Enrollment in Canadian Universities and
Colle~es to 1970-71 {1961 Projection).
dnr. R.W.B. Jackson, SecQndacy School and Uniyersicy Eprollment
Study; Volume I: Basic Tables.
230
�Canada and Ontario: Undergraduate University-Grade Enrollments,
Fall Semester, Selected Years, 1944-45 to 1970-71
A-2.
Year
a
UDder~rag~ate EnrollmeDt
Ratio:
Ontario/
Canada
Ontario
Canada
1944-1945
1945-1946
1946-1947
1947-1948
1948-1949
1949-1950
1950-1951
1951-1952
1952-1953
1953-1954
1954-1955
1955-1956
1956-1957
1957-1958
1958-1959
1959-1960
1960-1961
1961-1962
38376
61861
76237
79346
75807
69111
64036
59849
60046
61198
62291
66277
72629
80443
88010
96766
107482
121547
12297
20278
25848
27648
26303
23679
21268
19495
19333
19037
19137
20037
21263
23174
24927
27189
29501
32968
1965-1966
1970-1971
169900
286600
57900
107100
N.B.
a
Non-Veteran
Under~raduate Enrollment
Ratio:
Ontario/
Ontario
Canada
Canada
-348
.347
.343
-332
.326
-322
.311
.307
.302
.293
.288
.283
.281
.274
.271
37859
41861
42237
49746
54007
56062
57910
57385
58921
60665
61886b
66086
72479
80371
87959
96722 0
107450
121524
11335
12078
11818
10446
15127
17082
18159
18677
18453
18239
19137
20037
21263
23174
• 24927
27189
29501
32968
.299
.289
.280
.210
.280
.305
.314
.325
.313
.301
-309
.303
.293
.288
.283
.281
.275
.271
.341
.374
169900
286600
57900
107100
.341
.374
.320
.328
.339
Projections of enrollment are adapted from estimates prepared by
Dr. E. F. Sheffield and Dr. R. W. B. Jackson.
Fall semester.
bEstimate:
191 veterans.
cEstimate:
32 veterans.
Source data: DBS publications on Fall undergraduate enrollment.
Projections from Sheffield publication, 1962 and Jackson estimate
#6. See tables V-1 and V-3. N.B. Jackson estimate may be low.
231
�A-3.
Canada: Undergraduate Enrollment, Total and Enrollment in Arts and
Pure Science Programs, Selected Years 1931 to 1962
'
Academic
Year
Ending: in
Ar.!"&
Under-graduate Enrollment
total:
Pure
Arts and
Pure Science
Science
All Programs
Arts and
Pure Science
as Percent of
All Programs
(number)
1931
1936
1941
1946
1951
19.53
1954
1955
1956
1957
1958
19.59
1960
1961
1962
a
a
a
a
a
a
a
a
a
a
a
a
a
a
23504
24246
26341
29845
33296
37179
42670
49332
4214
4548
5151
6001
7521
8209
9237
1221.5
16828
17741
17634
31229
29771
27548
27499
27718
28794
31492
35846
40817
45388
51907
61547
(indexes:
1931
1936
1941
1946
1951
1953
1954
1955
1956
1957
1958
1959
1960
1961
1962
aNot available.
232
a
a
a
a
a
a
a
a
a
a
a
a
a
a
.476
.491
.534
.605
.675
.754
.865
1.000
.345
.372
.422
.491
.616
.672
.756
1.000
31.576
33522
34817
61861
64036
60046
61198
62291
66277
72629
80443
88010
96766
107482
121547
1962
= 1.,000)
.288
e287
a507
-484
-448
.447
.,450
s468
. 512
0582
.,663
737
.843
.260
.276
,286
.509
. .527
.494
.503
.512
545
.593
0662
.724
.796
G884
lo000
lo000
0273
0
53.29
52.92
50.65
.50.48
46.49
4.5.88
44.93
44.50
43.44
43.36
44-56
46.38
46.90
48.29
50.64
8
L052
1.045
1.000
.997
.918
.906
.887
.879
.858
.856
.880
.916
.926
.954
1.000
�A-4•
Ontario: Undergraduate Enrollment, Total and Enrollment in Arts and
Pure Science Programs, Selected Years 1931 to 1962
Academic
Year
~
Epdini' in
Undergraduate Enrollment
Total:
Pure
Arts and
Pure Science All Programs
Science
Arts and
Pure Science
as Percent of
All Programs
(number)
1931
1936
1941
1946
1951
1953
1954
1955
1956
1957
1958
1959
1960
"' 1961
1962
a
a
a
a
a
a
a
a
a
a
a
a
a
a
6512
6758
7514
8567
9909
10970
12284
13780
968
1017
1126
1488
1564
1765
2239
3571
5387
5801
5408
9320
9330
7990
7701
7480
7775
8640
10055
11473
12735
14523
17351
(indexes:
1931
1936
1941
1946
1951
1953
1954
1955
1956
1957
1958
1959
1960
1961
1962
a
a
a
a
a
a
a
.473
.490
.545
.622
. 719
.796
.891
loOOO
a
a
a
a
a
a
a
.271
.285
.315
.417
.438
.494
.627
1.000
oJlO
0334
0312
.,537
.538
0460
444
0431
.,448
-498
,.580
.661
0734
.837
1.,000
0
11414
12066
11693
20278
21268
19333
19037
19137
20037
21263
23174
24927
27189
29501
32968
1962
47.20
48.07
46.25
45.96
43.87
41.33
40.45
39°09
38.80
40.63
43.39
46.03
46.84
49.23
52.63
= loOOO)
o346
0366
355
.,615
0
G645
a586
.577
.580
0608
0645
s703
0756
,.825
.895
loOOO
.897
.913
879
.873
.834
•785
.769
.743
.737
0772
.824
.875
.890
.935
1.000
0
aNot available.
233
�A-5•
Canada:
Professional Workers, by Occupational Groups and Classes;
Selected Years, 1931 to 1961
Group and Class
l2Jl
l2ll
l25l
l2&
200662
82983
240402
88279
302557
105118
524000
178027
Professors, college principals
3200
4217
5422
11145
Social scientists
Accountants, auditors
b
Actuaries and statisticians
Judges, magistrates
Lawyers, notaries
Librarians
Social workers
Statisticians
Others
29120
17623
217
544
8058
1009
892
( 138)
777
39695
25887
491
481
8621
1578
1460
60787
30670
2901
834
12088
3439
10855
1177
54092
34151
1000
597
9038
2061
3995
( 742)
3250
Artists, writers, clergymen
Artists, art teachers
Authors, editors, journalists
Clergymen, priests
Musicians, music teachers
27426
2618
3344
12678
8786
31007
3492
4580
14474
8461
36243
4896
7217
16097
8033
50676
7451
13030
18924
11271
Life scientists
Agricultural professionals
Veterinarians
Dentists
Dieticians
Graduate nurses
Osteopaths, chiropractors
Physicians, surgeons
37499
899
1046
4039
491
20462
542
10020
47187
1375
1095
4210
935
27114
585
11873
59907
2698
1205
4608
1101
35138
832
14325
95759·
2746
1524
5469
1915
61699
1113
21290
Physical scientists
Architects
Chemists, metallurgists
Engineers
Civil
Electrical
Mechanical
Mining, chemical
20434
1298
3318
30017
1313
8203
41775
1740
8574
43244
2940
6142
7524
3937
2859
1498
7470
5118
4870
3043
12168
6349
8328
4616
11917
8763
8137
5345
All professional groups
Teachers, instructors
aAdjusted total.
a
( 327)
(b)
Items may not add to totals due to incomplete data.
bActuaries and statisticians are combined because of the manner in which
the data were reported for 1961.
234
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�A-6.
Canada:
Indexes of Growth for Professional Workers, by Occupational
Groups and Classes; Selected Years, 1931 to 1961
l.2.3l
l2il
l25l
l2.6l
All professional groups
Teachers, instructors
.383
.466
.459
.496
.577
.590
1.000
1.000
Professors, college principals
.287
.378
-486
1.000
Social scientists
Accountants, auditors
Actuaries and statisticians
Judges, magistrates
Lawyers, notaries
Librarians
Social workers
Others
.479
.575
.075
.652
.667
.293
.082
.653
.844
.169
.577
. 713
.459
.135
.890
1.113
.345
. 716
-748
.599
.368
1.000
1.000
1.000
1.000
1.000
1.000
1.000
a
a
a
a
Artists, writers, clergymen
Artists, art teachers
Authors, editors, journalists
Clergymen, priests
Musicians, music teachers
.541
.351
.257
.670
-780
.592
.469
.351
. 765
.751
.715
.657
.554
.851
.713
1.000
1.000
1.000
1.000
1.000
Life scientists
Agricultural professionals
Veterinarians
Dentists
Dieticians
Graduate nurses
Osteopaths, chiropractors
Physicians, surgeons
.392
.327
.686
.739
.256
.332
487
.471
.493
.501
719
.488
.439
.526
-558
.626
.983
.791
.843
.575
.570
-748
.673
1.000
1.000
1.000
1.000
1.000
1.000
1.000
1.000
Physical scientists
Architects
Chemists, metallurgists
Engineers
Civil
Electrical
Mechanical
Mining, chemical
473
.441
.540
.694
.447
1.336
.966
.592
1.396
1.000
1.000
1.000
.631
.449
.351
.280
.627
584
.599
.569
1.021
.725
1.023
.864
1.000
1.000
1.000
1.000
Group and, Class
0
0
0
.770
0
aData not available.
235
�A-7.
Ontario:
Professional Workers, by Occupational Groups and Classes;
Selected Years, 1931 to 1961
Group and Class
All professional groups
Teachers, instructors
a
Professors, college principals
Social scientistsb
Accountants, auditors
Actuaries and statisticians
Judges, magistrates
Lawyers, notaries
Librarians
Social workers
Statisticians
Others
C
1..23l-
l.2.hl
1251
l2Q1
74172
23659
80120
25110
116179
30022
164630
56525
687
1089
1424
3052
11598
7382
17398
12409
176
2792
622
626
165
3103
866
855
25503
12885
1598
282
4902
1663
4173
6130
20774
13813
542
196
3388
1037
1798
( 376)
7089
Artists, writers, clergymen
Artists, ,art teachers
Authors, editors, journalists
Clergymen, priests
Musicians, music teachers
10758
1317
1465
4303
3673
11956
1710
1877
4827
3542
13928
2362
3189
5132
3245
20018
3603
5739
6195
4481
Life scientists
Agricultural professionals
Veterinarians
Dentists
Dieticians
Graduate nurses
Osteopaths, chiropractors
Physicians, surgeons
15455
256
467
1852
18567
8689
257
3934
11178
299
4698
23328
773
591
1966
515
13693
427
5363
37579
704
633
2299
829
24579
495·
?040
8331
576
1572
15795
570
3998
19614
744
3982
21953
1138
2836
2669
1718
1063
733
2759
2410
2263
3795
4205
3551
4929
2203
7392
4205
4075
2307
Physical scientists
Architects
Chemists, metallurgists
Engineers
Civil (including surveyors)
Electrical
Mechanical
Mining, chemical
aAdjusted total.
501
1891
Items may not add to totals due to ·incomplete data.
~Excludes actaaries, statisticians, others for purposes of analysis~
cActuaries and statisticians are combined because of the manner in which
tl1e data were reported for 196L
236
I
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�A-8.
Ontario: Indexes of Growth for Professional Workers, by Occupational
Groups and Classes; Selected Years, 1931 to 1961
l23l
l.21.u.
l2.5l
l2.6.l
Teachers, instructors
.4.51
.419
-487
.444
.706
. .531
1.000
1 .. 000
Professors, college principals
.22.5
.3.57
.467
1.000
Social scientists
Accountants, auditors
Actuaries and statisticians
Judges, magistrates
Lawyers, notaries
Librarians
Social workers
Others
.4.56
•.573
.682
.963
.624
. .570
.374
.1.50
•.58 .5
.633
. .521
.20.5
.81.5
1.072
.339
.69.5
.691
.624
.431
1.000
1.000
1.000
1.000
1.000
1.000
1.000
a
a
a
a
Artists, writers, clergymen
Artists, art teachers
Authors, editors, journalists
Clergymen, priests
Musicians, music teachers
•.537
.366
.2.55
.695
.820
•.597
.47.5
-327
.779
.790
.696
.6,56
. .5.56
.828
.724
1.000
1.000
1.000
1.000
1.000
Life s cientists
Agricultural professionals
Veterinarians
Dentists
Dieticians
Graduate nurses
Osteopaths, chiropractors
Physicians, surgeons
.411
.364
e738
.806
.494
.791
0823
3.54
• .519
-489
.4.55
.604
.,584
.621
1.041
.934
• 8.5.5
.621
•.557
.863
.667
1.000
1.000
1.000
1.000
1.000
1.000
1.000
1.000
.379
.,506
.554
.719
. .501
1.410
.893
.6,54
1.404
1.000
1.000
1 .. 000
.361
.409
.261
.318
.373
• .573
•.5.5.5
1.64.5
.844
.,569
1.000
1.000
1.000
1.000
Group anct Class
All professional groups
Physical scientists
Architects
Chemists, metallurgists
Engineers
Civil (including surveyors)
Electrical
Mechanical
Mining, chemical
0
1.210
.9.55
aData not available.
237
�A-9.
Canada and Ontario: Labor Force Post-Secondary School
Educational Attainment, Grade 13 and Beyogd,
by Occupational Category, 1941 and 1951
Occupational
Catei'o;cy
All occupations
Proprietary and managerial
Professional
Clerical
Agricultural
Fishing, hunting and trapping
Logging
Mining and quarrying
Manufacturing and mechanical
Foremen
Food products
Liquor, beverages, tobacco
Rubber products
Fur and fur goods, furriers
Leather and leather products
Textiles
Textile goods and wearing apparel
Wood products
Pulp,paper and paper products
Printing, publishing, bookbinding
Metal products
Non-metallic mineral products
Chemicals
Miscellaneous
Electric light and power production
and stationary enginemen
Construction
Transportation
Communication
Commercial
Financial
Service
Personal
Protective
Other
Laborers
Not stated
Persons Attaining Grade 13 and
Beyond as Percent of Total Labor Force
Canada
Ontario
l2ll
1251
6e76
10 .. 26
a
18,,76
59.72
15"14
L88
48a6l
a
L24
.52
.,83
2e85
a
6 .. 08
2o73
2 . 56
2o4)
2 77
L45
0
L4l
L82
2o37
3,.57
5o04
3°58
2074
4.,57
4°45
8013
3o80
064
L38
3.12
3.64
6"96
2"43
3.. 12
2o)3
3°33
L48
L72
2o39
2o)9
2o62
5°74
4ol3
2"25
4999
5"34
4sl2
l2L.l
13.39
a
,56.14
19.38
1.42
7.99
1..13
3.98
a
7.03
3. 40
4o8l
2,.97
4.,29
2 . 04
2.26
2 . 65
2 .. 65
3.54
a
4e26
3e22
4e89
5.,23
8.48
23.66
68.17
18.,94
2o80
L83
2.59
4.18
4.75
8.88
3,.59
6.81
3.. 20
4.31
2.12
2.72
3 .. 70
3.22
3.07
6.16
4.94
3.20
5.61
5°87
5.50
a
4.18
3e53
3o00
8e54
3.26
2o67
7e)4
lOall
19"32
3"91
2.94
lOo54
2L80
4.95
13.53
32.38
6.60
9a6l
7 964
12 .. 03
12.04
2.37
1.,75
3 . 02
7.46
L79
8.78
2c,91
a
11.13
L29
L27
27 e40
3°34
a
3.63
4 . a.5
3.83
a
4..J2
3.50
9.06
4.50
9.72
anata not available or incomplete ..
bnata for 1961 not yet available at time of completion of stud.yo
238
l251
�A-10. Lakehead College of Arts, Science and Technology: Analysis
of Enrollment Progression Pattern in University Division,
1952-53 to 1962-63
Conversion
Enrollment
Coefficient:
Total
Years la.21
Year
Year
2
Years
1
1-2
Year 1
Year
1952-53
1953-54
1954-55
1955-56
1956-57
1957-58
1958-59
1959-60
1960-61
1961-62
1962-63
47
40
35
44
47
76
84
69
81
83
72
18
24
28
47
40
35
44
47
76
84
69
99
107
100
1.32
1.20
aTotal enrollment divided by freshmen enrollment in preceding period.
239
�A-11.
l'0
.r::0
Canada: Total, Freshman and Non-Freshman Undergraduate Enrollment and Degrees
Granted in Arts and Pure Science Programs, 1952-53 to 1961-62
Total
Full-Time
~
Enrollment
1952-1953
1953-1954
1954-1955
1955-1956
1956-1957
1957-1958
1958-1959
19.59-1960
1960-1961
1961-1962
aNot available.
27548
27499
27718
28794
31492
35846
40817
4.5388
.51907
61.547
Degrees
Granted
6153
5857
5727
6128
6669
7044
7576
8482
9219
11000
Year
1953-1954
1954-1955
1955-1956
1956-1957
1957-1958
1958-1959
1959-1960
1960-1961
1961-1962
1962-1963
Non-Freshman
Freshman
Conversion
Coefficient,
Total/Freshman
Enrollment
Enrollment
Enrollment
21395
21642
21991
22666
24823
28802
33241
36906
42688
.50.547
6104
6076
6803
8826
11023
12015
12147
1.5001
188.59
a
4.51
4.56
4.23
3.57
3.25
3.40
3.74
3.46
3.. 26
�A-12. Ontario: Analysis of Enrollment Distribution among First
Three Year Levels in Faculties of Arts and Sciences at
Selected Ontario Colleges and Universities,
Selected Years
Institution and Year
McMaster
1957-58
Enrollment
Year 1
Total, Years 1-3
405
348
381
457
572
920
903
972
1079
1318
Queens
1957-58
1958-59
1961-62
1962-63
347
427
473
617
a
a
a
a
Toronto
1956-57
1960-61
1198
1433
3292
1958-59
1959-60
1960-61
1961-62
Median
3582
Conversion
Coefficient:
Years 1-3/Year 1
2.27
2.59
2.55
2.36
2.30
a
a
a
a
2.75
2.50
2.50
aNot available.
II
I
I
241
�A-13.
Ontario: Analysis of Enrollment Distribution between
First and Second Year Levels in Faculties of
Applied Science and Engineering at Selected
Ontario Colleges and Universities,
Selected Years
Year 1
Year 2
Total,
Years 1-2
Conversion
Coefficient:
Years 1-2/Year 1
52
40
92
1.77
50
64
78
81
42
44
52
61
92
108
130
142
1.84
1.69
1.67
1.75
1961-62
1962-63
314
309
232
236
231
254
208
192
545
563
440
428
1.74
1.82
1.90
1.81
Toronto
1956-57
1960-61
708
408
496
424
1204.
832
1.70
2.04
27
53
51
79
17
17
41
1.63
1.32
1.80
95
93
40
45
44
70
92
123
135
138
1.42
1.48
100
115
130
145
160
175
63
70
80
91
102
112
163
185
210
236
262
287
1.63
1.61
1.62
1.63
1.64
1.64
Enrollment
Institution
and Year
Assumption
1960-6la
McMaster
1958-59
1959-60
1960-61
1961-62
Queens
1957-58
1958-59
Western Ontario
Actual
1955-56
1956-57
1957-58
1958-59
1959-60
1960-61
Projected
1961-62
1962-63
1963-64
1964-65
1965-66
1966-67
Median
8Majors only.
242
44
L.56
1.67
�A-14. Lakehead College of Arts, Science and Technology: .Analysis
of Enrollment Progression Pattern in Technology Division,
1952-53 to 1962-63
Enrollment
Year
Year 1
Year 2
1952-53
1953-54
1954-55
1955-56
1956-57
1957-58
1958-59
1959-60
1960-61
1961-62
1962-63
16
19
18
19
26
5
10
10
11
5
9
19
21
12
22
27
Weighted average
39
46
31
63
91
97
Total,
Years 1-2
21
29
28
30
31
48
65
52
75
113
124
Conversion
Coefficient:
Years 1-~l
Years 1
1.81
1.47
1.67
1.63
1.85
1.67
1.13
2.42
1.79
1.36
1.68
aTotal enrollment divided by freshman enrollment in preceding period.
243
�A-1_5.
