1038 10 13630 https://digitalcollections.lakeheadu.ca/files/original/7/608/05-26-1971-pg1-c3.jpg d1c1c498a57a19d0a0a7ad8db2801cab https://digitalcollections.lakeheadu.ca/files/original/7/608/05-26-1971-pg1.jpg 176d4b60716ca3cbe139f9272613dc47 https://digitalcollections.lakeheadu.ca/files/original/7/608/Scanned_from_a_Xerox_Multifunction_Printer_[19].pdf f1b295f76477e61f97f29bebeabe7554 PDF Text Text � https://digitalcollections.lakeheadu.ca/files/original/7/608/Scanned_from_a_Xerox_Multifunction_Printer_[20].pdf 7519bacd68939377418b12f40b267569 PDF Text Text � 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 Orillia University Committee Collection Subject The topic of the resource Universities Description An account of the resource The collection consists of newspapers (primarily the Orillia Daily Packet and Times) with stories related to the proposal to establish a campus of the Waterloo Lutheran University in Orillia. The proposal made by the Orillia University Committee in September 1965 to Simcoe County Council to establish funding for the new university campus was approved, and $600,000 allocated. Fundraising commenced, but was halted in 1968 by the Ontario Ministry of University Affairs. Date A point or period of time associated with an event in the lifecycle of the resource 1965-1971 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 Replies To Critics Of College Foundation. Daily Packet and Times, May 26, 1971. Subject The topic of the resource Universities Description An account of the resource Simcoe College Foundation member W.D. (Rusty) Russell replies to criticism at the Rotary Club of Orillia. Creator An entity primarily responsible for making the resource Daily Packet and Times Date A point or period of time associated with an event in the lifecycle of the resource 1971-05-26 Rusty Russell Simcoe College Foundation Sue Mulcahy Wharton Russell https://digitalcollections.lakeheadu.ca/files/original/7ba42591b859e3f877faedc7958cdeca.pdf ee644ac9753152617833f31e66349d64 PDF Text Text _____ .... 1lBPORT OP 'l'BE �S'l'RY OJ! c:cmm:s DD� lf.MIV'B At.Nl.SOH! dliJM.trl:Eb. 'l'BE MIHISTKY OP COLLBGB!_. AND PROPOs-CATION y_�u AND 'l'1WltillG � January, 1991 �PRBPACB In response to the issue of Native access to, and retention in postsecondary institutions, the Ministry of Colleges and Universities (MCU) initiated the development of a Native post­ secondary education strategy. In order that the strategy reflect the educational needs and priorities of Native people, an MCU Native Advisory Committee was established. This committee comprised representatives from Native organizations, colleges, universities and the ministry. The mandate of the advisory committee was to develop, through a partnership process, a Native education strategy applicable to the existing system of postsecondary education in Ontario. The following Native organizations were represented on the Advisory Committee: Chiefs of Ontario Joint Indian Association Association of Iroquois and Allied Indians Nishnawbe-Aski Nation Union of Ontario Indians Ontario Federation of Indian Friendship Centres Ontario Metis and Aboriginal Association Ontario Native Women's Association The participating Native organizations have made it clear from the outset that this strategy process is a short-term process that forms a small part of their efforts towards the long-term, educational agenda of their people. It was agreed upon by all parties participating in the strategy that the content and discussion of these short-term, limited initiatives would not abrogate or derogate from any and all issues relating to self­ government undertaken by individual Native organizations at present or in the future. It is understood by all parties participating in the development of this strategy that the long-term goal of Native organizations is Native control of education for Native people. �TABLE _OF CQNTEtr.rS . I ISSUE II BACKGROUND 1.0 1 General Background 1.1 2.0 III l - 3 Provincial Corporate Native Affairs Policy 1.2 Jurisdictional Responsibility for Native Education 1.3 Native Education -current Status l 3 MCU's Position Regarding.Postsecondary Education 4 - 6 2.1 5 Mandate of the Strategy l MCU's NATIVE EDUCATION AND TRAINING STRATEGY 1.0 Strategy Goals 2.0 Inter-relationship Between Native Organizations, Post-secondary Institutions and MCU 2.1 2.2 2.3 3.0 4.0 Mandatory Funding Eligibility Criteria Ongoing Native Community Input Regarding Postsecondary Education Issues Proposal Selection Process 7 7 - 10 8 9 10 Strategy Initiatives 11 - 20 3.1 3.2 11 Native Support Services Initiatives Native Programs and Curricula Initiatives 3.3 Admissions and Access Initiatives 3.4 Native Teacher Education Initiatives 3.5 Resource Implications of the Strategy for Native Organizations 19 Monitoring and Evaluation of the Strategy 21 - 22 4.1 4.2 21 22 Data Collection Evaluation 13 16 17 5.0 summary of Funding 23 6.0 Summary of Recommendations 24 - 27 �1 I ISSUE How to increase Native1 participation i n , ~ graduation frcm, Ontario's colleges and universities~ II BACKGROUND 1.0 GENERAL BACltGROUHD: 1.1 Provincial Corporate Native Affairs Polley The provincial corporate Native Affairs Policy was approved by Cabinet in october, 1985. The Government endorsed the constitutional entrenchment of rights to self-government for Native people, and called for a proactive and developmental approach to Native affairs based on the goal of promoting Native self-reliance and self-determination. Within this corporate policy, principles were adopted as a guide to ministries in the development of policies in respect to the provision of provincial programs and services for Native people. These principles encouraged ministries "to provide Native-specific services to meet the needs of Native people and to support the protection of their culture;" and recommended that initiatives "should also be developed in consultation with Native people." 1.2 Jurisdictional Responsibility for Native Bducation The Constitution Act, 1867, under s.91(24), gives the federal government the power to legislate with respect to "Indians, and Lands reserved for the Indians." .The provincial governments are given the authority to legislate, under s.93, in relation to education. Responsibility for Indian education involves, therefore, an element of concurrent legislative competence. The federal Indian Act, in subsection 4(3), limits the application of the education provisions of that Act to Indians between the ages of 7 and 17 ordinarily residing on a reserve or on crown lands. With regard to Indian people who reside off-reserve, the Ontario Education Act, R.s.o. 1980, c.129, as amended, treats them, for purposes of education, in the same way as any other provincial resident. The term "Native", as used in this report includes Registered or Status Indians, Inuit, Metis, and other non-Status Indian people. �2 i) Elementary and secondary Education The Federal Government is financially responsible for providing elementary and secondary education services for all status Indians. As of April, 1986, the Federal Government has been corrmitted to transferring the administration of education programs to Indian Bands. The Ontario Government provides for the education of non-status Indians, Metis, and status Indians living off-reserve. Provincial education services are provided to some bands through formal tuition and capital agreements between the federal government and the school boards on the basis of full cost recovery from the federal government. 11) Poat.eecond,ry Bducaticm. The federal government has assumed additional obligations for Native education, but it contends that it is not legislatively or constituµonally responsible for postsecondary education for status Indians. Through their non-statutory, Postseconda.ry Education Assistance Program (PSEAP), caramonly known as E-12, financial assistance is made available to status Indian 2 and Inuit students attending postsecondary institutions. The federal government also provides a small amount of funding for the development of Native targeted postsecondary programs on a special or pilot project basis. Ontario's postsecondary institutions, are responsible for the delivery of academic programs and adult training to all provincial residents, including Native students, who meet the eligibility criteria. Also, in response to the special needs of the Native population, some postsecondary institutions offer Native-specific programs and services. The provincial government, through the postsecondary institutions operating grant, provides funding for Native programs and support services at postsecondary institutions. 2 Including Indian people who have been reinstated as registered Indians in accordance with "An Act to Amend the Indian Act 1985." �3 Since responsibility for Indian education involves an element of concurrent legislative competence, there is a need to clarify the roles and responsibilities of the federal and provincial governments in order to ensure that Native people have access to a level of educational services equal to that enjoyed by other provincial residents. These educational services however, should be tailored to Native people's special needs and circumstances. 1.3 Native Bducatian - current Situaticn Native people have lower than average levels of education. In Ontario, only 25% of younger 3 status Indians have received some postsecondary education compared to 491 of the younger non-Native population•. Ontario secondary students are nine times more likely to graduate from high school than Native students living in northern communities~. Native people are under-represented in all occupational categories, particularly in professional and health-science occupations. Natives with a college or university education have similar or higher employment rates than non-Natives with the same qualifications. For low levels of educational attainment, Native employment rates are much lower than those of nonNatives. 3 15 to 24 age group 4 Source: INAC customized data based on 1981 Census Canada Data. Source: Salasan Associates Inc. A Northern Vision: Guidelines for Secondary Education North of 50 In Ontario - 1988 �4 2.0 MCU's POSITION REGARDING HATXVB POm'SBCOllDAitt BDUCAnal: Given the provincial government's corporate Native Affairs Policy; the jurisdictional responsibility of the province for the delivery of postsecondary programs and adult training to all provincial residents, including Native people, who meet the eligibility criteria; and the disadvantaged positio~ of Native people in terms of educational opportunity; the Ministry of Colleges and Universities decided to develop a strategy which would address the postsecondary educational needs of Native people in a comprehensive manner. On July 28, 1988, the Minister of Colleges and Universities wrote to several Native organizations, advising that MCU would co-ordinate the development of a Native Postsecondary Education and Training strategy. The Minister requested that each Native organization designate a representative(s) to assist ministry staff in the development of the Strategy. An MCU Native Advisory Committee was established to develop this strategy. 'rhis committee, co-chaired by the directors of the College Affairs and university Relations Branches, had representatives from the following organizations: Ministry of Colleges and universities Chiefs of Ontario Ontario Metis and Aboriginal Association Ontario Federation of Indian Friendship Centres Ontario Native women's Association Union of Ontario Indians Nishnawbe-Aski Nation Grand Council Treaty 13• Association of Iroquois and Allied Indians Colleges of Applied Arts and Technology Universities of Ontario The Ontario Native Affairs Directorate, and the Ministries of Skills Development and Education have observer status on this conmittee • • As of October, 1989, this organization withdrew from the Advisory Committee. However, the Treaty 3 representative agreed to meet with the Native organiza~ional representatives prior to each Advisory Committee meeting to discuss the Strategy initiatives. �5 2.1 Mandate of the Strategy MC.-6 ! &pp: C I . I I as lli!l!U ICE& §1 HES •• !!211£ . I 1 •• I I 11?sttn1 ,sa:11cr e 1 I ■ t1••••1 'Ir nsd tt► st 1 eci al nii a j1a110.:zaln It was agreed that this narrowly defined mandate would meet Native short-terms goals of ensuring that Ontario postsecondary institutions better address Native students' educational aspirations. This specific Strategy was seen by the Native organizations as an interim approach. Native organization representatives indicated that their aspirations and long-term educational agenda are Native control of Native education, including the establishment and funding of Native postsecondary institutions and the amendment of the existing legislative limitations. The Native organizations further stated that there is a need to continue discussions on the long-term educational agenda of Aboriginal people based on the following general concepts: i) that Aboriginal community control of all levels of Aboriginal education is an existing Aboriginal right; ii) that the Aboriginal view of education is as a life-long holistic process that sees education as a life-long continuum, covering the entire range of programs and curriculum offered through all relevant ministries of federal and provincial governments; iii) that the education system, as currently administered has failed to meet the needs of the Aboriginal people, and that in order to be improved, the full participation of Aboriginal people will be required; and iv) that the establishment of agenda, priorities and timetable for issues relating to Aboriginal education will be achieved by means of a full partnership between the Aboriginal community and government. While the Ministry of Colleges and Universities recognizes that Native organizations have their own long term, educational agenda, the initiatives proposed in this paper only address the short-term agenda of improving the participation and retention rates of Native students in the present postsecondary system. The Strategy acknowledges the special needs and circumstances of Native people in terms of postsecondary education and proposes initiatives to assist colleges and universities in addressing some of these needs. �6 The Strategy does not fully address all the factors which contribute to a disproportionate percentage of Native people being disadvantaged in teDDS of acquiring a post-secondary education, such as the very high Native secondary school drop-out rate. The factors contributing to these problems are very complex and far reaching and can only be resolved through the co-operative efforts of the federal and provincial governments and Native organizations. Also, the scope of the Strategy's initiatives are limited in terms of funding constraints and the respective mandate of the ministry, colleges and universities. For example, inappropriate accommodation and inadequate day care arrangements have been identified as factors contributing to 'the high Native student drop out rate and as barriers which restrict potential Native students frcma attending postsecondary institutions. However, the solutions to the shortages in family housing and student day care spaces are very costly, require project approval and funding from several other ministries, and will take several years to implement. As a result, the Strategy does not make recommendations in these areas. �7 III MCU NATIVE EDUCATION AND 'l'RAIRING STRATEGY 1. 0 STRATEGY GOALS: TO INCREASE NATIVE PARTICIPATION AND COMPLETION RATES IN UNIVERSITY AND COLLEGE PROGRAMS; TO INCREASE THE SENSITIVITY .AND AWARENESS OF POSTSECONDARY ·INSTITUTIONS ISSUES; AND TO NATIVE CULTURE AND TO INCREASE THE EXTENT AND PARTICIPATION OF NATIVE PEOPLE IN DECISIONS AFFECTING NATIVE POSTSECONDARY EDUCATION. To achieve the first goal, the Strategy proposes: i) a range of initiatives designed to increase the graduation rate of Native students enroled in postsecondary programs by providing edditjgpz] fu:1ds for the following: to the level of s{egif]Jg@d SBPPOft liiftflJjces IBi# ..i i i i I ■■ it&EI J@ §€liddu tn5re4se s; 11 :E•idi:::!:S!EESi:!:eSr:;::£:i: ::m,nm iggexatj,re manner ta ssuaanities. lla ■ iiOJ ■ ii) a range of initiatives aimed at reducing the barriers that restrict Native access to post secondary institutions, including initiatives in the area of admissions, access programs and Native teacher education. To achieve the second and third goals the Strategy proposes: for in tiativ.es developed under the. trate. · be colleges and universities · n the planning, delivJry an programs and services directed to Native students; and that an ongoing opportunity be provided for the Native community to advise MCU on issues of Native postsecondary education. The Native organizations represented on the Advisory Committee stated that in order to achieve all three goals, it is necessary ~~=~ ~aE~a,iieeet~J!f~f2'7! ?%!!:;!:;:a:211ri::::a:h~;e ~:~:i~6e implementation of the~!~S!X: 9 / ' �8 2.0 INTER-RELA'.rIONSBIP BB'l'WEEH NA'rl'VB ORGMIZATIORS, POS'!rSBCONDARY INS:trrtJfi~ AND 1.'BB IIIKISTllY OP C:OLIJIGBS AHD UNlVBRSI'.rIBS: ( Appendix l) In order to increase the extent and participation of Native people in decisions affecting Native postsecondary education, the Strategy proposes that: • funding for initiatives developed under the Strategy should be conditional upon the establishment of foi:mal institutional linkages with the Native community; and • MCU should establish a successor body to the MCU Native Advisory Cormnittee which would be responsible for overseeing the implementation of the initiatives •. 2 .1. Mandatory 1"1ind1 ng Bllgibility Criteria Eligibility to access targeted mcney under the Strategy will be dependent upon a college or a university agreeing to the -following: i) Ensure that a process exists which would provide local Native community7 representatives with direct access to the governing body/Senate on all aspects affecting Native postsecondary education within the institution. ii) Establish a college/university Native committee with significant local Native caamunity membership to oversee key Native programs and services. '?he committee will also assist in the determination of appropriate mature student admissions criteria for Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native committee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the accessibility and retention rates of Native students within the institution. This plan should be approved :by the institution's governing body/Senate. 7 The term local Native cormnunity, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. �9 2.2 ongoing Native community Input Regarding Postaec::ondary Education Issues (Refer to Appendix l for more details) It important to establish a successor body to the current MCU Advisory Committee for the purpose of advising the Minister on the educational priorities and concerns of Native conununities. Therefore, it is recommended that an ongoing Jiftj;;a Fdnsatjap COJJPl.;,l (NEC) be established by Order-in-Council to advise the Minister on all aspects of Native postsecondary education. There would be up to seven government appointees to the council with voting powers, one of whom is the chair. Members would be selected from each of the Native organizations involved in the development of the MCU strategy. The purpose of the NEC is to assist the Minister of Colleges and Universities in efforts to increase Native students' access (and their retention in) publicly assisted postsecondary institutions; advise on Aboriginal education institutions, and to bring forward emerging issues and unresolved concerns relating to Native postsecondary education in Ontario. The Committee would also provide assistance in the form of advice to the Minister in respect of programs, services and policies as they relate to Native students, and manage in partnership with MCU, the implementation of the ministry's Native Education and Training Strategy. It is further recommended that a secretariat be established to provide the administrative support for the Council. It would have two full-time positions, secretary/receptionist and a coordinator that are appointed under the Public Service Act. The coordinator of the secretariat would report to the Chair of the Native Education Council. MCU will cover the travel and accommodation expenses for members the Native Education Council and a secretariat will be established to provide the administrative support for the NEC. It is anticipated that the annual cost of funding the NEC, including the secretariat, will be approximately $210,000. �10 2.3 Proposal Selection Process (Refer to Appendix 1 for more details) In responding to funding proposals, there will be a need to determine whether an institution has met the mandatory funding eligibility criteria; which proposals are to be selected for funding; and the amount of funding ~ c t e d ro sa e, it is recommended that a - ' be established to undertake these tasks, an a the Native cOIIJIIIUDj.ty be given a major role in nominating members of this important committee. Within the context of the policies and priorities identified in the Strategy by the MCU Native Advisory Conmittee and approved by the Minister, the Proposal Selection committee would have the primary responsibility for the proposal. review and selection process of initiatives funded under the strategy. · The reconmended composition of the committee is as follows: Membership: non-voting: voting: l l l 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college representatives, nominated by the Conmittee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) MCU will cover the travel and accommodation expenses for members of the Proposal Selection Committee and will also provide administrative support for this ccmmittee. The annual costs associated with funding the Proposal Selection Cormnittee will be approximately $30,000. 3.0 STRATEGY INrnATIVBS: The following provides a swnmary of the Strategy initiatives. The detailed supporting documents are in the appendices of the Strategy . �11 3.1 Native support Services Initiatives (Appendix 2) The provision of specialized Native support services will assist postsecondary institutions to achieve the following objectives: i) contribute towards an increase in the Native student graduation rate; ii) improve the quality of life of Native people participating in postsecondary institutions by addressing their physical (recreational), mental (educational), emotional (social) and spiritual (cultural) needs; iii) promote an increased. understanding of and respect .for Native culture within the institution; and iv) promote increased contact between postsecondary institutions and Native communities. In order to encourage postsecondary institutions to enhance their ability to achieve these objectives, it is recommended that MCU establish a Native Support Services Grant. The purpose of the grant would be to increase and enhance the level of Native support services provided by postsecondary institutions. The grant would not be used to replace services currently funded from a college or university's operating grant. This grant would comprise two components: Native Support Services - Core Fund Native Support Services - Enhancement Fund 3 . 1.1 · Native Support Services - Core Fund Objective: To Increase the number of Native counsellors employed by postsecondary institutions. TYpe of Initiatives Eligible for Funding: Native counsellor positions and support service positions for a Native counselling unit. �12 Funding: It is recommended that new funding be allocated to support this initiative and that selected institutions would receive 100, MCU funding for a four year period to cover the .c osts associated with the ;m: pcsi tions. In order to ensure that future allocations are not completely committed in year 1, it is recommendnd that the initial size of the fund should be $1.0 million and that it should increase by $0.S million each year until year 4. ':therefore, Ml,000,381 MSUld be allocated over._, JE&Z pcziccl and funding for new proposals would be available in years 1 through 4. Institutions shall make a commitment to continue such services from their own resources. 'For a postsecondary institution to be eligible to receive these funds, it would be required to demonstrate a commitment to meeting the support services needs of Native students on a long-term basis. Native Support Services - Enhancement Pund. Objectives: To enhance the range and quality of specialized support services available to Native students at several colleges and universities. Type of Initiatives Eligible for Funding: The enhancement fund would be used for such activities as providing a Native meeting space, developing Native peer tutoring er counselling programs, and supporting projects which would be unique to a particular institution. However, in order to be eligible to apply for the funds, the institution shall have a full-time Native counsellor on staff. Exceptions to this requirement are possible, provided that the institutions can demonstrate to the satisfaction of the Proposal Selection Committee why such an exception should be made. Funding: It is recommended that new funding be allocated to support this initiative and that approximately $750,000 per annum be allocated to the Native Support Services - Enbaneement Fund. This fund would be administered from a larger special projects budget. The proposed maximum annual allocation would be $50,000 per project, and projects would be funded for a maximwn of 3 years. �13 3.2 Native Programs and curricula Initiatives (Appendix 3) The Native Advisory Connnittee recommends that colleges and universities should be encouraged to develop Native programs and curricula which will achieve the following objectives: o provide Native students with the skills to succeed in either Native or mainstream conmunities; o provide graduates with the skills required to enable Native communities to achieve greater self-reliance and to promote economic development and economic selfsufficiency; o provide students with the opportunity to study Native culture and languages in a postsecondary environment; o facilitate program delivery in a flexible and innovative manner to Native communities. the following initiatives are proposed in order to assist postsecondary institutions to achieve the program and curriculum objectives: 3.2.1 Designated Native Specific Programs - Incremental Funding: High quality, culturally appropriate, Native-specific programs are more costly to develop and deliver than regular programs because of: • lower student teacher ratio; 8 higher delivery costs resulting from the effective use of distance education 9 as .,Part of the delivery mode; • The class size for programs targeted to Native students tend to be small because of the small Native population base. The majority of Native postsecondary students have not completed secondary school, are often weak in several academic areas and have not developed adequate study skills. As a consequence, these students often experience difficulty in successfully completing courses delivered through distance education. College staff have indicated that course completion rates are significantly increased if the Native students enroled in a distance education course receives face to face instructional assistance in their home community. �14 • high costs associated with providing work placement opportunities in the home communities of Native students which are often located a great distance from the postsecondary institution; • higher developmental costs resulting from the necessity to consult and work with Native communities; • the high costs associated with the adaptation and/or development of curriculum; and • professional development training for those teaching these programs. The Advisory Committee recommends that incremental funding for designated programs be established. Objective: To offset the incremental costs associated with developing and delivering Native programs. This funding would be supplementary to that of regular operating grants. Funding Criteria: Based on the recommendation of the Proposal Selection Committee, a program must be "designated" a Native-specific program by MCU. Designation will be based on the program meeting the following criteria: • that the program reflect the strategic goals and priorities of the regional Native community as articulated by the college/university Native committee; • that the program be developed under the direction of a program advisory conmittee which has substantial Native representation and when applicable, the membership will include local representatives from First Nation political bodies, friendship centres, OMAA, ONWA and Native service organizations; • that the Native program advisory committee have responsibility for reviewing and assisting in the development of the curriculum, advising on the recruitment of staff, and program evaluation; and • that the program curriculum contain substantial Nativespecific content and provide graduates with the same skill level as graduates in a similar, mainstream program: �15 Funding: It has been estimated that between $0.8 million and $1 million in incremental funding would be required in year 1 and that this amount would increase to approximately $1! tttiilfiki ct11 •!'··yeirr 5 and would then remain fairly constant thereafter. Both postsecondary and MCU funded adult training (tuition short programs) would be eligible for designation and incremental fun4ing. Once an operating program has been designated, the college/university will receive incremental funds for that program, starting in the first year of program designation. The college/university would receive an amount equivalent to an Md1 tj anal Q 25 frm1f ■ 1 unit for each FTE (full-time equivalent) or BIU (basic income unit} enroled in a designated program. This would be targeted funding and could only be used in relation to the designated program. 3.2.2 Program Development Fund: It is recommended that new funding be allocated to support this initiative and that $1.25 million per year, for five years, be made available to support the development of Native programs and curriculum and the delivery of programs to Native communities. It further recommends that postsecondary institutions proposing a joint initiative with a Native training agency (in which distribution of responsibilities has been formalized by agreement), be given priority consideration for grants from the Program Development Fund. Grants administered under this fund would include: Native Curricula Development Grant which will facilitate the development of high quality, Native curricula which reflect, the cultural, social, economic and political needs of Native people. Curricula for Native teacher education programs would be a high priority. Exceptional Costs Fund which will offset the exceptional costs associated with delivering communitybased programs in Native communities. Joint College and University Initiatives Fund which will facilitate college-university initiatives in the area of Native programs. L' L...-.v , ~ )r,,•~ J �16 3.3 Admissions and Access Initiative• (Appendix 4) Native people are confronted by serious so~ial, economic and academic barriers to acquiring a postsecondary education: Until recently, the thrust of governmental and church education policies were oriented towards the assimilation of Native people. The education system has consequently ceen regarded with suspicion by many within the Native community. Under such conditions, it was difficult for Native role models, based on conventional educational achievements, to develop. · Native students, particularly· Metis and non-status Indians not eligible for federal financial support, are confronted with serious economic problems when pursuing a post- . secondary education because they tend to have a smaller personal and family financial base on which to draw thari the average Ontario student. Native students from remote conmmities are faced with higher travel and housing costs when they relocate to attend a postsecondary institution than the average Ontario student. The older age of many Native students means that many may have decreased mobility because of family responsibilities, and the unavailability of daycare. or affordable family accommodation. The lack of regular academic credentials may require Native students to spend an additional year or two in an academic program. The serious under-representation of Native people in Ontario postsecondary education institutions can be rectified by concerted action in a number of areas: i) The use of expanded and more flexible mature student admission and selection criteria; ii) The implementation of enrolment equity policies; iii) The development of special access or bridging programs; iv) The recruitment of qualified and interested Native students; V) Improvements in the transferability of credits between postsecondary institutions; vi) The expansion of distance education opportunities, particularly for people in northern Native communities. �17 Action in these areas must be co-ordinated with other initiatives, such as the development of Native-specific support services and culturally-sensitive and relevant Native-specific academic programs, to ensure that efforts to enhance the accessibility of Native people to postsecondary institutions will be effective. It is recorranended that: Postsecondary institutions should be encouraged to adopt guidelines for mature student admissions, such as those developed by the council for the Advancement of Experiential Learning. Professional schools or faculties should be encouraged to implement enrolment equity policies. This should be undertaken with the advice and assistance of the institutional Native conanittee and/or the local Native · community. Institutions should establish general and/or programspecific Native access programs to improve access to postsecondary education; and that the students enroled in access programs should be eligible to be counted in determining MCU operating grants to postsecondary education institutions. Native student recruitment for general, professional or specialized access programs should be carried out in close consultation with the institutional Native Committee. The accessibility of culturally appropriate, distance education to Native communities through a combination of telecommunications technology and on-site academic support should be expanded. All applications submitted to the Northern Distance Education Fund (NDEF) which concern Native-specific programs should be reviewed, for recommendations on funding, by the MCU Proposal Selection Committee. 3.4 Native Teacher Bducation Initiative• (Appendix 5) Improving Native accessibility to, and retention in, postsecondary education institutions will be determined, in part, by the experiences of Native students in both the elementary and secondary school system. In order to ensure that this experience is positive for the majority of Native students, more Native teachers and more culturally appropriate teaching, both in content and in method will be required. �18 As a consequence, Native-specific teacher education curricula are required which will prepare student teachers to meet the special cultural, social and linguistic needs of Native students in the elementary and secondary schOQl systems. The following issues concerning Native teacher education have been identified.: l) 2) 3) · 4) 5) 6) 7) 8) 9) 10) 11) the under-representation of Native people in the teaching profession; the recruitment of students for Native teacher education programs; the quality of the Native teacher education program; the appropriateness of teacher education curricula for both Native and non-Native students; the inadequate level of Native language instruction in both the faculties of education and the school system; the appropriateness of instruction in pedagogy for Native and non-Native students; the lack of Native professors in Faculties of Education; · the acceptability of Native Studies as "teachable studies" and. for the earning of Additional Qualifications (AQ); the need to sensitize non-Native faculty and students to the history and culture of Native people; the need to develop alternative and appropriate delivery modes for teacher education which addresses both geographic and cultural factors; the need for an integrated approach to the issue of Native teacher education. Due to the important role of teachers in the educational experience of Native students, it was necessary to make farreaching recommendations in terms of improving Native teacher education in Ontario. Many of these important recommendations go beyond the mandate of this Strategy and the Ministry of Colleges and Universities. In terms of Native teacher education, the Strategy recommendations will not encompass all of the recommendations contained in Append.ix 5, but will be limited to those which provide a framework to assist/encourage Faculties of Education to develop programs which reflect the goals and philosophy of the Native Teacher Education Paper. It is recommended that: targeted strategy funding only be made available for Native teacher education programs which address the following criteria : �19 a) include, as a central component, instruction in a Native-specific curriculum and pedagogy based upon learning modes derived from the Native cultural and lin9\Li:stic heritage; b) ensure that Native-specific curricular components and pedagogy ·are available as elective credit courses to all teacher education students; c) ensure the use of indigenous resources and the recognition of regional differences; d) ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; e) ensure greater curricular emphasis on NSL and NFL instruction; alternative and flexible credentialling criteria, with respect to the Ontario Teacher's Certificate, be established for Native people, to recognize the expertise acquired through indigenous, non-formal education; community-based education models be considered in developing Native teacher education programs; the Minister request the organizations responsible for teacher education and teaching credentials to address issues related to Native teacher education and training in a manner consistent with the recommendations of the Native Teacher Education paper (Appendix 5) . 3.5 Resource Implications of the Strategy for Bative Organizations The Ministry of Colleges and Universities believes that the involvement and active participation of the Native organizations is critical to successful implementation of the Strategy. Therefore, a major thrust of the Strategy is to increase the extent and participation of the Native community in all aspects of postsecondary education involving Native students. i) The local Native community will be more involved with existing colleges and universities in the following areas: �20 • • ii) providing advice and information on Native needs and ways of meeting those needs through direct participation on advisory groups and boards of governors; assisting in the development/provision of Native specific programs, curricula, suppor•t services and mature student admissions criteria .for Native students; and reviewing the admissions protocol affecting Native students. At the provincial level, the Native community will be actively involved with MCU in the following areas: • participating in the review and selection of proposals to be funded under the Strategy; participating in the implementation and evaluation of the strategy; and providing ongoing Native conmunity input regarding • postsecondary issues. The effective implementa~ion of the Strategy will require the participating Native organizations to: • provide ongoing consultation with their local organizations to ensure their input, involvement and commitment· to the implementation and evaluation of the Strategy; • commit substantial staff time to support Native community level participation on local college/university committees; actively participate on the Proposal Selection Committee and the Native Education Council; • commit staff time to undertake research, policy review and development on issues relating to Native postsecondary education; and • cover the administrative costs associated with this activity. In order to ensure that they have the internal capacity to undertake these extra responsibilities, these Native organizations will require additional funds on a multi-year basis. It is recommended that MCU provide $760,000 in salaries, benefits and direct operating expenditures to participating Native organizations; that the NEC be given the responsibility to allocate these funds; that the funding level will be increased by 5% each year; and the funding process will be reviewed in year five. �(' 21 4.0 MONI'l'ORING AND EVALUATION OP THE STRATEGY 4.1 Data Collection: In order to determine whether the Strategy and the proposed · initiatives are achieving their intended results, it will be necessary to collect data which will enable MCU to monitor the participation and completion rates of Native students by program and institution. It is recommended that longitudinal data be collected for self-identified Native students as follows: Student Demographics: • age • sex residency • classification of Aboriginal status • number of dependents • mother tongue Education Plan: • name of institution • basis of admission (mature or regular) • attendance (full time/part time) • degree/diploma sought • specialization/program/field of study • year in program • date of entry into program . projected year of graduation Achievement: • graduate/continuing withdrawal/failure - reasons MCU will undertake a study to determine the most appropriate method for collecting and maintaining this type of data. 4.2 Evaluation Through the creation and maintenance of a comprehensive, longitudinal data base, the ministry will monitor, on an annual basis, the impact of the Strategy on Native participation and completion rates. The Native Education Council will monitor, on an annual basis, the impact of the Strategy on the extent to which Native organizations have been involved in decisions which affect Native postsecondary education. �22 The colleges and universities which receive funding under the Support Services Core Fund and the Special Projects Fund will be required to report annually on the achievement of . the objectives of their proposals in accordance with ccmmon standards to be established by the Proposal Selection Committee. The findings of the evaluations will be submitted to the Proposal Selection Committee. This committee will prepare an annual reporc:. which deals with the implementation and the administration of the funding envelopes, and the measurable impact of initiatives in terms of the Strategy's goals. The annual report will be widely circulated for comment and review to postsecondary institutions, Native communities and within the ministry. In year four of the Strategy, an evaluation will be undertaken. The Native Education Council, in partnership with MCU, will develop terms of reference, implement evaluation and report its findings and conclusions. �, 23 5.0 SUMMARY OP FUNDING IMPLICATiafS The funding implications of the proposed initiatives of the Strategy are shown in Table 1. TABLB 1 MCU NA'l'IVE EDUCATIOR AHD '1'RAIRI1m ~ PROPOSED PONDING IBITIM!IVBS $ Million Year 1 2 3 s 6 1.s 1.0 ;upport Services Core Fund 1.0 1.s 2.0 2.s Cncremental Funding 1.0 1.s 2.0 2.s · 1.0 [estimate) ;pecial Projects i) Support Services Enhancement Fund .75 .75 .75 .75 .75 Li) Program Development Fund 1.25 - Curriculum Development Fund - Exceptional costs fund - College/University Initiatives Fund 1.25 1.25 1.25 1.25 Staffing/DOE10 for Proposal selection Conaittee and the Native Education Council .24 .24 .24 Bxternal Evaluation of the .24 .24 .13 Strategy - Year 4 Ongoing Funding for Native Organizations Represented on the NBC .7 4.94 TOTAL 10 .74 .78 .82 S.98 7.02 8.19 Direct Operating Expenditures .86 7.58 ·7 .s �24 6.0 SUMMARY 01' UCCRIDDATIORS l. It is recommended that eligibility to receive targeted money under the Strategy be dependent upon a college or a university agreeing to the following: that a process exist~ which would provide local community~~ represen~atives with direct access governing body/Senate on all aspects effecting postsecondary education within the institution. i) Ensure Native to the Native ii) Establish a college/university Native cammittee with significant local Native community membership to oversee key Native programs and services. The committee will also assist in the determination of appropriate mature stud.en~ admissions criteria for Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native conanittee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the -accessibility and retention rates of Native students within the institution. 'l'his plan should be approved by the institution's governing body/Senate. 2. It is recormnended that colleges and. universities which have demonstrated a previous commitment to addressing the educational and training needs of Native people through the provision of quality Native programs and services be given preference in terms of funding. 3. It is recommended that an ongoing Native Education council be established by Order-in-Council to advise the Minister on all aspects of Native postsecondary education. A secretariat would be established to undertake the administrative functions of the Council. The Council would comprise up to seven government appointees selected on the basis of one member from each Native organization involved in the development of the MCU Strategy. The term local Native community, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. �25 4. It is reconunended that a Proposal Selection Cormnittee be established to undertake the responsibility for the review and selection of proposals to be funded under the Strategy. The recommended composition of the committee is as follows: Membership: non-voting: voting: 1 1 l 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college . representatives, nominated by the conanittee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) 5. It is recommended that a Native Support Services - Core Fund be established in order to increase the number of Native counsellors employed by postsecondary institutions and that $10,000,000 be allocated over a seven-year period and that funding for new proposals will be available in years l through 4. 6. It is recommended that $10 million over a five-year period be allocated to a Special Projects fund. Approximately $750,000 per annum would be allocated to the Native Support Services - Enhancement Fund and $1.25 million per annum would be allocated to the Program Development Fund. The Enhancement Fund will be used to improve the range and qqality of specialized support services available to Native students at several colleges and universities. The Program Development Fund will be used to support the development of Native programs and curricula by providing additional funding for: • the development of Native curriculai to offset some of the exceptional costs associated with delivering cormnunity-based programs in Native communities; and facilitating college and university initiatives in the area of Native programs. 7. It is recommended that institutions proposing a joint initiative with a Native training agency (in which distribution of responsibilities has been formalized by agreement) be considered eligible for grants from the Special Projects Fund. �26 8. To offset the incremental costs associated with developing and delivering Native programs, it is recommended that colleges and universities receive an additional .25 funding unit for each F'l'E (full-ti.me equivalent) or BIU (basic income unit) enroled in a designated program. This would be targeted funding and could only be used in relation to the designated program. The Proposal Selection Conaittee will make recormnendatioas to MCU regarding designation of a program. 9. It is ,:ecommended that postsecondary institutions should be encouraged to adopt guidelines for mature student admissions, such as those developed· by the Council for the Advancement of Experiential Learning. 10. It is recommended that professional schools or faculties should be encouraged to implement enrolment equity policies. This should be undertaken with the advice and assistance of the institutional Native committee and/or the local Native community. 11. It is recommended that institutions establish general and/or program-specific Native access programs to improve access to postsecondary education; and that students enroled in access programs should be eligible to be counted in determining MCU operating grants to postsecondary education institutions. 12. It is recommended that Native student recruitment for general, professional or specialized access programs be carried out in close consultation with the institutional Native Conunittee. 13. It is recommended that the nwaber of culturally appropriate, distance education courses to Native communities be increased and that whenever possible, such programs should be delivered through a combination of telecommunications technology and on-site academic support. 14. It is recommended that all applications sul:mitted to the Northern Distance Education FUnd (NDEF) which concern Native-specific programs be reviewed, for recommendations on funding, by the MCU Proposal Selection Committee. 15. It is reconunended that targeted Strategy funding only be made available to Native teacher education programs which satisfy the following criteria: a) include as a central component, instruction in a Native-specific curriculwu and pedagogy based upon learning modes derived from the Native cultural and linguistic heritage; �27 b) c) d) e) 16. 17. 18. 19. 20. 21. ensure that Native-specific curricular components and pedagogy are available as elective credit courses to all teacher education students; ensure the use of indigenous resources and the recognition of regional differences; ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; ensure greater curricular emphasis on NSL and NFL instruction; It is recommended that alternative and flexible credentialling criteria with respect to the Ontario Teacher 1 s Certificate be established for Native people to recognize the expertise acquired through indigenous, nonformal education. It is recommended that community-based education models be considered in developing Native teacher education programs. It is recommended that the Minister request the organizations responsible for teacher education and teaching credentials to address issues related to Native teacher education and training in a manner consistent with the recomnendations of the Native Teacher Education paper (Appendix 5). It is recommended that longitudinal data be collected for self identified Native students, and that MCU will undertake a study to determine the most appropriate method for collecting and maintaining this type of data. It is recommended that in year four, an evaluation of the Strategy will be undertaken. The Native Education Council, in partnership with MCU, will develop terms of reference, implement the evaluation and report its findings and conclusions. It is recommended that MCU provide $700,000 in salaries, benefits and direct operating expenditures to participating Native organizations; that the NEC be given the responsibility to determine the distribution of these funds amongst the Native organizations; that the funding level will be increased by 5\ each year; and the funding process will be reviewed in year five. �APPENDIX 1 INTER-RBLATIONSBIP BB'l'WBBN NATIVE ORGAIIIZAnOIIS, POSTSECONDARY IHS'J:rl'Oi'lafS AND THE MINISTRY OP COLLEGES AND UHIVBRSrrIES �INTERRELATIONSHIP BETWEEN NATIVE ORGANIZATIONS, POSTSECONDARY INSTITU'l'IafS, AND '1'HE MINISTRY OF COLLEGES AND UHIVBRSITIES The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUE: HOW TO ENHANCE NATIVE ACCESS TO THE OPERATION AND MANAGEMENT OF POSTSECONDARY INSTITUTIONS AND THE POLICY MAKING BODIES WITHIN THESE INSTITUTIONS; AND HOW TO INVOLVE THE NATIVE COMMUNITY IN THE IMPLEMENTA'l'ION AND EVALUATION OF THE MCU NATIVE EDUCATION AND TRAINING STRATEGY. II BACltGROtD1I) - Many Native people believe that Native communities have not been given sufficient control over the education of their children; that the mainstream education system does not acknowledge the yalues and needs of their distinct society; and that these factors contribute to an unacceptal::lly high Native student attrition rate. MCU is in the process of jointly developing a Native Education and Training Strategy for post-secondary institutions in partnership with several Native organizations. The purpose of the Strategy is to increase the participation and graduation rate of Native students in postsecondary institutions. Several Native organizations have advised the ministry that in order to achieve the objectives of the Strategy, it is necessary to increase the level of Native specific programs and services provided by postsecondary institutions and to ensure that these programs and services reflect the values and needs of Native people. To achieve this end, the MCU Native Advisory Committee has recommended that mechanisms or processes be developed or augmented which would give Native people greater access to the decisions affecting postsecondary education for Native students. This would include issues of policy, governance, curriculum content, and the development and delivery of Native programs and services. l �The Advisory Conmittee further reconmends that: funding for initiatives developed under the Strategy should be conditional upon the ·establishment of formal institutional linkages within the Native community; and · MCU should establish a successor body to the MCU Native Advisory Committee which would be responsible for overseeing the implementation of the initiatives. ll! PROPOSAL The purpose of this paper is to: o define the conditional funding criteria which must be met by a college or a university in order to be eligible to receive funding for initiatives developed under the MCU Native Education and Training Strategy; 0 develop a framework to ensure Native cQllll'DUJUty involvement in the implementation and evaluation of the Strategy; and o provide an ongoing opportunity for the Native community to advise MCU on issues of Native postsecondary education. 1. Conditional Puncllng criteria for Ini.tiatives Developed Under the Strategy: . In order for a college or university to be eligible to receive targeted money under the MCU Native Education and Training Strategy it must agree to the following: i) Ensure that a process exists which would provide local Native community1 representatives with direct access to the governing body/Senate on all aspects effecting Native postsecondary education within the institution. The term local Native community, as used in this report, refers to the local representatives of First Nation political bodies, friendship centres, Ontario Metis and Aboriginal Association, Ontario Native Women's Association and Native service organizations. 2 �ii) Establish a college/university Native committee with significant local Native community membership to oversee key Native programs and services. The committee will also assist in the determination of appropriate mature student admissions criteria for • Native students and be involved in reviewing the admissions protocol affecting Native applicants. iii) Develop in collaboration with the college/university Native committee, a comprehensive "Plan of Action", including an evaluation process, designed to enhance the institution's sensitivity to Native issues and to increase the accessibility and retention rates of Native students within the institution. This plan should be approved by the institution's governing body/Senate. This college/university Native committee must meet the following criteria in terms of membership and function: Membership: that the Native community mem]:)ers selected represent the various constituencies of the local Native community, and comprise significant membership on the committee; and that the Native membership of the committee is deemed acceptable in terms of proportions and representativeness, by the local Native community. Functions: liaise with related Native education bodies as appropriate; develop goals and objectives for Native programs and support services; oversee the development and review curriculum; advise on the recruitment of staff; monitor and evaluate programs and support services; monitor program funding regarding special funding received under the Strategy; and make recommendations on all of the above issues to the institution and the local Native convnunity. 3 �2. Ongoing Native CcmauDity Input lleqarclinq Poataecondary Bd.ucation Isauea Native organizational representatives on the Advisory Committee have stressed the need to establish a successor body to the current MCU Native Advisory Committee for the purpose of advising the ministry on the educational priorities and concerns of the Native communities and to participate in the formal evaluation of the strategy. It is rec0111Dended that an ongoing Native Bd.ucation COUDcil be established by Order-inCouncil to advise the Minister on all aspects of Native postsecondary education. Native Bd.ucaticm. council (NBC) Purpose and Mandate: The purpose of the NEC is to assist the Minister of Colleges and Universities in efforts to increase Native students' access (and their retention in) publicly assisted postsecondary institutions; advise on Aboriginal education institution(s), and to bring forward emerging issues and unresolved concerns relating to Native post-secondary education in Ontario. The ·Council would also provide assistance in the form of advice to the Minister in respect of programs, services and policies as they relate to Native students, and manage, in partnership with MCU, the implementation of the ministry's Native Education and Training Strategy. More specifically, NEC's terms of reference are as follows: * in partnership with the ministry, manage the implementation of the Strategy; * develop and recommend new or revised policy proposals for consideration as part of the ministry's Native Education and Training strategy; * in partnership with the ministry, undertake an external evaluation of the ministry's Native Education and Training Strategy; * identify, assess and priorize current and emerging educational issues within the Native community: * make recommendations to the Minister for addressing the barriers which inhibit Native students from attending and succeeding in programs delivered by Ontario's existing postsecondary institutions; 4 �* advise the Minister on the impact of federal, provincial and other policies and initiatives which impact on the access to postsecondary institutions for Native people; * responsibility for allocating and monitoring the . $700,000 for salaries, benefits and direct operating expenditures which will ·be made available to the Native organizations to cover costs associated with their participation in the Strategy process; * establish and maintain a liaison with the Ontario Council of University Affairs, and the Ontario Council of Regents for Colleges of Applied Arts and Technology in regards to Native education issues; * and where for such purposes the Council so requires, it may define, and out of its funds spoDSOr, research projects that are not being carried out by or on behalf of the Ministry of Colleges and Universities. · Structure and Operations of NEC: There will be up to seven government appointees to the Council with voting powers, one of whom is the chair. Members will be selected from each of the Native organizations involved in the development of the MCU Strategy. The composition of the Council will take into account the need for: regional representation; representation from status, non-status and Metis groups within the province's Native community; adequate male and female representation; and on reserve and off reserve representation. ♦ The NEC reports to the Minister of Colleges and Universities. The Council conanunicates its recommendations through meeting with the Minister, an annual report, letters, submissions and reports to the Minister from the Chairman. All members of the NEC will be appointed by order-incouncil, under the authority of the MCU Act and will be reimbursed for their Council-related expenses. Each member will be paid in accordance with Management Board of Cabinet Directives for each day or part thereof spent at meeting of the Council. The Council will meet on a quarterly basis. 5 �NEC's secretariat: A secretariat will be established to provide the administrative support for the Council. It will have two full-time positions, secretary/receptionist and a coordinator who shall be appointed under the Public service Act. , The coordinator of the secretariat will report to the Chair of the Native Education Council. The responsibilities of .the secretariat are as follows: • to provide operational support to the NEC and the Proposal Selection Committee; • to provide a mechanism for information distribution; • under the direction of the NEC, undertake research and prepare studies related to issues affecting Native postsecondary education. Funding Requirements: NEC meetings (4 times a year) - per diem: travel/accommodation $ NEC's Secretariat salary and benefits administration (10\) travel 105,000 10,000 12,000 Research 50,000 TOTAL 3. 