676 10 13615 https://digitalcollections.lakeheadu.ca/files/original/0caa33363b146d081df90133693d5289.pdf 20577688954258b3bdee8e92242344f1 PDF Text Text A PROPOSAL FOR A BACHELOR OF SOCIAL WORK DEGREE AT LAKEHEAD UNIVERSITY I �COMBINED BACHELOR OF ARTS, I I I I BACHELOR OF SOCIAL WORK AT LAKEHEAD UNIVERSITY INTRODUCTION The purpose of this brief is to present to Lakehead University a proposal for the inauguration of a programne leading to a corrt>ined Bachelor of Arts/Bachelor of Social Work degree. This proposal is being brought forward by the Office of the Dean of Arts and outlines all aspects of the programme including an analysis of the demand for B.S.W. graduates. The scheduled starting date for this programne is September, 1973. A short history of the events leading up to this presentation is I I I I I I I I included as well as discussions of the philosophy behind, justification for and nature of the proposed progranme. As early as 1967 the possibility of some type of prograD111e leading to a Bachelor of Arts Degree with a major in Social Work or a degree programne in Social Work being initiated at Lakehead had been discussed. In fact Minute Item 123 of Lakehead University Senate meeting number 13, May 29, 1967, reads as follows: (it was moved by Dr. Rothney, seoondsd by DP. Mi'Llezt, that the Senate approve in pztinoipZe the es tab lishrrent of an undsztgztaduate pl'OgztQ1111le leading to a B.A. Degz-ee 11Jith a rrnjozt in SooiaZ Welfare). This motion, brought to the floor by the then Dean of Arts, was carried, and then was apparently never followed through in any way. It was not until 1971 that the late Dean �- 2- of Arts, Tim Ryan, moved towards the inauguration of a programne similar to the one proposed here. Dean Ryan held preliminary consultations on the matter of a Bachelor I I I I I I of Social Work Degree with Mr. J. J. Young, Chief Social Worker, and Mrs. M. Clarke, social worker in the children's clinic, at the Lakehead Psychiatric Hospital, both of whom realized how valuable such a programne could be if introduced at Lakehead University. During the past su11111er, Mr. Young and Mrs. Clarke worked extensively with the acting Dean of Arts, Dr. W. T. Melnyk, in examining all aspects of the progranllle proposal which this brief contains. Also involved in investigations and planning during the sunner was Mr. R. Voss, an instructor in the Social Service Progranwne offered in the Applied Arts Division at the Confederation College. Dr. Melnyk, Mr. Young, Mrs. Clarke and Mr. Voss initiated extensive research into the nature of BSW and MSW progranrnes offered at Ontario and Manitoba universities in order to determine exactly what the introduction I I I I I I I - of a BSW progranme at Lakehead would require and what could be the benefits from such a prograrnne. Such analysis was greatly aided by Mr. Donald E. Ayre, Secretary of the University, whose judgment on many matters of content was extremely valuable. Extensive research was also conducted to detennine the needs of the Northwestern Ontario community for trained social work personnel. The results of these studies after careful analysis by the Office of the Dean of Arts and the individuals previously mentioned will be introduced at various stages of this presentation. The results of these studies form an integral part of the substance of this brief. �- 3 - PHILOSOPHY BEHIND A BACHELOR OF ARTS/ •I I I I I I I I I ' 'I BACHELOR OF SOCIAL WORK PROGRAr+iE Although the importance of this type of study is so great that it scarcely warrants an advocate, it is the basic philosophy of the university, indeed of education in general, which is the greatest single advocate of a prograR111e which offers what the proposed Bachelor of Arts/Bachelor of Social Work includes. It has been said that the university acts as a mirror of current trends in society. The establishment of a degree prograllllle in Social Work at Lakehead University would make this university's reflection of societal needs, particularly those of Northwestern Ontario much clearer. At present the needs of the native peoples of Northwestern Ontario are particularly urgent and a large portion of the responsibility for tending to these needs rests with the educational system, in particular this university. Since Lakehead University's main purpose is to serve the needs of this a_rea, it becomes very urgent that the University moves rapidly to do all within its power to meet the needs of Northwestern Ontario society in all forms including the needs of native peoples. The proposal at hand offers a means by which Lakehead University may become broader in its sympathies, deeper in richness, more stimulating in spirit and consequently more able to reflect the needs of the society which it serves. It will be shown in the next section of this presentation that there exists at present in our area a positive need for trained graduates at the Bachelor of Social Work level. Part of the reason for this need is �- 4- the historical out-migration of trained personnel as well as potential students of social work from this area. Although Schools of Social Work surveyed could not give exact figures on the nuni>er of students in their progra11111es who were from Northwestern Ontario all indicated that they annually received applications from and accepted a number of students from this area. It is no secret that we in Northwestern Ontario are faced with this problem, and it is particularly important to reduce this out-migration of trained or potential social workers since this field requires training at a specialized advanced level. It 1s a reasonable assumption in light of previous similar situations that if the proposed progranrne were initiated at Lakehead University there I I •I would be a subsequent reduction in the migration of students from this area, to enroll in similar progranuJJes at other universities. The coni>ined Bachelor of Arts/Bachelor of Social Work Programne once initiated at Lakehead University will fill a gap in existing curriculum and will make our university better able to fill the needs of the Northwestern Ontario comnunity. I I I JUSTIFICATION FOR A BA/BSW PROGRAMME The justification for this programne builds itself from a number of extremely sound foundations. Perhaps the strongest of the foundations are the current conditions of supply and demand for trained personnel in the social work field. Appendix 1 shows in tabular form that in each of the last four years in Ontario, only a small percentage of students who wished to enter a school and work towards a Social Work Degree found that they were �l - - 5 - able to do so. Also shown on this table is a ratio of students rejected I • • • •I I I •I • •I I •ii to students accepted. It is interesting to note that this data shows an annual increase in the number of applications over the past several years; this is no doubt a reflection of current trends in our society. The trend towards man helping his fellow man towards the goal of a better life has become a significant force in our times. The figures show this, and the proposed programne would serve this trend admirably . The reason for this high rate of rejection is not due solely to the large number of applicants. Social work is a practice oriented field and social workers often act in semi-professional roles. This makes it imperative that the social worker be trained properly to fill his position and accept the responsibilities which it encompasses. Schools of Social Work have found that one of the best ways to ensure high quality is by demanding high standards and by keeping enrollments at a level where all students may be observed and may receive instruction on a more personal basis . Such matters will be discussed under the heading, NATURE OF TI-fE PROPOSED PROGRAt+tE . It would be a totally realistic move on the part of Lakehead University to assume that the introduction of a cont>ined Bachelor of Arts/Bachelor of Social Work would bring to our campus a significant number of talented students who were unable to register in Social Work Programmes elsewhere. This, coupled with the situation of local students who can't get such training without migrating elsewhere, would ensure sufficient student enrollment for the BA/BSW progranme if it were introduced. In "Design for Development, Northwestern Ontario Region", presented by the Ontario Department of Treasury and Economics, Northwestern Ontario �- 6- was forecast to be an area of growth and development during the coming decade. The growth in demand for trained social workers will increase at a rate equal to or greater than the overall growth rate for this area. As urban areas develop in Northwestem Ontario, an increasing number of urban social problems will have to be dealt with and as increasing numbers of native peoples are exposed to growth and development their orientation to a new way of life nus~ be guided by responsible, trained social workers. The Bachelor of Arts/ Bachelor of Social Work Programne as proposed herein would help to meet the need, current and projected, -for such trained Social Workers. A survey of area agencies involved in social work 1n their respective conmunities reveals a need for trained social workers due to annual employee turnover as well as projected increases in staff complements over the next five years. Appendix 2 gives a part of the results of the survey showing agency questioned, their annual staff turnover and their estimate of change in staff needs over the next five years. It was noted in some of the responses which were received from twenty-four separate agencies, that some of the agencies indicated that more staff was needed at present or that more staff would be required although because of budget considerations they were not even able to estimate their requirements. These survey results indicate conclusively that area agencies will be able to employ a significant number of BA/BSW graduates if such a programne were available at Lakehead University. Placements could also be found elsewhere by Lakehead University graduates since this growing need is not merely local but global. The reasoning behind designing the programne to lead to coni>ined Bachelor of Arts/Bachelor of Social Work Degrees warrants some discussion. �- 7 - I I I The cont>ined degrees give a llllch broader scope to the education of the prospective Social Worker. In short, it improves the quality of education. Appendix 3 is an article taken from the periodical CANADIAN MENTAL I I HEALTH, Sept.-Oct., 1972. The article is the essence of a thirty-one page I outlines in no uncertain terms the value of interrelation between Social report by a special Conmission appointed by Carleton University "to enquire and report on the affairs of the Carleton School of Social Work". The article Work and other related academic disciplines. This is the essence of the I Social Work Programle as it is being proposed, in fact this progranme is I I disciplinary progranme with a director responsible to the Dean of Arts. Although I I discussion on the nature of the programne that this proposed progranwne allows I I I I I I I not being proposed as a School or a Faculty. Department but rather as an interthe degree of interrelation between disciplines which will result in the progran111e proposed here is not yet clear, it w111 be seen in the following for significant interaction in many areas. The content of this article reinforces to a gratifying extent the reasoning which went into the design of the progranne at hand. In addition to this, the cont>ined BA/BSW progranme is superior, practically speaking, for the student. Any student who found himself not suited to a career in social work or unable to continue in the Social Work PrograR111e for any reason could elect to finish only the BA Degree. This could be the difference between the University's keeping or losing a student and this is an important consideration in light of current enrolment shortages. Introduction of this prograllllle would involve the setting up of a minimum number of new courses; to be more precise, six would be required �- 8 - in the initial year. All six new courses would be labled as Social Work courses. Rather than initiate new courses. en masse 1 the progra11111e aims to utilize existing courses which offer instruction in many subjects nonnally required as part of a Social Work Education. Courses already offered which are suitable and new courses which will be required will be discussed under the nature of the progra11111e. There exists in the Northwestern Ontario comnunity at present a sufficient nunt,er of qualified, dedicated social workers to instruct the new Social Work Courses which will be required. Instruction would be on a part-time basis which would minimize the programe's expenses for faculty. Such a system would be advantageous in that it would allow proper instruction in the diverse areas of Social Work by individuals trained and experienced in each of these particular areas. It is also anticipated that in the early stages of the progra11111e, the director could assume such teaching duties as I his acbninistrative responsibilities would permit. The value to the programme of this type of instruction is obvious in that it would be difficult to find full time instructors qualified to teach in all of the diverse areas of Social Work. At its outset, the programne will require two or three part-time instructors depending upon enrolment and at that time such instructors, with education to the Master of Social Work level, will be available in Thunder Bay. At present within the University, there are faculty who are interested in and qualified to assist with the development of this programne. Studies conducted on Social and Economic problems of Northwestern Ontario by various University faculty meRDers would make their assistance of particular value to the progra111T1e. Previous research could be of great value to BA/BSW candidates �- 9 - I I I who could employ the results of or follow up on such research. Lakehead I Ontario there are a large number of untrained personnel, that is to say, I University's support of such research in the past indicates a social awareness within the university collllllnity which would serve well all of the ideals behind the BA/BSW Progranme. At present in the agencies involved in Social Work 1n Northwestern personnel who have had no fonnal social work education even though they may hold some University degree. Such a situation may hardly be considered ideal considering the nature and importance of Social Work. The previously mentioned I I I I I I I I survey of agencies asked whether or not staff merrt>ers would find social work training on a part-time basis valuable. A substantial number of agencies indicated that they saw great value in such upgrading on a part-time basis with many agencies saying that staff merrt>ers would be interested in upgrading to the degree level if possible. Appendix 4 lists those agencies registering interest in this aspect of the progranne and offers an estimation of the number of part-time registrations which the survey has shown the progra11111e may anticipate. An attempt was made, in the survey, to detennine if staff in any of the agencies would be interested in enrolling in the progranm,e on a tenn basis. Many agencies indicated that staff members were interested in such a progranme but would be unable to support themselves while back at school. A subsequent investigation into the Canada Manpower Centre's "Occupational Training of Adults Progranne", which is outlined in Appendix 5 reveals a distinct possibility that such staff might be able to return to classes. Further investigations into this matter will be initiated once the approach �- - - - - - - - - - - - - - - - -- - - - - - - - -- 10 - of the programne becomes a reality. It should be noted that Confederation College's 11 MENTAL RETARDATION COUNCELLORS PROGRAMME" has ten students who I I I I I I I I I I I I I I I I are upgrading their qualifications while supported by this prograrrme. In light of current shortages of trained Bachelors of Social Work in this area, support by Canada Manpower of the BA/BSW Prograrrme remains a distinct possibility. The programne proposed here will be flexible enough to all<M the University to accept undergraduate students who have completed some work in BSW programnes elsewhere. Such flexibility should prove particularly valuable in the initial years of the progranne when upper year levels could be partially filled by such transfer students. At present the physical facilities of the University are adequate to acconmodate new demands which the addition of this progra11111e will make. The University's Department of Physical Planning and Construction could envision no difficulty in providing the office space required by the administration and staff of the programne. The recent addition of the Ryan Building has added enough classroom facilities to accoR1110date the new courses which would start in Septent>er, 1973. At present the introduction of the progra11111e would require a small nwnber of additions to the University Library's holdings. Appendix 6A gives a listing of the number of volumes of sociology subjects which are related to Social Work Studies. Although a similar breakdown was not available for Psychology subjects, Appendix 68 lists areas of psychology pertinent to Social Work where volumes are available. It would of course be the responsibility of the director to detennine what volumes would be necessary additions. The �- 11 - effect on the Faculty of Arts Library Allocation will not be available until such time as the director has done a detailed inves~igation on the matter. The Library's holdings of periodicals would have to be supplemented to meet the programne's needs, and Appendix 6C outlines a number of relevant periodicals which the Library would have to acquire. The number of additions would be small overall, and yet these additions would make research facilities adequate for all students enrolled in the progra11111e. The University's Computer Centre would serve the programme as it does other academic fields by providing a valuable storage facility for research and information required by students on any aspect of Social Work. Students in the BA/SSW progranme who intended to go into work with the native peoples of Northwestern Ontario would find it necessary to acquire a working knowledge of the Cree and/or Ojibway languages. The language labs here at the university would be ideal for this purpose. Tapes are available or they could be made and used by students requiring such training. Confederation College currently offers a course in Elementary Ojibway and they are having an encouraging student response to the programme. This University might find widespread support in all disciplines for such a language progranune if it were made available. Discussions up to this point indicate that the institution of the BA/SSW Programie in Septent>er, 1973, would be a financially sound venture. A discussion of the financial aspects of the programne is now required. Because of the previous inaccuracy of budgetary estimates with respect to the introduction of new progra1m1es, this brief does not atte111>t to estimate what the detailed budget for the BA/BSW programme would be. However, Appendix 7A lists all �- 12 - of the goods, services and hllnan resources which the progranrne would utilize. I I Appendix 7B offers an estimate of student enrolment for the first year and a statement of the value of each student with respect to govemmental funding. The expenses involved are minimal at all levels and this has been the most singularly important consideration, next to high quality, throughout the entire process of progra11111e design. NATURE OF THE PROGRAMME I The proposed progrann1e leading to the BA/SSW degree will differ in a number of ways from progranmes already in existence on campus. Basic to the prograrrme will be the existence of an admissions screening conwnittee which will serve a multifold purpose. This conunittee would be composed of the Programne Director, Dean of Arts, Registrar of the University and two senior social workers from the conmunity who may or may not be involved in teaching or advising in the progra11111e. The value of such conJnittees has been widely shown and virtually all Schools of Social Work employ them to ensure the maintenance of high quality output. General admission policy will be the same as existing requirenents for admission into the Faculty of Arts. Adult admissions will be handled through the channels already existing in the Admissions Office. Any considerations of advanced standing for applicants with field experience will be the responsibility of the screening comnittee previously mentioned. The comnittee will review the grades of each student at the end of the first and second years of the progran111e, and this comnittee may interview any student whose perfonnance is not adequate. The comnittee �- 13 - may request that such students withdraw from the BSW section of the programme and become a candidate only for the BA Degree. Admission to the proposed progra11111e will be from either of four categories: -I I I I I I I 1. The first category will be students enrolling in the first year of the four year degree programne and completing all of the degree requirements for the BA/BSW. 2. The second category will be students who have attained the Bachelor of Arts degree at Lakehead University or another University and wish to complete the additional courses necessary to reach the Bachelor of Social Work level. The screening corrmittee will detennine which courses other than the required Social Work courses B.A. graduates entering this one year progra11111e will require, Not all applicants holding Bachelor of Arts degrees will have all of the required courses for the BA/BSW and some may find that a make-up year of some type will be necessary. 3. A third category will include students who transfer from other departments and/or disciplines or students who transfer from similar programmes at other universities. Also into this area a substantial nurrber of comunity college students can be expected to transfer. It is anticipated that programnes such as the Social Services diploma offered at the Confederation College will provide students for the proposed degree progranme. Although the circumstances surrounding such applications would have to be reviewed individually it would appear that Confederation College graduates could expect to receive at least five credits towards the Bachelor of Arts/Bachelor of Social Work degree. 4. A fourth and final category from which the progranre should �- 14 - I I I I I I I I I anticipate applications is the personnel of area social work agencies who wish to upgrade their qualifications. A recent survey, the results of which are outline in Appendix 8A predicts a considerable number of applications to the progralJITie from this area. The questionnaire sent to various agencies, including those agencies listed in Appendix 4, and the results received are outlined in Appendix 8A. These results show that there is a great interest in upgrading on a part-time basis. Courses for students in this category could be offered in the evenings, during su11111er school or as extension courses. It will prove to be quite valuable to students entering the one year programne if they could take the first year Social Work course described later in this presentation during the sunaner preceding their registration in the progranrne. Ideally this course, later described as S.W. 100, would be offered in the evening during Summer Session each year. Social Work courses, apart from strictly field work courses will be accepted as general credits by the Faculty of Arts. This will serve well to increase interest in the programne at its outset. It should be made clear at this point that the programne will not be offered in its entirity for a number of years. Appendix 8B lists all of the Social Work courses which the interdisciplinary programne leading to the BA/BSW degree would require to allow the student to receive adequate training in any accepted field of social work specialization. It would be impractical to introduce such a thorough progranme all at one time, this would require a staff complement which is at present unavailable as well as prohibitive expense for administration. Appendix 9 contains an outline of which courses the progran111e would be required to offer in Septent>er, 1973, �- 15 - I I I I I in order to graduate BSW's with the necessary high level of training _perhaps as soon as May, 1974. The courses so introduced would serve adequately the needs of BA graduates entering the progra11111e to complete the BSW Degree over the first one or two years of the progranme. It is hoped that by the time students entering the progranme in the first year reach the third year level, that is by September, 1975, the programne will have been expanded so that it would closely approximate the ideal outline shown in Appendix 7. When fully developed, the progranne will allow for specialization in Northern Problems, Administration, Comnunity Work, Research and Clinical or Treatment Practice. All of these areas of specialization except Northern Problems are accepted divisions within the field of Social Work. The Northern I I I specialization will be peculair to the Lakehead University progra1J111e and has been introduced to neet the unique needs of the Northwestern Ontario area. Specialization in any one of these fields will involve different compulsory courses at each year level and a restricted choice of elective subjects. Appendix 10 gives the outline of the progra111t1e year by year as it will be when it is completely developed. Appendix 11 shows a list of electives which could be chosen according to the chosen field of specialization. With respect to the prograrrme, for autumn, 1973, Appendix 12 describes the offerings of each year of the progranne at the outset. The maintenance of a B average in all of the social work courses will be required and at least a C average will be required for other compulsory courses. When offering a progra11111e such as this, it must be appreciated that the BSW graduate assumes an important role of a semi-professional nature in many employment situations. �• •I I I I I I I I I I - 16 - Consequently standards must be high and the quality of the graduate excellent. An integral part of the BA/BSW progranrne as the course descriptions indicate is the field work prograrrme. Courses at both third and fourth year levels are based on practicum training alone. Field work, when the progranme has developed fully, will become a major means of training in any one of the specialized fields of Social Work which the student has chosen to pursue. At present, no trouble is expected in finding field work placements. many area social work agencies have indicated willingness and enthusiasm at the prospect of having BA/BSW candidates placed with them either on an hourly basis {as S.W. 321 requires} or on a week-block basis (as S.W. 400 requires}. Students with field work experience in the fonn of a current or previous employment situation will be able to receive credit for field work courses at the discretion of the screening committee. Grading and supervision of the field work courses would be accomplished in the following manner: Supervisors would be hired to work on a part time basis; it would be their responsibility to make rounds of all organizations and institutions at which field work placements had been made. During these visits, observation of the student would provide a basis for grading; a second basis for grading would consist of a report from and consultations with the student's supervisor in the field situation. In each year of the BA/BSW programme, weekly tutorials of two hours would be a course requirement. These tutorials, which would be conducted by part time faculty, would hopefully bring to light any problems being encountered with what one might call "professional practices". In the first and second years tutorials could be spent in field observation or discussion thereof. �- 17 - At year levels three and four, tutorials could be spent in analysis of any I problems encountered in field work or course work, or in discussion of a particular area of specialization with a qualified adviser in the coJ1111unity. It is hoped that summer courses may be offered at the earliest possible time in a number of Social Work courses besides the first year course. This, I I I I I I I I - - I along with scheduling some of the social work courses throughout the year in the evenings, would better enable individuals in the field to upgrade on a part time basis, since it was indicated that a nunber of agencies employed personnel who would be interested in upgrading if at all possible. The programme has been designed to involve a minimum expense to the University. The plan to introduce the progranrne slowly is one which will lead to the foundation of the programne being a solid one. Expansion will be carried out at a controlled rate as the programme can accomnodate such expansion; this is why no dates have been given for the completion of prograrrme growth. The support for this programme has been most enthusiastic in this area as has already been stated. Many area social workers feel that this is precisely what is needed in our area to provide high calibre social workers capable of dealing with area social problems both current and anticipated. �- 18 - I •I -I I INDEX OF APPENDICIES TITLE PAGE 1 RESULTS OF APPLICATIONS/ADMISSIONS SURVEY 19 2 RESULTS OF STAFF NEEDS SURVEY 20 3 ARTICLE, DIFFICULTIES AT CARLETON SCHOOL OF SOCIAL WORK 21 4 AGENCY SURVEY INDICATING INTEREST IN STAFF UPGRADING 23 5 DESCRIPTION: CANADA MANPOWER CENTRE OCCUPATIONAL RETRAINING OF ADULTS 24 6A LIBRARY HOLDINGS: SOCIOLOGY 25 68 LIBRARY HOLDINGS: 26 6C LIBRARY HOLDINGS: PERIODICALS REQUIREMENTS FOR PERIODICALS 27 PROGRAMME REQUIREMENTS - GOODS, SERVICES AND HUMAN RESOURCES 28 7B COMMENT ON STUDENT ENROLLMENT 29 8A SURVEY OF AREA AGENCIES TO DETERMINE STAFF INTERESTED IN UPGRADING PART TIME 30 SOCIAL WORK COURSES TO BE OFFERED IN COMPLETE PROGRAMME 31 NEW COURSES IN SOCIAL WORK FOR SEPTEMBER 1973 33 10 PROGRAr+1E OUTLINE FOR COMPLETE PROGRAMME 36 11 ELECTIVES WITH RESPECT TO SPECIALIZATION 39 12 BA/BSW PROGR!\t ,•.~r 47 APPENDIX NUMBER 7A 88 9 PSYCHOLOGY - SEPTEMBER 1973 50 �- 19 - APPENDIX l Year Applications Received No. of Students Accepted Approximate Ratio Applications/Acceptance CARLETON 1972-73 335 49 7 to 1 McMASTER 1969-1973 Name of University UNIVERSITY OF TORONTO 1970-71 1971-72 1972-73 UNIVERSITY OF MANITOBA 1969-70 1970-71 1971-72 1972-73 WINDSOR 1969-70 1970-71 1971-72 1972-73 UNIVERSITY OF WESTERN ONTARIO WATERLOO LUTHERAN NA 1969-70 1970-71 1971-72 1972-73 NOT AVAILABLE FOR BA/BSW 532 662 864 UNKNOWN UNKNOWN UNKNOWN NOT AVAILABLE FOR 229 241 414 440 NOT AVAILABLE 187 246 293 316 100 100 106 200 200 140 BA/BSW 76 76 102 98 MAXIMUM ADMISSIONS 50 40 80 66 74 Although figures were not available the ratio suggested was 4 or 5 to 1 5 to 1 6.5 to 1 8.5 to 1 Accepted rate of rejection to acceptance 4 to 1 3 3 4 4.5 to to to to 1 1 l 1 NOT AVAILABLE 4. 5 3 4. 5 4. 5 to to to to 1 1 1 1 �I - 20 - I I I APPENDIX 2 • • • • • RESULTS OF STAFF NEEDS SURVEY STAFF AGENCY QUESTIONED COMPLEMENT ANNUAL TURNOVER 5 YEAR PROJECTION Fort Frances Separate Schools 8 1 up 3 Addiction Research Foundation 3 1 up 1 1/2 1/2 Social Services 30 3 Thunder Bay - Children's Aid Society 35 4 - 5 up Kenora - Children's Aid Society 17 4 up John Howard Society up 3 Ministry of Community and up 10 McKellar General Hospital 2 NOT AVAILABLE Lakehead Social Planning Council 1 N/A up Welfare 80 8 up Lakehead Psychiatric Hospital 17 4 up 25 Department of National Health and Ontario Metis and Non-Status Indian Association Lakehead Board of Education 3 NONE INSIGNIFICANT NONE up 10 up 2 Canadian Department of Citizenship and Irrmi grati on 3 INSIGNIFICANT up Red Lake Indian Friendship Centre 3 INSIGNIFICANT up 1 National Parole Board 3 INS IGN I FI CANT �- 21 - APPENDIX 3 Taken From: -I I I Canada's Mental Health, Page 40, Volume XX, No. 5, Sept.-Oct. 1972. Difficulties at Carleton School of Social Work A serious internal crisis at the Carleton School of Social Work has culminated in the issuance of a 31 page report by a special Commission, appointed by the University, "to enquire and report on the affairs of the School 11. Many of the Comnission's recornnendations in all areas stress the necessity for the School to integrate with both the rest of the University and with the whole comnuni ty. The report states: "In the future we see the School much more a part of the University. The extent of its isolation in the past has been startling to discover. The main benefit of closer integration will lie in the intellectual enrichment thereby facilitated, but there are practical aspects as well. 11 Although the Contnission feels that the focus should continue to be mainly on the graduate level of social work education through the Master of Social Work degree, with possibly an ultimate development tCMards a doctoral degree, the report states that "In addition, we feel it essential that social work education must move in the direction of closer interaction with other related academic disciplines such as sociology, psychology and public administration and must also ultimately become more aligned with the standard university year." �- 22 - I I I I Further, in dealing with curriculum, the report outlines that onefifth to one-third of the student's academic program should consist of elective subjects, many of which could be taken in cognate graduate disciplines elsewhere in the University. Some courses, the Comnission feels, could come from areas which at first glance would appear of only marginal relevance to social work 11 and this overall 11 11 cross-fertilization and the enhanced flow of ideas" would 11 11 "enliven the School's central curriculum." Also stressed in terms of integration is the need for interchangeability with other degree programs, extending ultimately to social services training at the conmunity college level and emphasis on mid-career admissions as well. The report notes that" ... continued efforts must also be made to ensure the openness of admission as the whole field of professional training continues to develop. 11 Other sections of the report deal with the School's relationship to the colllllunity, the need for the School to "accomnodate the use of Canada's two I I I I official languages, and the need for research to become an integral part of the School's teaching program. The Co11111ission notes that Prof. Shaun Govenlock, director of the School, has asked that his resignation be accepted, and "therefore a new Di rector rrus t be appointed and an Interim Di rector appointed. 11 �- 23 - APPENDIX 4 N.W.O. Social Work Agencies indicating that staff would upgrade on part tine basis • Fort Frances Separate Schools Fort Frances Board of Education Salvation Arff\Y - Thunder Bay Alcohol and Drug Addiction Research Foundation - Thunder Bay John Howard Society - Thunder Bay Ministry of Corrmunity and Social Services Children's Aid Society - Thunder Bay Children's Aid Society - Kenora McKellar General Hospital Department of National Health and Welfare Lakehead Psychiatric Hospital Ontario Metis and Non-Status Indian Association Lakehead Board of Education National Parole Board Canadian Department - Citizenship and Imnigration Lakehead Separate School Board City of Thunder Bay Social Services The most accurate estimate possible of part time attendance personnel for upgrading purposes is about 60. by agency The majority of those interested are employees of the large agencies such as National Health and Welfare, Lakehead Psychiatric Hospital, City of Thunder Bay Social Services and The Children's Aid Society. Out of town agency personnel showed interest in upgrading courses or correspondance in many cases. by extension �- 24 - APPENDIX 5 OCCUPATIONAL RETRAINING OF ADULTS The following outline of the progranme was obtained from Mr. Al Fairbridge of the Canada Manpower Centre. It was through Mr. Fairbridge that Canada Manpower Centre arranged with Confederation College to buy training for the ten students enrolled in the Mental Retardation Councellor's programne. Mr. Fairbridge outlined the procedure as follows: 1. industr-y must be e3:erting a demand for a particular service requiring training 2. this demand must be great enough that manpower officials at local, regional, and provincial levels recogniae that it cannot possibly be met in the e3:isting labour fieZd 3. if this demand is sufficient C.M.C. 1JJiZl pay for retraining for a period of up to fifty-two weeks 4. the Zeve Z at 1JJhich retraining or upgrading is taken does not matter. It seems at present that the required demand could be brought to bear upon the Canada Manpower Centre. C.M.C. officials on campus could act for the University in this regard. �- 25 - APPENDIX 6A LIBRARY HOLDINGS~ SOCIOLOGY I I I I I I I I AREA NO. OF VOLUMES SOCIOLOGY {GENERAL TOPICS) 945 SOCIAL HISTORY 585 THE FAMILY, MARIAGE, WOMAN 630 SOCIAL GROUPS 450 SOCIAL PATHOLOGY 630 There are approximately 1000 volumes related to Anthropology in the Library sone of which would be relative to Social Work areas such as Northern Studies. �TELEPHONE 345 2121 AREA CODE 807 Lakeheacl. U:n.tve:rst-ty POSTAL STATION P, T R BAY, ONTARIO , CANADA. \ \\,_ Gentlemen: Wtth_ r.es~ee-t - t0--t ·he-\~rrcr9._ ~ec.t: /rder {g) we have no yet received.:--------·· ·----·, / i L I / / I Inv~:jJ;;__e_ c-__ ----- Please report as soon as of the order(s). ossi bre-en-the status ------- s ~ ncerely, (for) SERIALS LIBRARIAN. �~ - �- 26 - APPENDIX 6B PSYCHOLOGY .HOLDINGS - LAKEHEAD .UNIVERSITY 'LIBRARY General Psychology holdings total 2340 volumes. Soni! areas where volumes exist which are related to the Social Work progra11111e are Psychoanalysis, Physiological, Experimental, Habit and Accommodation, Heredity, Attention and Association, Creative Processes, Mental Deficiency and Deviation, Will, Volition and Choice, Applied Psychology, Personality, Child Psychology and Race and Ethnic Psychology. The Library holdings also included 830 volumes on Abnormal Psychology and Psychiatry. �- 27 - APPENDIX 6C PERIODICALS In addition to the current holdings of periodicals: 140 in Psychology 112 in Sociology, it would be necessary to acquire the following periodicals and perhaps others. I I I I I I ABSTRACTS FOR SOCIAL WORKERS ADDICTIONS BRITISH JOURNAL OF ADDICTIONS. JULY 1972 CANADA'S MENTAL HEALTH. 