661 10 13615 https://digitalcollections.lakeheadu.ca/files/original/4/167/UG6-AM-I-60.jpg 996c3aa149c91eb4bc039f34c66e5fdc 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 Lakehead University Campus Subject The topic of the resource University Life Description An account of the resource An interior look at the campus. Identifier An unambiguous reference to the resource within a given context UG6-AM-I-60 Campus Lakehead Unidentified Person https://digitalcollections.lakeheadu.ca/files/original/f965530c0e1e89d45267d7258d1f8078.jpg 3d2c2678579e58d04e1ec2f03d94b603 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/. Identifier An unambiguous reference to the resource within a given context coat of arms Title A name given to the resource Lakehead University Coat of Arms Subject The topic of the resource Universities Organizations Description An account of the resource Lakehead University Coat of Arms. Lakehead College of Arts, Science and Technology (LCAST) was granted its Coat of Arms in 1959. The Latin motto Ad Augusta Per Angusta (Achievement through Effort) was suggested by Carlo Fonda, a Lakehead English professor. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/98e7fd0836cb3dbbdb35ced27d1f99fd.pdf af0752cc8b5b8e218af818d16aabfa63 PDF Text Text ,, .,. r Lakehead University =-=---~-~------i / �GENERAL INFORMATION GENERAL INFORMATION "Continuing Education" is a term reflecting the fact that today, as never before, formal education is a continuing process. Adults must expect to return again and again to educational institutions to upgrade both job skills, and life skills--the ability to function successfully as employees, parents, citizens , consumers, users qf leisure time and so on. Continuing Education is not new to Lakehead University. In recent years "adult students", both full-time and part-time, have constituted up to one-third of the University's undergraduate population. All were engaged, truly, in "continuing education". The Continuing Education programs in this brochure seek to extend these opportunities to those in the community who do not desire credit courses but who wish an opportunity to keep up-to-date with new developments, to broaden their horizons, or to make more creative use of leisure time. The University hopes that all who are interested in continuing education will find something of value in these programs. To those whose needs are not met, we extend an invitation to make the University aware of needs and wishes. If you, as an individual or on behalf of a group, have any suggestions to offer regarding possible courses, seminars or programs for the future, please contact the Director of Extension. REGISTRATION: Students may register for non-credit courses by mailing the requisite fee along with the enclosed registration form to Extension Registration, Lakehead University, Thunder Bay, Ontario. Or, students may register on the first day of class, at the class. CANCELLATION AND WITHDRAWAL: Fees for the non-credit courses are established at a level which will pay costs if the minimum enrollment is met. Since the University receives no grants to support non-credit offerings, minimum enrollments must be met before the course can proceed. Where the course has to be cancelled, a full refund will be provided. Where the fee is $20. 00 or more, a registrant may withdraw from an on-going class at not later than its third meeting, providing the Director of Extension is notified in writing. Failure to attend classes or verbal advice to the instructor cannot be considered notification of withdrawal. When the registrant withdraws with refund, an administration fee of five dollars will be deducted. Where the fee is less than $20. 00, no refund will be issued. SINGLE LECTURE ATTENDANCE: Where the brochure so indicates, individuals are invited to attend single lectures. Such individuals should come prepared to pay the appropriate fee to the class secretary at the beginning of the class. Regular students will be provided with an Admit-toLecture card which should be shown on request at any lecture. PARKING: Parking is available on campus. �COURSES THE ENDANGERED ENVIRONMENT A non-credit exploratory course presented jointly by the Departments of Geography and Forestry at Lakehead University. The course is designed for members of the public who are concerned with the pressing problems of enviromental abuse and management, and who are interested in a background understanding of environmental processes and the manner in which these are pertinent to particular problems, especially with reference to those affecting Northwestern Ontario. The course is designed to fall into two parts, the first · being an introducation to the nature of the environment, and the second being an introducation to the various problems inherited by past and present use of natural resources, and discussion of the possible solutions. No prerequisite qualification other than interest is asked of intending registrants, and no coursework or examination will be given. Students may register in either or both parts. FALL SECTION 1 The Environment In Balance An introduction to the concept of equilibrium and the cyclic nature of many physical and biological phenomena, and a view of the time scales involved. This theme will be a recurrent one in succeeding lectures. 