3,000 30,000 210,000 Native Cammmity Involvement in the Implementation and Evaluation of the Strategy Pund:lng IDitiat.1.vea Once the Strategy has been approved, there will be a need to determine whether an institution has met the conditional funding criteria, which proposals are to be selected for funding, and the amount of funding for selected proposals. Therefore, it is recommended that a proposal selection connittee be established to undertake these tasks, and that the Native community be given a major role in nominating members of this important committee. 6 �Proposal Selection Caam1ttee Within the context of the policies and priorities identified in the Strategy by the MCU Native Advisory Committee and approved by the Minister, the Proposal Selection Conrnittee will have the primary responsibility for the proposal review and selection process of initiatives funded under the Strategy. The recommended composition of the Committee is as follows: Membership: non-voting: voting: 1 1 1 6 up to 7 MCU COR OCUA institutional representatives with Native educational expertise (3 college representatives, nominated by the Committee of Presidents, and 3 university representatives nominated by the Council of Universities.) Native community representatives with knowledge of Native educational needs and priorities (nominated by the Native organizations represented on the NEC.) Geographical representation will be taken into consideration when selecting the institutional and Native community representatives. Responsibilities: undertake proposal revie~, selection and funding allocation activities; make recommendations to MCU regarding the "designation" of Native specific programs which will receive incremental funding; review progress reports on funded projects; make recommendations to MCU regarding the redistribution between and within funding envelopes; prepare an annual report which deals with the implementation and administration of the funding envelopes, and the impact of Strategy initiative in terms of addressing the goals of the Strategy for review by the ministry and the Native community; co-operate in the evaluation process; respond to priorities as established by the NEC; and make recommendations to the Ministry. Appointment: 2 and 3 year overlapping tenns; reappointments acceptable. 7 �Funding: MCU will cover the travel and accommodation expenses Committee members which is anticipated to be approximately $30,000 per year. 8 ct �APPENDIX 2 NATIVE SUPPORT SERVICBS �NATIVE SUPPORT SERVICES POSTSECONDARY INSTITUTIONS The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUE: WHAT IS 1'BB APPROPRIATB LBVBL MD l1ATUBB OP NA'l'IVB SUPPOJr.r SERVICES BBQ1JDBI) 'l'0 mrsoaa ~ lfAffVB &.l:UDBHS BAVB A REASONABLE BIPBCTATION 1'0 SUCCBBD IR iiiBlk PROt;DNI OF e!t&,t""•U"ll'uw!'"'? AND WHAT IS TBB Jl0ST D'!'BC'?rVB WAY 'l'0 EHCOUBAGB __ POSTSECONDARY INS'?ITUTitllS i'O -PBOVIDB TBBSB SBKVICBS? II BACltGROUND: 1.0 Problem While the number of Native students attending post-secondary institutions has increased substantially in recent years, their program completion rate is unacceptably low. This is illustrated by the findings of an INAC study which tracked the educational outcomes of registered Indian students three to four years after they first enroled in a postsecondary program. According to this study, approximately 17\ of the community college and CEGEP students had graduated from their programs, (within three years of enrolling in the program) and about 5% of the students enroled in bachelor's programs had graduated (within four years of enrolling in the program). Many Native students have incomplete preparation for a college or university education, few family or community support structures, unfocused educational· objectives and a.re confronted with cultural identity and discrimination problems in the urban educational setting. Given the currently high attrition rate for Native postsecondary students, it is .important that an adequate level of Native-specific academic, social and financial support services be available to Native students. current Level of Support Services in Poataecond•ry Institutes Support services targeted to Native people are provided at many colleges and a few universities. Although the services a.re usually funded and delivered by a specific institution, in some instances the services are provided as a co-operative venture between a college and a Band or Native organization. A summary of the survey findings are shown in Table l. 2.0 1 �'l'ABLB 1 HATJ:VB SUPPORl! SERVICBS - 1989 ON'l'AR:IO - COLLBGBS AND UNIVDSI'l'IBS Native Counsellor Native Student Native Peer Organization Tutoring Native Meeting Space COLLEGES Cambrian 2l. Canadore 1 Confederation 1 Fanshawe 2 (INAC) Loyalist 12 Mohawk St. Lawrence l Sir Sandford Fleming 2> Northern 2• Sault l X X NO X X X X NO X NO NO · NO NO NO No No NO No NO NO NO X X NO X X X NO NO X UNIVERSITIES Algoma Lakehead Laurentian Trent U of T l 1 1 X X 1.55 2• X 1 position is funded of Citizenship X X X X X by 1 year bridge funding - Ministry Loyalist College provides on-campus space for a Native counsellor who is an employee of the Mohawks of the Bay of Quinte Band . Sir Sandford Fleming provides campus space for 2 full time counsellors who are employees of the Anigawncigig Institute. The Moose Factory Band provides a third, full time counsellor. Northern College provides on-campus space for this position at the James Bay Educational Centre (JBEC) Campus. 5 INAC half-time counselling position l year bridge funding - Ministry of Citizenship 2 �In the college system, Native counsellor positions are generally funded from the college's operating grants. In some instances, the colleges provide office space for Band or Indian and Northern Affairs Canada Native counsellors. In the University system, the majority of Native-specific support services are funded from special grants which are subject to easy cancellation or are granted on a short-term basis only. At the , University of Western Ontario, for. example, a part-time Native counsellor position which had been associated for a number of years with the Native journalism program was recently terminated due to lack of funds. · The position of co-ordinator of Native Support Services at Lakehead University is funded by the Counselling Foundation of Canada for a five year period. Full funding was provided for the first two years of the program, but thereafter the university will be responsible for funding an ever increasing share of the total cost until 1992-93 when they will be responsible for 100\ of the costs. The position of Student Activities Co-ordinator at Trent University is partially financed through non-university funds which will shortly be exhausted, and through staff in the Native Studies Department undertaking additional course responsibilities which they are not reimbursed for. The position of Native Student and Special Needs Counsellor at Algoma University College was established in 1986-87, funded by the Sault Ste. Marie chapter of the Ontario Federation of Indian Friendship Centres. Since 1987-88 it bas been funded by the University. III PROPOSED DIRECTION: 1.0 Goal: The Native support services goal should be as follows: i) contribute towards an increase in the Native student graduation rate; ii) improve the quality of life of Native people participating in postsecondary institutions through addressing their physical, mental, emotional and spiritual needs; iii) promote an increased understanding and respect for Native culture within the institution; and iv) promote increased contact between the institution and the local Native community. 3 �In o·rder to achieve this goal, institutions will be encouraged to provide the following types of student-specific and community/institutional Native support services: Student Specific Support Services • student orientation academic assistance; • personal counselling; • lifeskills/survival training; financial counselling; • career counselling; and • Native student advocacy. It should be noted that these types of support services a.re currently provided by postsecondary institutions for mainstream students. It is the intention of the strategy to increase the opportunity for Native students to have access to tailored support services. Community/Institutional Support Services • developing and maintaining a supportive campus environment for Native students; providing a Native student meeting place; • providing a focus for Native activities in the post• secondary institution; providing a liaison role which will ensure that students have access to programs and services which will assist them in completing tpeir program of study; facilitating the timely flow of information between the • counselling departments of postsecondary institutions and band education counsellors; and recruitment • • 2.0 Proposal: . Hative Support Services Grant - It is recommended that MCU establish a Native Support Services Grant which will increase and enhance the level of Native support services provided by postsecondary institutions. Through the provision of these additional and enhanced support services, Native students will have improved access to formal and informal Native support networks, and the comfort level of Native students attending postsecondary institutions will be increased. As a result, it is anticipated the Native student participation and graduation rates will also increase. 4 �.. The grant will not be used to replace services currently funded from an institution's operating grant. However, institutions which have demonstrated previous commitment to addressing the educational needs of Native people through the provision of quality Native programs and services will be given preference in terms of this grant, particularly those institutions which have funded a Native counsellor from their operating grant. The allocation of funds under the Native Support Services Grant will consider the following: colleges and universities which currently provide Native support services, particularly those which have funded a Native counsellor from their operating grant, will be given preference in terms of funding; and colleges and universities which purchase Native counselling services from a Native organization will be eligible for funding under the Native Support Services Grant provided that: the contracted counselling services are available to all Native students; and the counsellors from the Native organizations are not disadvantaged in terms of salary and access to the college /universities operational infrastructure. The Native Support Services Grant will comprise two components: Native Support Services - Core Fund Native Support Services - Enhancement Fund7 2.1 Native support services - core l'uDd Objective of the Core Punch To increase the number of Native counsellors employed by postsecondary institutions. TYPe of Initiatives Bllgible for Fund1ng: Native counsellor position, support services position for counselling unit; 7 The Native Support Services - Enhancement Fund will be administered under a $2.0 million special. projects envelope. 5 �Funding Criteria: Selected institutions wou1d receive i00\ MCU funding for a four year period to cover the costs associated with new or additional Native support services positions. In order to ensure that future allocations are not completely ccmmitted in year 1, it is recamnended that the initial size of the fund should be $l.O million and that it should increase by $0.S million each year until year 4. Therefore, $10,000,000 would be allocated. over a 7 year period. and funding would be avail.Lble in years l through 4. Institutions receiving these funds shall make a camnitment to continue such services fram their own resources. Refer to Appendix A for the rationale used in determining the amount of money to be allocated to the fund. Mvantages: • Indicates that the provision of Native support services is a priority issue for the ministry. • The funding criteria ensures that the postsecondary institutions which receive funding have made or are · prepared to make a long term commitment to the provision of specialized support services for Native students. The 100 \ MCU funding recognizes that Ontario's postsecondary institutions are operating under tight financial constraints. Some of the institutions may not have the capability to divert operating grant funding to support Native support services initiatives. • The funding mechanism further recognizes that the provision of quality Native support services at a college or university generally attracts Native students to that institution and if the counselling is effective, it contributes to a reduction in the attrition rate of Native students. It also recognizes that in the long term, the costs associated with providing Native support services shou1d be offset by the revenue generated from an increased number of Native students graduating from that institution. 2.2 Native Support Services - Bnbanc-■ment !'UDd Objectives of the Rnhanc(IIDent Fund: o Provide a supportive campus environment for Native students; o Encourage innovation in the delivery of support services to Native people; 6 �o Provide a focus for Native acti~ities in post-secondary institutions; and o Facilitate the co-ordination and complementarity of Native, support services provided. by postsecondary institutions, Native communities and Native organizations. It is recommended that approximately $750,000 per annum be allocated to the Native Support Services - Rnbanr.ement Fund. This fund will be administered from a larger special projects envelope. Type of Initiatives Eligible for JPnnd1ng: The enhancement fund would be used for such activities as providing a Native meeting space, developing Native peer tutoring or counselling programs, and supporting projects which would be unique to a particular institution. Therefore, project eligibility criteria will be flexible. However, in order to be eligible to apply for the funds, the institution should have a full-time Native counsellor on· staff. Exceptions to this requirement are possible, provided that the institutions can demonstrate why such an exception should be made. Funding Criteria: $50,000 maximum annual allocation per project; funding may cover up to 100% of the project; - projects may be funded from l to 3 years; funding received for a project may be used to lever additional contributions; Advantages: the enhancement fund will enable institutions to develop initiatives which address the unique circumstances of a specific institution; and the enhancement fund will foster innovation and encourage institutions to provide more than the core level of support services for Native students. 7 �APPBHDIX A Assumptions: Northern colleges and universities, with a large Native student population will hire additional Native counsellors because the current nwncer of counsellors can not adequately meet existing student demand, or provide the enhanced level of service that is being advocated through the strategy. Southern colleges and universities with a large Native student population or some very specialized Native programs will hire a Native counsellor. At least l college located in the Metro Toronto Area will hire a Native counsellor. $50,000 in wages and benefits per counselling position; $30,000 in wages and benefits per support staff position; 40\ of salaries and benefits for overhead, administration, travel, printing and special events. Native Support Services - Core Funding MINIMUM ESTIMATED STAFFING REQUIREMENTS FUNDING($) Colleges 14 - Counselling Positions 700,000 200,000 380,000 6.6 - Support staff positions - Operating Costs Universities 7 - Counse1ling Positions 350,000 100,000 180,000 3.3 - Support staff positions - Operating costs 1,910,000 8 �Examples of special projects which could be funded under this program include: i) Native Academic Support Pilot Project Many Native students enroled in college post-secondary programs do not have the requisite academic skills and are experiencing difficulties successfully completing their course requirements. In order to deal with this problem, it is proposed that MCU fund the development and implementa~on of a Native academic support pilot project. The pilot project would be five years in duration and would contain an ongoing evaluation component. It would be provided at selected institutions (approximately 3 to 4). Special Features: Recruitment and student assessment component; A 4 week (96 hour) summer preparation and orientation program with an optional distance education component which could be delivered through Contact North; The provision of preparatory courses in reading, writing, numeracy and study skills; supplemental mathematics, science and technology courses for students requiring a background in these areas; and English as a second language training for those students requiring it; Students participating in the pilot project would have a lighter post-secondary course load during the first half of a program in order to facilitate the additional academic preparation support programs they are taking; Students participating in the project would be provided with academic support to assist them with their preparatory and post-secondary courses; Students would have access to a native counsellor who would provide social, financial and career counselling as well as providing a liaison function with the home community of the student. The summer session orientation program and the preparatory courses would be treated as preparatory programs leading towards a post-secondary program. It is recommended that enrolment in these sessions be eligible for operating grant funding. 9 �ii) MCU Native Student Directory Native students, band education counsellors and high school counsellors are not always aware of· the Native programs and services offered at the various colleges and universities, nor the admission requirements, graduate placement data and employment opportunities for these programs. Funding from the Native Support Services Fund would be made available to develop and maintain a computerized post-secondary native student dir~ctory. This information would be widely distributed on a regular basis to native organizations, band offices and secondary institutions. Advantages: • enables the ministry to pre-test and evaluate a new policy initiative on a pilot project basis, before deciding whether to implement the initiative on an ongoing or system-wide basis. 10 �Option 1: Sliding Scale Funding The funding required to cover the ongoing costs of hiring a Native counselling staff will be funded on a sliding scale basis. For example, full funding for the position would be provided for the first three years, but thereafter, the institutions would be responsible for funding an ever increasing share of the total costs: 25\ in year 4 50% in year 5 75% in year 6 100\ in year 7. The funding for the Native counselling positions will be indexed to the cost of inflation. Advantages: The funding criteria ; The sliding scale approach to the core funding results in a greater number of institutions receiving core funding for Native counselling positions. Disadvantages: Ontario's post-secondary institutions are operating under tight financial constraints. Some of the institutions may not have the capability to divert operating grant funding to continue these positions once the MCU special funding has terminated. Option 2: 100\ MCU Funding 11 �APPBHDIX 3 PROGRAMS AND CURRICULA �PROGRAMS AND CURRICULA POLICY The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Native Advisory Committee, and do not address their longterm educational agenda which entails Native control of Native education. I ISSUBS: HOW 'l'O ENSURE THAT Olr.rARl:0' S COJJ,BGB$ DD tnaVDSI'r.IBS ARK DEVELOPING AJID DELIVBRIHG PROGBIJIS .MD CUDICOLA WRICH BBl'LBC':r THE CULTURAL, SOCIAL, Bcaft'IIIC AND POLI'?ICAL HBBDS OP llA'rIVB PBOPLB; WBls'tHKk AND HOW 'l'O PACILI'?ATB '.rllB IllCRBUBD BASBD PR0GRMS m NATIVE CCillflJ&lflllS; DBLZVBU OP c:aDIOBI!t'f HOW TO ENCOURAGE INCRBasBD COLI-BGB/UJIXVBRSIT! ld:i:BRAC'r.ICII Ill OlU>BR 'l'O FACILITATE lllOVB1IBIT OP IIATrVB S:fUDBR'.tS BB'NBBll SBC'l'ORS; and WHB:1:BBR 'l'O ENCOURAGE JOIN'.r POST-SBcamA1lr VBR'l'DRBS IN i!&IDiS OP DBLIVDIBG PR0GRMS DJ CO-<>PDM'ICB WI'l!ll QR tiDiOUGll BafGOVDlD1BNTAL NATIVE TRAilfIBG Mm BDUCA'fiCIQL IJiStii:Ufi~. II PROPOSED DIRECTION: 1. 0 HATIVB PROGRAIIS AND CURRICULA 1.1 Background: The MCU Native Advisory Committee has recommended that colleges and universities: i) increase the number of Native-specific program offerings at postsecondary institutions; ii) provide additional opportunities for students enroled in regular programs to increase their awareness of the Native perspectives through the provision of Native options within a program of study; and iii) that the emphasis should be on developing Nativespecific programs on the condition that a Nativespecific program provides graduates with the same skill base as graduates of a similar mainstream program as well as providing the graduate with Native-specific skills and expertise. 1 �The Advisory Committee also recommended that colleges and universities should be encouraged to develop Native programs and curricula which will achieve the following objectives: provide Native students with the skills to succeed in either Native or mainstream c0J11111WU.ties; • provide graduates with the skills required to enable Native communities to achie,-·e greater selfreliance and to promote economic development and economic self-sufficiency; • provide students with the opportunity to study Native culture and languages in a post-secondary environment; • facilitate program delivery in a flexible and innovative manner to Native communities. High quality, culturally appropriate, Native specific programs are more costly to develop and deliver than regular programs because of: • lower student teacher ratio;~ • higher delivery costs resulting frau the effective use of distance education 2 as part of the delivery mode; • high costs associated with providing work placement opportunities in the home communities of Native students which are often located a great distance from the post-secondary institution; • higher developmental costs resulting from the The class size for programs targeted to Native students tend to be small because of the small Native population base. The majority of Native post-secondary students have not completed secondary school, are often weak in several academic areas and have not developed study skills. As a consequence, these students often experience difficulty in successfully completing courses delivered through distance education. College staff have indicated that course completion rates are significantly increased if the Native students enroled in a distance education course receives face to face instructional assistance in their home community. 2 �necessity to consult/work with Native communities; the high costs associated with the adaptation and/or development of curriculum 3 ; and professional development training for those teaching these programs. Native curriculwn can be very costly to develop because there are often no existing text books to be utilized nor substantial research to form the basis of the curriculum. As a result, the majority of Native curriculum must be developed from "scratch". 1.2 Proposal: Native Programs Grant It is recommended that MCU establish a Native Programs Grant which will encourage colleges and universities to develop high quality, culturally appropriate, Native programs and courses. This grant will include the following funding categories: • Designated Native Specific Programs - Incremental Funding; • Curriculum Development Grant. 1.2.1 Designated Native Specific Programs - Incremental Funding: Objective: to offset the incremental costs associated with developing and delivering Native programs. This funding would be supplementary to that of regular operating grants. Punding Criteria: Program must be approved and eligible for MCU operating grant funding; Program must be "designated" a Native specific program by MCU based on the recommendation of the Proposal Selection Committee; A program's designation status will be reviewed on a five-year cycle. 3 Based on the costs of developing Native curriculum through the Northern Distance Education Fund, the average cost per course is between $14,000 and $20,000. 3 �Program Designation Criteria: Institutions will submit requests for designation of newly-developed or existing Native specific programs to the Proposal .Selection Committee. The Proposal Selection Committee will review requests for designation based on the following criteria: · • that the program be developed under the direction of a program advisory or management review committee which has sw:,stantial local Native c ~ t y • representation; that this committee be delegated responsibility for reviewing and assisting in the development of the curriculum, advising on the recruitment of staff, and program evaluation; • that the program curriculum contains substantial Native-specific content and provides graduates with the same skill level as graduates in a similar, mainstream · program; and that the program reflect tbe strategic goals of the local/regional Native community. Pund1ng: Both postsecondary and MCU funded adult training (tuition-short programs) would be eligible for designation and incremental funding. Once an operating program has been designated, the college/university will receive incremental funds for that program, starting in the first year of program designation. Local Native community refers to the local representatives of the First Nation political bodies, friendship centres, OMAA, ONWA and Native service organizations as appropriate. 4 �The college/university would receive an amount equivalent to an additionaL 0.25 funding unit for each FTE (full-time equivalent) or BIU (basic income unit) enroled in a designated program~. This would be targeted funding and could only be used in relation to the designated program. An evaluation will .be undertaken in year four to determine the appropriateness and effectiveness of this grant. Based on the findings of the evaluation, and the recommendation of the MCU Native Proposal Selection Committee, the incremental fund for designated Native programs may be modified. curricula Developaent Grant• Objective: to facilitate the development of bigbquality, Native curricula which reflect the cultural, social, economic and political needs of Native people. Punding criteria: that the Native community be actively involved in the development and review of the course curriculum; that the selected proposals have the potential to be used throughout the system and could provide an opportunity for students enroled in regular programs to increase their awareness of the Native perspective. that the selected proposals do not duplicate the curriculum development efforts of another institution; The delivery costs associated with collaborative postsecondary projects with Native organizations are well in excess of the MCU grant. (Between 200\ and 600\ higher than the MCU Grant.) The 25\ incremental funding will not cover the exceptional delivery costs associated with many of these collaborative programs. 'l'he Post-secondary institutions and Native organizations will still be responsible for finding alternative funding sources for these special programs. 5 6 the curriculum development grant will be administered from a $2 million Special Projects Envelope. 5 �that the curricul'wn reflect the educational priorities of the local/regional Native community; and - 2.0 that post-secondary institutions, and postsecondary institutions in conjunction with nongovernmental Native educational institutions be eligible to submit proposals for developing Native course curriculum in sur.h areas as Native studies, Native languages, Native Law, etc. INCRBASBD DBLIVERY OP o:.tOJOBI'H'-USBD COUBSBS DD PBOGINIS TO NAnvE c:ammrI~BS 2 .1 Background: According to INAC's Continuing Education Information System (CEIS), in 1984, 48\ of registered Indian CEIS entrants had a spouse and/or children. Native students with family responsibilities require affordable, family accommodation as well as good quality, affordable day care. 'l'he majority of post-secondary institutions do not provide these facilities or have a shortage of family housing and student day care spaces. Consequently, inappropriate accommodation and inadequate day care arrangements have been identified as factors contributing to the high Native student "drop out" rate. Also, the shortage of family student housing and student day care spaces acts as a barrier which restricts potential Native students from attending post-secondary institutions. Solutions to these shortages will be very costly and will take several years to implement. As an interim measure, it is recommended that post-secondary institutions be encouraged to provide increased community-based training in Native communities. The costs associated with community-based training tend to be substantially greater than the revenue generated by offering these programs. This is particularly the case for programs delivered in isolated communities. {Data reinforcing this statement will be provided.) 2.2 Proposal: Exceptional Costa Grant It is recommended that MCU establish an Exceptional Costs Grant, to be administered under a $2 million Special Projects Envelope. The Proposal Selection Committee will review requests for Exceptional Costs funding. The college or university that receives this special grant will be required to verify expenditures. 6 �Objective: 3. 0 To offset the exceptional costs associated with delivering communitybased programs in Native communities. INCREASED COIJJfflB AHD UNIVBRSX~ Ill'rBRAC'nClf 3.1 Background: Only a small minority of Native students have the prerequisites to enrol in post-secondary programs, particularly at the university level. Since the regular· and mature student entrance requirements for college programs are significantly lower than university entrance requirements, the vast majority of Native post-secondary students are enroled in college level programs. In Ontario, there are approximately 4 times a.s many full-time Native students enroled in college programs than in university programs. In the short term, a strategy for significantly increasing the number of Native students attending university would be to facilitate the inter-system movement of Native students from the college system to the university system. At the present time, student movement between sectors is fairly low, reflecting the fact that the college system was not meant to act· as a feeder system for the universities. On a yearly basis, approximately 1,300 university registrants have earned college credits, and approximately 4,900 college entrants have previously earned university credits. A standardized policy governing admission to university from a college program does not exist. As a general rule, the following applies: i) applicants who have completed two years of college study are eligible to be considered for admission to the first year of a university program; ii) applicants who have completed a three-year college program are eligible to be considered for university admission with up to five transfer credits. Some universities (Brock, Laurentian and Lakehead) will consider the admission of college students with one year of studies and a specified academic standing. Also, collegeuniversity arrangements on credit transfers have been made for a number of specific programs such as nursing. During the past year there have been some innovative developments in the area of college-university interaction. 7 �For example, the University of Toronto submitted a request for funding to the Minister for a proposed health science access program for Native students. The program, to be coordinated by the University of Toronto, would involve cooperation between Trent University and Sir Sandford Fleming and between Laurentian University and Cambrian College in the preparation of Native students for entrance into professional health Science programs at U of T. 3. 2 Proposed. Action: In order to promote the accelerated development of college/university interaction, it is recommended that Ministry of colleges and Universities encourages increased co-operation and interaction between the colleges and universities already active in the area of Native education, facilitates the expanded recognition of credits between the two systems and a standardization of university admissions policy in terms of college credits. FUnding will be available under the Special Projects Envelope to facilitate college-university initiatives in the area of Native programs. 4. 0 MCU POLICY GOVBRHDIG POft-SBccm,ABY/Ral-GCJVDIIIIBll'DL __ lfATIVB 'tBlt.fUKBS m PJl0GDJI D B V ~ 'nAIHING l.14Srl:i:U:flaf'S J0Ill'.r AND DBLXVBRr 4.1 Background: Joint ventures between post-secondary institutions and nongovernmental agencies have demonstrated effectiveness in designing and delivering innovative programs in response to Native-defined needs. one example is the Native Community Care diploma program involving Cambrian and Mohawk Colleges, the Anigawncigig Institute, Union of Ontario Indians and the Association of Iroquois and Allied Indians. Another is the modified social services worker diploma program offered to Native welfare administrators by First Nations Technical Institute and Loyalist College. Other training agencies sponsored by local or regional Native communities a.re in the conceptual or planning stages. As Native ccmmunities and organizations become more experienced needs definition and educational design, pressure to recognize these selfdetermined community initiatives will increase. 4.2 Proposed Action: It is recommended that: i) MCU incorporate in policy the position that collaboration between post-secondary institutions and autonomous agencies designated by the local/regional 8 �.. Native community is a valued means of extending institutional access to expertise in Native education. ii) Joint initiative between Institutions and Native training agencies, in which distribution of responsibilities has been formalized by agreement, be considered eligible for grants from the Special Projects Fund. iii) MCU will develop guidelines for dealing with accredited programs developed and delivered in collal)orations with non-governmental Native agencies. 9 �(I) (I) n n m > 0 > z Cl) z 0 H VI VI H z ► 0 0 .,,.,, "'z ► � >C I �1 ACCISS QP QTID SS'QDBll'l'S m POST•SBCQHDllY IPUCA'fIOR IQTITQTIOIIS The issues addressed in this paper relate to the short-term educational objectives of the Native organizations represented on the MCU Advisory Committee, and do not address their long-term objective of establishing and operating Native post-secondary education institutions. Within the context of these short-term objectives, the issue of improving Native access to existing post-secondary education institutions is of central importance because it represents the most immediate method of dealing with some of the most important problems facing Native people. Native people are in an economically disadvantaged position within Canadian society, a fact which has obvious implications for their standard of living, unemployment rate, life expectancy, and family and community cohesion. It is through access to, institutions that Native necessary for employment the credentials required and graduation from post-secondary people can acquire the skills in many sectors of the economy or for a career as a professional. The success of a Native post-secondary education strategy will depend fundamentally upon the improvement of Native access to colleges and universities. This in turn will depend on the response of these institutions to the challenge - and the opportunities - with which they are confronted. �2 ISSJJI: The access of Native students to provincial post-secondary education institutions. QCIGROOJIP: • • In terms of educational opportunitiea, Native people in Canada are in a disadvantaged position. Census data indicates that of the Native population fifteen years of age and over, but not attending school, less than 21 have a university degree. Within canada, slightly over 101 of the adult population have university degrees • Canadian Native students are disadvantaged at all levels of education. Native dropouts from school start in grade 4 and escalate. At that level, Native children tend to lag a year behind the national average, and at the secondary school level, the gap has increased to two years. Only one of five Native students completes high school, and of these, few have the appropriate prerequisites or the required academic standing to enrol in Canadian post-secondary institutions. Total Native enrolment in such institutions is well below the average level of enrolment achieved by non-Native Canadians. IABBXIBI TO IQCJS§XBXLJTJ; • Native people are confronted by serious social, economic and academic barriers to acquiring a post-secondary education: • Until recently, the thrust of governmental and church education policies were oriented towards the assimilation of Native people. The education system has consequently been regarded with suspicion by many within the Native community. Under such conditions, it was difficult for Native role models, based on conventional educational achievements, to develop. The number of native doctors, nurses, lawyers and professors is consequently very small relative to the size of the Native population • • Native students, particularly Metis and non-status Indians not eligible for federal financial support, are confronted with serious economic problems when pursuing a post-secondary education. With a smaller personal and family financial base on which to draw than the average Ontario student, Native students frequently are also confronted by higher costs. Geographical isolation may entail higher travel and housing costs. �3 The older age bracket of many Native students means. that many may have decreased mobility because ~f family responsibilities, and the unavailability of daycare or · affordable family accommodation. In addition, the lack· of regular academic credentials may require Native students to spend an additional year or two in an academic program • • Rather than equalizing opportunities, 1:he education system has frequently operated to perpetuate rather than reduce social inequality. The aystem tends to operate so as to select those students who already have a greater chance to perform at a high level because of family, ethnic and class background. The barriers built into the post-secondary education system have therefore worked to limit the educational achievements of Native students. RESPONSE QP TIQ!l PQST-SBCOlfDABJ IQUCATIOlf JHITXTVTJQlfS: • Native people are in a disadvantaged position in terms of educational opportunities, particularly at the postsecondary level, within Ontario. Colleges and universities must respond to this situation with the development of appropriate admission criteria and programs to facilitate Native access to a post-secondary education • • Most colleges and universities in Ontario do not have any systematic policies designed to improve the accessibility of their institutions for Native people. Colleges: • The college sector has addressed the issue of Native accessibility to post-secondary education with greater energy and more success than have the universities. Although the full-time enrolment of non-Native students in the universities is double that of the colleges, approximately two of every three Native students engaged in post-secondary studies is enroled in the college sector • • Approximately two-thirds of Ontario's 23 colleges have Native advisory committees in place, and nearly half offer Native counselling. Remedial courses are offered by several colleges to enable mature students to be accepted into a program of post-secondary study. Universities: 0 Only a few universities have adopted similar policies, a fact which is both a reflection and a cause of the �significant numbers of Native students enroled at these institutions. Most universities have made little or no effort to attract Native students, have no Native-specific support services or programming and, consequently, enrol . few Native students. UCBIMJKG • acc1ss: The serious under-representation of Native people in Ontario post-secondary educational institutions can be rectified by concerted action in a number of areas: l) 2) 3) 4) 5) 6) The use of expanded and .more flexible mature student admission and selection criteria; The implementation of enrolment equity policies; The development of special access or bridging programs; The recruitment of qualified and interested Native students; Improvements in the transferability of credits between post-secondary institutions; The expansion of distance education opportunities, particularly for people in northern Native communities • • Action in these areas •ust be co-ordinated with other initiatives, such as the development of Native-specific support services and culturally sensitive and relevant Native-specific academic programs, to ensure that a strategy to enhance the accessibility of Native people to postsecondary institutions will be effective. 1) MATURE STVPEJfT CRITERIA: • Colleges define mature students as those who are at least nineteen years of age before the commencement of the program which they propose to take. Universities generally define these students as those who are at least twenty-one years old and who have been away from formal education for at least two years. Minimum academic qualifications usually entail the completion of Ontario grade twelve • • Although comprehensive data is not available, available information suggests that most - approximately two-thirds of the Native students currently enroled in Canadian universities enter under the category of mature students. . �5 The admissions criteria should not prevent potentially successful candidates from gaining access to further education. Greater flexibility in the application of the mature student criteria could therefore improve Native accessibility to Ontario universities. The life and educational experience of Native students frequently diverges significantly from the pattern exhibited by most other university applicants. A greater sensitivity to such differences should be incorporated into admissions criteria. This would entail an active program of student recruitment, involving in-depth interviews to determine student ability and commitment. In the United States, approximately 300 colleges and universities have accepted the admission guidelines formulated by the Council for the Advancement of Experiential Learning (CAEL). This organization stresses the individualization of assessment and emphasizes that educational institutions should extend academic credit tor an individual's knowledge and ability regardless of how the knowledge was gained or where the skill was learned. It also emphasizes the importance of practical experience in the educational process, and it further holds that access to education and learning for any individual, of whatever age or circumstance,_ should not be made unnecessarily difficult • • Canadian institutions have been less flexible in this area, although Quebec has recently begun to apply the principles of experiential learning to its post-secondary education system. Since Native culture, history and experiences frequently diverge sharply from the Canadian norm, this more flexible approach, involving individual assessments, would appear to have particular relevance to Native students. 2) ENROLMENT BQOITY PQLJCIBS: • Whereas the acceptance of flexible mature student criteria · can be instrumental in improving the access of Native students to colleges and universities in general, additional action is required to improve their access to certain specified programs, particularly to those of a professional nature. There are very few Native medical doctors, dentists, pharmacists, engineers, lawyers or foresters. �. • Enrolment equity policies for Native students have, ·· consequently, been instituted by a nwaber of universities in Ontario and elsewhere in Canada. There are two variations ·· of such . policies: a) a particular institution or faculty may reserve a specified number of ·_s paces of the total first year enrolment tor Native students, or · b) a particular institution or faculty may establish two distinct admissions categories with Native applicants evaluated on the basis of distinct and separate criteria • • five Ontario law schools all utilize the two-category application process, under which Native candidates are given special consideration when admissions decisions are made. All five law schools also co~operate with the Legal Studies Program for Native People run by the University of Saskatchewan. This is an eight-week, pre-law orientation program, run by the Native Law centre at the university each _summer, designed to help Native students gain entry into a Canadian law school. The course, which is the only one of its kind in Canada, has had great success in placing students who have successfully completed the program • • Ontario law schools have recently indicated that they intend to make a concerted effort to increase the number of visible minority students admitted to their programs of study. Osgoode Hall Law School, which reserves 90 of its 330 first year positions for mature students, bas indicated that it will select 30 of these from disadvantaged minorities, including Native students. The Faculty of Law at Queen's University has announced that it intends to raise minority representation to 15 students, or 101 of its annual intake, over the next five years. During the past eight years the University of Toronto Law School has received 63 applications from Native students, and accepted 22. Of this number, 9 were accepted for 1988-89, indicating that a larger number of qualified Native students are emerging • Similar action has been taken by a number of health science programs in a number of universities. The Faculty of Medicine at the University of Toronto has reserved 5 places (of 250) for Native students (the first canadian medical school to do so), the Faculty of Nursing has reserved 5 places (of 150), the program in spe•ch-language pathology l (of 20) and physiotherapy 1 (of 66). The faculties of Dentistry and Pharmacy have indicated that they will place Native candidates for admission in a special category for separate consideration. Elsewhere in Ontario, Lakehead University has reserved up to 12 places (of 70) in its Nursing program for students who successfully complete the Native Nurses Entry Program. • The ' �7 • Enrolment equity policies offer one mechanism for improving Native access to Ontario universities. The precedents established in the areas of law and the health sciences could also be applied to other professional programs • • The designation of a specific number of places for Native students in first-year admissions to professional studies would result in an immediate •increase in Native access to such programs. However, the targeted nUJDber of reserved places could also define the lilllit of what post-secondary institutions would feel compelled to do to improve Native access to professional progrU1s • • The establishment of a special admissions category for Native applicants to professional studies would give the institutions greater flexibility regarding admissions, recognizing that the quality of the candidates may vary froa year to year. However, without a specific number of places reserved, professional schools would be able to continue to reject all (or most) Native candidates as academically unqualified. 3) ACCESS PROGRAMS: • Perhaps the most significant contribution to the improvement of Native access to Ontario post-secondary education institutions could be made by the establishment of Nativespecific access programs • • The access programs in existence all have features in common which emphasize the necessity for an integrated approach to the issue of Native accessibility to, retention in, and completion of, a specified program of post-secondary studies. These features include specialized recruitment and admission procedures, program orientation and personal counselling, a curriculum that addresses deficiencies in preparation, a tutoring program for academic courses, and specialized assistance in the areas of financial assistance, and soc~al and cultural support systems • • Students enroled in access programs should be eligible to be counted for purposes of determining the size of the MCU operating grants given to institutions. However, since such programs have a higher cost per student than general arts or science programs, additional funding will also be required if they are to be effective. Proposals for Native access programs should therefore be linked with the funding mechanisms to be established as part of the Native Post- secondary Education Strategy: the Incremental Program Funding, the Support Services Fund, and the Special Projects Fund. �• • Examples of access programs exist both within Ontario and in other provinces, particularly in Western Canada. Programs outsi4• Ontario: • The University of B~itish Columbia was the first Canadian university to establish an access program for the admission of Mative students to law school • • The University of Alberta has developed a Coordinated University Transition Program (CO'l') which provides preuniversity courses tor mature students • • The University of Calgary sponsors a Transition Year Program • • The University of Saskatchewan offers a pre-law prc;,gram for Native students who wish to enrol in law schools in that province or elsewhere in canada • • The University of Manitoba bas two programs - an Access Program for disadvantaged Manitobans, and a Special Pre-Medical studies Program (SPSP) ·tor Native students wishing to pursue a health science profession • • Dalhousie University in Halifax also offers a Transition Year Program directed at Native and black students. Prograas in Ontario: • A number of similar programs also exist in Ontario universities • • The University of Toronto Transitional Year Program has been in existence for nearly two decades. It is directed at disadvantaged individuals who lack the necessary academic skills and credentials to enter directly into first-year university as mature students. In 1988-89, the program enroled 50 students, including 7 Natives. Although the number of Native students who have passed through this program is not large, efforts have recently been made by the program directors to recruit a greater number • • The Trent University diploma program in Native studies has provided access to university tor 12 to 16 students per year since 1974. Students have the option of graduating with a diploma after two years of study er of proceeding to a bachelor's degree through the completion of additional academic requirements. �t • The Native Nurses Entry Program (NNEP) at Lakehead University was begun four years ago in response to a request from Nishnawbe-Aski nation (NAN) for the education of Native nurses. The program, which offers a one-year pre-university academic preparation for 12 students per year, has been remarkably successful in recruiting and retaining Native students • • Other access-type programs for Native students have recently been proposed by a nwnoer of Ontario universities. A proposal for a Health Science ~ccess Program (HSAP) has been developed by three universities and two colleges for Native students who wish to enrol in medicine, nursing, dentistry, pharmacy, physiotherapy, occupational therapy or communicative disorders. Under the proposal, Cambrian and Sir Sandford Fleming Colleges would co-operate with Lakehead, Laurentian and Trent universities in offering the necessary pre-university and pre-medical sciences courses for Native students who would then be eligible to apply for admission to the University of Toronto where a number of the health science faculties have established enrolment equity policies for Native students • • Lakehead University is also developing a proposal for a Native student Access Program (NSAP). Lakehead plans to offer a broad access program which will offer students as wide a range of choice as possible with reference to area of specialization. Through this program students would be able to access arts, science, the health sciences or professional studies. 4) STUDENT RBCRUITMBNT: • The success of access programs and of enrolment equity policies in improving Native access to general and professional programs will depend upon many factors including the careful and active recruitment of appropriate students. The achievements, for example, of the Native Nurses Entry Program at Lakehead University or the Indian Health Careers Program at the University of Toronto can be attributed in part to their recruitment efforts. Failure to develop a recruitment strategy could jeopardize an access program since post-secondary institutions will object to offering expensive but ineffective programs, and Native students will be reluctant to enrol in programs known for their low retention rate. �10 • Access to post-secondary education institutions tor Native students has generally improved significantly when Nativespecific student services and Native student recruitment have been integrally co-ordinated. 5) DMIDBMJLIU • Movement of students between t:he two post-secondary education sectors in Ontario bas traditionally baen at a low level. The easing of regulations regarding the transferability of credits earned in one sector to an institution in the other sector would undoubtedly have a positive impact on Native students. Many Native students with college credits or diplomas would find it posall>le to move into the university sector without repeating work for academic credits already earned, while university graduates who wished to attend a college would be able to enter a program of studies with similar advanced standing • • Colleges and universities have been encouraged by the government to create new linkages and to extend their cooperation into new areas. such inter-institutional arrangements can generally be aade more easily at the program level than at the general level • • In April 1989, Durham College, Ryerson Polytachnical Institute and Trent and York universities agreed to consult and co-operate on program development, to share the use of facilities, and to work towards the mutual recognition and transferability of credits in specific programs. Similar innovative agreements between other post-secondary institutions would increase the aobility of Native students and improve their access to bot:h colleges and universities. or IOIT::IICQDIIJ <:BIPD'II PJITMCI IPQQATION: • Efforts to improve Native access to post-secondary education must be of relevance to the adult population as well as to the younger generation of Native people. This sector of the Native community, however, faces even greater barriers to a post-secondary education than do younger Native people. Nearly half of the Native students engaged in post-secondary education have family obligations. suitable housing and daycare facilities, however, are costly and in short supply. The resulting financial burden, the large geographic distances from urban education centres, and the continued �11 existence of social barriers in urban centres therefore frequently prevent adult Native people from pursuing further education. • Accessibility to post-secondary education does not necessarily have to revolve around urban education institutions; education programs can be brought directly to remote communities either through the electronic media and/or by bringing instructors into these communities on an itinerant basis • • contact North was established in 1986 by the provincial government to increase the access of residents of Northem Ontario to educational opportunities by means of a network of "electronic classrooms" located in communities in remote parts of the province. Distance education courses and programs have been developed by educational institutions, funded by the Northern Distance Education Fund (NDEF) • • One of the original objectives of Contact North was to meet the special needs of Native people in Northern Ontario. Official access points were therefore established on Native reserves at West Bay and Big Trout Lake to facilitate the delivery of educational programs. During the past few years demand for educ~tional services through Contact North facilities has increased dramatically in northern Native communities. Twelve additional unofficial distance education access points have now been established in Nishnawbe-Aski nation (NAN) territories • • An evaluation of Contact North has indicated that the educational experience of students utilizing the network has been very positive; 851 indicated an interest in further use of Contact North facilities and programming. In addition, the technological orientation of the Contact North network was found not to be a significant barrier to the widespread use of the distance education facilities • • A majority of the Native students surveyed for the evaluation indicated that they viewed the courses delivered over the network to be more sensitive to their Native background than were traditional classroom courses • • The Native communities have used the communications network to identify their own needs, including those in the area ot training and education. This, in turn, has the potential of feeding into the development of new culturally appropriate proposals for Native education. �12 • Native access to post-secondary education would be significantly improved by a further expansion of th• Contact North network to more Native communities in northem and northwestern Ontario, by a greater variety ot distance education program offerings, and by an expansion of th• direct outreach programs of colleges and univeraiti- • • 'l:he expansion of distance education opportunities for Native people will require an extension of the technical infrastructure to additional sites in Northam Ontario, th• provision of technical support to Native c01Dunities, th• development of curricula appropriate for distance education, and the provision, by post-secondary education institutions, of on-site academic support. �13 SUMMARY OF RECOMMENDATIONS: RBCOIOIBNDATIOII 1: Eligibility for funding to be eatuliabed under the t•ra• of the KCU Native Poat-secondary Bduoation strategy ahall be contingent upon the involv-ent of the institutional Bative Adviaory co-ittees in a) the determination of appropriate aature atudent a411iaaiona criteria for Bative atudenta1 b) the admission protocols affecting Bative applioaata. RBCONMBNDATION 2: Post-secondary institutions should adopt guid•lines for -tur• student admissions such a• those developed by the Cowacil for the Advanceaent of Bzperiential Learning. RECOMMENDATION 3: Professional schools or faculties shoul4 be encouraged to implement enrolment equity policies to increase ace••• of Bativ• students to professional studies. RBCOMHBNDATION 4: Professional schools or faculties aboul4 •••k the advice and assistance of the institutional Hative advisory co-ittee and/or the local Bative community in recruiting Bative student• aad in implementing enrolment equity policies. RECOMMENDATIONS: Institutions should establish general and/or proqraa-apecific Native access programs to improve access to post-secondary education. RBCOMMENDATION 6: students enrole4 in access proqraaa should be eligible to be counted in determining MCU operating grants to post-secondary education institutions. UCOMMBNDATIOH 7: Native student recruitment for general or specialised access programs should be carried out in close consultation with the institutional Native Advisory co11mittee. �RBCOKMBHDA'rIOB 8: Institutional Bative Advisory Collllittees should work on an inter-inatitutional and inter-aectoral basis to pro.ate college/university interaction in areas of particular concern to Native students. · · UCONHBHDATIOH t: Tbe asaessibility of culturally-appropriate distance education to Native co-unities tbrougb a oOllbination of telecommnications technology and on-sit• acadeaic 1111pport sbould be ezpanded. RBCONHBBDA'r?OH 10: 'rhe institutional Bative committees of post-secondary education institutions should co-ordinate tbeir effort■ to ezpaa4 culturally appropriate post-secondary progrualing rith on-sit• academic support to Native colllllUDities in •orthern Ontario. UCONKBBDATIOH 11: All applications submitted to tb• Hortbern Distance Bducation Pund (NDB~) vbich concern Native-specific programs should~• reviewed, for reco-endations on funding, ~y the KCU Proposal Selection Co-ittee. January 29, 1990 (JGC/DISK:NATIVE2/FILE:ACC9} �APPENDIX 5 NATIVE TEACHER EDUCATION �Q'l'W TBACBBR IDJJCUIQI The issues addressed in this paper relate to the short-term educational objectives ot the Native organizations represented on the MCU Advisory Committee, and do not address their long-term objective of establishing and operating Native post-secondary education institutions. Within the context of these short-term objectives, the issue of teacher education is of priority importance because it is central to the affirmation of Native history, culture and identity within the entire education system. Improving Native accessibility to, and retention in, postsecondary education institutions will be determined, in part, by the experiences of Native students in both the primary and secondary school system. In order to ensure that this experience is positive for the majority of Native students, more Native teachers and more culturallyappropriate teaching both in content and in method will be required. This includes the desirability of educating teachers with a bilingual capability who will be able, wherever appropriate, to teach in both languages at all levels from junior kindergarten to grade ten. The success of a Native post-secondary education strategy will depend, therefore, upon the development of new curricula and pedagogical methods appropriate to the needs and culture of Native students. �2 Jss91: The accessibility, appropriateness, and effectiveness of teacher education programs for Native people. Problem: • Key issues concerning Native teacher education: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) the under-representation of Native people in the teaching profession: the recruitment of students tor Native teacher education programs; the quality of the Native teacher education program: the appropriateness of teacher education curricula for both Native and non-Native students; the inadequate level of Native language instruction in both the faculties of education and the school system; the appropriateness of instruction in pedagogy for Native and non-Native students: the lack of Native professors in Faculties of Education: · the acceptability of Native studies as •teachable ·studies• and for the earning of Additional Qualifications (AQ); the need to sensitize non-Native faculty and students to the history and culture of Native people; the need to develop alternative and appropriate delivery modes tor teacher education which addresses both geographic and cultural factors: the need for an integrated approach to the issue of Native teacher education: Native people view education as an existing Aboriginal right. The various Native political organizations of the province are responsible for liaison between community and government and are entrusted to represent and negotiate in the best interests of the aboriginal people of the province. These organizations assert their legitimate right to represent the educational interests of their constituent groups. �3 Responsibility for teacher education currently is divided among several jurisdictions: Ministry of Colleges and Universities, Ministry of Education, Teacher Education Council, Ontario and the universities. To ensure that the concerns of the Native people do not "fall between the cracks" as a result of divided responsibilities, there is a need, therefore, for an integrated approach to the issue of teacher education with respect to Native people. It is important that initiatives undertaken in the area of teacher education reflect the needs and priorities of the Native community and that such initiatives be developed in partnership with major Native organizations. B11ponaibility for T••aher •tuc•~ion: 2. Juri14ictiona1 a) Ministry of Colleges o4 • The MCU role in teacher education is in the area of liaison with the universities, the Ministry of Education (MOE) and the Teacher Education Council, Ontario (TECO). It is also responsible for funding the teacher education programs at the universities. b) Ministry of Bducationi • In mid-1989, the primary responsibility for teacher education was transferred from MCU to a new Ministry of Education branch called the Centre for Teacher Education. Program responsibility for teacher education is now to be closely linked to the development of policy for elementary and secondary schools. c) Teacher B4ucation council, ontario1 • A 16-member Teacher Education council, Ontario (TECO) . representing four major stakeholders in teacher education universities, teachers, school boards and government - has been established to advise the Ontario government on all aspects of teacher education, including the development of mechanisms for ensuring that teacher education is responsive to emerging social, economic and demographic changes, and for assisting in the on-going, self-directed professional development of teachers. Univer■ities: �4 • TECO is presently reviewing, for advice to the Minister of Education and of Colleges and Unive~sities, the recommendations of the •Final Report of the Teacher Education Review Steering COJIIJllittee• (September 1988). Recommendation 20 of the report called for an investigation of •methods to increase the participation rate of students of Native ancestry in teacher preparation progrU1S.