Lakehead College of Arts, Science and Technology:
1962
12,QJ
~
Secondary school retirements to further education
Indexes of growth: 1961-62 = 1.000
Universities
Provincial Technical Institutes
Schools of Nursing
1.000
loOOO
1.000
1.13.5 1.296
1.123 1.269
lo097 1.213
Professional workers in labor force
Index of growth: 1961-62 = loOOO
Index of trend variancea
1.000
1.000
1.044 1.088
1.012 1.024
First-year enrollment in post-secondary education
Indexes of growth: 1961-62 = 1.000
Universities
Provincial Technical Institutes
Schools of Nur~ing
1.000
1.000
1.000
1°149 1.327
1.136 1.299
1.110 1.242
Lakehead College University Division, part-time
enrollment
Index of growth: 1961-62 = 1.000
1.000
1.024 1.048
Lakehead College enrollment
First-year, full-time
University Division
Arts program
Applied Science program
Technology Division
Conversion coefficients: total/first-year enrollment
University Division
Arts program
Applied Science program
Technology Division
Total, full-time
University Division
Arts program
Applied Science program
Technology Division
Other
Nurses
University Division, part-time enrollment
Summary
Total full-time enrollment
Total full-time enrollment plus nurses
Total full-time enrollment plus nurses and
part-time enrollment
71
24
103
82
28
118
1.53
LOO
1.68
1.80
1.00
1.68
86
21
113
109
24
173
148
28
198
85
140
94
143
106
147
220
305
306
400
374
480
445
543
627
62
21
91
aRelative to index of growth in total civilian labor force.
N.B.
244
1.
Assumes first degrees are conferred in 1965-66.
�Projection of Enrollment, by Division and Program, 1961-62 to 1975-76
1966
1225
Academic Year Ending in
12Q1 1968 12.Q2 121Q 1211
~
121J
1.597 1.892 1.965 2.042 2.126 2.178 2.213 2.308 2.403
1.545 1.814 1.882 1.950 2.027 2.074 2.107 2.193 2.279
1.430 1.642 1.695 1.749 1.810 1.847 1.873 1.941 2.009
12.ZL.
12.15
121§
2.498 2.593 2.687
2.365 2.452 2.539
2.077 2.145 2.213
1.132 1.177 1.230 1.283 1.336 1.388 1.440 1.495 1.550 1.605 1.660 1.715
1.036 1.049 1.064 1.079 1.094 1.110 1.126 1.138 1.150 1.162 1.175 1.188
1.654 1.985 2.091 2.203 2.326
1.601 1.903 2.002 2.104 2.218
1.481 1.722 1.803 1.887 1.980
2.418
2.302
2.050
2.492
2.372
2.109
2.627
2.496
2.209
2.763
2.621
2.310
2.903
2.748
2.413
3.047 3.192
2.881 3.016
2.520 2.629
1.072 1.096 1.121 1.150 1.179 1.208 1.237 1.267 1.304 1.337 1.371 1.405
103
130
44
182
137
46
191
144
49
202
150
51
209
155
52
216
163
146
123
42
173
227
2.07
1.33
1.68
2.34
1.67
1.68
2.61
1.67
1.68
2.88
1.67
1.68
3.15
1.67
1.68
3.42
1.67
1.68
3.64
1.67
1.68
213
47
245
288
70
291
339
73
306
395
454
82
339
513
77
321
126
150
146
153
153
157
160
161
631
505
649
795
718
871
793
781
948
1028
35
N.B.
239
180
61
250
189
64
262
198
67
274
3.64
1.67
1.68
3.64
1.67
1.68
3.64
1.67
1.68
3.64
1.67
1.68
3.64
1.67
1.68
593
92
381
622
97
402
655
351
564
87
363
102
420
688
107
440
721
112
460
168
165
174
169
179
173
188
177
196
183
205
187
214
192
223
197
953
875
1043
949
1123
1014
1193
1066
1254
1121
1317
1177
1382
1235
1449
1293
1516
1114
1208
1292
1366
1431
1500
1569
1641
1713
85
55
171
58
2.
Assumes second year of Applied Science program is introduced in 1964-65
and is in full swing by 1965-66.
3.
Assumes no change in length or depth of Technology Division programs
throughout planning period.
245
�II
II
II
II
II
II
II
II
•
•
•
•
•
•
•
•
•
APPENDIX B
INSTRUCTIONAL ACTIVITY STRUCTURE
�B-1.
Ontario and Lakehead Region: Attendance by Atkinson Students
at First and Preliminary Years of Ontario
Colleges and Universities in 1956-57
Institution and
Institution GrouE
Province,
Tota,l
Colleges and universities
in Ontario
Assumption
(11) 70
Carleton
. (8) 135
McMaster
(8) 246
Ottawa
(4) 29
Queens
456
Toronto
1345
Western
(9) 581
RMC
34
OAC, OVC, MacDonald
Institute
116
Lakehead
27
Total
Lakebeac.
Rainy
River
Kenora
1
13
21
6
Thunder
Bay
1
1
2
1
24
3
9
4
2
15
4
2
1
22
Subtotal
3039
66
3
11
52
Colleges and universities
outside Ontario
Schools of Nursing
256
555
22
8
2
5
15
(23)1258
19
2
1
16
5108
115
7
17
91
Teachers' Colleges
Total
248
8
�B-2.
Ontario and Lakehead Region: Attendance by Atkinson Students
at Institutions of Further Education in 1956-57
Lakehead
Rainy
Province,
Kenora
Total
River
Thunder
Bay
(number)
Total students
In colleges and
universities
In Ontario
First year
Preliminary year
Outside Ontario
Schools of Nursing
Teachers' Colleges
One-year course
Two-year course
SJ.00
2999
40
256
555
1235
23
l
ll
2l
66
3
11
52
22
8
2
5
15
19
2
1
16
8
(percent)
Total students
In colleges and
universities
In Ontario
First year
Preliminary year
Outside Ontario
Schools of Nursing
Teachers' Colleges
One-year course
Two-year course
1QQ..&
1QQ..&
100.0
58-7
42.9
64-7
57.1
5.0
28.6
29.4
16.5
24.2
28.6
100.0
.8
100.0
10.9
.5
8.8
249
�B-3.
University of Toronto: Analysis of Relative Distribution
of Course Registrations by Students Enrolled in
Arts and Sciences Programs in 1956-57 and 1960-61,
by Division, by Year Level and by Type of Program
Year
Division
Languages
~
1
2
3
4
Total
Science - lecture
1
2
3
4
Total
Science - •
laboratory
1
2
3
Pass and
General Honors
Humanities
1
2
Pass and
I,Q±al
l26Q-cl
General Honors Total
.005
.042
.023
.014
.001
.041
.016
.011
.007
.083
.039
.024
.008
.051
.133
.079
.076
.155
.040
.023
.016
.031
.022
.012
.006
.071
.046
.027
.006
.062
.022
.016
.034
.022
.011
.007
.096
.044
.027
.007
.079
.070
.150
.101
.073
.174
.030
.009
.011
.020
.012
.007
.004
.050
.022
.018
.004
.045
.013
.013
.021
.013
.007
.004
.066
.026
.020
.004
.050
.043
.093
.072
.045
.116
.074
.054
.006
.072
.036
.029
.022
.145
.100
.084
.029
.072
.030
.010
.006
.037
.005
.082
.043
.026
.013
4
Total
125.6-SZ
.019
.085
.059
.074
.067
.009
.034
.033
.018
.144
.108
.102
.027
.237
.144
.381
.199
.159
.358
Humanities - studio 1
2
.002
.001
.001
.001
.001
.001
3
.001
.002
.001
.001
.002
.002
.001
.003
.002
.005
.001
.003
.004
.056
.054
.045
.024
.018
.012
.080
.072
.048
.039
.055
.005
.009
.014
.036
.004
.020
.016
.013
.010
.049
.013
.160
.064
.224
.127
.058
.185
3
4
Total
.065
4
Total
Social sciences lecture
Total
(Continued)
250
1
2
3
4
.058
.068
�..
•
B-3.
(Continued)
Division
Social sciences laboratory
Pass and
General
Honors
1
2
3
4
.006
.004
.002
.002
.001
.008
.006
.001
.003
.010
.00.5
.01.5
• 2.5.5
.193
.160
.014
.163
.100
.072
.042
.622
.378
Total
All divisions
Total
1256-S:Z
Year
Level
1
2
3
4
Pass and
General
~
l26Q-6l
Honors Total
.005
.002
.001
.001
.001
.001
.003
.004
.007
.4l8
.294
.232
.0.56
.271
.16.5
.135
.011
.189
.106
.072
.0.52
.460
.271
.206
1.000
•.582
.418
1.000
.063
2.51
�B-4•
Ontario: Distribution of Enrollment by Year Level at Selected Ontario
Colleges and Universities, Selected Years and Study Programs
Program,
Institution and
Academic Ye5!;r
Arts and Sciences
Carleton
1961-62~
1961-62
McMaster
1957-58a
1958-59a
1959-60a
1960-6la
1961-62~
1957-58b
1958-59b
1959-60b
1960-6lb
1961-62
Queens
1957-58
1958-59
Toronto
1956-57
1960-61~
1960-61
Median (adjusted)
Applied Science
Carleton
1961-62
McMaster
1957-58
1958-59
1959-60
1960-61
1961-62
Queens
1957-58
1958-59
Torontb
1956-57
1960-61
Median (adjusted)
a B.Arts only.
252
Total
Enrollment
(number of
students)
.1st
Year Level
3rd
~
668
1113
.528
.526
.274
.264
.177
.190
.021
.020
1.000
1.000
560
579
668
727
902
953
957
1028
1154
1369
.405
.377
.344
.422
.426
.405
.349
.362
.388
.403
.304
.294
.289
.289
.292
.291
.307
.270
.300
.292
.245
.269
. 292
.237
.235
.230
.246
.275
.222
.238
.046
.060
. . 075
.052
.048
.075
.098
.092
.090
.066
1.000
1.000
1.000
1.000
1.000
1.000
1.000
1.000
1.000
1.000
902
1078
.385
~396
C
C
C
C
C
C
1.000
1.000
.335
.320
.308
.301
.265
.246
.238
.080
.077
.089
.295
.239
.075
1.000
1.000
1.000
1.000
.222
.026
1.000
3578
3879
5098
.369
.372
.390
hth
ill
311
.527
.225
47
92
139
190
208
1.000
.543
.460
.411
.389
.457
. 317
.274
. 293
.223
.184
.178
.132
.139
1.000
1.000
1.000
1.000
1.000
998
994
.315
.311
.231
.256
.222
.213
.231
.220
1.000
1.000
2078
1692
.341
.241
.239
.251
.237
.200
.267
.186
1.000
1.000
.371
.221
.241
.206
b
B.Arts, B.Corn., B.Sc.
cNot available.
1.000
I
�B-5.
Ontario: Weekly Clock Hours of Meeting Required in University
Baccalaureate Degree Programs in Arts and Sciences,
by Program and Year Level
1st
Program
General
Science
Honors
Humanities and Languages
Classics
East Asiatic Studies
English Languages and Literature
Latin
Modern History
Modern History and Languages
Modern Languages and Literatures
Ancient Near Eastern Studies
Slavic Studies
Art and Archaeology
Music
Philosophy
Social and Philosophical Studies
Anthropology
History
Philosophy
Political Science and Economics
Psychology
Sociology
Natural Sciences
Mathematics, Physics, Chemistry
Mathematics
Applied Mathematics
Physics
Astronomy
Statistics and Actuarial Science
Physics and Chemistry
Physics and Geology
Biological and Earth Sciences
Biology
Geography
Geological Sciences
Commerce and Finance
N.B.
ill
Year Level
2nd
J.!;9
A/B
A[]
m
16/4
15/8
13/4
13/9
13/4
13/9
--/---/--
16/-19/-19/-19/-18½/-17/-18/-17/-18/-21/-19/-18/--
18/-18/-15½/-15/-15½/-17/-16/-15/-20/-18/-19/-18/--
14/-22/-15t/-16r/-16-2/-15/-15½/-15/-21/-19/-19½/-15/--
16/-18/-14/-15/-13/-15/-14/-13/-20/-17/-19/-17/--
15/2
15/2
15/2
15/2
15/2
15/2
18/-1412
18/-18/-16/3
19/--
20/-18/-15/-18/-20/-18/--
24/2
16/-16/-17/-20/-15/--
17/6
17/6
17/6
17/6
17/6
17/6
17/6
15/3
15/3
13/6
13/6
15/3
12/12
14/12
19t/3
19r/3
152/8
15/8
14/3
12½/15
12½/12
18/-15/-12/9
13/8
14/3
12/10
11½/14
14/15
14/15
14/15
18/12½
24/4
13/14
15/12
16/5
11/11
11/12
12/8
7½/20
17/--
16/--
17/--
16/--
"A" indicates lecture-classroom-type meetings; "B" indicates laboratory-type meetings.
253
�I\)
B-6.
Vt
.e:--
O~tario: Weekly Clock Hours of Meeting Required under Various Technology Programs at Selected
, Tedlhological Institutes, by Year Level ·and Type of Meeting
.!.
....
,
Institution
l,, J
I
Yea;c
Year
1st
1st
2nd
2nd
3rd
3rd
Lecture/Lab Lecture/Lab Lecture /Lab Lecture/Lab Lecture/Lab Lectu;ce/Lab
Aeronautical TechnoloBY
1.
2.
3.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
23/1
a
16/14
a
a
--/--
19/11
a
20/10
2.
3.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
23/7
18/12
16/14
18/12
18/12
--/--
--/---/---/---/---/--
--/-a
--!-Chemical
1.
17/13
Architectu;cal Technology
30/--
--/---/---/---/--
--/---/--
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
(Continued)
23/7
18/12
16/14
a
18/12
--!--
--!--
20/5
20/10
20/10
22/8
a
20/10
--/--
--!--
Civil Technology
18/12
19/11
19/11
19/11
--/---/--
23/7
a
16/14
a
a
--/--
Elect;cical Technology
1.
2.
3.
4.
--/---/---/---/--
--/---/---/--
Technology
20/10
20/10
20/10
20/10
30/--
30/--
--/--
18/12
19/11
18/12
19/11
--/--
--/---/---/--
--!--
--/---/---/--
Electronic Technology
18/12
--/--
18/12
--/--
20/10
--/--
23/7
18/12
16/14
18/12
18/12
--/--
20/10
20/10
22/8
20/10
20/10
--/--
18/14
19/11
18/12
19/11
19/11
-_
- !--
�B-6.
( Continued)
Institution
Year
Year
1st
1st
2nd
3rd
2nd
3rd
Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab
Gas Technology
1.
2.
3.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
Instrument Technology:
16/11
19/10
23/7
a
16/14
a
a
20/10
--/--
--/--
--/---/--
--/--
--!---!--
--/--
--!--
--/--
Mechanical Technoloa:Y
1.
2.
3.
4.
5.
6.
Ryersori
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
23/7
18/12
16/14
18/12
18/12
--/--
19/11
19/11
20/10
19/11
19/11
--/--
2.
3.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
(Continued)
f\)
Vt
Vt
23/7
a
16/14
a
a
--/--
22/11
a
20/10
--/-a
--/--
--!--
20/1.0
a
20/10
~-!--
--/---/--
20/10
--/---/---/--
--!---!--
Medical Laborato:r:y Technology
15/17
16/14
16/14
16/14
16/14
--/--
Metallurgical Technology
1.
23/7
a
16/14
a
a
14/16
--/---/---/---/---!--
22/8
--/---/---/---/--
20/14
--/---/---/---/---/---/--
--/---/---/---/---/---/--
Sanitary In§pectors Cour§e
25/--
--/---/---/---/---/--
--/---/---/---/---/---/--
--/---/--
--!---/---/---/--
�~
B-6.
( Continued)
\J7.
°'
Institution
Year
Year
1st
2nd
2nd
3rd
1st
3rd
Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab
Business Administration
1.
2.
3.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
28/-29/--
--/-29/-29/--
--/--
I
28/-29/--
--/--
29/-29/--
--!--
29/-27/--
--/--
27/-27/--
--!--
Hotel," Resort and
Restaurant Administration
28/--
--/---/---/---/---/--
Merchandising Administration
1.
2.
3.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
28/--
--!---!--
--!---!--
--!--
28/--
--/--
--!---!---!--
--/--
27/--
--!--
--/--
--!--
--!--
--/--
Secretarial Science
1.
2.
3.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
(Continued)
28/--
--!--
--/---/---/--
--!--
28/--
--/---/--
--!---!--
--/--
29/--
--/---/--
--!---!--
--/--
29/--
--!---!---!--
--/--
--!--
Printing Manaiement
30/--
--/---/--
--!---!--
--/--
29/--
--!---!---/---!---/--
30/--
--/---/---/---/---/--
Furniture and Interior Design
27/--
--!--
--/---/---!---/--
30/--
--!---!---!---/--
--/--
30/--
--!--
--/---/--
--!--
--/--
30/--
--/---/--
--!---/---!--
�B-6.
( Continued)
Institution
Year
Year
~~ 2nd
2nd
1st
1st
3rd
3rd
Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab LecturelLab
Home Economics - Fashion
1.
2.
J.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
28/--
--/---/---/---/---/--
... Home Economics - Food Administration
28/--
29/--
--/---/---/---/---/--
--/---/---/---/---/--
28/--
--/---/---/---/---/--
Journalism
1.
2.
J.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
27/--
--/---/---/---/---/--
29/--
--/---/---/--
--/--
--/--
4.
5.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
6.
Lakehead
2.
J.
I\)
\Jl.
-'3
(Continued)
--/---/--
30/--
a
30/--
--/--
27/--
--/---/---/---/---/--
Photog~aEhic Arts
29/--
--/---/---/---/---/--
27/--
--/---/---/---/---/--
Ihdus.tnia1· and ·.Bus.iness
Management Techpology~
1.
28/--
--/---/---/---/---/-30/--
--/---/---/---!---/--
27/--
--/---/---/---/---/--
Text1.le T~chn0J.0~
--/---/---/---/--
30/--
18/12
--/---/---/---/--
--/--
--/--
--/--
--/---/---/---/--
--/---/---/---/--
30/--
--/--
18/12
--/---/---/---/--
_2 0/10 or
~~f~:
�l'v
B-6.
( Continued)
\J7.
CX)
Institution
1st
Lecture/Lab
Year
2nd
Lecture/Lab
3rd
Lecture/Lab
1st
Lecture/Lab
Forest Teclmology
1.
2.
J.
4.
5.
6.
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
--/---/---/---/---/-15/17
2.
3.
4.
5.
6.
b
Ryerson
Eastern Ontario
Northern Ontario
Western Ontario
Hamilton
Lakehead
21/6
--/---/---/---/--
--/---/---/---/---/---/--
--/---/---/---/---/--
18/11
18/9
aOffered; detail not specified.
b
See Lakehead catalogue.
--/---/---/---/---!--
19/10
3rd
Lecture/Lab
Mining Technology
Engineering Technology
1.
Year
2nd
Lecture/Lab
--/---/---/---/---!---/--
--/---/---/---/---/-20/12
--/---/---/---/---/-17/14
--/---/---/---/---/---/--
�II
II
II
•
•
•II
•
•II
•
•
•
•
•
•
•
APPENDIX C
STAFF REQUIREMENTS
�C-1. Canada and Central Canada: Full-Time Students, Teaching Staff
and Student/Staff Ratios, Based upon 17 Universities, Selected Years,
1951-52 to 1961-62
Academic
Year
1951-52
1956-57
1957-58
1958-59
1959-60
1960-61
1961-62
260
Central Canada
Students • Staff , Students Per
· staff Member
20109
21955
22904
23886
24748
27063
29499
1258
1502
1548
1663
1862
1961
2186
16.0
14.6
14.8
14.4
13.3
13.8
13.5
Students
J6882
44505
48142
51889
55253
61195
67863
Canada
Staff
Students Per
Staff Member
2447
2941
3137
3421
3870
4138
4557
15.1
15.1
15.3
15.2
14.3
]h.8
14.9
�C-2. Canada: Enrollment, Staff and Students per Staff
Member in Technical Institutes, by Province, 1960-1962
Nova Scotia
Enroll1'1ent
Staff
Students per staff
New Brunswick
Enrollment
Staffa
Students per staff
Quebec
Enrollment
Staffa
Students per staff
Ontario
Enrollment
Staffa
Students per staff
Saskatchewan
Enrollment
Staffa
Students per staff
Alberts
Enrollment
Staffa
Students per staff
British Columbis
Eilro llmen t
Staffa
Students per staff
All Provinces
Ehrollment
Staffa
Students per staff
1960
1961
30
32
1962
294
24
12.3
member
2
15.0
10.7
member
61
8
7.6
78
8
9.8
member
5063
1490
3.4
5712
1553
3.7
5976
1654
3.6
member
3086
198
15.6
3959
228
17.4
3990
237
16.8
member
105
8
13.1
168
17
9.9
218
21
10.4
member
911
137
6.7
952
149
6.4
197
member
146
28
5.2
6.0
202
27
7.5
member
9402
1872
5.o
11098
1988
5.6
11983
2147
5.6
3
33
149
16
9.3
1154
166
1.0
aFull-time plus one-half of part-time staff.
261
�C-3•
Canada: Distribution of Full-Time Teaching Staff at Selected
Institutions, by Rank, Selected Years, 1937-38 to 1961-62
nk
All
Ranks
except
Dean
Academic
Year
Dean
Professor
Associate
Professor
Assistant
Professor
Instructor
and
Lecturer
1937-38
1938-39
1939-40
1940-41
1941-42
72
85
73
77
74
503
505
493
507
488
199
198
208
202
203
267
283
264
266
279
335
342
354
341
373
1304
1328
1319
1316
1343
1942-43
1943-44
1944-45
1945-46 .