1968 CANADIAN WELFARE INTERNATIONAL JOURNAL OF SOCIAL PSYCHIATRY PSYCHIATRIC NEWS. JULY 1972 SMITH COLLEGE STUDIES IN SOCIAL WORK SOCIAL CASEWORK (U.S.A.) SOCIAL WORKER JOURNAL OF ORTHOPSYCHIATRY THE JOURNAL: ADDICTION RESEARCH FOUNDATION OF ONTARIO SOCIAL WORKER {BRITISH) JOURNAL OF THE BRITISH MENTAL HEALTH ASSOCIATION (TITLE HAS RECENTLY BEEN CHANGED) HOSPITAL AND COr+1UNITY PSYCHIATRY (U.S.A.) BRITISH JOURNAL OF SOCIAL AND CLINICAL PSYCHOLOGY CANADA'S HEALTH AND WELFARE JOURNAL OF CANADIAN ASSOCIATION OF SOCIAL WORKERS �- 28 - 'I II I II I II I APPENDIX 7A GOODS, ·SERVICES AND HUMAN RESOURCES REQUIRED 1. Offices - including furnishing and maintenance 2. A 3. Two or three part time faculty 4. Administrative readjustments to handle registration, etc. 5. Some addition to Library allocation 6. Tutors 7. Field work supervisors 8. Design and introduction expense di rector �... \ - 29 - APPENDIX 78 'STUDENT ENROLMENT The progranme would enroll at the outset a maximum of 25 students I I in both the first year of the four year BA/BSW and the one year prograrrme for Bachelor of Arts graduates. Make-ups and transfers would make the number of students at each year level approximately the same as the number of first year entrants. Under present University financing each BA/BSW student would be weighted as one B.I.U. Tuition would ideally be set at some figure higher than regular Faculty of Arts tuition to reflect the combined and professional nature of the progrannne. �- 30 - APPENDIX SA SURVEY - ADMISSIONS FOR UPGRADING .PURPOSES On Noveni>er 1, 1972, a survey was initiated to detennine exactly what nt.anbers of area social work agency personnel would be interested in enrolling in a progranne leading to a Bachelor of Social Work degree. The survey asked for the employee's name and position and whether they were interested in enrolling full time, part time or not at all. A total of 72 replies were received and the response was as follows: Interested in full time attendance 5 Interested in part time attendance 64 Not interested 3 Many respondants offered enthusiastic conwnents and praise for the progranme in a space provided for conments. �- 31 - APPENDIX 88 SOCIAL WORK COURSES .TO BE OFFERED IN COMPLETE PROGRAMME FIRST YEAR COURSES S.W. 100 - Introduction to Social Work SECOND YEAR COURSES S.W. 200 - H1.111an Behavior and Social Environment THIRD YEAR COURSES S.W. 300 - Research Report (major paper) HALF COURSES (1st tenn) S.W. 311 - Introduction to Social Work Methods S.W. 313 - Social Casework S.W. 315 - Social Institutions S.W. 317 - Conmunity Organization HALF COURSES (2nd tenn) S.W. 320 - Social Groupwork S.W. 322 - Social Work Policy (Ethics) S.W. 324 - Field Work �- 32 - FOURTH YEAR COURSES S.W. 400 - Field Work Placement (compulsory} HALF COURSES (1st term} S.W. 411 - Social Work Practices in Northern Convnunities S.W. 413 - Child Welfare S.W. 415 - Medical and Psychiatric Social Work s.w. 417 - Specialized Topics in Conmunity Practice S.W. 419 - Advanced Casework HALF COURSES (2nd tenn} S.W. 420 - Family Counselling S.W. 422 - Specialized Topics in Social Work Research S.W. 424 - Specialized Topics in Administrative Practice S.W. 426 - Advanced Groupwork �- 33 - APPENDIX 9 NEW .COURSES .REQUIRED - SEPTEMBER 1973 1. Social Work 100 - Introduction to Social Work An introduction to social work which includes the survey of the history I and development of social work, concepts of the various methods of social work practice and their relationship to social and behavioural sciences' concepts and to the various value and other systems. There is no field work content but students will be exposed to either observation to or explanation of the services existing in the conmunity. 2. Social Work 200 - Human Behaviour and Social Environment An analysis of social functioning in relation to social systems and examines the interacting variables which influence the social funtioning of individuals, families, groups and conmunities. 3. Social Work 311 (first tenn only) - Introduction to Social Work Methods This course will include an analysis of casework skills and interview- ing skills and an examination of the principles and methods underlying all "helping processes", as they apply to the different social work methods discussed. The principles underlying the "personal skills" a social worker needs will also be examined. �I I • • - 35 - acquisition of proficiency in "the use of self" to provide service to others in distress. �I I - 36 - APPENDIX 10 THE .PROGRAJ+1E •WHEN FULLY DEVELOPED Year One I I I I I I I II a. English b. Psycho 1ogy c. Sociology d. S .W. One option from list - according to a. Major or b. S.W. Concentration III Tutorials (two hours per week) Year Two I a. Psychology 2a6 Developmental Child or 2e6 Physiological b. I Socio1ogy 2e6 (Social Thought) or 2f6 (Social Problems) c. II III Social Work Two options from list Tutorial (two hours per week) �- 37 - Year Three I a. Research Course Psychology 2c6 or Sociology 3d6 b. Social Psychology, Psychology 3b6 or Sociology 3b6 c. II III Social Work Social Work Tutorial (two hours per week) Two options from list - according to a. Major or b. Social Work Concentration Year Four A. (B.A., B.S.W. Full Prograrrme) I II III B. Social Work Social Work Tutorials (two hours per week) Two options from list - according to a. Social Work Concentration (B.A. graduates) I II One full year Social Work courses (six courses) Tutorials (two hours per week) �I - 38 - followed III by Field Work Placement �I - 39 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL '40RTHERN COMMJNITY ADMINISTRATION RESEARCH Economics l a6 - Pri nci pa 1s y X 3g6 - Regi ona 1 2a6 - Economic X History English 270 - Canadian X X X X Tl a or Tlb, T2b Philosophy X la6 - Introduction I •I I X 2d6 - Logic X 4d6 - Philosophical X Research X 4e6 - Theory of Value Geography 2e6 - Economic Geography X X X �I - 40 - APPEtJDI X 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH 2d6 - Cultural X X Geography 3a6 - Urban X Geography 4d6 - Regi ona 1 X X X X Geography History I I 2a6 - Canadian X X 3c6 - Ontario X X 4c6 - Problems in X X Canadian - Social History 2b6 - British X Political Studies 3a6 - Public Admi ni stra- tion X X X �- 41 - I I I I I I I I APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL NORTHERN COMMUNITY AOMIN ISTRATION RESEARCH 4e6 - Regional X X X X Studies 2d6 - Government of Canada Psychology 2a6 - Child X X X X X X 2c6 - Statistics X X X X X X X X X X X X 2e6 - Physiologica 2f6 - Theory and . I X X Research in Persona 1i ty 296 - Conditioning X X and Leaming 2z6 - Family Life X 3a6 - Abnormal X 3e6 - Drugs and -X Behavior 3h6 - Contemporary Issues X X �- 42 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZf.JION GENERAL CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH 3z6 - Family Life X 4e6 - Learning and X X Motivation 3b6 - Social X 4f6 - Advanced X X X X X X X Social 5d6 - Behavior X Modification 5e6 - Leaming X X Di sab 11 i ti es Sociology 2a6 - Family 2e6 - Social X X X X X ·X X X X X X X X Thought 2f6 - Social Problems 296 - Race and . Ethnics X �- 43 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL ~mRTHERN COMMUNITY ADMINISTRATION RESEARCH X 2h6 - Canadian X X Society X 3a6 - Urban 3b6 - Social X X X X X X 3d6 - Research X X X X X X X X X X X 3e6 - Criminology 3g6 - Social X Stratification 3j6 - Collective Behavior X 2i 6 - Re 1i gi on 4p6 - Advanced X X la6 - Introduction X X 2a6 - Cultural and X X Social Anthropology I •I I Social X X �I I I - 44 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL 3a6 - Dynamic CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH X X X X Aspects of Culture 3d6 - Methods and X Theory in Ethnology 3b6 - North -x- X X Anerican Indian 4a6 - Selected X X Problems 4b6 - Seminar 4e6 - Culture and X X Persona1i ty 4d6 - Advanced Ethnology Theory .. X �- 45 - APPEfJDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL NORTHERN COMMUNITY ADMINISTRATION RESEARCH Business X 302 - Administra- X X tive Practices 421 - Local Govern - X X nEnt and .. Administration Nursing 200 - Preventative X X X X X X X X Medicine 207 - Psychiatric X 308 - Nurse, Family and Conmun i ty 309 - Behavior X Dynamics 315 - Mental Health X X X �- 46 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH Mathematics lc6 - Calculus X Oa6 - Maths for X X Social Sciences 2q6 - Statistics X .. Physical Education X 406 - Health X· . Education Liberal Science 100 - Science and X X Man Education 200 - Educational X X X X Psychology Languages Native Languages X X X �- 47 - I APPENDIX 12 BA/BSW PROGRArt'1E - •SEPTEMBER 1973 Year One I I -I I I I I I I I I English 100 - Introduction Pscyhology 1a6 - Introduction Sociology la6 - Introduction Social Work 100 - Introduction II III One optional selection - according to B.A. major Tutorials (2 hours/week) Year Two I Psychology 2a6 - Child or 2e6 - Physiological Sociology 2f6 - Social Problems or 2e6 - Social Thought Social Work 200 - Human Behaviour and SQcial Environment II Two options - according to a. B.A. major b. area of III Tutorials (2 hours/week) s.w. specialization �- 48 - Year Three I Research Methods (Statistics) - Psychology 2c6 or Sociology 3d6 Social Psychology - Sociology 3b6 or Psychology 3d6 Social Work 311 (Methods) and 321 (Field Work) Social Work 300 (major paper} II One optional selection - according to a. B.A. major b. S.W. specialization III Tutorials (2 hours/week) - Year Four A. (B.A./8.S.W. Full Progra11111e} I Social Work 400 - Field Placement Social Work 402 - Advanced Methods II Four options - according to a. B.A. major b. area of S. W. $pecialization III Tutorials (2 hours/week) �I I - 49 - B. {B.A. graduates) I All of the S.W. courses offered must be completed II All required courses at all year levels must be completed �IJ � 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 Proposal for a Bachelor of Social Work Degree at Lakehead University Subject The topic of the resource Universities Description An account of the resource A Proposal for a Bachelor of Social Work Degree, Combined Bachelor of Arts, Bachelor of Social Work at Lakehead University to start September 1973. The brief proposed by the Office of the Dean of Arts outlines aspects of the programme, analysis of the demand, history and philosophy with quantitative appendicies. 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 1973-09 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 U15c 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/eb349528b43f7a80710e1e0eee6f79fe.pdf 5fadff5c60453f82fe51a7c15f57aedf PDF Text Text �PSYCHOLOGY 2z6 and 3z6 FAMILY LIFE PROGRAM: AN EVALUATION PAGE I Introduction 1 Budget Information on students 4 (a) (b) number of students and average age marks on entering Lakehead University and marks for Psychology 2z6 and 3z6 (c) occupations geographical locations from which students (d) originated (e) academic background of students (f) course enrolment data for Family Life students Students' course evaluation Group Leaders' course evaluation Correlations between student and group leader course evaluation Recommendation concerning the Family Life Program Guest Lecturers' comments and opinions Appendix I: Family Life Program Brochure Course description and list of guest lecturers 5 5 s 6 6 8 9 10 21 25 26 28 33 �... 2 - I I I I I I I I 'I I I University of California received 2000 applications for a course des_igned to accommodate i100 students. The nature of the program offered by Lakehead University this summer was unique. Leading authorities on Family Life and Sex Education were invited to Lakehead University as guest lecturers and served as the focal point for the course. The l~st of invited speakers is impressive and there can be no doubt that most of them have reached the apex of scholarship and academic achievement (see App-endix I). There is· · no other Family Life course offered in North America which can make the same claim. Moreover, the students are expos~d to each speaker on a more informal basis during discussion group periods, luncheons, evening sessions and so on. The course took on some of the characteristics of total immersion where the involvement in the course did not end with the end of each daily session. It has been suggested that the course offered by Lakehead University is not within the bounds of a Psychology Department particularly in the light of the fact that 90% of the stud~nts we~~ teachers (s~e page 6). In support of this position is the argument that the course d-e als with sociol_o gical, cultural, philosophical and religious questions_ as well as material_ germane to Psychology. It should be pointed out, however, that the department in which any subject is taught is not predetermined by the profession of the students taking the course. Moreover, when there is any discussion of human sexuality we must inevitably come to the position where we have to consider the individual .. Over the last few years there has been an obvious demand on the part of the public for more and more information about sex. Past and current best selling books such as Reuben's "Everything You Wanted to Know About Sex" are _indicative of a real need which exists within the community. Nor should it be construed that the plethora of popular magazine articles and books dealing with sex are for the consumption of teenagers. It would seem that this need exists across all segments of society. This flood of information can be attributed to two principle causes_; the need for young people to learn about and direct their own sexuality and for everyone to understand the changes;~n sexual attitu~es and the direction which our "new morality" is taking. �- 3 • In most cases, the students taking the Family Life Pr_ogram are first and foremost concerned with their own beliefs and attitudes about sex. It is to be expected that for any primary or high school teacher to be able to conduct classes in sex education he must first feel at ease about his own sexuality. This is not .to imply that we are attempting to bring about attitude change or to induce "modern" views about sexuality in our students. It should, however, be apparent that we must deal with each student at a -pers·onal and i·ndtvidual leve·l. To achieve a personal level .the course made use of discussion groups. The aim of the groups was to provide a permissive and accepting atmosphere which would induce free dialogue and exchange. The majority of students reported that they found the discussion grqups to be as valuable as the morning lectures. Each group was led by a person known to us as having the experience and capabilities to carry out a skilled and delicate task. The expense, time, and energy required to_ establish a program such as Family Life can only be justified by demonstrating that such a ·program reaches an acceptable academic level. The course offered this summer was completely evaluated in a twelve page questionnaire distributed to both the stud·ents· and the group leaders (see pag·es 10 through 24) . Moreover, the students were evaluated by means of two major essays (or an essay and curriculum guide for teachers), group participation, book reports and a final examination. �I I 4 BUDGET FOR FAMILY LIFE PROGRAM Income from 181 students (361 course credits) Overa1i costs (including guest lecturers, fees, salaries, library books, etc.) Income to the University I I \: $100,800.00 ll 40,000.00 $ 61,800.00 It is expected that in future years the overall cost of the course could be reduced considerably by a reducation . in the number of administrative personnel {approximately $7000.00). In addition to this, the expense incurred ~or library books would be considerably reduce~ (this year the cost was $2000.00). �I I I I I I I I I I -5- INFORMATION ON STIJDENTS The following data was obtained from registration information and a questionnaire distributed to the 181 students enrolled in the Summer Family Life Program. Total ·Number····o·f-..'Student·s 181 30.26 years 44.00 years 9.98 years • Average Age Range Standard Deviation No student was admitted to the pr_ogram without an average of at least 63% on previous University or Teachers' College courses. There were no . significant differences between the marks on entering the course and the marks obtained for Psychology 2z6 and 3z6 (Family Life Program) Average mark upon enteri.ng the Family Life course Median Mode Standard Deviation 68.27% 67.00% 63.00% 4.66% Average mark for Psyc,hology Median 2z6 70.92% 71.00% 69.00% 5.15% Average mark for Psychology 3z6 Median 69.09% 68.00% 68.00% 4.98% Mode I I Standard Deviation ilaode Standard Deviation .... �- 6 - Occupation of students entering the course Teachers Nurses Clergy Students Counsellors No record 90.60% 1.65% 1 ·.6s% 1.65% 3.31% 1.10% GEOGRAPHICAL LOCATIONS The following is a list~ng of geographicai locations from which students in the Family Life Program originated and the number of students from each location. ALBERTA Edmonton 2 NEWFOUND LAND Labrador City Spaniard Bay 3 NOVA SCOTIA Halifax Inverness County l ONTARIO Atikokan Aurora Aylmer Beardmore Bradford Bramlea Burwick Chapleau Downsview Dryden 1 1 s 2 1 1 1 1 1 1 2 4 �I I - 7,- Emo Fort Frances Geraldton Ge~rgetown Hamilton Kenora Keswick King City Kitchener London Mal~orytown Manitouwadge Marathon Markham Midland Mississauga Murillo Nakina Newmarket Nipigon North Bay Orangeville 'Oshawa Peterbrough Port Hope Red Rock Richmond Hill Saint Thomas Sault Ste. Marie Scarboro Schreiber Sioux Lookout Sioux Narrows Stratton 2 2 3 l l 2 2 2 l l l 2 1 2 3 4 1 l 3 l 3 l 3 1 2 2 2 2 2 4 4 3 2 1 1·1.1 �·- 8 - Terrace Bay Thorold Thunder Bay Timmins Toronto Waterloo Wellsely Westbrook Whitby Willowdale York Unknown TOTAL 3. 2 53 1 8 9 ·l 1 2 3 l 2 ................................................ 181 ACADEMIC BACKGROUND This information details the academic background and future university career plans for students enrolled in the Family -Life Program Students with degrees Students without degrees Unknown I I I I I Students Students Students Students Students 36 141 4 planning to take d_e grees (1st degree or higher) 127 planning or now having a degree in Psychology 54 planning or now having a degree in other fields 93 with no present or fut~re degree plans 50 with no degree or plans to obtain a degree 30 A number of students have requested credit transfer for the Family Liie cc~rse to other universities. Number of Credit Tr.ansfers requested No credit transfer request Undecided Unknown 48 120 9 4 i I _I I �I I - 9 . COURSE ENROLMENT DATA FOR FAMILY LIFE STUDENTS The majority of students enrolled in the Family Life ~rogram had never attended Lakehead University before. I I Number of students having taken Lakehead Univeristy courses previously Number of students not having taken Lakeh~ad University courses previously Unknown .,83. 94 . 4 The following data is a breakdown of the areas in which students would have enrolled if the Family Life Program had not been offered. Number of students who Lakehead University if Number of students who Psychology Number of students who other field Unknown would not have enrolled at Family Life was not· offered would have enrolled in 98 · 43 would have enrolled in some 36 4 l j I i I �;.. 10 STIJDENTS' COURSE EVALUATION The information on the followi_ng pages constitutes the findi_ngs from the course evaluation questionnaires distributed to the students. The ratings of the lectures, methods and materials workshop, the discussion and curriculum groups, and the characteristics of the course were made on a five point scale. The results are listed as the mean · .r ating .and .t he -~s.tandud ..dev.a.-a,t-4on--i.-nddtc-a°t':rng ·•di·sp·e rsion arotmd 'the mean. The books and guest lecturers were rank-ordered by the students with the number (1) indicating the best in both categories. I I •I • • •I I • • �.:. 11 - Student's estimate of the value of the various content areas of the lectures. Instructions: Use the following scale in recording your ~valuation of the various content areas covered in the lectures. Check one rating for each of the lectures listed below: Rating 5: The content of the lecture was extremely pertinent and of maximum value. Rating 4: The content of the lecture was very pertinent and of considerable valueo Rating 3: The content of the lecture was pertinent and of value. Rating 2: The content of the lecture had little pertinance or value. Rating l: The content of the lecture had no pertinance or value. CONTENT AREAS COVERED 1. 2. 3. 4. s. 6. 7. 8. 9. Historical Analysis of Human Sexuality (Lafreniere) Anatomy and Physiology of Reproductive Organs (Malloy) North American Courtship Spiral (Broderick) Values and the Person regarding Sex, Love and the Home (Bertocci) The Person in Sex Education (Beniskos) Human Relations in Sex Bducation (Beniskos) The Psychology of Interpersonal Attraction, Mate Selection and Love (Luckey) Development of Interpersonal Relationships (Luckey) The Range of Current Concepts of Sex .and Sexuality (Hiltner) MEAN STANDARD DEVIATION 3.89 0.88 4,59 0.89 3.92 0.92 3.73 0.99 4,20 0.99 3.95 1.02 3. 71 0.89 3. 71 0.95 2.85 0.96 �- 12 - MEAN 10. Jl. 12. ~3. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. A Modern Theological Understanding of Human Sexuality (Hiltner) 2.83 Sexuality and Love: A Modern Analysis drawing upon theology and the social sciences (Hiltner) 2.82 The Psychology. of Passionate Love (Evans)· 2·.05 The Images of Man (Kennedy) The Values of Man (Kennedy) 4.10 Identity, Choice and Commitment (Lang) 3.83 Destruction or reconstruction: Values in Conflict (Lang) 3.80 Interpersonal Relationships in the Changing Family (Klemer &Smith) 3.73 The Inadequacy of Sex Education (Klemer &Smith) 3.63 Specialized Problems in Intra-family .. 3.67 Communication (Klemer &Smith) Sex Education - What, When, How, Who (Axelson, Deleski, Marshalok) 3.79 Family Life and Sex Education as a Preventative to Family Disintegration (Lockett) 2.81 Family Interaciton Patterns (Messer) 4.08 Family Myths as a Major Variable in Family Interaction Patterns 3,97 (Messer) The Importance of "Family Role" as a Construct in Understanding the Family (Messer) 4.10 The Effects of Religion on the Family (Baum) 3.69 STANDARD DEVIATION 0.99 1.00 1.09 1.03 1.03 0.88 0.88 0.98 1.01 1.05 1.08 1.07 0.87 0.85 iI i I •f t 0.87 1.20 I ~I I II �- 13 - Methods and Materials Workshop and Written Ass.ignments. Instruction: below: Using the following rati~gs evaluate each of the items listed. Rating S: This aspect of the course was extremely pertinent and of maximum value. Rating 4: This aspect of the· course was very pertinent and of considerable va1ue. Rating 3: This aspect of the course was _pertinent and of value. Rating 2: This aspect of the course had little pertinance or value, Rating 1: This aspect of the course had no pertinance or value. ASPECTS OF THE PROGRAM E\!ALUATBD· 1. 2. 3. 4. Films Presentations by senior group or group leaders Student Book reviews Out of class assignments (a) Your philosophy, statement of values and objectives (b) Curriculum guide (or second essay) - MEAN- STANDARD DEVIATION 3.57 3.SS 1.02 3,00 0.85 !"' 4.01 2.96 0.73 0.94 ! I L • t l I I I l ! I II l I i : I \ ! l i ' �- 14 - Please give your rank-ordering for the various guest lecturers. Look over the list and decide who you thought was the best lecturer and put a number 1 next to that persons name. Decide who was next best and put 2 next to his/her name. Continue with this procedure until each lecturer has been assigned a number. LECTURER . ,QB,TA.IN£0. ..,R.A.~K .ORDER I,NG I I I I I Fr. Leo J. Lafreniere Dr. J. J. Malloy Dr. c. B. Broderick Dr. P. A. Bertocci Dr. J. M. Beniskos Dr. E. B. Luckey Dr. s. Hiltner Dr. J. Evans Dr. E. Kennedy Dr. L. H. Lang Drs. Klemer &Smith Mr. J. Lockett Dr. A. Messer Dr. G. Baum 5 l 4 6 2 9 12 14 3 8 10 13 7 11 �- 15 - I •II II • • • •I I •I •I •I Please give your rank-ordering for the required texts and follow the procedure used in the previous question and assign the number 1 to what you consider the best text . TEXTS Sex, Love and the Person - Bertocci Illustrated Sex Atlas Clark Your Child's. Sex Life - Dillon &Imbiorski Why Wait Till Marriage - Duvall The Man and the Woman .. Evoy & ·o 'Keefe The ·First Nine Months of Life - Flan_agan The Art of Loving - Fromm Love and Sex in Plain Language - Johnson Family Living and Sex Education - Ortho Symposium - Ortho Beyond Sex Instruction - Otena Sin, Sex and Self Control - Peale TI1e Psychology of Sex - Schwarz Family Life and Sex Education• Schulz and Williams The Physiology of Sex - Walker Curriculum Guide - Rochester Edition Insights into Family Life and Sex Education - Lafreniere Understanding OBTAINED RANK ORDERING 6 9 11 13 10 1 4 S 6 12 17 18 14 3 16 15 2 8 �- 16 - I The discussion groups were rated by the students on each of the 10 questions below. The data was then broken down and the mean ratings on each question for each group leader are listed on the following page. Using the nwµbers and the spaces provided rate each of the statements on the foli'owing scale~ I Strongly disagreed (2) Disagree (3) Neutral (4) Agree (S). Strongly agree (1) 1. 2. 3. 4. S. 6. 7. 8. 9. 10. The group leader showed good leadership ability. The material discussed in the group was valuable. The group leader showed interest in the course. The group leader interested me in the course. The group leader stimulated new viewpoints and appreciations. The group leader inspired confidence in his knowledge of the subject. The group leader showed a positive attitude towards his task. The group leader made comments and criticisms which helped me to improve my work. The group discussions provided valuable skills - methods, ways of thinking, organizing concepts, etc. I liked the way my mark for group participation was determined. �- 17 - EVALUATION RESULTS - DISCUSSION GROUPS Terry Axelson Peggy Beagle Arieh Bonder Mary Ann Bortolon Dawn Capricci Nest.or Chehow¥ Dick Courtis Jerry Cullen Brahm Friedlander Eunice Gastmier Mary Giannone David Hart Steve Kerekes Derek McLauchlan Jim Morris Mike Timgren I 1 2 -3 4 s 6 7 4.45 3.45 4.72 3.63 8 9 10 3.72 3.90 4.36 2.90 3.27 1.63 4.66 4.88 4.77 4.33 4.71 4;44 4.77 4.77 4.66 4.88 4.60 4.70 4.70 4.30 4.70 4.30 4.70 4.30 4.50 2.80 4.50 4.11 s.oo 4.11 4.00 4.22 4.88 3.88 4.00 2.22 4.81 4.36 4.81 4.36 4.72 4.54 4.81 4.18 4.18 1.90 --4. 7·5 4.--58 -~s-:oo 4.'75 4 .•66 4.33 s.oo s.oo 4.25 2.25 l.92 3.30 2.00 2.00 .3.69 2.84 2.30 2.46 2.53 3.53 4.90 4.60 4.90 4.60 4.40 4.70 4.so 4.30 4.30 2.90 4.45 4.27 3.63 3.63 4.45 3.36 4.09 4.18 3.36 l.36 4.40 4.30 4.70 3.70 3.90 3.90 4.10 3.60 3.70 3.40 2.81 4.00 4.36 2.12 2.45 2.63 3.72 2.12 3.81 2.18 4.40 4.10 4.20 3.50 4.10 3.90 4.20 3.80 3.70 3.10 4.77 4.22 4.66 4.44 4.00 4.00 4.77 3.66 3.66 3.22 2.36 3.00 2.81 2.63 3.36 2.45 2.18 2.36 2.36 2.36 4.33 4.44 4.77 4.22 4.22 4.22 4.77 3.77 3.66 2 .11 4.80 4.60 4.80 4.00 4.70 4.40 4.80 4.40 4.40 2.60 �- 18 - The data for the curriculum groups has been dealt with in a manner identical to the data for the discussion groups. Using the numbers and the spaces provided rate each of the statements .on the follow~ng scale: (1) {2) (3) (4) (5) 1. 2. 3. 4. s. 6. 7. 8. 9. 10. Strongly disagr~e Disagree Neutral Agree Stro~gly agree The group leader showed good leadership ability. The material discussed in the group was valuable. The group leader showed interest in curriculum planning. The group leader interested me in curriculum planning. The group leader stimulated new viewpoints and appreciations. The group leader inspired confidence in his knowledge of curriculum planning. The group leader showed a positive attitude towards his task. The group leader made comments and criticisms which helped me to improve my work. Group discussions provided valuable skills - methods, ways of thinking, organizing concepts etc. Curriculum groups should be continued. ;I \ I I. I. \I I I I �19 - EVALUATION RESULTS - CURRICULUM GROUPS 1 I Terry Axelson Peggy Beagle Arieh Bonder Mary Ann Bortolon Dawn Capricci .N.estor ,Chehowy Dick Courtis Jerry Cullen Brahm Friedlander Eunice Gastmier Mary Giannone David Hart Steve Kerekes Derek McLauchlan Jim Morris Mike Timgren 4.00 3.08 3.00 4.14 4.70 S.65 2.20 4.87 3.62 1.85 3.00 2.68 4.25 3.44 3.87 3.27 2 3 2.17 3.11 4 3.00 3.08 3.00 2.50 2.38 2.84 2.00 3.42 4.57 4.28 4.10 3.30 2.80 ·2~·72 4~·00 3.4S 2.90 1.30 1.50 4.50 4.87 4.37 3.50 3.62 3.00 1.85 1.57 1.71 2.90 3.81 3.00 2.31 2.81 2.31 3.83 4.33 3.66 3.22 2.87 2.62 2.50 3.62 3.25 2.63 3.81 2o36 5 4.00 2,91 2.46 4.14 4.70 3.09 • 4 .oo 4.50 4.00 1.57 2.63 3.12 4.16 4.11 2.87 2.81 6 3.77 2.16 1.69 4.57 2.80 3.81 1.50 4.62 2.25 1.71 2.90 2.50 4.08 2.75 3.62 2.36 8 9 3.77 3.22 3.08 2.91 2.38 1.76 3. 71 3.28 3.50 3.50 3.45 2.72 1.90 2.10 2.40 4.62 4.50 4.12 3.00 2.62 3.12 1.71 1.57 1.71 4.36 3.54 2.90 3.12 2.75 2.25 4.53 3.84 3.69 3.00 3.22 3.00 4.50 3.37 2.50 3.81 3.45 2.54 7 4.22 2.91 3.46 4.85 4.70 4 .18 10 2.33 2.00 2.38 3.42 3.00 2.54 2.10 3.75 2.25 7..42 2.18 2.31 2.84 2.55 1.50 2.18 l ,- • II \ I �- 20 - The students were asked to rate the following questions on a (5) point semantic differential. A mean of 5.00 would indicate the top rating for any part~cular question. MEAN l. 2. II 3. 4. 5. 6. 7. II .. • Are the objectives of the course clear? Is the amount of work required appropriate for the credit received? Was the assi.gn.ed .re.ading ..,dif:fioult·? Are the tests fair? Are the grades assigned fairly How would you rate the contribution of the textbooks to the course? Considering all of the above qualities, how would you rate this course? STANDARD DEVIATION 4.19 1.07 2.26 0.84 0.70 s -. ,31. .I i 2.78 2 . 91 L22 3.14 1.02 4.23 0.77 1.25 l �• • • • • I GROUP LEADERS' COURSE EVALUATION The information on the following pages is the course evaluation from the group leaders. The format is exactly the same as that for the students but is compiled in a more concise manner . EVALUATION OF LECTURES 1. 2. 3. 4. s. 6. 7. 8. 9. 10 . 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Historical Analysis of Human Sexuality (Lafreniere) Anatomy and Physiology of Reproductive Organs (Malloy) North American Courtship Spiral (Broderick) Values and the Person regarding Sex, Love and the Home (Bertocci) The Person in Sex Education (Beniskos) Human Relations in Sex Education (Beniskos) The Psychology of Interpersonal Attraction, Mate Selection and Love (Luckey) Development of Interpersonal Relationships (Luckey) The Range of Current Concepts of Sex and Sexuality {Hiltner) A Modern Theological Understanding of Human Sexuality (Hiltner) Sexuality and Love: A Modern Analysis drawing upon theology and the social sciences (Hiltner) Psychology of Passionate Love (Evans) The Images of Man (Kennedy) The Values of Man (Kennedy) Identity, Choice and Commitment {Lang) Destruction or reconstruction: Values in Conflict (Lang) Interpersonal Relationships -in the Changing Family (Klemer &Smith) The Inadequacy of Sex Education (Klemer &Smith) Specialized Problems in Intra-family Communication (Klemer &Smith). Sex Education - What, When, How, Who (Axelson, Deleski, Marshalok) Family Life and Sex Education as a Preventative to Family Disintegration (Lockett) 3.93 4.75 4.2S 3.75 3.87 3.81 4.00 4ol2 3~06 2.87 2.68 2.31 3.68 3.75 4.25 4.12 3.87 3.81 3.75 3.93 2.93 I �- 22 - I I I I I I 22. Family Interaction Patterns (Messer) 23. Family Myths as a Major Variable in Family Interaction Patterns (Messer) 24. The Importance of "Fami_ly Role" as a Construct in Understanding the Family (Messer) 25. The Effects of Religion on the Family_(Baum) 4.18 3.93 4.12 3.43 f I �j1 - 23 - ASPECTS OF THE PROGRAM 1. 2. 3. 4. Films Presentations by senior_ group o~ group leaders Student book reviews Out of class assignments: (a) Y0uT· ·phi-lo-sophy, st·atement ·of ·va'lues ·and objectives (b) Curriculum guide .(or second essay) 3.37 3.56" 2.75 4.18 3.31 RANK ORDERING OF LECTIJRERS Dr. J. J. Malloy Dr. C. B. Broderick br. A. Messer Dr. L. H. La_ng Dr. E. B. Luckey Dr. P. A. Bertocci Fr. L. J. Lafreniere Dr. J. M. Beniskos Dr. E. Kennedy LJrs. Klemer &Smith Dr. G. Baum Dr. s. Hiltner Mr. J. Lockett Dr. J. Evans 1 2. 3 4 5 6 7 8 9 10 11 12 13 14 �- 24 - I RANK - ORDERING OF REQUIRED TEXTS I I • I The First Nine Months of Life Flanagan Family Life and Sex Education - Schulz and Williams The Art of Loving - Fromm Sex, Love and the Person - Bertocci Insights into Family Life and Sex Education - Lafreniere Illustrated Sex Atlas - Clark Family Living and Sex Education Understanding - Ortho Love and Sex in Plain Language - Johnson Symposium~ Ortho The Man and the Woman - Envoy &O'Keefe Beyond Sex Instruction - Otena curriculum Guide - Rochester Edition The Physiology of Sex - Walker Your Child's Sex Life - Dillon & Imbiorski 11le Psychology of Sex Schwarz ~Jhy Wait Till Marriage - Duvall Sini Sex and Self Control - Peale 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 CHARACTERISTICS OF THE COURSE 1. 2. 3. 4. I s. 6. 7. I Are the objectives of the course clear? Is the amount of work required appropriate for the credit received? Was the assigned reading difficult? Are the tests fair? Are the grades assigned fairly? How would you rate the contribution of the textbooks to the course? Considering all of the above qualities, how would you rate this course? MEAN 4.00 2.43 2.68 2.69 2.57 2.68 3.87 �- 25 - CORRELATIONS :~ETWEEN STUDENT AND GROUP LEADER COURSE llVALUATIONS This data indicates the degree to which th~ group leaders _a greed with the ratings on the course ev~luatio~ given by the students. 1. Estimate of the value of the various content areas of the lectures. ·Cor·r el:~ion between ·students and: group leaders !:. = 2. Methods and materials workshop and written assignments. r • 0.87 - 3. 4. s. I Rank-ordering o~ guest lecturers r = 0.71 r • Rank-ordering of books 0.87 Characteristics of the course r = 0.92 O. 78 �- 26 - RECOMMENDATIONS CONCERNING THE FAMILY LIFE PROGRAM The evaluation of the course, along with other observations, has led me to make specific recommendations for future Family Life Programs. 1. The Program should be directed and administered solely through the Department of Psychology. 2. That the resources of other departments within the University be drawn upon whenever possible. That teachers registering for the course should be allowed to prepare curriculum guides as directed by their school boards. That an expert in curriculum planning in Family Life be hired for a one week period in order to provide specific instruction for teachers. 3. 4. S. 6. 7. 8. I That group leaders be given training• in curriculum planning prior to the start of the course (see curriculum group leaders evaluation, pages 18 and 19). That non-teacher students be allowed to take the course for one credit and be required to attend the morning lectures and the discussion groups only. That the selection of required texts be made through consultation with the Department of Psychology, and professionals in the area of Family Life, with a view to upgrading the level of required texts (see rank-ordering of texts, pages 15 and 24). That guest lecturers who will provide exposure and provoke discussi~n about all aspects of sex and sexuality ranging from the Playboy philosophy to the Vatican be invited. This will necessitate dropping a number of speakers who did not rate highly on the evaluation. The selection of guest lecturers would be made in consultation with professionals in the area.· �- 27 - It is my opinion that the Family Life Program_is a worthwhile and effective course that should not be dropped by Lakehead University. It is also apparent that other persons from outside the Un~versity concur with this opinion (see pages 28 through 32.) Moreover, Lakehead University has the opportunity to continue offering a course which has been acclaimed by visiting guest lecturers who are expert in the field. Equally important is _that .t he University is .att~ac.t ing students from all .across Canada (pag.e 6) and providing· a very real and necessary service to the community. In addition, it should be noted that the course provided a substantial income to the University which, in our present time of need, will do much to alleviate some of the administration's financial problems. In the preparation of this brief, I have attempted to use the data collected during the course as well as my own observations and opinions. The information contained within this report is based on registration information and the student evaluations. All of this data is available to anyone who wishes to investigate more fully the findings reported here. Respectfully submitted Keith Wood, Academic Director FAMILY LIF.E PROGRAM KW/bmc ... �- 28 - GUEST LECTURERS' COMMENTS AND OPINIONS As part of our course evaluation, each guest lecturer was asked for his or her opinion of the course. The letters on the following pages are responses received to this date. It is expected that other statements will be forthcoming. Also included are ·newsclippi-ng-s •taken ,f ,r-om -local papers which published accounts of a news conference held during the second week of the program. r �• l?RINCETON THEOLOGICAL SEMINARY PR!NCETON, NEW JERSEY 08540 &!::WARD HILTNER PIIOF'ES0OR OP' THltOLOGY AND PEltSONALITY November 8, 1971 I -.. Professor Keith Wood Ac·ademic Director FAMILY LIFE PROGRAM Lakehead University Postal Station P Thunder Bay, Ontario, Canada Dear Dr.• Wood : I have your letter of November 1 inviting any comments of appraisal that I might have concerning the summer Family Life Program at Lakehead University in which I participated last summer for three days. As I believe I told you orally, I had ,ft very favorable impression of the course as a whole. So far as the outside lecturers are concerned, it did seem to me that a somewhat broader range of view points might be approached, even though I would certainly not reconnnend that the complete spectrum of current view points be covered. My participation in the two types of afternoon discussion~ groups was of course very brief~I could see, nevertheless,the point in having the two types of discussion groups. But I wonder_ed if the two types might alternate meeting days, thus allowing for deeper discussions of the matter at issue during any one session. I offe~ this suggestion very tentatively indeed. I saw only a few of the films but was impressed with their selection. Also, they came at a time of day when the groups tend to be tired and perhaps they have some value as entertainment as well as education. I am glad to hear that you can anticipate obtaining acceptance of this program for next year by the senate of Lakehead University. Sincerely, ,/~L-._. ec-,-d lcicr::;_.J Seward Hiltner SH/hlc �V BOSTON UNIVERSITY DEPARTMENT OF PHILOSOPHY 232 Bay State Road, BOSTON, MASSACHUSETTS 02215 November 51> 1971 rofessor Keith Wood, Academic Director amily Li~e Program Lakeheacl University epartmen-t of Psychology stal St at ion P under Bay, Ontario, Canada Professor Wood, I think it would be impertient of me to say more--since my presence has ways been limited to two or three days--than that the Family Life Program as I ve known it has been marked by unusually strong motivation, range and relevance. b~ther Lafreniere has been unusually fortunate in being able to engage the persons he s. As I said this summer, I'd be glad to have this kind and quality of program my university. The students are not on a summer vacat_ion and "getting credits" r it. The only additional remark .is that a somewhat experimental program in this should be tailored to the particular students and their backgrounds and tasks. the program as I have known it, the students come to know themselves.as they talk each other and try to envision a new horizon for their schools. I -i Yours cord~ally, , :' -'··~~-·· Cl • ., - J·:.,~·" fc.:--c..