• Advice on these matters is to be given to the minister by Spring, 1990. d) Universities: • Universities are legally autonomous -in•titutiona and as such have decision-making power over teacher education issues such as adJaission policies, prograa content and credentialing. JXiatinq Programs • Ontario initiatives in Native teacher education have involved MOE (Ministry of Education), MCtJ (Ministry of Colleges and universities), and several universities. a) Kinistry of B4ucation: • The first Native teacher education program in Ontario was initiated in 1974 by the Ministry of Education (MOE) on a one-time-only basis at the Hamilton Teacher's College. The program utilized Section 6 of Regulation 269 (which outlines •ontario Teacher's Qualifications) under which Native students may qualify for an Ontario Teacher's certificate (OTC) without the prior acquisition of a bachelor's degree. One hundred students enroled, with a minimum grade 12 qualification, and 85 graduated from the program. Students were notified that they were subsequently expected to complete a bachelor's degree within a five year period. After seven years, approxillately threequarters had done so. ·= Th• University of •••tern ODtario: • The MOE program was subsequently offered at The University of Western Ontario in 1977. However, because of the greater stability in teacher employment in southern Ontario (as opposed to northern and northwestern Ontario), the program was cancelled after only the second year of operation. �5 c) Laltehead University, • From 1979 to 1988 the Native Teacher Education Program (NTEP) was offered at Lakehead University; during this time 65 Native students earned their Ontario Teacher's Certificate (OTC). Graduates of the program received a diploma and an Ontario Teacher's Certificate which enabled them to teach in elementary schools in Ontario at the primary and junior levels. • In 1987 the NTEP program was converted into a 4-year bachelors of arts or science/bachelors of education program, thus placing it in the aainatream of teacher education programs. The NTEP degree program begins with a special six-week summer orientation program intended to ease the process of adjustment to urban and university life. • Admission to the NTEP program has no set limits, and is primarily through the "mature student" category. The enrolment objective of 20 to 24 Native students per year has, however, rarely, if ever, been attained. In the 1989-90 academic year 13 students were admitted. • Native student admissions to the regular Faculty of Education program are made on the basis of "special consideration". In 1989-90, 4 Native students were admitted. These students are not required to fulfil the course requirements of the NTEP program (see below), but they may take the literature, fine arts and language courses as electives. • The Faculty of Education enrols approximately 500 students in all four years of the program. Of this total, Native students number in the area of 30 to 40. 4) Hipiasing College: . • In 1989 a new Native Teacher Certification program was initiated at Nipissing College utilizing Section 6 o~ Regulation 269. The program involves two summers of classroom work and a two-year guided internship. Successful completion of the educational requirements will lead to the acquisition of an Ontario Teacher's Certificate (Primary/Junior). \ . �6 • Candidates for the program must have an Ontario Secondary School Diploma (Grade 12) or its equivalent, and either the Native Classroom Assistant Certificate or a permanent Letter ot standing as a Teacher of a Native Language. ·· • The purpose of the program is to increase the number of • The 2S Native students to be enroled annually in the program are to be drawn frOJll a group of approximately 330 people who have successfully completed the Classroom Assistant Progr&J1 (approximately 250) and the Teacher of Native as a second Language Program (approximately 80). Since the majority of this number do not possess a Secondary School Diploma (Grade 12) or its equivalent, the actual number of students eligible for this program is very small. It is therefore possible that the program will not continue beyond its initial five-year mandate. .. Native teachers in the short term by permitting Native people with classroom experience, but without a bachelor's degree, to acquire an OTC, thereby allowing them to teach all subjects at the primary and junior levels. Students who complete the OTC requirament will be expected to proceed with bachelor•• studies in order to acquire regular OTC qualifications. Those completing the degree within 5 to 7 years (the exact time period is yet to be determined) will be eligible to receive a BEd on the basis of their earlier work. Those taking longer than the specified time will be required to take two additional BEd courses to acquire the second bachelor's degree. (This requirement applies to all those who hold an OTC, but who earned the certificate prior to 1974 when a bachelor•s degree was made mandatory.) Wative Clasarooa Assistant Proqr- • This program, initiated and funded by INAC, is designed to deal with the problem of high teacher turnover in northern and reserve communities. Through the training and employment of Native teaching paraprofessionals, a greater degree of continuity has been introduced into the education ot Native students. • The program has an enrolment of 75 students and leads to a diploma after the successful completion of courses over a three-summer period. • The new Nipissing Native teacher certification program is designed in part to permit those who have completed this program to acquire a full teacher's certificate (Primary/Junior). �7 e) Trent university/Queen•• University • In 1989, Trent and Queen's Universities began discussions regarding the possibility of offering a nev Native teacher education program, utilizing the resources of the Department of Native studies at Trent University and the Faculty of Education at Queen•s University. The two universities have collaborated with Native organizations in the development of a program proposal dealing with such issues as program structure and funding and a Native-specific pedagogy and curriculum. • The objective of the proposed program will be to attract students with •irregular" qualifications, those currently in allied professions (such as counsellors), and those who wish to teach in either the federal or provincial systems but who require some education in Native pedagogy. • The program would be integrated with the regular degree stream, but the objective is to incorporate flexibility into admission and credentialing decisions in order to attract students who would otherwise be denied admission. • A consultation document was completed last summer. Subsequent planning will depend on Native community response to the document. 4) Program ouality: • The purpose of the existing Native teacher education programs has been primarily to increase the number of OTC credentialed Native teachers. Nevertheless, there has been little outreach into, or involvement of, Native communities in these programs. Furthermore the program offerings have been "main-stream" courses which made few, if any, concessions to Native cultural, curricular, or pedagogica1 concerns. Concern has been expressed by the Native community about the lack of Native teacher education faculty in the province. currently there is only one Native teacher education degree program in which there are two Native tenure-stream positions designated. • The credibility and success of any Native teacher education program must focus on the issue of quality in terms of program structure and content (community involvement, Native faculty, Native-specific curriculum and pedagogical method), and the avoidance of any development of a two-tier credentialing system. �8 5) under-representation of Native teachers: • There is a serious under-representa~ion of Native teachers in Ontario. · • The schools in many Native communities experience great difficulty in retaining teachers (primarily non-Native). curricular content and teaching methods are frequently culturally inappropriate. Native students lack indigenous role models at all levels of education. • Recent teacher supply projections for the province of Ontario suggest that there will be a significant increase in the demand for teachers during the ·next few years due to the extension of provincial funding to separate schools and accelerated retirements from the teaching profession. • A research study conducted by Prof. Laverne Sllith (Perspectives on Teacher sutmlY and Demand) estimated that enrolments in teacher education institutions should be increased from the present level of about 4,500 students to 6,500 by the early l990's and to 1,000 by 1995. • A general teacher shortage could turther exacerbate the existing critical problem of attracting teachers to schools in northern Native collllllunities unless the number of qualified Native teachers is increased. 6) Recruitment of Hative students: • Teacher education programs for Native students have operated in a number of Canadian provinces, including Ontario, for nearly two decades. • An overview of the existing initiatives in Native teacher education indicates that they have had minimal impact on increasing the supply of credentialled Native teachers. The problems relate to attracting and graduating Native teacher candidates. · • Native student recruitment requires active community involvement in the selection of teacher education candidates, particularly if the program is to be community delivered. Community participation in the program admission process will aid in the selection of the best students and will contribute to the development of greater community support for the program. �9 curriculua: 7) Bative-specific • A Native-specific curriculum is required which will prepare student teachers to meet the special cultural, social and linguistic needs of Native students in the primary and secondary school systems. such a curriculum must be a central element of a Native Teacher Education Program because teachers who have an intimate understanding of Native traditions, psychology, way of life and language are best able to create a learning environment suited to the habits and interests of Native students. • A Native-specific curriculum ahould also be readily available to non-Native student teachers in Faculties of Education. This would serve the dual purpose of sensitizing non-Native students to Native culture and history while simultaneously preparing them to teach in Native communities. • Since their inception in Ontario, however, the Native teacher education programs have been defined primarily in terms of special entry rather than in terms of special content. The Native teacher education curriculum has been largely undifferentiated from that of the regular program. It is only recently that more attention has been focused on the need for a Native-specific curriculum, although only limited steps have as yet been taken in this direction. a) Bipissin9 College: • The Native teacher certification program has no elements specific to Native culture although all the students enroled in the program were exposed to some formal courses in Native history and culture when completing the requirements for a diploma as a Native Classroom Assistant or certification as a Teacher of Native as a Second Language. b) Lakebea4 University, • Prior to 1987, a two-year diploma program in Native Teacher Education was offered. Tbia diploma provided graduates with the requirements for an Ontario Teacher's Certificate valid for teaching in the elementary schools in Ontario. In 1987, the NTEP program was upgraded to a concurrent degree program. Native specific courses in the diploma program were transferred to the degree program at that time. • In addition to courses in educational theory and methodology, NTEP students take specific courses in �10 Native culture, traditions, literature and language. these include: 1. 2. 3. 4. 5. 6. an ESL (English as a second language): a course in Teaching Native children; a course in Canadian Indian literature; a course in Native Fine Arts: a course in a Native language; one student teaching placement in a school teaching Native children (at least 2 weeks of practice teaching of a total of requirement of 12 weeks). Several of these courses may be taken as electives in th• regular BA/BE~ progrma. ' 8) 11,iye Lanqgaqe tprtruction1 • Central to any Native-specific curriculum is an emphasis on Native languages, since it is through this medium that · cultural distinctiveness is most authentically expressed. • Of the 53 distinct indigenous languages, only 3 are not considered endangered, as they are spoken by •ore than s,ooo individuals. An indigenous language, once lost, is irretrievable since there is no reservoir of Native language speakers in foreign lands. • Two of these 3 languages - Ojibwa and cree (the other being Inuktitut) - are spoken extensively in Ontario, especially in the North. • School boards are encouraged to offer the NSL program if fifteen or more students want NSL instruction and a qualified NSL teacher is available. School boards may offer the program for fewer than fifteen students, after considering the feasibility and cost of the program. • Under the regulations governing the teaching of heritage languages, School Boards are required to offer Native language classes in the event that the parents of at least twenty-five students request such instruction. In such cases instruction is given during non-school hours. • At the present time, Native languages are taught only as a subject area (Native as a Second Language [NSL]): Native languages are not used for regular course instruction in any Ontario provincial schools (Native as a First Language [NFL]). . �- . 11 • Denial of the legitimacy of Native languages, either as a subject of study or as a mode of instruction in the education curriculum, has undermined Native culture and identity and, as such, has contributed to the high Native school drop-out rate. • Language plays a central roLe in transmitting Native culture with its unique attitudes, beliefs and values. It is therefore fundamentally important to ensure the survival, development and transmission of Native languages in .the education system. • The historical separation of Native language usage from formal education has contributed substantially to the erosion of these languages and the imminent threat of their disappearance. The use of Native languages in the •chools will contribute in a major way to a reversal of this process. • Research has demonstrated that children make greater progress in developing basic conceptual and literacy skills when they are taught in their own language: the education of Native children in their own language would similarly impact positively on their educational achievements. • Competence in a Native language is of vital importance for those students enrolled in Faculties of Education who intend to teach in Native communities. • Native language instruction is hampered by a serious shortage of teachers with the proper credentials necessary to teach Native languages in the Ontario school system. �... 12 Present state of Native language education in Ontario: l) Language educ;atiqp for 1apquaq• taacbera1 Native Language Teacher certification Prograa: a) Bative •• a seaon4 ?allguage (BSL): • The program consists of courses in linguistic • Successful candidates receive a limited teaching certificate from the Ministry of Education - a Permanent Letter of standing. structure, language teaching methodology and pedagogical .p rinciples. i) • NSL program (3 sUJDJDers) is offered to 18 students annually in the Iroquoian languages of Mohawk, Cayuga, Onondaga and Oneida. A ii) • ft• university of •••t•n ontario: Lakahead University: The NSL program (4 &W1111lers; 4 weeks/sW1111ler) offers instruction in both Algonquian and Iroquoian languages. Bative as a ~irat Language (&L): • The purpose of the program is to instruct students • Successful program completion leads to a diploma which, unlike the NSL diploma, is not recognized by the provincial Ministry of Education. (Only an OTC is recognized as a general teaching credential.) • Many NFL graduates are employed as classroom assistants. how to teach in a Native language rather than, as with the NSL program, to instruct students on how to teach a Native language. i) • Lakehead University offers a NFL program (4 summers: 4 weeks/summer) for those whose first tongue is an Algonquian language. �13 2) Language education a) Universities: • The Native studies Department at Trent University offers instruction in oral and advanced Mohawk and Ojibwa. The Native studies Department at Laurentian University offers instrµction in introductory and advanced Ojibwa and Cree. Algoma College also offers instruction in Ojibwa. b) Colleges: • Courses in Cree and/or Ojibwa are offered at Confederation, Cambrian, Northern and Sault Colleges. ,, Native Pedagogy: • Existing studies suggest strongly that a Native-specific pedagogy must be an integral part of any Native teacher education program. such a pedagogy would be based upon learning modes derived from the Native cultural and linguistic heritage, and which would consequently differ significantly from the non-Native pedagogy governing the Faculties of Education. • Education in the fundamentals of a Native pedagogy should (as with a Native-specific curriculum) be central not only to a Native Teacher Education Program, but should also be readily available to non-Native student teachers in Faculties of Education. This would similarly serve the dual purpose of sensitizing non-native students to Native culture and history while simultaneously preparing them to teach in Native communities. • As is the case with Native-specific curricular content, existing Native teacher education programs are significantly deficient in this area. 10) JIAtiye raculty: • A Native-specific curriculum and pedagogy should be taught to student teachers by a faculty which includes Native people. However, in this area, as in the others, serious deficiencies exist. • A number of untenured Native language instructors teach in various faculties of education; there is, however, only one tenured Native faculty of education professor in Ontario. �l : 14 11) Basic an4 Ad4itional oualitications: • Teachers can improve their credentials, salary and professional standing by successfully completing certain courses, designated by the Ministry of Education (MOE), and listed as "Additional Qualifications" (AQ). At the present time, the only Native-specific courses qualifying as an AQ are "Native as a Second Language" (NSL), offered at r.-kebead and Western, and •Teacher of Native Children• (TNC), offered at Nipissing and by Lakehead at Sandy Lake (600 lea froa Thunder Bay) to 10 students. • The curriculum guideline for a Native studies basic qualification [every teacher education student selects two areas of teaching specialization] has been developed by MOE for the senior division (grade 10 and beyond), thereby enabling students to develop a Native Studi-· teaching specialization. The •inistry is now developing curriculum guidelines for a Native studies basic qualification for the intermediate division (grades 7 to 10) and intends to extend the curriculum guidelines to the junior (grades 4 to 6) division as well as to the primary (kindergarten to grade 3) division. The development of MOE Native Studies curriculum guidelines is a prerequisite for the expansion of AQ courses offerings; once accomplished, however, it will likely create a demand for Native studies AQ among teachers. • Teacher education students could have difficulty qualifying for a Native Studies basic qualification since it would be difficult for many to acquire the necessary 5 undergraduate credits (of the 15 required for an undergraduate degree) in "Native Studies" at many universities. • MOE is considering the designation of a Native studies course as an Ontario Academic credit (OAC). 12) sensitise Non-Native Paculty and students on • There is a pressing need for non-Native professors of education and student teachers to acquire a greater recognition, awareness and understanding of Native history and culture since the education system is instrumental in transmitting societal norms to new generations of Canadian students. 13) Appropriate Delivery Modes for Native Teacher Education Programs: • Northern Ontario Native communities are confronted with a critical shortage of qualified teachers, particularly Native teachers. Native Issues: �. \ 15 • This problem should be addressed through the development of alternative modes of teacher education delivery which would incorporate geographic and cultural factors appropriate to the situation. In particular, this will require flexible programs, offered on a part-time basis~ and utilizing the technology and techniques of distance education. Nipissing College has been involved in exploring alternatives including community-based programs and distance education methodology. 1,, Integrate« approach to Jatiye teacher •stucation1 • The Teacher Education Council, Ontario (TECO) bas been established to advise the Ontario government on all aspects of teacher education. TECO is presently reviewing the recommendations of the "Final Report of the Teacher Education Review Steering Committee" and will report directly to the Minister of Education and of Colleges and Universities. 15) xcu • Native teacher education was the only discipline-specific area of priority identified by the MCU Advisory Committee. It wishes to emphasize, therefore, that the MCU Proposal Selection committee should likewise give this issue high priority in its decision-making. Native Advisory cogittee Proposal selection committee: instructions to the xco �16 RECOMMBHDATXOHS: 1. The education and credentialling of Native people to work in all educational fields be designated a priority. 2. Native teacher education programs are to be developed to: a) b) c) d) e) f) 3. 4. 5. 6. include as a central component, instruction in Native-specific curriculum and pedagogy based upon learning modes derived from the Native cultural and linguistic heritage; ensure that Native-specific curricular components and pedagogy are available as elective credit courses to all teacher education students; ensure the use of indigenous resources and recognition of regional differences; ensure that all Native teacher education programs are qualitatively equal to mainstream teacher education programs; ensure greater curricular emphasis on NSL and NFL instruction; ensure Native teacher education programs include instruction in Native-specific pedagogy. The curricular content of teacher education programs be reviewed to ensure that they recognize and affirm Native culture and history. School boards be required to provide Native as a Second Language instruction during regular school hours should the parents/guardians of at least 15 students request the training. Priority be given to establishing Native-language immersion programs and programs to enable the achievement of bilingual fluency. Alternative and flexible credentialling criteria, with respect to the Ontario Teacher's Certificate, be established for Native people to recognize the expertise acquired through indigenous, nonformal education. � 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 Report of the Ministry of Colleges and Universities, Native Advisory Committee : The Ministry of Colleges and Universities Proposed Native Education and Training Strategy : January 1991 Subject The topic of the resource Universities Description An account of the resource Report from the Ontario Ministry of Colleges and Universities, outlining a Native Education and Training Strategy for Ontario. Copy with annotations. Creator An entity primarily responsible for making the resource Ontario Ministry of Colleges and Universities Date A point or period of time associated with an event in the lifecycle of the resource 1991-01 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 https://digitalcollections.lakeheadu.ca/files/original/c649ea2707b38ca457b36919f79b8434.pdf ee65960ae8949532e64b5675fa41d8b8 PDF Text Text REPORT ON NORTHERN AREA STUDIES Lakehead University Prepared by The President's Committee on Northern Area Studies for The Grants Committee Department of Indian Affairs and Northern Development November 1968 �ORGANIZATION A multi-discipline committee composed of faculty members concerned with the north was established by the President in 1965 to foster northern research and development at Lakehead University. The committee, established as a permanent body, with an appointed Director to provide continuity was considered to best serve the prevailing needs. Its aims were to channel the interests of faculty members in the direction of northern research, to stimulate the interest of students and others in northern research, to promote courses in northern studies and to assist in procurring funds for northern research. The Director was to assess the northern research resources at the University, liaise with government departments and universities working in Canada's north and exchange information with such bodies. In 1968 the Ontario Department of Lands and Forests base at Black Sturgeon Lake in the boreal forest was acquired. used as a subarctic research station. The facilities are to be A research and teaching program at the station is now being developed by the Northern Area Studies Committee. This fall under the auspices of the Arctic Institute of North America, Dr. M.C. Grooswald, of the Institute of Geography of the Academy of Science, U.S.S.R., visited Lakehead University. His discussions on northern research and developments in the U.S.S.R. added a further stimulus to the Committees activities. In the past sunnner, the Director travelled from L'anse aux Meadows in Newfoundland to Whitehorse in the Yukon, attending the Second National Northern Research Conference at the latter community as well as the Alaskan Science Conference. !he committee is at present constituted as follows: �- 2 W.G. Tamblyn, B.A.Sc., M.Com., L.L.D. President, Lakehead University D.R. Lindsay, B.A., M.S. Professor of Biology J.A. Talbot, M.A., Ph.D. Associate Professor of Geology H.North, B.Sc., D.C.Ae. Aasociate Professor of Mechanical Engineering W,T. Melnyk, M.A., Ph.D. Assistant Professor of Psychology and Chairman of the Department of Psychology J.S. Mathersill, B.Sc., S.Sc. Geo., Eng., Ph.D. ·- A~~f~~artt Ptof~~sot of d~ology f.G, baviest M,A, tecturet in Geogtaphy T. Northcott, M.Sc. Lecturer in Biology A. Bartholomew, B.Sc., M.Sc. Lecturer in Forestry K.C.A. Dawson, C.D., M.A. Assistant Professor of Anthropology and Director of Northern Area Studies Committee EXPENDITURES The support and encouragement provided by the Department of Indian Affairs and Northern Development has facilitated the procurement of funds from other sources. Individual grants totaling more than $50,000 have been received by faculty members undertaking northern research projects. These are accountable by the respective researcher and are not therefore detailed in this report. In addition, funds amounting to $30,000 per year for a period of three years have been provided by the Department ·of University Affairs to operate the research station. The initial timing of the receipt ef funds from the Grants Connnittee �- 3 of the Department of Indian Affairs and Northern Development precluded uitlization of the grant in the sunnner of the year in which it was applied for, and this situation has prevailed in subsequent years. It is considered a satis- factory arrangement for it permits advance planning and early spring fielding of research parties. To date all funds received from the Department of Indian Affairs and Northern Development have been allocated to the Albany River ecological project. A balance of funds remains this year, as field work in the past summer was curtailed. As originally envisaged, a four man party consisting of two zoology students, one botany student and one archaeology student was to be put in the field. Four students, of a type deemed suitable for a field party working in an inhospitable, isolated situation for an extended period of time were not located and the field party was reduced to two. STATEMENT OF THE DEPARTMENT OF INDIAN AFFAIRS AND NORTHERN DEVELOPMENT GRANTS AND EXPENDITURE as at November 30, 1968 GRANT 1966-67 Albany River Project E~penditures Sunnnary 1967 $3,000.00 2,518.95 481.05 GRANT 1967-68 4,000.00 4,481.05 Albany River Project Expenditures Summary 1968 2,678.08 1,802.97 GRANT 1968-69 Funds allocated to Albany Project 3,500.00 $5,302.97 �- 4 RESEARCH PROGRAM Interest in northern research has expanded rapidly in the past year and with available funds the number of projects has more than doubled. Current research projects are as follows: 1. Phytogeographic and zoographic reconnaissance of the arctic water shed, Patricia Distri.ct, Ontario: this project directed by T. Northcott, of the Department of Biology, employed two undergraduate students full time during the sunnner. It has been supported by the Department of Indian Affairs and Northern Development and the Ontario Department of University Affairs with logistic support Provided by the Department of Lands and Forests. 2. Archaeological excavation of a stratified Woodland Period prehistoric village, Wabinosh Bay, Lake Nipigon, Ontario: this project directed by K.C.A. Dawson, of the Department of Sociology and Anthropology, engaged three students, two of whom are now undertaking post graduate studies. It has been supported by the National Museum of Canada with logistic support from the Ontario Department of Lands and Forests. 3. A study of wild rice growth patterns in Northern Ontario: this research is being undertaken by Dr. S. Zingel, of the School of Forestry, under the Ontario Department of Lands and Forests. 4.5.6.7. ArcQaeological investigation of the fur trade period at the site of the North West Company Post on the Kaministiquia River, Thunder Bay District, Ontario; the first Hudson's Bay Company, 1673, post at Moose River, James Bay, Ontario; the Hudson's Bay Company post at �- 5 English Bay, Lake Nipigon, Ontario and an archaeological survey of the first road through northwestern Ontario in The Quetico Park area. These latter four projects are under the direction of K.C.A. Dawson, of the Department of Sociology and Anthropology. Eight undergraduate students have been engaged in the work which is being supported by the Ontario Department of Tourism and Information. 8. A comparative study of social adaptation of Dutch, Greek and Slovak immigrants to a northern community in Ontario: this study is being conducted by P.D. Chimbos, of the Department of Sociology, under a Canada Council Grant. 9. An analysis of service centers and consumer behavior in northern communities of Ontario: this study is under the direction of I.G. Davies, of the Department 'of Geography. engaged in the basic collection of data. Students have been It is being supported by the Ontario Department of Economics and Development. 10. A study of teenage drinking behavior in northern Ontario, a ten comtnunity study: this project is being undertaken by Dr. A.A.D. Asimi, of the Department of Sociology, under support from the Ontario Alcoholism and Drug Addiction Research Foundation. Other research projects recently completed or in the process of completion are as follows: an ecological study of vascular plants on the north shore of Lake Superior by Professor D.R. Lindsay, of the Department of Biology; a socio-economic survey of the town of Kenora, District of Thunder Bay, by Dr. K.J. Charles, of the Department of Economics; an assessment ef the agricul- •..• . �• I I • - 6 tural potential of Northwestern Ontario, a pilot study of the Kaministiquia Valley by I.G. Davies, of the Department of Geography; a documentary study of Thunder Bay, 1821-1892, by Dr. E. Arthur, of the Department of History; and a study of long bars and troughs Batchawana shore, Lake Superior, by Dr. J.S. Mothersill, of the Department of Geology. In addition, Dr. J. Talbot, of the Department of Geology, worked with the Geological Survey of Canada on reconnaissance mapping of granites near Baker Lake, Northwest Territories~ The following articles dealing with northern research have recently appeared in Lakehead University Review: Arthur, M.E. "The Landing and the Plot", Vol. 1, No. 1. Davies, I.A. "Agriculture in the Northern Forest - The Case of Northwestern Ontario", Vol. No. 2. Lindsay, D.R. "Migration and Persistance of Certain Arctic-Alpine Plants in the Lake Superior Region, Ontario", Vol. 1, No. 2. Mothersill, J.S. "Grain Size Analysis of Longshore - Bars and Troughs, Batchawana Bay, Lake Superior, Ontario", Vol. 1, No. 2. The Department of Indian Affairs and Northern Development funds were used to support the phytogeographic and zoogeographic reconnaissance of the arctic water shed in Ontario. The project is being undertaken to provide basic quantitative data from this central region of Canada's boreal forest. To provide temporal depth to the study, the area is also being examined for evidence of prehistoric habitations from which bones and seeds may be recovered. under the supervision of K.C.A. Dawson. covered from Fort Hope to Washi Lake. This is This year the Albany River was Two senior undergraduates, Jim Dunsten and Garth Pentney undertook the actual field collection. The data collected in oply two seasons does not warrant a statement but it is of interest to note �.. " t • - 7 that the archaeological aspect of the project have recovered Middle Woodland ceramics. Students who were available for shorter periods were used in biological and prehistoric field reconnaissance at the recently acquired Black Sturgeon Lake research station. Here some of the basic problems of setting-up the telemetry system designed to monitor the movement of animals which is to be embodied in the Albany River survey are being worked out. Funds for this aspect of the work were provided by the National Research Council. Other projects, particularly those related to socio-economic studies and problems of living in the north, have employed undergraduate students and expectations are that a number of students will continue their interest in the north at the post graduate level. These projects are also contributing directly to the planning for development of the north. It is this multi- discipline approach that the connnittee believes to be essential for northern studies, and a first step toward interdisciplinary research. FUTURE PROSPECTS In an attempt to achieve an integrated understanding of indigenous peoples in the north, a number of research projects have been developed and are expected to be commenc~d in the coming year: one in association with the Youth and Recreation Branch of the Ontario Department of Education is to study attitudes towards education on northern reserves; one is a study of Indians in town under support from ~he Human Rights Connnission of Ontario; one would attempt to determine the common factors in those persons of Indian ancestry who become members of the middle class in Canada and another would attempt to standardize for the Indian population non-verbal tests for use in reserves �' • ,I- - 8 schools. These projects are being developed by members of the Depart~ents of Psychology, Sociology and Anthropology. The undergraduate student body in recognition of the University's position in the subarctic boreal forest and the human phenomena of living in the north have established their own northern studies committee and out of this has come a request for an insitute devoted to the study and education of Indians in the north. While this is only in the embryonic stage, it does hold promise. The Department of History and Geography under Treasury Department, Regional Development Branch funding anticipates expansion of their research with respect to service centers and communications in the north and the Department of Geology in association with Inland Waterways expects to commence a detailed study of the Lake Superior shore line east of the Lakehead. The Committee is also working with the Mid-Canada Development Corridor Foundatiqn which is planning a series of seminars embracing business, academic and government personnel concerned with the mid-north. The first of these is to be held at Lakehead University next summer. With the increasing number of ~esearch projects being undertaken at the University and the growing awareness in Canada, of the norths potential, the Committee looks forward to a growing realization of its aim. � 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 Mid-Canada Development Corridor Conference fonds Description An account of the resource Previously described as General Archives #219. The Mid-Canada Development Corridor Conference was held at Lakehead University in August 1969. 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 Report on Northern Area Studies, Lakehead University Subject The topic of the resource Universities Description An account of the resource A report on Northern Area Studies at Lakehead University; prepared by the President's Committee on Northern Area Studies; for the Grants Committee of the Department of Indian Affairs and Northern Development. November, 1968. Included in the Mid-Canada Development Corridor Conference fonds. 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 1968-11 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 https://digitalcollections.lakeheadu.ca/files/original/62782459666b5c4ae20754c77e37a4db.pdf 2c9f7229de35abbfa8e8c89a05ed2951 PDF Text Text REPORT TO THE LAKEHEAD COLLEGE OF ARTS, SCIENCE AND TECHNOLOGY TAYLOR, LIEBERFELD AND HELDMAN (CANADA) NEW YORK LIMITED TORONTO JULY 1963 �} REPORT TO THE LAKEHEAD COLLEGE OF ARTS, SCIENCE AND TECHNOLOGY 1 1:AYLOR, LIEBERFELD AND HELDMAN ( CANADA) LIMITED NEW YORK TORONTO JULY 1963 �TABLE OF CONTENTS Page CHAPTER 1 A. INTRODUCTION AND SUMMARY 3 Summary of Findings and Recommendations 3 1. Enrollment 3 2. Staff 4 3. Net Area Requirements 4 L. 5 Building Program Requirements and Priorities 5. The Master Plan 6 6. 7 College Finances B. Organization of the Report 8 C. A Note on the Enrollment Targets 9 CHAPTER 2 ENROLLMENT: 17 DEVEIDPMENT PATTERN A. Higher Education in Ontario 17 B. Enrollment in Post-Secondary Education 20 C. Enrollment at Lakehead College 29 CHAPTER 3 INSTRUCTIONAL ACTIVITY AT ENROLLMENTS OF Loo, 700 1200 STUDENTS AND 42 A. Distribution of Enrollment by Study Program L2 B. Distribution of Enrollment by Class Year Level 43 C. Instructional Workloads 47 1. University Division, Arts Program 49 2. University Division, Applied Science Program 58 3. Technology Division 61 iii �Page L. Nursing Program and Univarsity Division Part-Time Programs 63 D. Instructural Workloads: E. Students in Residence CHAPrER L Summary 65 69 TEACHING STATION REQUIREMENTS: CLASSROOMS AND TEACHING LABJRATORIES Instructional Load: B. Teaching Station Requirements 77 C. Summary Bo 5 82 STAFF REQUIREMENTS A. Faculty Requirements 82 B. Total Staff Requirements 88 CHAPTER 6 A. B. iv 73 A. CHAPTER Clock Hours 73 ACADEMIC SPACE REQUIREMENTS 90 Classroom-Type Space 90 1. Classroom Capacity Distribution 90 2. Space Standards for Classrooms and Seminars 91 Departmental Space 93 1. Department of Biology 95 2. Department of Chemistry 95 3. Department of Physics 98 L. Department of Psychology 98 5. 98 Interdepartmental Science Facilities �Page 6. Miscellaneous Laboratories and Special Purpose Areas 102 7. Summary lOL 8. Space Standards for laboratories, Research Space and Offices CHAPTER 7 A. SPACE REQUIREMENTS FOR NON-ACADEMIC ACTIVITIES lOL 108 Administrative Office Space 108 1. Office of the Principal 112 2. Office of the Dean of Arts 112 3. Office of the Dean of Science and Te chno logy 112 L. Office of the Dean of Students 112 5. Office of the Registrar 113 6. Office of the Director of Admissions 113 7. Office of the Comptroller 113 8. Office of the Director of Development and Public Relations 11L 9. Administrative Service Unit llL Miscellaneous Facilities llL 10. B. Food Service Facilities 115 C. Library 117 D. Physical Education and General Assembly 123 E. Physical Plant Administration and Maintenance 127 F. Residential Facilities 130 G. University Centre Facilities 130 H. Summary 13L 1. 13L 700- and 1200-Student Enrollment Levels V �Page 2. CHAPTER 8 13L a. Administrative Office Space 13L b. Food Service 136 c. Library 136 d. Physical Education and Public Assembly 136 e. Physical Plant Administration and Maintenance 136 f. Residential Facilities 137 g. University Centre Facilities 137 h. Summary 137 BUILDING PROGRAMS AND OCCUPANCY PATTERNS 138 A. General 138 B. Building Program -- 1200-Student Enrollment Level 1Lo 1. Academic and Administrative Office Space 1Lo 2. Library 1L5 3. University Centre 1L7 L. Gymnasium 1L9 C. D. vi LOO-Student Enrollment Level 5. Maintenance Building 150 Building Program -- 700-Student Enrollment Level 151 1. Academic and Administrative Office Space 151 2. Library 151 3. Other Buildings 153 Building Program -- LOO-Student Enrollment Level 153 1. Academic and Administrative Office Space 153 2. Other Buildings 161 �Page E. Enrollment Beyond 1200 Students 161 F. Alterations 163 CHAPTER 9 THE MASTER PLAN 187 A. Existing Conditions 187 B. Land Use Requirements 190 1. Parking Areas 190 2. Playing Fields 192 c. 3. Miscellaneous Land Use 192 L. Summary 193 The Master Plan 193 1. Circulation Patterns 195 2. The Master Plan 197 3. Future Expansion 200 L. Master Plan Delineation 201 CHAPTER 10 INSTITUTIONAL FINANCES 202 A. Expenditures and Revenues 202 B. Capital Costs and Phasing of Construction 217 1. Procedure 217 2. Phasing and Priorities 223 3. Site Development 225 L. Utilities 225 APPENDIX A ENROLLMENT 230 vii �Page APPENDIX B INSTRUCTIONAL ACTIVITY STRUCTURE 248 APPENDIX C STAFF REQUIREMENTS 260 APPENDIX D EXISTING SPACE AND ROOM UTILIZATION 264 APPENDIX E INSTITUTIONAL FINANCE 267 BIBLIOGRAPHY 275 MASTER PLAN Envelope at· back of volume viii �LIST OF ILLUSTRATIONS Page Abbreviations and Symbols Used in the Drawings 169 Science and Technology, Ground Floor 171 Science and Technology, Basement and Second Floors 173 University Centre, Basement 17L University Centre, Ground Floor 175 University Centre, Second Floor 176 Academic Building, Basement 178 Academic Building, Ground Floor 179 Academic Building, Second Floor 180 Academic Building, Third Floor 181 Administrative Wing (700 Enrollment Level), Ground, Second and Third Floors 182 Gymnasium, Basement and Ground Floors 183 Library, Ground and Second Floors 18L Library (700 and 1200 Enrollment Levels), Lower Level 185 ix �Page Maintenance Building Master Plan X 186 Envelope at back of volume �LIST OF PLATES Page 1. Lakehead College: Projected Enrollment and Gross Area of Construction; 1961-62 to 1973-?L. 2. 12 Planning Standards and Unit Area Allocations, Classrooms and Seminar-Conference Rooms 94 xi �LIST OF TABIES 1-1. Lakehead College of Arts, Science and Technology: Selected Indicators of Growth, 1961-62 to Alternate Target Enrollments 2-1. Canada and Ontario: Selected Statistical Indicators of Populations and Undergraduate Enrollment in Colleges and Universities, Canada and Ontario, Selected Years, 1951 to 1971 2-2. Ontario: 19 Secondary School Enrollment, Total and Grade 13, Selected Years, 1951 to 1970 2-3. Ontario: 22 Secondary School Retirements to Further Education, 23 1951-61 2-~. Ontario and Lakehead Region: Secondary School Retirements to Further Education, 1961 2-5. Ontario: 2~ Indexes of Secondary School Grade 13 Enrollment and Retirements to Selected Categories of Post-Secondary 26 Education, Selected years, 1951-52 to 1970-71 2-6. Canada: Civilian Labor Force, Total and Professional 28 Workers; Selected Years, 1931 to 1971 2-7. Lakehead College of Arts, Science and Technology: Full- Time Enrollment, by Division, 1952-53 to 1962-63 2-8. Lakehead College of Arts, Science and Technology: 30 Full- Time and Part-Time Enrollment, by Division, 1952-53 to 1962-63 2-9. Lakehead College of Arts, Science and Technology: Planning Parameters for Converting First-Year Enrollment to Total Full-Time Enrollment Estimates, by Study Program xii 31 �2-10. Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Division and Program, Selected Years, 1961-62 to 1975-76 2-11. 3-1. 3-2. 3-3. 3-L. 3-5. 3-6. 35 Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Program, 1961-62 to 1975-76 39 Lakehead College of Arts, Science and Technology: Distribution of Enrollment at Alternate Target Enrollments, by Program LL Ontario: Typical Distributions of Enrollment in Ontario Post-Secondary Education Programs by Study Program and Year Level L6 Lakehead College of Arts, Science and Technology: Projected Distribution of Full-Time Enrollment in University and Technology Divisions at Alternate Target Enrollments, by Study Program and Year Level L8 Lakehead College of Arts, Science and Technology: Standardized Enrollment Distribution for University Division Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level 51 Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment in University Division Arts Program at Alternate Target Enrollments, by Degree Program and Year Level 52 Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Science, by Program and Year Level 55 xiii �3-7. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in University Division Arts Program at Alternate Target Enrollments, by Degree Program, Year Level and Type of Meeting 56 3-8. Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Applied Science at Selected Institutions, by Year Level and Type of Meeting 3-9. Lakehead College of Arts, Science . and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in University Division Applied Science Program at Target Enrollments of Loo, 700 and 1200 Students, by Year Level 3-10. 3-12. 3-13. 700 and 1200 Students, by Program and Year Level 62 Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in Nurses' Program and University Division Part-Time Students' Program at Alternate Target Enrollments, by Type of Meeting 6L Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of Loo Students, by Year Level and Type of Meeting 66 Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 700 Students, by Year Level and Type of Meeting xiv 60 Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in Technology Division at Target Enrollments of Loo, 3-11. 59 �Page 3-1.L. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 1200 Students, by Year Level and Type of Meeting 3-15. Ontario Universities: 3-16. L-1. Home Addresses of Freshmen Enrolled in October, 1961 71 Lakehead College of Arts, Science and Technology: Requirements for Residential Accommodation at Alternate Target 72 Lakehead College of Arts, Science and Technology: Planning Parameters for Typical Sizes of Instructional Meeting Groups in Lecture-Classroom and Laboratory Meetings, by Year Level L-2. Lakehead College of Arts, Science and Technology: 5-1. 5-2. Lakehead College of Arts, Science and Technology: 78 Classroom and Laboratory Teaching Station Requirements at Alternate Target Enrollments 81 Lakehead College of Arts, Science and Technology: Alternate Estimates of Faculty Requirements at Alternate Target Enrollments 86 Lakehead College of Arts, Science and Technology: Faculty Requirements at Alternate Target Enrollments, by Rank 5-3. 76 Estimated Clock-Hour Instructional Workload per Week at Alternate Target Enrollments, by Type of Meeting and Year Level L-3. 68 87 Lakehead College of Arts, Science and Technology: Hypothetical Structure of Total Staff Requirements at Alternate Target Enrollments xv �Page 6-1. 6-2. 6-3. 6-L. 6-5. 6-6. 6-7. Lakehead College of Arts, Science and Technology: Requirements for Classroom-Type Rooms Space Lakehead College of Arts, Science and Technology: Requirements for the Department of Biology Space Lakehead College of Arts, Science and Technology: Requirements for the Department of Chemistry Space Lake head College of Arts, Science and Technology: Requirements for the Department of Physics Space Lakehead College of Arts, Science and Technology: Requirements for the Department of Psychology Space 92 96 97 99 100 Lakehead College of Arts, Science and Technology: Space Requirements for Interdepartmental Science Facilities Lakehead College of Arts, Science and Technology: Space Requirements for Miscellaneous Laboratories and Special 103 Purpose Areas 6-8. 6-9. 7-1. 7-2. Lakehead College of Arts, Science and Technology: of Academic Space Requirements Summary 105 Lakehead College of Arts, Science and Technology: Academic Space Required at the LOO-Student Enrollment Level 106 Lakehead College of Arts, Science and Technology: Space Requirements for Administrative Offices and Related Space 109 Lakehead College of Arts, Science and Technology: Requirements for Food Service Facilities xvi 101 Space 116 �Page 7-3. United States: Data on Selected College and University 118 Libraries, 1960-61; Enrollment under 1000 Students 7-L. United States and Canada: Data on Selected College and University Libraries, 1960-61 Enrollment over 1000 Students 7-5. 7-6. 7-7. Lakehead College of Arts, Science and Technology: Growth of the Library Collection Estimated La.kehead College of Arts, Science and Technology: Requirements for the Library Space 7-10. 7-11. 8-1. 8-2. 121 12L Lakehead College of Arts, Science and Technology: Space Requirements for Physical Education and General Assembly 7-8. Lakehead College of Arts, Science and Technology: 7-9. 120 126 Space Requirements for Physical Plant Administration and Maintenance 128 Lakehead College of Arts, Science and Technology: Space Requirements for Student Residence, per 100 Students 131 Lakehead College of Arts, Science and Technology: Requirements for University Centre Facilities Space 133 La.kehead College of Arts, Science and Technology: Space Requirements for Non-Academic Facilities 135 Lakehead College of Arts, Science and Technology: Summary of Net Area Requirements 139 Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 1200Student Enrollment xvii �8-3. Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 700-· Student Enrollment 8-L. Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building; LOOStudent Enrollment 8-5. Lakehead College of Arts, Science and Technology: Distribution of Faculty Office Space by Building at LOO-, 700-, and 1200-Student Enrollment Levels 8-6. 8-7. 8-8. 8-9. 9-1. Space Requirements for a New Academic Building 157 Lakehead College of Arts, Science and Technology: Space Requirements for an Addition to the Science and Technology Building 158 . Lakehead College of Arts, Science and Technology: Occupancy Characteristics of Existing and Proposed Buildings, LOO-, 700- and 1200-Student Enrollment Levels 159 Lakehead College of Arts, Science and Technology: Gross Area of Construction, Existing and Proposed 160 Lakehead College of Arts, Science and Technology: 191 Lakehead College of Arts, Science and Technology: Approximate Requirements for Land Use, 1200-Student Enrollment Level, Excluding Residences xviii 156 Lakehead College of Arts, Science and Technology: Requirements for Parking Area 9-2. 152 19L �10-1. Lakehead College of Arts, Science and Technology: Summary of Expenditures, Fiscal Years 1958 to 1963 10-2. 203 Lakehead College of Arts, Science and Technology: Summary of Revenues, Fiscal Years 1958 to 1963 20L 10-3. Lakehead College of Arts, Science and Technology: Percentage Distribution of Expenditures Fiscal Years 1958 to 1963 10-L. Lakehead College of Arts, Science and Technology: Percentage Distribution of Revenues, Fiscal Years 1958 to 1963 10-5. 206 Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Day Student Fiscal Years 1958 to 1963 10-6. 205 207 Lakehead College of Arts, Science and Technology: Revenues per Full-Time Day Student, Fiscal Years 1958 to 1963 208 10-7. Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Student, by Major Expenditure, Category, Selected Years, 1957-58 to 1973-7L 10-8. 209 Lakehead College of Arts, Science and Technology: Revenues per Full-Time Student, by Major Revenue Category, Selected Years, 1957-58 to 1973-7L 21L 10-9. Lakehead College of Arts, Science and Technology: Estimated Faculty Salary Outlays at Alternate Target Enrollments, by Rank (in 1962 dollars) 215 xix �Page 10-10. 10-11. 10-12. xx Lakehead College of Arts, Science and Technology: Preliminary Budget Estimates for Site Development Work 218 Lakehead College of Arts, Science and Technology: Preliminary Budget Estimate for Utilities Systems 219 Lakehead College of Arts, Science and Technology: Schedule of Capital Development, Priority Phasing and Budget Outlays 220 �APPENDIX TABLES A-1. Canada and Ontario: Population, Total and 18-21 Years Age . 230 Group, Selected Years, 1941 to 1971 A-2. Canada and Ontario: Undergraduate University-Grade Enrollments, Fall Semester, Selected Years, 1944-45 to A-3. A-4. A-5. A-6. 1970-71 231 Canada: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years, 1931 to 1962 232 Ontario: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years,. 1931 · to 1962 233 Canada: Professional Workers, by Occupational Groups and Classes: Selected Years, 1931 to 1961 234 Canada: Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 A-7. Ontario: Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 A-8. A-9. A-10. Ontario: 235 236 Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 237 Canada and Ontario: Labor Force Post-Secondary School Educational Attainment, Grade 13 and Beyond, by Occupational Category, 1941 and 1951' 238 Lakehead College of Arts, Science and Technology: Analysis of Enrollment Progression Pattern in University Division, 1952-53 to 1962-63 239 xxi �Page A-11. Canada: Total, Freshman and Non-Freshman Undergraduate EnrolJ.JTlent and Degrees Granted in Arts and Pure Science 240 Programs, 1952-53 to 1961-62 A-12. Ontario: Analysis of Enro11ment Distribution among First Three Year Levels in Faculties of Arts and Sciences at Selected Ontario Colleges and Universities, Selected Years A-13. 241 Ontario: Analysis of Enrollment Distribution between First and Second Year Levels in Faculties of Applied Science and Engineering at Selected antario Colleges and Universities, 242 Selected Years A-14. A-15. B-1. Lakehead College of Arts, Science and Teclmology: Analysis of EnrolJ.JTlent Progression Pattern in Teclmology Division, 1952-53 to 1962-63 243 Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Division and Program, 1961-62 to 1975-76 244 Ontario and Lakehead Region: Attendance by Atkinson Students at First and Preliminary Years of Ontario Colleges and 248 Universities in 1956-57 B-2. Ontario and Lakehead Region: Attendance by Atkinson Students at Institutions of Further Education in 1956-57 B-3. University of Toronto: 249 Analysis of Relative Distribution of Course Registrations by students Enrolled in Arts and Sciences Programs in 1956-57 and 1960-61, by Division, by Year Level and by Type of Program B-4. Ontario: Distribution of Enrollment by Year Level at Selected Ontario Colleges and Universities, Selected Years and Study Programs xxii 250 252 �Page B-5. Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level B-6. C-1. C-2. 