1946-47
69
75
73
76
84
482
494
490
564
600
201
227
271
352
396
278
264
291
382
514
396
387
421
464
787
1357
1372
1473
1762
2297
1947-48
1948-49
1949-50
1950-51
1951-52
84
85
81
91
90
595
649
676
672
689
420
461
477
488
509
490
575
577
565
590
701
591
669
618
569
2206
2276
2399
2343
2357
1952-53
1953-54
1954-55
1955-56
1956-57
94
92
87
690
695
736
520
566
584
633
660
706
548
576
578
2391
2497
2604
89
796
714
786
556
2852
1957-58
1958-59
1959-60
1960-61
1961-62
93
97
97
98
102
831
868
920
940
987
759
824
930
994
1138
866
984
1166
1298
1449
588
646
735
785
870
3044
3324
3773
404D
4455
28.3 ·
2l.7
26.3
23.6
100.0
Percentage
distribution:
weighted
average
a
--
aNot included in calculations of weighted average distribution.
262
�APPENDIX D
EXISTING SPACE AND
ROOM UTILIZATION
�D-1.
Lakehead College of Arts, Science and Technology:
Summary of Net Space in Existing Buildingsa
Building and
Floor level
Net
Area
( square feet)
Science and Technology
Basement
Ground
Second
Subtotal
L750
21675b
6505
32930
University Centre
Basement
Ground
Second
Subtotal
5325
12525
6990
2L8Lo
aThe existing student residence consists of 17,6L5 gross
square feet, or 339 square feet per bed for 52 students.
bExcludes wing under construction in the summer of 1963.
264
�D-2. Lakehead College of Arts, Science and Technology:
Scheduled Utilization of Classrooms and Laboratories,
9 A.M. to L:30 P.M., Excluding Saturday, Fall, 1963
Room Number
1
3
L
5
6
7
12
--
2L
9
23
11
15
18
12
15
2L
1L
16
20
21-22 '
23
2L
25
26
9
9
7
17
Total
Source:
Scheduled Hours per Week
Lecture
Laboratori
118a
101b
Data supplied by Lakehead College administration
aAverage utilization of seven lecture rooms is 16.9 hours
per week.
bAverage utilization of seven laboratories is . 14.6 hours
per week.
265
�APPENDIX E
INSTITUTIONAL FINANCE
�E-1.
Lakehead College of Arts, Science and Technology:
Fiscal Years 1958 to 1963
Budget
Cait~g:gr;t
~
Summary of Expenditures,
Fisc~l Years Ending: Mai Jl
1252 12QQ 1221 l,2gg
12,QJa
(current dollars)
Expenditures: summaryb
Instruction
Administration
Plant operation and
maintenance
Other
16795
19014
Expenditures: detail
Instruction
Salaries
Instructional supplies
Library
Travel
44124
2465
3096
215
64535
~
7202
~
~
J.7220
,6~~
4626
1761
6071
1131
6101
1745
9538
13939
3281
22800
3164
16z2s
4992
172Q8
8222
5458
5097
4681
2J~71
12058
6285
4584
945
J22~2
17945
7466
5744
1104
2ZJOQ
10000
10000
6100
1200
Administration
Office salaries and
expense
Other
Plant operation and
maintenance
Building
Grounds
Heat, light and water
Insurance
Other
Extraneous
Capital expenditures
charged to operations
Depreciation
a
b
22026
49901
6387
l.2201
ll26lZ lSuQ~8 2022QJ 2z611J
71371 94651 137072 181661
7202
7846 12702 17220
17508
19535
ZlJZl
2284
3987
566
18085
33466
23871
32259
JJ2!.~0
212000
26550
27300
74600
32259
44973
21J.6~1 1JZQZ2 1~1661 212000
76376 89981 120451 140000
1600
2906
1856
3000
16011 44901
56819 67000
2000
664
1485
333
3750
1247
Boo
1808S
8879
.3037
5279
890
l2Ql~
1395
l22JS
2478
JJl.66
1170
~
~
1178
3748
z~6QQ
19600
17057
11670
20626
7647
23434
7878
33347
15000
40000
3712
13907
3805
-
Projected.
Items may not add to totals -due to rounding.
267
�E-2.
Lakehead College of Arts, Science and Technology:
Fiscal Years 1958 to 1963
Budget
Category
~
Summary of Revenues,
Fiscal Year Ending Mai 31
l.29.Q
1962
1961
~
1963a
(current dollars)
Revenues: summaryb
Grants
Student fees
Other
Revenues: detail
Grants
Municipal
Federal
Provincial
a
b
1oz520 182013 1822z8 23~03
84121 149770 149270 185233
21154 30338 30498 47588
1906
2510
2315
2582
3~3150
246000
94850
2300
8~121 1~2ZZQ 1~92ZO 185233 • 201222 2~6QQQ
20000
20000
20000
20000
20000
15000
19121
24270 30t33
29770
31729 41000
50000 100000 105000 135000 150000 185000
Student fees
Registration
Supplementary exams
Tuition
2115~
1330
290
19534
Other
Miscellaneous
Rentals: janitor's
cottage
Rentals: rooms
nl2
813
)
) 1502
)
1.1Z588
1810
300
45478
811.155
2495
335
350
28373
30~98
1280
370
28848
78625
92000
12.Q.Q
694
2510
849
2582
802
nil
2300
897
500
500
600
1061
600
1180
600
1244
600
1200
30338.
-i:;ro
455
712
Projected.
Items may not add to totals due to rounding.
268
28592~
201729
81455
2741
9~850
2500
�II
II
•
E-3.
Year
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
1962
a
Canada: Gross National Product, Current and
Constant Dollar Series; 1951 to 1962
Gross National Product
Current
1949
Dollars
Dollars
21170
23995
25020
24871
27132
30585
31909
32894
34784
35928
36844
39424a
18547
20027
20794
20186
2,1920
23811
24117
24397
25157
25617
26097
27664b
1949
=
ImElicit Price Index
19b2 = 1.000
C
1.000 Calendar Year Academic Year
1.141
1.198
1.203
1.232
1.238
1.284
1.323
1.348
1.383
l.403
l.412
l.425
.801
. 841
. 844
.865
.869
.901
.928
.946
.971
.985
.991
1.000
.818
. 842
.853
. 867
.882
.912
.936
.956
.977
.988
.995
Annual rate, 2nd quarter.
bEquivalent in 1957 dollars is 36,000. Equivalent in 1949 dollars is derived by multiplying 36,cDO by ratio of 1949 index to 1957 index; or
(36,6oO)(l.OOO;l.323).
°weighted 7 months for earlier year, 5 months for later year; to take
accoupt of May 31 fiscal year end at Lakehead College .
�E-4. Canada: Growth Rates in Median Salaries of Full-Time Teaching
Staffs, Based upon 12 Universities, All Ranks, 1951-52 to 1961-62
Academic
Year
1951-52
1952-53
1953-54
1954-55
1955-56
1956-57
1957-58
1958-59
1959-60
1960-61
1961-62
Median Salary z All Ranks
1962-Current
Dollars
Dollars
4797
48to
5249
5423
5864
5772
6154
6255
5892
6713
7445
7979
8404
8646
6461
7172
7788
8167
8506
8689
Average per annum
a Average per year, 1954-55. to 1956-67.
270
Percentage
Increment over
Preceding Year
+
+
1.6
6.6
1.6
1.6a
11.0
8.6
+
+
4.9
+
4.2
2.2
+
.
+
+
4.3
�E-5. Canada and Central Canada: Median Salaries of Full-Time Teaching Staffs Based upon
17 Universities, Selected Years, 1961-62 to 1973-74
Index of
Growth
Rank
(1961-62
Year
= l.OOOl
Dean
Associate Assistant
Professor Professor ProfessQr
Instructor
and
Lectu_r_er_ All Ranks
Canada
1961-62
1.000
--
15577
15655
12619
12682
9703
9752
7687
7726
6570
6603
8646
8689
1963-64
1966-67
1973-74
1.061
1.159
1.426
16610
18144
22324
13456
14698
18085
10347
11303
13906
8197
8954
11017
7006
7653
9416
9219
10071
12391
1963-64
1966-67
1973-74
1.082
1.217
1.601
16939
19052
25064
13722
15434
20304
10552
11868
15613
8390
9403
12369
7144
8036
10571
9401
10575
13911
Current dollars
Constant 1962 dollars
Estimate A: growth at
3 percent per annum
Estimate B: growth at
4 percent per annum
Central Cana9ii
1961-62
1.000
--
17063
17149
12896
12961
9748
9797
7749
7788
6623
6656
8887
8932
1963-64
1966-67
1973-74
1.061
1.159
1.426
18195
19876
24454
13752
15022
18482
10395
11355
13971
8263
9026
11106
7062
7714
9491
9477
10352
12737
1963-64
1966-67
1973-74
1.082
1.217
1.601
18555
20870
27456
14024
15774
20751
10600
11923
15685
8427
9478
12469
7202
8100
10656
9664
10870
14300
Current dollars
Constant 1962 dollars
Estimate A: growth at
3 percent per annum
Estimate B: growth at
4 percent per annum
I'\)
-.J
I--'
N.B.
Unless specified otherwise, figures are expressed in 1962 dollar values.
�I
•
•
•I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
BIBLIOGRAPHY
�BIBLIOGRAPHY
Assumption University of Windsor.
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Assumption University of Windsor.
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Report of the President, Academic Year
Windsor,
Carleton University.
1962-63 Calendar. Ottawa, Ontario.
Carleton University.
The President's Report 1961-62.
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Carleton University.
The President's Report 1960-61.
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Committee of Presidents of Provincially Assisted Universities. Post-Secondary Education in Ontario 1962-70. Report of the Presidents of the Universities of Ontario to the Advisory Committee on University Affairs: May,
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Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges
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Dominion Bureau of Statistics.
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1961 Census of Canada.
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Dominion Bureau of Statistics. Salaries and Qualifications of Teachers in
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Dominion Bureau of Statistics. Salaries and Qualifications of Teachers in
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Dominion Bureau of Statistics. Survey of Elementary and Secondary Education 1959-60. Ottawa: Roger Duhamel, 1962.
Dominion Bureau of Statistics. Survey of Higher Education 1952-5L.
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Dominion Bureau of Statistics. Survey of Vocational Education and Training
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275
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Dominion Bureau of Statistics.
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Engineering News Record.
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Jackson, R. W. B. Secondary-School and University Enrolment Study.
"Volume I: Basic Tables".
Laurentian University of Sudbury. President's Report for the year ending
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McMaster University.
The President's Report 1961-1962.
McMaster University.
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McMaster University Calendar 1963-6L.
Ontario Department of Economics.
Survey 1961. Ontario, Canada.
Hamilton, Ontario.
Hamilton,
Ontario Economic and Social Aspects
Ontario Department of Education. Report of the Minister 1961. Printed by
Order of the Legislative Assembly of Ontario Sessional Paper No. 7.
Queen's University. Report of the Princi 1 of Queen's Univ€rsit
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to the
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Quebec.
The Canadian Construction
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Royal Commission on Canada's Economic Prospects. Output, Labour and Capital
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Royal Commission on Canada's Economic Prospects. Skilled and Professional
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Branch, Department of Labour of Canada. Ottawa, Ontario.
Royal Commission on Canada's Economic Prospects. Some Regional Aspects of
Canada's Economic Development. Prepared by R. D. Howland.
'
Sheffield, Edward F.
Enrolment in Canadian Universities and Colleges to
1970-71 (1961 Projection).
Ottawa: Canadian Universities Foundation,
1962.
Sheffield, Edward F. Financing Higher Education in Canada No. 1. -"Financial Needs of Canadian· Universities .and'Colleges, 1960. 119 Oi-Eawa:· Canadian
Universities Foundation, 1960.
276
�Sheffield, Edward F. Financing Higher Education in Canada No. 2. "Sources
of University Support". Ottawa: Canadian Universities Foundation, 1961.
Sheffield, Edward F. and ApSimon, Claire M. Financing Higher Education in
Canada No. L. 11 University Costs and Sources of Support". Ottawa: Canadian
Universities Foundation, 1962.
University of Toronto. University of Toronto Calendar Faculty of Arts
1958-1959. Toronto: University of Toronto Press, 1958.
University of Toronto. University of Toronto Faculty of Applied Science
and Engineering Calendar 1957-58. Toronto: University of Toronto Press,
1957.
University of Toronto. President's Report for the Year Ended June 1961.
Toronto: University of Toronto Press, 1961.
University of Toronto. President's Report for the Year Ended June 1957.
Toronto: University of Toronto Press, 1958.
University of Western Ontario.
1961. London, Ontario.
Report of the President Academic Year 1960-
Vanderkamp, J. Rosemary. Financing Higher Education in Canada No. 3.
: "Provincial Programmes of Aid ' to University Students, l957:-58 · to· l.960~61 1!.
I
I
277
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Report to the Lakehead College of Arts, Science and Technology
Description
An account of the resource
Lakehead Report summary, enrollment, instructional activity, staff requirements, teaching station requirements, non-academic activities, finance and building information
Creator
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Lakehead University
Date
A point or period of time associated with an event in the lifecycle of the resource
1963
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PDF
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English
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Text
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Canada - Ontario - Port Arthur
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Title
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Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
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Title
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Report to the Lakehead College of Arts, Science and Technology
Subject
The topic of the resource
Universities
Description
An account of the resource
Report by Taylor, Lieberfeld and Heldman (Canada) Ltd to Lakehead College. The consultants were asked to study the college as it was and make recommendations to encourage future growth.
Subjects covered include enrollment, instructional activity, teaching and staff requirements, space requirements, building programs, and finances.
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Lakehead University
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A point or period of time associated with an event in the lifecycle of the resource
1963
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PDF
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English
Type
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Text
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Canada - Ontario - Port Arthur
Identifier
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U9
-
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�A C K N O WL E D G E M E N T S
----------~-- ·-Many thanks to my unfortunate victims and partners in
crime:
Sharon Matchett
- AMS Secretary
Fiona Karlstedt - Administration Secretary
- for the long hours put in that ONE FAITHFUL NIGHT
typing this masterpiece.
And to:
Larry Earl - formerly Arts 11
Jim Hamil ton - formerly Arts 1
Frances Moscoll - formerly Arts 111
- for their help in the tabulation
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And to:
Linda Martin,once again for putting up with
the whole mix-up
before, during and after CUS , and to all
the dear friends and enemies that I shall rope into working
this week-end to staple th~s calendar.
�d
We promised the StLtclents 0f Lakehead University an
anti-calendar (a course evaluation survey) last year. Here
it is.
We make no apologies for what is said, no claim that
it is a resounding success, no dttempt to measure the weight of
its results but rather we accept the responsibility for all that
has been said within these pagPs anJ we hope that in some way
shape or form that our first anti-calendar will contribute snmething useful to the university for the benefit of both students
and faculty. "What needb Lo be set out initially is a brief
description uf our experienc~ Jn doing tl1is, our reasons for
making it, a discussion of liow sti1211t1fi c it is, some of our
reactions to the results, and wh a t lond of picture emerges from
ti,~ survL-"Y."
Editor's Note:
All quotations are taken from tile U.B.C. anticalendar, Songs of f nnocence_?nd Experience, simply
because 1 felt that their editor summed up what I
hoped to say in a much better way than I ever could.
The poorly worded but sincerely meant suggestions and
comments will be my own.
How To Make An Anti - Calendar
Figure out what you want to know and then devise a
questionnaire to get the informat1011. Get a lot of willing
hands to pass out the questionnaire, hands that will later pick
up the same. Phone call reminders are essential for greater
response and therefore greater sucless - again more willing
hands. Another important factor to note is that all questionnaires should be passed out well in advance of final exams and
that work in preparation for an evaluation course should have
begun in the early spring of the University year to permit more
careful planning of the anti-calendar, and especially more
'people-getting'. By now you have realized one simple but
basic need: 'to get an anti-calendar you need the authentic
co-operation of people'.
There is a start ... more is to come.
From Plato To Goodman - A -~~~tl_e Philosophy
Thi s section should lie short and it is.
An anti-calendar should he free and available. Its
purposes are to find out how goo<l the courses and teachers are,
to be a guide with informau.on the administration doesn't provide,
and to be a force for academ1c reform within the University.
�2
Editor's Note:
1 simply cannot resist using a few of the unique subtitles from Songs of l!!_~c~n_£_e and Experience (U.B.C.)
as some of you will notice.
Science and Bubblegum
The format of any evaluation course is constantly
under fire by social scientists for its scientific failings accuracy, dependability. Some feel that it should be more
than a string of little numbers to check off ... ·others attack
different features ... but we shall not be moved. "This anticalendar is not a scientific document - it is a compendium of
many opinions - a lot of it is hit and miss - but it doesn't
pretend to be anytl1ing else. You could spend days talking
about how to make it more scientific; you could spend your
days doing better things. Our feeling about anti-calendar
is chat it's usefulenough."
Results la6, 2a6 1 Ja6, ...... '?
---On looking back now, we find it hard to believe that
the anti-calendar can do mor e harm than good as many of its
main critics suggest. Quite c learly this survey revealed
"the r e sp e ct which most students have for their teachers,
both as individuals and as professionals". Profs were treated
with fairness, we believe, and few were really burned at the
stake by a rdging mob or 'irresponsible' students.
Our intention was to let the students know which were
the better courses and profs, and to criticize both, in order
to improve courses next year. At times students wrote this
sort. of comment "I would have gotten more out of this course
if I had attended the Jectures or done some work on the course.
It was more my fault than ... " (Professor's name will be
omitted to save face on all sides) At times it was the other
way around.
Regardless of what comments were made, however, we
feel that taking all thoughts into consideration that the evaluation 'attempt' was definitely worthwhile.
"When students put out more anti-calendars here (and
they will) maybe the writing and tl1e information evaluating
methods wiJl improve. This is a banal hope. What's seldom
mentioned is the suggestion that 1f tl1ere were really frank
an<l open discussions about courses, tea c hers and changes, we
probably wouldn't have to bother w1th anti-calendars."
�3
How To Use Tlus
The courses have heen listed 1n alphabetical order
in their respective years. Faculties have not been separated
because in many instances students in different faculties take
a few of the same courses, (i.e. as in the case of the English
requirement).
Time did not allow us, moreover to check with the
respective departments re course and professor changes for
next year. Therefore out suggestions are:
1. that you check with the profebsors concerned as to the
present courses offered hetore you determine the courses that
you -wi 11 take,
2. and that you read rhe summary ut the course you plan to take
even if last year's prof 1s not returning - in this case for
subject material criticism.
We stress also the f ch.t that only courses to which
we felt there had heen suffiLient response are evaluated in
this anti-calendar. Because of tl1is, you will find that the
courses evaluated are many for first year students, occassional
for second year, hardly for third year and non-existent for
Honours and hcyond.
Note also that the description of the subject matter
of the given courses, in all cases, is taken from last year's
Calendar descriptions. Time and che format of our questionnaire
have forced us into this situation and we have made only slight
adjustments to it - mainly derived trom the Comment section of
the questionnaire. And finally all results have been tabulated
following the line of the Evaluation Questionnaire mailed to
students at the end of last year's term.
Please judge accordingly.
What It Shows
"The anti-calendar conr.a1ns a lot of commentary about
teachers and this receives a great deal of attention. It would
be a mistake to think this is the important part.
What's important, 1t seems to us, is to determine
what the university is and isn't doing in education.
Th~ university ls successfully putting people through
some kind of system - sometimes it relates to learning, often
it provides Jobs, often 1c doesn't do anything. The survey
shows there are some progressive departments actually doing a
good job as far as students arc concerned and that there are
some great professors - contact with them changes your life."
�4
It shows that problems exist that desperately need
solutions:
1. the lecture system which doesn't provide for discussion
or thought
2. the grading and examination system based on idiotic notions
of competition
3. the minor requirement subject that many students hate to take
but are forced to
4.
survey courses where content is superficial and meaningless
5. impersonal student-professor relationships because of the
system (i.e. the prof with too much administrative responsibility who is not available in or outside of class or perhaps the size of the class).
"These are big problems and unless we begin to get some realistic
changes, the quality of education here will continue to be dismally mediocre."
Where It Leads
Hopefully the anti-calendar will lead students and
professors to a deeper understanding of what the end of University education should be and perhaps a few suggestions on how
to get there.
�5
Editor's Note:
Courses that were turned in late are evaluated
at the end of the calendar.
Check the last
pages before you write off a course as not
having been evaluated.
Accounting
la6
Mr.
Elms lie
INSUFFICIENT RESPONSE
The accounting cycle for both service and
merchandising enterprises including adjustments for
deferred and accrued items; use of special journals
and subsidiary ledgers; valuation of accounts receivable,
merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with
special emphasis on the control of cash; accounting
concepts and principles; the formation, operation,
dissolution and liquidation of partnerships; formation
of limited companies including the legal requirements
of the Canada Corporation Act - 1965; the share capital
of corporations including the accounting treatment of
shares issued at a premium and nt a discount and the
redemption of preferred shares; dividends and appropriations of retained earnings.