~ Peter A. Bertocci Borden Parker Bowne Professor of Philosophy by Professor Bertocci and 1gned in his absence by his secretary. �UNIVERSITY OF OTTAWA UNIVERSITE D'OTTAWA OTTAWA ONTARIO CANADA K1N 6N5 FACULTY OF EDUCATION FACULTE D'~DUCAT!ON GRADUATE STUDIES ETUDES SUPERIEURES November 4, 1971. Mro Keith Wood, Academic Director, Family Life Program, Lakehead Lniversity, Postal Station P, Thunder Bay, Ontario. Dear Mr. Wood: My participation to the Family Life Program consisted of On this basis, evaluation is difficult. The only tentative conclusions that can be drawn are related to the high acadew~c level of the course and the students. I was impressed. l} days of lectures and contacts with students. Sincerely yours, )/Jl ~/~eJoM. Beniskos, Ph.Do, Professor. JMB/vc L ,.. �The University Connc:fcticut STORRS, CONNECTICUT 06268 SCHOOL OF HOME ECONOMICS Department of Child Development and Family Relations U-117 November 12, 1971 Kr. Keith Wood Academic Director Family Life Program Lakehead University Postal Station P Thunder Bay, Ontario, Canad.a Dear Keith: This is in response to your November 1st letter asking for an overall impression of the 1971 course in which I participated at Lakehead University this past summer. As you know it is difficult to truly evaluate a program unless you are a part of the planning, the production and the follow-up; coming in and seeing only a slice of the program may warp ones perceptions, and in view of the fact that this is precisely what I did I'm not sure you can rely too much on the things I may say. However, for what they are worth, these are my observations. There is tremendous need and interest in this field of family life education; I was amazed at the little background most of the participants had in this field. Most certainly if family life education is to be included in the school curriculum it is necessary for universities to concern themselves with the preparation of teachers. The program as it was presented this summer seemed to me to be rather general in nature and introductory. With the tremendous number of persons participating and the variety of backgrounds from which they came, I oan see no other way that the program could have been approached. It was introductory, it was general, and I expect for the most pariit fits the neeci;-'of the participants. If the course is to be built in to the curriculum as a regular course rather than a summer offering for teachers it needs to be specifically planned to include more aspects of family life education and needs to have prerequisites such as introductory psychology and introductory sociology built into it. I think a summer course, however, must be of a different nature, �Jlr. Keith Wood Page 2 wheneftr one designs a course to "re-tool" teachers, especially if these have very heterogeneous backgrounds there is a certain tuziness in content. In our sUIIIID8r courses here we have designed them to emphasize certain aspects of family life education and have been selected terls and lectures to fit that theme. For example, one year we dealt with the sexual oon:tent of family life education, another year we dealt with the values and philosophical issues involv8d in family life education, still another .; rear we worked with the counsfnling aapecta involved in family life education,and still another we worked with special families such as black faailitts and disadvantaged families. After a topic is chosen you oan begin to develop your curric11lum and your reading bibliography. One aspect of your &WIUl8r program that I liked very mu.oh was the fact that you had both lectures and small group discussions. I thillk the participants found this very useful. I would like to suggest, however, that ~other component be added and that component is sensitivity or awareness training. I feel that probably the greatest single feature of our curric~lwn is its opportunity for its student to participate in awareness training under the leadership of 11ell prepared training facilitators. Awareness training is so•thing far superior to small group discussion; it does, however, require trained facilitators and these are financially expensive. Handling as many people as were enrolled in your -swmaer institute would be very difficult as well aa expensive. I'm aware that this response may not be as specific have liked but I'm uncertain about the direction in program plans to move. Perhaps if we tallced on the could be more helpful, in any case, I hope this has in the right directionl as you wo~ld which your phone I been a move Let• s93 agail'l that I enjoyed being with you this past lnllllller and wish you well in the establishment of your new program. Sincerely yours, ~ (Mrs.) Eleanore Braun Luckey, Ph.D. Professor and Head EBL:jm �THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO November 12, 1971 School of Home Economics Dr. Keith Wood Family Life Program Department of Psychology Lakehead University Postal Station P Thunder Bay, Ontario, Canada Dear Keith Wood: I was pleased to get your letter of November 1 and to know that the 1971 Family Life Program had been so successful. I was very much impressed with the course and particularly with the small group sessions. In each of the small groups in which I participated, there was a feeling of group integration that could not help but contribute to learning and growth. Since I was only there for my own presentation, I am a poor one to comment on the formal lectures, but I did hear from all with whom I talked that you had some excellent speakers. Perhaps your textbook committee would be interested in considering my own book, MARRIAGE AND FAMILY RELATIONSHIPS, as one possible text for next year's coursee There are many other good books but I think my stress on the empathetic approach offers something unique. Again, thank you for inviting me last sUDDD.er. It was very pleasant to be with you and to meet your fine colleagues and students. n. 12 _v w/ c!i£~~u_~ 1 Richard H. Klemer, Ph.D. Professor and Chairman Child Development and Family Relations RHK/as GREENSBORO, NORTH CAROLINA/ 27412 The University of North Carolina at Greensboro; The University of North Carolina at Chapel Hill; The University of North Carolina at Charlotte; North Carolina State University at Raleigh 'nE UNIVERSITY OF NoRTH CAROLINA comprises: �- 32 - Excerpt from an article in DAILY TIMES JOURNAL, July 13, 1971 Dr. Bertocci had high praise tor the uni\•ersity summer course. "I'd give my eye teeth to have a program like this at Boston University.'• he said. "I',·e ne,·er seen this done anywhere . else. It·s a pilot projt"ct. ' ·'This is my third year and there's something going on here. I wish I could shout it from the roof tops. "Suddenly people have become aware of sex but this is tlte first time I've been somewhere where we could _ talk : honestly about sex. A nun came ·up to me and said this was the first time she had found an\'- - one who realized she had a sex i life.u Excerpt from an article in the NEWS CHRONICLE, July 13, 1971 A nnt~d American philosopher.· ~ays the family life course heing i.pon~orcd by LakC'head Unh·ersitv is Dr. Peter Bcrtncci !)Me of the most outstanding he's ~een or heard of in North Am<'rica. The c h a i r m a n of the psycholoty dC'partment of the University o( Boston, who is one In a series of lecturr.rs speakin~ Jlt the six-week course, said he is· amazed at the ·quRlity of the • course and the numher of topflh:ht per~onn~l that ha\'e been attracted to speak. "Any of the uninm;ities in the United States would like to have a cour~e of this quality and I know we certainly wouid at Boston uni\'er!.ity," said Dr. Bertoccl. He said hr w::R ~!sn imrr'?~s:Pn with the dialo:rne that ,zoes on among the students t.1'ing the. course. • ���II index •II II II II II II II II II • •II • ...._____ Introduction ............... . ........... . ......... . ... . Admission Requirements ............................. . Registration . .. ... . ......... .. .. ... .. . .... . ........... Fees ........ .. .. . .... .. ........ . ..................... Residences . .. ....................... .. ...... .. ....... Guest Lecturers and Topics ..... . ........ . ....... . ... . . Public Lectures . ... . .. . . .............................. Daily Schedule ... . ................ . . . ............... . . Lecture Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 8 to July July July Ju ly Ju ly July July July July July 5 6 7 8, 9 12, 13, 14 15. 16 19. 20 21. 22, 23 27, 28 29. 30 Aug . 2. 3, 4 Aug . 6 Aug . 9.10, 11 Aug. 12, 13 Leo J Lafreniere, O.M.I, Rollo May Ph.D. . , ........ . J. J . Malloy. M D. . ....... . C B. Broderick, Ph.D P A. Bertocci, Ph.D J. M. Beniskos. Ph.D. . . ....... . E B. Luckey, Ph D ........ . S. Hiltner. Ph D. . . . ...... . E C. Kennedy, Ph D. . ....... . L. H. Lang, II, Ed D. . . ....... . R. H. Klemer, PhD. & R. M. Smith, Ph.D. J. D. Lockett. M A. . . . . . ..... . A. A. Messer, M.D. G. A. Baum, Th. D. .. page 3 page 4 page 4 page 4 page 5 page 6 page 7 page 7 page 15 incl. ......... page 8 . . .. . .. . page 8 page 9 pag e 9 pag e 9,10 pag e 10 page 10,11 page 11 ,12 page 12 page 12 page 13 page 14 page 14, 15 page 15 Required Texts ........ .... . . .................. ... . . . . Reference Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Journals ........ . . . . . ....... . ............... .. .. . . ... Audio-V isual Material .. . ... ... . . .. . . ... ........ . ...... . page page page page 16 17 18,19 20 1 ��introduction The Family Life Program is now entering its fourth year of operation and for the first time is under the direction of the Department of Psychology at Lakehead University. Over the last three years more than 350 people (from seven provinces, the United States, the United Kingdom and Ceylon) have taken the course. This year's enrolment is expected to be 180. In the past, the majority of applications have been from teachers, nurses, clergymen and administrative officials in the field of education. Past experience has shown the Family Life Program to be not only an intensive course but also one in which the student becomes very involved. The day starts at 10:00 a.m. with the main lecture and goes on until 4:45 p.m. with attendance at all sessions compulsory. The Family Life Program is designed to provide information useful in the development and teaching of programs in family living and sex education in the schools. Sex education is not merely the giving of information on the physical facts of sex. Instead, the course will emphasize the social, psychological and medical aspects of sex and sexuality as well as the moral, religious and cultural factors which are prominent in today's society. 3 �admission requirements In general, admission and registration for this program will be the same as for any other Lakehead University Summer Session Course. The following points should be emphasized: 1. A student must have an average of at least 63% on his previous university courses or on his Teachers· College courses. 2. If enroled in this program a student will not be allowed to take any other Summer Session course during the JulyAugust period. However, he may take an add1t1onal course during the Spring Term (May-June). 3. The prerequisite for admission to the Family Life Program will be Psychology 1 a6 or permission of the Department of Psychology. All applications to the Family Life Program should be the Director of the Family Life Program, Department of Psychology, Lakehead University, Thunder Bay. Ontarto; along with the following supporting documents· 1. Transcript of marks from previous University or Te• College Courses. 2. Two letters of recommendation. It Is the responsibility of the student to make the nee arrangements for the forwarding of these documents. apphcatIons will be processed until each student's file complete. 4. The student whose major is Psychology will be allowed two credits to be counted as second or third year options. He must have a total of seven Psychology courses for a General B.A. as stated in the current Calendar. Students whose maior is other than Psychology must consult with the Department of their major through their Departmental Chairman to obtain assurance that credits from this program will be recognized tor their degree requirements in that maior. 5. Students who desire to have the 2 credits from the Family Life Program accepted by other Universities. the Department of Education, or other institutions must make their own arrangements tor this acceptance. 6. Two letters of recommendation are required. No applications will be processed unless these accompany your documents. These letters of recommendation should be from a School Inspector, Principal, Professor, Clergyman, and so on Family Life 2z6 ......................• Family Life 3z6 .......................•• Summer Student Society . . . . . . . . . . . . • •• Total 7. A transcript from previous University work or from Teachers' College must accompany your application. 8. Application forms can be obtained from the Director ot Extension and Summer Session, Lakehead University, Thunder Bay, Ontario. 4 A student must enrol in both courses Fees are sub change in subsequent years. All cheques should payable to Lakehead University. �residence Residence facilities at Lakehead University have been increased with the completion of the new Men's Residence. Facilities are available to accommodate 106 female students in the Women's Residence and 480 male students in the Men's Residence. Single and double room accommodation is available in both Residences. The Residence is situated on the banks of the McIntyre River within easy walking distance of all University buildings and athletic facilities. The buildings themselves are constructed in a semi-circular design connected by an enclosed pedestrian walk-way. Each new three-storey Residence building includes 6 double rooms, 4 single rooms, a common room and kitchenette facilities on each floor. Meals are served in the new Residence Dining Room in the University Centre Extension. Two Social Centres are also available with comfortable lounges and recreation facilities. In each of the two Social Centres and in the Recreation Room of the Women's Residence there are vending machines for soft drinks, chocolate bars, cigarettes, etc. Mail, Keys, dry-cleaning services are provided through the Residence Office on the left hand side of the main entrance to the Men's Residence. The Office is open regularly from 8:45 a.m. to 6:00 p.m. Free laundry facilities are provided in each House. 5 �guest lecturers and topics July 5 July 6 July 7 July 8 July 9 Fr. Leo. J. Lafreniere, O.M.I. Introduction to Program and Historical Analysis of Human Sexuality Rollo May, Ph.D. The Family: The End of an Era J. J. Malloy, M.D. Anatomy and Physiology of Reproductive Functions C. B. Broderick, Ph.D. Growing up Heterosexual The North American Courtship Spiral July 23 Sexuality and Love: A Modern Analysis Drawing Upon Theology and the Social Sciences July 26 Panel Discussion July 27 July 28 Eugene Kennedy, Ph.D. Images of Man Values of Man July 29 July 30 L. H. Lang, II, Ph.D. Identity, Choice and Commitment Destruction or Reconstruction: Values in Conflict Richard H. Klemer, Ph.D., Rebecca Smith, Ph.D. Interpersonal Relationships in the Changing Family The Inadequacy of Sex Education Specialized Problems in Intra-family Communication Peter A. Bertocci, Ph.D. July 12 July 13 July 14 Aug. 2 Aug. 3 Aug. 4 Values and the Person Regarding Sex, Love and the Home Aug. 5 Planning and Organizing a Family Life Program July 15 July 16 J. M. Beniskos, Ph.D. The Person in Sex Education Human Relations in Sex Education Aug. 6 James Lockett, M.A. Family Life and Sex Education as a Preventative to Family Disintegration July 19 July 20 July 21 July 22 Eleanore Luckey, Ph.D. The Psychology of Interpersonal Attraction: Mate Selection and Love Teaching for the Development of Interpersonal Relationships Seward Hiltner, Ph.D. The Range of Current Concepts of Sex and Sexuality A Modern Theological Understanding of Human Sexuality Aug. 9 Aug. 10 Aug. 11 Alfred A. Messer, M.D. Family Interaction Patterns Family Myths as a Major Variable in Family Interaction Patterns The Importance of "Family Role" as a Construct in Understanding the Family Aug. 11 Annual Banquet Aug. 12 Aug. 13 Gregory Baum, Ph.D. Effects of Religion on the Family The Effects of Religion on Education Aug. 14 Final Exam (Saturday) 2-5 I 6 �daily schedule schedule of public lectures Tuesday, July 13 7:30 p.m., Upper Lecture Theater Dr. Peter A. Bertocci Values and the Person Regarding Sex, Love, and the Home MONDAY THROUGH THURSDAY Thursday, July 22 7:30 p.m., Upper Lecture Theater Dr. Seward Hiltner The Range of Current Concepts of Sex and Sexuality Monday, August 9 7:30 p.m., Upper Lecture Theater Dr. Alfred A. Messer Family Interaction Patterns Thursday,August12 7:30 p.m., Upper Lecture Theater Dr. Gregory Baum The Effects of Religion on the Family and Education 10:00 a.m. Major presentation and discussion period 12:00 Lunch 1:00 p.m. Discussion groups around main lecture topic 2:15 p.m. Coffee Break 2:45 p.m. Material Workshop 3:45 p.m. Discussion groups. Material and curriculum planning 4:45 p.m. End of session FRIDAY 10:00 a.m. Major presentation and discussion period 12:00 Lunch 1:00 p.m. Discussion groups around main lecture topic 2:15 p.m. End of session (No material workshop or curriculum planning on Friday) 7 �lecture outline July 5 Topic Leo J. Lafreniere, Gradue, Louvain INTRODUCTION TO THE FAMILY LIFE PROGRAM AND HISTORICAL ANALYSIS OF HUMAN SEXUALITY Sexuality has been shrouded in mystery until a few years ago. Sexuality has always been associated with a religion which made laws and regulations to protect. The Western world has been profoundly influenced by the Judea-Christian culture. The following topics will be discussed: A. Old Testament: Woman is a person, marriage is good, fecundity is good; not all sexual acts are necessarily good. B. New Testament: The Gospels give pre-eminence to a single value in human behaviour; love-marriage is presented as good, sexual intercourse is presented as holy, nothing is said of any purpose with which marital intercourse must be taken. C. Secular Influences: 1 . The Stoic ideal 2. The Gnostics and Pagans 3. The Manichees 4. The Experience of Augustine 5. The Monks 6. New Attitudes and Analyses from 1450 to 1750 7. New Theory of Marital Intercourse 8. Non-creative purposes 9. Jansenism 10. Intercourse for Pleasure, Health or Love 11. From 1750 to 1930 12. From 1930 on; The Lambeth Conference; Pius XI; Paul VI with Humanae Vitae. D. Lack of medical knowledge has been the greatest factor in perpetuating ignorance about human sexuality. Leo Lafreniere has been a pioneer in the teaching of Family Life and Sex Education. His program was the first one to be introduced into Canadian elementary and secondary schools. He successfully organized the first University Credit Granting Institute in Family Life and Sex Education in Canada. Father 8 Lafreniere was a Marriage Counsellor in Edmonton from 1958 until 1962 and in Toronto from 1962 until 1965. During the period 1965 to 1967 he studied at the Institute of Sexology and Family Sciences at Louvain University, Belgium, and is presently coordinator of Family Life and Sex Education in the Lakehead Separate Schools and consultant for a number of School Districts in Family Life Education. July 6 Rollo May, Ph.D. Topic THE FAMILY: THE END OF AN ERA In his talk, Dr. May will consider the structure of the family group, its development and place in today's society. He will attempt to show how the family has served a function in the past and how that function is now becoming obsolete in modern Western Culture. Dr. May suggests that the family unit must change in accordance with our changing society and be replaced by another type of institution. Dr. May is a practicing psychotherapist in New York. He began his psychotherapeutic studies in Vienna and completed his doctorate in psychology and his psychoanalytic training in New York City. In addition to his clinical practice, he is a training and supervisory analyst at the William Alanson White Institute of Psychiatry, Psychoanalysis and Psychology. Dr. May has taught at Harvard and Princeton and is in demand as a lecturer at Universities and Colleges. Reviewers and readers have been unanimous in their praise of the scholarly and pioneering contributions of Dr. May, outstanding among which are The Meaning of Anxiety, Man's Search for Himself, and Love and Will. �I I I I I I I I I I I I I I I lecture outline cont. J. J. Malloy, M.D., Ottawa University ANATOMY AND PHYSIOLOGY OF REPRODUCTIVE FUNCTIONS In the course of his presentation Dr. J. J. Malloy explains the following: human sex determination, chromosomes and genes, the female cell karyotyping, diseases that result from the abnormalities of the chromosomes, the anatomy of female reproduction and the intimate relation which exists between the female brain and the organs of reproduction, the relationship of the organs of reproduction with the pelvic organs, the male anatomy, the menstrual cycle, conception and the organs involved in this process, the division of cells, the developing embryo at the 10 week period, the embryo at the 6 month stage of development, all the different forms of contraception; contraceptive pill, vaginal foam, diaphragm, I.U.C.D., the rhythm method. July 7 Topic Dr. Malloy attended Ottawa University where he completed his B.Sc. in 1953 and his medical training in 1957. From 1959 to 1963 he did post-graduate work in obstetrics and gynecology at the Mayo Clinic in Rochester, and completed his M.Sc. from the University of Minnesota in 1965. July 8 C. B. Broderick, Ph.D. Pennsylvania State University Topic GROWING UP HETEROSEXUAL A sequence of developmental stages in the process of achieving normal heterosexual interests and social skills are traced through early adolescence. Based upon the analysis of data from nearly 6,000 children, the sequence emphasized the importance of young children's attitudes toward their own eventual marriage and the significance of romantic fantasy and children's games. July 9 THE NORTH AMERICAN COURTSHIP SPIRAL Topic The factors which account for the extraordinarily high marriage rates in North America are explored including the intimacy-commitment spiral, strategies of sexual bargaining and alternate courtship styles. Dr. Broderick is the author of numerous articles for professional and popular publications, and also the co-editor of a new reference book for sex educators, sponsored by the Sex Information and Education Council of the United States (SIECUS), entitled The Individual, Sex and Society, published by the John Hopkins Press. His current research concerns the process by which young couples move from casual to commited, or married relationships. The study is based on a sampling of recently married couples throughout Pennsylvania. In September, 1968, he assumed editorship of Journal of Marriage and Family, a quarterly publication of the National Council of Family Relations. July 12, Peter A. Bertocci, Ph.D., Boston University 13 and 14 Topic VALUES AND THE PERSON REGARDING SEX, LOVE AND THE HOME The aim of this series of lectures is to outline the reasoning behind the conviction that, in the life of a person, sex and love cannot grow in quality if they are separated from all the values in healthy personality. Just as love gives more meaning to sex, so marriage and its commitment provide a challenge and increase the meaning of sex and love. Sex education must be guided by some ideal of personality and the values which keep it creative. I I 9 �lecture outline cont. Peter A. Bertocci graduated from Boston University in 1931. He earned his Masters degree from Harvard and his Ph.D. from Boston University. His teaching career began in 1935 at Bates College where he was the chairman of the philosophy department. In 1944 he returned to Boston University as professor of philosophy, and since 1953 has held the chair of Borden Parker Bowne Professor of Philosophy. In 1950-51 he was a Fulbright research scholar in Italy, and in 1960-61 he did research as a Fulbright scholar in India. His most recent academic honor was to receive a Guggenheim Fellowship for 1967-68. In addition to publishing several books and articles on philosophy, religion, and psychology, Dr. Bertocci has lectured on these topics at many colleges throughout the country. of student training and psychotherapy at the Child Study Centre of the University of Ottawa. Since July 1967, Dr. Beniskos has been an associate professor at the Faculty of Education of the University of Ottawa. He lectures to students at the Faculty of Education, the Faculty of Arts and the Department of Religious Studies. His main area of interest is normal personality development. Dr. Beniskos is the author of numerous scholarly articles in both English and French. July 19 July 15 Topic Jean-Marie Beniskos, Ph.D., University of Ottawa THE PERSON IN SEX EDUCATION The speaker will describe and analyse false concepts of a teacher, describe the true concept of a teacher and draw from the research to show that the personhood of the teacher is the most important element in education. July 16 Topic HUMAN RELATIONS IN SEX EDUCATION Dr. Beniskos will attempt to show a true concept of the child and what is required from the teacher in order to foster his full development. Eleanore Braun Luckey, Ph.D., University of Connecticut Topic THE PSYCHOLOGY OF INTERPERSONAL ATTRACTION: MATE SELECTION AND LOVE It is important in the teaching of family relationships to help students understand the basis of interpersonal attraction, mate selection, and love. These are related but different phenomena. Marriage in our culture is most often based on "being in love" with one of the opposite sex. This condition originates in an unconscious seeking to fill one's needs, usually at a psychic level. Although this is ordinarily a necessary component of the marital relationship, it is insufficient for a permanent love relationship. Mature love is based on character development and is a willful giving of one's self in commitment to another. July 20 Topic Dr. Jean-Marie Beniskos obtained a doctorate in Clinical Psychology from the University of Ottawa in 1959. From 19561967, he was employed by the Faculty of Psychology and Education of the University of Ottawa. His duties included teaching to graduate and undergraduate students, supervision 10 TEACHING FOR THE DEVELOPMENT OF INTERPERSONAL RELATIONSHIPS Family Life Education is one of the most difficult of all subjects to teach because it concerns not only facts, but a variety of values and opinions. It is not best taught by reading, lecturing, or through films, filmstrips and tapes-although all �I I • • • • lecture outline cont. of these may be helpful. The most effective learning medium is created through dialogue-discussion, criticism, and deliberation. Dialogue means conversing openly, honestly, and with purpose. Dialogue means sharing and growing on the part of both the students and the teachers. Few of us in the classroom have adequate preparation for entering into dialogue, but we can aim toward that goal if we are able to be self-accepting, understanding and empathetically concerned with the welfare of others. The teacher who would help a student learn to care for others must himself be able to risk caring for them. Eleanore Braun Luckey, professor and head of the Department of Child Development and Family Relations at the University of Connecticut, is a psychologist whose area of specialization is family relationships. She is also concerned with education, research, and counselling. She is presently serving in a dual capacity as special consultant on Family Life Education to the Children's Bureau, Department of Health, Education and Welfare, Washington, D.C. Since 1956, Dr. Luckey has been concerned with an extensive investigation into the association of marital satisfaction with perception of self and other concepts, and has published in the Journal of Counseling Psychology, the Journal of Consulting Psychology, Social Forces, Sociometry, the Journal of Marriage and the Family, and Sociology and Social Research. She is an associate editor of the Journal of Marriage and the Family, is on the Executive Board of the American Association of Marriage Counselors, and is also serving on the sex education committee of the American College of Obstetricians and Gynecologists. In 1966, Dr. Luckey was made a Fellow in the American Association of Marriage Counselors in recognition of her outstanding contributions to the counseling field. July 21 Seward Hiltner, Ph.D., University of Chicago THE RANGE OF CURRENT CONCEPTS OF SEX AND SEXUALITY This topic covers everything from Playboy to the Vatican. Dr. Hiltner will .attempt to show that this range is not so wide as Topic it appears to be and that the inherent nature of human sexuality demands that both intensity of experience and fidelity actually belong together. Thus, the purely playful conceptions of sexuality, ignoring interpersonal consequences, are rejected, without, however, ignoring the pleasure and play dimensions of human sexuality. Some analysis of "Group Sex" will be included in this lecture. July 22 Topic A MODERN THEOLOGICAL UNDERSTANDING OF HUMAN SEXUALITY Here, while drawing upon biblical and other historical materials Dr. Hiltner will attempt to set forth the criteria for a sexual ethic appropriate to our day but consistent with our JudeoChristian tradition. July 23 Topic SEXUALITY AND LOVE: A MODERN ANALYSIS DRAWING UPON THEOLOGY AND THE SOCIAL SCIENCES This would be an attempt to analyse just about what the topic suggests. In the light of our current knowledge about sexuality and love, what happens to the theological view that sexuality must be held in the love context? Dr. Hiltner is presently Professor of Theology and Personality, Princeton Theological Seminary; Edward F. Gallahue Consultant on Religion and Psychiatry to the Menninger Foundation; Consultant and Teaching Fellow, Fort Logan Mental Health Centre; Theological Consultant, Program in Marriage Counseling, Department of Psychiatry, School of Medicine, the University of Pennsylvania; Consultant, Virginia Institute of Pastoral Care; and Consultant, Graduate Department of Pastoral Counseling, Iona College. He has published approximately 400 articles in more than 70 journals and his books have been translated into Chinese, Dutch, Finnish, Japanese and Swedish. Dr. Hiltner is a member of the editorial boards of the following journals: Journal of Religion and 11 �lecture outline cont. Health; Theology Today; Pastoral Psychology (after 20 years as its Pastoral Consultant); Quarterly Journal of Studies in Alcohol; American Imago; Medical Aspects of Human Sexuality. Book Awards. A new book, What a Modern Catholic Believes About Sex, was published in January 1971. His articles have appeared in The Critic and other Catholic publications as well as in the Saturday Evening Post and The New York Times. July 27 Topic July 29 Eugene C. Kennedy, Ph.D. Maryknoll College IMAGES OF MAN An attempt to trace our developing understanding of the human person throughout history; the various images which have affected both our understanding and behavior as persons; man in the Judeo-Christian tradition; divided man; alienated man; man the myth-maker; the effort to rediscover and re-experience man in his unity; the source and expression of his growth in interpersonal relationships; man's contemporary efforts to integrate sexuality and aggression into his personality. July 28 THE VALUES OF MAN Topic What makes man human? The struggle to understand and identify the values that are most significant and productive for man; their relationship to the various images of man; the nature of man's religious character; the types and characteristics of faith; the human face of man's religious experience; the interpersonal nature of faith, hope, and charity; the challenges to man's survival as man . Eugene C. Kennedy, of Maryknoll College, Glen Ellyn, Illinois, is professor of psychology at Loyola University in Chicago. He has also served as visiting professor, McCormick Theological Seminary, Chicago, and as consultant to the Pastoral Care Program of the Menninger Foundation. In addition to many articles, he wrote the books, Fashion Me A People, and Comfort My People, both winners of the National Catholic 12 Laurence H. Lang, II, Ed.D. University of Connecticut IDENTITY, CHOICE AND COMMITMENT Topic Utilizing constructs and data developed by Erikson, Kohlberg, Mead and Buber, two ideal typical case histories are analyzed to contrast dynamics in the parallel development of conventional and autonomous value orientations. July 30 Topic DESTRUCTION OR RECONSTRUCTION: VALUES IN CONFLICT Youth's relationships with teachers, parents and peers, and involvement with drugs, sex and protest are examined from the perspective of the earlier lecture on "Identity, Choice and Commitment'.' Dr. Lang has been active in the field of education for a number of years. He obtained his doctorate in education from the Teachers College at Columbia University and is presently teaching at the University of Connecticut, Department of Child Development and Family Relations. Dr. Lang has published several articles in the area of sex education and is affiliated with many professional organizations. �• lecture outline cont. Aug.2 Richard H. Klemer, Ph.D. and Rebecca M. Smith, Ph.D. University of North Carolina at Greensboro INTERPERSONAL RELATIONSHIPS IN THE Topic CHANGING FAMILY An understanding of both the cultural and psychological determinants of success in interpersonal relationships within the space-age family is prerequisite to improved family life education. Many stresses, both individual and collective, are apparent as the family seeks to adapt to the changing cultural environment. Problems arising out of the new necessity for social decision-making in such controversial areas as extramarital sex, ultra permissiveness in child rearing, women's liberation and too great expectation for accomplishment have enlarged family life difficulty. Moreover, less willingness to tolerate the old frictions of group living have increased family fragility. Greater understanding of personality dynamics can help family members to improve patterns of family intra-action. Activities will include a demonstration of the empathetic approach, a method which leads students to understand the behavior of others and at the same time evaluate their own feelings in light of their own value system. Aug.3 Topic THE INADEQUACY OF SEX EDUCATION It has become very clear that there is a public confusion and parental confusion, but most important of all, there is personal confusion about sexual behavior for both men and women. A great deal of this confusion has centred around the lack of a common definition of the goals of sex educators and gross misunderstandings about male and female sexual conditioning. Sexual behavior throughout the history of mankind has been subject to change without notice, but a knowledge of how one's attitudes about sex evolve clears up much of the ensuing confusion. Helping students arrive at their own set of values will be a part of a demonstration on how attitudes toward sex are derived. The teaching of various phases of sex education will be demonstrated including how to answer questions which arise from the group. Aug.4 SPECIALIZED PROBLEMS IN INTRA-FAMILY COMMUNICATION Communication tends to fail when there is a lack of ability, a lack of desire, a lack of clarity, or a lack of selectivity in interacting with others. Adequate communication is important to good interpersonal relationships and family health. Failure to communicate is a manifestation of both the intended and unintended message. Techniques of better communication, as nearly all behavior, can be learned. There will be student participation in the teaching-games which encourage communication. How to help students increase their ability to communicate their true feelings will be illustrated. Creative use of visual aids and role playing will be included. Topic Dr. Smith completed her Ph.D in child development and family relations psychology at the University of North Carolina at Greensboro in 1967. She has published several articles in the field of sex education and is presently an assistant professor of child development and family relations at the University of North Carolina at Greensboro. Dr. Klemer obtained his undergraduate degree from the University of Pittsburgh and in 1953 completed his Ph.D. at Florida State University. He is presently Professor and chairman of the child development and family relations department, University of North Carolina at Greensboro, and clinical professor of family studies, Department of Psychiatry, Bowman Gray School of Medicine, Wake Forest University, Winston-Salem, North Carolina. He is the author of a number of books and numerous articles for scientific and professional journals. 13 �lecture ouUi ne cont. Aug.6 James D. Lockett, M.A. University of Missouri FAMILY LIFE AND SEX EDUCATION AS A Topic PREVENTATIVE TO FAMILY DISINTEGRATION There is considerable evidence to suggest that there is a need for a program in Family Life and Sex Education and that such a program would act as a preventative to family disintegration. The current impact of some segments of the mass media has made it imperative that a complete understanding of sex and sexuality be imparted to young people. There is a need to be concerned about human relationships, family stability, and alleviation of the negative aspects of sex. It is important that young people have an understanding of the alternatives in making decisions concerning sex and why our society is moving toward total permissiveness. There will be a discussion on the Family Life and Sex Education program as implemented in the Keokuk Senior High School in Iowa and finally clinical evidence collected over the last 23 years will be presented to demonstrate the effectiveness of the program in the prevention of family disintegration . Mr. Lockett completed his M.A. at the University of Missouri and then went on to do post-graduate work at Western Illinois University, the University of Iowa and the University of Connecticut at Storrs, Connecticut. He has been very active in the implementation of programs in Family Life and Sex Education and has collected a considerable amount of data, some of which will be presented during his talk, concerned with the effects of teaching courses in sex education in the schools. Mr. Lockett has published articles related to his work and has been interviewed by Time Magazine for future publication. 