253 Ontario: Weekly Clock Hours of Meeting Required under Various Technology Programs at Selected Ontario Technological Institutes, by Year Level and Type of Meeting 254 Canada and Central Canada: Full-Time Students, Teaching Staff and Student/Staff Ratios, Based upon 17 Universities, Selected Years, 1951-52 to 1961-62 2(:[J Canada: Enrollment, Staff and Students per Staff Member in Technical Institutes, by Province, 1960-62 C-3. Canada: 261 Distribution of Full-Time Teaching Staff at Selected Institutions, by Rank, Selected Years, 1937-38 to 1961-62 D-1. Lakehead College of Arts, Science and Technology: 262 Summary of Net Space in Existing Buildings 264 D-2. Lakehead College of Arts, Science and Technology: Scheduled Utilization of Classrooms and Laboratories, 9 A.M. to 4:30 P.M., Excluding Saturday, Fall, 1963 265 E-1. Lakehead College of Arts, Science and Technology: Summary of Expenditures, Fiscal Years 1958 to 1963 E-2. E-3. Lakehead College of Arts, Science and Technology: of Revenues, Fiscal Years 1958 to 1963 Canada: 267 Summary 268 Gross National Product, Current and Constant Dollar Series; 1951 to 1962 269 xxiii �Page E-4. Canada: Growth Rates in Median Salaries of Full-Time Teaching Staffs, Based upon 12 Universities, All Ranks, 1951-52 to 1961-62 E-5. Canada and Central Canada: Median .Salaries of Full-Time Teaching Staffs Based upon 17 Universities, Selected Years, 1961-62 to 1973-74 xxiv 270 271 �REPORT TO THE LAKEHEAD COLLEGE OF ARTS,SCIENCE AND TECHNOLOGY �I •I I I I CHAPTER 1 INTRODUCTION AND SUMMARY In November 1962 Lakehead College of Arts, Science and Technology retained Taylor, Lieberfeld and Heldman (Canada) Limited as Consultants to undertake a comprehensive study of institutional development. The Con- sultants' assignment included the presentation of analyses and recommendations concerning 1) physical plant requirements, 2) the disposition of facilities on the campus, 3) financial requirements for College operations and capital programs and 4) a development time-table and schedule of priorities. The recommendations were to be based on three projected enrollment targets stipulated by the College: 400, 700 and 1200 students. The initial phase of the study consisted of a field survey of existing facilities, interviews with officials of the College and the Lakehead community and the collection of data from local and other sources. Sub- sequently, corresponding to the progressive stages of the project, meetings were held at the College with members of the Board of Governors, the Principal and others. In April 1963 a preliminary report was submitted and in July the study was completed. A. Summary of Findings and Recommendations 1. Enrollment In order to fulfill the objectives of the assignment it was essential to determine the dates at which the selected enrollment targets would be attained. The study indicates that the full-time enrollment could reach the 400-student level in 1963-64, the 700-student level in 1966-67 and the (1 ,h •.l.!~4 I ~/lt\ 3 �1200-student level in 1973-74. Part-time student enrollment is also pro- jected. It is estimated that the Bachelor of Arts degree will be first awarded I '1G>S in June, 1966. At the 1200-student enrollment level 668 students will be in the Arts program of the University Division, 104 students will be in the first two years of an Applied Science degree program and 428 students will be in the Technology Division. The proportion of students in the Technology program is expected to decline from about 50 percent in 1961-62 to about 36 percent in 1973-74. 2. Staff The projection of the number of faculty at the College is an important element of the study. Expressed as full-time equivalents, at the 400-stu- dent enrolllTlent level 38 instructors will be required, at the 700-student level the total is 74 instructors and at the 1200-student enrollment level the total is 105 instructors. J. Net Area Requirementsa The net area requirements for all non-residential activities of the College for the three target enrollments are as follows: 400-student level, aNet area, sometimes termed useable area, may be defined as the gross area of a building less the sum of the space occupied by stairs, corridors, elevators, exterior and interior wall thiclmesses, toilets, mechanical equipment and janitorial space. 4 �77,725 square feet; 700-student level, 110,485 square feet; 1200-student level, 161,715. -square feet. The net square feet of non-residential space per student declines from over 300 square feet anticipated for Fall 1963 - to 194~ 156, and 135 square feet for the three projected enrollment levels. Thus, as the College grows, the physical plant will .be utilized with increasing efficiency. The existing academic building and University Centre will provide 94,540 net square feet in the fali of 1963. 4. Building Program Requirements and Priorities The College should anticipate the construction of 152,205 gross square feet of non-residential buildinga over the next decade. The principal items of this building program (expressed as gross area) are as follows: 1) a library of 36,300 square feet; 2) academic and administrative space of 67,030 square feet; 3) a gymnasium of 33,900 square feet; 4) a maintenance building of 12,800 square feet. A wing should be added to the existing academic building in 1964, and the library should be completed by September, 1965. A unit of the balance aResidential space has been considered separately from non-residential space throughout the report. A potential demand for residential space on the part of up to 25 percent of the students has been projected, For JOO students this would require 58,000 gross square feet, but construction of student residences is considered to be an option rather than a requirement. 5 �of the academic-administrative space, primarily for administrative offices , should be ready for the academic year 1965-66. The balance of the academic space may be constructed in one or two stages over the following few years. The gymnasium should be constructed at approximately the time the enrollment reaches 700 students, unless sufficient funds are available earlier. The maintenance building may be constructed in two stages, the first to be ready by 1966. Parallel to the construction of these buildings, other types of facilities will also be required. These will include roads, parking fields, playing fields, landscaping and utilities. A detailed listing of all proj- ect's is included in tabJes 10-10, 10-11, and 10-12. The projected building program envisages the existing academic building as a science and technology center and the projected academic building as the location of non-science facilities. 5. The Master Plan An important feature of the study is the master plana of the campus. This plan indicates the location and staging of building construction, the pattern of vehicular circulation, the disposition of parking fields and miscellaneous features of the site. Although the study quantifies develop- ment .only up to the 1200-student enrollment level, some indication is offered of the subsequent growth and location of facilities. aThe plan is located in a pocket at the end of this volume. 6 �The core of the campus is viewed as a group of interconnected academic facilities dominated by two proposed three-story buildings. 6. College Finances Operating costs of the College will expand during the interval under study. By 1973-74, when the 1200-student enrollment should be realized, costs per student will rise by 137 percent above the 1961-62 level. All components of cost will rise, but the largest increases can be expected _\ in instruction and administration, reflecting the ever~increasing compe: i- -~ 1 tion for talented human resources across the Canadian economy, Revenues must rise sufficiently to offset increased costs. Mv~I..J Student fees, which are now less than 30 percent of total revenues, are projected to increase by 142 percent over the 1961-62 per student receipts by the time the 1200-student enrollment is reached. This implies that revenues from grants must rise rapidly--by 120 percent on a per student basis. Grants will continue to represent the principal means for offsetting rising operating costs. No alternative is possible without increased revenues from private sources or student fees. The capital costs of the physical plant development aggregate $4,407,500 for a ten-year program, excluding student residences. costs a for the principal elements are: \-? The total project library, $1,043,cDO; academic and ~11 figures are in 1962 dollars. 7 �administrative office space $1,590,800a (to be built in three or four stages); gymnasium, $691,600; site development, $294,670 and utilities, $150,500. The last two figures each represent a group of projects, which are detailed in Chapter 10. B. Organization of the Report The first section of the report comprises Chapters 2, 3, 4 and 5. In these chapters a model is constructed of College activities that bear on the subsequent estimates of physical plant and financial requirements. Chapter 2 describes the projection of the enrollment at the College over the next 15 years, indicating the approximate points in time at which the three enrollment targets could be realized. The College is viewed as increasing its share of over-all participation in higher education in Ontario. The basic distribution of enrollment into the University and Tech- nology Divisions is indicated, as is the subdivision of the University component into an Arts program and an Applied Science program. The number of students in the nursing program and part-time students in the University Division are estimated separately. In Chapter 3 the instructional load characteristics of enrollment at the three target levels are elaborated. Class year distribution patterns are analyzed and the student period workload by class year and division is computed. In Chapter 4 these data are used to compute the clock-hour workload and the number of teaching stations required for lecture and laboratory course offerings. Chapter 5 utilizes the enroll- aThis figure excludes alterations, but includes an addition to the present academic building. 8 �ment data and the analysis of curricular patterns to estimate staff requirements at the three target enrollment levels. The second part of the report comprises Chapters 6, 7, 8 and~ which deal with physical plant. In Chapter 6 the teaching stations and staff require- ments are converted to a space program for academic activities. A space program for the College library is .: included in Chapter 7, which 'presents space programs for all non-academic requirements, including student residence. Chapter 8 allocates the space programs to existing and additionally required buildings. The need for alterations and additions is also con- sidered and schematic drawings are presented for all principal buildings. In Chapter 9 the analysis which forms the basis of the master plan is presented. The concluding section of the report, concerning College finances, is Chapter 10. The first part of the chapter describes the operating costs and revenues of the College during the planning interval. The second part presents cost estimates of the physical plant program, including priority schedules. A series of appendixes follows Chapter 10. These are organized to parallel the chapter organization and contain supporting statistical material. C. A Note on the Enrollment Targets Further reference must be made to the concept of three enrollment tar- gets and their use in this study. The selection of these targets as a 9 �framework for the preparation of forecasts, space programs and other data is useful in that it is possible to describe and compare different stages in the growth of the College in consistent terms. Nevertheless, in coor- dinating the building program with the selected targets, certain anomalies arise. Essentially, this is due to the fact that enrolllTlent growth may be thought of as a continuum while construction is a series of steps which are largely discontinuous in character. For example, at the 400-student enrollment level the analysis of enrolllTlent, curriculum and staff is selfcontained and complete. But a building program for this level as an in- terim target is quite different from what it might be if a student body of 400 represented a goal in itself or even a plateau in the pattern of expansion. The position of the library in the over-all building program may be taken as a case in point. A library building is needed at present. The existing library space is unsatisfactory and the collection is growing rapidly. For reasons relating to construction economy and based on an assumption of continuing growth, it is recommended that a library be constructed in the immediate future, adequate for 10-15 years' growth. However, this structur~, combined with the existing buildings, results in greater total physical plant capacity than would be programmed for a similar institution with a stable enrollment goal of 400 students. In Chapter 8 it is recommended that a substantial part of the library and University Centre space be given over to temporary use until the enrollment passes the 700-student mark. Thus, it may be said that the 400- and 700-student enrollments, particularly the former, have little independent identity in reference to the 10 �building program. They are really stages in planning for an institution of 1200 students. The same qualifications apply, of course, to the 1200 level, which is also part of the continuum leading to still higher enrollments. Nevertheless, 1200 students is a sufficiently large and distant total to justify as a terminal point for a study of this kind. This view is borne out by the action of the College in planning the University Centre. Although the enrollment of the College will be less than 400 students when the building is completed, the Centre is adequate as a students' union for an enrollment of 1200 and more. Its size is justified by the temporary use of some of the space for academic purposes and also by the long-term waste and extra expense involved in building a structure of this type in segments. The Consultants' work attempts in similar fashion to attain a balance between short and long range goals. In practical terms the building program would not be very different if other interim target figures had been used, assuming the retention of the 1200-student enrollment level as the ultimate goal of the study. Con- struction of all the buildings except the final stages of the academic complex would proceed in the same time framework as is recommended here. The possible variations in distributing the quantities of academic space after 1967 are explored in Chapter 10. The terminology used in the report is affected by these relationships between enrollment targets and the building program. In the first section of the report (Chapters 2 through 5), the three target enrollments are equated with specific dates; for example, the 700-student enrollment level 11 �PLATE LAKEHEAO COLLEGE: PROJECTED ENROLLMENT ANO GROSS AREA OF CONSTRUCTION; 1961-62 TO 1973-74 l961·U 62 ·6! 6!·84 64 ·65 69·70 70·71 71-•:72 7'2173 197!•74 · %50 1200 1100 22'5 cooo zoo-' ... IL. CJ 900 u, IL 175 o en t- z Q 100 z ◄ "'2 fl) ,:50 .J .J ~ ...z: 700 0 « z "' Ill z :1250 ...u ...•.,, 600 s ::, ... .J 500 100 z 0 u .J ... ::, II. 0 400 n 300 Cl) Cl) 0 50 200 lOO 0 L.-..L.-.....JL-_J..._...1._ _L...._.J.__....J._ _J.-_...L.._ _ _ _ _.___.... ..- - - - 11i~Hi1r--;::-:1 12 E N R O LL M ENT (LE FT SCA LE) Exe Es s ARE A GROSS ARE A OF CON· STRUCTION (RT. SCALE) Ii 0 ALTERNATE CONSTROc-· TION PROGRAM CONSTRUCT! ON OEFI CIT a: C!) �could be attained in 1966-67. In the balance of the report, in reference to space programs and construction requirements, the phrase "400-student enrollment" is taken to mean the physical plant requirements between the present and the time when enrollment reaches approximately 400 students. The phrase 11 700-student enrollment" refers to the requirements between the time the 400-student level is attained and the time the student body approximates 700 in size. The phrase 11 1200-student enrollment" refers to the requirements from the time the 700-student level is attained and the time the student body reaches the final target of 1200. These intervals are to be understood in approximate terms, within one year, in assigning dates to the elements of the building program. 13 �I--' .i::- 1-1. Lakehead College of Arts, Science and Technology: Selected Indicators of Growth, 1961-62 to Alternate Target Enrollments ~ Enrollment Full-time Total University Division Technology Division Other Nursing students University Division, part-time All categories Student periods Full-time Total University Division Technology Division Other Nursing students University Division, part-time All categories Target Enrollment Actual Projection Index of Growth: 1961-62 = 1.000 1200 1200 400 700 700 400 Students; Students; Students; Students; Students; Students; 1961-62 196J-64a 1966-67a 1973-Z4a 196J-64a 1966-67a 1273-Z4a 220 107 113 400 188 212 700 402 298 1200 772 428 1.818 1°757 1.876 3.182 3.757 2.637 5.455 7.215 3.788 85 113 149 209 1.329 1.753 2.459 140 445 157 670 153 1002 191 1600 1.121 1.506 1.093 2.252 1.364 3.596 b b b 10243 4084 6159 17257 8678 8579 28680 16366 12314 b 2260 2980 4180 b b 550 536 13053 20773 669 33529 b 473 796 1303 b b 318 155 537 259 887 416 Clock hours of meeting per week Total Lecture, classroom meetings Laboratory me~tings (Continued) �1-1. (Continued) ~ Teaching station requirements Classrooms Laboratories Staff reqtJirements Facultyd Physical plant Total useable space (square feet)e Increment of useable space -, ( square feet) e Institutional finances (1962 dollars) Expenditures per fulltime student Total Instruction Administration All other Revenues per full-time student Total Student fees Grants Other I-' \.n. Tar~et Enrollment Actual . Projection ....., Index of Growth: 1961-62 = 1.000 1200 1200 400 700 700 400 Students; Students; Students; Students; Students; Students; 1961-62 1963-64a 1966-6t 1973-74a 1963-64a 1966-6t 1973-74a f f 16 l3 22 16 32 21 2.286 1.857 3.143 2.286 4.571 3.000 18 38 64 105 2.111 3.556 5.833 32930 77725 110485 161715 2.360 3.355 4.911 -- + 44795 + 32760 + 51230 1261 830 79 352 1714 1188 100 425 1949 1403 112 433 2982 2250 167 562 1.359 1.431 1.266 1.207 1.546 1.690 1.418 1.230 2.711 2.114 1.597 1306 372 922 13 1714 469 1215 30 1949 2982 900 2025 57 1.312 1.261 1.318 2.308 1.492 1.497 1.472 2.692 2.283 2.419 2.196 4.385 557 1357 35 2.365 (Continued) ~ �1---l 1-1. (Continued) °' Item 1961-62 Institutional finances (1962 dollars) (continued) Salary outlays per faculty member Faculty salary outlays per £ull-time student Incremental capital outlays for campus development (thousands of 1962 dollars)c TarE:etEnrQllment Actual Projection Index of Growth: 1961-62 = 1.000 400 700 1200 400 700 1200 Students; Students; Students; Students; Students; Students; 196J-64a 1966-67a 1973-74a 1963-64a 1966-67a 1973-74a 7121 10215 11460 15030 1.434 1.609 2.111 550 970 1048 1315 1. 764 1.905 2.391 2070. 7 2336.8 f aApproximate dates at which target enrollments could be reached. ~ot available. c1g62-63; actual rooms in scheduled use. °Expressed as -full-time ·equivalents. eExcludes residential space. fcapital outlays begin in 1964-65. �CHAPTER 2 ENROLLMENT: DEVELOPMENT PATTERN The terms of reference of this study called for the elaboration of a physical plant and campus development program for alternate target enrollments of 400, 700 and 1200 studentso Such a program could be evolved with- out specifying the particular dates at which the target enrollments would be realized; however, the soundness of the program and the pace at which it should be implemented would remain beclouded without some indication of the general timing of the expansion. Therefore, the Consultants undertook to determine the pattern of ·enrollment development at the College in order to ascertain a) the likelihood of reaching the specified target enrollments, b) the approximate dates at which these enrollments could be realized, and c) the structure of enrollment. The last, of course, is significant since it implies a de- lineation of the enrollment data in terms meaningful for planning; that is, the distribution of students by class year level, the distribution of students among various study programs, and so on. The remainder of this chapter considers the enrollment development patterno The various building blocks that are important for making the required estimates are explored and their role in affecting the College's enrollment expansion is clarified. A. Higher Education in Ontario Both Canada and Ontario are expected to grow rapidly during the com- 17 �ing decade. The population of the nation has· been increasing and the up- ward trend of population growth is likely to continue during the 1961-71 decade. It is also expected that the relatively faster population develop- ment characterizing the Province of Ontario will continue unabated. The 19 percent increase projected for Canada during the 1961-71 decade will be accompanied by a 27 percent increase in the population of Ontario and the Province will continue to account for an increasing proportion of total Canadian population. A significant indicator of potential growth in college and university enrollment is the size of the 18-21 years population age group. This is commonly considered to be the age group from which most college and university students are drawn. In numbers alone, the growth of this age group will cause conside·rable expansion in the levels of enrollment at higher educational institutions in Cananda and Ontario during the 1961-71 decade. The size of the age group will increase by 46 percent for the country as a whole and 54 percent for Ontario. The rapid growth is directly a func- tion of the post-World War II baby boom. An But, in addition, college participation rates are also increasing. increasing proportion of the students eligible for college and urtiversity attendance are in fact continuing with such post-secondary education. In addition, there is a burgeoning expansion in enrollment at the nation's centers of graduate study. The combination of expanding population and higher rates of college participation is expected to produce a 167 percent increase in undergraduate enrollment in Canada during the '60 's; the com- 18 �I I I I I I I I I I 2-1. Canada and Ontario: Selected Statistical Indicators of Population and Undergraduate Enrollment in Colleges and Universities, Canada and Ontario, Selected Years, 1951 to 1971 l2Sl J.25,Q l2Ql ~ l21l. 14009 4598 16081 5405 18238 6236 19518 6990 21643 7898 .768 .737 .328 .882 .867 .336 1.000 1.000 .342 1.070 1.121 .358 1.187 1.267 .365 Population, 18-21 years age group Number (000) Canada Ontario Index (1961 = 1.000) Canada Ontario Ratio: Ontario/Canada 851.8 264.3 895-1 282.5 1016.4 316.7 1222.6 418.6 1484-9 487.6 .838 .310 .881 .892 .316 1.000 1.000 .312 1.203 1.322 .342 1.461 1.540 .328 Undergraduate college and university enrollmenta Number ( 000) Canada Ontario Index (1961 = 1.000) Canada Ontario Ratio: Ontario/Canada 57.9 l8o2 66.1 20.0 107.5 29.5 169.9 57.9 286.6 107.1 539 .617 .314 .615 .678 .303 1 .. 000 1.000 .275 1.580 1.963 .341 2.666 3.631 .374 Population, total Number (000) Canada Ontario Index (1961 = 1.000) Canada Ontario Ratio: Ontario/Canada . 835 0 aNon-veterano I 19 �parable figure for Ontario is 263 percent. a Clearly, these influences will produce increased pressures for the expansion of existing institutions in Ontario, as well as the establishment of new institutions. But how will these influences express themselves? How many students can be expected to start post-secondary educational studies during the decade and when? More particularly, what enrollment development pattern can Lakehead College, with its combination of programs in university and technical studies, expect? The Consultants believe that the answer to these questions will depend upon several factors: the number of students likely to initiate post- secondary programs of study; the length of such programs offered by the Colleges; and the probable progression patterns of students as they proceed from beginning to completion of each prescribed course of study. As a first step, therefore, the Consultants undertook the quantification of the expansion pattern in first-year enrollment at the relevant branches of post-secondary education. B. Enrollment in Post-Secondary Education The requirements for entry into post-secondary education study pro- grams vary with the character of the program and the institution offering the course of study. For purposes of this study, the completion of grade aThe estimate of undergraduate college and university enrollment for Ontario is taken from Dr. R. W. B. Jackson's estimates of the expansion of postsecondary education in Ontario during the 10-year interval beginning in 1962. Dr. Jackson presented six estimates in his report; the Consultants selected Estimate 6, his highest, for use in this study. 20 �13 was taken to be a normal pattern for students proceeding to university level programs of study, teclmical studies and nursing. The Consultants recognize that completion of grade 13 is not mandatory for entry to all post -secondary education programs; however, there is an increasing trend for students to complete grade 13 before going on to more advanced studies. Dr. Jackson's statistical report,prepared for the Cormnittee of Presidents of Provincially Assisted Universities,provided a number of estimates of the trends in enrollment in secondary schools. Paralleling general population developments, secondary school enrollment has been increasing during the past decade. the sixties. by 55 Furthermore, it will continue to expand during Total enrollment in grades 9 to 13 is expected to increase percent between 1961 and 1970; during the same interval, grade 13 enrollment will increase by 127 percent. What are the implications for post-secondary education enrollment? A clue is provided by data available from the Provincial Department of Education concerning the pattern of retirements from secondary schools to further education at post-secondary school institutions. the experience of the past decade. Table 2-3 summarizes Thus, the number of students initiating post-secondary programs of study has been increasing in all branches of the educational structure. Moreover, as shown in table 2-4, the patterns of retirements to further education for the Lakehead, particularly Thunder Bay, and the Province as a whole are quite similar. Universities account for 37.9 percent of all retirements to further education in the Province and 37.8 percent at the 21 �2-2. Ontario: ~ 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1965 1970 N.B. 22 Secondary School Enrollment, Total and Grade 13, Selected Years,1951 to 1970 N:u,mbei: Total, Grades 2-13 E;c1:'2llw~D1' Ind.~x~~: l2cl Grade Total, Grad,es 2-13 13 = l,QQQ Grade 13 222075 237576 262775 299177 8827 8975 9472 9981 10799 11487 12547 14278 16267 18447 21482 .620 .680 .742 .794 .878 1.000 1.000 419624 462970 41514 48720 1.403 1.547 1.932 2.268 133556 141091 148744 160166 174562 185605 203525 Projections are from Dr. R. W. B. Jackson 0446 .472 .497 .535 .583 .411 -418 .441 .465 .503 .535 -584 .665 .757 .859 �2-3. Ontario: ~ All Secondary School Retirements to Further Education, 1951-61 Retirements from Secondary School to Further Educatfon Provincial Schools PostSecondary Business Technical of Nursing Universities Schools Group Institutes Teachers' Colleges Othera 1087 1309 1403 1392 1483 212 189 656 509 502 766 809 718 886 1336 1707 2170 2799 2929 3006 477 833 1644 1883 993 (number) 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 9384 8824 9609 9828 10375 6100 7894 8434 9673 9146 2955 3034 3007 3477 3486 1509 1384 2085 1595 1375 1360 1426 1567 1471 12546 13482 14744 16592 18431 11069 12169 14056 15993 16856 4648 4711 4869 5931 6983 1793 1922 2051 2306 2164 1678 1724 1975 2058 2374 n/a (indexes: 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1961 = 471 493 , 558 643 609 1.000) .509 .479 .521 .533 .563 .,362 .468 .,500 .574 .543 .423 .434 .431 -498 .499 .697 .640 .963 .737 .579 .573 .601 .660 .620 .353 .369 .4l8 .481 -456 .362 .435 .467 .463 .493 .213 .190 .661 .513 .506 .681 .731 .800 .900 1.000 .657 .722 .834 .949 1.000 .666 .675 .697 .849 1.000 .829 .888 -948 1.066 1.000 .707 .726 .832 .867 1.000 .573 .606 .537 .663 1.000 .568 .722 .931 .974 1.000 .480 .839 1.656 1.896 1.000 N \..,J aincluding agricultural schools. n/a �2-4. Ontario and Lakehead Region: Secondary School Retirements to Further Education, 1961 Category of Further Education Lakehead Total, Province Kenora Rainy Thunder ~ Bay TotaJ 8 3 9 162 12 5 44 (number) Private Schools Universities Business Schools Schools of Nursing Provincial Technical Institutes 1006 6983 2164 2374 10 19 18 62 1336 6 3 13 Private Trade Schools Teachers' Colleges Agricultural Schools Other All further education 569 3006 237 756 18431 1 1 15 2 14 89 118 3 88 52 402 35 205 59 99 22 25 22 542 (percent of total for Province) .30 .46 .80 .11 .23 .76 .89 2.32 2.03 2.61 1.19 2.94 2.73 4.17 .45 .22 .97 1.65 .50 .18 .47 .18 2.96 3.93 .40 .48 .28 2.91 2.18 3.31 2.94 Private Schools Universities Business Schools Schools of Nursing Provincial Technical Institutes 5.46 37-89 11.74 12.88 .50 7.25 Private Trade Schools Teachers' Colleges Agricultural Schools Other All further education 3.09 16.31 1.29 4.10 100.00 .35 (percent of total within each area) 15.42 2.21 37.82 10.89 18.27 5.77 3.23 4.06 L92 26.92 22.14 .25 .37 21.77 100000 5.47 100000 4.61 100.00 Private Schools Universities Business Schools Schools of Nursing Provincial Technical Institutes 5.46 37.89 11.74 12088 39.77 11.36 21.59 5.77 15.38 9.62 34.62 7.25 6.82 Private Trade Schools Teachers' Colleges Agricultural Schools Other All further education 3.09 16.31 1.29 4.10 100.00 17.05 24 3.41 100.00 ~ �Lakehead. Schools of Nursing account for 12.9 percent of retirements to further education at the provincial level and 18.3 percent at the Lakehead. And Provincial Technical Institutes draw 7.3 percent of all secondary school retirements to further education in the Province and 4.1 percent at the Lakehead. There do no appear to be any reasons, either logical or statis- tical, to assume that influences substantially different from those operating across the Province will be in effect at the Lakehead. Therefore, projections of the probable ratio of expansion in retirements to postsecondary educational programs for the Province as a whole can be applied with reasonable confidence to the Lakehead, and Lakehead College in particular. Table 2-5 shows the results of these efforts. Retirements to post- secondary education were expressed in index form and projected as a function of grade 13 enrollment. The estimating procedures produced different results for the several post-secondary education categories of interest in connection with Lakehead College; that is, universities, provincial technical institutes, and schools of nursing. All three categories are expected to grow less rapidly than grade 13 enrollment; in terms of relative magnitude, the ranking is as follows: grade 13 enrollment, univer- sities, provincial technical institutes and schools of nursing. Between 1961-62 and 1975-76, grade 13 enrollment will increase 176 percent; during the same interval, retirements to post-secondary education will increase by 169 percent for universities, 154 percent for provincial technical institutes, and 121 percent for schools of nursingo 25 �2-5. Ontario: Indexes of Secondary School Grade 13 Enrollment and Retirements to Selected Categories of Post-Secondary Education, Selected years, 1951-52 to 1970-71 R~tirements 1Q PQst-SecQnd.aa Edycatlon Provincial Schools Technical of Institutes Nursing Year Grade 13 Enrollment Universities 1951-1952 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 .411 .418 .441 .465 .503 .535 .584 .665 .757 .859 1.000 .423 .434 .431 -498 .499 a .666 .675 .697 .849 1.000 .353 .369 -418 -481 456 a .573 .606 .537 .663 1.000 .579 .573 .601 .660 .620 a .707 . 726 .832 .867 1.000 1965-1966 1970-1971 1975-1976 1.932 2.268b 2.762 1.,892 2.213 2.687 1.814 2.107 2.539 1.642 1.873 2.213 aNot available. bEstimated. 2p 0 �These growth factors could be applied to freshman enrollment in postsecondary institutions in 1961-62 to provide preliminary estimates of potential first-year enrollment at various years in the future. However, an additional stimulant to post-secondary education is being provided by the nation's economic development. The demands for skilled and trained personnel to meet the challenges of a modern society have been providing an added stimulus to the development of post-secondary educational programs for a number of years. Nor can these influences be expected to diminish in intensity in the next several decades. The proportion of the civilian labor force accounted for by technical and professional manpower has been increasing steadily. The magnitude of the change is such that it must be felt at the post-secondary educational level in the form of increased rates of participation in advanced programs of study. Table 2-6 presents estimates of the growth in the professional component of the labor force relative to all civilian workers. Between 1961 and 1976, it is expected that the total civilian labor force will increase by 44 percent; during the same interval, however, the professional component of the labor force will increase by 72 percent. In short, professional workers will expand 19 percent more rapidly than the total labor force. A composite index of growth for first-year enrollment in post-secondary educational institutions can be obtained by combining the indexes of growth for secondary school retirements to further education with the index of trend variance in the growth of professional workers in the labor force. Under this approach, first-year enrollment in university level programs of study should increase 219 percent between 1961-62 and 1975-76. For the 27 �2-6 . . Canada: Civilian Labor Force, Total and Professional Workers; Selected Years, 1931 to 1971 NmDl:ler Professional Total Workers Ci~iljan Labor For~e Inde~esi l26l == l.QQQ I;ud.ei o! Tt~ndi VarlanQ~ Professional Professional Total Workers Total Workers (ooo) .383 1931 1941 1951 1961 4151 4466 5217 6518 200.7 240.4 302.6 524.0 .637 .685 .800 1.000 .459 .577 1.000 1966 1971 1976 7312 8334 9414 616.7 754.6 898.7 1.122 1.279 l.444 1.177 1.440 1. 715 28 1.000 1.000 1.000 1.000 .601 .670 .721 1.000 1.000 1.000 1.049 1.126 1.188 1.000 �provincial technical institutes, the comparable figure should be 202 percent. terval. N.ursing programs should increase by 163 percent during the same inThe composite indexes thus obtained can be used as a basis for projecting first-year enrollrn.ent in the various divisions at Lakehead College during the interval under study. C. Enrollrn.ent at Lakehead College The College, of course, presently offers programs in the three areas discussed above. There is the University Division, which offers both Arts and Applied Science programso There is the Technology Division, which offers several programs of study that are recognized throughout the Province among the various provincial technical institutes. And the College also currently offers instruction to nursing students, although on an experimental basis and without commitment to a permanent program. In addi- tion, the College has a program of course offerings in the Univers.ity Division for part-time students. The number of students enrolled in these various programs at the College and their pattern of development over the past decade are revealed in tables 2-7 and 2-8. Of the total of 220 full-time students enrolled in the College in 1961-62, 107 students were in the University Division and 113 students were in the Technology Division. In the University Divi- sion, the Arts program accounted for 86 students, 62 of whom were freshmen. The Applied Science program accounted for 21 students, all of whom were first-year students. In the Technology Division, 91 of the 113 students enrolled were in the first year of the programso In addition, the College 29 �2-7. Year Lakehead College of Arts, Science and Technology: Enrollment, by Division, 1952-53 to 1962-63 Univer~jU Dj~i~iQD Applied Science AI:i& ~ Technology Division Full-Time Total Full-Time Enrollment (number) 1952-1953 1953-1954 19.54-1955 19.5.5-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 10 12 7 19 13 32 48 39 75 86 84 37 28 28 25 34 44 36 30 24 21 16 47 40 35 44 47 76 84 69 99 107 100 21 29 28 30 31 48 65 52 75 113 124 68 69 63 74 78 124 149 121 174 220 224 (indexes~ 1961-62 = 1.000) 1952-1953 1953-1954 1954-1955 195.5-1956 1956-1957 1957-1958 1958-19.59 1959-1960 1960-1961 1961-1962 1962-1963 30 .116 .140 .081 .221 .151 .372 .558 .453 .872 1.000 .977 1.762 1.333 1.333 1.190 1.619 2.095 1. 714 1.429 1.143 1.000 .762 .439 .374 .327 .411 .439 .no .785 .645 .925 1.000 .935 .186 .257 .248 .265 .274 .425 .575 .,460 .664 1.000 1.097 .309 314 .286 .336 .355 .564 .677 .550 .791 1.000 1.018 0 �2-8. Lakehead College of Arts, Science and Technology: Full-Time and Part-Time Enrollment, by Division, 1952-53 to 1962-63 Uni~ersit~ Di~isign Full Part Total Time Time I.e.al: Technology Division (Full Time) Nurses TOTAL Enrollment (number) 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 47 40 35 44 47 76 84 69 99 107 100 41 30 29 26 52 67 101 94 125 140 162 85 70 64 70 99 143 185 163 224 247 262 (indexes: 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 .439 .374 -327 .411 .439 .no .785 .645 .925 1.000 .935 .293 .214 .207 .186 .371 .479 . 721 .671 .893 1.000 1.157 .344 .2~3 .259 .283 .401 .579 • 749 .680 .907 1.000 1.061 21 29 28 30 31 48 65 52 75 113 124 1961-62 .186 .257 .248 .265 .274 .425 .575 .460 .664 1.000 1.097 JO 85 128 106 99 92 100 130 191 250 215 329 445 514 = 1.000) .353 1.000 1.506 .238 .222 .207 .225 .292 .429 .562 .483 .739 1.000 1.155 • 31 �offered instruction to 85 nursing students and 140 part-time students in the University Divisiono Thus, a total of 445 students were served by the College in 1961-620 One further building block is required before the enrollment estimates can be completed. Although a basis has been established for estimating first-year enrollment in the various programs of the University and Technology Divisions, planning parameters are required for converting the estimates of first-year enrollment to total enrollment. Such parameters should reflect the expected progression patterns of students through the various study programs offered by the College, and will be a function of the length of the period of study in the various program areas as well as student competence and institutional standards. It is expected that the College will begin to grant degrees in the University Division in 1965-66, implying that the present two-year A.rts program will have expanded to a three-year program by that timeo For pur- poses of this study, it is assumed that the Arts programs will continue to develop even after 1965-66 and that honors programs requiring four years of study will ultimately be introducedo By the same token, it is expected that the Applied Science program, which is presently one year in duration, also will be e.xpandedo The College's indicated policy is to initiate such expansion in 1964-65 with the introduction of a second year of studyo full two-year program should be in full swing by 1965-660 The However, it is not expected that the College will expand its offerings in App lied Science beyond the two-year program during the planning interval encompassed by this study. 32 For the Technology Division, no significant changes in the �length or depth of the programs presently offered at the College are expected throughout the planning interval. The coefficients for converting first-year enrol11Tlent to total enrollment were developed after an examination of patterns prevailing at other institutions in the Province and in Canada. are presented in table 2-9. The results of these studies For the Arts component of the University Divi- sion, the planning parameter for converting first-year enrol11Tlent to total enrol]Jnent under the three-year program is 2.50; when this program has been deepened and extends in scope to include honors courses, the conversion coefficient should rise to 3064. In this study, it is assumed that the development of the Arts program and its elongation to four years should be achieved by 1971 and continued thereafter. In the Applied Science program, the planning parameter for converting first-year enrol11Tlent to total enrollment in a two-year program is lo67. These planning parameters for the Uni- versity Division programs are based upon an analysis of data presented in Appendix A for Canadian and Ontario institutions. For the Technology Divi- sion, the planning parameter for converting freshman enrol11Tlent under a two-year program is 1.68. This is based upon an analysis of the experience at the College itself during the past decade, and reflects the actual historical conditions characterizing the College's expansion in its Technology Division. With these building blocks in hand, the enrollment projections for the various programs of the College over the next 15 years could be completed. A summary of the computational program for these estimates is presented in table 2-10. A year-by-year breakdown by enrollment category is presented 33 �2-9• La.kehead College of Arts, Science and Technology: Planning Parameters for Converting First-Year Enrollment to Total Full-Time Enrollment Estimates, by Study Program Program University Division Arts Applied Science Technology Division Conversion Coefficient: First-Year Enrollment to Total Full-Time One-Year Two-Year Three-Year Four-Year Total Total Total Total 1.00 1.00 1.00 2.50 a a 3.64 a a aNot calculated for use in programming Lakehead College development pattern. 34 �--- --- - 2-10. Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Division and Program, Selected Years, 1961-62 to 1975-76 B&m \.,..) 1212 Secondary school retirements to further education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nursing 1.000 1.000 1.000 1.892 1.814 1.642 2.213 2.107 1.873 2.687 2.539 2.213 Professional workers in labor force Index of growth: 1961-62 = 1.000 Index of trend variancea 1.000 1.000 1.177 1.049 1.440 1.126 1.715 1.188 First-year enrollment in post-secondary education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nursing 1.000 1.000 1.000 1.985 1.903 1.722 2.492 2.372 2.109 3.192 3.016 2.629 Lakehead College University Division, part-time enrollment Index of growth: 1961-62 = 1.000 1.000 1.096 1.237 1.405 62 21 91 123 42 173 155 52 216 198 67 274 Lakehead College enrollment First-year, full-time University Division Arts program Applied Science program Technology Division \Jl. 1962 Acad~mic Year Ending in 1966 1.911 (Continued) -~ �w 2-10. (Continued) ~ Academic Year Endin~ in Item Lakehead College enrollment (continued) Conversion coefficients: total/first-year enrollment University Division Arts program Applied Science program Technology Division Total, full-time University Division Arts program Applied Science program Technology Division Other Nurses University Division, part-time enrollment Summary Total full-time enrollment Total full-time enrollment plus nurses Total full-time enrollment plus nurses and part-time enrollment 1962 1966 12.ll 1m ---- 2.34 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 86 21 113 288 70 291 564 87 363 721 112 460 8.5 146 179 223 140 1.53 173 197 220 305 649 79.5 1014 1193 1293 1_516 44.5 948 1366 1713 aRelative to index of growth in total civilian labor force. (Continued) �- .. . ---- dlllJ rlllF rlll 2-10. N.B. (Continued) 1. Assumes first degrees are conferred in 1965-66. 2. Assumes second year of Applied Science program is introduced in 1964-65 and is in full swing by 1965-66. J. Assumes no change in length or depth of Technology Division programs throughout planning period. w -'1 �in table 2-llo Table 2-10 shows that first-year enrollment in the Univer- sity and Technology Divisions was made a function of the growth of secondary school retirements to further education and the growth of the professional labor force. The first-year enrollment estimates were then con- verted to total enrollment by applying the planning parameters for the progression of students through the various study programs to be offered by these divisions. Enrollment in the program of study offered to student nurses was made a function of the projected growth in secondary school retirements to further education in schools of nursing, as modified by the professional labor force trend varianto Finally, the development of part- time University Division enrollment was made a function of the population growth expected for the Lakehead regiono By way of summary, total full-time enrollment at the College is projected to increase from 220 students in 1961-62 to 1293 students in 1975- 760 Thus, the alternate target enrollments to be used for programming the development of the College, according to the terms of reference of this study, are clearly feasible. According to the projections, the Loo- student enrollment should be approximated sometime during the 1963-6L or 196L-65 academic year. 1966-67. The 700-student enrollment can be expected about The 1200-student enrollment should be reached around 1973-7L. If nursing students are combined with full-time students, over-all enrollment should increase from 305 students in 1961-62 to 1516 students in 1975-76. If University Division part-time enrollment is added as well, the over-all number of students serviced by the College should increase from LL5 persons in 1961-62 to 1713 persons in 1975-76. 38 �-• 2-11. Year Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Program, 1961-62 to 1975-76 University Division, Full-Time Applied Arts Science Program Program Technology Division, Full-Time Nurses University Division, Part-Time Total Enrollment ' All Full-Time Categories plus Nurses Full-Time (number) 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74 1974-75 1975-76 86 109 148 213 288 339 395 454 513 564 593 622 655 688 721 . / 21 24 28 47 70 73 77 82 85 87 92 97 102 107 112 ., ' 113 173 198 245 291 306 321 339 351 363 381 402 420 440 460 \ I 85 94 106 126 146 153 160 168 174 179 188 196 205 214 223 (indexes: vJ \0 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74 1974-75 1975-76 1.000 1.267 1. 721 2.477 3.349 3.942 4.593 5.279 5.965 6.558 6.895 7.233 7.616 8.000 8.J84 1.000 1.143 1.333 2.238 3°333 3.476 3.667 3.905 4.048 4.143 4.381 4.619 4-857 5.095 5°333 1.000 1.531 1.752 2.168 2.575 2.708 2.841 3.000 3.106 3.212 3.372 3.558 3. 717 3.894 4.071 1.000 1.106 1.247 1.482 1.718 1.800 1.882 1.976 2.047 2.106 2.212 2.306 2.412 2.518 2.624 140 143 147 150 153 157 161 165 169 173 177 183 187 192 197 1961-62 1.000 1.021 1.050 1.071 1.093 1.121 1.150 1.179 1.207 1.236 1.264 1.307 1.336 1.371 1.407 220 306 374 505 649 718" 793 875 949 1014 1066 1121 1177 1235 1293 305 400 480 631 795 871 953 1043 1123 1193 1254 1317 1382 1449 1516 445 543 627 781 948 1028 1114 1208 1292 1366 1431 1500 1569 1641 1713 1.000 1.311 1.574 2.069 2.607 2.856 3.125 3.420 3.682 3.911 4.111 4.318 4.531 4o 751 4.970 1.000 1.220 1.409 1.755 2.130 2.310 2.503 2.715 2.903 3.070 3.216 3.371 3.526 3.688 Jo849 = 1.000) 1.000 1.391 1.700 2.295 2.950 3.264 3.605 3.977 4.314 4.609 4-845 5.095 5.350 5.614 5.877 �Clearly, there are many reservations and qualifications that can be attached to the estimates. In the main, these derive largely from the difficulty of evaluating the impact of broad forces affecting all areas of the Province and the nation upon a relatively small institution in a relatively isolated area of the country. The College is still sufficiently young so that it might through its own efforts significantly alter the validity of these estimates by developing status in some particular program of study or by modifying its policies with respect to the length, depth or timing of the various programs considered abovee The Consultants be- lieve that the projections represent reasonable estimates of the potential expansion of the College over the next 15 years. It is possible that the estimates for the next few years will prove to be high relative to what is actually experienced; on the other hand, the fact that the College will begin to confer degrees in 1965-66 will have a considerable :iJnpact upon the public and attract greater numbers of student applications. are The middle and later years of the projection period likely to be characterized by a continuing acceleration and quicken- ing of the pace of development, not unlike the experience of many other institutions during their early years. In addition, as the College expands and becomes more noted for its offerings, substantial enrollment by students outside the Lakehead region is likely to develop. There will be more students from other areas of Ontario, outside the Province and even outside the country. Thus, the timing and composition of enrollment may differ from the development pattern outlined above; however, the estimates provide a reasonable basis for planning and justify the consideration of the College's 40 �physical plant and campus development requirements for the alternate target enrollments used in this study. I 41 �. CHAPTER 3 INSTRUCTIONAL ACTIVITY AT ENROLLMENTS OF Loo, 700 AND 1200 STUDENTS The feasibility of reaching the target enrollments has been established. The analysis can now proceed to the elaboration of the instructional activity characteristics relevant to the determination of the physical plant requirements of the College at the alternate target enrollments. In this chapter, attention is directed to various aspects of this question, particularly, the student period workloads generated by each of the programs offered by the College at the target enrollments. An analysis is also included con- cerning the potential distribution of enrollment by geographic origin and the implied demand for residential facilities at the College. A. Distribution of Enrollment by Study Program The material presented in Chapter 2 suggested that the College would reach the target enrollments of Loo, 700 and 1200 full-time students in the University and the Technology Division programs about 1963-64, 196667 and 1973-74, respectively. The LOO-student enrollment is seven percent above the enrollment projected for 1963-64; the 700-student enrollment is percent below the 1966-67 projection; and the 1200-student enrollment is two percent above the 1973-74 projection. The distributions of enrollment by study program, as projected for the several years mentioned, were therefore adjusted in order to be consistent with the total full-time enrollment targets used for the study. These adjustments were applied uniformly to the projected enrollments in 42 2.5 �the component programs of study identified in the estimating procedure. The remainder of the workload estimates and the delineation of the hypothetical activity structures associated with the alternate target enrollments were worked out on the basis of the adjusted enrollment figures. Thus, full-time enrollment in the University and Technology Divisions together with enrollments in the nursing and University Division part-time programs imply total student popu~atiorts of 670 students, 1002 s~udents and 1600 students at the three full-time enrollment targets of pectively. B. Loo, 700 and 1200 students, res- These data are summarized in table 3-1. Distribution of Enrollment by Class Year Level The study programs of students in post-secondary institutions vary by year level. The programs vary not only in content, but also in the number of weekly hours of formal instruction in classroom and laboratory meetings. Furthermore, there is attrition in the progress of students through the full courses of study; all students who enroll in a program of study as freshmen do not necessarily complete the full course. Therefore, the distribution of enrollment by year level within each program is usually uneven. For these reasons, the Consultants investigated the typical distributions of enrollment in post-secondary educational programs in the colleges and universities and technical institutes of Ontario. concerning a number of institutions in the Province. Data were developed These data revealed the historical enrollment structure by year level at a number of institutions offering the same programs that the College will be offering at the target enrollments, As might be expected, the data revealed great diversity among the several institutions. The class year distribution of enrollment may LJ �3-1. Lakehead College of Arts, Science and Technology: Distribution of Enrollment at Alternate Target Enrollments, by Program 400 E;croJJmen:t. 700 1200 Proi'ram S±.nden:t.s Students Students Approximate date of realization Distribution at specified date (number of students) University Division Arts program Applied science program Technology Division Nurses University Division, part-time 1963-64 1966-67 1973-74 148 28 198 106 147 339 73 306 153 157 102 420 205 187 627 1028 1569 158 30 212 113 157 331 71 298 149 153 668 104 428 209 191 670 1002 1600 Total, all categories Distribution adjusted to target enrollment levels for full-time students (number of students) University Division Arts program Applied science program Technology Division Nurses University Division, part-time Total, all categories N.B. 655 1. Adjustment factor, 400-student enrollment: 400/374 projected figures. = 1.070 2. Adjustment factor, 700-student enrollment: 700/718 projected figures. = .975 3. Adjustment factor, 1200-student enrollment: 1200/1177 projected figures. 44 of of = 1.020 of �even vary widely within the same institution from year to year. variations may be attributed to a number of reasons: These variations in the rate of entry into the freshman class; external forces such as economic or political conditions that cause early dropouts; shifts in the rate of transfer of students from one institution to another at different year levels; and a miscellany of other reasons. Nevertheless, the data reveal suffi- ciently strong central tendencies to permit the adoption of a typical distribution pattern for use in this planning study. Table 3-2 summarizes the planning parameters used in this study for the distribution of enrollment in the full-time programs of the College. As mentioned earlier, the figures are based upon analyses of the experience of other Ontario institutions offering similar programs. Thus, by the time the College is offering a complete four-year Arts program, including honors courses, the freshman class will account for 39 percent of the enrollment, the second-year class will account for approximately 30 percent, the thirdyear class will consist of 24 percent of the total, and the honors students in the fourth year of study will account for 7.5 percent of all Arts program students. Similar analyses produced typical enrollment distributions for the Applied Science program of the University Division and the Technology Division. Since the College will offer a maximum of two years of study in each of these programs during the planning interval under consideration, the year level distribution was confined to the first two years of study, although other institutions in the Province do offer programs in Applied Science and technical studies that extend beyond two years in duration. In- sofar as the Applied Science program is concerned, the freshman class will 45 �3-2. .i:::- °' Ontario: Typical Distributions of Enrollment in Ontario PostSecondary Education Programs by Study Program and Year Level Year Level Program ~ .2Dci. ..1I:d. l.lli ill (percent) Colleges and universities Arts Applied Sciencea Technical Institutesa 39.0 59.9 59.5 29.5 40.1 40.5 23.9 7.5 100.0 100.0 100.0 ~he programs in .Applied Science and technical studies in Ontario institutions are not usually limited to two years. However, the time dimensions of the Lakehead College expansion are such that programs extending beyond two years in duration are not likely to come into existence during the interval under consideration. For this reason, the distributional pattern for these two programs is expressed on a two-year organizational basis for use in calculations elsewhere in the report. �account for 59.5 percent of enrollment, with the remainder of the students at the second-year level. Similar figures were derived from the Technology Division; the freshman class will account for 59.5 percent of enrollment, while the secohd-year group will consist of 40.5 percent of the students. These planning parameters were then applied to the total enrollment estimated for each study program at the alternate target enrollments. resulting enrollment distributions are summarized in table 3-3. The At the 400-student enrollment, there will be 244 full-time first-year students and 156 full-time second-year students. No enrollment is expected at the third- and fourth-year levels or at the second-year level of the Applied Science program since the 400-student target will be reached before these advanced levels of study are offered. By the time the 1200-student enroll- ment is realized, the year level distribution of enrollment will be as follows: 578 first-year students; 412 second-year students; 160 third-year students; and 50 fourth-year students. These full-time students will be distributed by study program in the following fashion: University Division, Arts program, 668 students; University Division, Applied Science program, 104 students; Technology Division, 428 students. C. Instructional Workloads One aspect of the composition of the instructional workload at the College is clarified by the estimated year level distribution of enrollment at the several targets. However, for various space plannipg purposes, the analyses must be carried further. The instructional workload characteristics must be expressed in terms of clock hours of meeting in each division by type of meeting, since physical plant requirements must take account of the 47 �.s:=- 3-3 • OJ Lakehead College of Arts, Science and Technology: Projected Distribution of Full-Time Enrollment in University and Technology Divisions at Alternate Target Enrollments, by Study Program and Year Level Yea;i: Le:i:el Prouam ~ 2Il!l .3nl 4Qo Total University Division Arts Applied Science Technology Division .2il 88 30 126 ---- 70 -- 86 zoo Total University Division Arts Applied Science Technology Division All - lJ.QQ Students --- ~ li.th -- --- 1,58 30 212 Students .11.2 2l.:z. Xl 2S 1QQ 129 43 177 98 28 121 79 2,5 --- 331 71 298 --- 1200 Students Total University Division Arts Applied Science Technology Division 51a luZ ~ 5.Q. l2QQ 261 62 2.5.5 197 42 173 160 ,50 668 104 428 --- --- �kind of space involved and the number of hours of formal instruction to be accommodated therein. As a step in this direction, the Consultants investigated the patterns prevailing in other institutions in Ontario with regard to the number of hours of formal instruction required in various programs of study at each year level. There is some uniformity in the general requirements of the Province for the award of degrees and diplomas in various programs of study1 and there is a general consensus among educators concerning the requirements for completing various courses of study. Therefore, it is reasonable to ex- pect that Lakehead College will follow a pattern of instructional meeting requirements that is consistent with the general patterns prevailing in other institutions in the Province, even though these programs may not be in full swing at the College for several years. Moreover, in the absence of indica- tions to the contrary, it was necessary to assume that the College would adhere to the general patterns prevailing in the institutions across the Province with regard to course offerings not presently possible or available within the College curriculum. Following is a brief description of the development of the instructional workload characteristics in the several programs of study under consideration. 1. University Division, Arts Program The Arts program to be offered by the University Division will be the most comprehensive and manifest the greatest depth of all the programs of study that the College will offer during the planning interval. The bacca- laureate degree programs in arts and sciences also are usually quite broad in range and scope of offering. To reflect these considerations, a standar- L9 �dized enrollment distribution for University Division baccalaureate degree programs in arts and sciences was developed. The enrollment distribution reflects the conditions presently prevailing in the higher educational structure of the Province: first, that the pass program is three years in length, and that the honors program typically extends over a four-year period; second, that there is a broad division between science and general or nonscience studies in the structure of the pass and honors programs. Once again relying upon the experience of other Ontario universities and colleges, a typical pattern was evolved and expressed in terms of a 1000-student enrollment. The figures are presented in table 3-L. An examination of the table will reveal several characteristics of the typical distribution pattern. First, 92.5 percent of the students are in the first three years of study; 7.5 percent are accounted for by the fourth year of study. Second, 58.2 percent of the students are pursuing a three-year pro- gram of study; Ll.8 percent are enrolled in honors programs that usually extend over four years. Third,students enrolled in science programs account for about 35 percent of all enrollment. Estimates presented earlier in this study have shown the anticipated number of Arts program students at the several target enrollments. At the LOO-student level, 158 persons are expected in the Arts program; at the 700student level, Arts program enrollment is expected to be 331 students; at the 1200-student level, 668 students will be enrolled in the Arts program. By applying the typical distribution pattern presented in table 3-L, a hypothetical distribution of enrollment among the various offerings within the Arts program may be obtained. 