Accounting Tla
Mr .
Zablocki, Mr.
Crowe
SUFFICIENT RESPONSE ONLY TO
MR ~ ZABLOCKI'S COURSE
The accounting cycle for both service and
merchandising enterprises including adjustments for
deferred and accrued items; use of special journals
and subsidiary ledgers; valuation of accounts receivable,
merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with
special emphasis on the control of cash; accounting
concepts and principlesu
Course Evaluation
well,
Mr. Elmslie managed to hold class interest fairly
expressed his material adequately clear, encouraged
�6
class participation in discussion and questioning
quite often, was always available in and outside of
class and was very receptive to ideas other than his
own.
His lectures met the •about-right 1 level of
student comprehensionj his material was well organized
and he followed th~ text and reading assignments
'almost' always and he assumed the right amount of prior
knowledge of materialv
The examination was _very much relevant to class
work, reasonably difficult, required both knowledge of
the course and reasoning and was marked rather strictly~
Ma r k i n g s c h em e s we r e u s. u a 1 1 y i n <l i c a t e d , q u e s t i o n s
generally were clear and the percentage of term work
vs. examinations was usually revealed.
In general, reading assignments and term papers
were usually not considered helpful, although the
library holdings were considered adequateo
While the
course material was considered reasonably close to what
was expected and the course labelled a very worthwhile
course, the value of the text(s) and the seminars was
realized by only half the class while the other half
derive<l nothing from them .
Accounting 200
The accounting cycle for both service and
merchandising enterprises including adjustments for
deferred and accrued items; use of special journals
and subsidiary ledgers; valuation of account receivable,
merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with
special emphasis on the control of cash; accounting
concepts and principles .
The formation, operation,
dissolution and liquidation of partnerships; formation
of limited companies including the legal requirements
of the Canada Corporations Act - 1965; the share capital
of corporations including the accounting treatment of
shares issued at a premium and at a discount and the
redemption of preferred shares; dividends in cash and in
shares and appropriations of retained earnings; longterm obligations of corporations including the treat~ent
of bond premium and discount; investments; departmental
and branch accounting; statement of source and application
of funds; analysis of financial statements ~
�7
Accounting T2a
Mro
Elmslie
INSUFFICIENT RESPONSE
The formation, operation, dissolution and liquidation
of partnerships; formation of limited companies including
the legal requirements of the Canada Corporation Act 1965; the share capital of corporations including the
accounting treatment of shares issued at a premium and at
a discount and the redemption of preferred shares;
dividends in cash and in shares and appropriations of
retained earnings; long-term obligations of corporations
including the treatment of bond premium and discount;
investments; departmental and branch accounting; statement of source and application of funds; analysis of
financial statements ~
Accounting T3a
Mr " Elmslie
INSUFFICIENT RESPONSE
The analysis of accounting procedures and principles
to show the relationship between methods and reasons;
the theory of income measurement; the evaluation of
b u s i. n e s s e n t e r p r i s e s ; t h e m i n i murn s t a n d a r d s o f d i s c 1 o s u r e
required in financial statements, techniques of budgeting
and controls; accounting for parent and subsidiary companies; income tax problems; fund accounting; bankruptcy
procedures; the integration of practice material with
business cases.
Accounting T3b
M r ,,
Z ab 1 o ck i
INSUFFICIENT RESPONSE
The elements of cost, material, labour, and overhead; the application of cost to work done under job
cost and process cost systems; standard costs, including
the analysis and accounting treatment of variances; cost
and profit analysis for decision making, including gross
profit analysis, break-even analysis; profit-volume and
differential cost analysis; budgetary control and the
flexible budget.,
�8
Anatomy and Physiology Tla
(Nurses)
Mro
B.,
Bristowe
Emphasizes anatomy and physiology of the various
systems (skeletal, muscle, digestive, excreting,
circulatory, respiratory, endocrine, reproductive and
nervous) in man.
Laboratory work consists largely of
the dissection and study of the cat as a representative
mammalian type and of experimentation in, and demonstration of basic physiological phenomena.
Course Evaluation
Mr. Bristowe held class
expressed his material quite
participation in discussions
was usually available in anJ
'Hlmost' always receptive to
interest adequately,
clearly, encouraged class
and questioning at times,
outside of class, and was
ideas other than his own "
His lectures are at the 'about-rightf level of
comprehension of his students, they followed the text
and reading assignments fairly consistently, his material
organJzation was good and he assumed the 'about-right'
prior knowledge of material .
The examination was fairly relevant to class work
but very difficult .
It required strict memorization,
was marked rather strictly and the value of term work
vs. examinations was not usually revealed.
However,
marking schemes were clearly indicated, and questions
usually clearly worded ~
In general, texts coordinated with the course very
well, additional reading assignments were always helpful,
and term papers extremely helpful, although library
holdings were poor ~ Labs proved a great help to the
course .
On the whole, the course material was very close
to what had been expected and the course was rated as
worthwhileQ
�y
Biology la6
Introductory lliology
Dr. Ozburn
Dr. Magwood
Mr. Lindsay
An introduction to living matter followed by surveys of
the plant and animal kingdoms. The laboratory experiences
include experimental biology as well as the study of both plant
and animal structure.
Editor's Note:
Because this course was L:iught by three professors,
students found the questionnaire difficult to reply
to. Some attempted three separate ratings as we had
hoped they would; however, the majority did not.
Therefore I have devided to take all replies into
account, along with the more specific comments which
many students made and from this to evaluate Biology
la6 as one section and not three.
Course Evaluation
The lectures, in general wPre considered adequately effective, expressing their material fairly well. Class participation in questioning and discussion was seldom encouraged,
although the lecturers were receptive to ideas other than
their own. All were usually available in and outside of class.
The lectures were at about the right level of comprehension,
'almost' always following text and reading assignments. Material
organization was adequate, although a little too much prior
knowledge of material was assumed.
The examination was rated fairly relevant to class work,
reasonable difficult and requiring much memorization with some
reasoning.
Marking schemes were 'almost' always indicated, questions
usually worded clearly, the marking fairly done and the value
of term work versus examinations usually revealed. In general,
the text was considered useless and strongly so, additional
reading assignments, term papers and labs quite helpful and
library holdings fairly good.
On the whole the course material was reasonably close to
what had been expected and the course was considered quite
worthwhile.
General comments suggested that too large an area was
to be covered in the course, that wlth three different profs,
�10
exam questions were more difficult to answer and that most labs
did not correlate to the course.
Biology Tla (Forestry)
Introductory
-
Mrs. Skula
INSUFFICIENT RESPONSE
Stressing biological principles. Laboratory study of
represtative species in plant and animal kingdoms, with emphasis
on forestry application.
Microhiology Tla (Nurses) -
NO RESPONSE
Survey of the physiological and morphological characteristics
of micro-organisms.
Biology 300
Microbiology (Nurses)
- Dr. Lone
- INSUFFICIENT RESPONSE
Study of the role of bacteria in the biological world
and their interaction with man. Special emphasis is given
to the study of factors concerned with transmission of infections and attempts to control common diseases.
Biology 301
-
Physiology (Nurses)
- Dr. Magwood (Kathleen)
- INSUFFICIENT RESPONSE
A course dealing with the function of tissues and organs
of the human body using knowledge of scientific principles to
assist the student to understand the reactions of the body to
disease and to methods of therapy.
Biology 2a6
-
Developmental Vertebrate Morphology
-
NO RESPONSE
The basic developmental patterns and the evolution of body
form (skeleton, organ systems, etc.) of the Phylum Chordate.
�11
Dissection of representative chordate types will be emphasized
in the laboratory.
Biology 2b3
Mycology, Phycology and Bryology
Dr. Barclay-Estrup
Morphology, life histories and evolutionary relationships
of the principal fungi and algae.
Course Evaluation
Dr. BarcJay-Estrup did not redlly maintain class ~nterest
during his lectures although his material was expressed clearJy.
He encouraged class partiL1pat1on In discussion and questioning
at times, was always available in and outside of class and
was usually receptive to ideas other than his own.
His lectures were at ahout the right level of comprehen,sion, usually followed text and reading assignments but not
too well-organized. However, he assumed about the right amount
of prior knowledge of material.
The examination was quite relevant co class work, reasonably
difficult, requiring almost strict memorization and marked very
strictly. Marking schemes were almost always indicated, questions
were usually clearly worded and the value of term work vs
examinations was always revealed.
In general, texts co-ordinated rather well, additional
reading assignments and term papers were usually helpful but
the library holdings were fairly poor. Labs were rated as very
valuable to the course.
On the whole, the course material was considered reasonably close to what was expected and the course was considered
worthwhile.
Biology 2c3
Vascular Plant Morphology
Dr. Barclay-Estrup
lNSUFFJCIENT RESPONSE
Morphology and evolutionary relat1onsh1ps of the vascular plants
from ferns to seed plants inclusive.
�12
Biology 2d6
Dr. Ozburn
Dr. Magwood
(Course not descrihed in last year's calendar)
The lectureres maintained class interest adequately, were
quite easy to follow, greatly encouraged class participation
in discussion and questioning, were 'almost' always available
in and outside of class and very receptive to ideas other than
their own.
The lectures were slightly above the student level of
comprehension, but followed text and reading assignments
fairly consistently. They adequately organized the course
material and assumed about the right prior knowledge of material.
The examination was quite relevant to the course, reasonably difficult requiring strict memorization and marked fairly.
Marking schemes were usually indicated, questions usually clearly
worded and the value of term work vs. exams usually given.
In general, the text(s) co-ordinated adequately with the
course, additional reading assignments, term papers, and
especially· labs were helpful and library holdings were fairly
good.
The course material was very much like what was expected
and the course was considered quite worthwhile.
�l]
Business
Law Tla
Mr,
D
Martin
INSUFFICIENT RESPONSE
A summary of our laws of contract, employment 1 agency~
sale of goods, insurance, ba.i ]ments~ inheritance, real
estate, negoiiable instruments, partnerships, corporations,
bankruptcy, trade marksi business crimes and torts.
BusinesK Organization
100
Mr
Mott
Forms of ownership, the organizational structure of
a business firm; manufacturing, wholesaling; retailing;
public utilities and co-operatives; the scope of the
office. office organization, procedures, and equipment;
location and layout of a business enterprise; personnel
and labour problems; consumer and business . finance;
financial institutions; business risks and insurance.
Course
Evaluation
Mr. Mott was not consiJereJ effective in cl~ss at
all, although he expressed l1is material ad~quatelyHowever, he did encourage c1.1ss participation in discussion and questioning at times, was 'almost' always
available in and outsjde of c lass and wass at ti.mes,
receptive to ideas other than his own.
His lectures were felt to be at the 'about-right ~
level of comprehension~ they tolJowed the text(s) and
assignments fairly consistently ,
The professor's
material organization was u<lequate although he assumed
a l i t t l e too much prior knowledge of material
The examination was very relevant to class work and
reasonable although 1t was very <liffi.cult
lt required
almost strict memorization, but the professorfs marking
was considered fair
Marking !:,Chemes were hardly ever
indicated, but questions were wurded clearly 9 and the
percentage value of term work vs. examinations usually
revealed.
In general, text(s) co 0 1ct1nJte<l adequately with
the course, addit1onal reaJLng dssignments were usually
l1elpful as were term papers nnd seminars
There were
fairly good library hoJ.d1ng~ un the cot1rse
�14
On the whole, the course seemed to be reasonably
close in subject matter to wl1at had been expected and
was considered reasonably worthwhile.
Business Manageme~t
T3a
Alexander
INSUFFICIENT RESPONSE
The princlples and practices of business management
and their application to the organization and operation
of enterprises; the management of the three major
functions of husiness -- production, finance, and marketing .
Emphasis is placeJ on the philosophy and general
approach rather than on details of technique and
procedures, with the aim o[ developing through classroom participation and written assignments on practical
business situations the ability to recognize problem~,
assemble facts, make decisions, 3nd present recommendations convincingly and conciselv~
Mr,
Chemistry Tla
Hru l ey,
Dr .
Braun
INSUFFJCIENT RESPONSE
A general course in cliemi_stry stressing atomic
structure, periodic table, gas laws, liquids, solids,
equilibrium, ionizations. hy<lrogenion concentration, a
study of the representative elements, and a brief introduction to the chemistry of organic compounds
Chemistry
Dr ..
la6
Hawlon
Fundamental concepts of the atoms
1ng,. states and properties o[ mattero
chemical bond-
C o u r s e __ E v a 1 u a t . i o n
Dr .
II .:1 v.J t on
ma t e r i n 1 c 1 e
rl
h e I d c l a s -.;
' .1 1 m o s t '
rl y ,
i nt
.1
f!
r es t ,
1wn y s
ex pr c ssed
en c o u r a g e d
hi s
c l as s
�15
participation in discussion and questioning, was
available in and outside of class at times and was
receptive to ideas other than his own usually o
His lectures are at about the right level of
comprehension and follow the text and reading assignments fairly consistently.
His material organization
is adequate and his assumption of prior knowledge
of material just about right.
The examination was quite relevant to class work,
and was reasonably difficult and was marked fairly.
Knowledge of the course, plus reasoning was essential.
Marking schemes were usually indicated, questions
usually clear but value of term work vs. examinations
was never given.
In general, text(s) coordinated very well with
the course, additional reading assignments were always
helpful, term papers quite helpful, the library holdings fairly good and labs proved valuable.
On the whole, the course material was very close
to what had been expected and the course was considered
very worthwhile.
Comments suggested~
-
there should be more term tests
experiments should be taken after the work has been
covered in class and not before as was the case
Chemistry 2e6
Inorganic-Analytical Chemistry
NO RESPONSE
A course dealing with the nature of solutes,
vents, and solutions, precipitates, suspensions,
general acid-base theory, equilibrium.
Chemistry 2f6
Organic Chemistry
sol-
Dr. Orr
An introductory course including the classification
�16
and nomenclature of simple organic compounds, nature of
the covalent bond, resonancP, stereo-chemistry ,.
The
following general reactions, together with reaction
mechanisms, will be discussed:
addition, substitution
and elimination.
Laboratory consists of preparation
and purification of organic compounds.
Course Evaluation
Dr. Orr was considered to be an excellent lecturer
who really maintained class interest, was very easy to
follow, encouraged much class participation in discussion and questioning, was always available in and outsi<le of class and was definitely receptive to ideas
other than his own.
His lectures were at about the right level of
comprehension, they followed the text and ~eading
assignments almost aJways, his material organization
was excellent and he assumed about the right prior
knowledge of material.
The examination was quite relevant to class work,
rather difficult, required strirt memorization, but was
marked fairly.
Marking schemes were always indicated,
questions alway worded clearly and the value of term
work vs. examinations was usually given.
In general, texts coordinated quite well with the
course, additional reading assignments were usually
helpful as were term papers, labs were quite valuable
and the library holdings fairly good.
The course
material was very much like what had been expected and
the course was considererl very worthwhile.
Chemistry 2g6
Physical Chemistry
Dr.
Hawton
NO RESPONSE
An introductory course in physical chemistry dealing with, the properties of gases, kinetic theory,
principles of thermodynamics anJ properties of solutions
�17
Chenistry 3d6
Biochemistry
NO RESPONSE
/\. general course in Biochemistry including carbohydrates, proteins, lipids, enzymes, and nucleic acids.
Chemistry 3e6
Inorganic Chemistry
Dr.
C0wdell
NO RESPONSE
Theoretical
o1
the
fl
1 em en ts ,
basis of
nu c 1 t> n r
Chemistry 3f6
the periodic table,
chemistry
<: hem i ~. l r y .
Dr. Wilson
Organic Chemistry
1 NS U FF LC I ENT
RESP l) 1'1 SE
Electrophillc substitution and addition reactions,
nucleophilic suhstitution and a<ldltinn reactions,
mo l e c u 1 a r r e a r r an g em en t s , o x i d a t i on -- .•t-' d u c t i on re a c t i on s ,
free radical reactions, p\1otochemical reactions.
Chemistry 3g6
Physical
NO
Co n t i n u a t i o n o f
1~ ESP o NS E
t i
c c;
,
~1 ;i r t
o f ch em i s t r y
ideal and nqn-ideal systems,
t h f> r mo d y r: , 1 1~) i. c s
2g6, with application to
r eac t i on k i ne
('.hem.ir;Lry
a n d e 1 e c t r o - c- h e 1r. 1 s
t
ry.
�18
NO RESPONSE
Descriptive Dendrology 100 (Tlb)
A syste.natic identification .::>f th£ important forest trees
of Northwestern Ontario in natural and cultivated condition,
supplemented by classroom study of the identifying features
of the remaining important forest trees of Canada and U.S.A.
Descriptive Geometry 100 (T2a)
- INSUFFICIENT RESPONSE
Instruction and practice in orthographic projection,
solution of line and plane problems, method of revolution,
curved lines and surfaces, intersection of surfaces.
Design Tla - NO RESPONSE
Sketching, perspective, shades and shadows, colour;
design elements and principles; design and presentation of
simpler architectural problems.
Drafting Tla - NO RESPONSE
The knowledge and skills involved in architectural working
drawings and details; reference to building by-laws; standard
handbooks and trade literature.
Drawing and MappiB&__Tlb - NO RESPONSE
Use and selection of drawing instruments, geometry of
drawing, elementary mechanical drawing, charts and graphs, map
drafting.
Engineering Technology T2a
NO RESPONSE
Fundamentals of D.C. and A.C. circuits with emphasis on
practical ~ndustrial, commercial and residential power distribution.
The remainder of the Engineering courses did not warrant sufflcient response to merit their write-up. The following courses
are in this category. Engineering Drawing Tla, Engineering
Drawing T2a, Engineering Graphics 100, Engineering Laboratory Tla,
Engineering Laboratory T2a and Engineering Materials Tla.
�19
(.
Forest Fire Control T2a - INSUFFICIENT RESPONSE
Forest Geography 100 (Tla)
Forest Management T2a
- INSUFFICIENT RESPONSE
- INSUFFICIENT RESPONSE
Forest Mensuration 200 (Tla)
- INSUFFICIENT RESPONSE
Forest Meteorology 100 (T2a)
- INSUFFICIENT RESPONSE
Forest Soils 200
French Oa6
-
- INSUFFICIENT RESPONSE
Mrs. Rideout
Elementary course in the study of the French language and
culture. Explanation of French elementary grammar. Class
exercises in translation. Dictation. Practice in conversation
and pronunciation. Further practice in pronunciation in the
language laboratory. In the latter part of the course students
will be introduced to some aspects of French literature.
Course Evaluation
Mrs. Rideout holds class interest adequately, is very easy
to follow, greatly encourages class participation in questioning
and discussion, is always available in and outside of class
and receptive to ideas other than her own. Many called her
a 'very good lecturer'.
Her lectures were at the 'about right' level of comprehension, her material organization was excellent with lectures
absolutely following text and reading assignments. She assumed
about the right prior knowledge of material.
The examination was fairly relevant to class work, reasonable
requiring strict memorization and marked fairly. Marking schemes
were usually indicated, questions always clear and term work vs.
exams usually indicated.
In general, texts were very well suited to the course,
additional reading assignments and term papers were hardly
needed, and library holdings were very adequate as well as
the labs being useful.
On the whole, the course material very much like what was
expected and the course was very worthwhile. Definitely an
interesting course!
�20
French la6
/tJ
Mr. Vervonde1.
Mr. Blin
Reading, explanation and appreciation of French literary
texts by contemporary authors. Review and application of grammar
rules with oral and wriLten exercises. Some laboratory practice
in French pronunciation.
Course Evaluation
---
Mr. Vervondel held class interest adequately, expressed
his materiaJ clearly, encouraged class participation in discussion and questioning at times, was 'almost' always available
in and outside of class and was 'almost' always receptive to
ideas other than his own.
His lectures were at about the right. level of comprehension, his material organization was adequate, lectures followed
text and reading assignments 'almost' always. His assumption of prior knowledge was ahout right.
The examination was 'almost' always relevant to the
course, reasonable, fairly marked requiring knowledge of the
course plus much reasoning. Marking schemes were given in
class (but not i..lear1y indicated on the exam) while questions
were 'almost' always worded c learly and the value of term work
vs. exams usually given.
In general tPxt co-ordin a t ed fajrly well wLth the course,
additional reading assignment s wer~ not needed, labs were
fairly valuable, and the l1brnry holdings rather good. This
was considered a worthwhile cours e and reasonably close in
subject matter to what had be en t:'xpe r.. ted. The main comment
was that this lecturer would have been better-suited to a
conversational language course, at least as far as course
presentation was concerned.
Mr. Blin held class interest 'dJmost' always, expressed
his material adequately, encouraged class participation and
was helpful and available at times.
His 1 ec turt~S r eac lied the s l uden t level of com pr eh ens ion,
his material organization was about right, lectures followed
text and reading assignments tairly consistently but he
assumed slightly too little prior knowledge of material.