14 Aug.9 Alfred A. Messer, M.D. Columbia University College of Physicians and Surgeons FAMILY INTERACTION PATTERNS Topic Families utilize certain mechanisms to control conflicts and keep anxiety within tolerable limits. (These mechanisms are akin to "defence mechanisms" in the individual.) In his laboratory Dr. Messer has identified several common (homeostatic) mechanisms: (1) Scapegoating of one member; (2) Formation of "defensive" alliances or coalitions between family members; (3) Withdrawal of affect among family members; (4) Seeking of a "family healer"; (5) Loosening the family unit by dispersion of its members; (6) Discharge of tension by repetitive arguing and fighting: (7) "Resignation" or Compromise: one or more members surrenders. personal assertion; (8) Invocation of a family myth to prohibit "rebellious" behavior. The homeostatic mechanisms range from complete reversibility to irreversibility, and appraisal of the status of these mechanisms is the major focus of family diagnosis. Aug.10 Topic FAMILY MYTHS AS A MAJOR VARIABLE IN FAMILY INTERACTION PATTERNS Every Family has its myths. "Children are seen but not heard:' is an example. It lessens the need for parents to deal constantly with pressures from their growing children. The myth, "If anyone takes a drop of alcohol, he becomes a drunkard:' is sometimes seen in the family in which a relative, because of his alcoholism, brought great shame upon the family. Invocation of this myth tends to create a teetotaling family. In some families, there may be a myth that one member will become mentally ill, and this myth may become a self-fulfilling prophecy. �lecture outline cont. Aug. 11 Topic THE IMPORTANCE OF "FAMILY ROLE" AS A CONSTRUCT IN UNDERSTANDING THE FAMILY A good theatrical repertory company includes actors who are flexible and who can step into almost any role. Everyone has to know every part. Sex and age may make little difference. If one of the group falls ill, somebody doubles up and fills his role. In a similar way, the family functions as a repertory company. There are many roles to be fulfilled, and roles are "assigned" depending on the capacity of each member. An important part of childhood development is the rehearsal for future adult roles. Each role has a performance (instrumental) aspect and an emotional (expressive) aspect: a family crisis usually necessitates a role shift. Rigidity of one member in a particular role makes for trouble within the family when this role shift is necessary. Dr. Messer obtained his medical training at the Columbia University College of Physicians and Surgeons in 1950 and was awarded the Thomas F. Cook, M.D., Prize in Obstetrics and Gynecology. This was followed by an internship at the Second (Cornell) Medical Division Bellevue Hospital, New York, and by residency training at the U.S. Veterans Hospital, Bronx, New York. Dr Messer also took post-graduate training and was certified in psychoanalytic medicine at Columbia University in 1956. He is the author of numerous scholarly articles published in both medical and scientific journals. Aug.12 & 13 Gregory G. Baum, Th.D. University of Toronto Topic THE EFFECTS OF RELIGION ON THE FAMILY AND EDUCATION The effect of religion on human life is not confined to the few moments of piety in which men turn their mind to the God in whom they believe. Since religion influences man's basic attitude to life and creates the images in terms of which he interprets his daily experience, religion has profound effect on the whole of a man's life and the culture he creates. This effect, we hasten to add, is not always beneficial. Since religion may have destructive effects on human life, it is important to distinguish between the aspects of religion that redeem life and those that inhibit life. The Scriptures tell us a great deal about the twofold effects of religion. The prophets of the Old Testament, in particular, show that religion can make people self-righteous, hardhearted, and superstitious. Jesus himself revealed the blindness, self-delusion and inhumanity produced by a certain kind of piety. At the same time, the Scriptures of Old and New Testament tell us of the redeeming effect of religion when it is assimilated in fidelity to God's word. In these two lectures Dr. Baum will analyse the destructive effect which a certain kind of religion can have on the family and on education and, more importantly, show the liberating and life-giving effects of a more incisive religion on the home, on personal relations, on human growth and maturity. Dr. Baum is well known at Lakehead University, having recently completed a speaking engagement here. He is recognized as a very progressive and outspoken theologian who is always well received by his audience. Dr. Baum completed his doctorate in theology at the University of Freibourg in 1956 and is a professor at the University of Toronto in the department of religious studies and theology. At the present time Dr. Baum is studying sociology at the New York School of Social Research and is the holder of a Canada Council Sabbatical Leave Fellowship. 15 �required texts available at the Lakehead University Bookstore SEX, LOVE AND THE PERSON ..... Dr. Peter Bertocci ILLUSTRATED SEX ATLAS ........ Dr. Le Mon Clark YOUR CHILD'S SEX LIFE ....... Dillon and lmbiorski WHY WAIT TILL MARRIAGE . . . . . . . . . . . E. M. Duvall THE MAN AND THE WOMAN ..... Envoy and O'Keefe THE FIRST NINE MONTHS OF LIFE ... G. L Flanagan THE ART OF LOVING ................ Erich Fromm LOVE AND SEX IN PLAIN LANGUAGE . E. W. Johnson FAMILY LIVING AND SEX EDUCATION ................. Dr. S. G. Laycock UNDERSTANDING ....................... Ortho SYMPOSIUM ........................... Ortho BEYOND SEX INSTRUCTION ............... Otena SIN, SEX AND SELF CONTROL Norman Vincent Peale THE PSYCHOLOGY OF SEX ....... Oswald Schwarz FAMILY LIFE AND SEX EDUCATION . . . . . . . . . . . . . . Schultz and Williams THE PHYSIOLOGY OF SEX ........ Kenneth Walker CURRICULUM GUIDE: FAMILY LIFE EDITION .......... Rochester Edition INSIGHTS INTO FAMILY LIFE AND SEX EDUCATION . . . . . . . . . . L J. LaFreniere �reference books (Located in the Reserve Section of the Lakehead University Library and available on three day loan) Allport, Gordon W Pattern and Growth in Personality, pp 454 and following Holt. Rinehart and Winston, New York, 1961 . Knutson, Andie L. The Individual. Society, and Health Behavior. pp. 259-293, Russell-Sage Foundation, New York, 1965. Bell, Robert R. Prernantal Sex In a Changing Society. PrenticeHall, Inc. Englewood Cliffs, New Jersey. 1966. Calderone Mary S Abortion in the United States, HoeberHarper. 1958. Levine, Jerome M , and Murphy, Gardner. " The Learning and Forgetting of Controversial Material,' ' in Maccoby, Elearnor E, Newcomb, Theodore N , and Hartley, Eugene L., (Eds.) Readings in Social Psychology. Henry Holt and Company, New York 1958 Calderone, Mary S Release from Sexual Tensions. Random House, 1960 and in England, Robert Hale, 1963. Linner, Birgitta Sex and Society in Sweden, Pantheon Books, A Division of Random House, 1967 Calderone, Mary S (Ed.), Manual of Contraceptive Practice. Williams and Wilkins, 1964 LippIt, Ronald. " Value Judgement Problems of the Social Scientist in Action Research '' in Vennis, Warren G , Benne, Kenneth D , and Chm . Roberts, (Eds ), The Planning of Change: Readings In the Applied Behavioral Sciences, pp. 689-694. Holt. Rinehart and Winston, New York, 1961 . Christenson, Harold. Handbook of Marriage and the Family, pp. 888-911 , Chicago Duvall , Evelyn. Today's Teen-agers, Association Press 1966. Duvall , Evelyn Facts of Life and Love. Popular Library. New York, 1957 Duvall, Evelyn. Being Married, D. C. Heath , 1960. Duvall, Evelyn. The Art of Dating. Association Press. 1967. Duvall, Evelyn, Family Development. J. B. Lippincott, 1967 Duvall Evelyn. In-Laws, Pro and Con. Association Press, 1954 Duvall, Evelyn. Love and the Facts of Life. Association Press, 1967 Duvall. Evelyn. Sense and Nonsense About Sex, Association Press. Festinger. Leon . A Theory of Cognitive Dissonance. Stanford university Press, Stanford, 1957. l=letcher, Joseph Situation Ethics - The New Morality. Westminster Press, Philadelphia, Pennsylvania, 1966. Havemann. Ernest. Men. Women. and Marriage, Doubleday Company Inc.. Garden City, New York, 1962 Jersild, Arthur. When Teachers Face Themselves, Teachers· College, Columbia University, New York. 1955. Masters, Wilham and Johnson, Virginia E. Human Sexual Response Little, Brown & Co., Boston, 1966. Moms, Charles W., Varieties of Human Value, University of Chicago Press, Chicago. 1956 Reiss, Ira L Pre-marital Sexual Standards in America, Chapters 1-4 The Free Press of Glencoe. Illinois, 1960 Rokeach, Milton . The Opened and Closed Mind, Basic Books, New York, 1960 Rosenberg, Nalton J . Attitude Organization and Change, Yale University Press, New Haven, 1960. Sex Education and the New Morality, Child Study Association of America, Columbia Press, 1966. Smith , M. Brewster, Bruner, Jerome S . and White. Robert W. Opinions and Personality, John Wiley & Sons, New York, 1956. Smith, M Brewster, " Personal Values in the Study of Lives, " in White, Robert. (Ed.) The Study of Lives, pp . 324-347, App leton Press, New York, 1963. Strain , Frances. Sex Guidance ,n Family Life Education, The Macmillan Company. New York, 1942. Katz. Daniel and Stotland. E. " A Preliminary Statement to a Theory of Attitude Structure and Change" in Coch , Sigmund, (Ed ) Psychology: A Study of A Science, McGraw-Hill Book Co , 1959, Vol. 3. Sussman, Marvin B. Sourcebook in Marriage and the Family, Houghton Mifflin Co , Boston , 1963. K1rkendall, Lester. Sex Education and Human Relations, New York, lnor Publishing Company, 1950. Udry, J . Richard The Soc,al Context of Marnage, J Lippincott and Co .. 1966. Kirkendall, Lester. Premarital Intercourse and Interpersonal Relations, Matrix House. 1961 . Wilson, John Logic and Sexual Morality, Penguin Books, Baltimore, Maryland, 1965 17 �journals, pamphlets & magazines Avery, Curtis E. and Lee, Margie R. " Family Life Education: Its Philosophy and Purpose". Family Life Coordinator, 1964, 13, 27-37. Benne, Kenneth D., and Swanson, Guy. " Values and the Social Scientist:· Journal of Social Issues, 1950, 6 (4). Bills, Robert. " The Effect of a Value on Learning". Journal of Personality, 1952, 21 , 217-222. Bowman, Henry, et al. " Teaching Ethical Values Through the Marriage Course: A Debate". The Journal of Marriage and Family Living, 1957, 19, 325-339. Broderick, Carlfred. " Family Life Education Versus Reality", The Journal of Marriage and the Family, 1964, 26, 103-106. Calderone, Mary S. " Youth Asks About Sex and Morality" Part 1., Co-ed Magazine, Published by Scholastic Magazines, February, 1966. Calderone, Mary S. "Goodbye to The Birds and The Bees; An Approach", American Education, 1966, 2, 17-18. Cummings, Edgar. " Family Life Education in School and College: Work and Philosophy of the American Social Hygiene Association", The Journal of Marriage and Family Living, 1958, 20, 117-120. DeFleur, Melvin L., and Westie, F. R. " Verbal Attitudes and Overt Acts: An Experiment on the Salience of Attitude, Attitudes". American Sociological Review, 1958, 23, 667-673. Dukes, William F. " Psychological Study of Values", Psychological Bulletin, 1955, 52, 667-673. Force, Elizabeth S. " The Role of the School in Family Life Education", The Journal of Marriage and Family Living, 1964, 26, 99-101. Gross, Leonard. " Sex Education Comes of Age" , Look, March 8, 1966. Glassberg, Bert Y. "Educators Fear Sexuality - Not Sex", The Journal of Marriage and Family Living, 1959, 21 , 233-234. Hartman, G. W. " Sex Difference in Valuational Attitudes", Journal of Social Psychology, 1934, 5, 106-112. Calderone, Mary S. " The Married Teenager", Journal of The International College of Surgeons, April, 1965. Canavan, F. S. J. " Reflections On the Revolution in Sex", America, March 6, 1965. Cantril, Hadley and Allport, Gordon W. " Recent Application of the Study of Values" , Journal of Abnormal and Social Psychology, 1933, 28, 259-273. Coffins, T. "Sex Kick", Saturday Review, 1966, 49, 36-37. 18 Jones, Edward E. and Kohler, Rika, " The Effects of Plausibility on the Learning of Controversial Statements", Journal of Abnormal and Social Psychology, 1958, 57, 315-320. Katz, Daniel; Sarnoff, Irving and McClintock, Charles. " Ego Defense and Attitude Change", Human Relations, 1956, 9, 27-46. Kirkendall, L. A. with Ogg, E. "Sex and Our Society". Public Affairs Pamphlet no. 366, New York, 1964. �Kirkendall, Lester A . "Sex Education: A Reappraisar ·. The Humanist, Special Issue, Spring, 1965. Pomeroy, Wardell B. "How We Got People To Talk About Sex". Sexology, July, 1966. La Pierre, Richard T. " Attitudes Versus Action". Social Forces, 1934, 13, 230-237. Pope, Hallowell and Knudsen, Dean, D. " Premarital Sexual Norms, The Family and Social Change" . Journal of Marriage and Family Living. August, 1965 Liberman, Seymour. " The Effects of Changes m Roles on the Attitudes of Role Occupants··. Human Relations, 1956. 9, 385-402 Lobsenz, Norman . "The Cnsis in Family Life Education" . Good Housekeeping, 1962, 154, 51 . Luckey, Eleanore B. "Values as the Content of Parent Education Programs" , The Journal of Marriage and Family Living, 1961 , 23, 263-266. Reiss. I L (Ed .), "The Sexual Renaissance in America·•. The Journal of Social Issues, April. 1966. Sherif. Muzater and Cantril, Hadley "The Psychology of Attitudes·· , Part 1, Psychological Review, 1945, 52. (6), 295319 Thomas, R. "Is Sex Morality Out of Date?", Parents ' Magazine and Better Homemaking. May. 1965 McChntock, Charles. "Personality Syndromes and Attitude Change' , Journal of Personality. 1958. 26, 479-493. Time Magazine. Vol 89, No. 9 , March 3, 1967, pp 76-82. McGuire, William . "Cognity, Consistency, and Attitude Change ·, Journal of Abnormal and Social Psychology, 1960, 60, 345-353. Mason, Madeline. " The Teacher's Value System m Relation to Family Life Education". The Journal of Marriage and Family Living, 1959, 21. 75-76. May, R. "Antidotes for the New Puritanism; Dilemmas of Sex and Love·•. Saturday Review, 1966, 49, 19-21 New York Herald Tribune. January 9, 1965, "Recognition For Sexuality: A New Agency", Earl Ubell Poffenberger, Thomas . " Family Life Education in this Scientific Age", The Journal of Marriage and Family Living, 1959, 21 , 150-154. Time Magazine. Vol. 89. No. 14, April 7. 1967, pp. 78-84. Vernon, Philip E , and Allport, Gordon W. "A Test For Personal Values··. Journal of Abnormal and Social Psychology, 1931, 26, 231-248. Wagman. Morton "Attitude Change and the Authoritarian Personality", Journal of Psychology, t 955 . 40, 3-4 . Wilner, Daniel M .. Walkley, Rosabelle P, and Cook, Stewart W. " Residential Proximity and Intergroup Relations m Public Housing Proiects". Journal of Social Issues, 1952, 8, 45-69 Woodring, P ·'What Is Sex Education?". Saturday Review. December 18, 1965, and Discussion, June 15, 1966 19 �audio-visual aids July 5 July 6 July 7 July 8 July 12 July 13 July 14 July 15 July 19 July 20 July 21 July 22 July 26 July 27 20 Being Boys - Being GJrls - Colour, 1 0 minutes Glands and Hormones - Colour, 9 minutes Why You ·re You - Colour, 11 minutes Development of the Embryo - Colour, 10 minutes Going Steady - Colour, 12 minutes Teenage Pregnancy - Colour, 17 minutes Family Problems - Colour. 12 minutes Dating - Colour 12 minutes Love - Colour. 12 minutes Keep off the Grass-Colour, 12 mrnutes Personal Values - Colour, 12 minutes The Changing Role of Women-Colour. 12 minutes VD.? See Your Doctor - Colour. 22 minutes Early Years - Colour, 60 minutes Mamage - Colour. 60 minutes Learning About Sex - Colour, 15 minutes Dare to be Different· Part 1 . (Fitting In) - Colour. 15 minutes Part 2. (Standing Out) - Colour, 15 minutes Everything But.· Part 1. (Love and Sex) - Colour, 15 minutes Part 2. (Where to Draw the Line) - Colour, 15 minutes And They Live Happily Ever After. Part 1 . (Reasons) - Colour, 20 minutes Part 2. (Problems) - Colour, 21 minutes Joey - Black and White. 27 minutes A Further Glimpse of Joey - Black and White, 27 minutes Danny and Nicky - Colour, 55 minutes Boy Next Door - Colour, 18 minutes Neighbours - Colour, 10 minutes The New Baby - Colour, 19 minutes The Burden They Carry - Black and White. 28 minutes He Acts His Age - Colour . 14 minutes In a Box - Black and White. 4 minutes The Summer We Moved to Elm Street Colour, 28 minutes Mrs. Case (Single Parent) - Black and White, 14 minutes This Is No Time For Romance - Colour. 28 minutes We Do. We Do - Colour, 15 minutes July 28 July 29 Aug . 2 The Wish - Colour. 27 minutes The Drag - Colour, 8 minutes You Haven 't Changed a Bit - Colour, 15 minutes Jamie. Story of a Sibling - Black and White, 28 minutes The Weekend - Colour, 15 minutes Adolescence. Love and Matunty - Colour, 11 minutes A New Human Life - Colour, 8 minutes Your First Six Years - Colour, 9 minutes Society and You - Colour, 12 minutes Aug . 3 Female Cycle - Colour. 7 minutes Pregnancy and Birth - Colour, 12 minutes Puberty m Boys - Colour. 9 minutes L S. D. - Insight or Insanity? - Colour, 18 minutes Aug . 4 Human Reproduction - Colour. 23 minutes Drugs and the Nervous System - Colour, 15 minutes Vandalism - Crime or Prank? - Colour, 10 minutes Boy to Man - Colour, 20 minutes Girl to Woman - Colour. 35 minutes Aug . 5 Aug . 9 Aug. 10 living With Your Family Series 1. What is a Family 2. The Family Has a New Baby 3. A Day With Your Family 4 . Family Fun Teen-Parent Relationships Series 1 . Adolescent Revolt 2. Too Much Help 3 . Need to Belong 4. Stern Father Aug. 11 They Need Me Series 1. Mother and Father Need Me 2. Baby Sister Needs Me 3. Friends Need Me 4. My Dog Needs Me Aug . 12 Concordia Series 1 . / Wonder, I Wonder 2 Wonderfully Made 3 Take the Highroad 4. Parent's Guide to Christian Conversation About Sex �� 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 Family Life Program Summer 1971 Evaluation Subject The topic of the resource Universities Description An account of the resource Family Life Program: An Evaluation, Lakehead University Summer 1971, Psychology 2z6 and 3z6. Includes overview of the Family Life Program, budget, information on students, evaluations and recommendations with brochure. 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 1971 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 lu-15i 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/c72f2296d58c3257ecb882ab148e83dc.pdf 08c5e20de76d6f1882d5c338a73a6b34 PDF Text Text LAKJJIWAn UN IVLHS [TY ProposeJ llegrc·e Program in School or l:nginccri.ng !...1 1:( /.:-: N/ d C. i~ /16 ~ �LAKElll:/\D lJNlVI!RSITY PfWPOSLll IH:(;J<l\1: PROGRAM in SCHOOL OF liNCINUERINC Contents 1-:11gineeri11g Degree Program l JI i story ] 1:11rr('nt Programs 2 3 ;\drn i ~s ion to Dc•grcc Progra111 1n Jing i nccr ing s Tentative Hudgct 7 l:<-it irnat('s or Enrolment 1:~1cu 11 y l<eq11 i remcnts for f)cgrec and Diploma Programs /\ n :1 I y s i ~ o r 11 e gr c· c 10 a n d D i p 1 om a Dq~rcc l'rog ram Out l i 1ws Enrolment r ndcx Projection Chart J> r o g rams 11 12 31 �Currcnt_Programs -... W.ith.in the past S years, in1.:rcc1sc in interest th0re ha::-. b0en a marked i.n Engjnecring Tcchno.logy, both on the part PC h1 gh school graduates and employers. As a result of this i11crcascd 1ntcrcst, Lakchcnd University now orrcrs specialized programs in four fields of l:ngi.ncc·ring Technology. ( 1. Chemical linginccring Technology (Pulp ;ind Paper) 2. Civil lingjnecring Technology ."5. f;lcctronics 1·: ngineering 'l'cchnology 4. Meehan i ca.1 Engineering TcchnoJ ogy The Centennial Building, currently under construe- ion an<l scheduJc<l for completion in 1968-69, has been designed inL·luJc ample facilities t ,i ror th1s program. The equipment huJg<.'t of Olll' half million dollar:~ wi'l] provide the C''.~scntiai a pp a r :1 t u s t' o r t h e 1 a b o r at o r i c s . 1 11 t lw 1 0 (, 8 / 9 a c a <l cm j c y c a r . , 1 (' r r o 111 C r a clc l 2 , t h C' 5 - ye ~ r ·ln addition, 1n 1.1, h' i T h c p r o gr a 111 \✓ i J 1 b c ope r at i n g Admission to Lhc~c programs will st the re a rn . first ·y ear only of an Engineer- dc/rc.:c program will cont inuc to he offC'rcJ in ·1 968/9, ,tlong th 1 he first year only of the Ryerson Architecture d·iploma progr,irn. �Oh jl'ct j - ·- iVL' S .. ·--· I~)b8 · · · - - ~ - - - -• ... ~---- - - - - 1975 - ----- Lakehead University now proposes to intro<lucc a new concept (in Ontario) in degree programs in Engineering. It is proposed that, beginning in 1970/71, a fourth and fifth year be introduced for carefully selected graduates of diploma programs in the four fields of engineering listed above. Students who complete these two additional years would receive a degree in Engineering. The year 1970/71 was selected because this will coincide with the first graduating cJasses in Engineering Technology from Ontario's newly established Colleges of J\pplicd Arts and Technology. Fnr the current year the total enrolment in Engineering Technology in this Province is 4,550 (Ryerson 1,600, other CAA.T's 2,950). It has heen estimated that in 1970, the number o f graduates will exceed !,S00. Past experience indicates that a significant number of these graduates want to go on in a degree program, with a<lvanced standing. The fourth and fifth years proposed at Lakchead have been espec.ially designed for them. At the present time, some of these graduates are being aclmj ttcd nn d, to established degree programs in l:nginccring, nt in some cases, at the third year I.eve]. /\. gr ;idua tcs have gone on to Schoo Is or Engi nee· ring the second large numher of in the lJni. tcd St ates and a very large percentage of them remained there after Graduates of three-year diploma programs who have been ; 1d 111 i t t L"' d t o de gr cc pro gr ams have , o f n e c es s i. t "!' it ( v, b c en re q u i red t o into" exist.ing programs which have been designed for students <'n tcri.ng directly from high school. Experience has shown them to he a llc:1d or these stuJcnts in some areas Jnd bchi.nd them in others. �The four degree programs (Civil, Electrical (Electronic), Mechanical and Chemical (Pulp and Paper)) proposed for Lakehead lJniV('rsity School of Engineering have been specifica1ly designed for students who have completed the correspond.ing three-year ::. diploma programs with an average of 70% or better. Graduates from Ryerson and from all CAAT' s will also be· el igihlc for admission. ( ( �LAKEHEAD UNIVERSITY r----, I ~QADE I I 1'2 A I L- _ r- - - - , I I I 6 t:'lA"Oi l3 I I "SI Ji~ Er-HilNEErc1NG TEC.HNOLOC:a'I C.OMM0N Fl-.'Si ";£A~ I I L--r-.J rr TI Ct~IL TEC.MNOLOC,~ ( [ ME C.MAN ICAL iiC ~OL.06~ ELE.C.T21CAL. iECMNOL.0G~ m m Me.C:MANICAL. t. l.E.C'TRICAL m CHEMICAL i'fE!cSON ( AN1' Oi ~Ee) 1-------41-_,. DIPLOMA /'"\_ _ _ _ _ __ G;ADuAi~':, - -- - -1"'....___ _ _____,JI' r " \ - - - - - - - . -.... WIT 1-4 10o/o I' r"\.___ _ ____,/' " ' - - - - - - - . 1- ~ I'~ AVE2AG.E N lY CIVIL E.N61MEE.IIN GI E.LE.C.i~IC.AL Ewa1Ne.E21wG y Y. CIVIL DAiE.D : (o =>EPT MECHA~ICAI. E.NC:IINEEIINGa N toi ELECT~ICAL iY CHE.Ml CAL. - - 12 1 / T3 PROGRAM NETWORK �TLNTATJVE BUDGET FOR FOURTll AND FIFTH YEAR OF DEGREE PROGRAM lN ENGINEERING nctailc<l budget analysis, based on careful estimates of income and expenditures, have been prepared [or ca1.: h year up to 1974-75. Enrollment in each program for 1965 tu J97S is shown on Table [. Total Faculty required in Engineer- ing, Arts an<l Scienc0 are shown on Table II. t s '.··.t 1 mm a r Budget analysis i. z c d on Ta h l c I I. I . lt is evi<lcnt that the four diploma programs \\i h i ch a r c al r cad y cs ta h 1 is h c J can b c op c rat c d wi th in th c form u 1 a .. The addit.i.on of the fourth and fifth years, p r o v i cl ·i n g for d c g r cc s 'i n t h c s am c four f i e 1 d s o f en gin c e r j n g ( wil I increase the annual operating budget by $220,000 to $250,000. T Ii c c s t i Ill: 1t c J (' ll r is _iust over 200 students. No ad<litional space will be required, l)lf t t Ji c.re w i 11 be a mode s t r c q u i rem c n t o f approx i mat c 1 y $ 2 8 0 , 0 0 0 ro r On c c a g a i n , <'Jlt ~1 <l <l i t i on ~11 c q u i p rn c n t . it i s c v i ll c n t that t h c i rt' program proposed for the School of Engineering can 1)p cr;_1 tc ( o l mc n t i n t h c fourth an J f i f t h y car ( L9 7 l - 7 2 _) within the formula. �ESTDi:'\TES OF L\TWL)E:\T 1\ T~:1·:. SCiOJL 1967 1968 ~ ~ ~ ~ 1 r_, < '..... '-' ·J ~ ~~ 1 2 !=. j -;:.. - - - l ~-, (, 9 1970 ·; 9 7 ~0:2 l 9 7 .3 l ,, 19o9 l 0 :- 0 1971. 197 1973 19: ~; 19-:-5 gy Ci\. i 1 Engine c ring Ir Civil Engineering V l e c t r i c En :;_ i n e e Li _r~~ I V Llectric Engi~eering V .'·;cc h an 1 ca I 1.:. n g 1 n c e r 1 n g I V >iech anical Engi:i1eer.ing \' P~lp & ?a?cr Engineering IV ?ulp & Paper Engineering V Su:) Total 105 126 174 -J =~ :..i ~ :,.) '. - - - 30 2Sb lO 22 l2 14 18 0 301 j Od - 0 0 40 40 48 'T~:>tal Degree -40 40 48 Total School of Engineering 14S 166 222 :; 5 25c 2- l 50 3 Sc. 36 .lb 4Od 0 App!ied Science I Applied Science IIA :\2.P_l_ied Science IIB 30 26b lO - 43-~ ..; 2 b 30d = ~ 10Ci 7) 1)65 ---- Total Technolcgy (lkc. ; :.\C::\L: R}\G - C i v 1 T c ch no J o Q y I -+ 0 a ~ 20 a 2 ·+ Ci1.· 1 Technology II 24 25 L5 C i. \~ 1 Tc ch no 1 o cv L I I -- - - - - - - - --- - - - -- - - - - Electronic Tcc}rnology I 212 30a 36 Electronic Tech no l o QY l I 20 Electronic Technology III ~-! e C ;1 an i Ca 1 Te Ch n O 10 I •20a 2 4. ~!echanic~l Technology II 13 ~\ ~ e c ha n i c a l Te c h no l o g y II I ?ulp & Paper Technology I 15a 18 P;,_11 p & P a p e r Tc ch no 1 o ay I I lO Pulp & Paper Tcc;hnology III ~ycrson Arch. 'i.'cch. I 16 16 16 \1ining Technology 4 0 0 '- -~-- _ : :.: : l .--; ~~ : or 100d : 35 j 2 l. 25 l 7c 10 20 O 25c • 42 23c 21 58 4 2c 34 42 2Sc 2l 30 20c 13 2_0 O 2 28c 2l !, ; s- -~- 42 2f:c :1 - SS _ ...,.1 7 ,\...... O 20 ; 0 3 SJ SJ 35 ...) :,,.. 4~ 32 40 :. ;. u .D ~ 203 - _u_ _ 399 ~~ :, '-" 561 (j ~) '. . ) ~~ \.) ::-C -~ ,) V ~ Cl :) i_, 32 5~1 3J t, \.I :) .J j_ 2 -0 239 239 o3 S (:, ;; s ,Q JU 0 30 6 5 -! \_,I ~ r... - --- - 4 01 . '--: ~,c-'..)4~-----=:=-"l..,......1 - rr-,,.--==-rz 2 Sc :sc 2l 2l ====-::::=~ = 3lT (f 20c j Uc 1.3 3 399 25 6 ~ ~ ~: 4~~ c 35 8 30 50 L ~--- ,.......... . v .... , ...J - �No . 1 (' '. -:. }'(.' T.;'I. .h I C' I :1) l n l ~) () 7 · () 8, (il stud c n t s w<.· r C' c n r o 11 C' cl i 11 "f ·i rs t y car LI q~ i n c <.' r i n g 'l' l' l' h no 1 o g y" ( 4 0 + 21) . 1 t i s a s ~ u nw cl th ~1 t 1 h i :, f i g u r c w i l 1 i n c rt'~,~; c t o 8 5 j n t 1i c f o 1 l O\v i n g y c ;1 r . h} lt is ,1ssu111c'd that the cxp(111<.lcd orrcring~ wj1J result jn more· studC'nts colllinf. jnto tliC' progr;1ms ,vith a complete C~rc1dc l ~~ThC')' \vi.I 1 r·ntC'r at the· second yc,ir level. c) Second year c11 ro] rnc11t s '" i.] 1 be J a rgc bcc~n1sC' cl ire-ct <.' n t r i es from (; r ;i cl c· 1 ~ ,,, j ] 1 comp en s a t c for so 111 c o f th c first y car fa j ] u re~ s . · d) Jt is proposC'<.l that C'nrol111C'nt he injti(1l]y restricted to QJlC' sc-c t j on j n each or th rcC' prog r;1ms. /\ 11 of the nc-w C.'\/\T' s \\1 1 l1 rrocluce . their r i rst gr~1du:Lt i ng cJ :-iss in ] ~) 7 () - 71 . c; r [l cl ll at(' s \\ j th Ji j g h cl Cl<.k 11d C s l ,111 d i Ilg ( ,1 ppr ox i nw t c l y 7 0 ~ av c r n g C') ,d l1 b c ad 111 j t t c cl to ye ~1 r 4 of the (kgrcC' progr:1m. Crc1du:1tc~ from J.,1kC'hcad Universj ·t y, HyC'rson ~,nd the.' CAJ\T's wj] I b(• c]igi.b]C' for adnl"i s s .ion. 1 �LJ\KEHEAD .UN1VERSITY School of Engineering Enrolment Prior to 1968 1965 1966 1967 1967 1968 Engineering Technology l 42 41 40 Engineering Technology II 21 24 24 Mining Technology I 11 10 8 8 4 12 12 16 38 21 135 133 105 28 29 40 28 29 10 162 145 1906 Diploma Programs Mining Technology II Ryerson Architecture I ( Ryerson Enginecrjng TcchnoJ.ogy J Total Diploma Jk __g_~·_c c Appl ieJ Programs Science I Applied Science IIA /\pp] ie<l Science IIB Tot31 School of Engineering 163 �L.-\ .f(E HE.-\D U\ r:E RS I TY SCHOOL OF E\GI\EERING T..\BLE II Summarv of Total Faculty for the Period 1965 - 1975 PROGRA:\l: Degree: 4th & 5th year in Chemical, Civil, Electrical, Mechanical Diploma: 3-year programs in Chemical, Civil, Electrical, Mechanical 1st year Ryerson Architecture 1965 1966 -- 1966 1967 -- 1967 1968 -- 1968 1969 -- 1969 1970 -- 1970 1971 -- 1971 1972 1972 -- 1973 -- 1973 1914 1974 1975 -- - Engineering Faculty 6 6 6 6 8 19 27 27 27 27 & Science 4 4 4 -l 4 8 8 8 8 8 Arts Faculty Total Engineering, Arts &Science - - - - - - - - - - 10 10 10 10 12 27 35 35 35 35 - = - - - - - - - - c., NOTES 1) Based on the current system of units used in Arts & Science i.e., 1 lecture hour per week for 1 term= 1 unit 2 laboratory hours per week for 1 term= 1 unit 18 units= 3 full courses 2) Number of Faculty = Number of units divided by 18 \ '"d ... OQ ro I-' 0 �UJ:EHLi\.D UNIVERSITY SCnOOL OF ENGINEERING Table III. Analysis of Programs PP.OGRA}l: 1. (a) (a) Degree (c): Diploma: 4th and 5th yea: 1) Electrical 3 year programs in l) Electrical 1st year Ryerso~ Architecture 2) 2) Civil Civil 3) 3) Mechanical Mc:chanical 4) 4) Chemical Chemical 1965 1966 1966 1967 1967 1968 1968 1969 1970 1970 1971 1969 197l(c) 1972 1972 1973 1973 1974 1974 1975 Total Enrolment, Sch. of Engineering 163 162 145 166 222 401 561 638 638 638 Diploma 135 133 105 126 174 301 358 399 399 399 Degree 28 29 40 40 48 100 203 239 239 239 104 104 104 104 104 147 340 480 480 480 0 0 0 0 43 193 140 0 0 0 65 65 65 65 65 77 135 141 141 141 2. Total Units in Engineering_ Courses 3. Additional Units in Engineering Courses 4. Total Units in Arts & Science "tj ~ 00 5. Ad d itio na l Units in Arts & Science (b) 6. U.Sc h . Faculty for Established Courses 5.8 5.8 (b) 7. Arts & Sc. Faculty for Established Courses 3.6 0 (b) 8. U.Sch. Faculty for Additional Courses (b) 9. Arts~ Science Faculty for Additional Courses 10. Total Faculty, Arts, Science & U. Sch. 11. Student: 12. Number of Income Units Faculty Ratio 0 9.4 0 12 58 6 0 0 5.8 5.8 5.8 8.2 18.9 26.7 26.7 27 3.6 3.6 3.6 3.6 4.3 7.5 7.9 7.9 8 0 0 0 2.4 10.7 7.8 0 0 0 0 0.7 3.2 0.4 0 0 0 9.4 9.4 12.5 26.4 34.6 34.6 34.6 35 0 9.4 0 17.3/1 17.2/1 15.4/1 17.6/1 17.7/1 15.2/1 186 191 185 206 270 501 0 0 - 16.2/1 18.4/1 18.4/1 18.2/1 761 877 877 877 .__/ (D !-' !-' ,,-.. -Cl �,. L.A..KEHEAD UNIVERSITY SCHOOL OF ENGINEERING Anslysis of Programs PROGRAM: 1. Degree (c): Diploma 4th and 5th year 1) Electrical 1) Electrical 3 year programs in 1st year Ryerson Architecture Total Enrolment, Sch. of Eng'ing Diploma Degree 2) Civil Civil 3) 3) Mechanical Mechanical 4) 4) Page 2 Chemical Chemical 1970 1970 1971 (c) 1971 1972 1972 1973 1973 1974 1974 1975 166 126 40 222 174 48 401 301 100 561 358 638 399 239 638 399 239 399 239 928000 1150000 1230000 1315000 1967 1968 1968 1969 145 105 40 2) Table III. 1969 203 638 (d) 13. Basic Income (Formula) $173000 206000 289000 570000 (e) 14. Emerging Grant Estimate $110000 55000 28000 14000 (f) 15. Est. Fees Income $ 58000 68000 94000 181000 278000 333000 349000 366000 16. Est. Total Income $341000 329000 411000 765000 1206000 1483000 1579000 1681000 17. 60% Income for Instruction $205000 197000 246000 460000 724000 890000 946000 1010000 168000 380000 533000 570000 618000 6(10000 ~ ~ ""~ ~ '- (g) 18. School of Engineering Budget Only $110000 118000 (h) 19. Service Courses Arts & Science $ 42000 45000 48000 62000 116000 130000 138000 151000 20. Total Sch. of Engineering Budget $152000 163000 216000 442000 649000 700000 748000 811000 21. + Surplus +$53000 +$34000 +$30000 +$18000 +$75000 +$190000 +$198000 +$199000 (a) (b) (c) (d) (e) (f) (g) (h) Based on the current system of units used in Arts & Science i.e. 1 lecture hour per week for 1 term= 1 unit 2 lecture hours per week for 1 term= 1 unit Number of Faculty= Number of units divided by 18 Degree introductory year 1970-1971 $940 x 185 income units= $173,000; assumed increase in income unit 7% per annum Assumed to decrease at the rate of 50% per annum Assumed to increase at 5% per annum Assumed to increase at 7% per annum; For 1969-70: $118,000 x 1.07 x 12.5/9.4 = $168,000 Increase based on Faculty ratio; for 1969-70: 3.6/12.5 x $168,000 = $48,000 \ --- v �LAKEHEAD UNIVERSITY SCHOOL OF ENGINEERING Program Outlines Pag~ Summary Course Description B.A.Sc. Degree Programs Chemical Engineering Courses 13 17 Civil Engineering Courses 14 19 Eng i n cc r in g Co u rs cs 15 22 Mechanical Engineering Courses }() 25 17 28 I: I (' c t r ·i c a I Arts ( & Science Courses �Page 13 LAKEHEAD UNIVERSITY CHEMICAL ENGiiJEERING DEGREE PROGR.Al'1 LEC. FOURTH YEAR Physics Mathematics Mathematics Chemistry Chemistry Engineering Engineering Engineering 3e6 3q6 3r4 3f6 3h6 ChE4c MT3b ME4g Modern Physics (Selected topics) Differential Equations Applied Statistics Organic Chemistry Analytical Chemistry & Instru. Analysis Process Principles in Unit Operations Fluid Mechanics (same as Mech. III) Engineering & Business Humanities (elective) TOTAL HOURS LAB. 2 2 2 2 2 3 3 3 3 2 1 3 2 19 11 FIFTH YEAR Engineering Engineering MESa ChESa ChESb ChESc ChESd ChESe MESg MESh Engineering ESa Engineering Engineering Engineering Engineering Engineering ( -~ Eng i.nec.d ng Applied Thermodynamics Computer Analysis & Programming Chemistry of Cellulose & Wood Advanced Pulp & Paper Mfg. Process Dynamics, Control & Optimization Economics of Plant Design Systems Engineering Production Management Humanities (elective) Thesis Project TOTAL HOURS C 2 2 2 2 2 2 2 3x 3 2 2 2 3 1 20 3y 10 �Page 14 LAKEHEAD UNIVERSI1Y CIVIL ENGINEERD~G DEGREE PROGRAM FOURTH YEAR Physics Engineering Engineering Mathematics Engineering Engineering Engineering Engineering Engineering Engineering Engineering 3e6 ME4a ME4b 3p4 CE4a EE4a MT2a CE4b CE4c CE4d ME4g Modern Physics (selected topics) Mechanics of Materials Materials Science Applied Mathematics Matrix Analysis & Computer Application Electrical Engineering I Thermodynamics I Math. Theory of Elasticity Surveying Laboratory Engineering & Business Humanities (elective) TOTAL HOURS LEC. LAB. 2 2 0 2x 2 2y 2 3 2 3 2 3 1 3 2 21 8 FIFTH YEAR Engineering -Engineering Engineering Engineering Engineering Engineering Engineering Engineering Engineering CE5a CE5b CESc CESd CESe CE5f CESg CESh ESa Hydraulic Engineering Soil_ Mechanics & Foundation Design Structural Analysis Structural Design Reinforced Concrete Design Municipal Planning, Administration & Transp. Traffic & Transp. Engineering Civil Eng. Laboratory Humanities (elective) Thesis Project TOTAL HOURS 2 3x 3 2 3 2 2 2 3y 3 3 2 2y 2lx 18y 6x lly �Page 15 LAKEHEAD UNIVERSITY ELECTRICAL ENGINEERING DEGREE PROGRAM LEC. FOURTH YEAR Physics Engjneering Engineering Mathematics Mathematics E,ngineering Engineering Engineering 3e6 ME4a ME4b 3p4 3q6 EE4c EE4d ME4g LAB. Modern Physics (selected topics) Mechanics of Materials Materials Science Applied Mathematics Differential Equations Electrical Engineering I Electronics Engineering & Business Humanities (elective) 1 3 TOTAL HOURS 18 11 2 3 2 2 2 3 2 2 2 2 2 ., '- 2 3 2 3 3 F [FTH YEAR ( hema ti.cs Engineering Engineering Engineering Englnc0ring Enf;lneering Mat 4p4 Eng im'l'r ing EESa EESb EE5c EESd EESe MESh Eng i Ut!ering ESa Advanced Mathematics Electronics Electrical Engineering II Connnunications Systems Control Systems Electrical Engineering Laboratory Production Management Humanities (el ectlvc) Thesis Project TOTAL' HOURS 3 6 2 3 2 16 14 �Page 16 LAKEHEAD UNIVERSITY MECHANICAL ENGINEERING DEGREE PROGRAM FOURTH YEAR Physics Engineering Engineering Mathematics Mathematics Engineering Engineering Engineering LEC. 3e6 ME4a ME4b 3p4 3q6 EE4a EE4b ME4g Modern Physics (selected topics) Mechanics of Materials Materials Science Applied Mathematics Differential Equations Electrical Engineering I Experimental Electronics Engineering & Business Humanities (elective) TOTAL HOURS 2 2 2 2 2 2 1 1 LAB. 3 2 3 2 2 3 17 12 FIFTH YEAR ( Engineering Engjnecring Engineering Engineering Engineering Engineering Engineering Engineering MESa ME.Sb MESc ME5d ME5e MESf MESg ME5h Engineering ESa Applied Thermodynamics Heat Transfer Fluid Mechanics Mechanical Analysis Eng. Design (Computer Appl.) Mechanical Engineering Laboratory Systems Engineering Production Management Humanities (elective) Thesis Project TOTAL HOURS ( 2 2 2 2 2 3 2 6 2 2 3 2 17 13 �Page 17 LAKEHEAD UNIVERSITY SCHOOL OF ENGINEERING The following courses are offered for the Engineering Degree programs. (Prerequisite: Diploma in Engineering Technology with 70% average.) CHEMICAL ENGINEERING DEGREE COURSES (Pulp and Paper) Engineering ChE4a - Process Principles in Unit Operations Calculations and concepts of unit operations associated with fluid dynamics, chemical energy, materials balance and heat transfer; specific emphasis in the areas of evaporation, filtration, humidification, drying, and chemical recovery methods and equipment. Engineering ChE5a - Computer Analysis & Programming Computer programming and the application of the computer in data analysis and process control. ( Engineering ChESb - Chemistry of Cellulose & Wood Chemistry of wood, pulp and pulping by-products covering: wood composition, cellulose, lignin, hemicellulose, extractives, spent liquor utilization, bleaching mechanisms and reactions, effect of chemical treatment on optical and strength properties of paper. Engineering ChESc - Advanced Pulp & Paper Manufacture Continuation of topics introduced in earlier courses. Lecture and laboratory time is devoted to theory, engineering practice involving process techniques, pulping equipment, chemical recovery, by-products, bleaching, fiber preparation, formation and water removal from paper, slime control, stream and air pollution. �Page 18 Engineering ChESd - Process Dynamics, Control & Optimization Analysis of the dynamics of simple process units and systems; mathematics of process dynamics and control including differential equations and transform techniques; control loop imperfections - hystersis lag and deadtime; applications to stability; control, instrumentation and optimization of such processes. Engineering ChESe - Economics of Plant Design Plant location; plant and process design, operation and optimization; systems approach; over-all plant integration. Students will submit design proposals of equipment and plants pertaining to the various aspects of pulp and paper industry. ( �Page 19 CIVIL ENGINEERING DEGREE COURSES Engineering CE4a - Matrix Analysis & Computer Applications Application to structural analysis; Matrix multiplication, inversion, transposition, properties of matrices. Engineering CE4b - Mathematical Theory of Elasticity Stress-strain relationships and analysis in two and three dimensions; thermal effects; variation principles; parametric expansion methods; linear and non linear theory of beams, plates an<l shells. ( Eng necrlng CE4c - Surveying Control surveys; triangulation; geodetic field