50 These estimates are presented in table 3-5. �I I I I I 3-4- Lakehead College of Arts, Science and Technology: Standardized Enrollment Distribution for University Division Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level Yea;i:;: LeJZ:~l Years Prni:I:aro 3m l-3 All (number) 3-Year programs General Science Subtotal 159 86 245 121 65 186 98 53 151 378 204 582 Honors programs Non-science Science Subtotal 94 51 145 71 38 109 58 31 89 223 120 343 49 26 75 272 146 418 All p:t'ograms 390 295 240 925 75 1000 378 204 582 (percent) 3-Year programs General Science Subtotal a a a a a a a a a 40.8 22.1 62.,9 Honors programs Non-science Science Subtotal a a a a a a a a a 24.1 13.0 37.1 65.3 34.7 100.0 27.2 14.6 4L8 All programs a a a 100.0 100.0 100.0 37.8 20.4 58.2 8Figure in column headed "Years 1-3" applies to first three columns as well. I 51 �\.rt I'\.) 3-5. Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment in University Division Arts Program at Alternate Target Enrollments, by Degree Program and Year Level Y~a;r;: Pro€;;r;:am l§i 2nd L,Oo General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total L~]:el .3m W;,h ill -- 64 --- Students -- 36 19 (33) 7 7 7 29 15 (26) 6 6 .5 -- -- -- (.59) 13 13 12 6 6 5 -- -- -- 4 -- 11 10 88 70 -- -- 158 --- -- --- --- 35 700 Students General Science Honors Humanities and Languages Social and Philo·s ophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total (Continued) 53 28 (48) 11 10 10 40 22 (36) 8 8 7 32 18 (29) 7 6 6 ( 2.5) 6 .5 5 12.5 68 (138) 32 29 28 9 8 7 6 5 .5 .5 4 26 23 129 98 79 2.5 331 �(Continued) Proe;ram l.s.1 2nd. Year Le1:~l .3.ui 1:th ill -- (50) 11 11 11 253 136 (279) 61 61 60 1200 Students General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total N.B. \J1. vJ 106 58 (97) 21 21 21 80 16 16 15 65 35 (59) 13 13 13 18 17 13 13 10 9 8 51 48 261 197 160 50 668 Items may not add to totals due to rounding. 44 (73) 11 -- �By way of example, the 668 Arts program students at the 1200-student enrollment will be distributed as follows: three-year program, general course, 253 students; three-year program, science course, 136 students; four-year program, honors course, 279 students; and so on. These figures are significant because the total number of meeting hours per week and the distribution of these meetings between classroom and laboratory sessions varies among programs and year levels. variations is revealed very clearly in table J-6. The extent of these The table shows the number of clock hours of formal instruction required per week in university baccalaureate degree programs in arts and sciences in Ontario higher educational institutions, by program and year level. In general, the science programs emphasize laboratory meetings to a greater extent, in both absolute and relative terms; the honors programs tend to involve heavier workloads in formal classroom and laboratory meetings than do the three-year programs. It is now possible to calculate the weekly instructional workloads generated by enrollment in the Arts program and the probable number of meeting hours per week in laboratory and classroom-type facilities. Com- bining the Arts program enrollment estimates presented in table 3-5 with the planning parameters for weekly clock hours of meeting shown in table 3-6, a hypothetical student period structure for the University Division Arts program can be developed. in table 3-7, The results of these efforts are presented where the numbers of student periods per week generated by the estimated enrollments in the Arts program are presented. The student period structure -- that is, the distribution by year level, type of meeting, and degree program -- is clearly indicated for each target enrollment. 54 Thus, �J-60 Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Science, by Program and Year Level Pr~gram General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth N.B. \Jl. \Jl. 1st Lecture/Lab ,nd Lecture/Lab Year Level Jrd Lecture/Lab 16/4 15/8 13/4 13/9 13/4 13/9 --!---!-- 41/12 42/20 18½/-15/2 17/-- 17/-18/2 16/-- 16½/-18/-17/-- 15/-17/-16/-- 67/-68/4 66/-- 17/6 14/15 14/6 18/12½ 15/8 15/11 13/9 12/12 59/29 59/50½ 11 ~th Lecture/Lab Lecture Lab "Lecture" indicates lecture-classroom-type meetings; "Lab" indicates laboratory-type meetings. �\J7. °' 3-7. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in University Division Arts Program at Alternate Target Enrollments, by Degree Program, Year Level and Type of Meeting La DQ ta to ;cl: Lectu:t:~ - Class:t:QOW Y~a:t: PrQgram General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total (Continued) 1st Znd. L~:5rel .3.m Iea;c L~JZ:el hth 2nd 3rd hth All 144 152 116 135 -- -- --- 260 287 All 1st hoo Students 953 285 377 195 --- -- -- 480 130 102 -- -- 232 105 119 108 80 -- -- 213 199 14 12 -- -- 26 -- -- 102 84 70 72 -- -- -- -- 172 156 36 90 30 50 -- -- -- 66 140 1401 1004 -- -- 2405 436 343 -- -- 779 wo Smdents 212 224 160 198 128 162 --- 500 584 576 -- 848 420 520 286 416 234 --- 1784 940 198 136 116 90 540 150 170 144 112 108 102 85 487 464 20 16 -- -- 36 80 153 112 98 108 75 75 65 54 120 42 40 48 391 343 75 55 45 48 181 298 2051 1404 1126 368 4949 630 491 385 93 1599 �• 3-7. • ( Continued) Pw i:I:aro ~ L~ctuJ:~·- - Cla~~I:QQW Xear LeJZ:el 2nd ~ .3m All ~ ~ La:botatc;cz: Iea;c LeJZ:el .Lib. .3m All 1200 Students Vt --.J 424 464 320 396 260 315 --- 1004 1175 1024 994 42 32 -- -- 74 770 718 108 255 78 163 88 110 81 96 355 624 741 10014 1293 989 773 177 3232 General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth 1696 870 1040 572 845 455 --- 3581 1897 378 272 215 165 1030 315 357 288 240 234 221 187 176 306 238 182 234 165 150 117 96 Total 4160 2828 2285 �Arts program enrollment at the LOO-student level will produce 2,Lo5 student periods in lecture-classroom meetings and 779 student periods in laboratory meetings. At the 700-student level, L,9L9 student periods of lecture-classroom meetings and 1,599 student periods of laboratory meetings are generated. Finally, at the 1200-student enrollment, the Arts program will involve 10,0lL student periods per week in classroom meetings and 3,232 student periods per week in laboratory meetings. Further detail regarding the dis- tribution by degree program and year level can be observed in table 3-7. 2. University Division, Applied Science Program A similar pattern of analysis was followed in developing the student period structure associated with the Applied Science program. An examination of the data for Ontario higher educational institutions offering applied science programs provided a basis for establishing the typical pattern of weekly clock hours of meeting for the first two years of study. While there is some diversity, the typical requirement is approximately 30 hours per week of formal instruction. In the first year of the program, lecture-class- room meetings account for 16 hours, while laboratory meetings account for 1L hours. In the second year of study, lecture-classroom meetings account for 18 hours while laboratory meetings account for 12 hours. As a general rule, the first year of study is the same at most institutions and students do not begin to specialize in the several applied science disciplines until the second or third year of study. These data are summarized in table 3-8. In table 3-9, hypothetical distributions of enrollment and student period structure in the Applied Science program are presented for the alternate target enrollments. 58 The year-level distributions of enrollment (table �3-8. Ontario: Weekly Clock Hours of Meeting R~quired in University Baccalaureate Degree Programs in Applied Science at Selected Institutions, by Year Level and Type of Meeting Institution Carleton Assumption Toronto Use 1st Year LectureLaboratory Classroom 2nd Year LectureClassroom Laboratory 16 18 15-16 13 14 13-18 18 18-19 14-20 16 14 18 91=. 8}-11½ 102-18 12 59 �3-9. Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in University Division Applied Science Program at Target Enrollments of Loo, 700 and 1200 Students by Year Level Enrollment Target L00 Students 700 Students 1200 Students 60 Hypothetical Student Period Structure Enrollment Lecture Laboratory 1st year 2nd year 1st year 2nd year 1st year 2nd year 30 L3 62 28 L8o 688 L2 992 5oL 756 L20 602 868 336 5oL �3-3) were combined with the planning parameters for the weekly clock hours of instruction in the Applied Science program (table 3-8) to obtain the hypothetical student period structures at the several target enrollments. As shown in table 3-9, a total of L80 student periods in lecture-classroom meetings can be expected at the LOO-student enrollment; at the same time, L20 student periods may be expected in laboratory meetings. At the 1200- student enrollment, student periods in lecture-classroom meetings will increase to l,7L8 in number, while laboratory meetings will account for 1,372 student periods. 3. Technology Division Table 3-10 summarizes the hypothetical distribution of enrollment and student period structure in the Technology Division at the several targets. In this instance, an estimating procedure slightly different from that described above was utilized. It was assumed that the five programs of study presently offered in the Technology Division would continue to be offered in the future. However, it also was assumed that these programs would each be deepened and extended to two years in duration. It is possible that the College may introduce new programs, such as electronics or business studies; however, this will not have any marked effect upon the results of this-analysis since the change would probably involve no more than a redistribution of the total enrollments projected for the Technology Division rather than a net addition to them. The College already offers all of the programs of study included in the Technology Division. Therefore, the actual clock-hour requirements for class- room and laboratory meetings presently prevailing at the College were used 61 �°' 3-10. l'0 Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in Technology Division at Target Enrollments of 400, 700 and 1200 Students, by Program and Year Level Student Period Structure Lecture-Classroom Laboratori Enrollment 1st Ye~ 2nd Year 1st Year 2nd Year lst__Y_e_ar _2nd _1_ear a 400 Stu_dents Program Forest Technology Mining Technology Engineering Technology Engineering Technology (Ryerson) Architectural Technology (Ryerson) Total Forest Technology Mining Technology Engineering Technology Engineering Technology (Ryerson) Architectural Technology (Ryerson) Total Forest Technology Mining Technology Engineering Technology Engineering Technology (Ryerson) Architectural Technology (Ryerson) Total 42 3 31 34 17 126 59 4 43 48 23 177 85 5 29 2 21 23 12 86 40 3 29 33 16 121 58 630 60 522 34 399 437 360 714 36 279 204 319 28 210 230 1752 b Students 1318 787 720 51 551 627 480 3207 2429 1200 Studentsc 1003 48 387 288 115 1841 440 42 290 330 558 714 340 2302 zoo 885 80 774 1008 460 62 70 33 3 42 48 22 1275 100 1116 1470 660 1044 51 798 912 660 255 173 4621 3465 aindex of growth, 1st year: 1.273; .681 progress to year 2. b Index of growth, 1st year: 1.788; .681 progress to year 2. cindex of growth, 1st year: 2.576; .681 progress to year 2. 85 1445 60 558 420 165 2648 1102 638 42 420 480 1580 �in estimating the student period structure likely to be generated at the several target Technology Division enrollments. At the LOO-student level, lecture-classroom meetings will account for L,o5L student periods per week, while laboratory meetings will account for 2,105 student periods. At the 12OO-student level, student periods in classroom meetings will increase to 8,086; student periods in laboratory meetings will total L,2L8. L. Nursing Program and University Division Part-Time Programs Table 3-11 presents tre estimates of the student periods generated by the nursing and the University Division part-time programs at the alternate target enrollments. For the nursing program, all students were treated as first-year students since only one year of study is presently offered. Nor is this likely to be changed during the interval considered in this report. However, the Con- sultants have assumed a slight deepening in the offerings within the program and have adopted planning parameters of 1L hours per week of lecture-class- room meetings and 6 hours per week of laboratory meetings for use in calculating the student period workloads generated at the target enrollments. At the Loo-student enrollment, 1,582 student periods per week may be expected in classroom meetings and 678 student periods per week may be expected in laboratory meetings. At the 12OO-student level, the classroom-laboratory meeting workload is expected to increase to 2,926 student periods and l,25L student periods per week, respectively. The University Division part-time enrollment estimates were presented earlier. Clearly, the total weekly student periods generated by part-time 63 �3-11. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in Nurses' Program and University Division Part-Time Students' Program at Alternate Target Enrollmentsa, by Type of Meeting EntQllment Nurses Number of students Lecture - classroom meetings Hours per student per weekb Total student periods per week Laboratory meetings Hours per student per weekb Total student periods per week University Division: ~&ti~ Number of students Lecture - classroom meetings Hours per student per weekc Total student periods per week Laboratory meetings Hours per student per weekc Total student periods per week a 400 700 1200 Students Students Students 113 149 209 14 1582 14 2086 14 2926 6 678 6 894 6 1254 157 153 191 3 471 3 459 3 573 0.5 79 0.5 77 0.5 96 aFull-time target enrollments used for planning. bThis is not the present program, but a target arrangement. 0 In 1962-63, there were 160 course registrations by part-time students. They produced an estimated 459 weekly student periods in classroom meetings and 63 weekly student periods in laboratory meetings, or 2.87 periods per student and .39 periods per student, respectively. These averages have been rounded upward for purposes of calculation, as indicated in the table. 64 �enrollment can vary widely. There is also no basis for estimating the dis- tribution between lecture and laboratory meetings other than the actual experience of the College. For these reasons, the 1962-63 data were analyzed and averages of three hours of classroom meetings per student per week and one-half hour of laboratory meeting per student per week were adopted for use in estimating the number of student periods generated by the part-time student group. For the LOO-student level, this procedure produced an estim- ate of L71 student periods in classroom meetings and 79 student periods in laboratory meetings. At the 12OO-student level, the figures increase to 573 student periods in classroom meetings and 96 student periods in laboratory meetings. D. Instructural Workloads: Summary The student period structures estimated for the several study programs to be offered by the College provide a basis for evaluating the over-all instructional workloads that can be expected at the target enrollments. These over-all summaries are presented in tables 3-12 to 3-lL. At the Loo-student level, 8,992 student periods in classroom meetings and L,O61 student periods in laboratory meetings may be expecteda The comparable figures for the 7OO-student enrollment are lL,322 student periods in classroom meetings and 6,L51 student periods in laboratory meetings. By the time the 12OO-student enrollment is reached, classroom meetings will account for 23,3L7 student periods and laboratory meetings will reach 10,182 student periods. The full-time students will account for 85 percent of all student classroom periods and 87 percent of all student laboratory periods at the 12OO-student enrollment. 65 �3-12. °' °' Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 400 Students, by Year Level and Type of Meeting 1st ~ Lecture, classroom meetings University Division Arts Applied Science Technology Division Subtotal: student periods 1401 480 2302 4183 1004 Nurses University Division, part time 1582 471 1752 2756 2756 Laboratory meetings University Division Arts Applied Science Technology Division Subtotal: student periods 436 420 1318 2174 343 Nurses University Division, part time 678 79 Total: student periods student periods 2931 4th All 2405 480 4054 6939 1582 471 6236 Total: Year Level 3rd 787 1130 8992 779 420 2105 3304 678 79 1130 4061 �3-13- Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 700 Students, by Year Level and Type of Meeting .kt: 2nd Lecture, classroom meetings University Division Arts Applied Science Technology Division Subtotal: student periods 2051 688 3207 5946 1404 504 2429 4337 Nurses University Division, part time 2086 459 hth All 1126 368 1126 368 4949 1192 5636 11777 -- -- --- --- 2086 459 8491 4337 1126 368 14322 Laboratory meetings University Division Arts Applied Science Technology Division Subtotal: student periods 630 602 1841 3073 491 336 1102 1929 385 93 1599 938 2943 5480 Nurses University Division, part time 894 77 -- --- -- -- 894 77 4044 1929 385 93 6451 Total: Total: °' --J Year Level 3rd student periods student periods -- --- -- -- -- -- 385 93 -- -- �~ co 3-14- Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 1200 Students, by Year Level and Type of Meeting Year Level 3rd hth All 2285 741 2285 ---· 741 10014 1748 8086 19848 il1 1ng Lecture, classroom meetings University Division Arts Applied Science Technology Division Subtotal: student periods 4160 992 4621 9773 2828 756 3465 7049 Nurses University Division, part time 2926 573 --- -- -- --- 2926 573 13272 7049 2285 741 23347 Laboratory meetings University Division Arts Applied Science Technology Division Subtotal: student periods 1293 868 2648 4809 989 504 1580 3073 773 177 773 177 -- 3232 1372 4228 8832 Nurses University Division, part time 1254 96 -- -- --- --- 1254 96 6159 3073 773 177 10182 Total: Total: student periods student periods --- --- • -- �E8 Students in Residence Enrollment at the College will not consist entirely of students who commute on a daily basis. Some students will be interested in and require dormitory facilities on campus. The College has already recognized this and built the first student residential unit on campus. It is likely that the number of students that would require accommodation will increase from the present dormitory capacity of 50 students. But the extent to which such dormitory capacity is required or must be provided is a matter of policy and can be controlled by the College. In 1961, L3 percent of all freshman students in Ontario universities were residents of other countries, other provinces, or sections of Ontari~ other than the cities or suburban areas in which the universities were located. At Lakehead College, 21 percent of the freshmen in 1961 had home addresses other than th~ university city or suburban area. The predomin- ately local nature of the College and the lack of student accommodations on campus probably account for the disparity between the College and all universities in the Province in regard to the proportion from out of town. As mentioned above, the Consultants believe that the number of students provided with residential accommodation on campus is a matter of policy. However, the terms of reference of this study include the development of a master plan for campus development; therefore, a conservative estimate of the distribution of students between commuter and non-commuter status was adopted for planning purposes. The pattern as adopted is roughly consistent with the distribution of freshmen by home address in the College in 1961. 69 �Thus, for planning purposes, it was assumed that 25 percent of the students would not be commuter students and would require some kind of residential accommodation on campus. Of these, it was assumed that 75 percent w:,uld be male students and 25 percent would be female students. The latter distribution is roughly consistent with the projections of full-time male and female enrollment at higher educational institutions over the next decade. Thus, the planning parameters imply a total of 100 students in residence at the ~00-student target, 175 students in residence at the 700student target and 300 students in residence at the 1200-student enrollment. Tables 3-15 and 3-16 present these data in greater detail. 70 �3-15. Ontario Universities: Home Addresses of Freshmen Enrolled in October, 1961 All UDl~ers1tle~ Number PerceDt I I University city Suburban area Elsewhere in Ontario: Total Remainder of county or district Other cities in Ontario Other counties or districts in Ontario L~kehead CoJ_lege Number Percent 3230 1035 36.6 11.7 69 54 40.8 32.0 ( 3802) ( 43 .1) (36) (21.3) 287 2386 3.2 27.0 14 19 8.) llo2 1129 12.8 3 1.8 Other provinces Outside Canada 419 345 4. 7 3o9 9 1 5.J Total 8831 100.0 169 .6 100.0 71 �3-16 ... Lakehead College of Arts, Science and Technology: for Residential Accommodation at Alternate Target Enrollment category· Total University city and suburban area Non-commuter enrollment Residence requirements Total (non-commuter enrollment) Male Female 72 Requirements Enrollment 700 12ocr Students Students Typical Distribution: Percent 400 Students 100.0 400 700 1200 75.0 25.0 300 100 525 175 900 JOO 100.0 75.0 25.0 100 75 25 175 132 43 300 225 75 �CHAPTER L TEACHING STATION REQUIREMENTS: CLASSROOMS AND TEACHING LAPDRATORIES The requirements for the classroom and teaching laboratory components of the College's physical plant are dependent upon several factors. Among them are the aggregate contact or clock hours of classroom and laboratory meetings projected, the typical section sizes of these meetings, the number of hours available in the teaching week, and the effectiveness with which classroom and teaching laboratory capacity is used. The remainder of this chapter explains the procedure used in estimating the number of classrooms and laboratories required and the number of student stations to be included therein at the alternate target enrollments. A. Instructional Load: Clock Hours In order to determine how much teaching space capacity is needed, it is necessary to convert the instructional load data presented in the form of total student registrations into corollary estimates reflecting the number of clock hours of classroom and teaching laboratory meeting time required. To this end, planning parameters regarding the typical sizes of instructional meeting groups in lecture-classroom and laboratory meetings must be developed; this will permit the conversion of the weekly student period workloads into weekly meeting group workloads. The last is the more appropriate workload figure for evaluating the number of hours of faculty time required in formal instructional meetings. As a general rule, student groups in classroom and laboratory meetings decline in size as the students progress through the various programs of 73 �study. This occurs for a number of reasons. For one, faculty generally prefer smaller meeting groups as the teaching material becomes more advanced and difficult to deal with. For another, the number of specialized course offerings tends to increase as the students progress to the more advanced levels of instruction and there are fewer students taking the same courses. As a result, the average number of students per course tends to decline as the number of students decreases and the number of courses increases. This is corroborated by evidence concerning practice at other institutions, and is consistent with the declared preferences of the College faculty as revealed in interviews with departmental chairmen held at the outset of this study. For lecture-classroom meetings, the maximum sizes of meeting groups adopted as planning parameters for use in this study were as follows: first year, Lo students; second year, JO students; third year, 25 students; fourth year, 20 students. However, while these figures represent the maximum sizes of the student meeting groups, the typical size meeting group will vary downward from the acceptable maximum. vary from institution to institution. The extent of variation will However, the Consultants believe that there are reasonable standards with respect to the effectiveness with which student station capacity can be utilized and that a standard of 75 percent should be adopted by the College when evaluating the needs for classroom station capacity.a aStudent station utilization represents the proportion of available student station capacity that is utilized during periods when teaching stations are scheduled and in use. Thus, a 100-station classroom used ten hours per week with an average of 50 stations in use during these ten hours wruld have a student station utilization rate of 50 percent. �Therefore, the typical size of student meeting groups in classroom meetings is 25 percent lower than the maximum size mentioned above. A similar analysis may be conducted for laboratory teaching stations. In general, the maximum size of laboratory meeting groups is lower than that of classroom meeting groups at the same year level. However, a slightly higher planning parameter for student station utilization is appropriate in laboratory meetings. Table L-1 summarizes the data and derivation of the planning pg.rameters for the typical sizes of instructional meeting groups in lecture-classroom and laboratory meetings by year level. With these planning criteria in hand, the number of clock hours of meetings per week in lecture-classroom and laboratory meetings at each target enrollment may be estimated. The procedure involves the division of the estimated instructional workloads per week, expressed in terms of student periods, by the planning parameter for the typical size of meeting group for the year level and type of meeting in question. Thus, at the LOO-student enrollment 6,236 student periods per week in classroom meetings are projected for the first-year level of enrollment. The typical size of classroom meeting groups at this year level is 30 students. Dividing the number of student periods by the typical size of the classroom meeting group yields an estimate of 208 clock hours of classroom-type meetings per week generated by first-year students. The same procedure was applied at each target enrollment for each year level of enrollment and type of meeting. By way of sumrrary, the 8,992 classroom student periods projected for the LOO-student enrollment yield a total of 318 clock hours of classroom meetings per week, while the L,061 laboratory student periods yield a total I 75 �4-1. Lakehe·ad College. P.la.p.ning Parameters for Typical Sizes of · Instructional Meeting Groups in Lect.u re-Classroom and Laboratory Meetings, by Year Level Item Lecture, classroom meetings Maximum size of meeting group Student station utilization planning parameter Typical size of meeting group Calculated Use Laboratory meetings Maximum size of meeting group Student station utilization planning parameter Typical size of meeting group Calculated Use 76 1st . Year Level 2nd Jrd 40 30 25 20 30 30 23 25 19 20 15 15 36 24 24 12 .80 29 30 .80 .80 19 19 20 20 .Bo 10 10 �of 155 clock hours of laboratory meetings per week. By the time the 1200- student enrollment is reached, the weekly clock-hour workload in lectureclassroom meetings increases to 887 hours, while the comparable clock-hour workload in laboratory meetings totals L16 hours. B. Teaching Station Requirements The next step in the analysis was the conversion of the clock-hour workload estimates into the number of classrooms and laboratories required at the alternate target enrollments. Two further types of information were needed in order to work out the underlying functional relationship. First, a planning parameter was required with respect to the number of hours of teaching time available per week in classroom and teaching laboratory facilities. Second, planning assumptions were needed with regard to the intensity with which teaching station capacity would be used at the alternate target enrollments. The length of the teaching week may be expressed as the number of hours during which classes might normally be scheduled during the course of the week. Classes at the College presently begin at 9:00 .AM and extend to 6: 00 PM . in the evening. It is assumed that this basic daily schedule will continue to be used in the future, that no classes will be scheduled during the Saturday morning hours and that one hour of effective utilization will be lost each day as a result of luncheon requirements. On this basis, the gross teaching week totals Lo hours of available time per teaching station. Another important variable in determining how many teaching stations are required is the intensity with which classroom and laboratory facilities 77 �--..J co 4-2. Lakehead College of Arts, Science and Technology: Estimated Clock-Hour Instructional Workload per Week at Alternate Target Enrollments, by Type of Meeting and Year Level Yea;c L§JZ:§l ~ ~ 2nd. ..3m ~ All --- 8992 --- 4061 400 Students Lecture, classroom meetings Student periods per week Typical size of meeting group Clock hours of meeting per week Laboratory meetings Student periods per week Typical size of meeting group Clock hours of meeting per week 6236 30 208 2756 25 110 2931 30 98 1130 20 57 -- ---- 318 155 700 Students Lecture, classroom meetings Student periods per week Typical size of meeting group Clock hours of meeting per week Laboratory meetings Student periods per week Typical size of meeting group Clock hours of meeting per week 8491 30 283 4337 25 173 1126 20 56 368 15 25 14322 4044 30 135 1929 20 96 385 20 19 93 10 9 6451 537 259 i200 Students Lecture, classroom meetings Student periods per week Typical size of meeting group Clock hours of meeting per week Laboratory meetings Student periods per week Typical size of meeting group Clock hours of meeting per week 13272 30 442 7049 25 282 2285 20 114 741 15 49 23347 6159 3073 20 154 773 20 39 177 10 18 10182 JO 205 887 416 �can be scheduled. Several possibilities were considered. facilities, room utilization criteriaa ranging from So For classroom to 70 percent were used in calculating the number of teaching stations required. laboratories, room utilization rates ranging from 30 to So For teaching percent were used. The Consultants believe that room utilization rates of 70 percent in classroom facilities and So percent in laboratory facilities represent reasonable standards of operation and should be adopted as targets that the College will aim to achieve in the operation of its physical plant. the Consultants However, recognize the difficulty of attaining these levels of operating effectiveness when over-all enrollment is lower than 1200 students and when there may be a requirement for specialized facilities that cannot be justified solely in terms of the workloads they satisfy. Therefore, a sliding scale has been adopted for estimating the room utilization standards applicable at the various target enrollments. ization rate of So For classrooms, a room util- percent is assumed for the LOO-student enrollment, rising to 70 percent by the time the 1200-student enrollment is reached. For teaching laboratories, the room utilization rate posited for the LOO-student enrollment is 30 percent, and it rises to the target level of So percent by the time the 1200-student enrollment is realized. By dividing the clock-hour workload per week by the adjusted total of available teaching hours per week (the gross teaching week modified by the projected room utilization rate), the number of teaching stations required aRoom utilization criteria refer to the proportion of available teaching hours that teaching stations are actually in use. For example, use of a 70 percent utilization criterion and a LO-hour teaching week would imply an average room use of 28 hours. 79 �to service the specified workload may be obtained. For example, consider the number of classrooms required at the LOO-student enrollment. clock-hour workload for classroom-type meetings is 318 hours. The total The teaching week totals Lo hours, but when adjusted for a 50 percent room utilization rate is effectively only 20 hours per week per station. Dividing the total clock-hour workload by the effective teaching week per station (318/20) yields a total requirement for 16 classroom-type teaching stations. The same procedure applied at the several target enrollments ;yields the following estimates: 22 classrooms for 700 -students; 32 classrooms for 1200 students; 13 teaching laboratory stations for LOO students; 16 teaching laboratory stations for 700 students; and 21 teaching laboratory stations for 1200 students. C. These data are presented in detail in table L-3." Summary In this chapter, estimates have been presented of the teaching stations required by the College to service the target enrollments. The total capa- city required in classroom and teaching laboratory facilities has been indicated. The calculations, however, have been confined to the number and size distribution of rooms required for group meetings. needs of the teaching space complex haye been noted. The general capacity The actual program specifying the number of square feet of space required is presented in a later chapter, as are the actual classroom size distribution and space planned. 80 �4-3· Lakehead College of Arts, Science and Technology: Classroom and Laboratory Teaching Station Requirements at Alternate Target Enrollments E;a;r:cllm~nt ~ Classrooms Clock-hour workload per week Teaching week: number of hours available per teaching station Gross total Room utilization rate (percent) Adjusted total Number of teaching stations required Laboratories Clock-hour workload per week Teaching week: number of hours available per teaching station Gross total Room utilization rate (percent) Adjusted total Number of teaching stations required 400 Students 700 Students 1200 Students 318 537 887 40 50 20 40 60 24 40 70 28 16 22 32 155 259 416 40 30 12 40 40 16 40 50 20 13 16 21 81 �CHAPTER 5 STAFF REQUIREMENTS Having considered the instructional workloads and teaching station requirements implied by the alternate target enrollments, it is appropriate to turn to questions associated with the staff population of the College. The estimates of staff requirements will represent a useful link in determining the space requirements of the College at the target enrollments. A. Faculty Requirements Two broad approaches were used in estimating the faculty requirements of the College at the target enrollments. In the first approach, faculty requirements were taken to be a function of the clock-hour workloads generated at the target enrollments in the form of classroom and laboratory meetings. In the second approach, faculty requirements were estimated as a function of the student/staff ratio appropriate to the several categories of enrollment at the College. Consider the first approach. In order to make faculty requirements a function of the total clock-hour workload per week, it is necessary to adopt a planning parameter with respect to the average weekly teaching load per faculty member. within institutions. It is well known that this varies widely among and A figure commonly used as an upper limit for college and university faculty is 12 clock hours of teaching per faculty member per week. per week. 82 However, in practice the average tends to be closer to 9 hours �The problem is further complicated by the difficulty of defining a clock hour of instruction. Everyone agrees that an hour of laboratory in- struction requires a different kind of preparation than an hour of classroom instruction. It also is generally agreed that a laboratory hour of instruction is not the equivalent of a lecture hour of instruction in terms of actual workload. into account varies. But the way in which this difference is taken In order to arrive at an equivalent clock-hour work- load total at the alternate target enrollments, a planning parameter was adopted under which one laboratory hour was treated as the equivalent of half a lecture hour. Thus, the projected total equivalent clock-hour workloads at the 400-, 700- and 1200-student enrollments are 396 hours, 667 hours and 1,095 hours, respectively. Two estimates were then prepared of the faculty requirements at the alternate target enrollments. Under Estimate 1, the equivalent clock- hour workload was divided by an average weekly teaching load per faculty member of 12 hours per week. The estimated faculty requirements under this procedure range from 33 persons at the 400-student enrollment to 91 persons at the 1200-student enrollment. Under Estimate 2, the 9-hour teaching load per faculty member was used. The resulting projections of faculty requirements range from 44 persons at the 400-student enrollment to 122 persons at the 1200-student level. Because of the difficulties associated with these procedures, the Consultants investigated another approach to the problem of estimating faculty requirements. In this second approach, emphasis is placed upon the stu- dent/staff ratio, a figure often used in budgeting. The procedure involves 83 �the division of the number of students in a particular enrollment category by a planning parameter for the number of students per staff member appropriate to that enrollment category to obtain the number of faculty members required. By way of example, an enrollment of 100 students divided by a planning parameter of 10 students per staff member would yield a requirement for 10 faculty members. The projected number of students in each enrollment category has already been estimated. Only the planning parameters for the student/staff ratio appropriate to each enrollment category are needed to complete the faculty requirement estimates. ing the appropriate ratios. A variety of sources were used for develop- For the University Division, data reflecting conditions at Canadian institutions ·of higher education .were examined. For institutions in Central Canada, the student/staff ratio has declined from 16.0:1 in 1951-52 to 13.5:1 in 1961-62. trend is in evidence. A very pronounced downward The Consultants believe the trend will continue, but in somewhat retarded fashion, and have adopted as a planning parameter a student/staff ratio of lJ.0:1.a In a similar manner, an appropriate planning parameter was developed for the student/staff ratio in the Teclmology Division. Data for Ontario technical institutes for the past several years indicated an average student/staff ratio of 16.6:1. No definite trend could be established on the basis of the available data. Therefore, the Consultants adopted aThis 'is approximately consistent with tlie material presented in the study prepared by the Committee of Presidents of Provincially -A ssisted Universities on post-seconoary education in Ontario. �a student/staff planning parameter of 16:1 for use in estimating the faculty requirements of the Technology Division. Using the student/staff ratio approach for calculating faculty requirements, the following estimates of faculty were obtained for the alternate target enrollments: at 400 students, 38 faculty; at 700 students, 64 faculty; at 1200 students, 105 faculty. The data involved in the development of the alternate faculty requirement estimates are presented in table 5-1. For purposes of the remainder of this study, Estimate 3, the faculty estimate based upon the student/ staff ratio approach, was adopted. This approach yields results that are more consistent with general experience and the probable course of development than are the other estimates outlined above. One further aspect of the faculty picture should be discussed. For use elsewhere in this report in connection with financial considerations, an estimate of the faculty structure by rank is useful. Therefore, an investigation was conducted into the prevailing conditions in Canadian I I I I higher educational institutions with respect to distribution of full-time faculty by rank. Analysis of the data yielded the following weighted average distribution: professors, 28.3 percent; associate professors, 21.7; ~ssistant professors, 26.3 percent; lecturers and instructors, 23.6 percent. The results of applying this distributional pattern to the total faculty estimate at the alternate target enrollments are presented in table 5-2. I I I 85 �5-1. Lakehead College of Arts, Science and Technology~ Alternate Estimates of Faculty Requirements at Alternate Target Enrollments 400 llem Clock-hour workload per week Lecture, classroom meetings Laboratory meetings Number Equalized Total equivalent clock hours Estimate 1 Average weekly teaching load per faculty member Faculty requirements Implied ratio: students per staff member Estimate 2 Average weekly teaching load per faculty member Faculty requirements Implied ratio: students per staff member Estimate 3 Enrollment University Division Technology Division Othera Ratio: students per staff member University Division Technology Division Other Faculty requirements University Division Technology Division Other Total Recapitulation: Estimate 1 Estimate 2 Estimate 3 N.B. Enrollment 700 1200 Stpdents Students Students 318 537 887 155 78 259 130 416 208 396 667 1095 12 12 33 56 12 91 12.1 12.5 13.2 9 44 9 74 9 122 9.5 188 212 144 13 16 13 402 298 180 13 16 13 14 31 13 19 772 428 247 13 16 13 59 27 11 14 19 38 64 105 33 44 38 56 74 91 122 105 faculty requirements 64 Estimate 3 adopted for use in planning. aAll nurses plus one-fifth of part-time students in University Division. 86 �5-2. Lakehead College of Arts, Science and Technology: Faculty Requirements · at Alternate Target Enrollments, by Rank Rank ~~~ All ranks Professor Associate professor Assistant professor Other Percentage Di ~:tribJ.J.:ticD 100.0 ~ 21.7 26.3 23.6 S:tmien:t~ Enrollment 700 S;tiid~D:t~ 1200 ~:t1.ui ~n:t ~ 38 11 8 10 9 64 18 14 17 15 105 29 23 28 25 400 87 �B. Total Staff Requirements Budgetary considerations and institutional structure will largely determine the extent to which the College faculty is supplemented by various classes of supporting personnel, as well as the distribution of nonfaculty personnel among broad departmental groups. Table 5-3 presents an estimate of the potential structure of the over-all staff of the College at the alternate target enrollments. These estimates are approximations only; they do not reflect the results of a detailed evaluation of the course of personnel development in each component of the College. More reliable estimates of the characteristics of future personnel expansion for each administrative unit can be developed only after a type of study that goes beyond the scope of the Consultants• responsibilities in this project. However, the data were developed on the basis of the Consultants' experiences at other institutions and provide a useful reference benchmark in dealing with various aspects of the campus development program. As may be seen in the table, total staff requirements at the several target enrollments are as follows: at the 400-student level, 100 persons; at the 700-student level, 168 persons; at the 1200-student level, 276 persons. , . These figures may be considered as upper limits. Somewhat lower totals were used as the basis for the estimate of parking requirements in Chapter 9. 88 �I I S-3. Lakehead College of Arts, Science and Technology: Hypothetical Structure of Total Staff Requirements at Alternate Target Enrollments Percentage Distribution 400 Students Enrolllllent 700 Students 1200 Students All departments Faculty and other professional Supporting staff 1000 100 168 276 47.0 SJ.0 47 SJ 79 89 130 146 Academic departments Faculty and other professional Supporting staff 4S.S 46 76 126 JB.o 38 7.S 8 64 13 10s 21 Non-academic departments Faculty and other professional Supporting staff 54.S 54 92 lS0 9.0 4S.S 9 45 lS 76 25 126 N.B. Items may not add to totals due to rounding. �CHAPTER 6 ACADEMIC SPACE RE~UIREMENTS In this chapter the requirements for academic space will be presented. Academic space is defined to include classrooms, laboratories, other space used by academic departments and faculty office space. office space is considered in the next chapter. space is considered only in terms of net area. Administrative In both Chapters 6 and 7 Gross area building re- quirements are first considered in Chapter 8. A. Classroom-Type Space This category comprises lecture theaters, classrooms and seminar rooms. The Consultants believe that these facilities should be considered as available :on a· College-wide basis, rather than allocated to specific departments. Higher utilization rates may be achieved if classrooms are assigned interchangeably among divisions and other elements of the academic organization. 1. Classroom Capacity Distribution The number of classrooms required at each enrollment level has been calculated in Chapter 4. For 400 students 16 rooms (or teaching stations) will be required; for 700 students the total is 22 rooms; and for 1200 students the total is 32 rooms. The next step is the determination of the distribution of classroom sizes within these totals or, expressed in other terms, the number of student stations by capacity size group. 90 �During the field survey phase of the project the Consultants solicited information from the administration and faculty of the College concerning the desired maximum and typical section sizes preferred for each course~ This information was used in Chapter 3 as a basis for determining the number of clock hours of instruction required for the target enrollments in classroom work. The preponderant choice of course section size was in the 25-40 group, except for nurses' courses. However, it would be inad- visable to restrict the classroom sizes to such a narrow range. Over time the range of section sizes may prove in fact to be considerably wider than was expressed by the faculty currently. For example, heavily attended lecture courses may consist of one or two hours of meeting as a single, large section. A third hour might break down this large group into several small recitation sections or seminars. In any case the Consultants feel it wise to build in a margin of safety by increasing the range of classroom sizes and the number of student stations as well. The recommended distribution of classrooms and seminar rooms is presented in table 6-1. Over 1,800 stations are available for 1200 full-time students plus nurses. This is probably in excess of any likely load on the facilities. On the other hand the JOO-station lecture theatre can be justified by its use for extra-curricular activities as well. A classroom to hold all first-year Arts students in a single section will require about 200 seats. 2. Space Standards for Classrooms and Seminars The area of the projected classrooms may be determined by multiplying the number of student stations in each by the number of square feet per station, as indicated in table 6-1. The square feet per station will vary 91 I �6-1. Lakehead College of Arts, Science and Technology: Space Requirements for Classroom-Type Rooms Number of u~~;ts Enrollment Categor:y 1.0.Q l2.QQ. Area per Unit Total A;r:~a.- ·ia En.:ollm~nt 1QQ. 12.QQ ( square feet) Lecture rooms Capacity: 300 Capacity: 225 Capacity: 140 Capacity: 100 1(225) 1(140) 1(300) 1(225) 1(140) 1(100) 11.5 12 12 12 Subtotal Classrooms Capacity: Capacity: 60 40 5(60) 9(40) 7(60) 13(40) 12.5 14 Subtotal Seminar rooµis Capacity: 16 Total 6(16) 22 8(16) 32 20 2700 1600 3450 2700 1680 1200 4380 9030 3750 5040 5250 7280 8790 12530 1920 2560 15090 24120 aFor a student enrollment level of Loo, assume one classroom@ !LO stations, three@ 60 stations, eight@ Lo stations and four@ 16 stations. This will imply a total area of 9,690 square feet. 92 �I I inversely with the capacity of the room, as the percentage of aisle space diminishes in larger rooms. The student station in all classrooms is as- sumed to be a tablet arm chair. The chairs are arranged in rows three feet two inches back-to-back and two feet on centers. A space of seven feet six inches multiplied by the width of the room is recommended to accommodate circulation and the instructor's desk at the front. Aisles extending from the front to the rear are at least two in number and are a minimum of three feet in width. A typical room is illustrated in plate 2. The unit area for seminar rooms is 20 square feet per person, providing 24 linear inches of table per student and permitting the arrangement of tables to form a circle or a polygon. Plate 2 also shows this arrange- ment. B. Departmental Space The balance of the academic space may be designated as departmental space in that each room may be assigned to a particular department. How- ever, only a few departments, all in the field of science, merit separate consideration as such for purposes of programming space. For example, the humanities and social sciences, with only a few exceptionsa, require nothing but classroom and faculty office space. As the former have already been programmed, subsuming the requirements of these disciplines, no special aThe exceptions are the Department of Psychology, which may develop as a middle ground between the social and the natural sciences, the language laboratory and a map room for work in History. 93 �PLATE 2 PLANNING STANDARDS AND UNIT AREA ALLOCATIONS CLASSROOMS • AND SEMINAR-CONFERENCE ROOMS -- --CHALKBOARD ....I n D ~:~T CHAIR r-.,.I - I r I • I T I : - 12•-"' T ,- - I I I I I I I I I I I I I +:--=,+ - T - T - T --. I I I I I I I I I I I • I _, I .,, ,--r-..&.--,.-~-T-+-~ I I I l L-t-T-+I I I I : I 1 l t I I I I I I I I 1 I T - " T - ?_J. I I I I I I I I I : I I I I I I I t I I CO . ....I _-4 I I a j I N I I I r-J.--t--.J.-• -T--1-+-, I I I I I I I I I I I 1 I I I 1 I I I I I I ... -1- -t- - .L. - .J. - 4 - J. _.J ' I I I I I I I I : I +- I I I I I I I I I I I I I L--L- _J_ - J.._ -L _J __ 1-..J- _J --- - TYPICAL CLASSROOM: 40 SEATS, AREA =580 so.n. -- H0/40 • 1"4 SQ. f"t PEIi STATION CHALKBOlAD C C uu 11'-o" TYPICAL SEMINAR-CONFERENCE ROOM; AREA=320 SQ. FT.; 320/16 16SEATS 0 I 2 3 4 5 94 10 = 20 SQ. FT. PER STATION 20 FT. �consideration of English, Political Science and so forth as departments is required. The space programs presented in this chapter are organized as follows. The four departments with the widest variety of facilities requirements are presented first. These are the three basic sciences, Biology, Chemistry and Physics, and the Department of Psychology. science facilities follows. A table of interdepartmental Then the balance of the laboratory and special purposes areas for both science and non-science departments is listed. Finally, academic space requirements, including faculty office space, are summarized for all enrollment levels. 1. Department of Biology This department, including botany and zoology, will offer a major and also provide service courses for students in other departments. Table 6-2 indicates a potential development of this Department's facilities. The main groupings are office space, teaching laboratories, research space and miscellaneous facilities. The number of stations in elementary labora- tories is based on the section size preferences of the faculty. The area per unit or per station reflects the amount of bench space required by the individual student. 2. Department of Chemistry This Department's space program (table 6-3) follows the outline of the Department of Biology~ Separate laboratories are listed for elementary work and for analytical, organic and physical chemistry. Organic chemistry 95 �6-2..-.., Lakehead College of Arts, Science and Technology: for the Department of Biology Category Number of Units Enrollment 1200 700 Space Requirements Area per Unit '' Total ·Area Enrollment 700 1200 (square feet) Office space Faculty Assistant Subtotal Teaching laboratories Elementary Advanced Advanced Preparation and storage Sub.total Research space Faculty Undergraduate Subtotal Miscellaneous space Animal quarters Darkroom Glassware storage Chemical storage Media preparation and autoclave Transfer room Herbarium Subtotal Subtotal Storage Total 96 4 1 2(24) 20 16 2 6 5 2 2(24) 20 20 3 8 100 50 400 50 450 500 100 600 40 50 50 1920 1000 800 500 4220 1920 1000 1000 4720 220 360 580 480 810 110 60 Boo 330 325 80 450 50 50 60 60 75 50 60 700 Bo 75 50 100 865 5950 6995 300 355 6250 7350 �b- 3 . ., Lakehead College of Arts, Science and Technology: for the Department of Chemistry Nwnl.2ei: Q;t: Unit~ Eni:Qllm~D:t Catee;m:y 1.QQ l2.QQ Space Requirements Area per U;c.i:t Tc:tial A;c:~a E;c.i:cllm~nt 1QQ 12.Q.Q. ( square feet) Office space Faculty Assistant Subtotal Teaching laboratories Elementary Analytical Organic Physical Preparation and storage Balance rooms Subtotal Research space Faculty Undergraduate Subtotal Miscellaneous space Stockroom Special chemicals Subtotal Subtotal Storage Total • I 4 2 2(24) 20 20 8 2 3 5 100 3 50 2(24) 20 20 10 40 45 3 5 400 100 500 500 150 650 65 1920 900 1000 520 800 370 5510 1920 900 1000 650 1100 370 5940 110 60 220 180 400 330 300 630 450 100 500 50 550 100 600 6960 7820 355 395 7315 8215 97 �will probably be taken by Biology and pre-medical majors as well as by those specializing in Chemistry. 48 stations, are listed. Two elementary laboratories, totalling These might function to accommodate three groups of 16 students, each group led by a teaching assistant. Overflow from these laboratories could be accommodated in the room for analytical chemistry, which will probably have a low utilization rate. J. Department of Physics Whether or not a major is offered in Physics, it will probably be essential to provide one elementary and two advanced laboratories. Stu- dents in Applied Science will probably take two years of Physics before the 1200-student enrollment is reached. 4. Department of Psychology It is assumed that this Department will, in the not too distant future, follow the prevailing pattern of offering experimental work. may imply working with small animals. In time this The inclusion of an audition labora- tory for experiments in hearing and speech is, of course, conjectural; however, some specialized space of comparable size will probably be needed before 1974. 5. Interdepartmental Science Facilities A number of auxiliary science facilities can be shared by two or more departments. Table 6-6 lists two groups of these facilities. The first consists of a series of small areas which are attached to the principal science lecture-demonstration room. 98 The second consists principally of �6-4. Lakehead College of Arts, Science and Technology: for the Department of Physics Numher of Units Enrollment 1QQ l2.QO. Space Requirements Area per Unit Total Area Enrollment 1.QQ. l2.QO. ( square feet) Office space Faculty Assistant Subtotal Teaching laboratories Elementary Advanced Advanced Preparation and storage Darkrooms Subtotal Research space Faculty Undergraduate Subtotal Miscellaneous space Battery room Subtotal Storage Total 2 3 100 200 300 1 1 50 50 250 50 350 24 6 24 12 12 40 60 80 960 480 480 2 2 50 100 2270 960 720 960 345 100 110 60 110 180 290 520 100 100 2910 4055 145 205 3055 4260 8 250 1 3 2 5 3085 220 300 99 �6-5.~ Lakehead College of Arts, Science and Technology: for the Department of Psychology Category Number of Units Enrollment 700 1200 Space Requirements Area per Unit Total Area Ehrollment 700 1200 (square feet) Office space Faculty offices Subtotal Teaching laboratories Experimental Assembly area Audition laboratory Subtotal Research space Faculty Storage Subtotal Miscellaneous space Animal quarters Animal experiment area Shop Subtotal Subtotal Storage Total 100 2 3 100 200 200 300 300 16 16 16 16 55 880 880 320 150 1350 20 320 1200 2 3 110 220 330 295 125 455 120 200 100 420 150 200 100 450 2115 2555 110 130 2225 2685 75 �I I I I I I I 6-6. , Lakehead College of Arts, Science and Technology: Space Requirements for Interdepartmental Science Facilities Number of Units Categocy; Enrollment 1QQ ~ Area per Unit Total Area Enrollment 700 llQQ. ( square feet) Lecture demonstration areas Biology Chemistry Physics General Subtotal Miscellaneous areas Shop Darkroom (photographic) Tracer laboratory Instrument room General office Subtotal Total 75 75 160 100 410 75 75 160 100 410 400 150 600 300 150 1600 500 150 600 400 150 1800 2010 2210 101 �rooms containing scientific apparatus. The largest of these, a laboratory for isotope work, will probably not be needed until the enrollment has passed 700. It can serve Biology and Chemistry and possibly Physics as well. 6. Miscellaneous Laboratories and Special Purpose Areas The listing in table 6-7 indicates some space for courses not presently offered. These are an electronics laboratory for work in Electronics Technology and an accounting laboratory for courses in Business Administration, probably at the technology level. is viewed as a future likelihood. at other institutions. The inclusion of these facilities Both attract large numbers of students However, even if these particular subject areas are not offered, some expansion of facilities based on broadened courses of study in technology is likely. Thus, at the 1200-student enrollment level the total number of laboratories has been raised from 21, as projected in Chapter 3, to 24, including those in tables 6-2 through 6-5 and table 6-7. These include a calculator room suitable as a laboratory in such course areas as statistics, biometrics, psychology and business accounting. Space for Forestry, Geology and Mining follows current practice. A testing laboratory and drafting rooms will relate to Engineering Technology and Applied Science programs. The number of drafting boards required is more significant than the number of drafting rooms. At the 1200-stu- dent enrollment level 1,320 student period hours of drafting per week will be scheduled for courses in Technology and Applied Science. scheduled hours per week, 55 boards will be needed. Assuming 24 However, non-scheduled use of these boards for assignment is also needed, so that 100 boards have 102 �6-7. Lakehead College of Arts, Science and Technology: Space Requirements for Miscellaneous Laboratories and Special Purpose Areas lil.lw:ber o! Unit~ Em::cllwent Cate~o;r:y 100 l2QQ. Area per Un;i,t Tctal A;c~a E;w:ollm~nt ~ l2QQ. ( square feet) Science and Technology areas Drafting (three rooms) Electronics Forestry Geology Materials testing Mining Preparation and storage spacea Subtotal I I I I I Non-science areas Accounting Calculator room Language laboratory Auxiliary space Map room Storage Subtotal Total 65 35 100 35 25 35 30 35 25 12 18 30 40 20 16 35 35 35 35 40 45 3500 2275 1225 1050 1225 1000 540 1225 1050 1225 1000 810 1095 8410 1320 10130 40 18 720 25 25 500 24 30 480 150 200 12.5 217.5 720 625 720 200 250 200 271.5 10,58.5 12845 aThis item is computed at 1,5 percent of the listed Science and Technology laboratory space. I I 103 11 �been programmed. Similar calculations formed the basis of the estimates at the other target enrollment levels. 7. Summary The summary of academic space requirements is presented in tables 6-8 and 6-9. The totals of 70,585, 51,730 and 29,125 net square feet of academic space for the 1200-, 700- and 400-student enrollment levels may be calculated also as net area per full-time student. ing figures are then 59, 74 and 73 square feet per student. The correspondThus, the 1200-student level, although providing the greatest variety of facilities, proves the most efficient and economical of the three target enrollments in respect to required academic space per student. A parallel situation is found to obtain with regard to non-academic space, as described in the next chapter. 8. Space Standards for Laboratories, Research Space and Offices The unit area per station in teaching laboratories varies with the complexity and type of apparatus used. Rooms with fewer stations generally require more square feet per student, as the proportion of circulation space is necessarily greater. Preparation rooms associated with the lab- oratories are estimated at 15 percent of the area of the laboratory proper. In science departments the item in the tables labelled storage calculated at five percent of all other space. has been This is additional to storage which may be included in the allowance for preparation space. In the basic science departments research space is programmed for the 104 �6-8. Lakehead College of Arts, Science and Technology: Summary of Academic Space Requirements Cateio;r:y Number of Units Enrollment 1QQ l2QQ Total A;r~a Area per Unit E;w:ollm~nt 1QQ l2.00. ( square feet) Classroom-type space Faculty office spacea Departmental space: Biology Chemistry Physics Psychology Interdepartmental science facilities Miscellaneous laboratories Total 52 89 100 15090 5200 6250 7315 24120 8900 7350 3055 2225 8215 4260 2685 2010 10585 2210 12845 51730 70585 aThe number of units in this category is derived by subtracting from the total required full-time equivalent faculty the number of faculty listed separately under the Departments of Biology, Chemistry, Physics and Psychology. 105 �6-9. Lakehead College of Arts, Science and Technology: AcAdemmc.i .Spa.ce ·Requ.!i..red ·at· the · 400-Stuaent Enrollment Level Category Total Area ( square feet) Classroom-type space Faculty office space Laboratories: Biology (2) Chemistry ( 2) D:r-afting (2) Forestry _( 1) Geology (1) Materials (1) Mining (1) Physics (2) Language (1) Subtotal Preparation rooms and miscellaneous departmental facilities Total 106 9690 3800 1920 2920 1750 1050 1225 1000 540 1440 630 12475 3160 29125 �faculty and for advanced student work. For faculty an allocation at 110 square feet is made on an individual basis. 