The examination was qui.te relevant to the course material,
reasonable, but rather strictly marked and required knowledge
of the course plus reasoning. Marking schemes were 'almost'
always indicated, questions were worded clearly but the value
of term work vs. exams hardly ever given.
]n general, texts proved adt>quate, additional reading
assignments 'almost' always helpful and library holding good.
The content ot the course was reasonably close to what had
been accepted and the course was worthwhile.
�21
1n general, texts proved adequate, additional reading
assignments 'almost' always helpful and library holdings good.
The content of the course was reasonable close to what had
been accepted and the course was worthwhile.
French lb6
Oral French
Mrs. Moscovitch
The aim of the course is to make the students proficient
in the use of French language in every day life and to give
them fluency in reading French. Intensive oral grammar and
vocabulary building. Reading, conversation, and discussion
of French civilization topics. Study of special- difficulties
of French pronunciation. Practice in the laboratory.
Course Evaluation
Mrs. Moscovitch held class interest adequately, expressed
her material clearly, encouraged class participation in
questioning and discussion, was available and helpful in and
out of class, and was rece·ptive to ideas other than her own,
at times.
Her lectures reached the student level of comprehension,
her material organization was adequate with lectures following
text and reading assignments 'almost' always. She assumed a
little too much prior knowledge of material.
Her examination was fairly relevant to the course,
reasonable requiring knowledge of course plus reasoning and
fairly marked.
In general, texts were adequate, additional reading assignments helpful, library holdings fairly good and labs very
valuable.
The content of the course was not at all like what had
been expected; however, it was considered a worthwhile course.
The main comments suggested that there was a 'lack of
enthusiasm' in her teaching and that the conduction of her
class 'too authoritarian'.
French 2a6
Eighteenth Century French Literature
Mr. Blin
INSUFFICIENT RESPONSE
�22
French 2b6
-
Contemporary French Theatre
-
Dr. Fonda
INSUFFICIENT RESPONSE
French 2d6
French 2rn2
The Sage Novel in the 20th Century
-
NO RESPONSE
-
Mrs. Moscovitch
NO RESPONSE
French 2o2
-
Oral Practice in Laboratory
-
Mrs. Moscovitch
INSUFFICIENT RESPONSE
French 3a6
Seventeenth Century
INSUFFICIENT RESPONSE
French 3b6
French 3c6
French 3d6
-
Twentieth Century Novel
-
NO RESPONSE
-
Nineteenth Century French Literature
-
Mrs. Moscovitch
-
NO RESPONSE
- French Literature of the 16th Century
- Mrs. Moscovitch
- INSUFFICIENT RESPONSE
French 3e6
- French Canadian Literature
- NO RESPONSE
/{)a.
�23
French 3m2
-
NO RESPONSE
French 3o2
-
Oral Practice
-
NO RESPONSE
-
The Novel in the 20th Century
-
NO RESPONSE
-
Symbolism
-
NO RESPONSE
-
Literary Criticism in France
-
NO RESPONSE
-
Honours French
-
NO RESPONSE
-
Oral Practice
-
NO RESPONSE
French 4a6
French 4b6
French 4c6
French 4m2
French 402
�24
Geology Tlb
Mr.
Chisholm
INSUFFICIENT RESPONSE
Elementary mineralology ,
Crystallography,
detailed physical and chemical properties, occurrences
and uses of the important minerals; introduction to
the study of rocks.
Geology T2a
NO RESPONSE
Petrology, structural, economic and Precambrian
geology.
A study of rock types and geological structures together with an introduction to economic geology
and mineral deposits.
The relationship of the foregoing to the Precambrian receives greatest emphasis.
Map reading and hand specimen determinations comprise
the laboratory work.
'
Geology T2b
NO RESPONSE
Exploration.
A study of modern exploration
methods including application of geophysical and geological methods, diamond drilling, interpretation of
results and evaluation of mining properties .
Geology
la6
Mr.
Page
An introductory course in physical and historical
geology primarily for Arts students.
The course deals
with the natural processes of vulcanism, graduation and
diastrophism and their part in changing the earth's
surface.
The development of rocks . and continents to
their present stage, past climates and life are dealt
with in historical geology .
Course Evaluation
Mr. Page did not hold class interest at all
although he presented his material quite clearly.
He
�2 .Jr·
.f
•
<,
C
encouraged very little class participation in discussion
or questioning, was hardly ever receptive to ideas other
than his own but w~s usually available and helpful in and
outside of class.
His lectures reached the level of student comprehension, his material was adequately organized with lectures
following text and reading assignments fairly consistently.
He assumed about the right prior knowledge of material.
The examination was quite relevant to the course,
very reasonable requiring much memorization and fairly
marked.
Marking schemes were hardly ever shov.rn, but
questions were clearly worrlcJ and the value of term work
vs.
examinations
usually
given.
In general, th~ text proved adequate, additional
rending ·assignments helpful, lab. reports not too
valuable and llbrrlry holdings were quite poor.
Labs
however were fairly valuable.
The content was reasonably close to what had been
expected and the course was considered worthwhile.
Geology 2c-16
Mr.
Chisholm
INSUFFICIENT RESPONSE
Geology 100 (Tla)
lNSUFFICfENT RESPONSE
Geology 2b3
NO RESPONSE
Geology 2c3
!'\O
RESPONSE
�lo
26
German Oa6
INSUFFICIENT RESPONSE
German la6
INSUFFICIENT RESPONSE
German 2a6
INSUFFICIENT RESPONSE
Greek Oa6
Introductory
Hydraulics T2a
INSUFFICIENT RESPONSE
Instrumentation T2a
NO RESPONSE
Italian Oa6
NO RESPONSE
Italian la6
NO RESPONSE
Italian 2a6
NO RESPONSE
Survey of Italian Literature
NO RESPONSE
Latin la6
Miss Hurley
The reading of prose:
Cicero, Pro Archia and Pro
Marcello; Sallust, CatilineA
The reading of poetry:
a
comprehensive selection of the poems of Catullus and the
Odes of Horace.
Practice in prose composition and sight
translation.
Course Evaluation
Miss Hurley held the classes' interest quite well,
expressed her material clearly, greatly encouraged class
participation, was always available and helpful, usually
receptive to other ideas.
Rer lectures reached the student level of comprehehsion, her materia] was excellently organized with
lectures following text and reading assignments fairly
consistently
She assumed about the right prior knowledge
of material A
The examination was definitely relevant to the course,
quite reasonable requiring strict memorization and marked
�28
fairly.
Marking schemes were indicated, questions worded
clearly and the value of term work vs. exams usually given.
In general, text(s) coordinated very well with the
course, read~ng assignments were usually useful,
The
library holdings were faily good and the term papers were
helpful~
The content was considered reasonably close to what
h_ad been expected and the course rated as worthwhile .
The only comment was the wish that the course had
been taught less ljke high school Latin.
Lt1tln
2ah
Mr
Alleyne
I N S LI F F I C i E N T
I{
E S P <>N S E
Latin 2b6
NO RESPONSE
Latin 3a6
NO RESPONSE
Latin 3b6
Mr, Alleyne
INSUFFICIENT RESPONSE
Latin 4a6
Roman Philosophy
NO RESPONSE
Latin 4b6
Roman Lyric Poetry
NO RESPONSE
Latin 4c6
Roman Letter-Writers;
NO RESPONSE
Roman Elegiac Poetry
Library Science
Editor's Note:
These courses were not covered in
last year's calendar and insufficient response was
received to cover them in the survey.
My regrets .
Marketing T2a
Retail Merchandising
INSUFFICIENT RESPONSE
Marketing T2b
Mr.
Alexander
INSUFFICIENT RESPONSE
Mr.
Alexander
�29
Marketing T3a
Advertising
INSUFFICIENT RESPONSE
Mathematics Tla
Algebra and Trigonometry
INSUFFTCIENT RESPONSE
Mathematics Tlb
Analytic Geometry and Calculus
INSUFFICfENT RESPONSE
Mathematics Tlc
Business Mathematics
NO RESPONSE
Mathemat1cs T2a
Calculus
INSUFFICIENT RESPONSE
Mathematics T2b
Statistics
INSUFFICIENT RESPONSE
Mathematics T2c
Mathematics
of
Finance
INSllFFlCTf.NT RESPONSE
Mathematics
100
Engineering Mathematics
NO RESPONSE
Mathematics 101
Calculus
INSUFFICIENT RESPONSE
Mathematics
la6
Calculus
Dr . Marchand,
Dr .
Whitfield
Limits of sequences and functions; differentiation and
integration of functions of one variable; applications to
geometry and kinematics; introduction to space geometry.
Course
Evaluation
Dr
Marchand di<l not holJ class interest thac strongly,
was considered a little confusing in expressing her material,
seldom encouraged class participation but was 1 almost' always
available outside of class an<l usually receptive to other ideas .
�30
Her lectures reached the student level of comprehension,
were adequately organized with lectures 'almost' always
following text and reading assignments .
She assumed about
the right prior knowledge of material .
The examination was quite relevant to class work,
reasonable requiring knowledge of the course, plus reasoning
but was marked rather strictly,
Marking schemes, questions
and the value of term work was made quite clearw
In general, the text proved adequate, term papers,
additional reading and lihrary holdlngs were not too helpful
The content seemed to be reasonably close to what students
expected ,
The course is considered quite worthwhile but
difficult unless mathematically inclined
There was insufficient response to Dro Whitfield's course
Mathematics lb6
Algebra and Geometry I
Dr . Whitfield
Se~s, relations, functions; real an<l complex number
systems; algebraic systems; groups, rings, fields; matrices;
vectors and vector algebra; determinants; vector geometry ~
Course Evaluation
Dr~ Whitfield held class interest, expressed his material
well, encouraged class participation quite often, was 'almost'
always available outside of class and receptive to other ideas c
His lectures were a little ahove student comprehension,
although his material organization was reasonable; he assumed
too much prior knowledge of material.
The exam was relevant to the course, rather difficult
requiring knowledge of the course plus reasoning and marked
rather strictly.
Marking schemes, questions and the value of
term work was usually given .
In general, the text proved adequate, additional reading,
1.ah. reports, and labs were helpful but the library holdings
poor
The content was hardly what students expected; however,
it was considered a worthwhile course.
�31
Mathematics 2a6
Calculus and Linear Algebra
INSUFFICIENT RESPONSE
Math.ematics 2b6
Statistics
INSUFFICIENT RESPONSE
Mathematics
2c6
Differential Equations and Vector Analysis
INSUFFICIENT RESPONSE
Mathematics
3a6
Advanced Calculus
INSUFFICIENT RESPONSE
Mathematics
3b6
Algebra and Geometry II
INSUFFICIENT RESPONSE
Mathematics
3c6
Relativity and 0uuntum Mechanics
INSlTFFICTENT RESPONSE
Mathematics
3d6
Numerical Methods
INSUFFICIENT RESPONSE
Mathematics
3e6
Theory of Numbers
INSUFFICIENT RESPONSE
Mathematics 1f6
Introduction to Mathematical Probability
and Stochastic Processes
. INSUFFICIENT RESPONSE
Mathematics
3g6
Mathematical
Logic
INSUFFICIENT RESPONSE
Mathematics 4a6
Functions of a Complex Variable
JNSlTFFTCTENT RESPONSE
Mathematics 4bn
Special Topics
Mathematics 4c6
0
u ant um Mech ;1 n i c s
�32
Mathematics 4d6
Numerical Analysis
Mathematics 4e6
Topology
Mathematics 4f6
Statistical Theory
Mathematics 4g6
Advanced Algebra
(
�Nursing la6 - Sister M. Rarbara
- no course description available
- Course Evaluation
---Sister Barhara held class interest, presented the course
well and was easy to follow. She greatly encouraged class
participation, was always available, helpful and receptive to
other ideas. Her lectures reached the students, were well
organized following text and reading assignments always. She
assumed a little too much prior knowledge of fact, however.
The examination was relevant to the course, rather
difficult requiring knowledge of fact plus reasoning and
marked fairly. Marking schemes, questions and the value of
term work vs. exams were clear.
In general the text proved adequate, additional reading
assignments and labs helpful but the library holdi.ngs poor.
The content was close to what had been expected and the course
was considered very worthwhile.
Philosophy la6
- Dr. Doan
A study of the traditional problems of philosophy through
discussion of selected reading; formal logic and scientific
method.
- Course Evaluation
----
Dr. Doan definitely held class interest, was fairly easy
to follow, encouraged class participation 'almost' always,
was always helpful outside of class and receptive to other
ideas.
His lectures reached the students comprehension, were
organized excellently 'almost' always following reading assignments, however, he assumed more prior knowledge of material
than was expected.
The exam was very relevant to class work, reasonable
requjring knowledge of fact and reasoning and marked strictly.
Markjng schemes, questions and the value of term work, all
were clear.
fn general, tlile text was suited to the course, additional
reading and term papers were very helpful, and the lihrary
holdings were fairly extensive. The content of the course
was reasonably close to what had heen expected and the course
was very worthwhile. All comments indicated the prof to be
excellent and the course interesting.
�34
Philosophy 2a6
-
NO RESPONSE
Philosophy 2b6
-
Systematic Ethics
-
TNSUFFICJENT RESPONSE
Philosophy 2c6
-
NO RESPONSE
Philosophy 2d6
-
Elementary Logic
INSUFFJCIENT RESPONSE
Philosophy 2e6
-
Ancient Philosophy
-
NO RESPONSE
-
Philosophic Methods
-
NO RESPONSE
Philosophy 3a6
-
NO RESPONSE
Philosophy 3b6
-
Aesthetics
-
NO RESPONSE
-
Early Modern Philosophy
-
NO RESPONSE
-
The Rationalists
-
NO RESPONSE
-
British Empiricists
-
INSUFFICIENT RESPONSE
-
Philosophic Systems
-
NO RESPONSE
Philosophy 2f 6
Philosophy 3c6
Philosophy 3d6
Philosophy 3e6
Philosophy 3f6
(
�35
Contemporary Philosophy
Philosophy 4a6
INSUFFT CT F.NT
Philosophy 4b6
Metaphysics
...:
Philosophy 4c6
RESPONSE
NO RESPONSE
Philosophy of Science
NO RESPONSE
Philosophy 4d6
Analytical Philosophy
NO RESPONSE
Philosophy 4e6
The0ry of ValuE>
NO RESPONSE
Physics Ian
Dr. Hart
Dr. Warren
Vectors, Galilean invariance, particle dynamics, . energy,
momentum, harmonic oscillator, rigid-body dynamics, central
forces, speed of light, Lorentz transformations, relativistic
dynamics, equivalence, particles. The nature of electricity
both static and dynamic, dielectrics. The nature of magnetism
and magnetic fields. The energy of change and current distributions (capacitance and jnductance). Time-varying currents,
simple A.D. networks. Elec tromagnetic waves, Maxwell's
equations.
Course Evaluation
The lecturers maintained class interest quite well,
expressed their material clearly, hardly ever encouraged
class participation, were available at times but seldom receptive to ideas other than their own.
Their lectures were a little above student comprehension,
although their material was well-organized. Lectures seldom
followed reading assignments. They usually assumed about
the right prior knowledge of material,
The exam was not really relevant to the course although
�36
it was reasonable. Both knowledge of fact and reasoning were
essential for the exam that was considered fairly marked. Marking
schemes, questions and the value of term work were made clear.
In genera~, the text served the course little, additional
reading assignments and lab reports were helpful but library
holdings were inadequate. The content was reasonably close
to what had been expected and the course was considered worthwhile.
A strong dislike for TV lectures was often voiced.
Editor's Note:
The remaining courses in Physics have not been
evaluated or described in this calendar because
of both insufficient response and of the changes
made in the courses.
Political Science la6
Dr. Eager
A study of the basic principles of government, with
reference to the governments ot selected countries.
Course Evaluation
Dr. Eager held class interest adequately, was fairly easy
to follow, at times encouraged class participation in discussion and questionning, was almost always available and helpful in and outside of class and very receptive to other ideas.
Her lectures reached student comprehension, her material
was very well organized with lectures following text and
reading assignments fairly consistently. She assumed about
the right prior knowledge of material.
The exam was very relevant to the course material, rea~
sonable requiring knowledge of fact and reasoning and marked
not too strictly. Marking schemes, question and the value
of term work were quite clear.
In general the text proved adequate, additional reading
assignments and tPrm papers were very helpful ~lthough the
library holdings were hardly adequate. The Content of the
course was almost as expected and the course was rated as
very worthwhile. A useful course for anyone with political
ambitions.
All other Philosophy courses did not warrant suficcient response to merit their write-up.
�37
~chology lah (T2a)
- Introductory Psychology
- Mr. Harding
Mr. MacDona]d
- Course EvaluRtion
- --- - - - - - -
Mr. Harding def i nit~ly lwJ d cJ ass interest, expressed his
material adequutelv, greatly encouraged class partici~ation
in discussion and questioning, was 'almost' always available
in and outside of class and receptive to ideas other than his
own.
His lectures were slightly above student comprehension
but were adequately organized although seldom following text
or reading assignments. lie assumed the right prior knowledge
of material.
The exam was quite relevant to class work, reasonable
requiring knowledge of the course plus reasoning and marked
fairly. Marking schemes were a]woys indicat1:d, questions
quite clear and the value of term work vs. exam hardly revealed.
In general, the text was considered inadequate, additional
reading was always helpful, term papers helpful and library
holdings f~irly good. Seminars were not considered effective.
The content of tlte course wns reasonah]y dose to what had been
expected and the course was considered worthwhile.
Mr. MacDonald did not strongly maintain class interest
although he expressed his material adequately. He seldom
encouraged class participation but was usually available outside of class and was receptive to ideas other than his own.
His lectures reached strident co~prehension, his material
organization was adequatewitli lectures almost always following
·text and reading assignments. He assumed the right prior
knowledge of material.
The exam was fairly relevant to class work, reasonable
requiring much memorization plus a little reasoning and
marked rather strictly. Marking schemes, questjon and the
value of term work were clear.
In general, the ·text was we]J-suited to the course,
additional rending assignments were llelpful while essays wer~
not. The library holdings were quite good. Seminars were
not ef fectj ve. On the who] c· the course content was considered
reasonably close to wh[lt had heen expected and the course
thought very worthwhile.
Snme students fe1t thnt thP lc,cturer should have
put more life into liis lectures. Many felt that he did this
in the, second lL·rrn. (1tJier·. s;,id '': 1:1,-!,,),1:1lJ wa~ f•ood."
�38
Psychology 2ao
A study of behavioral development trom conception to
adolescence including physual, emut10nal, intellectual and
social aspects.
Course Evaludtlun
----Mr. Harding· maintained c ldss 1nLecest, expressed his
material welJ, always encouraged c. lass participation, always
was available, helpful d i:1d v· t"ry re'""eptive c..o ideas other
than his own.
His lectures reached sl i ghtly above srudent comprehension
but his material was organized adequately. H1s lectures
seldom followed the tt:!Xt and r ead1ng dssignn1ents. He assumed
ab o u t t he r 1 g h t p r i o r kn cI wl t> d t~ e t) r ma t e r 1 a t .
The exam was very relevant to class work, rather difficult
requiring more reasoning thc:111 knowledge ot thE: c. oun,e and
marked fairly. Marking schtm0b and qu~stions ~ere clear but
the value of term work vs. exams was seldom revealed.
In general, the text wds adequate, cidd1c1onal reading
assignments always helpful, tc~rm paper qul.Le useful, the
library holdings adeq0ate and ~eminars t rl trly effective. The
course content was hardly wha[ had b e t!t1 l', xpected and the course
was considered qu1ce wortllwl11le.
Comments suggested the c o u rs P was 'worthwhile because
the lecturer made it so.' Others found 1L 'extremely stimulating demanding much reading ~nd 1ndiv1~udl rhoughc.' The
lecturer apparently mdde the Lourse the ' ... hallenge that it
proved.'
Psychology 2c6
- Mt. Melnyk
A study of stat1st1~al con~epts and 'cec hn1ques in relation
to psychological problems. Representation of data and descriptive statistics. An introduction to Lnterent1al statistics
and methods Pmployed 1n the <le3ign and analysis of experiments.
Cours~
- - -Evaluation
----Mr. Melnyk held c Jass 1.ncer·1~s t co a great extent, expressed
his materlal cit,arly, otten encour ,iged cJ.ass pc:1rt1c1pat1on,
was almost alw.:iy avaiL dblt:·, helplul c1nd recept.i.ve to ideas other
than his own.
•
His lee tures r eac.hed s tud e:~11 t comprehension, his material
was well-organized with J2Lcur~s full0w1ng reading assignments fairly consistently. He a~s11mec.l coo little prior know-
�39
ledge of material.
His exam was relevant to class work, reasonable requiring
knowledge of the course plus reasoning and marked rather
leniently. Marking schemes and the value of term work vs.
exams were usually indicated although exam questions were
not always clear.