7 Man And Environmental Influences 4 The Water Resource In The Life Of Man - Influences, use, abuses. The relationship of the natural environment to differences in metabolism, diet, physical activity and mental health. The extent to which Man is influenced, and the extent to which he is able to combat such influences. Historic review of legislation, and consideration of trends, problems, philosophies, in agriculture, forestry, urban growth and planning for these. 8 6 The Changing Environment A drawing together of the previous six lectures within the phenomenon of climatic change. The Pleistocene glaciation and climatic fluctuation, and the significance of these events in bringing about world-wide continuous changes of the distribution of climates, soil and vegetation types, water, and the effects these had on the early history of Man. 9 The Glaciation Of The Great Lakes Area An account of the history of glacial events which resulted in the landforms and superficial deposits which now characterize Northern Ontario. 10 The Palaeogeography Of The Great Lakes Area In The Late And Post-Glacial Periods. An account of the succession of climatic changes in the last few thousand years and the biotic responses to these changes, including the migrations and occupancy by Man. 11 Mapping The Changing Environment The urgent need for accurate large scale maps for planning and management of natural resources. Survey and photogrammetric techniques of rapid mapping of changing urban and rural areas. The N. T. S. and the ARDA land inventory map series. The orthophoto and orthophotomap. The computer map. Canada's contribution to world developments in mapping techniques. S Land Utilization And Management In Ontario - Foundations Of Planning Resource Management - Photogrammetry and mapping in geography and forestry. 7 Man's Uses Of The Forest Logging: A Historic Review to the present. 9 7 Man's Uses Of The Forest - Parks and Recreation - wilderness forest reserves, planning. 10 Man's Uses Of The Forest - Urban Parks and Recreation - values, criteras in planning. 11 Prospects And Precautions For Northern Development. The Politics Of Resource Conservation - 12 Panel discussion et al. Legislators, industry, lands and forest will be invited. COURSE CO-ORDINATORS: Dr. B. A. M. Phillips, Associate Professor, Depart- WINTER SECTION S 1 (LU. code: 3 The Landsurface The processes of weathering and the formation of soils, the distribution of soil types in relation to regional and local factors, and the significance of minor changes in s<?il conditions. Soil as a natural resource. 4 The Biosphere The Surface And Ground Waters 12 Remote Sensing Of Natural Resources An introduction to airborne methods of sensing particular ground phenomena and recording data by infrared, radar and other techniques. The use of earth orbital satellites in collection of ground data and for resource planning and management. On The Nature Of Forests And Of The Tree - The hydrological cycle and the significance of natural water storage. The river and its role in landscape change; the morphometry of a watershed and the river regime, lakes. Water as a natural resource. Composition, structure, functions. A general consideration of the forest as a dynamic, biological complex. 6 Characteristics, conditions, soil-types, and a description of the tree species of Northwestern Ontario. The Oceans The structure of the ocean masses and their circulation, their role in climatic control. The littoral shelves as resource areas; the nature of the equilibrium of oceanic life. The ocean as a resource. 2 3 The Forest Regions Of Canada And Ontario - Forest Environmental Influences - Climate, precipitation, the atmosphere, stream flow. 4 Fish and Wildlife Management~ Man's Uses Of The Forest- The symbiotic nature of vegetation and animal life and their distribution in relation to climatic and landform patterns. The biosphere as a natural resource. The Atmosphere Atmospheric processes, weather and climate, regional, local, and micro-climates. The atmosphere as a natural resource. A lecture-discussion course on the relevance of the Christian church to the problems of our time and the revolution in modern theological thought and practice. Sponsored jointly with the Thunder Bay Ministerial Association, lecturers will include university faculty, local and visiting clergy. 1 Theological Revolution Today? 