15 This area will provide 12 to linear feet of laboratory bench or suitable open space for free-stand- ing apparatus. For students in honors or other independent work an alloca- tion of 60 square feet is provided implying eight ·to ten linear feet of bench. In Chapter 5 the number of faculty at each enrollment level was pro- jected on a full-time equivalent basis; it is proposed that faculty office space be allocated in the same manner. Thus, two half-time instructors would receive the same allocation of space as one full-time instructor. The basic premise in regard to the faculty office is that it should afford privacy, both for the instructor's own pursuits and for conferences with individual students. A private office should logically result in greater faculty productivity than will shared space. It is suggested that a private office of 100 square feet represent the basic allocation for the faculty. 107 �CHAPTER 7 SPACE REQUIREMENTS FOR NON-ACADEMIC ACTIVITIES This chapter describes the space requirements for all facilities required by the College other than those which have been considered in the preceding chapter. A. The various elements are described in alphabetical order. Administrative Office Space Under this heading are included the offices for academic, business and general administration, as well as those offices concerned with external affairs and certain auxiliary functions, (See table 7-1.) The set of. unit space standards used in programming these administrative offices differs from those in the preceding chapter relative to faculty offices.a The deans and directors of the principal units are allocated 200 and 150 square feet, respectively, because of the frequent conferences and number of visitors associated with administration. Professional level assistants are assigned to private offices of 120 square feet. Other cat- egories of personnel are assigned to non-private office areas, where the space per person includes a desk, a chair, sometimes a side chair and circulation space. aWhere the number of personnel in a particular unit is estimated, no distinction is made between part-time and full-time staff. For administrative components as small as in liberal arts colleges, it is likely that the space requirements of part-time employees are almost the same as would be employed by an equivalent number of full-time personnel. 108 �7-1. ..Lake head College of Arts, Science and Technology: Space Requirements for Administrative Offices and Related Space Category Number of Units Ettrollment 1200 700 Area per Unit Total Area Enrollment 1200 700 (square feet) I I Principal Administrative assistant Secretary Files, etc. Reception Subtotal 1 1 1 1 1 2 300 300 300 100 75 100 75 60 125 660 100 150 75 150 775 Dean of Arts Secretary Reception Subtotal 1 1 1 1 200 75 200 75 60 335 200 75 100 375 Dean of Science and Technology Secretary Reception Subtotal 1 1 1 1 200 75 200 75 200 75 100 375 Dean of Students Assistant Secretary Reference (placement) Subtotal 1 335 1 1 2 150 120 75 150 1 1 1 150 120 75 150 1 1 1 2 150 120 75 1 1 1 1 1 1 1 180 120 100 75 1 Registrar Assistant Secretary Files Subtotal 1 Director of Admissions Assistant Secretary Files Reception Subtotal 1 Comptrollera Bursar Cashier Secretary :w 1 75 150 375 -- 75 50 275 150 150 120 150 200 540 150 120 75 75 420 75 75 175 475 150 120 150 100 200 720 120 100 75 180 120 100 75 ( Continued) 11 I 109 �7-1. . ( Continued) Category Number of Units Enro 11.men t 1200 700 Area per Unit Total Area Enrollment 700 1200 (square feet) Comptroller ( continued) Vault Files Counter Reception Punched cards equipment: 026 082 402 Miscellaneous Subtotal Director of Development and Public Relations Alumni Se9retary SecretaryFiles· Reception Work space Subtotal Administrative service u·n it: Mimeograph Multilith Duplicator Graphotype Addressograph Work tables Files and plates Miscellaneous Postage meter Desks (typing) Storage Subtotal Miscellaneous space Conference room Inactive records Staff common room Faculty common room Subtotal ( Continued) 110 cf) 75 100 cf) 1 1 1 50 .. 50 80 50 50 80 75 590 1105 150 120 75 90 70 120 625 150 120 75 150 1 1 1 1 1 1 1 1 1 1 1 1 1 1 80 125 65 50 75 80 125 65 50 75 100 40 50 50 1 2 60 1 75 60 50 75 410 cf) 75 770 16 16 20 75 100 125 75 320 200 150 JOO 970 80 125 65 50 75 120 75 75 50 120 100 935 320 JOO 200 450 1270 �7-1. ( Continued) Total Area Enrollment Category 700 1200 (square ·feet) Summary Principal Dean of Arts Dean of Science Dean of Students Registrar Admissions a Comptroller Development and Public Relations Service Unit Miscellaneous Total t:00 335 335 375 275 475 590 410 770 970 775 375 375 540 420 720 1105 625 935 1270 5195 7140 aThe head of this office may be designated as Vice Principal-Administration. 111 1, �1. Office of the Principal For the Principal a suite of rooms is envisaged. These offices should have their own reception area, space for one or two secretaries (depending on the enrollment level) and a private office for an administrative assistant. 2. Office of the Dean of Arts For the Dean of Arts, in addition to his private office! spaces are listed for a secretary and for reception; however, in practice it is likely that this reception area will be combined with those listed under related offices, such as the Dean of Students and the Registrar. 3. Office of the Dean of Science and Technology As the College develops it is expected that the academic program will be administered by two deans, one in charge of the work in the arts and one responsible for science and technology. Their space and supporting staff will be similar. L. Office of the Dean of Students As the College approaches the 7OO-student enrollment level it will be desirable to separate the responsibility for academic affairs from the responsibility for student life and activities. egory will be a Dean of Students. In charge of the second cat- This office will be responsible for the vocational guidance and placement functions of the College. A reference room where material on careers can be housed is a desirable adjunct·. 112 �5. Office of the Registrar For this office, in addition to the Registrar, space is listed for an assistant (at the 1200-student enrollment level), a secretary and files. No reception area is listed as it 1s assumed that the Registrar will share reception space with the Dean of Arts and the Dean of Students. 6. Office of the Director of Admissions In addition to staff space, this office must provide a reception area large enough to provide comfortable seating for two or three groups of applicants and their families. ?. Office of the Comptroller (or Vice Principal-Administration) I The Comptroller is one of the principal officers of the College. It is assumed that he will be assisted eventually by a Bursar and a Cashier. I I I I '• I Together they will be responsible for the business management and accounting functions of the institution, as well as for such tasks as maintaining a student bank. Recent experience at liberal arts colleges indicates that even small institutions may benefit by the acquisition of punched card equipment and that such equipment may serve to depress the number of personnel required. In this report it is not necessary or possible to jus- tify in specific terms the acquisition of such equipment. As only approx- imately 250 square feet will be necessary, it is thought wise to program space for punched card machines. If the equipment is not acquired, it is quite likely that an additional staff member will then be necessary sometime after the 700-student enrollment level is attained. This additional 113 l 1 I �person, with files and miscellaneous equipment, will then need a considerable part of the space listed in the table for the equipment. 8. Office of the Director of Development and Public Relations Under this heading will be the personnel concerned with what may be termed the external affairs of the College. At the 1200 enrollment level the functions of the principal fund raiser and of the Alumni Secretary are separated. 9. Administrative Service Unit It is recommended that the complex of clerical services which are auxiliary to the administrative activities of the College be consolidated into one office. This office will then include mimeograph, multilithing and other types of duplicating, all addressing and mailing and the central typing pool. In all likelihood the personnel used in typing and the other functions can be interchangeable. The space program provides for sufficient equipment for these purposes, if modern high speed models are acquired. Under the heading "files and plates" will be the addressograph plates for all College functions. One duplicator, such as the Xerox 91.L, can serve all College offices, including the Registrar's requirements for copying student transcripts and other records. It is considered better practice to provide this type of equipment centrally rather than to disperse duplicating services on a departmental basis. 10. Miscellaneous Facilities This last group of administrative facilities includes four elements. 114 �The first is a conference room for administration use, such as will be required for faculty or administrative committees or committees of the Board of Governors. The second is a room for files or inactive records. The source of these records might be the Registrar 1 s office, the Deans' offices or any of the administrative units described up to this point in the chapter. Finally, two common rooms are indicated, one for faculty and a sec- ond for non-professional staff attached to the administrative offices. The two common rooms might share a small kitchenette for use in preparation of lunches or tea. B. Food Service Facilities Food service facilities comprise areas for dining, for food prepara- tion and storage, and for administration. The peak load on these facilities will be at the lunch hour, when it is expected that almost the entire student body plus a proportion of the faculty and staff will require space. The comparative isolation of the College suggests that few students will leave the campus at this time. Table 7-2 programs seating for one-third of the student body plus 25 percent of the faculty and staff. Thus, three separate seatings are necessary for the campus population to be fed at lunch. A considerable number of students may bring at least part of their own lunches, but this will not affect the amount of seating required. The program listed in table 7-2 is a purely functional one, assuming a single kitchen and only one dining room; however, a snack bar, separate from the dining room, is indicated. The relation of this program to the existing dual food service facilities is explored in the next chapter. 115 �7-2. Lakehead College of Arts, Science and Technology: Space Requirements for Food Service Facilities Catee;o;r:y Number of Units Enrollment .7.00 l2QQ Area per Unit Total Area Enrollment 1.QQ l2QQ ( square feet) Office and staff space Director Assistant Secretary and files Men's lockers and toilet. Women's lockers and toilet Subtotal Dining space Food preparation and service Kitchen Bakery Serving Subtotal 1 1 1 1 1 270 450 270 450 120 100 12 Summary Office and staff space Dining space Food preparation and service Storage and miscellaneous space Snack bar Total 116 75 120 150 465 120 100 100 150 200 670 3240 5400 675 250 1425 1125 250 700 2075 400 250 150 200 100 75 1175 700 400 200 JOO 125 100 1825 125 150 600 100 975 150 200 1000 150 1500 465 3240 1425 1175 975 670 5400 2075 1825 1500 7280 11470 500 Storage and miscellaneous space Dry stores Refrigerated stores Receiving Dish and ware washing Utensils, etc. Waste disposal Subtotal Snack bar Preparation Serving Seating Storage Subtotal 120 60 100 10 �C. Library The development of a space program for the library involves questions which are distinct from the pattern of presenting requirements for other types of buildings. Whereas almost all construction at the College is a function, directly or indirectly, of the size and composition of enrollment, the growth of the library's collection is much more a function of time. That is, the collection would continue to grow even if enrollment were constant. Reading space, however, is a function of curriculum and enrollment, while staff space is influenced by both the size of the collection and the intensity of student use. These factors condition the discussion which follows. The library of Lakehead College presently contains about 30,000 volumes. In order to award degrees in June, 1966, the College should have a library of at least 60,000 volumes. At present the library is undertaking what amounts to a crash program to meet this target. In order to gain per- spective on the desirable growth of the library collection beyond the 60,000 volume figure, an examination was made of the libraries at a number of the other colleges and µniversities. There are very few comparable situations in Canada as most Canadian institutions are considerably larger than the target enrollment of 1200 students which forms the limit point of this study. Therefore, the principal source of relevant information is contained in the listing of United States college libraries published annually by the U.S. Office of Education. Table 7-3 lists data on enrollment varies from 588 students to 961 students. 1L institutions whose These institutions approximate in over-all size the intermediate target enrollment level of lD �I-' I-' co 7-3- United State~r: ~ Kenyon Reed Goucher Earlham Whitman Enrollmenta Collection Number Percent Qi2erating E2il?enditures in Dollars Books and Number Added Added Total Materials of Books and during during per Volumes Year Year ~ Student Materials .12er St 1.1den_t 63612 69310 64439 72671 46525 152949 134160 109204 102843 102803 3871 7810 3611 6615 3067 3714 2907 3417 2285 7390 3.7 2.9 2.5 8.6 53003 57145 50088 45369 62000 3500 4.3 4.3 5.1 3.0 52311 35178 49016 29399 University of the South Sweet Briar Knox Randolph Macon Kalamazoo 698 100745 100120 961 688 675 96_3~9 Agnes Scott Hiram Hollins Ripon 646 667 692 671 80956 .73553 68520 64958 Average 2.5 5.8 588 817 759 909 880 559 Enrollment Data on ~elected Colleg~ and University Librar~es, 1960~61; under 1009 Stude~ts 92127 86400 3189 3463 1947 3.3 6.4 3.0 3.5 4.2 108 85 85 80 . 53 76 102 52 66 92 81 53 71 44 75 Expenditure _Ratiob 5.5 5.5 40 34 23531 27880 19218 31205 12073 34 14 14363 16544 15230 11274 24000 20 30 16 16 36 4.7 21251 10024 22376 9843 33 15 32 15 4.1 3.7 3.8 3 •5 26 4.5 25 4.8 4.9 5.9 3.4 3.7 5.0 4' Source: U.S. Office of Education, Library Statistics of Colleges and Universities, 1960-1961. aEnrollment = all degree students (full-time and part~time). ~xpenditure ratio is expressed as percent of all educational and general expenditures. �700 students at Lakehead. They also correspond roughly to the component of the 1200-studer.t, total which is accounted for by the Arts, as distinguished from the Technology program. It may be noted that the average increment to the collection in~·the year 1960-61 amounted to 4.2 percent of the total collection for the 14 institutions. Table 7-4 lists seven in- stitutions whose enrollment ranges from 1014 students to 1377 students. These colleges correspond in over-all size, approximately, to the 1200student level at Lakehead. Here the average increment to the collection in the year 1960-61 was 3.6 percent. It should be noted that only insti- tutions with strong academic reputations have been included in these tables. The typical pattern for the libraries associated with new colleges is for the growth rate of the collection to decline over time to an increment of about four percent per year. Table 7-5 indicates the probable growth of the collection annually if this pattern is followed. Thus, in 1973-74, when the enrollment will first reach 1200, the collection will comprise about 97,000 bound volumes. This may be compared to the total of 90,000 volumes which Carleton University possessed in 1962 after 15 years of awarding degrees. Table 7-5 also shows a continuation of the pro- jection of the growth of the collection until 1980, at which time a total of over 150,000 volumes is indicated. If, instead of looking at the typical growth pattern of college libraries, one considers the particular character of Lakehead in relation to library use, then it seems clear that the projected growth shown on table 7-5 provides some margin in meeting the needs of the College. Of the 1200 students projected for Lakehead, over 400 will be in the Technology Division, I 119 I �I--' Unit~d -Stat~s -. andc, Canada; 7-4- I"\) 0 . Enrollmenta Name - - Data on Select·e d College. and University .Libraries, 1960-61 ·_EhroJlment _over, 1000 Students Collection Number Percent O~erating E292enditures in Dollars Books and Number Added Added Total Books and Materials of during during per Volumes Year Total Student Materials ,12er Stu.dent Year Expenditure Ratiob Amherst 1014 348201 9594 2.8 164236 162 58012 57 4.9 Williams 1127 264876 5909 2.2 131585 177 39832 35 4.5 Colby 1177 224485 5101 2.3 77308 66 23000 20 5.1 Carleton C. 1176 178205 6242 3.5 26859 64 27764 24 3.4 Grinnell 1148 144943 6938 4-8 80926 .. 70 26592 23 4.5 Albion 1377 104544 4232 4.0 64924 47 21226 15 5.0 (1553) (90000) (8500) (9.4) 1064 890,85 4948 5.5 66290 62 23956 23 4.0 ( 1400) ( 80000) (4884) 6.1 28 4.5 (Carleton U.)c Lawrence (Assumption U.)c Average Source: 3.6 93 U.S. Office of Education, Library Statistics of Colleges and Universities, 1960-1961. ~rollment ~ all degree students (full-time and part-t~me); ~xpenditure ratio is expressed as percent of all educational and general expenditures. cCanadian data is approximate only and excluded from averages. Carleton University source is President's report for 1961-62. Assumption University source is President's report for 1960-61. �7-5. Lakehead College of Arts, Science and Technology: Estimated Growth of the Library Collection Increment ~ a 1961-1962a 1962-1963a 1963-1964a 1964-1965a 1965-1966 1966-1967 1967-1968 1968-1969 1969-1970 1970-1971 1971-1972 1972-1973 1973-1974b 1974-1975 1975-1976 1976-1977 1977-1978 1978-1979 1979-1980 Percent 10 10 9 9 8 8 7 7 6 6 5 .5 4 4 Ttttial Volumes 6000 6600 6534 7122 7100 7468 7057 7551 6926 6341 6435 67.56 5675 5902 Collection 23500 32000 41000 50000 60000 66000 72600 79134 86256 93350 100818 107875 115426c 122352 128693 13.5128 141884 147559 153461 aFor these years the growth of the collection has been estimated by interpolating between the 1961-1962 total and the 196.5-1966 goal of 60j)OO volumes, which it is assumed will be attained. It is expected that bachelor's degrees will first be awarded in 1965-1966. bit is estimated that in this year the enrollment of the College will rise to 1200 students. cThe Consultants also estimated the growth of the collection on the basis of dollars expended per student. On this basis, averaging the experience of other institutions, the collection would comprise 116,000 volumes in 1973-1974. 121 �where library requirements on a per capita basis will be lower than for degree candidates. Furthermore, a number of major fields which are common to most of the colleges listed in tables 7-3 and 7-L will in all likelihood continue to be omitted at Lakehead. For example, no academic work in art or music history or religious literature is envisioned. Each of these fields, if offered, must be represented by a considerable number of library books. In comparing Lakehead to Carleton University it should be recalled that Carleton is a multi-faculty institution offering doctoral degrees, whereas at Lakehead it is anticipated that only the first degree and honors work in Arts will be offered. Next to shelving for books, the largest category of space in a library is seating for readers. The most accurate gauge of reader requirements is the study of existing patterns of reading space utilization. Thus, it may be observed whether library seating is fully utilized, under-utilized or inadequate. At Lakehead no such data is available1 although it appears that the library is rarely, if ever, completely full. At present the library has 70 places for readers, representing about 30 percent of the student body, exclusive of nursing students. However, even if statistics were available for the current year, the figures would not be very meaningful as the library at times serves also as a study hall and common room. This is due to the lack of other facilities which more properly can serve such non-academic needs of the stu:ients, for example those with ·a free hour· between classes. When the University Centre is occupied in the fall of 1963, there may well be a shift in the pattern of library occupancy, including less use by students of nursing at free periods. 122 �It is recommended that, based on the nature of the institution and on experience elsewhere, the library be constructed initially with a seating capacity representing 20 percent of the enrollment of the 1200 students. For the first few years of its use the total of 240 seats will accommodate a considerably higher proportion of readers. j During these years the number of readers should be recorded carefully, daily and hourly. If necessary, as the Co+lege approaches the 1200 students, additional reading space can be added, but in the opinion of the Consultants this development is unlikely. D. Physical Education and General Assembly Where no formal academic program for physical education is contemplated, as is the case at Lakehead, it is difficult to determine what comprises suitable athletic facilities in terms of either the extent of student use or the amount of money that should be committed to these functions. Table 7-7 shows facilities for a minimum and for a full program for indoor athletics. These programs correspond to some extent to the target enrollment levels of 700 and 1200 students, respectively. However, it is possible that the smaller program could satisfy the higher enrollment target if the College felt that athletics need play only a minimal role in College life. This minimum program, with a main gymnasium of 7,000 square feet, would permit the use of only one full-size basketball court at a time. If divided into two smaller gymnasiums by a folding partition separate activities might take place in either half simultaneously; however, neither half could then accommodate a regulation basketball court. Under the full program, 12,500 square feet is available for the main gymnasium. This area could accommodate two separate basketball games simultaneously or, alternately, could be subdivided for men's and women's activities. 123 �7-6. Lakehead College of Arts, Science and Technology: Space Requirements for the Library Category Number of Uni ts: · Enrollment 700 1200 Area per Unit Total Area Enr.ollment 700 1200 ·i · , (square feet) Office and staff space Librarian Assistant Secretary Bookkeeping and acquisition Processing Catalog and classification Office supplies Files Shipping and receiving Temporary storage Duplicating Staff common room Subtotal Reading and ref er·ence space Main reading room Browsing -room Periodicals Reference and bibliography Night study Carrells Faculty study Display Subtotal Book shelving Stack space Files Subtotal Miscellaneous space Coatroom Control desk Typing room Staff common room Seminar room Subtotal (Continued) 124 1 1 1 1 1 1 120 120 75 120 120 • 75 150 250 200 75 120 120 75 200 300 250 75 60 300 125 100 150 1710 Lbo L5 55 16 16 15 16 25 L 90 30 30 25 30 Lo 6 22 25 25 25 25 30 50 1210 Loo Loo 375 Loo 750 200 150 3885 150 100 200 2050 1980 750 750 625 750 1200 300 200 6555 12000 30 .08 5600 11 220 5820 6 10 35 16 16 20 200 150 210 150 320 1030 300 200 350 200 320 1370 70000 20 150000 330 12330 �7-6. ,. (Continued) Category Total Area Enrollment 1200 700 ( square feet) Summary Office space Reading and reference space Book shelving Miscellaneous space Total 1710 3885 5820 1030 12LL5 2050 6555 12330 1370 22305 125 �7-7. Lakehead College of Arts, Science and Technology: Space Requirements for Physical Education and General Assembly Ca.t egory Number of Units Minimum Full Area per Program Program Unit Total Area Minimum Full Program Program (square feet) Athletic facilities Main gymnasium Bleachers Auxiliary gymnasium Squash courts Subtotal 7000 1000 1200 1650 10850 12500 400 210 300 275 200 300 400 2085 600 350 400 350 300 400 6CYJ 3000 1000 400 100 200 1700 1500 600 200 500 28oO Summary Athletic Miscellaneous Assembly Office 10850 2085 1700 100 18200 3000 2800 200 Total 14735 24200 Miscellaneous facilities Locker rooms: men Locker rooms: women Showers and dressing: men Showers and dressing: women Staff facilities (visitors) Storage Issue and tote baskets Subtotal Assembly facilities Stage Lobby Dressing rooms Storage Subtotal 126 1 3 2 6 1200 550 100 30 150 50 4 7 2400 3300 18200 �The amount of money implied by the construction of a gymnas.ium can more easily be justified when the gymnasium is also used by the community and as a place of general assembly for the College. The larger gymnasium could serve as an assembly area for the entire student body at the 1200 enrollment level, whereas the 7,000 square foot room could only accommodate about 900 students at any one time. With the exception of the gymnasium floor, no space for groups of over 300 persons is programmed at the College. In order to make this space even more productive, stage and dressing room facilities are indicated in the table, although these are also listed under section G of this chapter, describing University Centre facilities, E. Physical Plant Administration and Maintenance Under this heading is programmed the office space associated with the College maintenance shops, garages and general storage facilities, listed in table 7-8. All are Excluded are such dispersed facilities as the elec~ trical substation and other utility installations, At this time it is not certain at what future date the College will install a central heating plant. Nevertheless, the probable space require- ments of such a plant are listed in this table as a guide to construction requirements that may actually be implemented after the 1200-student enrollment target is attained. It is anticipated that the Director of Buildings and Grounds will function as the College purchasing agent. 127 �7-8 . . Lakehead College of Arts, Science and Technology: Space Requirements for Physical Plant Administration and Maintenance Number of Units Enrollment Cate~ory 1.QQ l2QQ Area per Unit Total Area Enrollment 1QQ l2QQ ( square feet) Office space Director Assistant Secretary Plan file Drafting board Miscellaneous equipment Subtotal 1 1 1 1 1 1 1 2 1 1 120 100 75 120 100 75 35 50 35 50 Maintenance shops (including stock) Carpentry Electrical Painting and spraying Plumbing Shop office Subtotal Heating planta Boiler area Auxiliary equipment Office Subtotal Garage Vehicles Maintenance Subtotal Storage and miscell~neous space Maintenance stores Building materials Furniture and equipment Shipping and receiving Housekeeping Linen storage Key shop Locker room Subtotal (Continued) 128 120 100 75 70 50 75 455 100 515 600 200 100 1600 800 300 500 500 100 2200 350 350 2 3 650 1300 600 100 2000 1950 600 100 2650 4 6 250 1000 1500 350 350 1350 1850 350 500 600 450 300 450 75 150 75 200 2050 500 450 75 200 100 250 2675 �7-8. (Continued) Total Area Enrollment Cate€:OU .7.QQ l2.Q.Q ( square feet) Summary Office space Maintenance shops Heating plant Garage Storage and miscellaneous space Total 455 1600 2000 1350 515 2200 2650 2050 1850 2675 7455 9890 aAssumes central heating system for the campus , at some future date. 129 �F. Residential Facilities It has been shown previously that there will be a demand for residen- tial facilities on the part of 25 percent of the student population, representing the component of enrollment whose place of origin is outside the Lakehead area. This, of course, does not imply responsibility on the part of the College to provide residential space for these students on the campus in College-owned housing. It may well be that such students will find ac- commodations in the community. However, this material is included to ap- prise the College of the extent of residential facilities that would be required if such students were to be housed on the campus. ments are shown in table 7-9. These require- The College might in fact build a part or none of the space listed in this table. Likewise, the demand for College- owned faculty housing is difficult to determine at this juncture. If such housing is desired and, if it can be financed on a self-sustaining or selfliquidating basis, it may be erected at some time in the future. Residential space is noted in the summary tables but is not included in the totals of either physical plant or financial requirements. G. University Centre Facilities Under this heading are the various facilities which are associated with the extra-curricular activities of the students, exclusive of food service and athletics. In an institution where the great majority of students are non-resident, it is advantageous to combine these functions and facilities into a single building. 130 The principal types of space are described below: �7-9. Lakehead College of Arts, Science and Technology: Space Requirements for Student Residence, per 100 Students Item Percent cl>.f Total SEace Area per Unit Total Area (square feet) 80 rooms, single occupancy 10 rooms, double occupancy Subtotal Space distributiona Living quarters Toilets and showers Recreational and service 115 190 9200 1900 u1'oo 71 10 19 Net area requirements Living quarters Toilets and showers Recreational and service Total 11100 1565 2965 15630 . t sb Gross area requ1remen 23445 Gross area per student aSource: 234 United States Office of Education bNet area is converted to gross area for this type of space by using an index of 1.5. 131 �1) Student organization space consists of meeting rooms and space for student publications. 2) Recreation space comprises two types of rooms, a large common room which may be used for informal talk, television and other passive recreation and a games room for table games such as ping-pong. 3) A bookstore is an important adjunct to the student's academic as well as his recreational interests. The function of the bookstore is to provide in one easily accessible location the books that the student requires for his formal assignments and for his general reading. Such a store may, as a matter of convenience, also stock such items as gifts, clothing, prints, records, drugs and sundries. The extent to which the store may become in- volved in items other than books depends partly on the philosophy of the institution in organizing such a retail establishment and also on the extent to which the lines of merchandise may be profitable in relation to the space they occupyG The space program in table 7-10 is oriented primarily to a bookstore per se. L) Although the projected academic program of the College does not include any work in art, music or drama, nevertheless, it is considered desirable to provide for and stimulate interest in these fields, on behalf of both the College student and the community. One art studio is programmed, primarily for painting; however, it might also serve for small-scale sculpture or other media. In the field of music space is programmed for a re- cord collection, for individual listening rooms and for small private practice rooms. In theatre presentation, it is assumed that provision should be made for the production of plays on an extra-curricular basis. This requires, in addition to auditorium space, a stage, a shop adjacent to the 132 �7-10. . Lakehead College of Arts, Science and Technology: Requirements for University Centre Facilities Ca:te~ory Iiu.w~ez: Q! Uo.1:tiiiii E;o;i:ollw~D:t 1.QQ. J.2.QQ. Area per' U;o;i;t Space TQtal A;i:~a Eo;i:Qllm!irn.:t 1QQ_ J.2.QQ. (square feet) Student organization space Meeting room Publications office Files Subtotal 400 1.50 7.5 62.5 800 300 100 1200 Recreation space Commom room Games room Subtotal 2000 2000 4000 3000 3000 6000 Bookstore Office Sales area Stockroom Receiving Subtotal 120 800 400 120 1440 1.50 1000 600 17.5 192.5 600 1.50 800 200 100 1.50 180 1.50 2.50 270 1000 1.500 400 400 400 4880 1000 1.500 600 400 800 .5970 400 300 700 600 4.50 10.50 62.5 4000 1440 4880 700 1200 6000 192.5 .5970 10.50 1164.5 1614.5 Performance and lobby space Art studio Storage Music areas Record collection Listening rooms Practice rooms Drama areas Stage Shop Storage, properties, etc. Dressing rooms Hobby rooms Subtotal Miscellaneous areas General storage Coat room Subtotal Summary Student organization space Recreation space Bookstore Performance and hobby space Miscellaneous Total 1 1 3 2 2 1 2 2 .5 3 2 2 400 1.50 .50 90 200 400 133 �stage where sets may be constructed, storage for properties and at least two dressing rooms. The auditorium itself can be a lecture room of three hundred seat capacity described in the preceding chapter. For amateur dramatics there are advantages to repeating performances in a small theatre, as opposed to offering a single performance in a larger hall. 5) Finally, hobby rooms are also listed in table 7-10. These can- not be programmed in any detail, but very likely one may be a shop for "ham" radio work and one might be a photographic darkroom. The stage shop might also be used for general hobby purposes when it is not occupied with production work. H. Summary 1. 700- and 1200-Student Enrollment Levels A summary of non-academic space at these two enrollment levels is included in table 7-11. 2. LOO-Student Enrollment Level The following comments apply to non-academic space requirements at the LOO-student enrollment level. a. Administrative Office Space At this level the offices of the Registrar and the Director of Admissions might be consolidated and the Dean of Students omitted. file and service space would be somewhat smaller. 134 Storage, A total of L,000 square �7-11. Lakehead College of Arts, Science and Technology: Space Requirements for Non-Academic Facilities Total Area Enrollment 700 Category 1200 ( square feet) Administrative offices Food service Library Physical education Physical plant adminis1ration Residential facilities University Centre facilities Total 4000 7800 10000 14000 5000 (11200) 7800 5195 7280 12445 14735 7455 (28750) 11645 7140 11450 22305 24200 9890 (58000) 16145 48600 58755 91130 ~esidential facilities are not included in totalo 135 �feet would still be desirable. b. Food Service Planning kitchen and storage space for Loo students as an interim enrollment target would, of course, be uneconomical. 75 It is estimated that percent of the space required for 700 students would be required for an enrollment of Loo students, except for dining space, which would be prorated. Thus, 7,800 square feet would represent the needs for this enroll- ment level. c. Library The question of library planning for an enrollment of L00 and a target year such as 196L or 1965 is unrealistic. However, for completion of the statistical picture, we may assume 100 seats for readers, space for shelving 60,000 books and proportionate staff and service space. On this basis, about 10,000 square feet will be required. d. Physical Education and Public Assembly The minimum program listed in table 7-7 would be applicable to Loo students, except for slightly smaller locker and shower space. A total of lL,000 square feet is estimated. e. Physical Plant Administration and Maintenance The workload implied by the LOO-student program would not be substantially lower than that called for by a student body of 700. Eliminating the central heating plant and reducing storage requirements would yield a 136 �space requirement of 5,000 square feet. f. Residential Facilities Residential facilities for 25 percent of LOO students would require 25,000 gross square feet. g. University Centre Facilities In this category two-thirds of the space required at the 700student enrollment level, or 7,800 square feet, would be applicable to a College of Loo students. h. Summary Based on the foregoing, the total non-academic space required for the enrollment target of Loo students is L8,600 square feet, exclusive of residences, representing 83 percent of the comparable total for a student body of 700. The non-academic space requirements. for · this enrollment level are also shown in table 7-11, subject to the general comments on enrollment targets presented in Chapter 1. 137 �CHAPTER 8 BUILDING PROGRAMS .AND OCCUPANCY PATTERNS A. General Up to this point in the study physical plant requirements have been expressed only in terms of the net area needed for a particular function, without reference to the organization of these areas into buildings, either existing or to be constructed., Table 8-1 summarizes these requirements. The next stage of the study is the development of building programs and occupancy patterns based on these space requirements. This step calls for the allocation of space in existing buildings and in new structures. The requirements for the College at the 1200-student enrollment level will be described first, as this represents the ultimate target of the study. The procedural framework is viewed as the formulation of a program for this enrollment level, organized so that the interim steps of development can be fitted into the long-range target as self-contained stages in a continuing process. Some suggestion of development beyond the 1200 level is indicated, though not described in detail or expressed in any of the tables. One of the principal criteria in the formulation of these building programs is the question of construction economy. An attempt has been made to minimize the extent of required alterations both in the existing buildings and in new buildings. Although the enrollment has been presented as a series of annual increments to the student body, it is not economically feasible to organize construction in the same terms. 138 Inevitably, where a steady growth �8-1. Lakehead College of Arts, Science and Teclmology: Summary of Net Area Requirements Total Area Enrollment 700 Building 1200 (square feet) Academic space Non-academic space Residential spacea Totalb 29125 48600 (15cD0) 58755 (27300) 70585 91130 (46$00) 77725 110485 161715 51730 aResidential space is not included in total. b Net area per student for the three enrollment levels is: 400 level, 194 square feet; 700 level, 158 square feet; 1200 level, 135 square feet, (exclusive of residential space). 139 �in activities and physical plant is anticipated, the construction program must proceed in a series of steps or plateaus (see plate 1). At the same time enrollment may be controlled so that a smooth transition from year to year is achieved. Thus, for brief cyclic intervals, the capacity of the physical plant may exceed the requirements of the institution. Obviously, this is preferable to an alternative where the requirements of the institution exceed the available space. In the programs developed for Lakehead the point of balance is reached at the target enrollment level of 1200 students. To eliminate the excess capacity that will appear at interim stages over the next decade would imply building in smaller units and undertaking more frequent alterations. In economic terms, this is much less satisfactory than the program described in the balance of this chapter. B. Building Program -- 1200-Student Enrollment Level At this enrollment level the College will require space for academic activities, a library, a gymnasium, a University Centre (students' union) and a maintenance plant. Residential facilities are excluded from this discussion until the end of the chapter, for reasons given previously. 1. Academic and Administrative Office Space Academic and administrative office space are considered as a unit, partly because in terms of work flow they are closely connected, and partly because, for purposes of planning, the administrative offices form a rather small element for consideration as a separate structure. 140 Previously, it �had been shown that 77,725 net administrative office space. square feet are required for academic and The existing academic building (including the wing under construction in the summer of 1963) contains 36,230 net square feet. It is assumed that this building will continue as an aca- demic building, as any basic change of use would be extremely wasterful. The deficit of 41,495 net square feet can be met by a combination of means. About 4,000 square feet can be absorbed by the large class- room (auditorium) already available in the University Centre and a seminar room which should be located in the library. Of the balance, 32,275 net square feet will be housed in a new building for academic and administration use. Finally, an addition of J,810 net square feet to the existing building will be required. This addition will permit the use of the exist- ing building as a largely self-contained center for science and technology, whereas the new building will then become the center for administration plus academic work in arts, humanities and social science. The reasons for utilizing the existing building for science and technology are mherent in the character of the structure and its equipment. The building already contains a number of special purpose science facilities which would be expensive to duplicate anew. These mclude the Chemistry laboratories, the elementary Biology laboratory and its auxiliary spaces, the science lecture-demonstration room and a number of small areas representing investment m cabinet work or other built-in equipment relating to science teaching materials. Another factor, equally important is the basic 141 �arrangement of space in the present building. The distance from the corri- dor to the window ranges from 2L to 28 feet throughout most of this structure. This dimension is quite suitable for science laboratories. It is much less suitable for the type of department which would comprise small classrooms and a large proportion of office space~ Indeed, there are pre- sently some offices which are disproportionate in depth, resulting in loss of effective space or else loss of privacy. The principal items of cost required for conversion of the present building to a science and technology center for the 1200-student enrollment level are the addition of Chemistry laboratories on the second floor, the conversion of the squash court space through the construction of a mezzanine and the addition of a wing running north and south. This last will serve to complete the building in the form of a quadrangle and connect the Biology portion of the first floor to the wing presently under construction. The conversion of the squash courts and the addition of an intermediate level in those areas would be in order in any case during the development of the College over the next decade. The addition of the Chemistry labor- atories will not be difficult technically in view of the flexibility in construction built in by the architect. With the exception of Chemistry the laboratories' principal utilities requirements are for additional electrical power. terations. This may be introduced into the building without major al- A number of changes in partitioning would be required,whether the building is to be used for science or non-science departments. The classroom space that will become available after these changes are made will approximate the requirement for lectures in science and tech- 142 �II nology courseso However, there is no reason why some such lectures, at least those which do not require demonstration apparatus, cannot be given in the other, proposed academic building. As will be seen in the next chapter, it is intended that the two academic buildings be connected underground so that students and faculty may proceed from one to the other without going outdoors. If this general pattern of occupancy were not followed and, instead, the non-science departments were to be located in the present building, the results would be much less satisfactory. The non-science requirements in- cluding their share of classroom space amount to only about 20,000 feeto square Therefore, to utilize the existing building completely would imply that some science and technology activities continue to be housed there. Thus, the end result would encompass a split in the science and technology work between the existing building and the proposed building. Furthermore, the proposed building would become more expensive to construct as it would have to be designed to provide utilities and mechanical services for science laboratories on a flexible basis. Under the recommended scheme, with the exception of some space for Psychology, very few specialized services are required for the new academic building. The gross area of the new academic building is 59,030 square feet. This estimate is based on the schematic plan illustrated in this chapter. A note on the purpose and character of the schematic plans is presented in Section G of this chapter. The new academic building is envisioned as a three-story building built around a courtyard. This plan must be consider- ed only as a suggestion and by no means as an attempt to fix a particular �8-2. Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 1200-Student Enrollment Total Required Number Cate~o;cy Lecture rooms Capacity: 300 Capacity: 200 Capacity: 140 Capacity: 100 Number Qf ci~~srQQW~ ~er Byildini Science and New Academic University Centre TechnolQe:Y Building Library 1 1 1 1 1 1 1 60 40 7 13 2 6 5 Seminar rooms Capacity: 16 8 3 5 1 32 12 18 1 Classrooms Capacity: Capacity: Total 1 6 1 �architectural form. However, the reasoning behind the courtyard scheme nay be worth notingo Because of the requirement for many small rooms (the faculty offices),this building requires a great deal of outside wall and window area. A compact plan would not provide such area, unless the build- ing were constructed as a tower with comparatively small floor area at each level. Such a building would be quite awkward from the standpoint of work flow and operational convenience. By constructing the building around a court each office or classroom may receive natural light and ventilation. It seems likely that alternate schemes, if they could not provide such natural ventilation, would require air conditioning. For a building of this type the expense of air conditioning is considered unnecessary. 2. Library The library for the 1200-student enrollment follows the program presented in the preceding chapter. It is a self-contained building including no other elements than those listed in this program. Its gross area as shown on the schematic plans is 36,300 square feet. Although the seating and many of the other areas correspond to the target enrollment level of 1200 students which will be attained in the academic year 1973-?L, space for the book collection has been planned for almost L0,000bound volumes in excess of the total anticipated for that year. This excess represents the accessions for the years 197L-8o and requires an additional 3,000 square feet of net area. The rationale of this additional bookstack capacity is based on two points. a) The collection may exceed the projected growth calculated in the preceding chapter, if available funds so permit. The Consultants 145 �do not believe such a development is necessary, but feel that it is wise to provide some margin in case it occurs. b) Provision for 150,000 volumes gives some promise that the library building as planned will serve the College for at least ten and possibly fifteen years after its projected completion in the fall of 1965, before any addition is required. This is partially de- pendent, of course, on the adequacy of the space provided for readers. Eventually, probably between 1975 and 1980, a wing must be added to the library. demic building. However, this is equally true of the aca- In neither case need the additional construction imply any special architectural difficulties. The Consultants believe that architects for the library should be engaged at once and that a target date of September, 1965 be established for occupancy of the building. The existing library space will be hard pressed to function for even two more years and will even in that interval overflow to other areas of the science and technology buildingo When first completed the proposed library will have considerable excess capacity, much of which can be turned to good account as temporary academic space. This topic is enlarged on in later sections of this chapter. The schematic plans for the library indicate a three-story building of square shape, 110 feet long on each side. The main floor (middle level) contains the bulk of the reading rooms and staff activities space. The lower and upper floors are devoted primarily to stack space but include carrells and some miscellaneous areas. 146 If the building were two stories in �height instead of three, there might be some advantage in a larger main floor which would permit open stacks adjacent to the reading areas. How- ever, this is less significant than the advantages of the three-story scheme. A three-story scheme would permit assigning one whole floor ini- tially for classroom and faculty office space without interfering seriously with the library operation per se. Most important, as the library ex- pands past the time framework of this report, the three-story scheme will permit a more compact, closely controlled scheme than a two-story scheme. The later conversion of a two-story scheme to a three-story scheme is considered to be difficult and undesirable. The library should be air conditioned to permit use of interior space, to assure proper humidity for the collections and, perhaps, to encourage summer use by the community. If not air conditioned, the plan might have to take quite a different form, either construction around a court or a more attenuated shape. In either case the additional outside wall and greater complexity would tend to offset any savings deriving from the omission of air conditioning. J. University Centre The University Centre requirements for a student body of 1200 can easily be conta:ined within the existing University Centre build:ing. This building provides about 20,000 net square feet - exclusive of food service space and the auditorium proper. Table 6-10 calls for only 16,145 square feet at the 1200-student enrollment level. Therefore the University Centre build- :ing is adequate for an even larger enrollment than is under consideration 147 �in this study. When the enrollment reaches 1200 students, it is assumed that all academic activities will have been vacated from this building and that, except for occasional academic use of the auditorium, the building will be given over entirely to students' recreation and extra-curricular activities. The only exception will be the inclusion of dining space in the building for students and other members of the College community. The present building will not, however, be able to provide complete food service facilities for the 1200 enrollment level or even for 700 students. As or~ginally planned, the building contains a dining room of about 3,600 square feet plus a small (JOO square feet) room serving as a snack bar service area. No provision is made in the building for a kitchen or food service, preparation, storage or administration consistent with an enrollment of 1200 studentso It is assumed that, like most institutions, Lake- head will be interested in providing a balanced diet for its students, both resident and non-residento Thus, it will be desirable to provide at least hot lunches a-nd, ,perhaps, suitable breakfasts and dinners as well. To do this will almost certainly require the facilities described in table 7-2, Food Service Facilities. on a completel At this point it would be inadvisable to count automated self-service vending machine operation to achieve these objectiveso In order to provide the food service space listed in the preceding chapter it will be necessary to build a one-story addition to the University Centre, adjoining the room designated for dining. will contain 3,175 gross square feet. This addition The dining room as shown in the sche- matic plan will accommodate about 260 persons at one time. If three sit- tings are programmed, the total capacity at lunch time will be 780, far short of the enrollment of the College. Therefore, it is likely that four �sittings will be required and that, in addition, the College will continue to use the small dining room (capacity: dent residence. 65) attached to the existing stu- The four sittings which will be required at lunch do not imply any serious problems. It is certainly possible, when food is served cafeteria style, to eat in 30 minutes. If the lunch schedule is coordin- ated with the academic schedule, two hours can be used for the turnover of four groups of students, faculty and staff. The dining room in the resi- dence may then be converted to a snack bar and vending machine operation, while the more conventional cafeteria-type service will be limited to the larger facilities in the University Centre. L. Gymnasium The gymnasium is in some ways less essential to the successful operation of the College than any of the buildings described up to this point. It is assumed that, because of the higher priority attached to the l:ibrary and to academic space, the gymnasium will not be built until the enrollment of the College has reached approximately 700 students. At that time, if funds are available, it is recommended that a building corresponding to the full program (see table 6-8) be constructed. Because of the nature of gymnasium space it would be extremely difficult to construct a building oorresponding to the minimum program and then, at some later date, build an addition. The building for the full program has the added advantage of satisfying the College's requirements for an enrollment level in excess of 1200 students, probably up to something over 1500 students. This would also apply to the use of the building as a place of general assembly for the College. For enrollment in excess of 1200 it may be necessary to add to the 149 �locker room space, but this could be done at comparatively little expense without disturbing the basic structure of the building. Schematic plans show the gymnasium as a two-story structure. The up- per floor, presumably trussed or vaulted, is essentially one large room with a stage at one endo Moveable bleachers are recommended, so that the space they occupy when extended can be used for recreation and athletics during peak load periods. Extended, these can seat at least 1200 persons and still permit exhibition basketball to take place in the central area of the gymnasium floor. The lower level of the building contains locker and shower rooms, two auxiliary gymnasiums and six squash courts. 5. Maintenance Building The maintenance building is the last of the construction elements required for the College at the 1200-student enrollment level. This build- ing can easily be built in stages, the first stage corresponding to the requirements of the College at the Loo - 700 enrollment level. Additional maintenance shop, storage and service space can be added as required, over time. It will be possible to add a central heating plant, if at any point it is determined that suchaplant will be advantageous in terms of operating efficiencyo The schematic plans of this building omit the central heating plant area for the plans corresponding to the 700-student enrollment level and include this facility for the higher target enrollment. How- ever, the Consultants are unable to state definitely that the central plant will not be desirable at an earlier stage or, on the other hand, that its implementation should not ,be delayed even beyond the 1200 enrollment target. 150 �I I c. Building Program - 700-Student Enrollment Level 1. Academic and Administrative Office Space At the 700-student enrollment level the science and technology building will be fully utilized as an academic building, although it will serve both the Arts program as well as the work in science and technology. In order to provide for all the classrooms and laboratories required it will be essential to move the central College administration out of this building and to erect for administration a new structure which, in turn, can become part of the new academic building. This first section of the new aca- demic building will contain 19,075 gross square feet. In addition to ad- ministrative offices it will contain one classroom of 60 seats and one seminar room. (See schematic plans.) The balance of the academic space re- quired at this enrollment level must then be found in the library and the University Centre. Table 8-3 shows the distribution of classroom and fac- ulty office space among the various buildings on the campus which will exist from the time the enrollment passes LOO to the time the enrollment reaches 700 students. During this interval the lower level of the library will have two classrooms, a seminar room and 3L faculty offices. The creation of classroom space at this level does not involve any great excess expenditure. The cost of faculty offices should be held to a minimum even at some expense of privacy, as the space they occupy will, before 1973, be restored to library use. 2. Library The two upper floors of the library will contain excess capacity for 151 �8-Jo Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 700-Student Enrollment Total Required Number Catego;r:y Lecture rooms Capacity: 300 Capacity: 200 Capacity: 140 Capacity: 100 Classrooms Capacity: Capacity: 60 40 Seminar rooms Capacity: 16 Total a Number of Classrooms per Buildin~ Science and New Academic University Technology Buildinga Library Centre 1 1 1 1 1 5 2 1 1 9 6 6 3 1 2 22 12 2 4 3 Only the administration wing of the proposed academic building will be available at this enrollment level. 152 4 �books, readers and staff for several years. As suggested earlier, such a condition is viewed as inevitable, the only alternative being excessive investment in alterations. 3. Other Buildings At this enrollment level the University Centre will be utilized as shown on the schematic plans, which indicate the retention of four rooms in this building for classroom use. The construction of the gymnasium can- not yet be justified; the first stage of the maintenance building is essential. D. Building Program - LOO-Student Enrollment Level 1. Academic and Administrative Office Space The LOO-student enrollment level is likely to be passed in the academic year 196L-65. It is virtually impossible for the proposed library building to be ready by September, 196L, and yet additional space will be necessary at that date for many kinds of facilities, such as faculty offices, library shelving and administrative offices. A second laboratory for ele- mentary biological science and other academic facilities may be required. The only solution appears to be the construction of the proposed west wing of the existing academic building, transforming that structure from a plan to a quadrangle. 11 C11 This addition may be built between the end of classes in the spring of 196L and the beginning of classes in September, 196L. It will contain 3,8$0 net square feet, sufficient to meet the deficit in space obtaining until the projected completion of the library in September, 1965. 153 �8-4 . . Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building; 400-Student Enrollment Total Required Number Category Number of Classrooms per Building Science and University Technology Centre Lecture rooms Capacity: JOO Capacity: 140 1 1 Classrooms Capacity: Capacity: 60 40 3 8 2 6 Seminar rooms Capacity: 16 4 3 16 12 Total 1.54 1 3 4 �The new space can, in 196L-65, contain 1) the Geology laboratory, thus permitting the conversion of the present Geology laboratory to Biology; 2) additional faculty office space; 3) additional classroom space, permitting the temporary use of existing classrooms adjacent to the library as bookstack and library service areas. In order to conserve funds a few faculty may be located for 196L-65 in this wing at desks in open areas, obviating the need for temporary construction. Or, alternately, movable partitions may be acquired and relocated to the lower level of the library building in September, 1965. The gross area of the proposed addition is 7,000 square feet. It must be stated that this addition is clearly justifiable in longrange terms as well. At the 1200-student enrollment level the addition will be utilized as shown in the schematic plans. However, in addition to pro- viding required net area, this wing, by forming a closed quadrangle, will greatly improve the interior circulation in the building. For example, the distance from the present Biology laboratory to the main lecture-demonstration theatre will be reduced from L20 feet to 250 feet. At this enrollment level temporary provision must be made for administrative offices. It is recommended that the common room at the south end of the existing academic building be partitioned as shown on the schematic plans and that its use be restricted to administration. For example, the Bursar might occupy the existing corner room of the area (presently a student hobby room). The Principal would retain his present quarters until the administrative wing of the proposed academic building is completed in 1966. 