In general, the text suited the course, additional reading
assignments, essays and seminars were helpful but the library
holdings were inadequate. The content was reasonably close
to what had been expected and the course considered worthwhile.
Comments ranged from a 'great prof' to an 'easy course to pass'.
Psychology 2d6
Mr. MacDonald
INSUFFICIENT RESPONSE
Psychology 2e6
Miss Wray
A more advanced study of the physiological basis of behavior
including comparative psychology, neurophysiology, sensation
and perception, and cognitive processes.
Course Evaluation
Miss Wray did not maintain class interest strongly, was
quite confusing but encouraged class participation at times,
was usually available, helpful and receptive to ideas other
than her own.
Her le~tures reached student comprehension ~lthough her
material was not that well-organized. However, her lectures
followed reading assignments absolutely and she assumed about
the right prior knowledge of fact.
The exam was relevant to class work, rather difficult
requiring almost strict memorization and marked fairly.
Marking schemes, questions and the value of term work vs.
exams were clear.
In general, the text co-ordinated very well with the
course, additional reading assignments, term papers and
labs were helpful although the library holdings were poor.
The course content was close to what had been expected but
the course itself was considered to hardly be worthwhile.
Frustration was often expressed in the comments made
concerning this course.
�40
Psychology 3a6
- Mr. Allen
-
Science la6
lNSUFF lCl ENI RESPONSE
Dr. Hart
Dean Hart held clc1s.-, rnterest adequately, tended to be
rather confusing but dlways enc0uraged ciass participation.
He was usually ava1lahle out of ~lass and was at time receptive
to ideas other than his 01-m.
His lectures were s11ghtly aho~e st~dent comprehension,
his materi.al was fairiy orgc1n12.ed, al.though hit:, lectures seldom followed read1ng ass1gnm~nts. He assumed the right prior
knowledge of material.
The exam wr.1s ccdevant tl' ,:ldss w,.>rl<, reasonable req1.1lring
more reasoning than kuowll~dge oJ c.he course but marked too
strictly. Marking sct1ern~s were indicated buc neither questions
nor the value of term work ~ 6. exams were clear.
In g~neral, the ttxc was s~ldom used and not suited co
the course, reading ass1.gnments, te1m papers and seminars
were valuable and the library holdings were adequate. On the
whole the content was nut whdt had been e:xpected but the course
was rated as very wor thwlule. Comments suggested that this
would be an ideal science course fur Artsmen slightly interested
in science.
Sociology la6
Dr. Chen
Survey of the field of sociology: culture and society,
institutions, organizations, pro c esses, control, ecology and
population, disorganization and deviant behavior and other
aspects ot group living.
Course Evaluat10n
Dr. Chen did not maintain class interest strongly, expressed
her material well, ac times enLouraged class participation,
was available, helpful and recept1ve to 1deds ocher than her
own.
Her lectures reached sludent comprehension, her material
was well-organized with lect~res following reading assignments
fairly cons .1 stentJy. She assumed the r.1.ght. prior knowledge
of materia].
The exam was quJte relevant t0 class work, reasonabl~
requiring knowledge of the co~rse and memorization and marked
�41
fairly. Marking schemes, questions and the value of term work
vs. exams were clear.
In general, the text suited the course fairly well, additional
reading assignments, term papers and seminars were helpful
although library holdings were inadequate.
The course content was reasonably close to what was
expected and the course was fairly worthwhile. Comments
suggest that this would be an. 'easy' credit.
Sociology 2d6
Dr. Chen
INSUFFICIENT RESPONSE
Sociology 3c6
Mr. McKee
The school as a social institution and i~s relation to
other institutions. An examination of cultural values and
educational aims; recruitment of students and educators; social
origin of students and educators; role allocation in classrooms,
with peers, and in the community.
Course-Evaluation
---The lecturer did not hold class interest at all but was
fairly easy to follow. He encouraged class participation almost always, was available, helpful and receptive to ideas
quite often.
His lectures were far below student comprehension. Howeve,, his material was organized and his lectures followed
reading assignments fairly consistently. He assumed too little
prior knowledge of material.
The exam was very relevant to class work, quite simple
requiring knowledge of the course and reasoning and marked
fairly. Marking schemes were hardly ever indicated but the
value of term work and questions were quite clearly given.
In general, the text was inadequate for the course,
additional reading assignments werenot too helpful but term
papers and seminars were. Library holdings were also inadequate. On the whole the course content was hardly like what
had been expected and the course was not rated as worthwhile.
Sociology 2c6
- Mr. Szudy
- INSUFFLCIENT RESPONSE
�42
Spanish Oa6 - Mr. Colina
A beginner's course in the study of the Spanish language
and culture. Composition, translation, grammar, readings.
- Course Evaluation
Mr. Colina held class interest, was always easy to follow,
really encouraged class participation, was always helpful,
available and 'almost' always receptive to ideas other than
his own.
His lectures were fairly easy to comprehend with excellent
material organization. They followed reading assignments fairly
consistently. He assumed about the right prior knowledge of
the material.
The exam was fairly relevant to class work requiring
strict memorization and marked rather strictly. Marking
schemes and questions were clear although term work was
hardly revealed. The course was reasonably difficult.
In general, the text was not suited to the course,
additional reading assignments and labs were helpful, and
library holdings were adequate. On the whole the course content was reasonably close to what had been expected and the
course considered worthwhile.
Comments suggested that Mr. Colina was a 'dynamic'
lecturer.
Spanish la6 - Mr. Colina
Advanced grammar, composition, translation.
in literature.
Readings
- Gourse Evaluation
Mr. Colina held class interest, was quite easy to follow,
always encouraged class participation, was 'almost' always
receptive to ideas.
His lectures reached student comprehension, were wellorganized following reading assignments fairly consistently.
He assumed the right prior knowledge of material.
The exam was very relevant to the course, reasonable
requiring almost strict memorization and marked fairly.
Marking schemes, questions and the value of term work were
clear.
�43
In general, the text was adequate, additional reading
assignments and labs were rather useful, although the library
holdings were inadequate. On the whole, the course content
was what was to be expected and the course worthwhile.
Editor's Note:
1. We hope to put out a supplemental edition
of this calendar to cover courses that have not
been covered - English, Anthropology, History and
Economics. Unfortunately the evaluation have NOT
YET been turned in. Perhaps the supplemental
calendar can help in course changes and faculty
members. This is our hope.
2. A suggestion guide will also be published
in the near future listing improvements for
next year's course evaluation survey.
�
Dublin Core
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Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
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Title
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Lakehead University Course Guide 1967-68
Subject
The topic of the resource
Universities
Description
An account of the resource
Lakehead University course and evaluation information, 1967-1968. Produced by students for students.
Creator
An entity primarily responsible for making the resource
Jeanetty Gall
Alma Mater Society
Date
A point or period of time associated with an event in the lifecycle of the resource
1967
Format
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PDF
Language
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English
Type
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Text
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Canada - Ontario - Port Arthur
Identifier
An unambiguous reference to the resource within a given context
U10a
-
https://digitalcollections.lakeheadu.ca/files/original/71ac477e706daf8e3bdb6e521992a6e2.pdf
6987e19718e04e5ea64182d9fa29684c
PDF Text
Text
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�The Lakehead University Review was conceived
some five months ago by the authors of this brief.
We reflected on the apparent lack of success of
previous attempts to produce a journal 9 the then Chairman of the
Publications Committee having deemed the task "impossible".
We
further reflected on the somewhat embarrassing situation created
by the fact that the students had taken the initiative in this field
by publishing the widely-circulated Essays from Lakehead.
By mid-August we had decided that the publication
(
of a scholarly journal at Lakehead University would not be impossible.
We agreed that in the short~run, the Review would contribute to the
academic life of the University and the intellectual development of
t he area; in the long-run, it could take its place among the major
Canadian interdisciplinary reviews o
Having decided that the idea was academically feasible 9
we then had informal discussions with a commercial printer to
determine the approximate cost of printing and binding a journal of
some one hundred pages.
With this data 9 we prepared a preliminary
budget which we then presented to the President who encouraged us
to pursue the idea even further.
�-2-
We decided not to involve the University officially
until we were certain that the content of the first number would
warrant Senate endorsement.
Therefore, we decided to undertake
the preparation of the Review independent! y with the intention that
when the first number was ready to go to press, we would seek
the support of the University by requesting that the Senate select
an editorial board.
We also decided that the Review should be a
biannual publication.
With a target date of March, 1968 (the second
number to appear in October, 1968) in mind, it seemed pointless
(
to invite manuscripts from the entire faculty of the University.
Firstly, many were not available in the late summer and were not
expected back on campus until mid-September.
Secondly, we felt
that many potential contributers would be unwilling to devote time
and energy to preparing a scholarly paper for a journal which at this
stage existed only in our minds.
Thirdly, if we were to adhere to
the somewhat strict timetable imposed by the printer, we needed to
know who was willing to contribute for the first number and provide
them with rather exacting deadlines.
With this in mind, we approached several members
of the faculty whom we knew had recently completed some research
(
�-3-
and discussed with them the idea of publishing their results in the
Review.
We were further encouraged by the enthusiasm with which
the idea was received, and we greatly appreciate the efforts put
forth by these persons on such short notice.
As a result, we now feel that we have assembled an
excellent initial number, one which will undoubtedly set the
standard for future issues.
The contents of this number would
include the following articles:
Elizabeth Arthur - The Landing and the Plot
John G. Rideout - Shelley's Image of Methe r and Child
(
Lewis Smith - The Indian and Negro in Mark Twain:
Stereotype or Reality')
Douglas R. Lindsay - Migration and Persistence of Certain Arctic-Alpine
Plants in the Lake Superior Region of Ontario
George J. Merrill - The Pre-Armada Years:
Sentiment
Literature of Patriotic
We also contacted numerous publishing companies and
invited them to contribute books for review.
The book review section
will include:
T. B. Miller - Canada -- Unity in Diversity, by P. G. Cornell et al
P. G. Panikar - Economic History of Europe, by M. Postan
�-4-
A. Alexander - 1867: Disraeli, Gladstone and Revolution, by Maurice
Cowling
E. Eager - Mitch Hepburn, by Neil McKentey
I. G. Davies - Pullman - an Experiment in Industrial Order and
Community Planning, by Stanley Buder
A. 0. Menhart - Cry Ararat, by P. K. Page
G. J. Merrill - Fools of Time, by Northrop Frye
Initially we had intended to have this first number
published at Lakehead University, but now that the contents have
been assembled and negotiations with the printer completed, we
sincerely feel that it is worthy of publication~ Lakehead University.
We now solicit the support of the Senate of Lakehead
University for this undertaking.
In addition, as we should like to
send out requests for manuscripts for the second number to all
faculty in the very near future, we ask that the Senate appoint an
Editorial Board to review the quality of future submissions to ensure
t hat standards remain high.
Respectfully submitted,
A. ALEXANDER.
J. D. LEACH.
******************************************************************
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Brief to the Senate of Lakehead University Concerning the Lakehead University Review
Subject
The topic of the resource
Universities
Description
An account of the resource
Brief by Alan Alexander and James D. Leach regarding the Lakehead University Review, an academic journal that they hope to establish with the formal support of Lakehead University.
Creator
An entity primarily responsible for making the resource
Lakehead University
Date
A point or period of time associated with an event in the lifecycle of the resource
1967
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Canada - Ontario - Port Arthur
-
https://digitalcollections.lakeheadu.ca/files/original/9b2a5f9f40284219d46d0d77649d5b53.pdf
b08e5452ac4fc157e5a9c07c473b778b
PDF Text
Text
�GRADUATE NEWSLETTER, issue No. 1
FEB. L969
HELLO~!!
We hope that you will welcome the very first issue of
"Technology Tidings."
This publication is the idea and effort of the
graduates of the first class of Library Technology at Lakehead University.
This Graduate Newsletter was contemplated and produced by the
second year students (Potential Graduates) and by the Graduate themselves.
This medium will keep us "in touch" with each other.
You see, many
of our fellow graduates have accepted positions in other parts of the
province, and, as well, in other Provinces.
It is hoped that each .gradu-
ate at some time will contribute a "Regional Report", a book review, or
an editorial.
Neectless to say--our publication policy will be as follows:
WHENEVER THE CONTRIBUTIONS HAVE BEEN PLENTIFUL~~ANOTHER ISSUE WILL
BE COMPILED AND DESSEMINATED.
With the co-operation of the Potential and
Actual Graduates, this Newsletter will thrive and will be continued to be
mailed out to those interested.
--C. E.
Notes and Reminders
N.B.
The OLA 1968 Conference at Sudbury will be hel~ at Laurentian Univ
ersity from May 2-4, 1969.
00
Are you interested??????????????????????????
)E )E )C )C X )E lC )C >< >E )( )C >E X
DID
YOU
KNOW?
The thought that a library is indeed to be considered as an
arsenal of democratic freedom within our society, was instilled within us
during our two years of training and orientation.
However, words always
connote beautiful thoughts or ideas, yet it is action that solidly enforces
REALITYo
It was interesting to note the following in Vol. 14, No. 1, 2, 3,
issue of "Feliciter".
Library Associations around the world, including the Canadian
Library Association, sent letters of protest, through diploma.tic
channels, regarding the occupation of the State Library of
Czechoslovakia and the obstruction of all activity by the occupation of the UoSaSoR. The protest was effective and the library
was permitted to resume occupations.
--C. E.
~
Mrs. Dorothy Reid has accomplished another amazing feat! Our
multi-talented story-teller has her Tales of Nanabozho on record. We all
know that her book won an award for Book of the Year for Children presented
by the CLA. This recording is produced by the Provincial Library Service.
Congradulations!
~
The Library Technology Department is pleased to announce that
Mrs. Dorothy Reid has established "The Nanabozho Bursary", for the amount
of $100.00 to be paid at the conclusion of the first year to a successful
student and to one who is in finaf1cial need.
�ENROLEMENT THIS YE.AR
Many of you in the Region are acquainted with our Second year Students so you are
aware through their Practice Work training at the local libraries that there are
21 females in the class that will be graduating this May. HOWEVER, a few words
should be said about our new class of students. There"are 22 enrolled at present.
8 are from Port Arthur
4 are from Fort William
OTHERS hail from-----------London
Hunta
Port Elgin
Fergus
Dundas
ONTARIO
Richmond Hill
Fort Frances
Hillsport
Smooth Rock Falls
and one young lady is from
Mt. Ste. Hiliare, Quebec~
This distribution is quite good as there a.re six other programs in Ontario,
3 or 4 in Quebec and one in British Columbia as well as one in Alberta. It
may interest you to know that in Ontario, this school is so far the ONLY one
certified by the Minister of Education, as the following regulation stipulates.
(OLR, Dec. 1968, p. 222)
=
GRADUATES FROM THE LAKEHEAD SCHOOL OF LIBRARY TECHNOLOGY MAY BE
ISSUED A CERTIFICATE 2 UPON COMPLETION OF SIX MONTHS, CONTINUOUS
SATISFACTORY SERVICE IN A LIBRARY, TO BE CERTIFIED BY A QUALIFIED
CHIEF LIBRARIAN OR REGIONAL DIRECTOR.
~
~
SPOTLIGHT
Mrs. Debby Krupa, assistant to the Childr1:ll 1 s Librarian, Miss Betsy English,
at the Fort William Public Library, have embarked upon a new program--Puppet
shows. Miss English's groups of children will present Tom Sawyer and the
Princess and the pea whereas Debby's groups will present The Emperor's new
clothes and Cinderella. Debby also goes out to the Public Schools on Tuesday afternoons and Wednesday mornings to tell all school cbildren about the
Fort William Children's DepartmEnt and its services.
Zori, has formed a Library Club this *September at the Atikokan High School.
How about a report about members----Kind, Sweet Zori--we ·want to know????~
This club has extended an invitation to Charlotte to speak about the Library
Technology Program on February 28. • Interest has been shown about our Program
as Charlotte has already spoken to three Guidance classes at Selkirk High
School.
*
Barbara Davison moved to Kingston in July and now has written that she and
the family are happily settled
Although Barbara. is not working at present,
we hope that she wi.11 send in contributions for our Newsletter. We all know
that her ideas were always good ones after our two years of studying with
her. In addition, have a wonderful time in England this spring., Barb., just
think you might even visit the British Museum--then you can report to us~
o
Library technologists may work for CUSO. A letter was received at the end of January which stated that we are needed ..
Wonderful isn't it???? Information can be obtained through
the local Committee at the Lakehead. TRAVEL AND HELP OTHERS
THEREBY HELPING YOURSELF.
�Miss Iris Conchie
341 Nortn Brodie Street
FORT WILLIAM, Ontario
Miss Charlotte Elwert
282 Pearl Street - Apt. 3
PORT ARTH1.JR, Ontario
Mrs. Helen Fowler (Fedor)
131 Autumnwood Drive
PORT ARTHUR, Ontario
623-0651
Northwestern Regional Library System
344-7877
Department of Library Technology, L.U.
345-2416
Northwestern Regional System
623-6701
Mrs. Agnes Harris
1414 Isabella Street
FORT WILLIAM, Ontario
Confederation College Library
Mrs. R. Ke:cr ( Shirley Hall)
2225 West Eigth Ave., 212
v1mc0UVER ~9' B. C.
McGee High School Library, Vancouver
Mrs. Debby Krupa (Bryant)
609 Avondale Place
FORT WILLIAM, Ontario
:fort William Public Library
Miss Carol Lee Park
60 Gordon Avenue
PORT ARTHUR, Ontario
Port Arthur Public Library
Miss Zori Podbrscek
c/o General Delivery
ATIKOKAN, Ontario
Atikokan High School Library
Mrs. Ruth RoseP~eld (Murdoch)
241 Redpath Avt. ~, Apt. 604
TORQNTO, Ontario
Toronto Public Library Branch (Gerrard)
Miss Deirdre Smythe
12 Prospect Ave. (Basement)
PORT ARTHUR, Ontario
Lakehead University Library
Mrs. Denise Watson (Humphrey)
11 Ruddington Drive, Apt. 931
WILLOWDALE, Ontario
c/o Scarborough Public Library
Mrs. Joan Zachary (Perry)
363 Brock Street
FORT WILLIAM, Ontario
Fort William Public Library
.L
�e
l!A.PPmESS IS ........................................................ .
knowing a delightful young lady like Charlotte.
knowing her friend Zori.
Frustration is
getting up enough courage to ask for Sex and the teenage revolution.
Frustration is finding that it is outo
going to the library every night not in the pursuit of knowled 5e
but in the pursuit of that cute little blonde page.
reading Winnie the Pooh in the stacks during your lunch hour.
is n---ing in the stacks standing under the sign SILENCE.
is taking your little brother to Story Hour.
is being on the reserve list for Brown's Sex and the single girl.
Frustration comes after reading it when one decides that the title
was very misleading.
is paying ten ~ents for a now library card. Frustration comes
a week later when the lady at the Circ. Desk calls to tell you
that Mr. :Honest Citizen has returned the lost card.
DO YOU OTHER BRIGHTLIGHTS WANT TO SHARE YOUR HUMOUR WITH US????????
MAY I MAKE A SUGGESTION? For the next issue, send your
contributions to the following address:
Library Technology Dept.
LAUGH-IN,
c/o Good Hunour,
Lakehead University,
PORT .P.RTHUR, Ontario .
,
'
�A REPORT ON BUSINESS ADMINISTRATION
Tle
Upon looking at the revised L~brary Technology Program, you
will soon not ice that all first year students are taking a NEW course
which was added to our program in September 1968--------Business Administration Tle. The sessional lecturer is Mr. M. Zobata.r, Accountant
at Abitibi.
This is a tri-p~t course. Each part is simply an introduction
to one of the specialized areas of Business Administration, in essence,
a survey of concepts and techniques. Up until the month of December, the
students have lectures in Data Processing. An outline of this introduction
is as follows:
Def in.it ions
Basic Operations
Manual & Mechanical methods
punched cards
p~per tape
computer methods
systems development
decision tables
progra.nnne flow charts
computer demonstrations
typical library 1applications
This topic is dealt with according to the stages of mechanization since
each level entails progressively greater proportions of machine work to puman
effort. So a study of the type of equipment now available for processing
dat~an be grouped into a look at Manual data processing, mechanical, punch
card or paper tape and computer data processing equipment o You see, the
different kinds of equipment related to human effort involved often must be
considered in choosing a system which best suits a particular institution
or operation.
A natural reaction of yours may be to question the necessity of such
a course as this in our Library Technology program, however we are all aware
that the computer is indeed the most powerful and flexible tool available to
mankind.
No doubt, the computer will touch man everywhere and in every way~
Technol9gists should be AWARE of progressive steps being made in library service. Automation in libraries is a well discussed topic in the "Professi~:mal
literature." Let's face it------Technologists should be more knowledgeable
about this subject. For all libraries themselves as information and intermedia centers are feeling the effects of the informational '. explosion and
technological changes which may be termed as the second Industrial Rovolutiono
The ultimate, we conceive today, in automatic data processing systems is to
have all files in ma.chine readable form available for direct access and updating on a real time basis o
The students will consider the "How" "Why" and "importance of"
computers in library operations. Consider the following:
a central processing unit can contain master files as a computer
can be programmed for a certain operation. ieo Upd~ting files
budget
re-ordering materials
serials
- in Periodicals, possible library operations for a computer are
purchase, payments, scheduling for the bindery, shipments, printed
lists, subscription renewals, inventory.