surveying; base line measurements; computation of geodetic positions; astronomical determinations; map projection photogrammetry. Engineering CE4d - Laboratory Laboratory applications of principles covered in Surveying, Electrical Engineering, Thermodynamics and Mechanics of Materials .. ( �Page 20 ~nginecring CESa - Hydraulic Engineering Application of fluid mechanics to civil engineering problems: flow in pipes and open channels, surge tanks, water hammer, pumps, turbines, hydrology. Principles of design, operation and field investigation of hydraulic mechanisms. Engineering CE5b - Soil Mechanics & Foundation Design Foundation investigation; bearing capacity of soils; footing design; raft pile, pier and other foundations; settlement studies; excavation and underpinning; theories of vertical and lateral soil pressures; hydrostatic uplift and seepage; retaining walls and abutments; stability of embankments; unusual foundation considerations. r Engineering CESc - Structural Ana!,y_§Js A comprehensive study of indeterminate systems by deflection methods, least work, three moment theorem. Slope deflection, moment distribution, column analogy. Introduction to computer methods in solid mechanics. Engineering CtSd - Structural Design Non-homogeneous beams; plate girders; plastic design; bridge design. l �Page 21 ~nginecring CE5e - Reinforced Concrete Design Cdntinuous beams and frames; prestressed concrete; retaining walls; arch and shell roofs; concrete bridges. Engineering CESf - Municipai Planning, Administration & Transportation Contemporary concepts in town and regional planning and their theoretical, practical and legal applications; organization of municipal government, finance, legislation; the role of the municipal engineer and consultant in public works; provision of municipal services; growth of regions as affected by transportation; co-ordination of transportation with land use. Engineering CESg - Traffic & Transportation Engineering Urban transportation planning; methods of project evaluation; theory of traffic flow; characteristics of traffic flow and traffic control at intersections; transportation systems: highway, railroad, shipping, pipelines, conveyors, airports; structural design of pavements. • Engineering CESh - Civil Engineering Laboratory Soils and foundations; hydraulics; sanitary engineering. �Page 22 ELECTRICAL ENGINEERING DEGREE COURSES Engineering EE4a - Electrical Engineering I Review of 2 and 3 terminal network analysis. Matrix methods applied to network analysis. Transmission line theory. Fourier series and integrals and application to complex waveform analysis. The . laplace transformation. Response of circuits to pulses and transients. Electromechanical energy conversion: commutator machines;. induction and synchronous machines; 3-phase machines; the transformer; the saturable reactor electronic control of machines; servomechanisms. Introduction to power distribution systems. Engineering EE4b - Experimental Electronics Electrical measurements; electronic components, instruments, circuits; experimental techniques. Engineering EE4c - Electrical Engineering I Electromechanical energy conversion; DC and AC machines; servo motors; generalized rotating machine; transformers; transducers; machine networks. Engineering EE4d - Electronics Semiconductor physics; semiconductor/insulator surfaces and interfaces; contact phenomena. Theory and practical design features of electron devices: p.n. junction diodes; varactors; zener diodes; unipolar and bipolar transiitors; thyristors; Hall effect multiplier. Microwave Solid State Devices: Gunn oscillator; Silicon Avalanche diode; Schottky barrier diode. l �23 Engineering EE5a - Electronics Analysis and design of amplifiers, oscillators, detectors, modulators, wave shaping circuits; electro acoustical transducers; noise in electronic circuits; logic circuits; computer memory systems. Physics and fabrication of semiconductor integrated circuits; design of digital and linear integrated circuits. Physics of thin and thick films and application to microelectronics. Introduction to computer aided design of microcircuits. Engineering EE5b - Electrical Engineering II Passive and active filter design. Circuits with distributed constants. Electromagnetic field theory; Maxwell's equations; radiation; reflection and refraction; Power density and the Poynting Vector. Wave propagation in conducting media. Charged particles in electromagnetic fields. Microwave tubes. Electron beam devices. Application of the theory of the complex variable to solution of field problems. Introduction to network synthesis. Engin~ering EESc - Communication Systems Modulation theory and noise. Phase sensitive detectors. Parametric amplifiers. Multiplex methods. Pulse code modulation. Line, radio, and microwave communications systems and equipment. Introduction to information theory and coding. Engineering EESd - Control Systems Feedback control systems analysis; stability, gain, compensation; design of linear control systems; introduction to non linear systems. l �Page 24 Engineering EESe - Electrical Engineering Laboratory Laboratory for EE5a, EE5b, EE5c, EESd. �Page 25 MECHANICAL ENGINEERING DEGREE COURSES Engineering ME4a - Mechanics of Materials Statistical mechanical analysis; stress distribution; struts; failure; bending theory; strain energy; solids and fluids tensor notation. Engineering ME4b - Materials Science Physical, mechanical, chemical properties of metallic, ionic, polymeric materials; correlation of properties with crystal and microstructure; quantitative metallography. Crystal imperfections. Diffusion. Metallic solutions and compounds; phase diagrams. Dislocations. ( Engineering ME4g - Engineering & Business Engineering and business planning, organizing, directing, staffing, controlling and assembling resources; modern planning techniques; business, labour and law seminars. Engineering ME5a - Applied Thermodynamics Steady and unsteady bulk flow; turbines, compressors, heat exchangers; power generation, refrigeration cycles. Kinetic theory of rate processes. �Page 26 Engineering MESb - Heat Transfer Conduction, convection, radiation; industrial processes and nuclear energy conversion; boiling, condensation organic liquids and liquid metals; vapour state energy conversion and transmission. Engineering MESc - Fluid Mechanics Compressible and incompressible fluid dynamics; conservation of mass momentum and energy; stress-strain relations; Navier-Stokes equations; potential flow; similitude, creeping flow, porous media flow, boundary layers; flow and energy dissipation in uniform conduits internal aerodynamics; fluid machinery; external aerodynamics. ( ~ Engineering MESd - Mechanical Analysis Selection and design of machines and components; vibration and noise; design synthesis; application of experimental stress analysis; structural similitude and modeling. Engineering MESe - Engineering Design Creative design and design analysis; system approach; competitive alternatives; student presentations of formal proposals. �Page 27 Engineering MESf - Mechanical Engineering Laboratory Experiments and projects for MESa, ME5b, MESc, MESd, MESh showing relation between analytical and experimental methods in the solution of research and development problems; computer applications. Engineering MESg - Systems Engineering Dynamic modeling; unified treatment of active and passive mechanical, fluid, thermal, electrical and electronic systems and devices. Examples from chemical, electrical, civil, mechanical, aeronautical and business. ( Engineering MESh - Production Management Operations research; mathematics for management; sales, financial, and productior1 systems; planning and control techniques; input output analysis �Page 28 The following courses are offered for the Engineering Degree programs by Departments of Arts and Science. Mathematics 3k6 - Differential Equations Linear algebra, linear differential equations with constant coefficients, geometry of solutions, non-linear equations, phase plane, linear systems with variable coefficients, series solutions, numerical computation and computer programming. Mathematics 3p4 - Applied Mathematics Vectors, vector calculus, vector operations and fields with applications in classical mechanics; rotational motion and central forces, orbital motion; introduction to tensors with applications in continuum mechanics and elasticity. Mathematics 3r4 - Applied Statistics A review of statistics - tests of hypothesis, sampling, regression analysis, analysis of variance. Experimental methods of design, complete and incomplete factorial and block design, response surface techniques of optimization. Applied portion of course to pertain to the analysis of quality control and engineering data. Mathematics 4p4 - Advanced Mathematics An advanced course in mathematics for electrical engineers. To include Probability Theory. Theory of Complex Variable. �Page 29 Physics 3e6 - Modern Physics Atomic and nuclear physics illustrating principles of quantum mechanics. To include: Band theory of solids, and elements of crystallography; particle statistics; Brillouin zones and E/k diagrams; effective mass of electrons and holes. Transport properties of metals: electrical and thermal conductivities; Hall effect; thermoelectric effects; supertonductivity. Electron/ phonon interaction in solids. Optical properties of semiconductors. Electromagnetic interactions: masers and lasers~ Resonances in solids. Magnetic and dielectric properties of solids. Chemistry 3f6 - Organic Chemistry Classification and nomenclature of simple organic compounds; nature of covalent bond; resonance; stereo-chemistry. The general reactions and the reaction mechanisms of addition, substitution and elimination. Laboratory preparation and purification of organic compounds. ( Chemistry 3h6 - Analytical Chemistry and Instrumental Analysis The theory of gravimetric, volumetric and instrumental analysis. Analytical methods as applied to the field of organic and inorganic chemistry. Special and advanced applications to Pulp and Paper. �Page 30 J\ppcndi.x /\ Lakehead Universitf School of Eng1neer1ng: . Diploma/Degree Program Features 1) Operation of Engineering Technology Diploma and Engineering Degree academic programs in series will improve the long term relationship between technologists and engineers by increasing the understanding of the role and function of each relative to one another. 2) Provides a practical method for Engineering Technology diploma graduates to stay in l:ana<la to complete the requirements for an engineering degree within a time frame acceptable and encouraging to the serious student. 3) Applies the concept of the extended cooperative prosram. After only 3 years of technical study a student is qual1f1e""J as a technologist to spend an extended period of time in the industry and return to complete the Engineering degree requirements. Not all students would choose this option, however; students who must fund their own education would benefit. 4) The concept of the industry standard and modernization can be incorporated in the laboratory design and curriculum. In addition, the maximum possible use can be made of secondary industry facilities in the J.akehead which may help to establish a mutually attractive an<l active applied research and technology applications program. This would lead, in the long term, to high retention of graduates in the J.akchcad area and provide assistance anJ encouragement to the more rapid development of secondary industry in the Lakchead. 5) Summer session short courses for Industry and Government in applications technology an<l applied research seminars can be developed to utilize School of Engineering resources ancl capabilities. 6) The diploma/degree program in engineering will operate effectively on the system of formula financing which is now in use in the Province of Ontario. �LAKEHEAD UNIVERSITY SCHOOL OF ENGINEERING Enrolment Projections ~ October 1968 Q) ':)I; Degree Diploma CM) Degree Diploma( P) ~ ~ 600 (/) +-' C 500 (1) -0 :::J U) 400 Diploma (M) Diploma (P) '+- 0 L .8 300 E :::J z -Ctl ----•-- - - - •- - - - - • 200 / .,,,-"" (~J ~edian Estimate ~ / +-' ~ ,.• Degree CM) 100 •-----•0 68/69 _, 69 /70 ,, , ,. . / t P) / Pessimistic E~timate / 70 111 7 1/72 Academi ~ Year 72 /73 73/74 7 4/75 ,_ ) � 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 Proposed Degree Program in School of Engineering Subject The topic of the resource Universities Description An account of the resource Proposed Degree Program in School of Engineering, Lakehead University, December 1968. Includes overview of Engineering Degree Program, history, objectives, budget, enrolment, and analysis. 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 1968-12 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 lu-15d 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 Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/8dfac58074251dbe599241523c97b9d7.pdf e1ad63bb138bac221fb0f1c62c57f789 PDF Text Text TELEPHONE 345 2121 AREA CODE 807 Lakeheacl. Untve:rst-ty POSTAL STATION P. THUNDER BAY, ONTARIO. CANADA. A DM I N I S T R A T I V E *************************** C O MP U T E R G U I D E U S E R S prepared for Lakehead University Administrative Departments Lakehead University COMPUTER CENTRE September, 1971 Revised May, 1972 �TABLE OF CONTENTS 1. 2. 3. Introduction ............................................ . 1-1 1.1 1.2 Computer CofTlllittees................................. Computer Centre Structure........................... 1-2 1-4 Administrative Systems Services ......................... . 2-1 2. 1 Administrative Systems Personnel.................... 2.2 Requests for Systems and Programming Services....... 2.3 Guidelines for the Allocation of Resources for Major Computerized Projects......................... 2 . 4 Project Cont ro 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 Modification to Production Programs................. 2-2 2-3 2-4 2- l 0 2-12 Computer Operations Services ............................ . 3-1 3. 1 . 3.2 3.3 3.4 3.5 3.6 3.7 ( General Information ................................ . Request for Data Preparation ....................... . Request for Computer Processing .................... . Using Terminal Sy~tems ............................. . Report Bursting and Decollating .................... . Storage of Cards, Forms, Magnetic Disks and Tapes .. . Retention of Magnetic Tapes ........................ . Appendix A - Descripti~n of Forms.................................. CC0-001 CC0-002 CC0-003 CC0-004 CCl-001 CCl-002 CCl-003 Appendix Request Control Form ........................ . File Access Authorization ................... . Request for Rerun ........................... . Magnetic Tape Retention Form ................ . Request for Programming and Systems Services. Project Control Forms ....................... . Discrepancy Notices ......................... . B - Computer Centre Contacts............................. 3-1 3-2 3-4 3-8 3-10 3-11 3-12 A-1 A-3 A-8 A-.10 A-15 A-18 A-21 A-23 B-1 �1-1 1. Introduction This guide has been prepared to assist the Administrative Personne1 at Lakehead University in making use of the various services provided by the Computer Centre. 1. These services inc1ude: Consu1tation regarding the possib1e use of Computer faci1ities and the deve1opment of systems, 2. Development and maintenance of programs and systems, 3. Preparing data for the systems in machine-readable form, 4. Contro11ing and running the Administrative Systems and Programs. The information contained in this guide does not specifically ( pertain to any particu1ar system. It is intended to summarize the po1icies and procedures for the use of the Computer Centre services by the Administrative Departments of the University. �1-2 1. 1 Computer Committees The policies of the Computer Centre are governed by the decisions of two committees: Presidential Advisory Committee of Administrative Computer Users (ACUC) TERMS OF REFERENCE ****************** This Corrrnittee shall make recommendations to the President concerning the present and future utilization of the resources of the Computer Centre for administrative purposes. To this end it shall: (a) maintain an accurate status record of the administrative computer programs presently operative or in the developmental stages (including a record of the personnel both within and without the computer centre directly related to each program); (b) record and analyse requests by administrative departments for new programs including the related resources requirements both within and without the Computer Centre (including recommendations regarding the relative priority of each request); (c) make recommendations, not only to the President but also to particular administrative computer users, concerning the adequacy of existing or proposed programs as regards their interdepartmental use; (d) investigate additional uses of the resources of the Computer Centre beyond those presently in operation or under development. ( In the performance of these responsibilities, the Committee may call upon the Director of the Computer Centre and his staff for the assistance it deems necessary. �1-3 Academic Services Committee The policies of the Computer Centre are governed by the recommendations of the Senate Academic Services Committee which has the following terms of reference: The Senate Academic Services Committee shall: (a) review and recommend to Senate for approval the policies, plans and budgets of the Academic Service Units: (b) 1) Admissions and Records 2) Computer Centre 3) General Services 4) Instructional Aids 5) Personnel establish subcommittees to initiate and review, in detail, policies and plans and also review budgets of particular Academic Services Units and to make recommendations to the Committee in respect thereof. The Academic Services Committee has set up a special computer Subcommittee to which suggestions for change in Computer Centre pol icy, plans, or budget are made. �[ SENATE , I BOARD OF GOVERNORS 11- - - - - - - - - - - , - - - - - - - - - - - - - - - =:t" ~ I EXECUTIVE ASS'T TO PRESIDENT PRESIDENT I & _J I VICE-PRESIDENT ' ACADEMIC SERVICES ~· COMMITTEE COMPUTER SERVICES SUBCOMMITTEE k I CHAIRMAN ADMINISTRATIVE COMPUTER USERS COMMITTEE ➔I COMPUTER CENTRE DIRECTOR r- -------~ I I I I I l -· SYSTEMS SOFTWARE r I I I I SOFTWARE! AINTENANCE I I SOFTWARE DEVELOPMENT ACADEMIC SERVICES I ADVISORY I I & OPERATIONS I I I I J DATA PREPARATION & CONTROL PROGRAMMING TEACHING (1) (1) ~ (1) C) I COMPUTER OPERATIONS SYSTEMS DESIGN PROGRAMMING ( taken in part £Tom Lakehead University Organization Chart) (Sept. 1971) H ::, H .µ .µ ADMINISTRATIVE SYSTEMS CJ ::, H .µ Cl) H (1) .µ ::, ~ 0 C) N . ,-f \_ ____,,, �2. Administrative Systems Services The Administrative Systems Department of the Computer Centre provides the following services to the Administrative Computer Users: 1. Consultation with the Administrative personnel regarding the possible use of the computer facilities. 2. Participation in feasibility studies as directed by the Administrative Computer Users Committee, (ACUC) J. Design, development, and implementation of approved Administrative Systems, 4. Training of Administrative personnel on the use of new computer Systems, 5. Maintain existing computer systems as required. �2-2 2. 1 Administrative Systems Personnel Manager: 407 Mr. W. Bilyk Senior Systems Analyst: Senior Programner: Programmers: Mr. J. Edwards Mr. P. Kempe 436 532 Mrs. L. Raty 435 Mr. J. Hansen 435 Mr. C. Morrison 536 The Administrative Systems personnel are located in an open area in Room 1043 of the Main Building. All inquiries regarding new or existing systems should be directed to the Manager or the Senior Systems Analyst. The Manager of Administrative Systems reports to the Director of the Computer Centre. �2-3 2.2 Requests for Systems and Progranming Services The user is invited to consult with the Manager of the Administrative Systems Department regarding any aspects of computerized systems. All requests for new systems or programs should be made formally, in writing, after consultation with the Manager, and addressed to him. The form to use is entitled 'REQUEST FOR PROG- RAMMING OR SYSTEMS SERVICES' (Form CCl-001, appendix A). Requests for modifications to existing systems or programs, and for new programs shall be considered for approval in accordance with the following arrangements: Under ( 10 hours -- The Manager of the Administrative Systems Department 10 - 50 hours The Director of the Computer Centre 50 - 100 hours Administrative Computer Users' Comnittee (ACUC) Over 100 hours ACUC according to the Guidelines for Allocation of Resources for Major Computerized Projects (c.f. Section 2.3) unless the principal user and the Director of the Computer Centre both recommend that the requirements of the Guidelines are unnecessary in part or in total. Requests for completely new systems shall be considered for approval by ACUC according to the Guidelines. In all cases, ACUC may choose to waive certain of the 'required steps' and/or strongly recommend that certain of the 'suggested steps' be followed. �2-4 2.3 Guidelines for the Allocation of Resources for Major Computerized Projects Definitions "Principal User" - the user department which is recognized by ACUC to have the major responsibility for a system; "Joint User" - a user department other than the principal user which is recognized by ACUC to have a direct responsibility for a system; "Secondary User" - a department which does not have a direct responsibility for a system but which requires reports from a system for the proper performance of its function. Four Phases The following four phases are identified in the development of a new computerized system: 1. l. Pre 1 i mi nary 2. Fea s i b i l i t y 3. Development 4. In Production Preliminary Phase - no resources of the Computer Centre are dedicated by ACUC to the development of the new system during this phase; - the principal user (and joint user(s), if any) shall determine and document the requirements of all identifiable secondary us-e rs; - The Manager of Administrative Systems of the Computer Centre shall be available to assist the users during this phase (without �2-5 an allocation decision by ACUC); - a request is made by the principal user (and joint user(s), if any) to ACUC for a commitment of Computer Centre resources sufficient to do a feasibility study of the new system. 2. Feasibility Phase - on approval of the preliminary phase report, ACUC shall: i) ii) authorize a feasibility study of the proposed system; name a co-ordinator of the feasibility study. the following components are suggested for inclusion in the feasibility study: a) establish the specific goals and objectives of the new system, b) perform a preliminary study of the present system, c) determine all principal, joint, and secondary users' requirements with respect to the proposed system which shall be documented explicitly and in detail, d) prepare a preliminary systems design to define the feasibility of developing and implementing the system with respect to hardware, personnel, and technical resources, e) perform an economic evaluation of the proposed system considering the continuing and one-time costs and benefits, f) evaluate the impact of the proposed system against current and long-range personnel, equipment, and system plans, g) prepare a cost and time estimate for the development phase. - the co-ordinator shall table the feasibility study with ACUC upon its completion. 3. Development Phase - when ACUC is satisified that an adequate feasibility study has been performed, it shall decide: �2-6 a) whether or not the proposed system merits the required commitment of Computer Centre resources; b) if affirmative, when the development of the new system shall commence; - following ACUC's decision to proceed with the development phase, it shall establish a Steering Committee for the new system which shall be composed of the head of the principal user department, the heads of joint user departments (if any) and the Director of the Computer Centre; - the Steering Committee shall: a) establish a Project Group to develop the new system (each member of the Steering Committee shall explicitly commit staff resources for his department not only the members of the Project Group but for other members of his staff whose involvement is required); b) appoint a Project Group leader who may be any member of the Project Group; c) approve a timetable proposed by the Project Group for the development phase; d) establish the implementation date of the new system; e) maintain contact with the secondary users (if any) throughout this phase in order to ensure that their requirements will be met by the new system; f) make periodic progress reports to ACUC; ( At critical points in the development phase, the Steering Committee shall report to ACUC in more detail on: i) the progress of the project to date; i i) the desirability of continuing with the project as planned; i i i) the accuracy of all resource requirements forcasts; iv) the accuracy of the timetable for the completion ( of the project; v) the desirability of modifying the timetable for the completion of the project; �2-7 g) shall recommend that the new system is complete and ready to be put "in production" and that it unanimously accepts the system as designed and implemented. (It shall include in the report an estimate of the resource costs incurred in producing and implementing the system); the following is a suggested list of functions to be performed during the development phase and prior to the Steering Committee's acceptance of the system (see flow chart): ( 4. a) Detailed study of the present system; b) Determine and document the new system requirements REVIEW and APPROVAL; c) Detailed Systems Design FINAL APPROVAL; d) Programming Specifications; e) Programming; f) User Training; g) Conversion Planning; h) Systems Test; i) Implementation In Production Phase - the system shall be deemed to be "in production" when ACUC approves the recommendation of the Steering Committee to that effect. - the Steering Committee and its Project Group shall be officially discharged. Approval of Small Systems For those systems which are not necessarily governed by 'the guidelines for Allocation of Resources for Major Computer Projects' (i.e. less than 100 hours), the approval for production �2-8 status must be obtained from the User Department, the Manager of Administrative Systems, the Operations Manager, and the Computer Centre Director. (c.f. Section 2.4: Project Control). �2-9 SYSTEMS DEVELOPMENT FLOW CHART Present System Requirements New System Requirements No System Design • / ___N_o_ _ _...,.~d of Proje1 Program pecification Conversio Planning User Training Programming System Test mplementatio �2-10 2.4 Project Control Every approved project (new or modified program) is moni- tored by a 'PROJECT CONTROL FORM' (form CCl-002, Appendix A. The main function of this form is to define the phases and related functions which are to be performed to complete the project, and to obtain signatures of approval at the completion of specific steps. The Administrative Computer User's Conmittee, in consultation with the User Department and the Manager of Administrative Systems recommends which phases and functions are to be included in the project (c.f. section 2.3, Guidelines for the Allocation of Resources for Major Computerized Projects). The User Department should give approval by signature at the completion of various steps. Once the programming step has started, any changes to the systems design may cause a delay in the estimated completion date. If the changes are extensive enough, the request may have to be resubmitted for re-approval. Upon completion of the programming, the user reviews the test output with the systems analyst, approves the documentation, and receives any training which may be required to use the system. A system will be placed into 'production' when the following steps are completed: 1. The programs are completed, tested and approved by the Administrative Systems Department and the User Department, 2. The User Department receives and approves the documentation to use the system, and any training which may be required. �2-11 3. The Operations Department of the Computer Centre approves the run documentation for all the programs, 4. ACUC approves the recommendation for production status. NOTE: It may be required to access 1 1 ive 1 data as part of the testing of a system. In this case, the form 'FILE ACCESS AUTHORIZATION' (form CCO-OO2, appendix A) should be signed by the User to authorize the access to the file by the prograJ1111er. The User Department may request a run of the test program through the Administrative Systems Departrrent. ( ( �2-12 2.5 Modifications to Production Programs Production programs may be modified at the request of the User Department or the Administrative Systems Department. The modification may be required to correct errors in the programs or to change the design of the system. 1. Programming Errors A suspected error in the program may be detected by the Computer Centre staff or by the User Department. In either case, a 'DISCREPANCY NOTICE' form (form ccl-OO3, appendix A) is completed and sent to the Manager of Administrative Systems. If the investi- gation discloses that the discrepancy is due to a severe prograrrming error, the program will be placed in 'test' status until the error ( is corrected. Once the cause of the error has been determined, the program will be modified and tested. Another 'PROJECT CONTROL FORM' will be prepared for the program. The User Department will be required to approve by signature the test results of the modified program. The Operations Department must approve any modification to the run documentation. Once all the approvals have been obtained, the program is placed back into production. 2. Systems Design Change If there is a change to the design of a system (i.e. input, output, processing, or other program modification), the User should complete the 'REQUEST FOR PROGRAMMING SYSTEMS AND SERVICES' form. Following this, the same procedure is followed as a request for a new program. �3-1 3. Computer Operations Services 3. 1 General Information The Operations Department of the Computer Centre provides the following services: 1. Data preparation (keypunching and verifying of source data). 2. Data control (accumulation of data before the following processing). J. Production program control. All production programs are controlled by the Operations Department. Requests for the processing of production programs are received by this department. 4. Computer processing. 5. Production report bursting, decollating, and distribution. The Manager of the Operations Department can be reached at ( Extension 408 (Room MB1047A). Any questions relating to the Computer Operations policy or the scheduling of production runs should be directed to the Manager. The Control Supervisor can be reached at Extension 405 (Room MB1047). Any questions relating to the day-to-day running of production jobs and the related preparation of data should be directed to the Control Supervisor. Special or Urgent processing or data preparation services can be arranged through consultation between the Head of the User Department and the Computer Centre Director. ( �3-2 3.2 Request for Data Preparation Data preparation services (keypunching and verifying) may be requested from the Computer Centre by completing the top half of the form 'REQUEST CONTROL FORM' (form CC0-001, appendix A). The form is prepared in triplicate and two copies are sent to the Control Supervisor in the Computer Centre. Upon completion of the request, one copy will be returned to the User Department. The procedure for submitting Data Preparation requests is: a) Complete the top half of the form 'REQUEST CONTROL FORM'. This form should be used when actual source documents or input data (cards or paper tape) are sent to the Computer Centre. The User's name, department, and account number must be specified on the form. ( b) Send two copies of the form along with the source (or input) data to the Control Supervisor of the Computer Centre. c) The source documents should be coded in block capital letters, clearly and legibly on a proper coding form. Coding forms are normally designed for each separate computer program that requires user prepared input. The efficiency of the keypunch operators is severely hampered by ambiguous or illegible codes. To minimize the possible misinterpretation, the following coding conventions should be followed: The letter 2. To Ensure that the following characters are not confused: - d) ( 0 1 should be coded 0, 'Z' should be coded i, 'I' should be coded I. 1 1. the the the the the letter IC I letter I U' letter 'I' letter I Z' letter 'T' and and and and and the the the the the open bracket letter 'V' numeral I l' numeral I 21 numeral I 71 I ( I Under normal circumstances, jobs are keypunched in the order that they are received. Large or urgent jobs should be discussed with the Control Supervisor, extension 405. Users should submit normal jobs at least 48 hours prior to the desired completion time of their keypunching. �3-3 e) Upon completion of the request, the Control Supervisor will send a copy of the request back to the User Department, unless other arrangements have been made. Depending on prior arrangements or information supplied by the User on the 'REQUEST CONTROL FORM' the following may occur: 1. the cards and source documents may be returned to the User Department, or 2. the cards may be forwarded to the Computer Room for computer processing (see next section), or 3. the cards may be accumulated for pre-scheduled computer processing, and the source documents returned. In the last case, arrangements must be made with the Operations Manager if data is to be accumulated at the Computer Centre for regular processing. ( This is especially true if a large volume of cards is to be stored. In cases 2 and 3, a copy of the 'REQUEST CONTROL FORM' will be returned to the User when the cards have been processed by the Computer. Turnaround Time The turnaround time for keypunching and verifying requests is 48 hours. Users who require other than 48-hour turnaround during busy periods should contact the Operations Manager at least one day in advance of their request submission. If overtime is required to meet the User's special needs, the User Department may be charged for the overtime. Before any special over-time is arranged, the Computer Centre will require a signed ( note from the User stating his special needs and the budget account number against which the charge is to be placed. �3-4 3.3 Request for Computer Processing The User may request that a program(s) be processed by the computer by completing the bottom half of the form 'REQUEST CONTROL FORM' (form CC0-001, appendix A). The form is prepared in triplicate and two copies are sent to the Control Supervisor in the Computer Centre. Upon completion of the request, one copy will be returned to the User Department. In filling out the 'REQUEST CONTROL FORM', the User must enter the program name(s) or jobname(s). Each computer program is assigned a unique jobname which has the following general form: ~Unique program identification 'A' is for ( 'P' for Production jobs 'T' for Test j o b ~ File indicator (eg. '1' for Fall 1970/71 fi 1e, 1 1 2 for Summer file '3' for Fall 1970/72 f i 1e.) The following points must be remembered: 1. ( Production jobs are requested directly through the Control Supervisor. These jobs have been approved by the User Department, the Computer Centre Director, and the Operations Manager. These jobs are under the control of the Operations Manager. Any questions relating to them should be directed tc the Operations Manager. Test jobs have not been completely approved by all parties (or those referred to in Section 2.5). Since possible errors may occur, all requests for the processing of a test job must be directed to the Manager of Administrative Systems. �3-5 2. A complete list of all valid jobnames for production programs will be distributed to the User Departments. 3. In some older programs, the 'file indicator' part of the jobnarr~ may be an alphabetic letter. If the system has only one active file at any one time, the file indicator will be either either alphabetic or 1 1 1 • To avoid using an incorrect jobname always use the updated list of jobnames provided by the Computer centre. 