155 �8-5• Enrollment Level 400 700 1200 Lakehead College of Arts, Science and Technology: Distribution of Faculty Office Space by Building at 400-, 700- 1 and 1200-Student Enrollment Levels Number of Offices Rec.ujred Number of Offjce Units per Bnildjni'a Science and New Academic University TechnoJ Pi:Y Bui ldini' Libracy: Centre 38 64 105 75 34 aA few offices in the science and technology building will be semi-private. All others will be privateo °Eight of these offices will represent temporary faculty office stations in 1964-65 until transfer to the libraryo 156 �II • 8-6. Lakehead College of Arts, Science and Technology: Space Requirements for a New Academic Building Category Number of Units Enrollment 1.QQa l.2QQ Area 12er Unit Total Area Enrollment 1.QQ JgQQ ( square feet) Classroom-type space Lecture rooms Capacity: 200 Capacity: 100 60 Capacity: Capacity: 40 Seminar rooms 16 Capacity: 1(200) 3 (60) .4 (40) 1(200) 1(100) 5 (60) 6 (40) 12 12 12.5 14 2 (16) 5 (16) 20 Subtotal Departmental space Language laboratory Auxiliary space Accounting laboratory Calculatorbroom Psychology Map room 16 24 30 40 20 40 25 18 25 ;.;_ Subtotal Faculty office space Administration space Storage Total 35 75 100 2250 2240 2400 1200 3750 3360 640 1600 7530 12310 480 150 720 2225 200 720 200 720 625 2685 250 4275 5200 3500 7500 4860 6765 400 500 20565 32275 2400 500 aAt the 700-student enrollment level temporary space in the library and University Centre is substituted for new construction as a means of partially satisfying the space requirements. (See tables 8-3 and 8-5). The balance of 11390 square feet forms the program for the administration wing of the proposed aca~emic building. b See table 6-50 cSee table 7-L 157 �8-7. Lakehead College of Arts, Science and Technology: Space Requirements for an Addition to the Science and Technology Building Number of Units Enrollment 1QQ l2QQ. Area per Unit Total Area Enrollment 1QQ l2QQ. ( square feet) Classroom-type space Lecture rooms Capacity: 60 Capacity: 40 1(60) 1(40) 12.5 14 750 560 Seminar rooms Capacity: 16 2(16) 20 640 Subtotal Departmental space Geology laboratory Auxiliary space 1950 35 35 35 Subtotal Faculty offices Total 5 5 100 1225 175 1225 175 1400 1400 500 500 1900 3850 aConstruction is recommended to correspond to the net area total for the 1200-student enrollment. 158 .a �8-8. Lakehead College of Arts, Science and Technology: Occupancy Characteristics of Existing and Proposed Buildings, 400-, 700-, and 1200-Student Enrollment Levels lJ..00 __ Students Existing Buildings and Additions Science and Technology Building Academic, administration, Existing building library West wing addition Academic and miscellaneous Student Residence University Centre Existing building Kitchen wing Proposed Bµildings Library Academic and administrative office building Administration (west) wing Enrollment Level 1QQStudents 1200 Stud_ents Academic (Science and Technology only) Academic (Science and Technology only) Academic (Science and Technology) Academic (Science and Technology) Residence, dining Residence, snack bar Residence, snack bar Auditorium, bookstore, classrooms, dramatics, snack bar, students' union Auditorium, bookstore, classrooms, dining, dramatics, fine arts, students' union Food service Auditorium, bookstore, dining, dramatics, fine arts, students' union Library, academic space (lower level only) Library (includes one seminar room) Food service Administration, academic West wing integrated with remainder of building: space, non-science laboratories first floor, administration; second and third floors, academic space Gymnasium Athletics, public assembly 1--' \Jl. '-0 Maintenance Maintenance administration, shops, storage Maintenance administration, shops, storage, heating plant �• 8-9. Lakehead College of Arts, Science and Technology: Gross Area of Construction, Existing and Proposed Building Loo Total Area Enrollment Level 700 1200 (square feet) Existing buildings Science and Technology University Centre Residence Subtotal 52315 L2225 176L5 112185 52315 L2225 176L5 112185 52315 L2225 176L5 112185 7000 7000 36300 20075 18200 7800 28750 3175 103100 7000 36300 19075 39955 33900 12800 58000 3175 210205 130385 215285 322390 Total, all buildings excluding student residences 101535 168890 2L67L5 7L35o 152205 Proposed Science and Technology wing Library Administration wing Academic building Gymnasium Maintenance building Residence University Centre wing Subtotal a Total Total, proposed buildings excluding student residences 11200 7000 aGross area per student (including residences) at the LOO-student enrollment level is 335 square feet; at the 700-student level, 307 square feet; at the 1200-student level, 269 square feet. Excluding student residence, the comparable figures are 25L, 2L2 and 206 square feet, respectively. 160 �2. Other Buildings At this enrollment level the only new construction which is recommended is the first phase of the maintenance building. However, it is unlikely that this structure could be completed until September, 1965, at the earliest, so that this building is identified with the intermediate enrollment target of 700 students. E. Enrollment beyond 1200 Students The study does not provide detailed information on activity levels at the College or on space requirements after the 1200-student enrollment target is reachedo Nevertheless, some consideration must be given to the im- plications of continuing growth. The same factors which are operative through the academic year 1973-74, when the enrollment will reach 1200, will continue to influence the development of the institution. It is expected that the enrollment will continue to rise, although no attempt will be made here to estimate the rate of growth. Therefore, elements of physical plant which have been directly re- lated to enrollment will require additional space. These are the academic facilities (classrooms, laboratories and faculty offices) and much of the library spaceo Indirectly, this growth will require expansion of utilities and maintenance facilities and also of the central College administrationo Student service facilities, except for food service, may be somewhat less sensitive to enrollment pressures, depending on the patterns of use which have been developed in such areas as athletics, student organizations, etc. 161 �Lakehead College will require additions to the science and technology building and to the new academic and administrative office building shortly after the enrollment passes the 1200 mark. The additions might initially be constructed on the Oliver Road (or northeast) side of these buildings. Additions to the academic building might take the form of a forming a second and even a third court. C11 , thus Additions to the library might initially be built to the southeast and to the southwest. should also be three stories in height. 11 The additions On this basis, for example, staff space could first extend to include the areas designated on the schematic plans as "reference" and 11 microreading 11 .. Additional space for readers could then be incorporated in the southeast addition. As indicated earlier in this report, the University Centre provides greater space for extra-curricular activities than will be required by an enrollment of 1200 students. for lS00-1800 students. Perhaps the building would remain adequate However, the problem of food service, not very satisfactorily solved for the enrollment of 1200, would become critical for higher enrollments. More space will be required for seating and for kitchen and service areas. The building is not designed to permit exp~n- sion of food service by incorporating adjacent areas on the same level. Possibly a one-story addition could be added directly east of the present building. In long-range terms it may prove true that the College would have been best served by the construction of a separate food service building at some point in the developmento However, the commitment of over 3,Soo square feet for dining in the existing University Centre appears to justify adding 162 �kitchen facilities when warranted by increased enrollment, as programmed for the 700-student levelo Then this added investment tends to fix food service facilities in the University Centre. Dual and separate food ser- vice facilities are wasteful and inefficient~ particularly in relation to kitchen personnel. The gymnasium, as programmed for 1200 students, will probably be adequate for a larger number. It is difficult to anticipate the character of the athletic program at the College. these activities indoors. The severe climate tends to focus On the other hand the isolation of the College tends to limit athletic competition to intramural sports. If the use of the gymnasium were carefully scheduled, it might well serve a student body of 1800-2000, subject to the provision of additional locker room space. The maintenance building and heating plant space shown in the schematic plans will be adequate for up to 2000 students, depending on the number of dormitories to be erected. F. Alterations To clarify the question of alterations, a resume is presented here of the alterations called for by the three building programs associated with the particular enrollment targets. For the existing academic building a continuing program of alterations will be required until the enrollment reaches the 120(}:student total. This is an inevitable consequence of the expansion of laboratory facilities and the withdrawal of non-laboratory departments in this building. In the im- 163 �I mediate future the existing student common room must be converted to administrative office space. This can be done by erecting partitions as shown on the schematic plans. Although the room use designations on the plan re- flect activities at the 1200-student level, the rooms themselves can serve for the Bursar, Registrar and other administrative personnel for a few years. The present bookstore space will also become available for other use in September, 196j. Subsequent changes can take place in anticipation of added courses or increased enrollment, within the general framework shown on the schematic plans. The provision of a second Biology laboratory in the room presently housing Geology has already been mentioned. Advanced work in Chemistry can be housed in the existing second-floor drafting rooms, after addition of mechanical and electrical services. The existing library may be converted to new drafting room space as soon as the proposed library building is occupied. Some of the changes anticipated are very simple in character and will probably be accomplished by maintenance personnel. In the University Centre most of the changes involved over the next decade concern room designation rather than alteration of partitions or other elements of the building. The rooms which will temporarily serve as classrooms are the same rooms which will eventually revert to student extracurricular space, as originally planned. The Consultants believe the book- store space was understated in the original plans, but no great expense is needed to remedy this situation within the total available space in the building. The kind of continuing architectural change which has been and, to some extent, will remain the pattern in the existing academic building can be �avoided in large measure with the proposed buildings. The two areas where alterations will be necessary are the lower level of the library, discussed previously,_ and the administration wing of the new academic building. If this wing is erected prior to the balance of the building, the offices it contains should be redistributed, principally to the ground floor of the larger, completed structure. It should be noted that the basic core facil- ities, such as stairs, toilets and corridors will not change as the second stage of the building is erected. This building, and indeed all subsequent construction, should be designed on a modular basis so that the principal changes which will occur will be demolition and relocation of the walls which run at right angles to the corridors. It is recommended that these walls be constructed of masonry units, such as concrete blocks, and be left unfinished or painted but not plastered. The use of demountable metal partitions results in excessive costs which are unwarranted. If funds are available initially for the con- struction of the entire academic-administrative complex rather than only the administration wing, then alterations can be eliminated. However, this implies far more available capacity in 1967 than the College could absorb at that time. No changes are anticipated for the gymnasium during the period under study. For the maintenance facilities a few minor changes, resulting from the two stages of construction, will be required. G. Schematic Plans Following the text of this chapter are schematic plans of the principal 165 �existing and proposed buildings required by the College over the next decade. The intent in presenting these drawings should be clearly understood, for these plans serve very limited objectives. First, they define the gross area required, whereas in Chapters 6 and 7 the study has been directed to determining net area. Estimating gross area without drawings, basing the estimate on rules of thumb, is too crude a procedure to provide a basis for realistic evaluation or action. It is gross area, of course, which is the key factor in the preparation of cost estimates. Secondly, the plans, by defining both area and the number of floors, indicate the amount of land required for new construction, essential information for the development of the master plan. Plans of existing buildings, showing changes both in use and physical arrangements, serve to indicate the extent to which these buildings can absorb the program requirements. Therefore, these plans by implication support the recommendations for new construction by showing the limita- tions of the present facilities. Despite the inclusion of considerable detail, these plans are not intended to be as definitive or as comprehensive as an architect 1 s preliminary drawings. 'the emphasis is 0n just{fying the 'quantitative aspect on the space programs rather than in establishing exact spatial relationships or specific room assignments. Though it is believed that the basic arrange- ments shown are valid, it is expected that changes in partitioning and room location will occur when architectural drawings are actually developed for both new construction and alterations. 166 �The plans show construction requirements for each enrollment, where significant changes occur between the target levelso In the science and technology building, where alterations will be required on a continuing basis, the presentation emphasizes the ultimate arrangement for 1200 studentso Some indication is given of room use at interim levels as well. The Consultants wish to emphasize again their recognition of the desirability of leaving the determination of the form of the proposed buildings to the College's architects. The schematic drawings are illustrative of a possible scheme but do not exhaust the design possibilitieso As a case in point, gymnasiums have been built recently as round, domed structures lower in cost than the conventional rectangular, trussed type shown hereo The domed structure presents some minor difficulties in terms of sub-dividing the main area, but in any case should be seriously considered as an alternativeo In referring to the plans the following points should be notedo 1) New construction, existing construction and demolition are dis- tinguished from one another by indications shown on the legend preceding the drawings. 2) Lettering indicates, to the extent graphically feasible, the use or occupancy of each room. Some of the indications are abbreviated and, where necessary, are explained in the list following the text of this chaptero 3) In existing buildings there are a number of variations between the 167 �programmed area for a particular space and the area shown on the plans. This reflects the fact that the cost of alterations required to tailor the existing space exactly to the program may be out of scale to the value of the area recovered. In the case of the proposed buildings the area as programmed conforms very closely to the area as drawn. 4) The plans are schematic in that they attempt to present only a general scheme to highly stylized indications. For example, in the pro- posed buildings windows and doors are omitted, as are many other architectural elements which do not affect the total quantity of space. I I 168 �ABBREVIATIONS AND SYMBOLS USED IN THE DRAWINGS ABBREVIATIONS ADM ADMINISTRATIVE ADV AOVAIIICEO ASST BLDG SERVO ASSISTANT BUILDING SERVICE CL·40 b CLASSROOM CONF CONFERENCE CR DK RM DR RM ELEM JC KIT LAB M MAINT O·F COMMON ROOM DARK ROOM DRESSING ROOM ELEMENTARY JANITORS CLOSET KIT CHE NETTE LABORATORY MEN MAINTENANCE FACULTY OFFICE PREP PREPARATION PROJ PROJECTION BOOTH RECVG RM SECY RECEIVING ROOM SECRETARY SEM SEMINAR STOA STORAGE o·INCLUDES AREA FOR MECHANICAL AND ELECTRICAL EQUIPMENT WOMEN b·DENOTES w CAPACITY SYMBOLS c=:::::::::::J II EXISTING CONSTRUCTION TO REMAIN TOILET FACILITIES c====l EXISTING CONSTRUCTION TO BE DEMOLISHED - NEW CONSTRUCTION REQUIRED El TELEPHONE BOOTH l ,6,9 �SCHEMATIC PLA.NS EXISTING BUILDINGS AND REQUIRED ADDITIONS �SCIENCE 8 TECHNOLOGY GROUND FLOOR ENROLLMENT LEVELS: 400, 70081200, EXCEPT AS NOTED SERVICE ENTRANCE CL-54 SEM-16 I SEM-16 o-F 1 BIOLOGY _I ADV LAB 1 -PREP CL-142 I ' CL-32 C GREEN· u 0 T R y A R D STOA 0-F 0-F >z ~le:> BLDG S~RV 1 I 'NOUS :, [ PREP I 1 DEMONSTRATION APPARATUS ......-e--_-.....1r.il ,[ ___} ~ lo-F lo.F ; _J_JJ Ii GEOLOGYELEM LAB O•F CL-32 0-F BIOLOGYRESEARCH Ill ..J z gi ... CL-32 BIOLOGYELEM LAB PREP a 400 LEVEL CL 8 OFFICES I FORESTRYELEM LAB BLDG SERV II CL-70 1111111 ELECTRONIC TECHNOLOGY II 0-F LAB STOCK 81 PREP .JI► Illa: DRAFTING RM-50 >,c COMMON RM ""a: Ja, o0..J STOA ;,, ::,::.,1 11 11 ,, ==:-:!a c::::::1= ...~ ltpT:J 17F ~ ,: PHYSICS ADV LAB I ID ..JC l&I ..J 0-2F 0-2F DRAFTING RM-32 >.., I.II Cl ..JC ::, -- -- - --- • 1 ---·· 1 -· PHYSICSADV LAB PREP 0 PHYSICSELEM LAB Cl Oz ... "' PREP ..J CL-42 400 LEVEL CL 8 OFFICES 400 LEVEL ADMINISTRATION PHYSICSRESEARCH ~ 0 !5 10 20 30 40 50 FT 171 �BASEMENT SCIENCE a TECHNOLOGY ENROLLMENT LEVELS: 400,700 a 1200, EXCEPT AS NOTED 400 LEVELi R 1 400 LEVEL LIBRARY BIOLOGY· ADV LAB II) ..JI/) "'~ "'~ >II: ..Jo o" o:z: ,-.II) di 4 ~ 00 .,. QI/) DRAFTING RM·26 ENGINEERING· MATERIALS TESTING LAB SECOND FLOOR 400 LEVEL PHYSICS CHEMISTRY• ANALYTICAL LAB H CHEMISTRY· BALANCE RM II 0•2F ELEM LAB II II II II II PREP D ill It II It II II 1,-----.,? JG •2F INSTRU· PHYSICAL PREP MENT RM CHEMISTRY .LAB 400 LEVEL DRAFTING 400 LEVEL FORESTRY CHEMISTRY. ORGANIC LAB·20 0 5 10 20 30 40 50 FT 173 �UNIVERSITY CENTRE BASEMENT ENROLLMENT LEVELS:400.700,1200 WORK RM MUSIC RM DRESSING RM·W D 0 Cl 0 D Q Cl GAMES RM "' IIC Ill) II i.J J: TUNNEL TO :1sc1ENCE a TECHNOLOGY u IIC 0 BLDG SE RV UNEXCAVATED II 1• ,,11 J NOT USABLE a a a a a a UN EXCAVATED 0 174 S 10 20 30 40 SO FT �GROUND FLOOR UNIVERSITY CENTRE ENROLLMENT LEVELS :400, 700, 1200 400 a 100 LEVELS STUDENT ACTIVITIES WORKROOM 700 a STOCKROOM I BOOKSTORE l :l BOOKSTORE 0 1200 LEVELS SERVICE COURT AND ENTRANCE RECEIVING OFFICES II[ 1STAGE ll .,-, ~==;=====o=:::ii::::ioL., ...J'::':;'"=-='~=:;===t=::f~:::!!!:!::===~:!!!:==:! a a C C t;:==""i.J,===a KITCHEN DRY a REFRIGERATED STOR DINING - ---- 0 5 10 20 30 40 50 FT 17.5 �SECOND UNIVERSITY CENTRE ENROLLMENT LEVELS: 400,700, 1200 400 6 700 LEVELS 3 CL· 42 UPPER PART· WORKROOM ART STUDIO STUDENT STUDENT ORGANIZA· ORGANIZA· TION TION HOBBY RM HOBBY RM LOUNGE 700 8 1200 LEVELS UPPER PARTSTAGE NEW ROOF COMMON RM IS0 176 S 10 20 30 40 e0 FT FLOOR �SCHEMATIC PLANS PROPOSED BUILDINGS �ACADEMIC BUILDING BASEMENT ENROLLMENT LEVEL: 1200 unexc.avated ui 1:::1' 32 ..a L. Q) ~ Cl $ lobby bldq. serv. student \ocl(ers, ~ ~ C: ::s +-> -- -20- - 0 5 10 178 30 - 40 50 FT �ACADEMIC BUILDING GROUND FLOOR ENROLLMENT LEVEL: 1200 dean of stud'ts :I r req1 strAC- recep. Tl m d.ofatts pnnci'I 9;E ~--.a.--'-.&l:., L.. asst. deanofa,ts ~ ~ + 1 1 courtyardS:Ct=:ta Comp, adma, t,oller SiOt\S recep. COnf devel, compt opm't alumni files public. compt. rel. JI] rec'v'44 sefv. [I[ ~ ~,fl ~ ► I). A, cl.-60 g ,/1 Janquaqe cl.-zoo ------ 0 5 10 adm. servic.es lab. 20 30 40 50 FT 179 �SECOND FLOOR ACADEMIC BUILDING ENROLLMENT LEVEL: 1200 sem-16 ~! i cl.-40 cl:-.110 II~ cl:40 sem.~d I 11 1 I .. ... ... ~ sem-16 faculty cour1yar<1 in/irm· ary c.r. O·f o-f IJ(;t O·f o-f o,f o-f O·f O·f O·f O·f O·f O·f o-f O·f o-f O·f o-f O·f o-~ O•f O•f O·f o-t o-f o-f 0-f o- ♦ O·f O·f O·f O·f O·f staff c.r. O·f [ILJ LI[ ~ 0 ~ -a ~ L, Q cl.-60 account1n4 calculators t; cl.-100 ------- 0 5 10 180 20 30 40 50 FT d-60 �ACADEMIC BUILDING THIRD FLOOR ENROLLMENT LEVEL: 1200 se.m-16 ~I !. cl.-- ◄ O d.--40 sem.-,, cl. -4'1 I 11 . . ""' ~ O·f : o,f O•f: O·f o-f O·f o-f O,f o-f O·f o-f o-f O·f o-f o-~ o-\ o-t o-f o-f o~f O·t o-f o-f o-i o-f o·• o-f o,f o-J O·f o-f o-~ o-f O·t o+ O·f O·f O·f o-f o-f o-~ coudya(d. st. [IJ o-f st. LC aud.-t.oo ~ spu,h 181:i p~ch. c.1,-60 psychology maps labo(a.tory (eJearch ~ shop anmals ------20 30 40 50 0 5 10 I cl.-60 FT 181 �GROUND ADMINISTRATION WING ENROLLMENT FLOOR LEVEL: 700 adm, seru,es principal dean of stu.dents dean oJ arts adm1ss1on& SECOND FLOOR ,onf. fi le.s Stl11·16 staff c.r. faculty c.(. comptrolle.r devdop't pu.b. rel. THIRD FLOOR maps accountH1~ t ~ t o•f o•f o·f o·f o-f o·f o•f o-f ------- 0 5 10 182 20 30 40 50 FT -~ �GYMNASIUM BASEMENT ENROLLMENT LEV EL: 1200 squuh 11uash squash squtrf, squash 5iUSh lillI - issue and contfoJ ------- __.rl- J/r- ~ : I I I - -- ;J~ JI.A~ 6 \ 11.. t1'11' ~ ~m.M ".l c.::, - I · I .,\oy ,tor •' t, :H w, showers ~ w. loc.~e(s ◄~ ~ m. showers "'> /> ~- ...... I I I I I I visitors I I DE: ~ /' m. locKers -·· 'I'lf'('I ..,.~,u.w, I .. t~9 l ~..-v. GROUND FLOOR '----------~---- _________ l;ot of bleac.ners ....,_. _____...,. I exhibit;on court c:ir:rm. dr:r-m. stor.. ~-------_, __ -- - ---- ~-- ---------.- .... ------ 0 5 10 20 30 40 50 ---.., .. FT 183 �LIBRARY ENROLLMENT -LEVEL: 700 a GROUND FLOOR 1200 lol:Jiy coat.1 penod .. icats stacKs SECOND FLOOR lstacKs -.,1 L I I 7 ,--- 1 stac.Ks I l I : I I t I I I iI I I I I I I I I l I I I I I I I I 1J I I I : I I I : L __ 1 I I .Ls+ac.Ks_ _J_ L __ ------- 0 5 10 I I I I I I 184 Stu.dies --:--1 - 20 30 40 50 I stac.K&_, FT �LIBRARY LOWER LEVEL LOWER LEVEL ENROLLMENT LEVEL: 700 I O·t O•f o-f O-f O-i O·f O·f O·f O•( O·f O·f O·f O·f O·f O·I O·f O·f O·f o-f O·f O·f O·f O·l O·f 0·f O·f O·t - cl-a1 I c.}- ◄O sem-16 staH .-. o-f 111 I t,ld9 se.n, ENROLLMENT LEVEL: 1200 - ,_ :!1 -I Q) - - - :I,. ~ I f - . cl-12O !- study hie]ht stu.dies ~r-------1 --- -- I -- I I I I I ..... I - I - --- - typin(( I I I I I 1 I I I staU I I I eta-, K~ _ _ _ _ I ·blJq. Sl!r'l sem.--16 I r------, I --l • I I I I :-7 I ------ 0 5 10 20 : L - - _5b~~ 30 40 50 FT 18.5 �MAINTENANCE BUILDING GROUND FLOOR ENROLLMENT LEVEL: 700 ...... loc.k'us OHW! ar-ea shops "''"" .... 1- .. ~--1- ...... ...... _...... -- rec.'v•q ,tora~e,e.fc. I vehide 'I I maint. I I I I I I I qroun1s 1a~a1e I I I GROUND FLOOR ENROLLMENT LEVEL: 1200 heatinq plant t;,ld~- e.qup . materra s oHice area -_.._ :: ....... shops \oeKets ........ ......... 1-,- ...------..,.. ........ 1- ..... ijtorag~,<.tc -+--1 re,e.'V''\ Cl.. ~ .. te.h,c.le . I I I I I I I I I I I I 'II I I I II ----------- 0 5 10 186 20 30 40 50 FT ~a;raqe. l I I I ~ C ~ e ~ II) ] I,. ~RI E "' 3! ..a. �CRAFTER 9 THE MASTER PLAN A master plan for a campus may be described as the spatial organization of the physical environment, including buildings, roads, walks, parking areas, playing fields and landscape. The pattern of this organization is dis- cussed in this chapter and is shown graphically in the drawing at the back of this volumeo consideredo Both functional and aesthetic questions are necessarily Although this report is not directly oriented towards matters of design, concepts such as harmony, balance and proportion become essential criteria when discussing the most suitable disposition of physical elements in spaceo The development of the master plan emphasizes the target enrollment of 1200 students. Roads, buildings and other facilities designed to pro- vide for the activities of interim enrollments should be so located as to fit into the pattern established for the College at the 1200 enrollment level. Reference to development after 1974 is also included in this chap- ter. A. Existing Conditions The site of Lakehead College comprises about 190 acres bounded on the north by Oliver Road, on the east by the Lakehead Teachers' College, on the west by the Port Arthur Golf and Country Club and on the south by property held by other institutions. The frontage on Oliver Road is interrupted by a trapezoid-shaped area of 14 acres, which is held privately. This proper- ty presently houses a gasoline service station. 187 �The significant natural features of the campus are as follows: 1) The McIntyre River winds through the property from Oliver Road to the southern boundary, doubl:ing back on itself over part of its route. It forms a natural asset of considerable potential beauty if integrated with landscaping and site development. 2) The property is largely flat. However, running in a generally northeast-southwest direction is a ridge, which drops sharply about 20 feet from a plateau with a prevailing elevation of about 675 square feet. South of the ridge in the eastern part of the property is a marshy area which is not suitable for development unless considerable money is expended :in drainage and reclamation. The river is also about 20 feet lower than the prevail:ing level, with embankments on both sides. 3) The views to the southeast, south and southwest are impressive :in that they enable those at the College to see Mt. McKay, the Sleeping Giant, Lake Superior and other pr:incipal features of the area. Along the southern portion of the College property is a wooded area which provides an attractive landscape background. Access to the College is from Oliver Road, approached either from the northwest or the southeast. No entrance I I from any other point seems necessary. At some time in the future it is likely that an expressway will be built, extending north and south along the western boundary of the property. to the College of 16 acres of property. This will entail an effective loss Another 15 acres adjo:ining and east of the highway will be limited in its future usefulness because of 188 �the noise and distraction associated with such a transportation artery. Nevertheless, it is quite possible for the College to construct on the present property sufficient buildings, playing fields, parking areas and other necessary facilities to accommodate an even larger institution · than is the concern of this study. At present there are three major structures on the campus, plus a temporary storage building and a gate house, which serves as a residence for a member of the maintenance staff. One of the three, the student residence, is located JOO feet from the University Centre and 500 feet from the science and technology buildingo It is well situated as a nucleus for a more extensive residential complexo However, it does not restrict or influence to any important degree the disposition of future non-residential buildings. The existing academic(science and teclm.ology)building and University Centre will remain at the center of College activity throughout the course of development. It is worth nothing that,despite its size, covering a plot approximately 350 by 225 in extent, the academic building does not present a dominating or visually commanding appearance. This is due in part to its diffuseness of form, reflecting construction in four stages over seven yearso The University Centre does suggest, because of its for- mal symmetry, a more monumental aspect. However, this building is at least partially obscured from view by the academic building over a considerable portion of the campus area. The impression received by the Consultants, after careful examination �of the site and the existing buildings, is that the character of the manmade physical environment at Lakehead College has still to be established. It would seem likely that this character will derive more from buildings and site development anticipated over the next seven years than from those of the recent pasto B. Land Use Requirements Before attempting to suggest specific locations for the proposed buildings, it is necessary to extend the programming of physical plant requirements to include elements other than structures. These elements are 1) parking areas, 2) playing fields, 3) other land use ancillary to building occupancy. 1.. Parking Areas Parking is required in some measure by all categories of personnel connected with Lakehead College activities. These categories may be con- sidered as 1) students, 2) faculty, 3) staff and 4) visitors. Based on discussions with the Principal and others at the College, it was established that certain percentages of each of these categories of personnel would require parking stalls. These percentages include consideration of the fact that some members of each category may travel by bus, others may travel together in the same car and still others may be brought to the campus by friends or relatives who will require only unloading space. Table 9-1 indicates the number of personnel involved and also the total parking area required at each enrollment level. 190 �- • 9-1. Lakehead College of Arts, Science and Technology: Percent Requiring AQQQwmoda:tion Number Requiring Required A"~Qwwoda:tj QD Ew:QllweD:t Parkilli: A;c~ad Total Nurnb~;c E;o;t:Qllwe;o:t 100 1Q.Q l2QQ. Requirements for Parking Area lJ.Q.Q 100 l2QQ. ~nrQllm~;ot lJ.QQ 1QQ. l2QQ. (square feet) Students Facul y Staff Visitorsc 5 Total 20 100a 80 100 400 40 10 20 -- 485 839 35 700 64 55 1200 105 75 35 35 32 10 140 64 44 20 240 105 60 30 25600 11200 10240 3200 44800 20480 14080 6400 76800 33600 19200 9600 1413 157 268 433 50240 85760 139200 80 a Probably only 80-90 percent of faculty will require parking spaces. However, the higher percentage is used to compensate for the use of full-time equivalents in estimating the total number of faculty. bApproximate only; includes staff associated with administration, library, maintenance and food service. cEstimate of probable number of visitors' cars on campus at any one time. dBased on average unit area of 320 square feet per parking stall. f....l '-0 f....l �2. Playing Fields ( The College's requirements for outdoor athletic facilities are influenced by a number of factors, such as the long w:inter and severe cold; the lack, at present, of any indoor facilities, except for two squash courts; the isolation of the College, inhibiting intercollegiate activities; and the problem of organizing intramural activities in a small institution. Nevertheless, outdoor recreation is important to the students at the present time, limited though it be to games such as "broom ball", which require little except flat, open space. Typical outdoor activities (football, soccer, etc.) one acre per field. ~,o require about At the 400-student enrollment level it is recommended that four such fields be available. six fields will be desirable. At the 700-student enrollment level At the 1200-student enrollment level, after the construction of the gymnasium, the relative intensity of use of the playing fields is likely to decline. Seven one-acre fields are programmed for this enrollment target. J. Miscellaneous Land Use In attempting to estimate land use requirements a fifth item must be added to the four elements -- buildings, parking areas, playing fields and roads. This last factor is the space between the build:ings. It would be possible, but undesirable, to consider the buildings illustrated in the preceding chapter as a series of contiguous masses. A more likely assump- tion for preliminary planning is that the buildings will form a reasonably compact group with sufficient space between any two to provide light, air 192 �and a sense of individuality to each. Thus the key concept here in esti- mating the land required for a group of buildings is density. ratio to use in estimating is JO percent. A reasonable That is, 30,000 square feet of buildings at ground level will occupy 100,000 square feet of land. The areas of the building site.s proposed for Lakehead, based on the schematic plans, are shown in table 9-2. 4. Summary Land use requirements are summari~ed in ta~le 9-2. In addition to the three categories described above, there is a listing for roads, estimated at 100,000 square feet (5,000 linear feet x 20 feet in width) for the 1200student level. These calculations are meant to provide only an approximation of the amount and distribution of acreage required for the development of a master plan. Additional space will of course be required for student and faculty residence, for expansion beyond 1200 students and for amenities such as informal recreation areas. The pertinent figure is the approximately 26 acres required at the 1200-student enrollment level. This provides a program element important as a basis for the next stage of the planning process, the organization of the elements of the College as a master plan. C. The Master Plan A number of postulates are suggested by the Consultants relative to planning for growth at Lakehead. These are listed below. 193 �9-2. Lakehead College of Arts, Science and Technology: Approximate Requirements for Land Use, 1200-Student Enrollment Level, Excluding Residences Category Ground Floor Area Required Site (square feet) Existing buildings Academic building University Centre Proposed buildings Library Academic building Gymnasium Maintenance building Subtotal 79000a 25500 12100 25000a 16950 12800 171350 571165a Parking fields 138560 Playing fields JoL920 Roads 100000 Total lll46L5° aincludes courtyards entirely enclosed by building. bGround area is converted to required site by assuming a density factor of 30 percent in built-up area of campus. See text. cThis area is equivalent to approximately 26 acres. �1) The new buildings should be located south and east of the princi- pal existing building, rather than between the existing building and Oliver Road. It is felt that, to take advantage of the potential of the site and the views to the south and east, the College should grow in the direction of the principal undeveloped areao This will permit the area between the road and the existing academic building to be used for playing fields and thus serve as a buffer zone between academic activities and the outside comrnunityo 2) The buildings should be clearly detached from one another, so that separate structures can express the complexity and variety of campus life. The quality of the experience of proceeding from building to build- ing in a park-like setting is viewed as a desirable contrast to the character of urban street patterns. 3) Given the desirability of attaining the campus character described above, the climate limits the distances which may practically be interposed between buildings. Further, the cold and snow, extending through most of the academic year, become a time factor in that students and faculty must don boots, hats, and overcoats to proceed outdoorso Therefore, for those buildings which are to be part of the scheduled academic day, interior or weather-protected connections are desirable. 1. Circulation Patterns In planning, the determination of circulation patterns precedes the specific determination of building locations. The classic device for organizing vehicular circulation is the perimeter road. Such a road would 195 �---- enclose all the principal existing and proposed buildings, so that most of the pedestrian inter-building traffic will not intersect the road. Parking fields should adjoin the perimeter road and short service roads will be necessary for a few of the buildings. Otherwise, this one con- tinuous loop can serve the entire area under discussiono It is recommended that the road be 20 feet in width, adequate for two-way traffic, and that a parking lane be omitted. A parking lane would increase the cost of the road and, more important, would contribute to defeating one of the reasons for having such a road; namely, to permit the separation of inter-building traffic from parking and service traffic. For the developed areas of the campus to maintain the serenity and beauty of the surrounding area it will be necessary to enforce regulations permitting parking only in designated areas distinct from the roadway itself. An exception may have to be made for peak visiting days such as the opening of the College, commencement and the like, because no College can afford to design facilities for use on only a few occasions. However, this should occur only rarely and will not alter the basic recommendations. The perimeter road should intersect the present road leading from Oliver Roado For pedestrian traffic among the buildings used most continuously by the greatest number of students the Consultants recommend the construction of tunnels. The tunnels will connect the science and technology building with the proposed library and the proposed academic building. new buildings will be connected in the same manner. 196 The two A tunnel may also be ------=-~ �constructed from the existing academic building to the University Centre. A tunnel connection to the proposed gymnasium is not considered essential. It is possible that, when a central heating system is installed for the College, these tunnels may also serve to contain the steam piping. It is also proposed that, following the path of the tunnels, covered passages connect the buildings at grade. These covered walkways, which would not be otherwise enclosed are in part functional but in part designed as an adjunct to the appearance of the campus. They would form a court- yard enclosed by the science and technology building, the proposed academic building and the library. 2. The Master Plan The required minimum of 26 acres can conveniently be found in the area east of the McIntyre River, south of Oliver Road, west of the present main entrance to the campus and north of the marsh-like terrain described earlier. This area is in fact about Lo acres, so that ample provision for expansion beyond 1974 exists. Included within these boundaries are the existing science and technology and University Centre buildings. The existing student residence is west of this area. The specific recommendations for location of facilities are best understood by reference to the plan itself, but a few of the principal features will be described helo1v. It is proposed that immediately south of Oliver Road, between the present entrance road and the College property line, an area be reserved 197 �for playing fields. This area (excluding the property immediately adjacent to the gate house) will measure about 350 feet by 1,000 feet. This space will provide the seven acres of playing field proposed for the 1200-student enrollment level. The perimeter road can be located between the playing fields and the area designated for all of the principal buildings except the gymnasium and the maintenance building. It is considered better practice to separate the gymnasium from the other buildings by the perimeter road than to divide the gymnasium from the playing fields. The perimeter road describes an area about 900 x 900 feet. Within this area are all buildings except for the gymnasium, maintenance building and student residences. There is room for considerable expansion within the road's circumference, as indicated on the plan. The northeast strip of the road will border the existing parking field, so that the road may be constructed while this field remains operative. As soon as sufficient capacity is provided by the fields indicated on the plan, the existing field should be converted to turf in order to improve the appearance of the campus. The library is located about 100 feet from the science and technology building, and the new academic building is indicated at a distance of 120 feet from the library and 130 feet from the existing structure. The three buildings, with the connecting passages, form a court about 200 x 1.L0 feet in area. Despite the expense of the tunnels, it is felt that these dis- tances between buildings should be maintained and not reduced. The in- tended effect of the scheme is to de-emphasize the science and technology building and shift the visual focus to the open quadrangle and to the two �new buildings at its southeast border. Both these new buildings will be three stories in height, taller than science and technology and, it is anticipated, similar to each other in architectural design. tion to the campus. These new buildings will dominate and give definiIt is felt that their impact should not be compromised by reducing the distances between them, or between them and the science and technology building. The maintenance building is located outside the perimeter road area, on a spur road of its own. The building will not be dependent on pedestrian traffic, so that the distance from the other buildings on the campus does not pose any difficulties in communication. advantages: The site has two principal 1) Although the building need not be unattractive, its use as a center for various types of trucks, tractors and miscellaneous vehicular traffic generally results in a kind of aspect which goes counter to the serenity and order which one associates with a campus. best isolated. Therefore, it is 2) The location indicated is about ten feet lower in eleva- tion than the prevailing level within the perimeter road. Should this maintenance building serve as the site of a central heating plant, which the Consultants consider a desirable eventuality, then the steam condensate can be returned by gravity. The location is also favorable in terms of pre- vailing winds and at least partial concealment of the smoke stack. The building will have its own parking area, for employees and for visitors. Space is allowed for deliveries and truck maneuvering. 199 �3. Future Expansion The development of academic facilities beyond the 1200-student enrollment level has already been described in general terms. A few comments may be added on residential facilities, circulation and athletic facilities. Student residence should develop in the immediate vicinity of the existing dormitory. Such a development is shown on the master plan. An addition to the existing buildinp and a new, larger structure would provide for up to 300 students. Additional residences (not shown) could be added on the high ground south of those indicated on the plan. At some time in the future a faculty residential community might be established on the campus. This could be located across the McIntyre River in the northwest sector of the campus. The road which, on the master plan, is indicated as terminating near the student residence and maintenance building might then bridge the river, turn north and exit on Oliver Road between the proposed expressway and the existing service station. Additional playing fields might be located immediately west of those shown on the plan, if the College acquires the property, and also between the entrance road and the Lakehead Teachers' College site. The latter might serve women students at such time as their numbers warranted separate facilities. The development of the southwest sector of the property will probably not take place until the College has reached an enrollment of many times 1200 students and become a multi-faculty university. �• 4. Master Plan Delineation The plan indicates roads, buildings, parking fields, playing field area and direction of future development. also indicated. Contour and property lines are Only a few footpaths are shown, as pedestrian traffic patterns are difficult to predict at this stage. Such paths can be set after student movement between buildings is defined . 201 �CHAPTER 10 INSTITUTIONAL FINANCES This chapter focuses upon the impact of the various aspects of campus development discussed earlier in the report upon the College's finances. It is divided into two broad sections. In the first, consideration is given to the operating statements of the College; that is, the non-capital expenditure and revenue elements of the College 1 s financial life. The second half of the chapter then deals with the capital outlays implied by the campus development program and outlines a financial schedule consistent with the proposed expansion. Unless otherwise noted, all value data used in describing the College's financial life are expressed in 1962 dollar values. As Expenditures and Revenues Tables 10-1 to 10-6 present the historical data concerning expenditures and revenues at the College since 1957-58. Total expenditures have increased from $98,000 in 1957-58 to an estimated $339,000 in 1962-63. Expressed in terms of expenditures per full-time student, there has been an increase from $793 per student to $1,515 per student during the specified time period. During the same interval, the proportion of total outlays devoted to instruction has increased from 5L percent of the total to 63 percent of the total. The proportion of outlays devoted to administration has also been increasing over the 1958-1963 fiscal span. On the other hand, the propor- tion of total expenditures devoted to plant operation and maintenance and other purposes has declinedo 202 �10-1. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Cat~gorr 125] Summary of Expenditures, Fiscal Year Ending Mai 31 1960 1961 1962 ~ 126l (1962 dollars) Expenditures: summary Instruction Administration Plant operation and maintenance Other b Expenditure: detail Instruction Salaries Instructional supplies Library Travel Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation 98393 53313 6824 120938 74656 17943 20314 18314 20434 18511 34254 z4626 592 968Z2 78174 1638 16388 680 6824 1.511 8031 12856 lZJO·Z 26550 4942 1881 6350 6245 1786 9654 3202 14009 3297 22800 1183 11943 1831l_t 8600 3980 4896 837 18511 9088 3108 5403 911 24161 12204 6361 4640 32421 18035 7504 5773 1110 21300 10000 10000 6100 1200 2041u JlJ154 ~ 1192 42122 3767 14600 19600 11945 21112 7740 23719 7918 33515 15000 40000 23313 47141 2634 3308 230 5333 5831 5446 1332 20314 1490 3966 14858 7533 67505 2389 4171 2592 17842 l2Z6Z2 208404 2ZZ20l 96879 138737 182574 8031 12856 17307 1198 24161 32651 32421 45199 332420 212000 26550 27300 74600 138z31 1822zu 212000 91074 121056 140000 2921 1879 3000 45446 57105 67000 2000 1492 337 956 3750 aProjected. b Items may not add to totals due to rounding. 203 �10-2. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Category ~ Summary of Revenues, Fiscal Year Ending May 31 1960 1961 1962 ~ 196t (1962 dollars) Revenues: summary Grants Student fees Other Revenues: detail Grants Municipal Federal Provincial 114947 190)90 186269 238262 89873 156663 152784 187483 22600 31216 48166 31734 2613 2569 2473 1994 2755 828n 126663 l22:Z8u l~:Z483 202:z43 16026 20101 20921 20243 20471 20428 30600 31888 31140 24841 53419 104603 107472 136640 150754 Student fees Registration Supplementary exams Tuition 22600 1421. 310 20870 Jll3ll Other Miscellaneous Rentals: janitor's cottage Rentals: rooms 343120 246000 94850 2300 246000 20000 41000 185000 1579 476 29679 31216 1310 379 29527 48166 1832 304 46030 81864 2508 337 79020 92000 11..U 1.22lJ. ~ ll.25 ) ) 1605 ) 2613 812 2300 869 902 500 523 745 614 1086 607 1194 603 1250 600 1200 869 726 aProjected. bitems may not add to totals due to roundingo 204 287361 202743 81864 94820 2500 350 �10-3- Lakehead College of Arts, Science and Technology: Percentage Distribution of Expenditures, Fiscal Years 1958 to 1963 Budget Categgri Expenditures: summary Instruction Administration Plant operation and maintenance Other ~ b Expenditures: detail Instruction Salaries Instructional supplies Library Travel Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation Fiscal Year Ending Mai ~l 1962 1960 1961 ~ 126l 100.0 54.2 6.9 10000 61.7 6.2 100.0 6lo4 5.1 100.0 66.6 6.2 10000 6508 6.2 lOOoO 6205 7.8 18.2 20.6 15.1 l6o9 11.7 21.7 11.6 15.7 11.7 1603 8.o 22.0 ~ 61.7 66.6 43.7 .9 21.8 .2 ~ ~ .5 41.2 .9 19.7 .6 47.9 2.7 3.4 .2 55.8 .5 61.4 49.6 1.0 10.4 .4 Qd 6.2 ~ 6.2 6.2 ~ 5.3 4.0 1.1 4.6 1.5 1.2 5.0 6.7 1.1 11°7 5.8 2.0 3.4 .6 11.6 3.1 2.2 11°7 6.5 2.7 2.1 .4 8.o 2.9 2.9 1.8 .4 5.0 2.0 3.4 1.9 1.0 18.2 5.4 5°9 l$ol 7.1 5.5 3.3 5.9 43.6 1.1 20.6 1°4 4°0 o7 20 .. 6 la5 16.9 2~1 ll.:1 15.:1 06 16.3 1.4 ~ 4.0 l5ol 14.8 706 l3o4 3.7 llo4 2.9 12.1 4.4 11.8 .8 .5 5.8 aProjected. b Items may not add to totals due to rounding. 205 �10-4. Lakehead College of Arts, Science and Technology: Percentage Distribution of Revenues, Fiscal Years 1958 to 1963 Budget Categ:Qri Fiscal Year Ending: Ma~ Jl 125.§ 1.25.2 1960 1961 1962 100.0 78.2 19.7 100.0 81.9 16.7 1.4 100 . 0 78 .. 7 20.2 1.1 lOOeO 7006 2.2 100.0 82.3 16.7 1.0 ~ ~ .fil.:.2 lk1 ~ 7.0 11.1 52.5 1L.1 5.8 11.9 53.9 Student fees Registration Supplementary exams Tuition .l2.!.1 1..2 o3 18.2 16.7 .8 .3 15 . 6 16.7 20.2 ~ .1 19.3 .9 .1 27.5 1U2. .2 15.8 --:s Other Miscellaneous Rentals: janitor's cottage Rentals: rooms Z.:1 .8 l.:.Q .LJJ. .5 .l.:J. .3 1..& .3 ~ .3 .6 .5 .2 .2 .3 Revenues: summaryb Grants Student fees Other Revenue: detail Grants Municipal Federal Provincial 13.9 17.8 46°5 ) ) L4 ) 11.0 1604 54.9 .4 .3 .,4 aProjected. b Items may not add to totals due to rounding .. 206 11.0 13.3 57.6 .7 8.5 12.8 57.3 .3 28.5 LO .4 196-:/ 100.0 71.7 27.6 .7 .7 ..1 2608 .1 �10-5- Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Day Student, Fiscal Years 1958 to 1963 Fiscal Year EndinB: Mai 31 Expenditure CateB;ori ~ 1252 1960 1961 1962 196t (1962 dollars) b Expenditures: summary Instruction Administration Plant operation and maintenance Other Expenditure: detail Instruction Salaries Instructional supplies Library Travel Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation 801 66 1198 797 74 1261 830 79 ~ 55 812 501 51 1.JQ1 430 145 164 123 137 153 283 139 188 147 205 122 11Q 801 646 14 135 6 1:ll 523 830 380 21 27 2 501 453 16 28 4 550 ~ 29 260 7 625 13 299 9 55 51 66 lb! 12. 119 40 15 43 52 15 18 55 64 15 102 17 .ll15 43 47 44 11 123 58 27 33 6 1.51 1J.2 70 37 27 1L1 82 34 26 45 5 5 164 12 1J1 17 1..§J 10 188 7 19.S 17 lJJ 87 32 120 120 99 174 44 136 36 152 67 179 12J 8 75 26 45 8 11 261 2 946 119 333 122 45 27 5 II -.. aProjected. b Items may not add to totals due to roundingo 207 �10-6, Lakehead College of Arts, Science and Technology: Revenues per Full-Time Day Student, Fiscal Years 1958 to 1963 Revenue Category Fiscal Year Ending May )1 ~ ~ 1960 1961 1962 196t (1962 dollars) Revenues: summary b Grants Student fees Other Revenues: detail Grants Municipal Federal Provincial 211 725 182 20 .ill 129 165 431 1278 1051 213 13 1SL1 lJ.Q.2 1263 258 21 1077 277 15 1306 922 372 13 1531 1051 140 209 702 1263 169 1Q11 ~ 888 116 176 785 91 145 685 1098 89 183 826 213 11 ~ 2:1.1 J1g ~ 3 3 11 2 359 Student fees Registration Supplementary exams Tuition 182 11 2 168 199 244 11 2 265 Other Miscellaneous Rentals: janitor's cottage Rentals: rooms 20 7 1J 5 gJ_ 15 1J 1Q 4 2 4 5 3 7 3 6 5 ) ) 13 ) 5 aProjected, b 205 1098 423 10 Items may not add to totals due to roundingc 208 11 7 9 5 11 2 411 3 �10-7. Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Student, By Major Expenditure, Category, Selected Years, 1957-58 to 1973-7L Expenditures per Student Year Total Instruction Administration Plant Operation Other ( 1962 dollars) 1957-58 1958-59 1959-60 1960-61 1961-62 793 812 1303 1198 1261 L30 501 801 797 830 1963-6L~ 1966-67 1973-7Lc 171L 19L9 2982 1188 lLOJ 2250 55 51 66 7L 79 1L5 123 153 139 1L7 16L 137 283 188 205 100 112 167 159 151 172 266 282 390 Indexes of growth: 1961-62 1963-6L~ 1966-67 1973-7L c 1.000 1.359 l.5L6 2.365 1.000 1.L31 1.690 2. 711 1.000 1.266 LL18 2.11L 1.000 1.082 1.027 1.170 1.000 1.298 1.376 1.902 aAdjusted to LOO-student enrollmento bAdjusted to 700-student enrollmenta cAdjusted to 1200-student enrollmento 209 �During the same interval, the College's revenues have risen from $115,000 to $3L3,000. Expressed on a per student basis, total revenues have increased from $927 per student in 1958 to $1,532 per student in 1963. By far the largest proportion of the College's revenues are accounted for by grants from various governmental bodies. revenues were derived from grants. In 1958, 78 percent of the After rising slightly in 1959, the pro- portion of total revenue derived from grants declined to approximately 72 percent in 1963. Provincial grants. More than half of the College revenues are derived from The proportion of total revenues accounted for by stu- dent fees has risen from 20 percent in 1958 to 28 percent in 1963. Revenues from other sources account for a negligible proportion of the total College income. What developments can be expected during the course of the College's expansion to the 1200-student enrollment? Considered on a per student basis, expenditures for instruction have increased from $L30 per student in 1958 to $830 in 1962. During the same interval, expenditures per student for administration increased from $55 to $79, for plant operation and maintenance from $1L5 to $1L7, and for other purposes from $16L to $205. In short, the two most pronounced areas of increase in the expenditures of the College in servicing the expanding enrollment were in the areas of instruction and administration. These trends, when projected, yield estimates of expenditures per student which show substantial increases over the current levels of outlay. Thus, total expenditures per student increase to $1,71L in 1963-6L, $1,9L9 in 1966-67, and $2,982 in 1973-'(L. 210 These represent increases of 36 percent, �55 percent and 137 percent above the 196l-b2 level. All of the components of outlay also reveal substantial increases. Thus, expenditures per student for instructional purposes rise from $830 per student in 1961-62 to $1,188 in 1963-6L, $1,LOJ in 1966-67, and $2,250 in 1973-7L increases of L3 percent, 69 percent and 171 percent, respectively. The expenditures per student for administration, plant operation and maintenance, and other categories of expenditure also show marked increases over the 1961-62 levels, although the expansions are all of a lower order of magnitude than the increases in total expenditures per student or instructional expenditures per studento The Consultants believe that these figures are reasonable. There is tremendous pressure in higher educational circles for substantial increases in faculty salaries. Apart from the problem of catching up with past short- comings in the levels of faculty salaries vis-a-vis the earnings offered to persons of comparable competence in non-university activities, the general increases in productivity throughout the Canadian economy will force a sustained upward rise in the level of real faculty salaries over the course of the planning interval under consideration. Moreover, the College in 1961-62 was .26th . among Canadian institutions in average faculty outlays The Consutlants believe that by the time the LOO-student enrollment is reached, outlays for faculty salaries should reach $1,037 per student; and by the time the 1200-student enrollment is reached, outlays per student for faculty salaries should reach $1,3L1. In 1961-62, the comparable figure was approximately $550, reflecting the relatively low salary scale of the College and its relative isolationo 211 �Nor are the other components of the increase in expenditures per student unusual. Increased enrollment and an increasingly varied program of curriculum offerings will require constant expansion in the scope of library acquisitions and in the amount of service offered by the library to the enlarged student bodya The larger enrollment will necessitate a substantial increase in the size and scope of the administrative supporting units, both in central administration and, more importantly, in the supporting administrative units such as business services, record keeping services, typing services, student and staff service facilities and so on. Nor will plant operation and maintenance be left behind in the increased cost pattern. While there may be some economies in plant operation and maintenance costs per square foot of building space over the course of the College's expansion, there is such variety in the additional space and buildings that must be added to meet the College's expansion that the cost per student will rise even though the unit cost of maintenance per square foot of space may fall. By way of example, gymnasium facilities and student center facilities are not even included in the financial data for the 1958-63 fiscal period. In short, increased plant operation costs per student can be rationalized in terms of the increased scope and variety of services and activities being undertaken by the College as it expands from its present enrollment of 220 students to the 1200-student enrollmenta While it may be possible for unit costs per student to decline for brief periods of time, it is characteristic of higher educational institutions that the long-term upward trend in costs per student is usually irreversible because of the constantly expanding horizons in the scope, character and quality of the services provided to the faculty and student body of the institutiona 212 �What revenues can the College expect to offset the expansion in total current operating outlays to approximately 3.6 million dollars that will accompany the expansion to the 1200-student enrollment? It is clear from the financial data that the principal sources of revenue for the College have been grants from governmental bodies and student fees. Together, these have accounted for well over 95 percent of the College's current operating revenues. It seemed to the Consultants that an appropriate assessment of the future composition of the College's revenues should involve an evaluation of how high ·student fees are likely to go, a comparison of the estimated student fee level with projected total expenditures per student, and the treatment of grants from governmental bodies as a residual which reflects the amount of support needed from external sources to offset operating needs. The underlying data on revenues from student fees suggest that the $372 per student received in 1961-62 could rise to $L69 in 1963-6L, $557 in 1966-67, and $900 in 1973-7L. As compared with the 1961-62 level, these represent increases of 26 percent by 1963-6L, 50 percent by 1966-67, and 1L2 percent by 1973-7L. In short, these are very rapid rises in the student fees charged at the College. In fact, they are more rapid than the increases in personal income projected for the country as a whole during the planning interval under consideration. If other revenues per student are treated as a function of student fee revenues per student, a not unreasonable assumption since the components of this revenue category seem to be closely related to the level of enrollment and the over-all size of the category is relatively negligible, then the bulk of the College's revenues must still be derived from grants provided by governmental bodies. Taking revenues from student fees and other sources 213 �10-8. Lakehead College of Arts, Science and Technology: Revenues per Full-Time Student, by Major Revenue Category, Selected Years, 1957-58 to 1973-74 Revenues ~er Student Year Total: Received or Requireda Student Fees Slli1fil: Total: Non-Grants Grants: Received or Requireda (1962 dollars) 1957-58 1958-59 1959-60 1960-61 1961-62 927 1278 1542 1369 1306 182 213 258 277 372 20 13 21 15 13 202 226 279 292 385 725 1051 1263 1077 922 1963-64b 1966-67~ 1973-74 1714 1949 2982 469 30 900 57 499 592 957 1215 1357 2025 1.000 1.312 1.492 2.283 1.000 L261 1.497 2.419 1.000 2.308 2.692 4.385 1.000 lo296 lo538 2.486 1.000 1.318 1.472 2.196 Indexes of growth 1961-62b 1963-64 1966-67~ 1973-74 35 557 aAs indicated by projections of expenditures. bAdjusted to 400-student enrollment. cAdjusted to 700-student enrollment. dAdjusted to 1200-student enrollmento 214 �10-9- Lakehead College of Arts, Science and Technology: Estimated Faculty Salary Outlays at Alternate Target Enrollments, by Rank (in 1962 dollars) Item Rank Instructor Associate Assistant and Lecturer Professor Professor Professor Total Faculty 400 Students Average salary: 1963-64 Number of faculty Faculty salary outlays Total (000) Per student 14024 11 10600 8 8427 10 7202 9 38 154 386 85 212 84 211 65 162 388 970 700 Students Average salary: 1966-67 Number of faculty Faculty salary outlays Total (000) Per student 14 9478 17 8100 15 64 167 238 161 230 122 174 734 1048 15774 18 11923 284 406 1200 Students Average salary: 1973-74 Number of faculty Faculty salary outlays Total (000) Per student N.B. 20751 29, 15685 23 12469 28 10656 25 105 602 501 361 301 349 291 266 222 1578 1315 Faculty salary estimates for Central Canada based upon growth of per annum were used in projecting Lakehead College outlays. 