�BUSINESS ADMINISTRATION Tle
In Reference work, a regional network is possible in future, co-operation
between many libraries and resource , centers. Interest profiles of people r
doing research may be };: .~pt, instructions for search among special materials
(held in logic area) Memory-tr~nsferred to ma.chine readable form on cards,
print out can contain citations of current materials valuable to those
engaged.in research.
There are many other areas where a computer system could assist. As a
follow-up, students will-be given additional lectures about the computer
in a library in the Communications course. Reference is made to MARC,
MEDLARS, CBIP, and CHEM ABSTRAC'rS ( the latter two are computer produced).
In essence, this introduction in Data Processing is part of each Lib.
Technology student's Orientation as a technologist must be familiar with
the whole aspect of library service.
The second part of the course deals with an introduction to Accounting
principles. Lectures deal with the discussion of the necessity for
accounts, history of the development of business transactions, credit
and debit, and of course, time is devoted to studying specialized
accountso Short practice sessions in drawing up journal entries and
trial balances completed the last few weeks of the study.
Human Relations study completes the three topic course. Mr. A. Seuret
of the department of Business Administration is the Sessional lecturer.
The emphasis is placed on "groups" and upon the "individual" making up
these groups. The questions: "What does each individual bring to his
job and working environment?" and "What does the job give in turn to the
individual concerned?" a.re discussed and studied thoroughly. Factors
affecting the individual at work---impersonal influences, social and
cultural, interaction and activity from others, and the interaction and
activities to others, a.re looked at via case studies of certain Human
Relations situations. All in all, this course is very valuable for a
Library Technologist!!
NEWS
NEWS
NEWS
News about PROFESSORS
X )E )( )()OE X X
Maynard and Nancy Bjorgo will be going abroad for six weeks from July 2 to
August 14. They are planning to spend one week in swinging London and also
on in Paris o Ireland will capture their fantasy for four weeks as Nancy and
Maynard plan to tour the Western area via bicycles!!! Our "speculated" Sept.
Newsletter should carry a stimulating "Reflections of our trip" by who(who-M & N)
I am sure that Mr. B. will bring back a great deal of information •
which he will no doubt impart to students in his History of Libraries class
next year o
o
�NEWS
NEWS
NEWS
NEWS
STUDENTS
Bookmobile Trips : Reports by Susan Willia.ms and Mary Nation
Jim Pounder and I ler.t Monday morning January 27
in the Bookmobile for a week lOng exchange trip. Our first
stop was the community of Seine River where we exchanged
books with an Indian Schoo 1.. The first two nights were spent
in Fort Frnaces. Wednesday morning we left for Rainy River
stopping at schools on the way exchanging 50 - 300 books at
each stop. Nestor Falls was our stop for Thursday night and
Friday we returned to Fort Frances. All the way along our
trip we were enthusiastically received by the children and
made welcome in their homes.
-- s. w.
)<
X )( X )( )( >EX X )( )( X )( )( XX
The bookmobile trip in January was an experience I
will never forget. My feet were cold much of the time but
whereever we visited we were enthusiastically welcomed by the
adults and. children. The libraries were located in one room
JYH.an Reserve schools and new Centennial buildings (Atikokan
~ Emo) in Comminity· Centers (Rainy River) and in a High School
(Rainy River).
The bookmobile, a converted. school bus was stocked
with 2,000 books, 100 records, half a dozen sculptures and a
dozen pictures. At each stop we exchanged 50 to 300 books and
a few of the other materials. The largest library, at Fort
Frances, took the longest time as it needed. 700 books. We occupied the evening hours by reading or watching television or
sleeping.
The W8rk involved moving piles of books in fairly
cold weather made us quite tired at times! However by
the end of the week, we were accustomed to it ane only the
-22 temperature in Fort Frances on our last morning really
"frosted" us. A worthwhile trip that I only wish I co:uld
repeat!
-- m. n.
)( )( )( )( )( )( )( )( )( )( )( )( )( )( )()(
YEARBOOK PROGRESS REPORT
1969 will see the second class of Library Technologists graduate and as well the production of the second
Yearbook of the Library Technology graduating class. 'This
year's Committee consists of Lynda Barker, Nancy Marks and
Lois Pentney. Students have had their pictures taken by
Pouncy's Stud.i9. By the end of this month, the cuts will
be received and once all the text has been compiled, groups
of students will descend upon the Graphic Arts Department
at the Northwestern Regional Library tu burn the plates and
to embark upon a learning experience under the supervision
of a very good instructor, Mr. George Sproule (who is also a
very patient man, as I was one of the graduates that worked
with him last year).
�NEWS
,JDYO"WS
NEWS
STUJ.IDENTS
Sleigfa Ricle
@n Janl:llaxy 11, 1969, first a~id seco:m-d year stua.entg
had a sleiglil rii~ and party. T'he sleigh ride was helm at
Centennial Park wb.Gr~: we ren:te!ft tw0 sleighs.. Th-e rites were
eventful to say the lea8t "
Stu<lients aN<ii theil? 4!ates' ~ Mr. Sharp and Mr. Su<dar
were pushe-fi off' the sleighs an€!. made to run to catch up.
Rarely did a sleigh r:;top for slowpokes: Mr. Sudar lost his
pipe but regained it_ when one of Mu.e ki0.s f0~nd it buriesii
in the snow.
We had one unfortunate accident when a second year
stu0.ent had her foot run over, but this however did not stop
her from attending the party which followed at Bjorgo' s house o
There, the barn had been cleaned out for our use.
There was hay on the. floor and logs on which we could rest our
bones. The wooca stove that we lit for heating purposes caught
fire and so did Mr. Sharp's pants:
All but six stalwart students am1 their dates
retired to the house where Nancy Bjorgo had hot cinnamon buns
as well as our hot dogs, Qonuts anG hot chocolate reaQyo
T'he 12 from the barn soon joined the group as it was rather
cool out there.
A while later some courageous aQ'Venti1rers trie\jl
out the tobogganing across the roaa. What a hill!!! Anyone
\.rho wer,it el.own looketil as if may not retur-n. Tryi,nr: to climb
IDack up the hill was really a challenge! ·rf a step was taken
-w-11.ere the possessor tf t 'b e leg tdhl. not sink to the waist, I
per.s olilally wi!.l carry t.,hat person. up the hi.'.H.
So was oar P.aRi'"~ Y! ~
Wery nice amd ~ wet!!
...,_ j "
}3;.,
"Cnristma.s G€t..-!T0gether"
A me-e ting was planE.ea f0r ghe evening of January ~,
Mrs. ]Debby Krupa for the grads.. Shirley
had the furthest to come home for Christmas - all the way
from Vancouver. She arrived in the La.kehea.~ on December 2oth
and we were all very happy to learn that she would be here
with us for the meeting. Helen, Debby, Deirdre, Shirley a.nd
Charlotte met. for an ev-ening of friendly chatter, discussion
about our jobs, and of course the Newsletter, but this so.called. "Scheduled Meeting 11 provided us with an opportunity
to see each other again - believe it or not, there are those
of us although remaining in the La.kehead have not aeen each
other again since graduation!!! lJnfortunately the "15" were
not there as Denis·e and Ruth were in Toronto, others were
ill and still others had previous engagements or comm.itmentso
Later in the evening we devoted a short time to selecting a
title for the Newsletter, (those not present were asked to
vote on their preference for a title by letter) an€!. discussion
considered Circulation, publication policies as well as long
range goals. At this time we would like to thank Debby for
the use of her house for a meeting place and to say a simple
"thanks" to you for everything Debby and what a hostess you
are!
1969, at the home 0f
I,..
�This rock within the sea; a heritage lost by
Farley Mowat. Photography by John De Visser.
Boston: Little, Brown & Co., $12.50.
The large island of Newfoundland, with an area of 42, 735 square
miles and population of 500,000 provided the Jublect of study
for the perceptive, talented Canadian author, Farley Mowat. His
text deals with the history of the island; in essence, a perceptive account of trie way of life of its inhabitants and the rare
qualities that these people possess.
Their way of life i.P controlled and profoundly affected by the
sea. A penetrating p 01 t rayal of this concept is relat e · a j_; Mowat
writes about the inhabitants of the outposts on the Sou~.l'n,ri?st
Coast. For them, their world and existance is the sea. 11 For
those who lived by it and upon it, the sea is the ultimate reality
in their existance. They accept it as their master, for they
know that they will never master it. ThP. cea is there. It is
their way of life: it gives them life and somethimes, in its
moments of fury, it gives them death. They do not struggle
against its imponderaple stre ngth, nor do they stand in braggart's opposition to its powers."
Mowat I s nostalgic record of a way of life is complimented by the
truly magnificant photography of John De Visser. Each photog~aph
captures the scenes of this way of life which Mowat has descrfoed
so intensely in words. The message and feeling in E~act·._ of their
arts and forms of expression is readily apparent and 1J.nderstood.
This way of life i s passing--but why--Mowat attributes this threat
to the arrival of King Joey. "The day that Smallwood ca.me to
i;:ower, the continuity and evq1.-·1tion of the Newfoundlan d way of life
was disrupted, probably forE:ve.r ... Progress dictated t hat the men
of the sea forswear their ancient ways of life and move, as rootless migrants, to the alien mileau of industrial and mining towns. ' 1
Now centralization is the goal of the government. This planned
process accompanied by financial assistance to people in small
villages has as its goal, the movement of these people to larger
canters which in turn form new economic and social unit.: . But,
the unity and secu.rity experienced in the outports can never be
foun1 in these large industrial towns~
The poignancy of the plight of these people is well expressed by
a young Newfoundlander herself: "The wor;:;test thing I know is that
we have got t·o go away. I watches the gulls following the boats
out there and I wishes I was a gull sometime s , because nobody
makes them go away from where they belongs. T.1ose fulls are some
lucky~ They ca.n stay and live in Bergeo until they dies. It
won't be very long before they's nobody here exce~t the gulls at
all~ "
�*SPECIAL
*
ANNOUNCEMENT
*xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx~
ANNOUNCINGXXXXXXXXXXXTechnicians in Reference Servic~---another view by MAYNARD BJORGO--in Canadian Library, v. 26
No. 1 January-February 1969.
May a suggestion be made---
Grads--Read this article about Mr. Bjorgo's speculations
about the value of a Library Technician in Reference
Service, as a member of the team and as an "ally of the
experienced librarian."
COMMENTS'l??'l'l??'l
How about an
answer or a comment from any of you involved in Reference
work----Joan?'l????
TO ALL
X >< X >EX X X >< XX X
WE WOULD APPRECIATE YOUR COMMENTS ABOUT THIS FIRST
ISSUE OF OUR NEWSLETTER.
*----*
Charlotte Elwert
OVERALL CO-ORDINATOR
CONTRIBlJrORS
TO
THIS
FEBRUARY
I
s
s
u
E
GRADS
Agnes Harris & Zori Podbrscek
(Ideas and suggestions
for set-up)
Charlotte Elwert(Book Review
Report on
Business Admin.
Cover Design)
POTENTIAL GRADS
Lynda Barker
Mary-Lou Di Giacomo
Janet Hebditch
&
Yearbook Report
Design and Typing
Sleigh Ride Report
Lorna Hill
Mary Nation
'
&
Susan Williams
/
Bookmobile'- Reports
�
Dublin Core
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Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
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Title
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Technology Tidings 1969
Subject
The topic of the resource
Universities
Description
An account of the resource
Technology Tidings, publication of Library Technology at Lakehead University.
Newsletter for graduates of the programme.
Creator
An entity primarily responsible for making the resource
Lakehead University
Date
A point or period of time associated with an event in the lifecycle of the resource
1969
Format
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PDF
Language
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English
Type
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Text
Coverage
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Canada - Ontario - Port Arthur
Identifier
An unambiguous reference to the resource within a given context
U7b
-
https://digitalcollections.lakeheadu.ca/files/original/e042114860621354b20e0e89ad80bc79.pdf
00dbe42cacb73da99ef76364ed4374c4
PDF Text
Text
•
SIC
bon6u
DEAN TIMOTHY RYAN
MEMORIAL CONCERT
November 25/26, 1972
Selkirk Auditorium, Thunder Bay South
GUEST CONDUCTOR
�THUNDER BAY SYMPHONY ORCHESTRA
augmented by
MEMBERS OF THE WINNIPEG SYMPHONY ORCHESTRA
1st Violin
Eugene Kowal s ki, Concertmaster
Erika Bennedik
Richard Bond
Norman Ginsgerg
Edison Gunn
Jack Kirkup
Gail Label
Evelyn Somers
Felix Walker
Joseph Yaciuk
l
2nd Violin
Charles Dobias, Principal
Effie Colosimo
Eva Giles
Kathryn Grimmer
Peter Hryniuk
Robert Kraichy
Alma MacLean
Ross Morgenroth
Viola
David Banton, Principal
Lorraine Dargavel
Walter Gulka
Madeleine Mercy
Eldon Norhaugen
Elsie Ryback
Cello
Joseph Shufro, Principal
Klara Belkin
John Doerks en
Kathy Kroff
Dorothy Martin
Donald Scoti1L J·y
String Bass
Stanley Label, Principal
Kenneth Wooster
Percussion
Duncan MacDuff
Flute
John Wheeler, Principal
Joseph Farkas
Mary K. Samuelson
Alina Syposz
Oboe
Douglas Bairstow, Principal
Dana Kaukinen
George Karpiuk
Clarinet
Michael Edwards, Principal
Anne Crowe
Ed Webster
Bassoon
Robert Williams, Principal
Barbara Andrews
Bonnie Campbell
French Horn
Peter Samuelson, Principal
Diane Campbell
Katie Kirkup
Norman MacKay
Scott Sellick
Trumpet
Robert Gray
Robert Lee
John Mihalic
Trombone
Dennis Ralph, Principal
Harcourt Johnston
Gordon McKenzie
Tuba
Marilyn Grudniski
Librarian - Patricia Bond
Personnel Manager - Richard Bond
�THUNDER BAY SYMPHONY ORCHESTRA CONCERT - SERIES "A"
Dedi cation of Concert ................
Dr. R. C. S. Ripley
P R O G R A MME
Euranthe Overture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Violin Concerto in E Minor, Op. 64 ............
Weber
Mendelssohn
Allegro molto appassionato
Andante
Allegro molto vivace
Soloist:
Manuel Suarez
INTERMISSION
Symphony No. 4 in G Major, Op. 88 (8) ..............
Dvorak
Allegro con brio
Adagio
Allegretto grazioso
Allegro ma non troppo
***********
A warm welcome is extended to Boris Brott, who needs no
introduction to Thunder Bay audiences. In recognition of
his service to music is this area, Mr. Brott was made
Honorary Music Director at the 1972 Annual General Meeting.
December 20 - Christmas Concert - Thunder Bay Chamber
Orchestra with McKellar Park Central Senior Public
School Choir - Selkirk Auditorium - 8:30 p.m.
Support Your Symphony - Play TV Symphony Bingo Monday Evenings - 7:00 p.m. - Channel 7
�MANUEL SUAREZ
Manuel Suarez was born in Mexico City in 1943 and began
his violin studies at the age of four in his native
City. From 1956 to 1960 he studied at the New School
of Music and the Curtis Institute of Music, Philadelphia,
and from 1960 to 1964 at the Moscow State Conservatory.
His violin teachers have been D. Saloma, J. Smilovitz
and I. Bredo in Mexico; E. Serratos and I. Galamian in
Philadelphia and B. V. Belenky in Moscow. Mr. Suarez
appeared on numerous occasions in Moscow and Leningrad
while still a student of the Tchaikovsky Conservatory
and after finishing his formal studies in Moscow, toured
Europe, giving recitals in Helsinki, Oslo, Copenhagen,
Brussels, Hamburg, and Paris. From there he performed
in Central and South America and later gave concerts in
Washington, D. C., and Munich, Germany.
Mr. Suarez has been the recipient of the three awards
for violinists in Mexico - the Ernestina Hevia Award
(National Youth Competition) in 1955; the Annual Award
of the Union of Chroniclers of Theatre and Music (1962);
and he Award of the People uf Mexico, given by the
Government of Mexico
Manuel Suarez has held positions of concertmaster and
soloist with the major Symphony Orchestras in Mexico,
including the National Symphony Orchestra. Prior to
coming to Thunder Bay as a resident musician and
Director of the Thunder Bay Symphony Orchestra, Mr.
Suarez taught at the National School of Music in Mexico
and was official soloist with the Ministry of Foreign
Relations
************
The Board of Directors, on behalf of the citizens of
Thunder Bay, wishes to express sincere thanks to the
Thunder Bay City Council, the Ontario Arts Council and
The Canada Council for their generous grants in support
of the Thunder Bay Symphony and Thunder Bay Youth
Symphony Music Programme.
:offee in Cafeteria after Saturday Concert - silver collection
�
Dublin Core
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Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Music Thunder Bay: Dean Timothy Ryan Memorial Concert
Subject
The topic of the resource
Music
Description
An account of the resource
Programme for a concert given by the Thunder Bay Symphony Orchestra as a memorial for Dean Tim Ryan. November 1972.
Creator
An entity primarily responsible for making the resource
Thunder Bay Symphony Orchestra
Date
A point or period of time associated with an event in the lifecycle of the resource
1972
Format
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PDF
Language
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English
Type
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Text
Coverage
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Canada - Ontario - Thunder Bay
Identifier
An unambiguous reference to the resource within a given context
U13a
-
https://digitalcollections.lakeheadu.ca/files/original/7b68d9d02c3a082382cf6359ff7506c9.pdf
e17e98321a5f81d1c72815b9f1595a1d
PDF Text
Text
LAKEHEAD UNIVERSITY
Index to Financial Reports
at April 30 1 1972
Page
(
1.
Comptroller's comments on the financial reports
2.
Financial Statements for the year ended April 30, 1972
3.
Projected Operating Income and Expenditures for the
year ending April 30, 1973
4.
Commitment on Unexpended Capital Funds
5.
Out I ine of Capital Work to be done during 1972/73
fiscal year
6.
Statement of Development Fund
1
2 -
10
11 - 12
13
14 - 16
17
- --··=·- = = = 1 r = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = - - = - -
-71·-
i'.
�LAKEHEAD UNIVERSIJl
Corrrnents on Financial Report
for the Year Ended April 30. 1972
General
The fiscal year .of Ontario universities was changed to April 30th commencing
in 1972; therefore, no comparative figures have been incorporated in the reports.
I
Operating
Due in part to the change of year end and seeing the possibility of future
deficits, the University adopted a pol icy of budgeting for a 22 month period,
July 1, 1971 to Apri I 30, 1973. It was estimated that a sizeable deficit would
occur in the year ending April 30, 1973 (see budget page 11); therefore, we
budgeted for an excess of income over expenditures of approximatel_y $560,000 to
be- appropriated for future years. Our financial statements show an appropriation
of $596,704.
Capital and Development Fund
(
The two major capital projects consisted of the additions to the Athletic
complex and the construction of an academic building. The total assets of the
university increased by $4,822,468 during the period and unexpended capital funds
increased by $249,000. This increase was made up primarily of development
fund receipts and interest earned on investments. The supporting schedule of
"Commitment on Unexpended Capital Funds" ·(Page 13) shows that an estimated free
balance of $374,000 could result at April 30, 1973.
Scholarship Fund
No .additional endowment funds were received during the period, but we were
able to increase our total fund by way of changes in our investment pol icy. The
increase in expendable funds amounted to $5,152.
~ z t < ' [ / y ~7-?--a 4c2 -c:::::::
Grant H. Thompson
Comptro I I er
,;>
II
(
I
!,
11
11
Page 1
=====--=;IF==== - = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = -
d
!i
H
,!I'
·---,:..-=-~;=.
�LAKEHEAD UNIVER§IJY
(Incorporated by Special Act of the Province of Ontario)
..