4. The first two characters of the unique program identification refer to the system. The following codes are in use for the current systems: AP OF GL M4 PR PS SI SR - Accounts Payable System Development Fund General Ledger System Mark IV System Payroll System Printing Services Space Inventory Student Record System Examples of Jobnames AP1SR511 - production program 1 l 1 (file indicator) - Student Record System - Unique program name is SR511 ( AP3M4PB1 - production program 1 3 1 (file indicator) - Mark IV System - Unique program name is M4PB1 ATHGL050 - test program - General Ledger System Unique program name is GL050 Job Scheduling and Turnaround Time a) Pre-Scheduled Production Jobs Production jobs may be pre-scheduled to run on a specific day or time of the week, month or year. To do this, the User Depart- ment must inform the Operations Manager at least one month in advance of the day of the job submission. The User should insure that any input for the job is in machine readable form (punched cards, magnetic tape, or paper tape) prior to the scheduled time of the �3-6 The User must still officially request the job to be processed by completing the 'REQUEST CONTROL FORM' and forwarding it to the Control Supervisor. The turnaround time for a pre-scheduled prod- uction job is 24 hours. b) Non-Scheduled Production Jobs This type of job is referred to as an 'ON REQUEST' job (ie. it is requested irregularly, and not on a regular basis). The user should insure that any input for the request in machine readable form (punched cards, magnetic tape, or paper tape) prior to job submission. The user must complete the 'REQUEST CONTROL FORM', indicating the program(s) to be processed and identifying the input data (ie, batch numbers). The turnaround time for an 'ON REQUEST' job is 48 hours (working hours). Within this 48-hour period, the user should receive, either: l) Notification that his output is ready, or 2) that his output will be delayed beyond the 48-hour period and the reason for the delay. c) Special Requests User requiring special runs which would disrupt normal computer operations (ie. do not follow the above procedures), should receive authorization from the Computer Centre Director (Ext. 354). Users should always schedule well in advance, so that in case of computer malfunctioning, the output can be produced on schedule or can be rescheduled on another machine (ie. 3 days). �3-7 Questions regarding the status of production jobs should be directed to the Control Supervisor (Ext. 405.) ( �3-8 3.4 Using Terminal Systems An information Retrieval System (INFORET) utilizing typewriter terminals and display terminals is available to authorized Administrative Users. The System allows direct access to files which reside on magnetic disk or tape. Currently the following files are avail- able for retrieval purposes: Sessional Master File Course Fi 1e General Ledger File An authorized User may pre-schedule the use of this system with the Operations Manager. Alternatively, he may request the use of the system by completing the form 'REQUEST CONTROL FORM' and for- ( warding it to the Control Supervisor at least 24 hours in advance of the p 1anned sign-on t ·i me. A description of the files to be accessed and the terminal numbers which are to be used should always be included on the request on the request form. The user will be notified by telephone when the INFORET System is ready for use. If any problems arise during the use of the system, contact the Operations Supervisor (Ext. 265). If there is a suspected fault or error in the system, the User should describe the error on a DISCREPANCY NOTICE (form CCl-003, appendix A), and forward it to the Manager of Administrative Systems. Terminal users will be contacted by telephone under the following circumstances: a) if the computer system 'goes down' �3-9 b) if the INFORET job must be cancelled, c) Before a system shutdown or system change. The terminal user should send a message to the computer operator (MSG command) before he signs off the terminal. A complete description of the INFORET System is available in the I INFORET USER'S HANDBOOK', which is available from the Manager of Administrative Systems. ( �3-10 3.5 Report Bursting and Deco11ating A Report Bursting and Decollating service is available from the Computer Centre. Decollating is the process of separating a report produced on multi-part paper or forms into its separate parts. Bursting is the process of separating the pages of a report or a special form. The details of bursting and decollating reports are determined by the User Department and the Systems Analyst before a job goes into production. For all production jobs, the bursting and decollating information is catalogued with the Operations document. If the User wishes to override the normal procedure for bursting and decollating production reports, he may contact the Control Supervisor (Ext. 405), and specify the modified procedure on the 'REQUEST CONTROL FORM'. Following the completion of the request, the normal procedure will be reinstated. f �3-11 3.6 Storage of Cards, Forms, Magnetic Disks and Tapes a) Magnetic Disks and Tapes The Computer Centre has limited storage space for magnetic disks and tapes in a temperature and humidity controlled enviroment. Users are requested to notify the Operations Manager of any significant change in their tape or disk storage needs. b) Card Storage The Computer Centre has very limited space for the storage of card files after they have been processed by the computer. Users wishing to obtain card storage space in the Computer Centre area should contact the Operations Manager (extension 408). c) ( Special Printer Forms The Computer Centre has limited storage space for special printer forms. Normally, forms that are required for regular processing are stored at the Computer Centre. All other forms should be stored at the User Department. questions relating to forms storage should be directed to the Operations Manager (extension 408). The ordering and supplies maintenance of special forms is the responsibility of the User Department. All �3-12 3.7 Retention of Magnetic Tapes Users wishing to retain magnetic tapes past the normal expiry dates affixed to the tapes must fill out the form 'MAGNETIC TAPE RETENTION FORM' (form CCO-OO4, appendix A). The form should be signed by an authorized user of the particular User Department and should be forwarded to the Operations Manager for approval before the tape is created. ( ( �A-1 APPENDIX A Description of Forms This section contains a description of the forms which provide part of the interface between the Computer Centre and the Administrative Departments. It is important that all Administrative Users be familiar with the forms and the correct method for completing them. The following forms are described in this section: Form Number Form Description CC0-001 (02/72) Request Control Form CC0-002(10/71) File Access Authorization CC0-003(02/72) Request for Rerun CC0-004 ( 10/71) Magnetic Tape Retention Form CC0-005(04/72) Trouble Report cc 1-001 (02/72) Request for Programming and System Services CCl-002(02/72) Project Control Form cc 1-003 (02/72) Discrepancy Notice �A-2 Form Numbering System Format of Number where AAB-XXX(MM/YY) AA identifies the System B identifies the type of document (or the specific department) XXX (MM/YY) identifies the particular number (i.e. is sequential number) identifies the latest revision date Computer Centre Forms System Identifier cc Specific Department 0 Operations Administration 2 System Software 9 General �A-3 CC0-001(02/72) REQUEST CONTROL FORM Purpose of Form This form is used to control: a) the submission of source documents and input data to the Computer Centre. b) the subsequent processing and/or report generation by the Computer Centre. Number of Parts and Disbursement Part One (White Copy) - sent to Computer Centre and retained. Part Two (Yellow Copy) - sent to Computer Centre and returned to User. f Part Three (Pink Copy) - retained by User �A-4 CC0-001 ( 02/72) REQUEST CONTROL FORM User Instructions Request for Data Preparation - used only when source documents or input are being sent to Data Preparations. ( 'Type of Input' indicate whether source documents or input data is being sent. 'Medium' indicate: a) the medium on which the input is being submitted or b) in the case of source documents, the medium to which the input is to be transcribed. 'Estimated Volume' indicate the estimated volume of input if possible. 'Batched Data' complete this section only if the data has been batched. 'Number of batches' the number of batches being submitted. 'Batch Numbers' indicate the specific batch numbers which make up this group of data. 'Date Submitted', 'Submitted By', 'Telephone Number', 'Account Number', and 'Department' indicate who is sending the data and when the data is sent. 'User Remarks' indicate any special instructions required for data preparation 'Account Number' indicate the account number to which the data preparation is to be charged. �A-5 CC0-001 (02/72) REQUEST CONTROL FORM Request for Processing Note: Jobs will be processed in the order indicated. 1 1 ( used when data is to be processed or reports generated. The failure of a job 1 will result in the delay of succeeding 'jobs'. Job Name 1 the full mnemonic name assigned to the Job used for the specific task. 'Data to Be Processed' indicate the batches or other data to be included in the run. 'Reports Required' indicate the report name of the required reports 'Cycle' an entry in this area indicates that the program is a part of a pre-scheduled run. 'Date Required' the date by which the output is required 'Requested by' -'Phone Number 1 the n1ame and telephone number of the person authorized to request the run. 'Authorized By' the signature of the person authorized to request the runs. See Operations Manager for a list of authorized signatures. 'User Remarks' indicate any special instructions required for computer processing 1 Account Number 1 *Note: **** indicate the account number to which the computer processing is to be charged It is to be noted that the various forms of INFORET are considered to be programs which produce 'on-1 ine'reports. Thus the specific version of INFORET must be specified as the 'JOB' name. (c.f. Section 3.4) When requesting INFORET, always list the files that are to be used, and the terminal number. ( �A-6 CC0-001 (02/72) REQUEST CONTROL FORM Computer Centre Instructions Request for Data Preparation 1. If 'input data' is submitted, it will be submitted directly for processing. 2. If 'source documents' are submitted, the data will be prepared in accordance with the 'medium' specified. 3. If batched data is submitted, ensure that the batches received match the batches submitted. 4. Ensure that any special 'User Remarks' are fol lowed. Request for Processing ( 1. Ensure that the authorized signature is valid. 2. Process the input data (if any specified to be processed) in accordance with the instruction for the program specified by the mnemonic. 3. Execute the program(s) in the order specified to produce the reports indicated. 4. Under Computer Centre remarks, note the time and the date that the request form was submitted and returned. 5. Ensure that any special 'User Remarks' are followed (e.g.: the number of copies of a report may deviate from the normal) �A-7 REQUEST CONTROL FORM 2 REQUEST FOR DATA PREPARATION BATCHED DATA EST VOLUME MEDIUM - -- ---- - - - TYPE OF INPUT Source Documents D Cards Input Data r~ Paper Tape ,-] Mag. Tape [] Other (Specify) [~I Other (Specify) ---·- .. ·=r•. - Number of Batches D D ··-···-··-··· --- ---- ----- --- ---- -- - - - Batch Numbers ---- ---- - - = ~ ~ ~ DEPARTMENT DATE SUBMITTED SUBMITTED BY PHONE NUMBER USER REMARKS ACCOUNT NUMBER COMPUTER CENTRE REMARKS IN OUT DATE TIME REQUEST FOR PROCESSING JOBNAME 2 3 4 5 6 I I I I I I DATA TO BE PROCESSED/REPORTS REQUIRED I j I I I I I I I I ! \ I I I I I I I I I I I \ I I I I I I I I I I I I I I I I I I I I I I I I 1= - = = = = = = ~ ~ = = = = = = = = ;= CYCLE ~ I - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ----- ------- ________________________ _! I ______ _____ I I ··-...... ----· --------- ---... I- -- -- I I I 1 - - - - - - - - - - - -·· -------·--· ·--· = THO-RIZEo BY REQUESTED BY PHONE NUMBER - USER REMARKS ACCOUNT NUMBER COMPUTER CENTRE REMARKS IN DATE TIME CCO·00 1 (02/72) J I I I I I I --- - -- ~==============•~~---··--•·=~ =- DATE REQUIRED ( - - OUT �A-8 CC0-002(05/72) FILE ACCESS AUTHORIZATION Purpose of the Form This form is used to formalize and control authorization for an individual to use a production file for a limited period of time. A) Number of Parts and Disbursement Part One (White Copy) - sent to Computer Centre and retained. B) User Instructions . The User wil 1 complete the form as follows: ( 'Programmer Name' the name of the individual(s) who are authorized to use the file 'File Name' the fully qualified DS name of the file 'Dates' the dates on which the individual is authorized to use the file 'Program Name' the name of the program(s) with which the individual may access the file Signature the signature of the User personnel authorized to access the file. Computer Centre Instructions The Computer Centre will: a) sign the 'Received By' entry b) check the validity of the authorizing signature c) allow the program(s) to access the file on the dates specified �A-9 LAKEHEAD UNIVERSITY COMPUTER CENTRE FILE ACCESS AUTHORIZA TJON FORM THIS FORM AUTHORIZES (Programmer name) _ _ _ _ _ _ _ _ _ _ _ _ __ TO ACCESS (File name) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ WITH PROGRAM (Program name) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ON THE FOLLOWING DATE(S) AUTHORIZED BY _ _ _ _ _ __ ( RECEIVED BY _____ c _c _ n --00_2_<1_0_,,_1_1 -------------------------------------··J �A-10 CC0-003(02/72) REQUEST FOR RERUN Purpose of Form This form is used to formalize and control reruns on direct access files. The request is initiated by the Computer Centre Control Supervisor and approved by the User Department(s). Number of Parts and Disbursement There are three copies of the form and they are disbursed as follows: Part One (White Copy) i) ( ii) iii) iv) sent to User for signature and completion returned to Control Supervisor sent to User for final authorization returned to Control Supervisor for filing Part Two (Yellow Copy) i) ii) sent to User for signature and completion retained by User Part Three (Pink Copy) i) ii) iii) sent to User for signature and completion returned to Control Supervisor retained by Computer Operations after re-run has been completed. General Instructions When the direct access file(s) are backed up onto tape, the listing of the file and the accompanying JCL is sent to the user(s). The User(s) must record the tape volume-serial number and the generation number of the tape used. The User(s) must also control �A-11 CC0-OO3(O2/72) the input data (preferable by batches) so that the input data processed between back-ups is known. Computer Centre Instructions a) The Control Supervisor wi11 complete the top part of the form as fo 1 Jows: b) 'TO' the name of the user to which the request is being sent 'FROM' Computer Centre 'REASON FOR RERUN' brief narrative explaining why the rerun is necessary 'DATE' date on which the request was made 'APPROVED BY' approval must be given by Manager of Administrative Systems 'FILE NAMES' the 'ds' name(s) of a11 files which are to be used as input to re-organization (usually the latest back-up) 'BACK UP VERSION' the Generation Data Set version number of the fi1e(s) to be used as input to the re-organization 'BACK UP TAPE' the volume-serial number of the tape to be used for input to the re-organization. 1 The Control Supervisor wi11 send the request to the User Department(s) involved. c) Once the User Department(s) have returned the request, the Control Supervisor wi11: i) ( i i) ensure that the dates and authorizing signatures are are present and va 1 id ensure that the batches to be processed and the run sequences are In agreement with the Control Supervisor's �A-12 CC0-003(02/72) records d) iii) if the information is not in agreement with the Control Supervisor's records, the Control Supervisor will notify the User Department(s), ascertain the correct information and may make the required corrections (Note: if modifications are made to the User(s) instructions, the User(s) must initial the change). iv) If a11 the information is correct, the 'job' 's wi 11 be run in the order indicated and the output returned to the User(s). The Control Supervisor will file the request once the User(s) has checked the rerun output and authorized further processing. User(s) Instructions a) the User Department will ensure that the 'Re-organization Criteria' are correct by checking their file of back-ups. b) the User Department will signify that the 'Re-organization Criteria are correct and authorize the rerun by signing the 'Re Run Authorization' and indicating the date c) if the 'Re-organization Criteria' are not correct, the User Department will notify the Control Supervisor and initial the modifications. d) the User Department will authorize the data to be rerun by i) ii) iii) e) ( indicating the 'jobname' of the programs to be run and the corresponding data to be supplied as input to each 'job' indicating the run number under which the data was first run indicating the sequence in which the job's are to be run once the input data has been rerun, the User Department will i) ii) determine that the rerun is correct authorize further processing on the file by signing �A-13 CC0-003 ( 02/72) the 'Authorization of Further Processing' and indicating the date iii) return the request form to the Control Supervisor for fi 1 ing NOTE: The User Department(s) must ensure that the re-run is done properly. If re-run results are not obtained at the end of 48 hours, the User Department(s) should contact the Operations Manager. �A-14 -- ~ ■--- ..... REQUEST FOR RERUN 4 COIIPUlU CllTII THIS SECTION TO BE COMPLETED BY COMPUTER CENTRE FROM JOB NAME I I I I I I I I I REASON FOR RERUN ---· DATE APPROVED BY REORGANIZATION CRITERIA BACK-UP TAPE BACK-UP VERSION FILE NAME(S) 1 2 3 4 THIS SECTION TO BE COMPLETED BY USER DEPARTMENT RERUN AUTHORIZATION DATE AUTHORIZED BY BATCHES TO BE INCLUDED JOBNAME(S) RUN NUMBER ---· 1 3 -·· - r- - ·- - -· - 4 5 ·----·-·- -· ·-- - --- -- --- - -- - 8 AUTHORIZED BY AUTHORIZATION OF FURTHER PROCESSING DATE CCO-003(02/72) ..: - - - ·-----· - - - - - - - - - - - - · - - - -· --- --•-·-- .· ·----·- 7 DATE -·- 6 ( BATCHES --- - - ----- - - 2 DATE -- AU fHOR IZED BY -· �A-15 CC0-004 ( 05/7'2J MAGNETIC TAPE RETENTION REQUEST FORM Purpose of Form This form is used to: a) formalize the User Request to retain a specific magnetic tape for a specified reason· b) control the tape usage once it has been produced and retained (A) Number of Parts and Disbursement Part One (White Copy) - sent to Computer Centre before file creation and retained. User Instructions The User wi 11 : a) complete the form as follows: 'Account Number ( 1 Fi le Name' the unique User Account number supplied to the User by the Control Supervisor the fully qualified name assigned to the tape (ie: the full ds name) 'Version Number' the generation number if the file is a Generation Data Set 'Date Created' the date on which the file was created 'Expiry Date' the date on which the magnetic tape is to be released. 'Reason' a brief narrative stating why the magnetic tape is to be retained 'Requested By' the signature of authorized person in the User Department who is making the request 'Date' b) ( the date on which the request is made send the request to the Control Supervisor Computer Centre Instructions a) ensure that the account number, file name, version number and �A-16 CC0-004(05/72) authorizing signature are valid I b) obtain the required approval from the Operations Manager c) notify the User by telephone that the tape is being retained �A-17 ~-1/\r.~ 1 J:T IC T!\PE :-iETJ:i!T I 0~ 1 RErtlEST F0~: 1 DATE f,.(~COU!!T t!U!;BER T/\PE "'U~ 1REq rtLE ~'/\~.1r: vEr~ 1!W !'nH,A8ER D/\TE CPEl'TFf1 f:XP I f?Y !:/\T!= ~Ef.S0~ 1 Fr.~ r)t_:T~~·1T ! 0~! REQUESTE[) RY (usPr c!e;)t.) /\PPfWVEr BY CC0-004(10/11 ( I (c0mr,ut 0 r r:":-itr ;,) �A-18 CCl-001( 02/7~ REQUEST FOR PROGRAMMING OR SYSTEMS SERVICES Purpose of Form This form is used to formalize a User Request for Administrative Data Processing Services. A) Number of Parts and Disbursement Part One (White Copy) - sent to Manager of Administrative Systems and retained Part Two (Pink Copy) - retained by User User Instructions The User will complete the form as follows: ( 'Type of Service Requested' indicate whether the request concerns a new project, a modification, or an error detection 'Service Priority' indicate the priority of the job. If the priority is 'RUSH' the signature of the indivfdual in authority is required. (see Appendix I for a list of those authorized to request a 'RUSH' priority) 'Date Requested' date on which the request was made 'Date Required' the actual date on which the User wishes to start using the program 'Originator's Signature the signature of the individual making the request 'Department' the department to which the requestor belongs 'Telephone' the requestor's telephone number 'Description of Request' a brief narrative describing the �A-19 cc 1-001 (02/72) nature of the output required and the function that this output will fu1 f i 11. If the system and program name are known, they should be included. Administrative Systems Instructions The Administrative Systems Department will complete the form as fo 11 ows: 'Received' the date and person who received the request 'Disposition' indicate whether the request is to receive immediate action or must be referred to ACUC. If a referral is required, include the dates on which the request was forwarded and returned from Committee 'Assigned' the date, person, and priority on which was assigned to the request 'Authorizing Signatures' these signatures are required as specified in Section 2.2 ( ( �A-20 REQUEST FOR PROGRAMMING OR SYSTEMS SERVICES 2 COMPUTU CUU( TYPE OF SERVICE REQUESTED New Program Modification to Existing Program or System Error Correction in Existing DATE REQUESTED SERVICE PRIORITY □ Routine □ □ Rush □ □ Signature of Authority if Rush >----------- DATE REQUIRED Program ORIGINATOR'S SIGNATURE TELEPHONE DEPARTMENT SYSTEM NAME PROGRAM NAME (S) .,.._______________________.________________________ ---DESCRIPTION OF REQUEST COMPUTER CENfRE USE ONL V .. ' RECEIVED : DATE DISPOSITION .,- BY ' <(I Immediate Action □ DATE Forward to Committee □ TO ·~· ~ ASSIGNED - Date Sent .,, Completion Date Date Ret'd Priority Ofrector, Computer Centre Principal U~er ).\ • •t,I AUTHORIZING SIGNATURES Committee Chairman CCl-003(02/72) ---- -- - �A-21 cc 1-002 (02172) PROJECT CONTROL FORM Purpose of Form This form is used to formalize the step by step approval by the User Department of each of the phases of a system or program (Preliminary phase, Feasibility phase, Development phase, and Implementation phase). Number of Parts and Disbursement Part One (White copy) - retained by Administrative Systems after proper authorizing signatures are obtained. Part Two (Pink copy) - retained by Computer Operations after proper authorizing signatures are obtained to indicate that the ( project is in "production" status. User Instructions The User will sign approval for each phase of a system or program as completed by Administrative Systems. Administrative Systems Instructions The Administrative Systems Department will: a) initiate the use of the form when a project is started b) present the form to the head of the User Department or Chairman of ACUC for approval at the end of each phase of a project c) retain the form as documentation once the project is finished. �...... A-22 ,_ ..... ■ _., (OIIPUTU CUTRI I PROJECT CONTROL FORM PROJECT NAME I I PRIORITY PROJECT TYPE PRINCIPAL USER 3 □ New □ System □ Normal □ Modification □ Program □ Rush □ PllE"tMINARY PREPARED BY APPROVAL Date Date/Ref. PHA$E FEASIBILITY PHASE PRESENTED BY Date/Ref. Date DEVE LOPMEN.T FUNCTION complete ---···----- JOBNAME(S) PH"'E -·- --·- ·-------· .. 1. System Study □ 2. System Requirements □ 3. System Design □ ( 4. Programming Specs □ 5. Conversion Planning □ 6. Programming □ 7. User Training t] 8. System Test CJ PROCEDURE(S) ----- PROGRAMS ·-·-···---··---· USER APPROVAL Date OPERATIONS APPROVAL Date Date Implemented APPROVAL . - - - - - - ----·-•-·- -····-. -· IMPLEMENTATION PHASE Date/Ref. (_ PROJECT COMPLETED Computer Centre CC1·002(02/72) User Department Internal Audit �A-23 CCl-003(02/72) DISCREPANCY NOTICE Purpose of Form This form is used to provide notification: a) to Administrative Systems Department of a discrepancy or suspected discrepancy in the processing of data or production of report(s) b) back to the User to inform him that corrective action has been taken on the discrepancy reported. Number of Parts and Disbursement Part One (White Copy) - sent to Administrative Systems and retained Part Two (Pink Copy) ( - sent to Administrative Systems and returned to User with an indication of the corrective action taken once the discrepancy has been corrected. User Instructions The User should: a) complete the system name and specific program or report which is in error b) list the discrepancies detected in the space indicated. The signature of the originator of the request must be on the document as well as the date on which the Notice is sent. Administrative Systems Instructions The date received and person receiving the Notice must be indicated. Once the specific program which is causing the error is determined, the program mnemonic is entered and the task is assigned for corrective action. The date of completion is entered. The corrective action is indicated in the space available and the form is turned over to the Systems Analyst for approval. �A-24 cc 1-003 (02/72) The completed form is sent back to the User and one copy is retained in the Administrative Systems Files. ( ( �A-25 -■-..... ..... COIIIPUI U DISCREPANCY NOTICE 2 CE ■ IAI OUTPUT /REPORT NAME SYSTEM NAME USERS COMPLETE THIS SECTION ITEM NO. DESCRIPTION OF DISCREPANCY DETECTED ··-- ·----- -----·-- - -- --- - - · --- ----- - ------- - - - - · ------- ---------- --· ··----------- --·•·--•·-· - -·-- ··--·----- ------ ... --·----------- --· ·- -·- --- - ··- ---- - . --- --- ·--- ------ ---- - - - - - - - - -- ----- --- ---- .. ····-- --- - - -- - - ---- ---- - - --- -- -- --···---------------. - ------ - - ---- ·- -- -· -- --·--------·-·-·----- · · · - - ·-- - - -- ------·--- --------- -- -- ORIGINATOR'S SIGNATURE DATE RECEIVED COMPUTER CENTRE USE ONLY ITEM NO. - DATE DISCREPANCY ANALYSIS & ACTION TAKEN ~-~ BY -- -·---- - ------ --····------- --• ··--- ---- PROGRAM I I I I I I I I ASSIGNED DATE TO - --- - - CORRECTION COMPLETE --· -···-------- -------------------------- - DATE BY APPROVED SYSTEMS cc 1-003(02/72) DATE I �B-1 APPENDIX B Computer Centre Contacts NAME A. T. McEWAN EXT. ROOM 354 MB-1032 ASSISTANCE PROVIDED TITLE Director l. 2. 3. w. BILYK 407 MB-1043 Manager Administrative Systems l. 2. 3. J. EDWARDS 436 MB-1043 Senior Systems Analyst l. 2. 3. D. DOMANSKY 408 MB-1047A Manager, Operations 1. 2. 3. 4. M. WILKINS 405 MB-1047 Control Supervisor 1. 2. 3. 4. ( Computer Centre policy. Urgent problems with normal procedures. Major special requests. Systems and programming requests System discrepancy reports. Consultation on new and existing Systems. Systems Design and feasibility. User training and documentation. Testing of new or modified systems. Operations policy. Pre-scheduling of production runs and data preparation. Urgent processing and data preparation requests. Special requirements for magnetic tape or disk, cards, or printer forms. Data preparation for production data. Production job submission. Special bursting and decollating requests. Rerun information � 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 Administrative Computer Users Guide Subject The topic of the resource Universities Description An account of the resource Administrative Computer Users Guide, prepared for Lakehead University Administrative Departments by the Computer Centre, September 1971 and revised May 1972. Includes information about the Computer Centre with details about administrative systems services and computer operations services. Appendices contain a description of forms and contacts. 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 1971-09 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 lu-15a 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/1502ecfcfbd19ebdd55ae23fdd4311fc.pdf 4a37218e33e32f7972eb8ddf22291daa PDF Text Text LAKEHEAD UNIVERSITY School of Forestry Introduction Page 1. Historical Aspects Page 3. Programs in the School of Forestry Page 4. Staff Page 5. Student Admissions Page 6. Enrollments in Forest Technology Page 7. Current Expansion Page 8. Expansion Possibilities Page 10. Proposed Expansion Page 13. Requirements for Staff, Space, Equipment, Library Page 14. Do We Need Another Degree Granting University in Forestry? Page 17. Production of Professional and Technical Foresters in Canada by H. Blenis Page 20. Reasons for a Degree in Forestry at Lakehead University Page 22. Forestry & Forest Products (Department of Manpower and Immigration) Page 25. Employment Prospects F.A.O. Study and N.E.S. Bulletin Appendix (A) Interim Report on Forestry Education (Dean Garratt) (B) School of Forestry - Estimated Enrollments 1967 - 1975. (C) University of Toronto - Some Facts and Figures �INTRODUCTION Forestry in Canada is now in the grave situation where defi~ nite signs of the lack of long-term planning are so· evident that Mr. R.M. Fowler, President of the Canadian Pulp dicted that: & Paper Association, pre- "Canada will face a wood shortage by 1975 unless immedi- ate steps are taken to improve forest policies and management techniques". Mr. Fowler went on to say: "The changes in demand will, in a few years, tax forest resources to full capacity and Canada will face a shortage of wood unless we move quickly towards better forestry legislation, improved silviculture and protection, and grow the wood we need". Long-term planning for the future in forestry education ' parallels the lack of planning in the forests. Universities of Degree grant- ing status in Forestry have long ago lost the agressiveness required to compete for the finances required to expand Forestry education t~ the position it merits in our country. A look at the vast gap between the considerable dollar value of our forests to Canada's economy and the meagre amount that is made available for Research and Development should indicate the gravity of the situation to our country. Canadian Forestry education should never have been ignored to the point · where so called "crash programs" are necessary. To say we have been slow to develop Forestry education is a gross understatement. Our planning for the future has been almost non-existent. When Mr. Fowler of the Pulp and Paper Association mentions [ �1975 as a critical point in wood supply, I feel certain that a man in his position knew that we are already too late to grow extra wood in that period of time. Foresters will verify that it requires at least 30 years to grow a commercially sized tree under the best climatic conditions we can find in Canada. In the field of Forest education, it takes time to develop and consolidate a good program and it takes time for graduates of new schools to prove the worth of the educational program. "Better late than never" is a sad but hopeful proverb that must be applied to Forestry Education. The observations and recommendations presented in this report will hopefully create a viable atmosphere for expansion and progress in the School of Forestry at the Lakehead University. (_ �LAKEHEAD UNIVERSITY (Forest Technology Diploma and Forest Research Technology Certificate Program) Lakehead University had its origin in the Lakehead Technical Institute, established by the Ontario Department of Education in 1946. Classes in Forestry began in September 1948. At that time, its offer- ings comprised two-year programs leading to Diplomas in Forest Technology and Mining Technology and first-year courses in Arts and Applied Science; sed. additional programs were developed as the enrollment increa- This development marked the initial step in making post-secondary education available in Northwestern Ontario; at that time, the nearest universities were located 600 miles to the west and 1,000 miles to the east of the Lakehead. In 1957, the Institute became the Lakehead Col- lege of Arts, Science and Technology and was established on its present site, a 200-acre campus located between Port Arthur and Fort William and donated by the former city; administrative control of the College was placed in the hands of a Board of Governors. Second-year Arts courses were added to the College program in 1960-61 and in 1962 the original Lakehead College of Arts, Science and Technology Act was amended to give the College "university powers" to establish faculties and "to confer university degrees in Arts and Science". The first such degrees were awarded in 1965. The Lakehead University Act of 1965 provided the charter for continuation of the College under this new designation. Responsibility for its adminis- trative control continues to be vested in a Board of Governors, while overall internal administration of all academic programs is provided ( by the University Senate, comprising the President, Librarian, �Page 2. Registrar, Deans and Directors, Chairman of Teaching Departments, and three elected members representing the academic staffs of the Faculties of Arts and Science. The combination of university (degree-granting) programs and technology (diploma) instruction is justified on the basis of the relatively sparse population of the region in which the University is located (100,000 at Lakehead, 300,000 in Northwest Ontario) and the need to ensure a student body of sufficient size to warrant first class accommodations and facilities for instruction, as well as a larger faculty and increased opportunities for specialization. Until 1967-68, the university and technology students shared the same physical facilities, but the completion of a separate building , .... containing classrooms and laboratories specifically for the technology programs has provided much needed space and relieved,at least temporarily, a badly overcrowded situation in the University as a whole. The academic programs at Lakehead University are organized in three divisions: The Faculty of Arts, offering instruction leading to the Bachelor of Arts (General and Honors) and Master of Arts degrees; the Faculty of Science,with programs for the Bachelor of Science (General and Honors) and Master of Science degrees; the University Schools offering courses at both the degree and diploma levels. The degree programs in the University Schools provide the first year or first two years of study for students contemplating transfer to other universities for the purpose of completing professional education (except for the School of Nursing which offers three- and four-year resident instruction leading (_ to the B.S.N. degree), and the School of Business Administration which offers a four-year B.Comm. degree. �Page 3. The University Schools Division is composed of five separate schools, of which the School of Forestry is one. ,Three specific programs are currently offered in Forestry: (1) • Forestry Degree Program, covering the first two years of a professional (B.S.F.) degree course and designed to prepare young men and women for advance standing admission in the Faculties of Forestry at the Universities of Toronto and New Brunswick. initiated in 1965. This program was It is discussed in some detail in the section of this report devoted to Pre-forestry Programs. (2) Diploma in Forest Technology, a two-year program of academic study and practical training intended to prepare students for work as forest technicians, offered at Lakehead continuously since 1948. This is not necessarily a terminal program, since the opportunity to continue on to a professional degree (B.Sc.F.) is available for those students who demonstrate above average ability in their work at Lakehead and satisfy the admission requirements of the university to which they would transfer. (3) Certificate in Forest Research Technology, a one-year course of study initiated in 1967-68 for people who wish to enter the field of research and development at the technologist level. Admission is restricted to students who have already received a diploma in Forest Technology from Lakehead Universit' with an overall average of at least 60%. C �Page 4. A 12-man advisory committee is planned, as a means of providing liaison between the School of Forestry and the forestry profession, the forest industries, and the public agencies concerned with forest administration and research. Its membership is intended to include re- presentatives of these groups, as well as a recent graduate of the School and an undergraduate. Direct contact is maintained with the Deans of the Faculties of Forestry at the Universities of Toronto and New Brunswick. Staff The Staff of the School of Forestry is headed by a chairman, who holds the rank of associate professor in the University. ports directly to the Director of University Schools. He re- Assisting him in the instruction are four full-time lecturers and a sessional lecturer, the latter a specialist in forest fire control who is an employee of the Ontario Department of Lands and Forests. All but the indicated specialist_ have professional forestry degrees, and three of them also hold advanced degrees. It is anticipated that two more full-time ins- tructors will be added to the staff by 1974-75, at which time it is expected that a full four-year degree course will be offered at Lakehead University. Full-time staff members are employed on a 12-month basis, but are relatively free from mid-May to September. However, they are expec- ted to engage in summer activities which relate to their professional interests. All initial appointments are probationary, and a minimum of four years is required for tenure. L Instruction in non-forestry subjects is provided by members of the Faculties of Arts and Science and the School of Engineering. �Page 5. Student Body The Basic requirement for admission to the two-year Forest Technology program is attainment of an Ontario Secondary School Graduation Diploma after four years (Grade XII) of successful study in the five-year program, with a minimum average of 60 percent in Grade XI and XII Mathematics, Physics, Chemistry, English and History. A student who has obtained the Secondary School Graduation Diploma with high standing in a terminal four-year program may be considered for admission on an individual basis. Applicants from other Provinces must submit evidence of equivalent standing. In addition, students 21 years of age or older who have been away from formal education for more than two years and who do not meet the minimum education requirements, may apply for admission as special adult students. They are evaluated on an individual basis, with due regard for qualifying experience; they may be admitted on a trial basis and may be required to take extra courses to qualify for the Diploma in Forest Technology. Promising students enrolled in the Diploma program may transfer to the Degree program at Lakehead University. However, if they in- tend to transfer to the University of Toronto to study for the professional (B.Sc.F.) degree, they will have to take '3: "make-up" year in which they must attain the standard of the Grade XIII program. This does not apply to transfers to the first year of the forestry course at the University of New Brunswick or to other universities requiring only a Grade XII certificate for admission. ( �Page 6. Admission to the program leading to the Certificate in Forest Research Technology is based solely on satisfactory completion of the course of study leading to the Diploma in Forest Technology at Lakehead, It is, in effect, a third year specialized extension of that educational experience. Enrollment in the Forest Technology program has shown a steady growth, especially since 1961, and further increase is projected for the next several years. The average annual enrollments are indicated in the I following tabulation: Period* ( I' '-' roximate ❖nnual Enroflments otals ~~~ st Year A~era~a eco ear 1948-49 to 1952-53 10 6 15** 1953-54 to 1957-58 10 5 15 1958-59 to 1962-63 19 7 26 1963-64 to 1967-68 46 21 67 1968-69 to 1970-71 (projected) 75 45 120 *By five-year periods, except for the projected three-year interval of 1968-69 to 1970-71. **Total enrollment influenced by fact that only first-year students were in residence in 1948-49. With reference to the indicated anticipated enrollment for the period of 1968-69 to 1970-71, it is now expected that the figures will need to be revised downward somewhat, as a consequence of the establishment of the two-year Forest Technical program at Sir Sandford Fleming and Cambrian Colleges and the prospect of additional offerings ~t other units in the new community college system. In addition, the University is prepared to limit admission to high school graduates with a 60 percent or better average. �Page 7. Current Expansion The School of Forestry is presently engaged in the development of a proposed third year course in Logging Technology (September, 1969). The objective of the course is to provide the students with up-to-date knowledge and skills in the field of wood harvesting, so that the employer in the woods industry will have a source of trained personnel that should prove valuable in the organization and work that is involved in modern mechanical harvesting. Cooperation by employers in the training of this type of personnel is considered to be of great importance and it is expected that about 50% of the proposed course will be in the form of on-the-jOb training. The financial outlay in training equipment would be considered much too great for the School to propose the course without the assistance of industry. No significant demands are expected to be made on the School Budget in the Logging Technology course. industry, With full cooperation from lecturers and discussion leaders could be drawn from the professional ranks in industry without remuneration from the School of Forestry. A brief report on the course development to date follows. ( �Page 7a. MECHANICAL HARVESTING TBCHNOLOGY Progress Report fl A. Bartholomew September 19, 1968. During the past summer, meetings were held with the wood· lands personnel of the following companies to discuss the University's pToposal to institute a program in Mechanical Harvesting Technology: a) Tho Ontario Paper Compnny Limited b) American Can Company of Canada Limited c) Domtar Limited (Nipigon Woodlands Divisio0 d) The Ontario Minnesota Pulp & Paper Compnny Limited 4) Kimberly Clark Pulp & Paper Company Limited f) Dryden Paper Company To date, the woodlands personnel of the followinp, companies have heen unavailable for a meetj1tg: ( a) b) Paper Company Abitibi Paper Company The fircnt Lakes In summary, it may be said that there is complete agreement with i 11 the i rnlu~try with respect to the need for well trained logging tcchuologi~ts on modern mechanical hnrvesting operations. pt''iC';' ~al an d s chedule. Each of Companies h:n,•e agreed to a meeting of their re p t1 !