4 percent 215 �and subtracting them from the total revenues required to offset the total expenditures per student already estimated, the College must increase its revenues from grants from $922 per stuqent in 1961-62 to $1,215 in 1963-6L, $1,357 per student in 1966-67, and $2,025 per student in 1973-?L. Relative to the 1961-62 grants, these represent increases of 32 percent by 1963-6L, L7 percent by 1966-67, and 120 percent by 1973-7L. How reasonable are these estimates? It would certainly seem from a review of past experience that the revenue side of college and university financial life tends to be passive; that is, revenues rise only because the colleges go out and seek the means to support and sustain th~ higher levels of expenditure that are associated with the increasingly costly commodity known as education. Thus, if there are any weaknesses in the analysis, they would seem to be on the cost side rather than on the revenue side. Moreover, distasteful though it may be to contemplate; student fees rave been rising, and rising significantly, during the post-World War II period. The increases have been a response to the rapidly rising cost of providing a higher education in the context of an increasing departure from the relatively inexpensive classical education curriculum and the keen competition facing higher educational institutions from non-academic employment sources. Moreover, the increases have been much more rapid than the increases in the levels of total expenditures per student. Indeed, at the College, revenues from student fees have increased relatively more rapidly than revenues from grants; the latter have experienced much more modest increases during the historical interval under examination~ Moreover, there appears to be no reason to assume that governmental bodies will absorb an increasing share of the educational burden, given the vigorous competition for the tax 216 �dollar provided by a whole spectrum of governmental services outside the sphere of education. However, there is the possibility that student fees may not be able to keep pace with the increased costs of education. If this were the case, and student fees could increase no more rapidly than the cost of providing educational services, then it seems likely that the most obvious source to be tapped for making up the difference between what is required and what is available from student fees and governmental grants will be private sources -- benefactions, grants and the income from endowments yet to be made to the College. If student fees cannot keep pace with the cost rise projected above and increased revenues from new sources such as private benefactions are not forthcoming, there is no alternative to increased revenues from government sources, unless a lower scale of services than has been anticipated in the analyses underlying this study is offered to the students at the College during the coming decade. B. Capital Costs and Phasing of Construction 1. Procedure This study includes estimates of the cost and phasing of the building program and master plan. The schedule of outlays and priorities associated with them is presented in table 10-12. These estimates do not include routine maintenance and minor repair projects, which are considered to be incorporated in the operating budget. Sources for determining unit costs for construction work included commercial surveys and indexes and also representative Canadian architects. 217 �10-10. I\) 1--l CD Lakehead College of Arts, Science and Technology: Budget Estimates for Site Development Work Q:u.au:ti~ 1QQ. l:t.em bJDC:U.D:t E;arcllmen:t 1ilil Preliminary Qnil l2QQ Unit P;ricea 1m Eni:s;2llm~nt 1QQ. l2QQ (1962 dollars) Parking Parking Parking Parking Parking field (175) field (90) field (90) field (40) field (30) Perimeter road Other roads and service yards -- -- -- 25600 -- 16000 S.F. S.F. S.F. S.F. S.F. 3850 300 -- L.F. 4000 15000 7500 S.F. 57000 -- 25600 ---- 15000 Landscaped areab Playing fields 3.5 4 8 2 --- 4.5 1 Total aAbbreviations: L.F. = linear feet; S.F. = square Acre Acre .60 .60 .60 .60 .60 15 .60 7000 3000 34200 --- 15360 -- 15360 -- -- 9600 -- 9000 57750 4500 2400 9000 4500 24500 12000 56000 6000 31500 3000 130850 99860 63960 feet. bThis item includes planting, footpaths, benches and miscellaneous decorative features. �10-11. Lakehead College of Arts, Science and Technology: Budget Estimate for Utilities Systems AJDQnnt QuaDtlu E;o..:Qllm~Dl:l .L.QQ ~ 1QQ Preliminary ll.Q.Q Un;it Unit . a Price E;c;t:Qllm~nt .1J.QQ 1QQ J.200. (1962 dollars) Electrical distribution systemb Underground distribution 500 Outside lighting 20 Miscellaneous -- L.F. Ea. 1750 10 1250 10 -- L.S. -- 10 350 -- 5000 7000 5000 17500 3500 10000 12500 3500 10000 -- 13500 13500 Water supply system Underground water mains and fire hydrants -- 1500 1500 L.F. 9 Storm drainage system Storm sewers Miscellaneous -- -- 2000 2000 L.F .. L.S. 8 -- =- 5000 16000 7500 16000 5000 22000 68000 60500 -~ == Sanitary systemC Totald aAbbreviations: L.F. = linear feet; Ea.= each; L.S. = lump sum. bThis table excludes the contract for a sub-station and distribution to existing buildings. crt is assumed that a sewer line will be installed by the City; connections to this line are included under project cost in table 10-12. I'\) ~ dUtilities implied by additional student residence are not included. �f\) f\) 10-12. 0 Lakehead College of Arts, Science and Technology: Schedule of Capital Development, Priority Phasing and Budget Outlays Target Year of Co.l[QletLona Item ~ Unit Cost (gross (1962 sq. ft.) dollars/ sq. ft.) (1) 1964 ( 2) Alterations and additions to existing academic building alterations: additions: Cost: Basic Pro~ct (thousands of 1962 dollars) Additional Costs (percent of basic project) Cost: Total Project (thousands of 1962 dollars) (3) (4) (5) (6) ( 7) 18 10.0 126.0 20 7000 20 12.0 151.2 140 . 5 15 161.6 5.0 15 5.8 1964 Site developmentb 1964 Bus station 1965 Library 36300 23 834.9 25 1043 . 6 1965 Tunnels C 1980 11 21.8 15 25.1 1965 Ut i·1·t· 1 1es d 22.0 15 25.3 1965 Admlnistration wing, new academic building 1965 Tunnels e 1966 Maintenance building 1967 Site developmentb (Continued) 19075 21 400.6 20 480.7 3150 11 34. 7 15 39.8 7800 14 109.2 15 125.6 99.9 15 114.9 �10-12. (Continued) Target Year of a Completion Item Area Unit Cost (gross (1962 sq. ft.) dollars/ sq. ft.) ( 2) (1) d 1967 Utilities 1967 Alterations to existing academic building 1967 Alterations and additions to University Centre alterations: additions: I\.) I\.) (thousands of 1962 dollars) Additional Costs (percent of basic project) Cost: Total Project (thousands of 1962 dollars) (3) (4) (5) (6) ( 7) -- -- 68.o 15 78.2 -- -- 95.0 35 128.3 -- -- 25 15.0 79.4 20 40 18.0 111.2 3175 1967 Gymnasium 33900 17 576.3 20 691.6 1967 Academic building 39955 20 799.1 20 958.9 1967 Site developmentb -- -- 64.0 15 73.6 1967 Utilities -- -- 60.5 15 69.6 1968 Addition to maintenance building 5000 14 70.0 15 80.5 1968 Alterations to library -- -- 10.0 20 12.0 -- -- -- -- 4407 .5 d Total t-J Cost: Basic Project ( Continued) f �10-12. I\.) I\.) I\.) (Continued) alt is assumed that each project is to be completed by September of the listed target year. 1964 refers to the beginning of the academic year 1964-65. Thus, b See table 10-10. cincludes tunnels from science and technology building to library and University Centre. d See table 10-11. eincludes tunnels from proposed academic building (administrative wing) to library and science and technology buildingc fTotal excludes student residenc~s, as their construction will depend on College policy, as noted in Chapter 7. For 250 additional residents 58,500 gross square feet would be required over the years 1964-748 At nineteen dollars per square foot the basic cost would be $1,111,500 and the total project cost would be 20 percent higher or $1,334,250. �The Consultants are indebted to the firm of Mickelson, Fraser and Haywood for their assistance in this aspect of the study. Commercial construction surveys proved to be of only limited usefulness, as their data on Canadian cities include Toronto but not the Lakehead area. Nor is their information organized in sufficient detail to permit the various types of projects represented at the College to be identified and differentiated. tects' and Therefore, greater emphasis was placed on local archi- engineers' experience, including the work recently completed at the College. Table 10-12 distinguishes between the cost of the basic project and the cost of the total projecto The basic project cost can be equated with the amount of the general construction contract, which, it is assumed, includes built-in and fixed equipmento The cost of the total project in- cludes the other sums which must be expended by the client before the building can be occupied. These sums include professional fees, movable furniture and certain minor outlays for site and utilities work not covered elsewhere as separate items. The difference between basic cost and total cost is expressed as a percentage of basic cost and varies with the nature of the project. It is assumed that the new buildings will be simple in detail and finish but of materials that are non-combustible and easy to maintain. Equipment is assumed to be of first-class institutional quality. 2. Phasing and Priorities The items in table 10-12 are arranged in chronological order as to 223 �completion dates of construction. Some of the recommendations can be interpreted with flexibility, some are virtually mandatory. The construction of the perimeter road, the large parking field, the west wing of the science and technology building and the library should be undertaken immediately. The maintenance building could also well be built in the immediate future; the workload of the maintenance staff will increase greatly with the expansion of both developed campus area and gross building space. Nevertheless, some deferral of this building's priority would be possible, as indicated in the table. The gymnasium would be an important adjunct to the College at any time. Its lower priority listing reflects the greater emphasis placed on academic facilities and also the long-range desirability of building a gymnasium adequate for over 1000 students in one stage. Advancing the con- struction date of the gymnasium would add greatly to the excess space on the campus at the time of its completion. The area of greatest possible variation from the schedule in table 10-12 consists of the academic facilities to be built subsequent to the construction of the libraryo For an enrollment greater than about 700 ._ students,a building of at least 11,000 net square feet will be requiredo Much of this is for administration and the resulting structure would be about the same size as, or slightly smaller than the administration wing shown in the schematic plans. However, if a larger building were to be built at this time, then the balance of the academic space, listed for completion by September, 1967 in the table, could be deferred. Or, alter- nately, the building could be built in three stages, rather than two, In- stead of a wing of 19,075 gross square feet to be completed in 1965 and a 224 I �balance of 39,955 to be completed in 1967, the total of 59,030 gross square feet might be distributed equally among three target years, probably 1965, 1968 and 1971. student residences are not included in the table, although their potential cost in relation to an enrollment of 1200 students is listed in a footnote. This cost could be prorated over time to provide for housing a maximum of JOO students between 1964 and 1974. J. Site Development This heading refers to parking fields, roads, paths, landscaping and playing fields. A breakdown of costs by item and enrollment level is shown on table 10-10. These costs are then summarized on table 10-12, where the total cost for each target enrollment level is entered at the appropriate point in the priority listing. 4. Utilities Cost estimates for utilities can only be presented in rough terms at this time; preliminary engineering design work would be required to produce more detailed studies of cost for these elementso In general the College will proceed to develop utilities on an institutional, centralized basis over the next decade, rather than as a series of self-contained systems related to individual buildings. For example, instead of separate drainage fields to accommodate sewerage, it is expected that an extension of the city sewer system will reach the campus in the next few years as a continuation of the piping line from Katherine Street. 225 �In electrical power supply, a central sub-station is under contract. In heating, each building to date has been equipped with a package boiler unit. The Consultants believe that in time a central heating plant and steam distribution system will be used; however, quantifying this viewpoint would imply engineering feasibility studies outside the scope of this report.a Therefore, no specific costs on either the central heating plant or the steam distribution system are listed. The unit costs of buildings listed in table 10-12 are considered adequate to include self-contained heating systems. Table 10-11 lists utility system estimates, organized in a similar manner to site development costs. These figures are also incorporated in table 10-12. aThe Consultants prepared questionnaires and received replies from five Ontario universities on the subject of central vis-a-vis individual package heating systems. These replies have been forwarded to Lakehead College separately from this reporto 226 I �I I I I I I I I I I • •I I I I I • APPENDIXES �• • • • • 9 APPENDIX A ENROLLMENT �A-1. Canada and Ontario: Population, Total and 18-21 Years Age Group, Selected Years, 1941 to 1971 TQtal PQ1mla t;i QD Canada ~ a Ontariob Ratio: Ontario/ Canada Canada (000) 1941 1946 19.51 1956 1961 11.507 12292 14009 16081 18238 1966 1971 19518 21643 N.B. Grou~ Ratio: Ontario/ Canada Ontariod lB-21 Years C A~e (ooo) 266.,5 273o3 264.J 6236 5405 .328 .336 .342 n/a 86,5.2 8,51.8 895.1 1016.4 316.7 .316 .310 .316 .312 6990 7898 .358 .365 1222.6 1484-9 418.6 487.6 .342 .328 3788 4093 4.598 .329 .333 282.5 Projections for 1966 and 1971 were taken or adapted from the following sources: a w.c. Hood and Anthony Scott, Output Labor and Capital in the Canadian Economy. bontario Department of Economics, Ontario, Economic and Social Aspects Surve~ 1961. C Dr. E.F. Sheffield, Enrollment in Canadian Universities and Colle~es to 1970-71 {1961 Projection). dnr. R.W.B. Jackson, SecQndacy School and Uniyersicy Eprollment Study; Volume I: Basic Tables. 230 �Canada and Ontario: Undergraduate University-Grade Enrollments, Fall Semester, Selected Years, 1944-45 to 1970-71 A-2. Year a UDder~rag~ate EnrollmeDt Ratio: Ontario/ Canada Ontario Canada 1944-1945 1945-1946 1946-1947 1947-1948 1948-1949 1949-1950 1950-1951 1951-1952 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 38376 61861 76237 79346 75807 69111 64036 59849 60046 61198 62291 66277 72629 80443 88010 96766 107482 121547 12297 20278 25848 27648 26303 23679 21268 19495 19333 19037 19137 20037 21263 23174 24927 27189 29501 32968 1965-1966 1970-1971 169900 286600 57900 107100 N.B. a Non-Veteran Under~raduate Enrollment Ratio: Ontario/ Ontario Canada Canada -348 .347 .343 -332 .326 -322 .311 .307 .302 .293 .288 .283 .281 .274 .271 37859 41861 42237 49746 54007 56062 57910 57385 58921 60665 61886b 66086 72479 80371 87959 96722 0 107450 121524 11335 12078 11818 10446 15127 17082 18159 18677 18453 18239 19137 20037 21263 23174 • 24927 27189 29501 32968 .299 .289 .280 .210 .280 .305 .314 .325 .313 .301 -309 .303 .293 .288 .283 .281 .275 .271 .341 .374 169900 286600 57900 107100 .341 .374 .320 .328 .339 Projections of enrollment are adapted from estimates prepared by Dr. E. F. Sheffield and Dr. R. W. B. Jackson. Fall semester. bEstimate: 191 veterans. cEstimate: 32 veterans. Source data: DBS publications on Fall undergraduate enrollment. Projections from Sheffield publication, 1962 and Jackson estimate #6. See tables V-1 and V-3. N.B. Jackson estimate may be low. 231 �A-3. Canada: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years 1931 to 1962 ' Academic Year Ending: in Ar.!"& Under-graduate Enrollment total: Pure Arts and Pure Science Science All Programs Arts and Pure Science as Percent of All Programs (number) 1931 1936 1941 1946 1951 19.53 1954 1955 1956 1957 1958 19.59 1960 1961 1962 a a a a a a a a a a a a a a 23504 24246 26341 29845 33296 37179 42670 49332 4214 4548 5151 6001 7521 8209 9237 1221.5 16828 17741 17634 31229 29771 27548 27499 27718 28794 31492 35846 40817 45388 51907 61547 (indexes: 1931 1936 1941 1946 1951 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 aNot available. 232 a a a a a a a a a a a a a a .476 .491 .534 .605 .675 .754 .865 1.000 .345 .372 .422 .491 .616 .672 .756 1.000 31.576 33522 34817 61861 64036 60046 61198 62291 66277 72629 80443 88010 96766 107482 121547 1962 = 1.,000) .288 e287 a507 -484 -448 .447 .,450 s468 . 512 0582 .,663 737 .843 .260 .276 ,286 .509 . .527 .494 .503 .512 545 .593 0662 .724 .796 G884 lo000 lo000 0273 0 53.29 52.92 50.65 .50.48 46.49 4.5.88 44.93 44.50 43.44 43.36 44-56 46.38 46.90 48.29 50.64 8 L052 1.045 1.000 .997 .918 .906 .887 .879 .858 .856 .880 .916 .926 .954 1.000 �A-4• Ontario: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years 1931 to 1962 Academic Year ~ Epdini' in Undergraduate Enrollment Total: Pure Arts and Pure Science All Programs Science Arts and Pure Science as Percent of All Programs (number) 1931 1936 1941 1946 1951 1953 1954 1955 1956 1957 1958 1959 1960 "' 1961 1962 a a a a a a a a a a a a a a 6512 6758 7514 8567 9909 10970 12284 13780 968 1017 1126 1488 1564 1765 2239 3571 5387 5801 5408 9320 9330 7990 7701 7480 7775 8640 10055 11473 12735 14523 17351 (indexes: 1931 1936 1941 1946 1951 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 a a a a a a a .473 .490 .545 .622 . 719 .796 .891 loOOO a a a a a a a .271 .285 .315 .417 .438 .494 .627 1.000 oJlO 0334 0312 .,537 .538 0460 444 0431 .,448 -498 ,.580 .661 0734 .837 1.,000 0 11414 12066 11693 20278 21268 19333 19037 19137 20037 21263 23174 24927 27189 29501 32968 1962 47.20 48.07 46.25 45.96 43.87 41.33 40.45 39°09 38.80 40.63 43.39 46.03 46.84 49.23 52.63 = loOOO) o346 0366 355 .,615 0 G645 a586 .577 .580 0608 0645 s703 0756 ,.825 .895 loOOO .897 .913 879 .873 .834 •785 .769 .743 .737 0772 .824 .875 .890 .935 1.000 0 aNot available. 233 �A-5• Canada: Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 Group and Class l2Jl l2ll l25l l2& 200662 82983 240402 88279 302557 105118 524000 178027 Professors, college principals 3200 4217 5422 11145 Social scientists Accountants, auditors b Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Statisticians Others 29120 17623 217 544 8058 1009 892 ( 138) 777 39695 25887 491 481 8621 1578 1460 60787 30670 2901 834 12088 3439 10855 1177 54092 34151 1000 597 9038 2061 3995 ( 742) 3250 Artists, writers, clergymen Artists, art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers 27426 2618 3344 12678 8786 31007 3492 4580 14474 8461 36243 4896 7217 16097 8033 50676 7451 13030 18924 11271 Life scientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons 37499 899 1046 4039 491 20462 542 10020 47187 1375 1095 4210 935 27114 585 11873 59907 2698 1205 4608 1101 35138 832 14325 95759· 2746 1524 5469 1915 61699 1113 21290 Physical scientists Architects Chemists, metallurgists Engineers Civil Electrical Mechanical Mining, chemical 20434 1298 3318 30017 1313 8203 41775 1740 8574 43244 2940 6142 7524 3937 2859 1498 7470 5118 4870 3043 12168 6349 8328 4616 11917 8763 8137 5345 All professional groups Teachers, instructors aAdjusted total. a ( 327) (b) Items may not add to totals due to incomplete data. bActuaries and statisticians are combined because of the manner in which the data were reported for 1961. 234 ■ I I �A-6. Canada: Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 l.2.3l l2il l25l l2.6l All professional groups Teachers, instructors .383 .466 .459 .496 .577 .590 1.000 1.000 Professors, college principals .287 .378 -486 1.000 Social scientists Accountants, auditors Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Others .479 .575 .075 .652 .667 .293 .082 .653 .844 .169 .577 . 713 .459 .135 .890 1.113 .345 . 716 -748 .599 .368 1.000 1.000 1.000 1.000 1.000 1.000 1.000 a a a a Artists, writers, clergymen Artists, art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers .541 .351 .257 .670 -780 .592 .469 .351 . 765 .751 .715 .657 .554 .851 .713 1.000 1.000 1.000 1.000 1.000 Life scientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons .392 .327 .686 .739 .256 .332 487 .471 .493 .501 719 .488 .439 .526 -558 .626 .983 .791 .843 .575 .570 -748 .673 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 Physical scientists Architects Chemists, metallurgists Engineers Civil Electrical Mechanical Mining, chemical 473 .441 .540 .694 .447 1.336 .966 .592 1.396 1.000 1.000 1.000 .631 .449 .351 .280 .627 584 .599 .569 1.021 .725 1.023 .864 1.000 1.000 1.000 1.000 Group and, Class 0 0 0 .770 0 aData not available. 235 �A-7. Ontario: Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 Group and Class All professional groups Teachers, instructors a Professors, college principals Social scientistsb Accountants, auditors Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Statisticians Others C 1..23l- l.2.hl 1251 l2Q1 74172 23659 80120 25110 116179 30022 164630 56525 687 1089 1424 3052 11598 7382 17398 12409 176 2792 622 626 165 3103 866 855 25503 12885 1598 282 4902 1663 4173 6130 20774 13813 542 196 3388 1037 1798 ( 376) 7089 Artists, writers, clergymen Artists, ,art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers 10758 1317 1465 4303 3673 11956 1710 1877 4827 3542 13928 2362 3189 5132 3245 20018 3603 5739 6195 4481 Life scientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons 15455 256 467 1852 18567 8689 257 3934 11178 299 4698 23328 773 591 1966 515 13693 427 5363 37579 704 633 2299 829 24579 495· ?040 8331 576 1572 15795 570 3998 19614 744 3982 21953 1138 2836 2669 1718 1063 733 2759 2410 2263 3795 4205 3551 4929 2203 7392 4205 4075 2307 Physical scientists Architects Chemists, metallurgists Engineers Civil (including surveyors) Electrical Mechanical Mining, chemical aAdjusted total. 501 1891 Items may not add to totals due to ·incomplete data. ~Excludes actaaries, statisticians, others for purposes of analysis~ cActuaries and statisticians are combined because of the manner in which tl1e data were reported for 196L 236 I I �A-8. Ontario: Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 l23l l.21.u. l2.5l l2.6.l Teachers, instructors .4.51 .419 -487 .444 .706 . .531 1.000 1 .. 000 Professors, college principals .22.5 .3.57 .467 1.000 Social scientists Accountants, auditors Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Others .4.56 •.573 .682 .963 .624 . .570 .374 .1.50 •.58 .5 .633 . .521 .20.5 .81.5 1.072 .339 .69.5 .691 .624 .431 1.000 1.000 1.000 1.000 1.000 1.000 1.000 a a a a Artists, writers, clergymen Artists, art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers •.537 .366 .2.55 .695 .820 •.597 .47.5 -327 .779 .790 .696 .6,56 . .5.56 .828 .724 1.000 1.000 1.000 1.000 1.000 Life s cientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons .411 .364 e738 .806 .494 .791 0823 3.54 • .519 -489 .4.55 .604 .,584 .621 1.041 .934 • 8.5.5 .621 •.557 .863 .667 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 .379 .,506 .554 .719 . .501 1.410 .893 .6,54 1.404 1.000 1.000 1 .. 000 .361 .409 .261 .318 .373 • .573 •.5.5.5 1.64.5 .844 .,569 1.000 1.000 1.000 1.000 Group anct Class All professional groups Physical scientists Architects Chemists, metallurgists Engineers Civil (including surveyors) Electrical Mechanical Mining, chemical 0 1.210 .9.55 aData not available. 237 �A-9. Canada and Ontario: Labor Force Post-Secondary School Educational Attainment, Grade 13 and Beyogd, by Occupational Category, 1941 and 1951 Occupational Catei'o;cy All occupations Proprietary and managerial Professional Clerical Agricultural Fishing, hunting and trapping Logging Mining and quarrying Manufacturing and mechanical Foremen Food products Liquor, beverages, tobacco Rubber products Fur and fur goods, furriers Leather and leather products Textiles Textile goods and wearing apparel Wood products Pulp,paper and paper products Printing, publishing, bookbinding Metal products Non-metallic mineral products Chemicals Miscellaneous Electric light and power production and stationary enginemen Construction Transportation Communication Commercial Financial Service Personal Protective Other Laborers Not stated Persons Attaining Grade 13 and Beyond as Percent of Total Labor Force Canada Ontario l2ll 1251 6e76 10 .. 26 a 18,,76 59.72 15"14 L88 48a6l a L24 .52 .,83 2e85 a 6 .. 08 2o73 2 . 56 2o4) 2 77 L45 0 L4l L82 2o37 3,.57 5o04 3°58 2074 4.,57 4°45 8013 3o80 064 L38 3.12 3.64 6"96 2"43 3.. 12 2o)3 3°33 L48 L72 2o39 2o)9 2o62 5°74 4ol3 2"25 4999 5"34 4sl2 l2L.l 13.39 a ,56.14 19.38 1.42 7.99 1..13 3.98 a 7.03 3. 40 4o8l 2,.97 4.,29 2 . 04 2.26 2 . 65 2 .. 65 3.54 a 4e26 3e22 4e89 5.,23 8.48 23.66 68.17 18.,94 2o80 L83 2.59 4.18 4.75 8.88 3,.59 6.81 3.. 20 4.31 2.12 2.72 3 .. 70 3.22 3.07 6.16 4.94 3.20 5.61 5°87 5.50 a 4.18 3e53 3o00 8e54 3.26 2o67 7e)4 lOall 19"32 3"91 2.94 lOo54 2L80 4.95 13.53 32.38 6.60 9a6l 7 964 12 .. 03 12.04 2.37 1.,75 3 . 02 7.46 L79 8.78 2c,91 a 11.13 L29 L27 27 e40 3°34 a 3.63 4 . a.5 3.83 a 4..J2 3.50 9.06 4.50 9.72 anata not available or incomplete .. bnata for 1961 not yet available at time of completion of stud.yo 238 l251 �A-10. Lakehead College of Arts, Science and Technology: Analysis of Enrollment Progression Pattern in University Division, 1952-53 to 1962-63 Conversion Enrollment Coefficient: Total Years la.21 Year Year 2 Years 1 1-2 Year 1 Year 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 1962-63 47 40 35 44 47 76 84 69 81 83 72 18 24 28 47 40 35 44 47 76 84 69 99 107 100 1.32 1.20 aTotal enrollment divided by freshmen enrollment in preceding period. 239 �A-11. l'0 .r::0 Canada: Total, Freshman and Non-Freshman Undergraduate Enrollment and Degrees Granted in Arts and Pure Science Programs, 1952-53 to 1961-62 Total Full-Time ~ Enrollment 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 19.59-1960 1960-1961 1961-1962 aNot available. 27548 27499 27718 28794 31492 35846 40817 4.5388 .51907 61.547 Degrees Granted 6153 5857 5727 6128 6669 7044 7576 8482 9219 11000 Year 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 Non-Freshman Freshman Conversion Coefficient, Total/Freshman Enrollment Enrollment Enrollment 21395 21642 21991 22666 24823 28802 33241 36906 42688 .50.547 6104 6076 6803 8826 11023 12015 12147 1.5001 188.59 a 4.51 4.56 4.23 3.57 3.25 3.40 3.74 3.46 3.. 26 �A-12. Ontario: Analysis of Enrollment Distribution among First Three Year Levels in Faculties of Arts and Sciences at Selected Ontario Colleges and Universities, Selected Years Institution and Year McMaster 1957-58 Enrollment Year 1 Total, Years 1-3 405 348 381 457 572 920 903 972 1079 1318 Queens 1957-58 1958-59 1961-62 1962-63 347 427 473 617 a a a a Toronto 1956-57 1960-61 1198 1433 3292 1958-59 1959-60 1960-61 1961-62 Median 3582 Conversion Coefficient: Years 1-3/Year 1 2.27 2.59 2.55 2.36 2.30 a a a a 2.75 2.50 2.50 aNot available. II I I 241 �A-13. Ontario: Analysis of Enrollment Distribution between First and Second Year Levels in Faculties of Applied Science and Engineering at Selected Ontario Colleges and Universities, Selected Years Year 1 Year 2 Total, Years 1-2 Conversion Coefficient: Years 1-2/Year 1 52 40 92 1.77 50 64 78 81 42 44 52 61 92 108 130 142 1.84 1.69 1.67 1.75 1961-62 1962-63 314 309 232 236 231 254 208 192 545 563 440 428 1.74 1.82 1.90 1.81 Toronto 1956-57 1960-61 708 408 496 424 1204. 832 1.70 2.04 27 53 51 79 17 17 41 1.63 1.32 1.80 95 93 40 45 44 70 92 123 135 138 1.42 1.48 100 115 130 145 160 175 63 70 80 91 102 112 163 185 210 236 262 287 1.63 1.61 1.62 1.63 1.64 1.64 Enrollment Institution and Year Assumption 1960-6la McMaster 1958-59 1959-60 1960-61 1961-62 Queens 1957-58 1958-59 Western Ontario Actual 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 Projected 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 Median 8Majors only. 242 44 L.56 1.67 �A-14. Lakehead College of Arts, Science and Technology: .Analysis of Enrollment Progression Pattern in Technology Division, 1952-53 to 1962-63 Enrollment Year Year 1 Year 2 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 1962-63 16 19 18 19 26 5 10 10 11 5 9 19 21 12 22 27 Weighted average 39 46 31 63 91 97 Total, Years 1-2 21 29 28 30 31 48 65 52 75 113 124 Conversion Coefficient: Years 1-~l Years 1 1.81 1.47 1.67 1.63 1.85 1.67 1.13 2.42 1.79 1.36 1.68 aTotal enrollment divided by freshman enrollment in preceding period. 243 �A-1_5. Lakehead College of Arts, Science and Technology: 1962 12,QJ ~ Secondary school retirements to further education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nursing 1.000 loOOO 1.000 1.13.5 1.296 1.123 1.269 lo097 1.213 Professional workers in labor force Index of growth: 1961-62 = loOOO Index of trend variancea 1.000 1.000 1.044 1.088 1.012 1.024 First-year enrollment in post-secondary education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nur~ing 1.000 1.000 1.000 1°149 1.327 1.136 1.299 1.110 1.242 Lakehead College University Division, part-time enrollment Index of growth: 1961-62 = 1.000 1.000 1.024 1.048 Lakehead College enrollment First-year, full-time University Division Arts program Applied Science program Technology Division Conversion coefficients: total/first-year enrollment University Division Arts program Applied Science program Technology Division Total, full-time University Division Arts program Applied Science program Technology Division Other Nurses University Division, part-time enrollment Summary Total full-time enrollment Total full-time enrollment plus nurses Total full-time enrollment plus nurses and part-time enrollment 71 24 103 82 28 118 1.53 LOO 1.68 1.80 1.00 1.68 86 21 113 109 24 173 148 28 198 85 140 94 143 106 147 220 305 306 400 374 480 445 543 627 62 21 91 aRelative to index of growth in total civilian labor force. N.B. 244 1. Assumes first degrees are conferred in 1965-66. �Projection of Enrollment, by Division and Program, 1961-62 to 1975-76 1966 1225 Academic Year Ending in 12Q1 1968 12.Q2 121Q 1211 ~ 121J 1.597 1.892 1.965 2.042 2.126 2.178 2.213 2.308 2.403 1.545 1.814 1.882 1.950 2.027 2.074 2.107 2.193 2.279 1.430 1.642 1.695 1.749 1.810 1.847 1.873 1.941 2.009 12.ZL. 12.15 121§ 2.498 2.593 2.687 2.365 2.452 2.539 2.077 2.145 2.213 1.132 1.177 1.230 1.283 1.336 1.388 1.440 1.495 1.550 1.605 1.660 1.715 1.036 1.049 1.064 1.079 1.094 1.110 1.126 1.138 1.150 1.162 1.175 1.188 1.654 1.985 2.091 2.203 2.326 1.601 1.903 2.002 2.104 2.218 1.481 1.722 1.803 1.887 1.980 2.418 2.302 2.050 2.492 2.372 2.109 2.627 2.496 2.209 2.763 2.621 2.310 2.903 2.748 2.413 3.047 3.192 2.881 3.016 2.520 2.629 1.072 1.096 1.121 1.150 1.179 1.208 1.237 1.267 1.304 1.337 1.371 1.405 103 130 44 182 137 46 191 144 49 202 150 51 209 155 52 216 163 146 123 42 173 227 2.07 1.33 1.68 2.34 1.67 1.68 2.61 1.67 1.68 2.88 1.67 1.68 3.15 1.67 1.68 3.42 1.67 1.68 3.64 1.67 1.68 213 47 245 288 70 291 339 73 306 395 454 82 339 513 77 321 126 150 146 153 153 157 160 161 631 505 649 795 718 871 793 781 948 1028 35 N.B. 239 180 61 250 189 64 262 198 67 274 3.64 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 593 92 381 622 97 402 655 351 564 87 363 102 420 688 107 440 721 112 460 168 165 174 169 179 173 188 177 196 183 205 187 214 192 223 197 953 875 1043 949 1123 1014 1193 1066 1254 1121 1317 1177 1382 1235 1449 1293 1516 1114 1208 1292 1366 1431 1500 1569 1641 1713 85 55 171 58 2. Assumes second year of Applied Science program is introduced in 1964-65 and is in full swing by 1965-66. 3. Assumes no change in length or depth of Technology Division programs throughout planning period. 245 �II II II II II II II II • • • • • • • • • APPENDIX B INSTRUCTIONAL ACTIVITY STRUCTURE �B-1. Ontario and Lakehead Region: Attendance by Atkinson Students at First and Preliminary Years of Ontario Colleges and Universities in 1956-57 Institution and Institution GrouE Province, Tota,l Colleges and universities in Ontario Assumption (11) 70 Carleton . (8) 135 McMaster (8) 246 Ottawa (4) 29 Queens 456 Toronto 1345 Western (9) 581 RMC 34 OAC, OVC, MacDonald Institute 116 Lakehead 27 Total Lakebeac. Rainy River Kenora 1 13 21 6 Thunder Bay 1 1 2 1 24 3 9 4 2 15 4 2 1 22 Subtotal 3039 66 3 11 52 Colleges and universities outside Ontario Schools of Nursing 256 555 22 8 2 5 15 (23)1258 19 2 1 16 5108 115 7 17 91 Teachers' Colleges Total 248 8 �B-2. Ontario and Lakehead Region: Attendance by Atkinson Students at Institutions of Further Education in 1956-57 Lakehead Rainy Province, Kenora Total River Thunder Bay (number) Total students In colleges and universities In Ontario First year Preliminary year Outside Ontario Schools of Nursing Teachers' Colleges One-year course Two-year course SJ.00 2999 40 256 555 1235 23 l ll 2l 66 3 11 52 22 8 2 5 15 19 2 1 16 8 (percent) Total students In colleges and universities In Ontario First year Preliminary year Outside Ontario Schools of Nursing Teachers' Colleges One-year course Two-year course 1QQ..& 1QQ..& 100.0 58-7 42.9 64-7 57.1 5.0 28.6 29.4 16.5 24.2 28.6 100.0 .8 100.0 10.9 .5 8.8 249 �B-3. University of Toronto: Analysis of Relative Distribution of Course Registrations by Students Enrolled in Arts and Sciences Programs in 1956-57 and 1960-61, by Division, by Year Level and by Type of Program Year Division Languages ~ 1 2 3 4 Total Science - lecture 1 2 3 4 Total Science - • laboratory 1 2 3 Pass and General Honors Humanities 1 2 Pass and I,Q±al l26Q-cl General Honors Total .005 .042 .023 .014 .001 .041 .016 .011 .007 .083 .039 .024 .008 .051 .133 .079 .076 .155 .040 .023 .016 .031 .022 .012 .006 .071 .046 .027 .006 .062 .022 .016 .034 .022 .011 .007 .096 .044 .027 .007 .079 .070 .150 .101 .073 .174 .030 .009 .011 .020 .012 .007 .004 .050 .022 .018 .004 .045 .013 .013 .021 .013 .007 .004 .066 .026 .020 .004 .050 .043 .093 .072 .045 .116 .074 .054 .006 .072 .036 .029 .022 .145 .100 .084 .029 .072 .030 .010 .006 .037 .005 .082 .043 .026 .013 4 Total 125.6-SZ .019 .085 .059 .074 .067 .009 .034 .033 .018 .144 .108 .102 .027 .237 .144 .381 .199 .159 .358 Humanities - studio 1 2 .002 .001 .001 .001 .001 .001 3 .001 .002 .001 .001 .002 .002 .001 .003 .002 .005 .001 .003 .004 .056 .054 .045 .024 .018 .012 .080 .072 .048 .039 .055 .005 .009 .014 .036 .004 .020 .016 .013 .010 .049 .013 .160 .064 .224 .127 .058 .185 3 4 Total .065 4 Total Social sciences lecture Total (Continued) 250 1 2 3 4 .058 .068 �.. • B-3. (Continued) Division Social sciences laboratory Pass and General Honors 1 2 3 4 .006 .004 .002 .002 .001 .008 .006 .001 .003 .010 .00.5 .01.5 • 2.5.5 .193 .160 .014 .163 .100 .072 .042 .622 .378 Total All divisions Total 1256-S:Z Year Level 1 2 3 4 Pass and General ~ l26Q-6l Honors Total .005 .002 .001 .001 .001 .001 .003 .004 .007 .4l8 .294 .232 .0.56 .271 .16.5 .135 .011 .189 .106 .072 .0.52 .460 .271 .206 1.000 •.582 .418 1.000 .063 2.51 �B-4• Ontario: Distribution of Enrollment by Year Level at Selected Ontario Colleges and Universities, Selected Years and Study Programs Program, Institution and Academic Ye5!;r Arts and Sciences Carleton 1961-62~ 1961-62 McMaster 1957-58a 1958-59a 1959-60a 1960-6la 1961-62~ 1957-58b 1958-59b 1959-60b 1960-6lb 1961-62 Queens 1957-58 1958-59 Toronto 1956-57 1960-61~ 1960-61 Median (adjusted) Applied Science Carleton 1961-62 McMaster 1957-58 1958-59 1959-60 1960-61 1961-62 Queens 1957-58 1958-59 Torontb 1956-57 1960-61 Median (adjusted) a B.Arts only. 252 Total Enrollment (number of students) .1st Year Level 3rd ~ 668 1113 .528 .526 .274 .264 .177 .190 .021 .020 1.000 1.000 560 579 668 727 902 953 957 1028 1154 1369 .405 .377 .344 .422 .426 .405 .349 .362 .388 .403 .304 .294 .289 .289 .292 .291 .307 .270 .300 .292 .245 .269 . 292 .237 .235 .230 .246 .275 .222 .238 .046 .060 . . 075 .052 .048 .075 .098 .092 .090 .066 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 902 1078 .385 ~396 C C C C C C 1.000 1.000 .335 .320 .308 .301 .265 .246 .238 .080 .077 .089 .295 .239 .075 1.000 1.000 1.000 1.000 .222 .026 1.000 3578 3879 5098 .369 .372 .390 hth ill 311 .527 .225 47 92 139 190 208 1.000 .543 .460 .411 .389 .457 . 317 .274 . 293 .223 .184 .178 .132 .139 1.000 1.000 1.000 1.000 1.000 998 994 .315 .311 .231 .256 .222 .213 .231 .220 1.000 1.000 2078 1692 .341 .241 .239 .251 .237 .200 .267 .186 1.000 1.000 .371 .221 .241 .206 b B.Arts, B.Corn., B.Sc. cNot available. 1.000 I �B-5. Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level 1st Program General Science Honors Humanities and Languages Classics East Asiatic Studies English Languages and Literature Latin Modern History Modern History and Languages Modern Languages and Literatures Ancient Near Eastern Studies Slavic Studies Art and Archaeology Music Philosophy Social and Philosophical Studies Anthropology History Philosophy Political Science and Economics Psychology Sociology Natural Sciences Mathematics, Physics, Chemistry Mathematics Applied Mathematics Physics Astronomy Statistics and Actuarial Science Physics and Chemistry Physics and Geology Biological and Earth Sciences Biology Geography Geological Sciences Commerce and Finance N.B. ill Year Level 2nd J.!;9 A/B A[] m 16/4 15/8 13/4 13/9 13/4 13/9 --/---/-- 16/-19/-19/-19/-18½/-17/-18/-17/-18/-21/-19/-18/-- 18/-18/-15½/-15/-15½/-17/-16/-15/-20/-18/-19/-18/-- 14/-22/-15t/-16r/-16-2/-15/-15½/-15/-21/-19/-19½/-15/-- 16/-18/-14/-15/-13/-15/-14/-13/-20/-17/-19/-17/-- 15/2 15/2 15/2 15/2 15/2 15/2 18/-1412 18/-18/-16/3 19/-- 20/-18/-15/-18/-20/-18/-- 24/2 16/-16/-17/-20/-15/-- 17/6 17/6 17/6 17/6 17/6 17/6 17/6 15/3 15/3 13/6 13/6 15/3 12/12 14/12 19t/3 19r/3 152/8 15/8 14/3 12½/15 12½/12 18/-15/-12/9 13/8 14/3 12/10 11½/14 14/15 14/15 14/15 18/12½ 24/4 13/14 15/12 16/5 11/11 11/12 12/8 7½/20 17/-- 16/-- 17/-- 16/-- "A" indicates lecture-classroom-type meetings; "B" indicates laboratory-type meetings. 253 �I\) B-6. Vt .e:-- O~tario: Weekly Clock Hours of Meeting Required under Various Technology Programs at Selected , Tedlhological Institutes, by Year Level ·and Type of Meeting .!. .... , Institution l,, J I Yea;c Year 1st 1st 2nd 2nd 3rd 3rd Lecture/Lab Lecture/Lab Lecture /Lab Lecture/Lab Lecture/Lab Lectu;ce/Lab Aeronautical TechnoloBY 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 23/1 a 16/14 a a --/-- 19/11 a 20/10 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 23/7 18/12 16/14 18/12 18/12 --/-- --/---/---/---/---/-- --/-a --!-Chemical 1. 17/13 Architectu;cal Technology 30/-- --/---/---/---/-- --/---/-- 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead (Continued) 23/7 18/12 16/14 a 18/12 --!-- --!-- 20/5 20/10 20/10 22/8 a 20/10 --/-- --!-- Civil Technology 18/12 19/11 19/11 19/11 --/---/-- 23/7 a 16/14 a a --/-- Elect;cical Technology 1. 2. 3. 4. --/---/---/---/-- --/---/---/-- Technology 20/10 20/10 20/10 20/10 30/-- 30/-- --/-- 18/12 19/11 18/12 19/11 --/-- --/---/---/-- --!-- --/---/---/-- Electronic Technology 18/12 --/-- 18/12 --/-- 20/10 --/-- 23/7 18/12 16/14 18/12 18/12 --/-- 20/10 20/10 22/8 20/10 20/10 --/-- 18/14 19/11 18/12 19/11 19/11 -_ - !-- �B-6. ( Continued) Institution Year Year 1st 1st 2nd 3rd 2nd 3rd Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Gas Technology 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead Instrument Technology: 16/11 19/10 23/7 a 16/14 a a 20/10 --/-- --/-- --/---/-- --/-- --!---!-- --/-- --!-- --/-- Mechanical Technoloa:Y 1. 2. 3. 4. 5. 6. Ryersori Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 23/7 18/12 16/14 18/12 18/12 --/-- 19/11 19/11 20/10 19/11 19/11 --/-- 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead (Continued) f\) Vt Vt 23/7 a 16/14 a a --/-- 22/11 a 20/10 --/-a --/-- --!-- 20/1.0 a 20/10 ~-!-- --/---/-- 20/10 --/---/---/-- --!---!-- Medical Laborato:r:y Technology 15/17 16/14 16/14 16/14 16/14 --/-- Metallurgical Technology 1. 23/7 a 16/14 a a 14/16 --/---/---/---/---!-- 22/8 --/---/---/---/-- 20/14 --/---/---/---/---/---/-- --/---/---/---/---/---/-- Sanitary In§pectors Cour§e 25/-- --/---/---/---/---/-- --/---/---/---/---/---/-- --/---/-- --!---/---/---/-- �~ B-6. ( Continued) \J7. °' Institution Year Year 1st 2nd 2nd 3rd 1st 3rd Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Business Administration 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 28/-29/-- --/-29/-29/-- --/-- I 28/-29/-- --/-- 29/-29/-- --!-- 29/-27/-- --/-- 27/-27/-- --!-- Hotel," Resort and Restaurant Administration 28/-- --/---/---/---/---/-- Merchandising Administration 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 28/-- --!---!-- --!---!-- --!-- 28/-- --/-- --!---!---!-- --/-- 27/-- --!-- --/-- --!-- --!-- --/-- Secretarial Science 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead (Continued) 28/-- --!-- --/---/---/-- --!-- 28/-- --/---/-- --!---!-- --/-- 29/-- --/---/-- --!---!-- --/-- 29/-- --!---!---!-- --/-- --!-- Printing Manaiement 30/-- --/---/-- --!---!-- --/-- 29/-- --!---!---/---!---/-- 30/-- --/---/---/---/---/-- Furniture and Interior Design 27/-- --!-- --/---/---!---/-- 30/-- --!---!---!---/-- --/-- 30/-- --!-- --/---/-- --!-- --/-- 30/-- --/---/-- --!---/---!-- �B-6. ( Continued) Institution Year Year ~~ 2nd 2nd 1st 1st 3rd 3rd Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab LecturelLab Home Economics - Fashion 1. 2. J. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 28/-- --/---/---/---/---/-- ... Home Economics - Food Administration 28/-- 29/-- --/---/---/---/---/-- --/---/---/---/---/-- 28/-- --/---/---/---/---/-- Journalism 1. 2. J. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 27/-- --/---/---/---/---/-- 29/-- --/---/---/-- --/-- --/-- 4. 5. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton 6. Lakehead 2. J. I\) \Jl. -'3 (Continued) --/---/-- 30/-- a 30/-- --/-- 27/-- --/---/---/---/---/-- Photog~aEhic Arts 29/-- --/---/---/---/---/-- 27/-- --/---/---/---/---/-- Ihdus.tnia1· and ·.Bus.iness Management Techpology~ 1. 28/-- --/---/---/---/---/-30/-- --/---/---/---!---/-- 27/-- --/---/---/---/---/-- Text1.le T~chn0J.0~ --/---/---/---/-- 30/-- 18/12 --/---/---/---/-- --/-- --/-- --/-- --/---/---/---/-- --/---/---/---/-- 30/-- --/-- 18/12 --/---/---/---/-- _2 0/10 or ~~f~: �l'v B-6. ( Continued) \J7. CX) Institution 1st Lecture/Lab Year 2nd Lecture/Lab 3rd Lecture/Lab 1st Lecture/Lab Forest Teclmology 1. 2. J. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead --/---/---/---/---/-15/17 2. 3. 4. 5. 6. b Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 21/6 --/---/---/---/-- --/---/---/---/---/---/-- --/---/---/---/---/-- 18/11 18/9 aOffered; detail not specified. b See Lakehead catalogue. --/---/---/---/---!-- 19/10 3rd Lecture/Lab Mining Technology Engineering Technology 1. Year 2nd Lecture/Lab --/---/---/---/---!---/-- --/---/---/---/---/-20/12 --/---/---/---/---/-17/14 --/---/---/---/---/---/-- �II II II • • •II • •II • • • • • • • APPENDIX C STAFF REQUIREMENTS �C-1. Canada and Central Canada: Full-Time Students, Teaching Staff and Student/Staff Ratios, Based upon 17 Universities, Selected Years, 1951-52 to 1961-62 Academic Year 1951-52 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 260 Central Canada Students • Staff , Students Per · staff Member 20109 21955 22904 23886 24748 27063 29499 1258 1502 1548 1663 1862 1961 2186 16.0 14.6 14.8 14.4 13.3 13.8 13.5 Students J6882 44505 48142 51889 55253 61195 67863 Canada Staff Students Per Staff Member 2447 2941 3137 3421 3870 4138 4557 15.1 15.1 15.3 15.2 14.3 ]h.8 14.9 �C-2. Canada: Enrollment, Staff and Students per Staff Member in Technical Institutes, by Province, 1960-1962 Nova Scotia Enroll1'1ent Staff Students per staff New Brunswick Enrollment Staffa Students per staff Quebec Enrollment Staffa Students per staff Ontario Enrollment Staffa Students per staff Saskatchewan Enrollment Staffa Students per staff Alberts Enrollment Staffa Students per staff British Columbis Eilro llmen t Staffa Students per staff All Provinces Ehrollment Staffa Students per staff 1960 1961 30 32 1962 294 24 12.3 member 2 15.0 10.7 member 61 8 7.6 78 8 9.8 member 5063 1490 3.4 5712 1553 3.7 5976 1654 3.6 member 3086 198 15.6 3959 228 17.4 3990 237 16.8 member 105 8 13.1 168 17 9.9 218 21 10.4 member 911 137 6.7 952 149 6.4 197 member 146 28 5.2 6.0 202 27 7.5 member 9402 1872 5.o 11098 1988 5.6 11983 2147 5.6 3 33 149 16 9.3 1154 166 1.0 aFull-time plus one-half of part-time staff. 261 �C-3• Canada: Distribution of Full-Time Teaching Staff at Selected Institutions, by Rank, Selected Years, 1937-38 to 1961-62 nk All Ranks except Dean Academic Year Dean Professor Associate Professor Assistant Professor Instructor and Lecturer 1937-38 1938-39 1939-40 1940-41 1941-42 72 85 73 77 74 503 505 493 507 488 199 198 208 202 203 267 283 264 266 279 335 342 354 341 373 1304 1328 1319 1316 1343 1942-43 1943-44 1944-45 1945-46 . 1946-47 69 75 73 76 84 482 494 490 564 600 201 227 271 352 396 278 264 291 382 514 396 387 421 464 787 1357 1372 1473 1762 2297 1947-48 1948-49 1949-50 1950-51 1951-52 84 85 81 91 90 595 649 676 672 689 420 461 477 488 509 490 575 577 565 590 701 591 669 618 569 2206 2276 2399 2343 2357 1952-53 1953-54 1954-55 1955-56 1956-57 94 92 87 690 695 736 520 566 584 633 660 706 548 576 578 2391 2497 2604 89 796 714 786 556 2852 1957-58 1958-59 1959-60 1960-61 1961-62 93 97 97 98 102 831 868 920 940 987 759 824 930 994 1138 866 984 1166 1298 1449 588 646 735 785 870 3044 3324 3773 404D 4455 28.3 · 2l.7 26.3 23.6 100.0 Percentage distribution: weighted average a -- aNot included in calculations of weighted average distribution. 262 �APPENDIX D EXISTING SPACE AND ROOM UTILIZATION �D-1. Lakehead College of Arts, Science and Technology: Summary of Net Space in Existing Buildingsa Building and Floor level Net Area ( square feet) Science and Technology Basement Ground Second Subtotal L750 21675b 6505 32930 University Centre Basement Ground Second Subtotal 5325 12525 6990 2L8Lo aThe existing student residence consists of 17,6L5 gross square feet, or 339 square feet per bed for 52 students. bExcludes wing under construction in the summer of 1963. 264 �D-2. Lakehead College of Arts, Science and Technology: Scheduled Utilization of Classrooms and Laboratories, 9 A.M. to L:30 P.M., Excluding Saturday, Fall, 1963 Room Number 1 3 L 5 6 7 12 -- 2L 9 23 11 15 18 12 15 2L 1L 16 20 21-22 ' 23 2L 25 26 9 9 7 17 Total Source: Scheduled Hours per Week Lecture Laboratori 118a 101b Data supplied by Lakehead College administration aAverage utilization of seven lecture rooms is 16.9 hours per week. bAverage utilization of seven laboratories is . 14.6 hours per week. 265 �APPENDIX E INSTITUTIONAL FINANCE �E-1. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Cait~g:gr;t ~ Summary of Expenditures, Fisc~l Years Ending: Mai Jl 1252 12QQ 1221 l,2gg 12,QJa (current dollars) Expenditures: summaryb Instruction Administration Plant operation and maintenance Other 16795 19014 Expenditures: detail Instruction Salaries Instructional supplies Library Travel 44124 2465 3096 215 64535 ~ 7202 ~ ~ J.7220 ,6~~ 4626 1761 6071 1131 6101 1745 9538 13939 3281 22800 3164 16z2s 4992 172Q8 8222 5458 5097 4681 2J~71 12058 6285 4584 945 J22~2 17945 7466 5744 1104 2ZJOQ 10000 10000 6100 1200 Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation a b 22026 49901 6387 l.2201 ll26lZ lSuQ~8 2022QJ 2z611J 71371 94651 137072 181661 7202 7846 12702 17220 17508 19535 ZlJZl 2284 3987 566 18085 33466 23871 32259 JJ2!.~0 212000 26550 27300 74600 32259 44973 21J.6~1 1JZQZ2 1~1661 212000 76376 89981 120451 140000 1600 2906 1856 3000 16011 44901 56819 67000 2000 664 1485 333 3750 1247 Boo 1808S 8879 .3037 5279 890 l2Ql~ 1395 l22JS 2478 JJl.66 1170 ~ ~ 1178 3748 z~6QQ 19600 17057 11670 20626 7647 23434 7878 33347 15000 40000 3712 13907 3805 - Projected. Items may not add to totals -due to rounding. 267 �E-2. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Category ~ Summary of Revenues, Fiscal Year Ending Mai 31 l.29.Q 1962 1961 ~ 1963a (current dollars) Revenues: summaryb Grants Student fees Other Revenues: detail Grants Municipal Federal Provincial a b 1oz520 182013 1822z8 23~03 84121 149770 149270 185233 21154 30338 30498 47588 1906 2510 2315 2582 3~3150 246000 94850 2300 8~121 1~2ZZQ 1~92ZO 185233 • 201222 2~6QQQ 20000 20000 20000 20000 20000 15000 19121 24270 30t33 29770 31729 41000 50000 100000 105000 135000 150000 185000 Student fees Registration Supplementary exams Tuition 2115~ 1330 290 19534 Other Miscellaneous Rentals: janitor's cottage Rentals: rooms nl2 813 ) ) 1502 ) 1.1Z588 1810 300 45478 811.155 2495 335 350 28373 30~98 1280 370 28848 78625 92000 12.Q.Q 694 2510 849 2582 802 nil 2300 897 500 500 600 1061 600 1180 600 1244 600 1200 30338. -i:;ro 455 712 Projected. Items may not add to totals due to rounding. 268 28592~ 201729 81455 2741 9~850 2500 �II II • E-3. Year 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 a Canada: Gross National Product, Current and Constant Dollar Series; 1951 to 1962 Gross National Product Current 1949 Dollars Dollars 21170 23995 25020 24871 27132 30585 31909 32894 34784 35928 36844 39424a 18547 20027 20794 20186 2,1920 23811 24117 24397 25157 25617 26097 27664b 1949 = ImElicit Price Index 19b2 = 1.000 C 1.000 Calendar Year Academic Year 1.141 1.198 1.203 1.232 1.238 1.284 1.323 1.348 1.383 l.403 l.412 l.425 .801 . 841 . 844 .865 .869 .901 .928 .946 .971 .985 .991 1.000 .818 . 842 .853 . 867 .882 .912 .936 .956 .977 .988 .995 Annual rate, 2nd quarter. bEquivalent in 1957 dollars is 36,000. Equivalent in 1949 dollars is derived by multiplying 36,cDO by ratio of 1949 index to 1957 index; or (36,6oO)(l.OOO;l.323). °weighted 7 months for earlier year, 5 months for later year; to take accoupt of May 31 fiscal year end at Lakehead College . �E-4. Canada: Growth Rates in Median Salaries of Full-Time Teaching Staffs, Based upon 12 Universities, All Ranks, 1951-52 to 1961-62 Academic Year 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 Median Salary z All Ranks 1962-Current Dollars Dollars 4797 48to 5249 5423 5864 5772 6154 6255 5892 6713 7445 7979 8404 8646 6461 7172 7788 8167 8506 8689 Average per annum a Average per year, 1954-55. to 1956-67. 270 Percentage Increment over Preceding Year + + 1.6 6.6 1.6 1.6a 11.0 8.6 + + 4.9 + 4.2 2.2 + . + + 4.3 �E-5. Canada and Central Canada: Median Salaries of Full-Time Teaching Staffs Based upon 17 Universities, Selected Years, 1961-62 to 1973-74 Index of Growth Rank (1961-62 Year = l.OOOl Dean Associate Assistant Professor Professor ProfessQr Instructor and Lectu_r_er_ All Ranks Canada 1961-62 1.000 -- 15577 15655 12619 12682 9703 9752 7687 7726 6570 6603 8646 8689 1963-64 1966-67 1973-74 1.061 1.159 1.426 16610 18144 22324 13456 14698 18085 10347 11303 13906 8197 8954 11017 7006 7653 9416 9219 10071 12391 1963-64 1966-67 1973-74 1.082 1.217 1.601 16939 19052 25064 13722 15434 20304 10552 11868 15613 8390 9403 12369 7144 8036 10571 9401 10575 13911 Current dollars Constant 1962 dollars Estimate A: growth at 3 percent per annum Estimate B: growth at 4 percent per annum Central Cana9ii 1961-62 1.000 -- 17063 17149 12896 12961 9748 9797 7749 7788 6623 6656 8887 8932 1963-64 1966-67 1973-74 1.061 1.159 1.426 18195 19876 24454 13752 15022 18482 10395 11355 13971 8263 9026 11106 7062 7714 9491 9477 10352 12737 1963-64 1966-67 1973-74 1.082 1.217 1.601 18555 20870 27456 14024 15774 20751 10600 11923 15685 8427 9478 12469 7202 8100 10656 9664 10870 14300 Current dollars Constant 1962 dollars Estimate A: growth at 3 percent per annum Estimate B: growth at 4 percent per annum I'\) -.J I--' N.B. Unless specified otherwise, figures are expressed in 1962 dollar values. �I • • •I I I I I I I I I I I I I I I BIBLIOGRAPHY �BIBLIOGRAPHY Assumption University of Windsor. Ontario. General Announcement 1962-63. Assumption University of Windsor. of 1960-61. Windsor, Ontario. Report of the President, Academic Year Windsor, Carleton University. 1962-63 Calendar. Ottawa, Ontario. Carleton University. The President's Report 1961-62. Ottawa, Ontario. Carleton University. The President's Report 1960-61. Ottawa, Ontario. Committee of Presidents of Provincially Assisted Universities. Post-Secondary Education in Ontario 1962-70. Report of the Presidents of the Universities of Ontario to the Advisory Committee on University Affairs: May, 1962 (Revised January, 1963). Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1961. Ottawa: Roger Duhamel, 1962. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1959. Ottawa: The Queen's Printer and Controller -of Stationery, 1960. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1958. Ottawa: The Queen's Printer and Controller of Stationery, 1959. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1957. Ottawa: Edmond Cloutier, 1958. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1956. Ottawa: Edmond Cloutier, 1957. Dominion Bureau of Statistics. ulation". Ottawa, Canada. 1961 Census of Canada. 11 Series 1.2, Pop- Dominion Bureau of Statistics. Salaries and Qualifications of Teachers in Universities and Colleges. Ottawa: Roger Duhamel, 1962. Dominion Bureau of Statistics. Salaries and Qualifications of Teachers in Universities and Colleges 1960-61. Ottawa: Roger Duhamel, 1961. Dominion Bureau of Statistics. Survey of Elementary and Secondary Education 1959-60. Ottawa: Roger Duhamel, 1962. Dominion Bureau of Statistics. Survey of Higher Education 1952-5L. Ottawa: Edmond Cloutier, 1957. Dominion Bureau of Statistics. Survey of Vocational Education and Training 1959-60. Ottawa: Roger Duhamel, 1961. 275 �Dominion Bureau of Statistics. University Student Expenditure and Income in Canada 1956-57. Ottawa: The Queen's Printer and Controller of Stationery, 1959. Dominion Bureau of Statistics. Ottawa: Roger Duhamel, 1960. Engineering News Record. Selected Issues. University Teachers' Salaries 1937-60. New York: McGraw Hill Publishing Company. Jackson, R. W. B. Secondary-School and University Enrolment Study. "Volume I: Basic Tables". Laurentian University of Sudbury. President's Report for the year ending June 30th, 1962. Sudbury, Ontario. McMaster University. The President's Report 1961-1962. McMaster University. Ontario. McMaster University Calendar 1963-6L. Ontario Department of Economics. Survey 1961. Ontario, Canada. Hamilton, Ontario. Hamilton, Ontario Economic and Social Aspects Ontario Department of Education. Report of the Minister 1961. Printed by Order of the Legislative Assembly of Ontario Sessional Paper No. 7. Queen's University. Report of the Princi 1 of Queen's Univ€rsit Board of Trustees 19 - 9. Kingston, Ontario. to the -----------Royal Commission on Canada's Economic Prospects. Industry October, 1956. Quebec. The Canadian Construction Prepared by the Royal Bank of Canaqa. Montreal, Royal Commission on Canada's Economic Prospects. Output, Labour and Capital in the Canadian Economy. Prepared by Wm. c. Hood and Anthony Scott. Royal Commission on Canada's Economic Prospects. Skilled and Professional Manpower in Canada, 19L5-1965. Prepared by The Economics and Research Branch, Department of Labour of Canada. Ottawa, Ontario. Royal Commission on Canada's Economic Prospects. Some Regional Aspects of Canada's Economic Development. Prepared by R. D. Howland. ' Sheffield, Edward F. Enrolment in Canadian Universities and Colleges to 1970-71 (1961 Projection). Ottawa: Canadian Universities Foundation, 1962. Sheffield, Edward F. Financing Higher Education in Canada No. 1. -"Financial Needs of Canadian· Universities .and'Colleges, 1960. 119 Oi-Eawa:· Canadian Universities Foundation, 1960. 276 �Sheffield, Edward F. Financing Higher Education in Canada No. 2. "Sources of University Support". Ottawa: Canadian Universities Foundation, 1961. Sheffield, Edward F. and ApSimon, Claire M. Financing Higher Education in Canada No. L. 11 University Costs and Sources of Support". Ottawa: Canadian Universities Foundation, 1962. University of Toronto. University of Toronto Calendar Faculty of Arts 1958-1959. Toronto: University of Toronto Press, 1958. University of Toronto. University of Toronto Faculty of Applied Science and Engineering Calendar 1957-58. Toronto: University of Toronto Press, 1957. University of Toronto. President's Report for the Year Ended June 1961. Toronto: University of Toronto Press, 1961. University of Toronto. President's Report for the Year Ended June 1957. Toronto: University of Toronto Press, 1958. University of Western Ontario. 1961. London, Ontario. Report of the President Academic Year 1960- Vanderkamp, J. Rosemary. Financing Higher Education in Canada No. 3. : "Provincial Programmes of Aid ' to University Students, l957:-58 · to· l.960~61 1!. I I 277 �)u ~1~~.~4 ~ }_~ ~ 0 ~ 4f",, N,, u)~M,,VV\f-R1 I 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 Report to the Lakehead College of Arts, Science and Technology Description An account of the resource Lakehead Report summary, enrollment, instructional activity, staff requirements, teaching station requirements, non-academic activities, finance and building information Creator 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 1963 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur 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 Report to the Lakehead College of Arts, Science and Technology Subject The topic of the resource Universities Description An account of the resource Report by Taylor, Lieberfeld and Heldman (Canada) Ltd to Lakehead College. The consultants were asked to study the college as it was and make recommendations to encourage future growth. Subjects covered include enrollment, instructional activity, teaching and staff requirements, space requirements, building programs, and finances. 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 1963 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Identifier An unambiguous reference to the resource within a given context U9 https://digitalcollections.lakeheadu.ca/files/original/392711493c7da81ac123a83c6e22b2e8.jpg e859223fa8322865fbc7f2718a7d2087 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Representative Seedlings From the First Crops Subject The topic of the resource Forest Products Industry Description An account of the resource Representative seedlings from the first crops. Red pine, 2+0, seedlings. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1959-09-15 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Nurseries-207 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 - Chapleau https://digitalcollections.lakeheadu.ca/files/original/9f4a606a8109f35c52e9356acda103a5.jpg eb31e65f35ff7c8292d30e6f93556ca8 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Representative Seedlings From the First Crops Subject The topic of the resource Forest Products Industry Description An account of the resource Representative seedlings from the first crops. Jack pine, 2+0, seedlings. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1959-09-15 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Nurseries-208 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 - Chapleau https://digitalcollections.lakeheadu.ca/files/original/7e01135fa5cc6737a9d49a42f0303b1f.jpg 720c2ddb7aef9fcaf1a686d9dd27b9b8 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Representative Seedlings From the Seed Beds, One of the First Crops Subject The topic of the resource Forest Products Industry Description An account of the resource Representative seedlings from the seed beds, one of the first crops. White pine, 2+0, seedlings. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1959-09-15 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Nurseries-206 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 - Chapleau https://digitalcollections.lakeheadu.ca/files/original/b51ee40d16e138a610b909372a0109e8.jpg d87b2e4d22f700860558fe95a0a04afb 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 Cairine Budner fonds 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 Representatives at Sport & Music Festival, Toronto 1970 Subject The topic of the resource Sports Description An account of the resource Black and white photograph of representatives at Sport & Music Festival (Suurjuhlat), Toronto. Men and women in photograph - Pentti Hirvon (athlete), Niilo Pehkonen (athlete). Ladies Parvianen girls. Date A point or period of time associated with an event in the lifecycle of the resource 1970 Contributor An entity responsible for making contributions to the resource Donor P. Hirvonen Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource Photograph Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context PHIII-0010(vi) scan# BUD-0241 1970 festival Niilo Pehkonen Parvianen Pentti Hirvon representatives Sport & Music Suurjuhlat Toronto https://digitalcollections.lakeheadu.ca/files/original/01a81aafc86361b65e1b17959fa09dd2.jpg 268686f3b5c93a6a442381bcb949fa8c 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 Research Project by Todesco Subject The topic of the resource University Life People Description An account of the resource An aerial photo of trees from overhead. The photo was taken in the winter with snow on the ground. There are tracks in the snow. Source A related resource from which the described resource is derived Charlie Todesco Publisher An entity responsible for making the resource available The Agora, March 20/85 p. 3. Type The nature or genre of the resource Still Image Identifier An unambiguous reference to the resource within a given context UG6-B-II-56 Agora Charlie Todesco Research Project Todesco winter https://digitalcollections.lakeheadu.ca/files/original/4/352/UG6-AN-IV-161.jpg 95a5de6289d721363bcb6b9de0901686 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. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Residence Subject The topic of the resource University Life Description An account of the resource An outside look of one of the residence buildings on campus. Students walking down one of the pathways along Lake Tamblyn. Identifier An unambiguous reference to the resource within a given context UG6-AN-IV-161 Lakehead University Residence Student Life