Statement 1
BALANCE SHEET
APBlb 30. 1972
~
LJABIUifES
OPERATJNG FUND
Accounts receivable
Inventory of books for resale, at cost
Prepaid expenses
Investments, at cost (which approximates market value)
Accrued interest
Deferred charges
$
Due to bankers
Due to building fund
Accounts payable end accrued charges
Purchase conrnitments
Deferred revenue
Due to Department of Colleges and Universities
192,522
120,872
10,71~
•l,.325,000
.32,77.3
13,050
Provision for study and sabbatical leave
Provision for Biology station
Provision for repairs end replacements - residence
Appropriation for future years
Surplus - Statement 2
PLANT
2.&.ll2
fUND
Due to bankers
Accounts peyable
Debentures payable
Mortgages payable
Note payable
1,.351
145,480
19,21.3
1,465,000
9,899
843,277
28,660,545
2,531,983
45,000
lz.■.22.2
32,090,-;'CL
1,648,999
Capital projects
Cor.ipleted
Uriccmpleted
44,487
17,955
501,224
132,455
63,5.36
151.000
910,557
125,000
15,373
41,470
596,704
1.694.9~
1.694.929
Unexpended funds:
Accounts receivable
Federal sales tax recoverable
Accrued interest
Investments, et cost (which epproxtmetes market velue)
Due from operating fund
S
Equity in capitel projects - Statement 4
32,850,596
10.759,464
43.610.060
~5.259.0!i~
i3,15S,355
45.259.059
SCHOLARSHIP TRUST AND ENDOYlt\ENT FUND
)
Cas~
Lo~ns receivable
Investments
Scholarship, endov,ment end loan funds
Expendable funds
616
5,245
~
355,453
45,252
402. 705
402,705
S~22...~~
HL.22Ll22
(not
·ed)
Page 2
�=====#----=======================================~
Statement 2
LAKEHEAD UNIVERSITY
STATEMENT
OF
OPERATING REVENUE AND EXPENDITURE AND SURPLUS
EQB THE YEAR ENDED APRIL 30. 1972
(10 month period)
Revenue:
Provincial government grants - operating
- debenture interest
$
6,867,622
1 1 408 1 397
8 1 276,019
1
,,i
Fees:
Tuition
1.847, 183
ii
1-
293.795
Assisted research
i
Other:
Interest
Sundry
71,074
59.655
130,729
Total revenue
(
101547.726
Expenditures - Schedule 1:
Academic
Administration
Plant
student services
Assisted research
Debenture interest
Other
Total operating expenditures
5,971,676
842,126
1,054,399
52,407
293,795
1,408,397
19~.537
9,817,337
25,000
Provision for sabbatical and study leave
9,842,337
Surplus for year before anci I lary
705,389
Ancillary enterprises
Deficit for year
Surplus for year
(92,316)
Schedule 2
613,073
Deficit at beginning of year
(10,654)
Surplus before appropriation for future years
Appropriation for future years
surplus at end of year
602,419
596,704
$
~:fZl~
I
II.
(not audited)
Page
3
-i
�statement 3
LAKEHEAD UNIVERSITY
STATEMENT OF SCHOLARSHIP. TRUST AND ENDOWMENT FUNDS
FOR THE YEAR ENDED APRIL 30 1 1972
(10 month period)
$383.126
Balance at beginning of year
Receipts:
Scholarship and endowment
Interest
Transfer from operating fund
18,949
16,502
16.695
52.146
435.272
Total funds ava i I able
Disbursements:
Scholarships and bursaries
Endowment - Scholarships
- Faculty _grants
Administrative expense
(
27,158
3,241
1,418
750
32.567
$402,705
Balance at end of year
SUfNMRY
Principal of trust and endowment funds
$356,453
46.252
Expendable funds
$1Q~LIQ2
l
(not audited)
Page 4
I
11
i;
---···- - · · - - - - - · - - - - · t p = = = = = = = = = = = = = = = = = = = = = = = = - = = = = = = = - - - · = · - -- - - - ---::/;-:-
�-----··---- -
- - -- - - - = - = - = - = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =~
statement 4
LAKEHEAD UNIVERSITY
STATEMENT OF EQUITY IN CAPITAL PROJECTS
FOR THE YEAR ENDED APRIL 30. 1972
(10 month period)
$11,882,802
Ba1ance at beginning of year
Furniture, equipment, I ibrary books from operating
657,917
Grants from Province of Ontario
Principal on debentures
288;821
Development Fund and Capital Donations
229,180
Transfer from Operating Fund
Mortgage and loan principal
Computer
4,662
34,238
Interest on investments
68,250
Rentals - Mal I and other
8.924
(
13.174.794
Deduct:
Development Fund expenses
Other expenses
3,054
3.385
6.439
$13,168,355
Balance at end of year
ii
i
(not audited)
Page 5
=-================================-:-=----·
�Page 6
LAKEHEAD UNIV~RSITY
NOTES TO FINANCIAL STATEMENTS
APRIL 30. 1972
1.
Debentures Payable
The debentures payable balance of $28,660,545 represents debentures issued
to the Ontario Universities Capital Aid Corporation.
The debentures are redeemable over a thirty year period from date of issue
through blended payments of principal and interest at rates which vary
from 5½% to 8½%. As the payments of principal and interest fal I due,
the Ontario Ministry of Colleges and Universities is granting funds to
the University in the amount of the annual payment, and accordingly no
accrued interest has been provided nor has the current portion payable
been shown separately in the accompanying statements.
2.
Campaign Furids
Collections of $175,693 on the Development Fund in the year under review
have been included in the statement of Equity in Capital Projects on
the accompanying financial statements. The amount the University wil I
receive on outstanding pledges is $1,105,000. No provision· is included for
possible pledge cancel lat ions. Accordingly, col lect1ons wil I be credited
to Equity in Capital Projects as they are received.
(
3.
Corrm i tments
The I iabilities do not include the cost of completing and furnishing
projects under construction. Capital projects for which final approval
have been received are expected to require approximately $2,100,000 to
complete. A balance of $1,695,500 in provincial grants, relative to
these projects was outstanding at April 30, 1972.
In addition $70,649 has been expended upon contracts for which final
approval has not been received and on which the .University has received
advances on grants of $67,000. Budgeted costs of these projects amount
to $978,100 which are expected to be financed in ful I from provincial
grants. (See Schedule 4).
4.
Contingent Liability
The University has guaranteed and is contingently I iable tn the amount of
$142,791 for bank loans to employees for their first residence.
5.
Comparative Figures
Comparative figures for 1971 have not been incorporated due to the change
in the financial year to April 30th.
6.
Expenses al located to Ancillary Enterprises
I
l·
Certain shared expenses have been al located to ancillary enterprises on an
1•
estimated basis. More precise methods of al location are being researched
and should be instituted in the coming yenr. However, it is not expected
i!·
that any change in the method of a I I ocat ion wi I I resu It in a mater i a I
!I
retroactive adjustment to operating results of ancillary enterprises.
·=~
�Schedule 1
LAKEHEAD UNIVERSITY
SCHEDULE ·oF OPERATING EXPENDlTURES
YEAR
ENDED APRIL 30. 1972
Academic:
Salaries
Pension and fringe benefits
Instructional supplies and sundry
Library - books and sundry
Library - salaries
Travel
Moving
Computer
Audio-Visual Aids
Study leave
$3,988,996
295,047
496,463
327,560
327,089
140,167
29,812
190,684
47,517
128.341
$5,971,676
Administration:
Salaries
Pension and fringe benefits
Computer
Other expenses
$
$
(
Plant:
Salaries and wages
Pension and fringe benefits
Maintenance and sundry
Heat, I ight and water
Insurance
$
518,708
47,318
190,684
85.416
842,.126
627,504
54,781
116,854
226,842
28.418
$1LQ54L399
Student services
Assisted research
Debenture interest
Other:
Convocation
Sundry
Municipal taxes
(not audited)
$
1,670
119,617
73.250
$
194.z.537
�• -------- - - - = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = #
Schedule 2
LAKEHEAD UNIVERSITY
ANCILLARY ENTERPRISES
SCHEDULE OF SURPLUS (DEFICIT)
YEAR ENDED APRIL
30 1 1972
(10 month period)
(
Current
Income
Current
Expense
Residence
$661,428
$656,676
Bookstore
53,911
61,165
(7,254)
Cafeteria
13,331
16,608
(3,277)
Athletics
66,127
152,664
(86,537)
Parking
22.082
22.082
$816,879
$909,195
NOTE:
surplus
(Deficit)
4,752
$
$(92,316)
Parking expense includes $769 representing revenue deferred for the
1971/72 year.
(not audited)
Page 8
-···=·--=··-=·-~-F======================================----------
�Schedule 3
LAKEHEAD UNIVERSITY
SCHEDULE OF CAPITAL PROJECTS
APRIL 30. 1972
Cost at
April 30,
Cost at
June .30,
Additions ·
1971
Comeleted Erojects
Land
Site development
Bui Id i ngs
-Furniture and equipment
Capital expenditures from
operating - Library books
and equipment
(
I
I
I
I,
$
256,571 .
1,841,208
19,459,468
3,744,268
81,190
$
17,451
37,746
3.229.158
657.917
2815~0.672 .
z9~,20~
Uncomeleted Projects
No. 8 - Library addition
1,236,914
No. 17 - Property acquisition
106,709
No. 19 - University Centre
extension
3,466,245
No. 24 - 480 bed residence
2,866,102
No. 25 - · Athletic building Phase I
353,216
No. 28 - Site services - 1969
667,204
No. 30 - Powerhouse - 1970
250,559
No. 32 - Academic building
620,996
No. 33
Site services - 1970
210,940
No. 34 - Site services - 1971
200
No. 35 - Utilities extension
164,587
No. 37 - Powerhouse equipment
102,558
No. 38 - Athletic building Phase 11
53,705
No. 39 - Temporary accommodation
59
No. 40 - Alterations (Faculty of
Education)
No. 42 - Land acquisition
58,896
No. 43 - Alterations
98,029
- 100 bed residence 1972
Transfers
$
53,896
3,424,334
47,389
391,657
1,841,208
22,901,253
3,829,403
~,525.619
~.887.075
22,850.596
$
1,311,383
106,709
74,469
5,478
31,786
1972
(3,471,723)
2,897,888
166,923
57,667
5,494
1,540,447
215,218
57,704
553,567
520,139
724,871
256,053
2,161,443
426,158 :
200
222,291
656,125
921,162
101,582
974,867
101,641
203,433
(5,000)
94,642
3,592
$10.256.919
$ 4.028.164
$38 2 787 2 592
$ 4 2 822 2 468
203,433
i
(53,896)
192,671 I
3,592 .
$(3.525.619)
1
$10 • 759.464 1,
$43 2 6l0 2 Q§Q I
I
I
I
i
i
I
I
(
I
I
i
(not audited)
------·--··----
Page 9
----------·- --
�Schedule 4
LAKEHEAD UNIVERSITY
SCHEDULE OF UNCOMPLETED PROJECTS AT APRIL 30. 1972
1
3
2
Approved Expenditures
Budget to April 30/72
incl. acct. pa~.
PROJECTS WITH FINAL
APPROVAL
LAK 8 Library addition
17 Property acquisition
19 University Centre
24 New residence
New residence mortgage
28 Site services 1969
1,467,880
120,000
3,470,574
(
591,000
(2,321,846
801 1 69~
Balance
to
Complete
1 - 2
4
Accounts
Pa~able
5
6
7
8
Remaining
cost incl.
acct. pay.
---3 + 4
Approved
Grant
Received
Grants
Receivable
1,247,700
114,000
3,297,100
561,500
2,321,846
761.700
8.30j.846
1,247,700
114,000
3,297,100
561,500)
2,321,846)
761,700
8.3021846
108,852
425,060
548,000
259,000
2,513,400
374,500
328,500
861,500
548,000
259,000
1,761,200
374,500
231,000
594,600
290,320
1,158,353
1,159
1,208,000
102,800
709,000
102,800
499,000
27,573
64,941
4
19,420
2.567.60~
174,000
53,900
199.000
5.007.000
66,800
842.~60
240,800
53,900
212.100
6.702.500
409,600
325,000
243,500
67,000
342,600
325,000
243,500
978.100
67,000
911.100
2.1.:Z2§.i.~24 12~2§4.i.44§ !2,..2ZL.~4§
~.i.§Q§.,_§QQ
1,311,383
106,709
3,471,723
576,042
156,497
13,291
(1,149)
14,958
724.871
8 1 512 1 574·
76.82i
260.421
811
817
77.641
261.2j8
548,000
259,000
2,513,400
374,500
328,500
981,500
520,139
256,053
2,161,443
359,301
7,507
35,368
2,947
751,490
656,125
27,861
2,947
351,957
15,199
106,209
325,375
1,842,900
102,800
974,867
101,641
868,033
1,159
240,800
203,432
53,896
192.670
2.zo1~858
37,368
4
19.430
1.z22,5i2
66,857
200
342,743
324,800
243,500
(3,592)
907.451
81772.995
6 - ] ___
156,497
13,291
(1,149)
14,958
g
25 Athletic Building 30
32
33
35
37
38
39
40
42
43
Phase I
Powerhouse 1970
Academic bui I ding
Site services 1970
Utilities extension
Powerhouse equipment
Athletic Building Phase 11
Temporary accorrmodation
Alterations (Faculty of
Education)
Property acquisition
Alterations
PROJECTS WITHOUT FINAL
APPROVAL
33 Site. services 1970
34 Site services 1971
37 Powerhouse equipment
100 bed residence 1972
53,900
212,100
Z1i!2Z1iOO
409,600
325;000
243,500
222,291
978,100
3.592
70,649
17_...~Q§~~2~
!4:..1.~§2..1.Q§!
~.1.2~2.1.414:
'--
399,533
15,199
2,643
99,685
g
§42.1.~ZZ
342,743
324,800
243,500
p .592)
907.451
-
752,200
97,500
266,900
12,100
1.695.500
Page 10
�LAKEHEAD UNIVERSITY
PROJECTED OPERATING REVENUE 1972/73
1972/73
1972/73
June 10
Official
Projection
Ful I-time equivalent students
3,775
3,644
Basic income units
5.116
5,017
Unit value
Basic operating income
Emerging grant
(
Revised
$
1,765
$
1,765
9,029,740
8,855,005
715,000
833z000
$ 9,744,740
$ 9,688,005
Less formula fees
Net grant
2,026.055
1.975.080
7,718,685
7,712,925
Add:
2,248,500
2,150,000
20,000
20,000
Tuition fees
Sundry
Estimated . income
$ 9,987,185
$
Estimated expense per Exhibit "A"
Deficit
Add: Appropriation from prior year
Appropriation for subsequent years
9,882,925
10.451,949
$
(569,024)
596,704
$
&Z~~~~
(
Page 11
�Exhibit "A"
LAKEHEAD UNIVERSITY
PRELIMJNARY
OPERATING BUDGET
1972/73
ACADEMIC
(
Salaries
academic
Salaries - non-academic
Pension and fringe benefits
Instructional supplies and sundry
Library - books and sundry
Library - salaries
Travel
Moving
Computer
Media Services
study leave
Contingency - durables
Total
ADMINISTRATION
Salaries
Pension and fringe benefits
Computer
Other expenses
Total (including durables $12,000)
PLANT
Salaries
Pension and fringe benefits
Maintenance and sundry
Heat, I ight and water
Insurance
Total (including durables of $45,000)
STUDENT SERVICES (including durables of $200)
OTHER
Convocation
Sundry
Contingencies - Graduate students
- General university
Anc i 11 ary
$ 4,158,143
654,630
352,705
575,498
339,122
450,191
129,900
15,500
227,240
48,782
161,559
167.965
$ 7,281.235
722,513
74,283
227,239
185.047
$ 1.209.082
$
932,661
70,170
32,821
455,000
26.000
$ 1.516.652
$
$ ____7__2_,__4__8__
0
$
$ 50,000
200,000
$
2,400
10,100
250,000
110,000
372.500
TOTAL UNIVERSITY BUDGET
ACADEMIC ALLOCATIONS
Faculty of Arts
Faculty of Science
Faculty of University Schools
Faculty of Education
Summer School
Indirect academic (Library, Computer, Media Services, etc.)
$ 2,013,647
1,527,388
1,456,301
598,540
491,375
1. 193,984
$
1L~~!L~22
(
Page 12
�LAKEHEAD UNIVERSITY
CO,YN,ITMENT ON UNEXPENDED CAPITAL FUNDS
$.OOO's
Unexpended funds at June 30, 1971
Add:
Receipts for period
Less: Purchase of fixed assets
Unexpended funds at April 30, 1972
$1,390
$3,950
3.701
249
$1,639
Deduct corrmitment on uncompleted projects
Pre-Formula
LAK 8 Library
LAK 17 Property acquisition
LAK 24 New residence
LAK 28 Site services
Formula (current ptojects)
Non-Formula (cu~rent projects)
Athletic Building Phase I I
Powerhouse equipment
$
156
13
15
77
60
194
635
120
1.270
$
(
Planned expenditures for 1972/73
Alterations - Faculty of Education Building
Alterations - Main Building
Renovations and equipment - Engineering & Forestry
Utility metering
President's residence
10
20
100
50
50
230
$
Add:
Estimated Development Fund receipts for 1972/73
Interest and other revenue for 1972/73
Estimated uncommitted funds at April 30, 1972
NOTE:
369
139
145
90
The estimated cash flow for the year is $2,606,600, but the
Government Grants anticipated at this time amount to $1,959,000.
Temporary borrowing may be required for this difference.
Page 13
�CAPITAL REPORT
OUTLINE OF CAPITAL WORK TO BE DONE
1972-1973 FISCAL YEAR
LAK 28
LIBRARY ADDITION
After non-library users vacate the Library Building
the ground floor and 4th. floor have to be
remodelled to accommodate Library usage. The
ground floor will be Library service areas while
the 4th. floor will be readers space.
LAK 17
PROPERTY ACQUISITION
See LAK 33
LAK 24
RESIDENCE
Upgrade heating and electrical systems to provide
adequate controls.
LAK 28
SITE SERVICES 1969
See LAK 33
(
LAK 25
ATHLETIC BUILDING EXTENSION PHASE I
Completion of Project
LAK 32
ACADEMIC BUILDING
Completion of Project
LAK 33
SITE SERVICES & DEVELOPMENT 1970
This project combined with LAI< 17 and LAK 28 will
provide exterior lighting, road paving, walkways,
landscaping and planting on the entire campus.
The main areas of work will be adjacent to the
Field House, Academic Building, Power House,
Faculty of Education and Library with the major
roads all being paved. The bulk of this work
should be completed by the fall of this year.
LAK 35
UTILITIES EXTENSION
Completion of Project
Page 14
�CAPITAL REPORT, CAPITAL WORK TO BE
DONE 1972-1973 FISCAL YEAR.
LAK 37
Page Two.
POWER HOUSE EQUIPMENT
Completion up to partial approval.
Balance (central control system} scheduled for
1973-1974 fiscal year.
LAK 38
ATHLETIC BUILDING EXTENSION PHAS.E II
Completion of Project
LAK 39
TEMPORARY STRUCTURE
Completion of Project
LAK 40
ALTERATION & ADDITION FACULTY OF EDUCATION BLDG
Completion of Project
LAK 43
ALTERATIONS 1970-1971
Completion of Project
(
(
Page 15
�CAPITAL REPORT.
Page Three.
PROPOSED ADDITIONAL CAPITAL WORK TO BE DONE
1972-1973 FISCAL YEAR
1)
CENTENNIAL BUILDING RENOVATIONS
The new programmes in Forestry and Engineering will
necessitate extensive renovations which along with
furniture and equipment will require an appropriation
of $100,000.
2)
UTILITY ME'IERING
In order to properly assess the cost of operation of
Residences, Regional School of Nursing, Cafeteria, etc.,
it is desirable to metre all the utilities at several
points on campus. This will require an appropriation
of $50,000.
3}
(
PRESIDENT'S RESIDENCE
Purchase of Residence.
This will require an appropriation of $50,000.
4)
FACULTY OF EDUCATION
(a)
(b)
Dean's Office
Storage Area for Gymnasium
This will require an appropriation of $10,000.
5)
MAIN BUILDING
(a)
(b)
Physical Planning & Construction Office Area
Media Services Office & Work Area
This will require an appropriation of $20,000.
(
CLA~~T~4.
JUNE 13, 1972
PHYSICAL PLANNING & CONSTRUCTION.
Page 16
�LAKEHEAD UNIVERSITY
STATEMENT OF DEVELOPMENT FUND
FOR THE XEAR ENDED APRIL 30. 1972
(10 month period)
Pledges after write-offs to June 30, 1972
Pledge increases
Pledge decreases
$3,703,272
$
Deduct payments - to June 30, 1972
- year ended April 30, 1972
- pledges
- capital donations
50,127
26,776
2,382,434
177,943
51.246
Pledges receivable as at ApriJ 30, 1972
Less:
2.611.623
$1,105,000
City of Thunder Bay
Other pledges receivable
(
12,251
$3,716,623
$
780.:000
325,000
Estimated Receipts - Future Years
1972
1973
1974
1975
1976
1977
-
1973
1974
1975
1976
1977
1981
Estimated cancel lat ions
$
145,000
138,000
118,000
104,000
110,000
430.000
$1,045,000
60.000
$1,105,000
Page 17
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lakehead University Collection
Description
An account of the resource
Photographs from Lakehead University's history: people, events, and campus.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lakehead University Index to Financial Reports
Subject
The topic of the resource
Universities
Description
An account of the resource
Financial reports for Lakehead University, year ending April 30, 1972.
Creator
An entity primarily responsible for making the resource
Lakehead University
Date
A point or period of time associated with an event in the lifecycle of the resource
1972
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Canada - Ontario - Thunder Bay