-;.-..~n t at i ve ~ and the Unive r sity some time this winter to discuss our fi nal propose]. fhe list hclow presents those subject areas which must be (_ sub j ect a r~ ~s roay ~c more conveniently taught as a single course chnH ~.!S sr:par:i.te courses.. This prog;.~am will create a need for some incr~a~e in the Forestry staff and it wili ·be ncccs$nry to rely �P;1gc 7h. heavily on very specialized service courses. In many cases i~ will be inadequate to simply use existing service courses. quite explicit on this point. Indu~try was They do not want half-trained fores- ters; they want highly specialized technologists and are unwilling to cooperate in a program that produces anything loss. Planning and Control of Logging Operations Road Location and Construction Transport of Forest Products Senior Report Bartholomew Sen-.inar Statistical Analysis Principles of Time and Motion Study School of Forestry Introduction to Computer Science Woodlands Accounting Production Mnnagoment Human Relations Trade Unionism School of Business Introductory Economics Economics Department Report Writing English Department Equipm~nt En~in~crini Engineering Department Statistical Analysis and 'fime and Motion Study are shown as bein~ ~iven by the Forestry Department. As we move to <lcp.rec status, it will he imperative that we have a mensurationist-statistician on d1e- Forestry staff. He should, therefore, be hi r<::<l now and coul<l be- gin wnrk by teachin~ first year mensuration, statistics to Degree II stuc1ents 1 and the two courses given above. Siuce my work load wjll be greatly increased, the Photogrammctry course woulJ. have to be taught by someone else. The addition of a photo~rammotrist to the staf~ would a1so make us better equipped for do~rec work, and this man could handle ~art of the RoaJ Location course. If the Mechanical Harvostiug program is to begin next fall, we mu~t have firm commitmentg on ~ervice courses and on budget increases for a<lditional staff. �Page 8. Expansion Possibilities 1) Third-year Technology programs in each or any of the following fields: a) Natural Resource Management - The trend toward the consolidation and research in the field of natural resources will require the help of expanding numbers of Technologists with a broad background in Biology, Zoology, Soils, Water, Management Forests, Plants, etc. b) Forest Products Research - . The recent Seminars on Forest Products and Utilization held in the Lakehead by the Northwestern Ontario Development Council pointed up the lack of diversification in the forest products manufacturing industry in Northwestern Ontario. There is definitely a need for trained Technolo- gists in the area of products research in both industry and Government. c) Fish and Wildlife Management - The trend toward the scientific and professional approach in the management of wildlife resources has gained a great impetus in recent years, The Fede- ral and Provincial Governments will very likely be the parties most involved and there is no doubt about the future need for trained Technologists in the field. d) Forest Soils Research - Canada has just begun to scratch the surface in forest soils. There is a definite need to have the forest soils and sites classified before much progress can be made in the scientific management of our forest resources. (_ __ �Page 9. The Federal and Provincial Governments are now beginning to expand the work on soils under the ARDA program, and there is a demand that now exists for Technologists trained in soils and classification procedures. 2) Establish an Honors B.Sc. in Forest Biology In cooperation with the Biology Department an Honors B.Sc. program could be worked out and, while such a program would be of considerable value in the field of Forestry, it would not really constitute an expansion in the School of Forestry, as the credit would naturally fall on the Biology Department. 3) Offer a five-year program leading to a B.Sc. in Forestry with an opportunity to specialize in the fifth and final year. Entrance could be from Grade XII and the course could be of our own design. ( The drawback would be the number of fully qualified instructors that would be required in the final years and until Ontario is generally accepting Grade XII students into University programs we would run into opposition from the O.P.F.A., Toronto and the C.I.F. in Ontario. 4) Offer a full Four-year Program of Our Own Design From the point of tailoring a program to the area needs, it is likely that we could design something worthwhile for Northwestern Ontario. Objections would be that not all students would be from Ontario and we might have too much emphasis on some subjects to the detriment of the general education of the foresters. (_ �Page 10. 5) Offer the third and fourth years of the University of Toronto, or at least along the same lines as the general course offered in Toronto. I would consider adding the third year in September 1970 and the fourth year in 1971 as our major objective in the School of Forestry. I believe that if we get the Technical course in Logging established, continue on with the Research Technology and get the third year of the degree course by 1970, we will be expanding at a reasonable rate both academically and economically. There is certainly a distinct advantage to the Techn~logy program in instituting a full degree program as the two or more full time instructional staff that we will have to employ would be able to take part in future expansion of the Technology programs. The enrollment in the degree course over the period that we have had it established indicates that we can expect sufficient students to justify the operation. I would also think that the fact that we will be offering the complete course would have the tendency to attract better students from the high schools than the rejected ones from Toronto. 1966-67 1967-68 1968-69 Enrollment School of Forestry in the Degree Program 1st Year 9 17 32* 2nd Year 0 4 11* *Cannot be verified as absolute in the Registrar's office as yet. C �Page 11. The Proposed Expansion The proposed expansion is to offer the third and fourth years of a general course in Forestry along the lines of the Toronto (General) curriculum. The general course in Toronto has received recognition in the Provinces and in the United ~tates, and should be a course that would provide an agreeable beginning. The objective is to begin with an already recognized curriculum and revamp when considered necessary. Core Requirements for a Professiona1 Course Minimum Requirements Dendrology Forest Ecology Silviculture Forest Protection Forest Mensuration Forest Economics Forest Policy Forest Administration Forest Management Other professional subjects that depend on the type of programme as options offered by the College or University. Logging - Principles & Practices Wood Technology Wood-using Industries Management of Resources depeident on or related to Forests. C Forest Valuation Advanced work in any Core subject �Page 12. Non-Professional Subjects English - communication - written and oral, report writing, . public speaking Botany - general, systematic, physiology, ecology, genetics Zoology - general Chemistry - general and elementary organic Physics - general Mathematics - trigonometry, algebra, statistics, analytical, geometry, calculus Geology - physical and some historical and physiographic Soils - general Surveying - Boundary survey - rnappery and cartographic drafting Economics - organization - specific conditions as applied to Forestry ( Political Science - organization and functioning of governments. Public Administration Restricted and Free electives in the social sciences. Note: The University of Toronto course in Forestry certainly covers the minimum requirements as set out by the Society of American Foresters in the U.S.A. We, at the Lakehead, could decide to place more emphasis on Logging or Utilization after we feel we are soundly established. �Page 13. Staff Requirements A minimum of six (6) full time professors in the core subjects, plus the utilization of professors in Mathematics, English, Botany, Zooology, etc. Should the course be established by September, 1970, then two new staff members would be required in the core subjects. 1971, two more added to Faculty. By September Further additions would be dependent on options offered, the basic number of six are required for a general Forestry course. Laboratory assistants would be necessary as work loads increased but would be drawn from senior students when they became available. Required Space ( Equivalent of four extra 20-30 student classrooms by 1971. Required Equipment No other specialized equipment would be required, but only • addition to equipment already in use. Budget Requirement Salaries Salaries & extra & extra equipment 1970-71 $30,000 equipment 1971-72 20,000 Library Facilities We have sufficient material now to carry out an under graduate program. Should the proposed expansion in the Degree program actually take place by 1970-71, then the only other expansion that may be pos( sible by 1975 would be in the establishment of other options in the third year technology programs. �Page 14. I personally feel that a trained technologist in Wildlife Management or in the ~anagement of Natural Resources will have the greatest opportunity in the coming years. Third year programs as mentioned have the distinct advantage of utilizing a great deal of instruction offered by the Biology Department, and should prove to be a most economical way to finance a course. Do We Need Another Degree Granting School of Forestry? F.A.O. panel on Forestry education summarizes the world need as follows. Present number of Foresters 75,000. forests, eleven thousand million acres. Forested land in world Acres per forester - approxi- mately 150,000. If world forests were managed at the level now attained in the U.S.A.(which is far below the level practised in Europe) then the world would require some 300,000 foresters, or four times the number now employed. If we were to strive for such a goal for the year 1980~ then beyond natural replacement we would need some 11,250 foresters annually. The existing schools in the world are equipped to graduate some 8,000 annually, of which about 3,000 are needed for replacement; this leaves an annual deficit of some 6,250 foresters. Some areas of the world are equipped to graduate sufficient for the needs of the immediate future and perhaps a brief look at the distribution of forestry schools in the major forested countries would help. �Page 15. Education Facilities in Forestry on a World Basis ~ How does Canada compare? . Universities, Coll~s and Sch~_(?.!_~_ ~~.!!! :forestry Pro_&_!~ms Universities & Colleges Technical Courses U.S.A. 40 ·s Japan 25 U.S.S.R. 23 Country Elementary Courses 19 26 Australia 8 U.K. 4 12 Canada 4 13 Brazil 1 Countries in Order of Size of Forested Area Coniferous Hardwoods 1. U.S.S.R. 1. Brazil (Tropical) 2 . Canada 2 . South Africa (Tropical) 3 . U.S.A. 3 . U.S.A. (Temperate) / l w- N.B. Coniferous Forests provide the bulk of commercial wood. Schools in Order of Forested Area Country U.S.S.R. Professional Schools Technical Schools 23 26 Canada 4 13 U.S.A. 40 8 �Page 16. Canada, although second in the world in size of coniferous forested area, comes an extremely poor third in the facilities for forest education. The comparison between educational facilities in Canada and the U.S.A. is quite evident in the number of forestry graduates produced yearly. Bachelor Degrees Granted in Forestry Year U.S.A. Canada 1958 1,358 150 1959 1,521 139 1960 1,466 115 1961 1,544 120- Undergraduate Enrollment in Forestry in 1961 / U.S.A. 8,612 Canada 756 Distribution of Forestry Enrollment in Canada for the year 1961. Toronto 103 U.N.B. 253 U.B.C. 186 Laval 214 A recent study on graduates of the professional and technical schools in Canada shows that while we are steadily improving the supply of technologists, we are hardly holding our own in the professional field. �Page 1 7. "Production of Professional Foresters and Forest Technicians in Canada" H.W. Blenis, June 1967 Introduction "Data on graduates and on enrollment and graduates was secured from all professional and technical forestry schools respectively by means of a questionnaire. "Appreciation is expressed to all school executives for their prompt and complete compliance.with the request for information. "The four professional forestry schools in Canada graduated an aggregate of 110 graduates in 1967. This year's graduating classes brought the number of professional' foresters produced by Canadian schools to a total of 3,524. Numbers of 1967 graduates and · total graduates by school are shown in Table 1. ( Table 1 - Graduates of Professional Schools Schoo-I Graduated 1967 Total Graduates June 1967· Toronto 21 962 New Bi:,unswick 29 1,002 Laval 27 663 British Columbia 33 897 110 3,524 Totals "In contrast to the four professional schools the 11 technical forestry schools in Canada have graduated or expect to graduate 508 forest technicians in 1967. By the end of 1967 the aggregate produc- tion of forest technicians will amount to approximately 6,992 or in round numbers 7,000. given in Table 2. Data for Canadian technical forestry schools is �Page 18. Table 2 - Technical School Enrollments and Graduates Currently Enrolled School Graduates to December 1966 Expected to Graduate 1967 Projected Total Graduates to End of 1967 Newfoundland 21 0 8 8 Maritime 69 925 65 990 Chicoutimi 30 1 0 0 0 Duchesnay 180 3,150 2 175 3,325 Ontario 113 1,507 110 1,617 Lakehead 45 106 16 122 Saskatchewan 52 43 26 69 Alherta 3 82 312 42 354 58 46 42 88 B.C.F.S. 5 13 395 24 419 Selkirk 28 6 0 0 0 6,484 508 6,992 B.C.I.T. 4 702 Totals 1 Initial year of three-year program. 2 Including technical specialist course graduates. 3 In-service personnel included in data. 4 Two programs: Forestry and Forest Products. 5 Data for basic and advanced courses combined. 6 Initial year of two-year program. "The preceding tables indicate that nearly five forest technicians were produced for every new professional forester who graduated in Canada in 1967. By the end of 1967 there will be approximately two trained forest technicians per professional forester in Canada. �Page 19. "The ratio of forest technicians to professional foresters has increased markedly during the sixties. In 1960 the ratio was about 1:1 (Blenis) essentially unchanged from 1952 (Blenis 1953). By 1964 it had increased to 3:2 (Blenis 1965) and in 1967 approached 2:1. The 1967 production ratio of approximately 5:1 and the appearance of three new schools suggest that the ratio will continue to increase throughout the decade." References 1. Blenis, H.W. 1953. The Role of Forest Ranger Schools in Canada and the United States. For. Chron. 29. 2. 1960. Specialized Schools. ( Forestry Education in Forestry Education in Canada. Canadian Institute of Forestry. 3. 1965. The Maritime Forest Ranger School and its Place in Canadian Forestry Education. Paper presented at the Annual Meeting, New England Section, Society of American Forestry. H.W. Blenis, June 1967. C �Page 20. It is now 43 years since a new degree granting course in Forestry has been established and while achievement in time may not be a measure of need, it is often a m~asure al progress. It requires a few years to establish a good course in Degree Forestry and our University should be prepared to help supply the demand that must surely arise in the near future. Other more obvious reasons support the establishment of a degree here at the Lakehead. Opportunity to become a leader in the field of Forestry Education in Ontario. Close to the forests that supply the bulk of commercial wood. Can attract students from Manitoba and Saskatchewan where forest conditions are similar. Providing a five-year course is established with minimum entrance at Grade XII standards, an opportunity will be provided to compete for Ontario students that now attend U.N.B. Definite need in the area for a centre of research in Forestry. Independent investigation can prove to be valuable to woodlot owners, companies and municipal organizations. Graduates should receive ready acceptance in Government or industry because of the reputation built up by our graduates in Technology and records attained at U.N.B. by Technology graduates that carried on to a degree. Cost of establishment of the Forestry course would be much less than comparable Applied Science courses. We have an excellent start on the necessary library facilities. �Page 21. Many practical aspects of the Forest industry are easily available in the immediate area, from logging to manufacture. Industry should proye favourable toward the proximity of a professional school. Greater interest w~uld be created in Forestry in the area high schools if a student could carry through to a degree. Support from Foresters in the area would come in the form of Guest Lecturers, Supply of Information and cooperation in research. Should be able to offer a better curriculum. We will be able to take advantage of experience and studies carried out. Course would be attractive to students from other countries where forest management is in the pioneer stage. ( Establishment of the course could enable us to approach the Dominion Forest Service for laboratory facilities in the area. The demand for Foresters will increase. We should plan for future opportunities and be ready to supply quantity and quality. We will require about ten years to become firmly established. The rapid expansion in the field of the Technologist will most certainly be reflected in the professional field. The older Forestry Schools do not have or seem not to have the ability for expansion. Wi �Page 22. Forestry and Forest Products* "In 1967 the four institutes offering diplomas in forestry and forest products technology - British Columbi~ Institute of Technology, Northern Alberta Institute .of Technology, Lakehead University, and the College of Trades and Technology at St. John's produced 95 graduates. An increase over this number of approximately SO per cent is anticipated in 1968. "However, as in previous years, the supply of graduates in forestry and forest products technology will not meet the expected requirements, which will again ensure very favourable employment opportunities for these graduates. Indeed the Canadian Institute of Forestry estimates at least two positions will be open to each qualified graduate. As a result of this strong demand salaries for these positions will remain very competitive. The average starting salary for 1967 graduates was in the range of $415 - $420 per month, although starting salaries in the Lakehead region have been reported as high as $450. 11 The entrance requirement to all of the institutes granting the diploma in forestry technology is a high school graduation diploma or its equivalent. The basic curriculum requires a strong background in mathematics, science, and English. These courses vary in content from such technical skills as drafting, surveying, and cruising methods, to such academic subjects as silviculture, entomology, pathology, botany, zoology, and dendrology. All of the institutes provide for some compul- sory period of field operations and strongly advise students to obtain related summer experience. �Page 23. "The course duration in forestry and forest products technology is two years and is intended to be terminal. However, Lakehead Univer- sity notes that its outstanding diploma graduates can obtain an advanced standing in a degree course in forestry. "The British Columbia Institute of Technology also offers a two-year option of forest products technology, which is designed to provide industry with graduates qualified in manufacturing and plant operations, quality control, and sales. This course, in addition to providing the student with the basic skills, emphasizes such specialized areas as the wood option which stresses the most economical methods in collecting raw timber and converting it into such commercial products as lumber, particle board and plywood. Another area of concentration in this course is the pulp and paper option which is concerned mainly with the theory and practice of mechanical, semi-mechanical, and chemical pulping and the conversion of pulp into such useful products as newsprint, paper, and textiles. "In Quebec, the institute of technology at Chicoutimi offers a three-year course in forestry technology and the Institut de papeter1e at Trois-Rivieres gives a course in pulp and paper technology of the same duration. "The Saskatchewan Technical Institute at Saskatoon offers a related but more -general course of renewable resources technology which is designed to provide students with the necessary skills and related knowledge required to equip them for employment as conservation officers, fish forestry, · and wildlife technicians, or park wardens. This course of study is the only one of its kind in Canada, stressing fisheries, wildlife, parks, and outdoor recreation along with other academic and technical subjects. �Page 24. "The demand for well-trained graduates in this discipline comes from a variety of sources. The College of Trades and Technology at St. John's reports an urgent need for people in such areas as pulp and paper operations, research, quality control, product sales, sealing production, and reforestation programs. Other institutes point out that with new principles and techniques being applied in industry and with the increasing importance of the lumber industry to the national economy, the demand for highly competent men in this field should continue for some time. "New graduates in forestry technology have a wide variety of employment opportunities available both in industry and government. Well-trained technologists are required in the protection of forests from fires, insect infestation, and disease attacks as well as in the supervision of regeneration surveys, planting, seeding, and nursing operations. These skills can be applied in such positions as conser- vation officers, forestry technicians with entomological and pathological surveys, forest rangers, field supervisors in reforestation programs, and in research. Graduates will also find numerous positions available with paper mills and organizations manufacturing products for the building industry where the skills acquired in forest products technology will be most useful. Finally the graduate may choose a position in the field or in logging where he will prepare and lay out setting plans and cutting boundaries; mark timber and survey and construct roads; or in the field of cruising and stand management where he will cruise timber stands for inventory and logging development." *Department of Manpower & Immigration Technical Institute Graduates. �Page 25. Employment In· a questionnaire cir~ulated to the incoming students this year (September 1968), considering the second year only, at least 85% indicated that they intended to continue forestry education after graduation. Future Employment Prospects "If world forests were to be managed on a level of that now I practised in the U.S.A. the difference between possible need and possible supply would be some 6,250 Foresters annually". (Source: F.A.O. Study on Forestry Education). "The need for the services of the professional Forester is likely to increase commensurately with demands for the products of Forest Operations, expansions of the Federal Department of Forestry and ~ emphasis of the trend toward more intensive management of forest land in the relatively accessible areas of the country". & Demand (Source: Supply of University Graduates, N.E.S. Work areas for forestry graduates are expanding. In recent years Wildlife Management, Land Management, Watershed Management and Range Management have been added to curriculums. �Appendix A STUDY OF FORESTRY EDUCATION IN CANADA Dr. George A. Garratt, Dean Emeritus, Yale University School of Forestry, was commissioned by the Canadian Institute of Forestry to carry out a study on Forestry Education in Canada. Unfortunately, the study is not yet complete and only an interim report can be presented here. ( �- ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -Appendix A - 1 f TECHNICA.L T~AINING PROGRAMS AND UNDERGRADUATl: PnOt=ESSIONAL FORESTRY EDUCATION IN CANADA 1 Dy GEORGE A. GARflft.TT 2 OJCf. 9H.3 - What is h:tppenlng to indu~1rial and goycrnment forest management i!l Cannda? - How do current trends relate f o thr education nml training of tcchnicinns and forrstcrs? - How will the Increasing number of {orc~1 technicians effect the occupational status and rdtu-:,Honnl level of the profcss-ion3l f orc~tcr? Dr. Gnrrntt, the Director of the Cmrndhm Forcstl'y Educ~tion Stncty, outlines his vie,,·s b~d on discussions and intcnicws held across Canada in 1966 nnd 1967. ] NTR.OnUCTION Professional education in forestry hnd its inception in Canada in 1907, with the creation of n Faculty of Forestry in the University of Toronto. Three other undergraduate programs were cstabli1;hed during the following 13 years: at the University of New Brunswick in 1908; the Quebec Forest School, now the Faculty of Forestry and Geodesy at LnvaJ University, in 1910; nnd at the University of British Columbia in 1920. The ensuing 47-ycar period is notable for the fact that no additional baccalaureate programs have been initiated, although at least two universities arc currently giving thou~l-it to such a move. However, definite interest is being evinced in the broad area of natural resource management ancl administration, and related programs have been established recently in a nllmbcr of non-forestry faculties in other than the four named universities. TJ.ie modern trend toward the formal training of technicians ha<i found a fcrti1c field in forc~try, with a cmrcnt count of 13 such programs now in existence in seven of the Canadi.,n provin~c~, a11d more under consideration in connection with the planned extension o( the community college system in several of these provinces. Pioneer among the institutions involved is L'Ecolc Forcsticrc in Quebec, founded in 1ns. The decade of the 40's saw the establishment of three addWon:il one-year ranger schools: Ontario Forest Technical School in 1943; D.C. Forest Srrvicc Traiuing School, an in-service- imtitution, in 1946; and The Maritime Forest Ranger School, also in 1946. In addition, the first of the two-year technical (or technological) institute type programs, that in forest technok,gy :it I.akchcad Technical Institute (now Lakchcad University) was organized in 1948. Jt is worthy of note that all of these older institutions arc still in opcrntion, as arc all the more recent ones. The most substantial ·expansion in forest technician trnining occurred over 1 /1.n ntcnsion ol the p.1pcr prcl,)arcd for presentation at the meeting oE ihc Dh·hion of Education, Joint CJF-SAF Meeting, Oltawa, Canada, on October 19, 1967. 1 Dean Emeritus, Yale University School of Forl'stry and Director, Canadi~n Forestry Education Study. 338 C / �Appendix A - 2 DECEMBER, 1967 339 r / the four-year period beginning in 1963, durine which time no less than eight programs were initiated, lar£cly us a co11~cqucnce of the financial incentive provided hy the i961 Federal Technical :mu Vocational Training Act. First to be established was the two-year rcncwal,lc resources technology course at the Saskatchewan Jnstitutc of Applied Arts and Sciences, which includes forestry as a significant part of its curriculum. This was followed in 1964 by the dunJ two-year forestry technology and forest products technology programs at the British Columbia Institute of Technology, and the forest technology course of like duration provid~d by the Northern Alberta Institute of Technology in cooperation with the Forest Technology School at Hinton. The school at Hinton also conducts an in-!:ervicc progrnm es!\cntially for the Alberta Forest Service, involving a 3-month basic rangt.·r course, begun in 1951, and a subsequent 6-month advanced forestry course, started in J 965; graduates of the latter program arc classified as forest technicians by the Alberta Forest Service. The year 1965 also brought the establishment of the two-year forestry technology program at the Newfoundland and Labrador Col1ege of Trades and Technology. The three most recent courses are the two-year forestry technology offering at Sdkirk College in British Columbin and the three-year forest technician course at the College of General and Professional Studies at Chicoutimi (Quebec), both organize cl in 1966, and the one-year program at the Sir Snndford Fleming Co1lege of Applied Arts and Technology, at Lindsay, Ont., ofiered for the first time this fall. It is s~gnificant that, in all but one of the technician•training programs, the instruction is in direct administrative charge of a professional forester. Furthermore, the majority (in several cases all) of the members of the teaching staIT in at least 8 out of the 13 jnstitutior1s hold baccalaureate degrees in forestry, and a number of them have advanced degrees. EVOLUTION OF LAND MANAGEMENT POLICIES AND PRACTICES Of paramount importance to both professional education and technician training arc the changes that have taken place in forestry and related land management policies and practices in the more immediate past and those that mny be anticipatt?d in the years ah~ad. The signifk::mt developments in these areas of resource management will largely determine the nature of the services the professional forester and the forest technician will be called upon to render and the econonlic, social, and political climate in which they will operate. Brief consideration is given in the followi!'!g paragraphs to a number of the more important factors involved. 1. Expnnsion of tlte forest industries The importance of the forc~t industries to the Canadian economy is clearly ucmonstrnted by statistics pertaining to the value of their products (some $3.7 billion in sales value per year) and .to thl.' numhcr of jobs prov~ded and wages and salaries paid (both amounting to 13 per cent of th·e total far all manufac• turing in Canada in 1963) 8 • These inc.I us tries have a particularly vital role in iMahood, hn, and F. Leslie C. RccJ: Lumber .rnd PlpvooJ--CanJda's rhc~ in world markets for Lumbrr .and Plywood in 1975 ind 2000. J'rcscnt<.•J .tt the N2t;ona.l Forestry Con{crcncc, ~lontehcll", Qud,c:c, Ft>bru:ar)· 21-24, l 966. ·I �Appendix A - 3 340 FORESTRY CHRONICLE the world trade of this nation, with 30 per cent of the value of Canadian exports being attributed to forest products. Especially significant for the future is the dcvc!opnient of the pulp and pap~r industry, which, despite having m0rc than doubled its capacity during the past 20 years, is now engaged in the greatest expansion in it., history. In British Columbin alone, pulp capacity is c:-;pcctcd to increase nforc than two-fold llctwecn 1965 and 1975, a11<.l suhstant'ial development., arc aho taking place in most of the other provinces. The roundwood requirements of the Canadian pulp and paper industry have been predicted to increase hy almost 60 per cent, and tho,c of the lumber and plywood group by 40 per cent between 1965 and 1975; projections lo the year 2000 place the increase in rounclwood nC'cds in these two major industry classes at 5½ and 2;~ times the 1965 figure, rc~pcctivcly. 4 A pro_iection of somewhat earlier vintage-, using 1960 as the base year, is in rca<,onahlc agreement as to the increase in demand by 1975. 2. Character of Jnml owner!\hip One of the significant features of the Canadian situation relate:\ to the extensive public ownership of forest lands. For the country as n whole, 93 per cent of the timbered area is in Crown forests, with all but a very limited amount of federally owned land under the direct control of the provincial governments. Much of the remaining 7 per cent of private land, owned by individuals and corporations, lies in the Maritime Provinces. Rights to operate on Crown Jand arc. assigned under lcac;e or license of various kinds, with tenures ranging from 1 to as many as 99 year~, but generally appreciably below this maximum fir,ure. Recently the provincial governments have been provjding notable incentive to the expansion of the :orest industries, particubrly pulp and paper. through special types of leases. These afford more extended tenures than in the past, to insure adequate wood supplies to companies havi11g a considerable investment in plant and equipment, and may al~o offer other potential opcrnting advantages. 3. Avni!ablc timber supply The area of productive forest land in Canada is placed at 61 l million acres (30 per cent classified as "accessiblc-m:cupicd", 45 per cent as "acccssibk-unoccupie.d", and 25 per cent ~1s "potentially acces~iblc"), while 482 million acre~ are indicated as non-productive forest. The estimated productive capacity of the former area under an extem-ive system of management is estimated at about follr times the present intensity of utilization\ This presumes, of course, the full economic accessibility of the 70 per cent of .presently unoccupied productive land. a condition which will be determined largely by the operating costs involved, in 'Haval:md, W. E., I. U. Chcnowith, and l ~. T. O'o\·cns : Fiber--dcmand for Canada's wooJ fiber in 1975 and 2000, Presented at the N:ttionJ) Forestry Conforencc, Montcbdlo, Quebec, J=rbruary 21-24, 1966. Also Mahood :ind Rec,i, loc. cit. • Love, D. V.: Patenti:ili•ics of the forest resource base. lttsC1urccs for 1·omorrow, :?:641-6~7. Julr 1961 . ..,, • ' / �Appendix A - 4 f / DECEMBER, 1%7 341 rc]ation to lhc demand and prices to be paid for the resultant proJuct,; involved on the domestic and world markets. The early dcvc}opmcnt of the forest industries in Canada was naturally ccntcreJ in Jargc measure in the more favor;iblc operating Jocations, as regards the mo~t .desirahlc species and timhcr stands and advantageous transpo1 tntion from woods to mill. But, with continued operation, the cutting has tended to move farther and farther out on the company Jimits, often involving long hauling distances, more dillicult terrain, smaller timber, and inferior specie«. The extent to which such trends townrd higher productior1 costs may be oITset hy increased mechanization of harvesting methods will be a determining factor in fixing the outer limits of profitable expansion of the operation. In the case of the increasingly dominant pulp and paper industry, some cushion in timber supply may be afforded by such factors a~ control of accessible Crown Jimits and ownership of private lands iu excess of present and immediately foreseeable ner.ds, potential increase in allowable cuts on allotted limits. the use of spccic1; (especially llilnlwoods) not now being utili ;•~d. and reduction in both woods and miJI waste. With the sawmill nud plywood industries, on the other hand, there nrc increasing indications of more or Jess localized shortages in the sizes, kinds.· am.I quality of timber needed. Reports at the 1966 National Forestry Conference at Montcbcl1o, Quebec, suggest that, on a country-wide, total-resource basis, the timber supply should be sufTicknt to meet the prospective dcrnancls of the forest industries at least through 1975. But somctiml! in the next J5 to 20 years the pinch of shortages will be felt, unless thl! forest assets can be incr~ascd by improved access and protection, notably stcppcd•up planting of burned and und~rstockc<.l areas; and early adoption of intensive forest manngcmcnt practices. One of the intangibles relating to tlw matter o( timber supply is the extent to which future demands for other forest uses, and especially recreation, will lead to encroachment on the economically al:ces~ible Crown ]ands. The prospect that government agencies, acting under public pressure, may be moved to set aside substantial tracts of productive timberland for federal and provincial parb, wilderness areas, and other single-purpose uses may be more than an idle threat in the years ahead. 4. Mecbnnization In the far western section of Canada, the size of the virgin timber noJ the rugg\·d topography of most productive forest nrcas nrndc early mechanization of harvesting operations a physic.ii ncccs~ity. Foresters there have long been conc~rned with the problems invo!vcd in planning and supervising opl!rations requiring the use of costly, heavy, mobile equipment. In contrast, Jogging cast of the J!ocky Mountains has dcveloprd chiefly under the stimulus of economic rather than physical considcrat ions. The growing scarcity and incrc~1scd cost of Jaber have resulted in a rapidly accelerating trend tow.mis mechanization of woods operations. Much of the resultant harvesting h~lS come to invplvc clear cutting. with increasing attention to trce-Jengtb and even foll•trce logging (with limbing at the roadside). Innovations arc constantly being introduced, and rcs~arch in this area continues at an -intensive pace. �Appendix A - 5 342 FORESTRY CHRONICLE The growing dependence upon mechanization throughout Canada obviously imposes on both supervisory nnd operating personnel concerned wiih harvesting a need for undcrstnnding the engineering principles and associated economic factors involved. It opens up a potential area of competition between forestryand engineering-trained prof csslonals and technicians. Tile indicated greater reluctance of the engineering groups to work "in the bush" at less lucrative jobs than are available in more urhan situations has no far tipped the scale in favor of the forestry-min<.fcd people. 5. Provincial n·gul:itions and forPst practice ( ln all the provinces possessed of Crown lnncls, the governmental agencies have been closely involved in furthering exploitation of the forested areas under their control and encouraging industrial expansion. Only recently has their attention become directed to a realistic degree to the practice of even an extensive form of forestry. Even now, the intensification of forest management is being delayed by the chnractl!r of land tenure and the overabundance of mature and ovcrmnturc timhcr still within cconomi·c reach of many operators. Currently, Cnnndian forestry may be said to be in the early stages of transition from exploit:ttion to a pattern of limited management designed primarily to ensure future yields of timber for industrial me. In general, there has been an understandable reluctance on the part of a large segment of the forest industries to make any substantial financial investments on provincially owned an·as which they operate under limited teour~ and with no rights of eq11ity in the future productivity of the land. However, a relatively small but increasing number of companies arc coming to adopt more intensive forestry programs, especially where longi!r tenure is assured and the government is providing r~aHstic incentives, such as increasing the a1.lowab1c cut or reducing stumpage charges. Obviously, the real responsibility for bringing about intensified forestry practice on Crown lands lies with the provincbl governments themselves, in their authority to cstablh,h and enforce on their ]eases and licences regulations regarding working plans, regeneration, and other measures. Current requirements rnngc over quite wide limits-from little or nothing in some of the provinces in which present Jaws nrc still geared esscntblly to cxploitatioa and even depiction of the forest resource, to specific rcgu)atiom relating to site preparation antl regeneration in others. But even the latter arc barely scratching the surface of suhstantial forest practice. Rcnl pro~rcss will come when both forc"t indu~trics and provincial governments become realistically concerned about short-range timber supplies. It will have its roots primarily in the trnnsition f rnm an olu-!;rowth to a. second-growth forest economy. An increasinr, amount of experimental work and limited commercial application arc heing carried out in connection with scarification and other methods of site preparation, seed selection and establishment of seed orchards, planting techniques, bog drainage, modified cutting methods, stand improvement, and other procedures aimed at shortening rotations and improving the quality of the future timber stand. But in the main, these are the things practising foresters talk about at their meetings rather than see applied ' / �Appendix A - 6 '/ DECEMllER, 1967 343 on the. ground on any substantial scale. Much of the necc.ssary know~how is avai1ah1e; the need is for its t-ffcctivc application under diverse local conditions. ( 6. Company Orgnni:1.ation The forest industries arc today operating essentially on an extraction bnsis, nnd the organizational structure of mrlny companies is geared precisely to the objective of harvesting the rcqui,cd timber at the lowest possible cost, with only Jimitccl regard for the next generation of trees. Jn most instances, the woodlands division has been organized into two separate departments, one concerned entirely with operations (logging), the other devoted to such mnttcrs as cruising, growth studies, inventory, and other nctivitics con~ickrcd appropriate for the forestiy dcpnrtrncnt. Rnthcr frequently, the forestry department assumes a significant function as the recruiting agency for the other hrnnch of woodlnnds; following a prohationnry training period, the more outstanding men arc commonly induced to move into operations by virtue of better salaries and improved opportunity for advancemcpt. In the latter area, the concern of the yolmg forester becomes centered rather exclusively on matters strictly related to harvesting and wood procurement, usually with littll' regnrd for the application of much of the knowledge he acquired in the university. While the indicntt'd procedure of t('cruiting pcrso11ncl for operations from. the fon~stry clcpartmcut may Jwve the ndvantacc 0f b1 inging more of n forL~try oricnlP.tion into thr harvesti11g side of the tot~l woodlands opc.:ratio11s, the segregation o{ the two departments is coming to be gencrnlly recognized as disadvantageous in promoting the more intensive forestry practice that will be needed Jn the years ahead. • In other instances, and c~pccially with the younger companies, there appc,trs to be less tendency to separate forestry and operations. As the importance c,f forest practice begins to increase with industry's growing concern for its timber supply, even the older companies arc moved to consider the mcrHs of an effective integration of the two general types of activity. In such cases, the harvesting function seems destined to a~sume more of a parallel than a dominant role in relation to actual forest practice, especially as pressurc3 develop to keep the company limits productive. 7. Public prc~'Urr for non•timbcr scrvicrs The prcss~1rc for increased public USl' of both public and private land is being manifested in a variety . of way's, <'Specially in relation to outdoor recreation. More and more attention is being devoted to plans for ~rtting aside p~rk reserves (hoth federal and provincial) and other rccrcationd arc:is. to cstahlishing wildrrncss art'as, and, as road systems are extended nnd improvc.d, kl op~ning up comp:rny lands and limit,;; to hunting, fishing, and other recreational pursuits. While the amount of forest land projected for park and wilderness use is uot expected to be excessive in the immedintc future, the very fact that the provincial agl.!ncics concerned have the authority to set aside (and recapture) selected limits for such purp·oscs further complicates the tenure of company operations. �Appendix A - 7 344 FORESTRY CHRONICI.E The increa~ing pressures on non-timber uses of forest land, which also include watershed management and gra1ing in pertinent sections of the country, fall for the most part within the concept of integrated land u~c and thus, except for wildern~ss areas nnd fcdcrnt parks, do not ncccssnri)y exclude the practice of forestry. They wiB, however, notahly increase the extent of the responsibilities of those public nnd private foresters who arc cngagl•d in the adminis·tratjou o( the forcstcJ areas concerned. Punuc . ( FORESTRY EMPLOYMENT Despite the heightening intcrcc.;t in more intensive forest management, the general nnturc of employment in the forest industries will he largely dc:.:rmincd, for years to come, by a para1n0unt concern for the harvesting pha~c of 'the totnl woodlands operation. This will mean a continuing clcmand for people capable of dealing with increasingly sophisticated cquipmcnt--pcoplc who can annly1.e rrquircmcuts, design improvements, ond deal with other bnsic engineering problems as they dcvdop, be they foresters or cngir1ccrs. At the same time, however, the increasing couccrn for more effective forc~try practice will also stimulate the demand for fore<.ters with qualifying biological and related scientific and economic backgrounds . One consideration in rcg:ml to industrial cmp)oymc~t of forc;,tcrs that merits attention is the apparent nttitudc o( mnny company cxc!cutivc.s toward the talents of !iuch profcs'iional'---an attitude fostered in no small measure by the forc,try graduates thr.mselvc,. By virtue of the nature of thC'ir education and their often ingrained and Jimitcd concepts of their mission in life. foresters entJring lowcr.t11anagcnicnt industrinl employment, and even those in middlemanagement occupations, hnvl~ tc1hlcd to wo1 k rather cxclu~ivcly in rc:,,trictcd compartments, with the scope of their activilil!s limited to woods operations. Because o( the prevailing cxcct1tivc concept that their educational hackground fits them only for jobs in forestry and lor,ging. the yountcr foresters arc generally considered for placement in the woodlands division atone. Opportunities which may exist in other :m~as of the company organin1tion and for which the forester may actually be well qualified nrc more often than not reserved for engineers, economists. commerce and business administration graduates, and other non-forestry groups. There is real need for the professional forester to conc~ive hii; wlc a'> having to do with the total industrial organization, with unlimited potentialities for administrative and executive types of employment. It is to be hoped that, as foresters become more broadly educated, the prospects for placing them in diverse aspects of industrial (as we11 as public) management and administration will be enhanced, and their opportunities for advancement improved substantially. Another area of private enterprise in which Canadian foresters are finding increasing employment opportunitirs is thnt of consulting work. In th~ consolidation of ownerships among the latg~r <.'ompanics, imlu-;try b leaning more and more to the employment of consulting foresters a~ well as engineers for needed services. Opportunities nre also to ·be found with smaller companies, in the !-awmill, veneer an<l plywood, and allied industries, which arc not in a position to employ forrst(•rs on a full-time basis but will have �Appendix A - 8 DECEMBER, 1967 345 increasing ncr.d for their part-time services in conforming to the regulations imposed on Crown land operations by the provincial governments. ., . In botl1 industrial organizations and provincial agencies there is but limited demand at present for staff specialists in most areas of activity, although exceptions may be found in such fields as fire control atid silviculture. Where specialists are employed, they arc usually assigned to the headquarters group nnd 1nadc available to the field ac. needed. It is indicated that there mny he tm increased need fot specialists in these orgtmi7.ations, but this may well he moderate at best until such time a~ appllrd rec;carch becomes a more vital function of both private and public forestry org:inizations. In contrast, the pcrsonnrl requirements of the fc<.kra1 forestry department are centered on specialists in the various fields in which the expanding nation-wide research program is involved. In federal research, only a few areas arc more or Jess the exclusive province of foresters; in most projects the opportunities for forestry educated personnel arc strongly influenced by the availability of research-minded graduates in other disciplines, such as biology, chemistry, economics, cneinecring, mathematics, and physics. These people, because of their more specific educational preparation, may be even more c.ffective in a research capacity than men with forestry backgrounds. ( l •• The one obvious fact is that the chnractcr of the work being done by prof essionat foresters, especially in line jobs in industry and provincial employ. is undergoing marked change. The cnreer occupntion of qualified professionals in such activities as crnising, rep.eneration studies, logging road location,· tree mnrking, and a myriad of allied tasks may well become a thing of the past, for most of these johs can be performed by trained technicians, likely with better results. Top administrnt6rs in both public and private forestry organizations are generally agreed that too many foresters have too long been doing work for which they were over-educated. With the increasing availability of such technicians, the supervisory responsibilities of the professional forester may be expected to increase, even in the early years of his employment. Rccogniticm of the contributions which appropriately educated men can make to the changing concept of forestry practice and administration, as well as to operations, coupled with the increasing financial investment their employment will represent, will make it incumbent upon the organizations that hire them to take maximum advantage of their t=ilcnts and place them in positions where they can make suitable return on the employer's investment. Jndu~try and public agencies are looking for educated people with the ability to develop in managerial capacities. The forest industries in particular, faced with increasingly complex ope-rational problems and greater demands of government as regards the m:magcmcnt of Crown lands, will have a mounting need for prople capable of planning and ~upervising their activities. Whether these arc foresters, engineer•;, rco11omist,;;, or cA·perts in other field~ bccmnes ~ secondary matter in mn 1rngl'In<'nt's search for the needed talent. It is up to the forestry graduates to prove their mettle in this competition, not only in the more conventional industrial and public forestry enterprises, but in the broad resource managem~nt field .as well. I I I �Appendix A - 9 ' / 346 FORESTRY CHRONI.CLE PROFESSIONAL EDUCATION To a notable extent, professional forestry curricula have been dcvcloprd with a definite aspect of opportunism, being designed in large measure to meet the requirements of the specific jobs that wcr·e expected to confront the graduate on his dcpnrturc from the university, rather than of the positions he might aspire to fill 15 to 20 years later. ln the p:tst, by virtue of the nature of that initial job preparation, technician-type (skill-oriented) training played a large role in the cducat1011al experience to wliich the stu<..lcnt was exposed. A rather strong clement of technician training still prevails in some of the curricula, but this aspect of education has generally been downgraded in large measure, in keeping with changes in over•al1 university concepts and policies as well as in recognition of the developing new employment opportunities. Today, the nature of profcssion:11 cJucatior, is t:hanging at an accelerated rate, in the face of two generally diwrgent circumstances. On the one hnnd, the pressmc of rnpicl technological advances nnd economic con<.ickrations have tended lo slant the cducatil1nal objrctivc toward increased spccinlirntion; on the other, academic, social, and 1,olitical influences are favoring the concept of a more general education, concerned among other things wjth the integration of timber production and utilization with the other forestrelated aspects of resource management in which the public is becoming increasingly involved. These rather diverse considerations present a definite dilemma to the forestry faculties in their cnucavors to clevis~ appropriate undergraduate curricula, an<l it is not surprising that the individual schools, and even individual membr.rs of the same faculty, have dificrcnt viewpoints regarding the instruction hc~l suited to the education of tomorrow's professional forl~stcrs. One of the problems confronting the professional tollay is rcvcakd on those . occasions when young and inexperienced graduate~, poc;;scsscd of new knowledge germane to the work they arc expected to perform, arc unable to mesh their efforts with some managers of forestry enterprises whose own technical and general training i-., at best, more than a generation old. This is nothing unique or peculiar to forestry; it is simply a nrnnifcstation of the same general problem being cxpt'riencc<l in engineering and other professions, and so aptly pointed up by Chambcrlain 13 • "The older a man grows the Jc~s professionally ndc.·quatc he becomes. For a period, ... he may compensate for this ohsolcsccncc of his profcssio11nl capital hy the l':q>..:ricnrc he acquires on his job... But lhc odds arc yearly becoming grl!nkr that nt some point in his career, while he is still in his prime ... the body of knowledge (he acquired in the university) will have changed so greatly that his lack of current professional competence will stand reyealcd. "It takes no special in,ight to spotlight our educational processes and philosophy as the major cause of the sputter in our social engine. We arc still operating as though n person can acquire in the first twenty years or so of his life all the format education he needs to keep him on nn ascending career line through the rrmaining forty years or so of his working lifo. • Chambtrl.iin, Neil W.: Retooling the Mind, The Athnti,, September 1964 . • �Appendix A - 10 DECEM OER, 1967 347 But the fact is that the clock startc; running down the moment a y0ung mnn . . . steps from the c0mmcnccmcnt platform, be it college or high school (or tcchnicnl institute).'' lt has brcn said of the graduntc cn!~inl'cr that not only will h:1lf of whnt he has )earned in the university be ohsolctc- in a decade, but thnt half of whnt he wilt need to know ten years from now is not even nvailnblc to him today. Surety, in the present state of forestry and nllic<l resource development in C'Rnadn, what has been said with rcfcr~nce to the engineer is no less true for the professional forester. What may he different nbout the world of the forester is simply the greater insensitivity to the problem that seems to be encountered on occasion among thr kss perceptive industry ar.J government decision-makers. EMPLOYMF.NT AND EDUCATION OP FOREST TECHNICIANS The role of the forest technician is am11ning increasing promincm:c with each rnssing year, in industry as wc11 a-; in public st·rvicc. The technician hns existed for years, but has gcncrnlly hl~cn n company- or agency-ti aincd. largely sclf-cducnt('d indivhh1al who h:1<1 the skills to perform many ta'ik, in the woods. In many cases he has risen to pm,itions of ~upcrvisory and even administrative importance by dint of. his native ability. But with the changing times, these locally experienced people arc increasingly bein~ replaced, on · rctircm'-'lll or other scparntion from the employing Ngani1.ation, by fonnnlly trained tcchnicfans. As will be indicated later in this prc·:-e11lation, the expanding pro~;ram of form, 11 cuucation for forest technician::-. has been dcvel,,r-~1..l to the p0int that the annual yield of such p1.~oplc now well exceeds that of professional foresters. This can only be rcgardcll ,-.ith <listinct approval, i11 view of the pressing need to free the profc-s~ion:tl from nwny of his routine la~k<; ~o that he may devote his attention to more important work, concerned with planning, organization, supcrvjsicm, nnd genl'ral administrative n'isignmrnts. For the purpose of the ensuing discus~ion, the: technician is consiLkn·d as a man who has completed at knst eight to nin~ months of formal training related to forestry. He may be the product of a one-year nmgcr school or its equivalent or a graduate of a two-yc~r (in one case a three-year) course in a technical institute or im.titutc of technology, a community collc-gc, or even n university offering a progrnm of the indicated type. Succcs"ful completion of such programs is gcncralJy indicated by the award of a c~rtificate or diploma. The technician-training programs are typically gc·arcd to the specific kinds of jobs now being pcrformcJ at the lower-management level in the local forest inun~trics and public agt.:'ncies, and in most ca<-cs the curricula m:.iy be definitely .influenced by the re-commendations of aclviso1y committres comprisc<l largely of l'cprcst-ntati\'cs of the employing organizntions. For the most part these programs arc intended to be terminal in nature, but graduates of some of the two-year cours~s do on occa,ion enter the university to study for a professional degree. In fact, more than half of the graduates of one institution arc reported as proceeding more or less directly to a professional forestry education. In his early employment, the professional will likely take on work at the • �Appendix/\. - 11 f / 348 J, FORESTRY CHRON.ICLE normal technician Jcvcl in order to gain essential experience in the field opcrntions of his employing organization. As increasing numbers of technicians become available, the tendency will sometimes be to place them in certain jobs along with professional neophytes, with the better men among them rising to the top rcgarcllcs~ of their preparation. To the extent that this is done, the two groups will he competit!ve, but the odds arc naturnlly very long in favor of the professional. In a real sense, the work of the two groups should be complementary and compatible, and not signitiantly competitive. To indicate the role of the forest technician, I cnn do no better than to excerpt a paragraph from a progress report of the SAF Committee on Training of Forest Tcehnkians 7 • 'The forest technician requires an education and training sufficient to enable him to understand the reasons for, and the purposes of, the Clpcrations for which he is rcsponsihle. He should speak the same language as the professional forester, and appreciate the professional point of view. [He J docs not need either the depth or extent of scientific understanding required of the for~·stcr, but he docs need a practical working knowledge of the s:unc subjl'ct matter." In general, it may be said that technicians arc normally expected to perform tasks in the lower-management area, up to the foreman's level. But this is in no sense a ceiling on their advancement and those individuals who have the necessary intellectual c:i.pacity and native ~bility mny move steadily up the management ladder, unless their progress is limited hy legal rcstriction1,. It is not uncommon to ftncl qunli:icd technicians holding down johs in industry in such catcgoric'i as logging ~upcrintendcnt, district supcrintcllllcnt, and other as~ignmcnts involving some degree of decision-making and administrative responsihility. Their movement into such higher-level johs may he, in part, a renection of a dearth of profc~sional personnel. Jt may also be influenced in the futmc by the fact that the training provided the technician is becoming increasingly concerned with advanced technical aspects of forestry, with more and more emphasis on the "why" of the procedurcc; involved in forest practice and operations. There is more than fanciful thinking in the observation that the technicians of tomorrow will be comparable to many of today's profcssionr,1s in their responsibilities nnd the nature of the jobs they perform. DEMAND f'OR J>ROFI SSIONAL FORESTERS AND TECHNICIANS A wide diversity of opininn has been cxpr~sscu as regards the demand for profos"ional foresters in the years ahead. In some inslanc~s. and especially in the case of indu!>trial concerns wit}, highly ccntraliz..!d administrative organizations, the prediction is thal, without a notahlc increase in intensity of forest management, fcwa foresters will be needed in the future, with the field jobs being lnrgcly taken o\'cr hy trained tcchniciam. This same thinking is ·advanced in cases where con')oliuation of companies and increased mechanization are te.nding to r~duce the need for supervisory (middlcnrnuagcmcnt) personnel. In this general vein, one British Columbia company indicates that, while it now employs six foresters on or:w of its logging ~reas, it could probably get 1 Journal of forcstrr, 6) (7): 484-4S7. July 1967. �Appendix A - 12 DECEMBER, 1967 349 along with one experienced professional, filling out the halance of its requirements with technicians. Another concern, this one in Ontario, indicates a current use of ◊Ile field forc-stcr per 1,000 ~q11arc miles of pr~sent operating nrea; under more intensive forest management, the only expected change would be to increase the size of the area for which the forester is rc5pon"ib!c, with technicians being hired to take up any slack. Still another company, operating in both Onwrio and Quebec, reports almost a 20 percent drop in number of professional foresters in its employ over the past two y~nrs, during which period its cut was increased by 50 percent, reputedly as the result of mechanization and computer use. In contrast to the above opinions, other organizations, both ptthlic ancl private, foresee the need for substantial additions to their professional personnel, based on anticipated increases in industrial development, in provincial govern".' ment programs, and in federal research. They point to a considerable backlog Clf jobs currently either vacant or filleu inackquntely. They also emphasiu: the growing need for more foresters in the field, as additional management. units are established for greater efficiency in operation, as the requirements for forest practice on Crown lands arc intensified hy provincial edict, and . as companies and provinces rnove ahead and adopt as stnnc.Jard practice some of the things with which they are now cxpcrimcntini;. A particularly heightened demand is foreseen as sccond•growth management comes into its own. An extensive number of examples cai1 he cited to hack up these latter opinions. One provincial forest service indicates that hy I 970 there will be a 70 percent increase in its need for professional forL:stcrs, as comp:ncd with the 1965 table of orgnnizalion; cm thi..: basis of actual employment in 1965, the 1970 requirements rcprc,;cnt almost a three-fold enlargement in profcs~ional staff. Another provincial organization points up a present average of 4,000 square miles of Crown limd per profcs~ionat forester on its timber management staff; under intcnr;ivc mnnagl'111~nt ( for multiple use) and with an adequate staff of technicians, the Mca for which rach forester would be responsible is placed at 1,000 square miles, implying a possible four• fold increase in demand for professional personnel. One company forcca!-ts a nerd under intensive management of one forester per 100,000 acres, implying a demand for 28 professional forcstt'rs, compared to the pr~sent level of five- plus three unfilled positions. Another company indicates a present nrcd for a 55 percent increase in forL·stry graduates in its forestry and operntions dcp:irtmcnts; still another speaks of the possibility of a 20 to 30 percent increase. A rational appraisnl of the widely divergent r~timates of the demand for profr·ssional foresters throughout Canada in the years ahead is difficult to mnke, became of the various technical, economic, social, and political implications which introduce a strong clc>mcnt of "crystal hall gai.ing., in many of the projections. Abo to he considered is the factor of potential compctifam which may be provided, not only by the more capable forest tecbnici:m~. but by professionals and sci('ntists from other rcwurcc-oricntcd disciplines. At stake, of course, is the position of leadership in the broad area of total natural resource management. (_ r / �Appendix A - 13 ,. ., 350 FORESTRY CHRONICLE The majority of respondents in both industry and the public agencies support my own view that nt least a moderate increase in the dcmanu for professional foresters is to be c-xpcctcd ewer the next 15 years and more. In fact, the requirements may he on thL~ suhstantiaJ side in some organi1.~tions, espccin11y until the currcut backlog of midJlc-managcmcnt jobs is filled and planned expansion programs arc well established. As regards employment of formaJly trained technicians, there is widespread agreement thttl the current shortngc of such people is more acute than in the case of professior1al foresters. 'l his bcJief is supported by the contention that, as the use of qualified technicians is increased, rclativ~ly corresponding numbers of already employed profcsc.;ionals can b~ moved from lower- to middk-mnnngemcnl positions for which their education should better fit them. )11 projecting the drmanc.J beyond the stage of filling the existing backlog, .it is consi<.lercd that the need for technicians will continue to exceed that for professionals by a sub-;tantinl degree. This opinion is con• firmed by comparisons of present an<l projected future ratios of technicians to professional foresters. which currently show a wide diversity even in the same organization, depending I.trgcly on the nature of the \\'Ork involved. In one consulting firm, for example, the present ratio varic~ from 110 technicians per forester on precise feasibility studies to a-. much as JO to 1 on certain inventory jobs. Among the forest indwtries reporting in tlw Educati1":1 StuJy, the current range is indicated as within the general limits of from J: 1 to 6: i, with n.n overall average of slightly less than 3 tc<.:hnicians per professional t:mploycc. Projecting the requirements of thcst"' same companicc; into the next 5 to 10 years, the predicted ratio range falls within the limits of from 1½: 1 to as much as 10: l, with an nveragc estimate of almost 41/2 technicians pc.r forester. The present range in th~ pnwincial forestry services is indicated as from 1:] to about S: 1, with nn average of approximately 3 t(.) 1; predictions for the future provide an estimated increase to from 2: 1 to 10: 1, for an average ratio of over 5 technicians to e;ich professional. Figures for the federal government in its research and allied activities in forestry arc much more precise and uniform th:rn for the other two classes of employers; they reflect a cnrrcnt range of from 1: 1 to 2: 1, with n predicted future uniform ratio of two !cchnicians per scientist for the fec.lcra] organization as a whole. It must he noted, in connection with the above ratios for both the forest induslries and the provincial governments, that they do not ncccssari1y relate to formally trained technicians alone; in quite a few instances the number of technicians reported obviously includes a large proportion of local experienced people who nrc currently indudeu in such a job cbs)ificJtion. This circumstance is considcrcll tl1 have a much greater int1ucncc on the pn... scnt situation thnn it will in the future, when a much more ad~quate supply of traincJ people will be available to fill the appropriate jobs. Significant to the changing ratio is the comparative annual proJuction of technicians and professional foresters in very n'ccnt years. In 1965, the seven institutions involved grnduatcd a total o( 395 technicians, ;.ts compared with 106 foresters from the four pruf,·s-:.ion~l schools, a ration of 3.7 to J. In 1967, the corresponding figure s arc expected to be 500 (from JO •• �Appendix A - 14 DECEMBER, 1967 J51 institutions) and 114, respectively, for a 4.4 to 1 ratio. With three and possibly more additional institutions beginning to graduate technicians in another year or two, nncl ,vith proportionately gn.~atcr inc~eascs i11 enrollment anticipated for most of the cxi~ting technician-training programs than are predicted for the forestry schools in the immediate future, the ratio may he expected to increase ~tcadily over the next five yenrs or so. INFI.UcNCH OP TECHNICIANS ON PROFESSIONAL EDUCATION The notable development of formal technician•training programs has certain obvious implications as regards the educational requirements of professional foresters in Canada, ju~t as it has in the United States. As a consequence of the pent-up demand for personnel in both categories, the impact of the increasing availability of technicians on the education of professionnl foresters is apparently more potential than actual at the present time. At least the recent revisions of forestry school curricula have scarcely been infiucnc.:-d by nny serious co11ccrn for possible replacement of university graduates in beginning, lmvcr.inan:igcmcnt jobs. Rr,thcr tJ1cy arc based on a realistic regard both for the wide-ranging scientific and a-;sociatect tcchnoloBical ndvanccs in fields rckvant to forestry and for the c1.1mpclling socio-economic and political comid~rations that arc coming to beJr both on forestry itself and on the broad as1wcts of renewable resource mnnagcmcnt. The revisions nppear to rcflrct a growing conviction that the trnditional forc.stry instw-=tion of the pa~t will no lon~rr serve to prepare tomorrow's graduates for effective profcssinnal participation in incrc~«;ingly complex and diversified fklds of public nnd privatl' cmployrncnt. The incrcnliine availnhility of tcc-hni ·ian~ i~ c~pcctc<l to lend to a ~ir;nificant reorientation of employment opportuuitic-; for professional foresters, largely removing the latter from any prolonged involvement with routin~ field activities for which university graduates will become increasingly overeducated. This will be all to the ~ood for, if th\.! professional is to be-come the person of influence nnd responsihility we contend he should b~, p~rformance of the tasks associated with the day-hy-clny vocational aspects of the management of a forest property should bvc little place in his career, other than during an initial short-term probati\,nary period of training in the routine applied ope-rations of the employing a~cucy or organization. To that end, the vocationally oriented content of the curriculum cai1 be greatly reduced, or even climinntrd, in favor of more CL)nccntratcd attention on those aspects of university education which will b1,.:ttcr qualify the graduate for planning, decision-making, and other admini~trativr responsibilities a-;,ociatcJ with the management of a forest enterprise-, be it in the pub!k or private ~-:ctor, or for research if that be the forc .. tcr's hcnt. Improvement of uniwrsity-kvel educational standards mny be c.\p~cted to extend the field of employment for pwfcssional foresters, and also im;rcase the demand for technicians to a<;sist them. C(',:1currcntly, it will require a general upgrading of faculty pc-rsonn1..'I, if the forestry scl1ools arc to attract their fair share of the better young minds on the campus and to provide the necessary academic challenge and prof cssional inspiration to incite such outstanding students to careers in forestry. The same threat of outmoded • I . �Appendix A - 15 f / 352 FORESTRY CHRONICLE knowledge that faces the professional practitioner also presents a problem of major significance to the teacher and, consequently I to the particular faculty and university he serves. Even though he may develop marked competence in the technique of imparting knowledge to his students, by the time he reaches the midpoint in his academic career the teacher may welr suffer a critical obsolescence in his technical and scientific background. This may particufarly be the fate of instructors who arc continuously burtkned with heavy undcrr,rnduate t<'aching responsibilities. The question may well be asked, if the members of our faculties nrc to be given academic tenure, do they not also have the responsibility for constantly updating the knowledge they are imparting to the neophytes in our profession? Any realistic attempt to answer such a question would bring us to considcrntion of our growing concern for continuing education, not only for academic pcr~onncl but for the practising forester and researcher, and even the technician, as well. But this is a separate chnpter in any review of professional education and technician training and, accordingly, beyond the purview of today's discussion. �--· - t (. SCHOOL OF FORESTRY ESTT:vIATED E~ROLD1E>IT 1972- 1973 1967 1968 1968 Forest Technology I Forest Technology II :"o·tes t 1973 1972 1972 1973 1974 197.+ 1975 80 85 90 95 100 45 55 60 64 . 70 75 15 10 10 8 8 10 10 - ~ 10 12 15 16 20 20 17 20 25 30 33 35 40 45 Year II 4 10 15 20 25 28 30 30 Year III - - - 10 18 22 25 2 5_ Year IV - - - - 10 20 217 -- 18 281 Techn.olo gy "I I I (Research) Forest TechnoJogr III (Logging) Fores~ry Degree I - Year I TOTAL 1970 1971 1969 1969 1970 1971 60 70- 75 23 40 10 714 - 'v 15-5 -- 180 -- -- 254 -- -310 -, r .!.\.· _?: .) ... J -- ...~ �Appendix C UNIVERSITY OF TORONTO Some Facts and Figures Approximate Figures Total Graduates, 1910 to 1967 Deceased Living Of the 866: Those who belong Those who belong Those who belong Those who belong to to to to both the CIF and OPFA the CIF but not the OPFA the OPFA but not the CIF neither Of the 866: Regarding employment: Ontario Department of Lands and Forest Ontario Hydro Ontario Conservation Authorities Ontario - Other Departments Canada Departmen~ Forestry & Rural Development Armed Forces Canada - Other Departments B.C. Government Saskatchewan Government Newfoundland Government Pulp & Paper Companies Other Wood-using Industries Teaching in Secondary School Teaching at University Graduate Studies Consulting (Full time) Bell Telephone Retired Law Practice Insurance Chartered Accountancy Missionary 1 963 97 866 308 172 77 309 170 15 16 20 so 11 21 5 6 2 165 60 75 35 15 10 5 so 5 5 s 1 � 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 School of Forestry Subject The topic of the resource Universities Description An account of the resource Lakehead University School of Forestry proposal for a degree-granting program. The report includes an overview of programs, enrolment, proposed expansion, and relative industry reports for developing a Degree in Forestry at 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 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 lu-15b 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 Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/b5bdb63fedba52f36ef4fc413b8bd1da.jpg 43c6dd0a822c55352ee9bf9854fcb481 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Member of Lakehead University Wrestling Team. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image 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/ad6f505c682d9909c6bbdd012d27533f.jpg 3b0886f80206feb61dc6778b355dadf4 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Wrestling match. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image 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/3ab84086d9addbdad972d24c4ea8da10.jpg dd4c7dccea86a9c1fc11f22e6f9381f2 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Wreslting match. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image 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/291dc4e2191497caa4af5328790ae8b6.jpg 4d02de962a325ee5e951071fdd23cef1 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Wrestling match. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image 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/2f3f4699581bb73ba074faf3ec848706.jpg 03edbc01459487eb81f4c13ac43cd274 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Wrestling match. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image 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