2 Who or What is God? 3 Is God Personal? S 6 8 ment of Geography. Mr. K. W. Heamden, Associate Professor, School of Forestry. Location: Room MB -1015 (formerly 1035 Main Building) Time: Wednesday evenings, 8:00 p.m. commencing September 30 (fall term) and January 6 (spring term) Fee: $15.00 per term Students - $3.00 per term Minimum Enrollment: 25 full fee registrants 2 CHRISTIANITY IN CRISIS 27-51-350) 8 9 10 11 12 Text: Christ--The Man for Others, or the Man from Beyond? Christianity-This Worldly or Other Worldly? A New Morality? The Bible as Inspired Literature. The Human Spirit and the City. The Church--A Worldly Institution or a Serving Community? Christian Meaning. Christianity and Sexuality. City of God or the God of the City? Basic Readings Bishop Robinson, Honest to God Harvey Cox, The Secular City Vatican II Documents Supplementary Readings The Honest to God Debates The Secular City Debates Location: Room MB -1035 Time: (formerly 1035 Main Building) The course will be held on Monday nights at 8:00 p.m. during the fall and winter. The fall term will commence October 19 for six weeks and the winter term will commence January 11 f~r a further six weeks. Fee: $15.00 per person and $25.00 per couple, will include the three basic readings. Supplementary reading material will be available at the University Bookstore. Individual lectures - $ I.SO Course Advisor: Rev. Dr. W. S. Morris, Professor, Department of Philosophy Minimum Enrollment: 25 (L.U. code: 27-52-350) �PROBLEMS OF LOCAL GOVERNMENT The intention of this program is to provide a meeting place where concerned citizens and public officials can discuss local problems of the day. Elected officials and public service officers from various branches of local government have been invited to attend as guest speakers and resource people. 1 The Legal Context - The municipality, the province and the federal government. Is independence possible? The big city and the small town. 2 The Environmental Context - planning land use, urban renewal, parks, transportation, services. 3 The Environmental Context - sewage disposal, pollution control, open spaces, street maintenance, snow removal. 4 Schools - Locally responsible? Problems of planning. Parent-teacher-board relations. Class size. Class size and program content. S Schools - continued. 6 Financing of Local Government - Assessment and re-assessment. Is a "fair" tax base possible? The mill rate. Provincial subsidies. Tax exempt land. Can we have high class services without high taxes? 7 Welfare - the municipal responsibility. Provincial aid and regulations. Can welfare be humanized? The welfare recipient as a citizen. 8 Einancing and Welfare - continued. 9 Community services - library, police, streets, public housing, etc. Are they responsive to our needs? 10 Amalgamation and Decentralization - How do we achieve efficient, citizen-responsive local government? 11 Municipal J>olicies - How are our leaders elected? To whom are they responsible? The future of party politics in the city. 12 Problems of the Elected Official and Municipal Employees - hours, pay pressures, rewards. 13 Economic Development of the Region - What is the future - industry, tourism, investment, Provincial and Federal incentive programs. 14 Summary and Unfinished Business. Time: Thursday evenings at 8:00 p.m; commencing October 29, 1970. Location: Room: MB-1061 (formerly Room 1000, Main Building). Fee: $10.00 Students - $2.00 Individual evenings - $1.00 Minimum Enrollment: (20 full fee registrants) (L.U. code: 27-53-350) MAN AND HIS DRUG AGE This program is intended to give the concerned layman an opportunity to become better informed about the problems and opportunities created by the widespread availability and use of "chemical comforts" of many kinds--drugs, alcohol, barbituates, sedatives, etc. No ethical or moral attitudes are assumed on the part of either discussion leaders or participants and each will be free to examine critically the attitudes and standards of conduct most appropriate to the problems and opportunities created by Man and His Drug Age. The program is intended to last for 15 sessions but is not rigidly structured. Rather, a number of resource people have been contacted and they will try to be available as the needs of the group require. A partial list of the resource people contacted is as follows: Dr. A. A. Asimi - Sociology Department, Lakehead University Dr. Neil S. McLeod - General Practitioner, Fort William Clinic Mrs. Colleen Hughes - Social Worker, St. Joseph's General Hospital Mr. Dale Torrie - Social Service Worker, formerly associated with the Fort William Youth Centre Dr. J. A. Moore - Director of Clinical Services, A.R.F; Thunder Bay Mr. A. Moss - Director of Community Services, A.R.F; Thunder Bay Time: Tuesday evenings, 8 :00 p.m. commencing Tuesday, October 20, 1970. Location: Room: MB -1006 (formerly Room 1056, Main Building). Fee: $20.00 Students $5 .00 Minimum Enrollment: 20 full fee registrants (L.U. code: 27-54-350) TEACHING ORAL FRENCH BY AUDIO VISUAL METHODS A demonstration of a new technique for teaching oral languages to children, ages 7 to 12. This method, entitled Bonjour Line, has been specially devised for children. It enables intensive use of recorded sound and film to teach dialogue patterns on subjects of interest to children and with which they are familiar: games, animals, stories and so on. The method is designed for children who have already learned the essentials of reading and writing their own language. There is therefore no danger of confusion with spelling or pronunciation of their mothertongue. Since only French is used in this direct method the child's mother-tongue does not necessarily have to be English. These lessons will supplement but in no way conflict with oral French instruction which children will be receiving in elementary school. Instructor: Mme. Louise Quirelle Time: Saturday mornings, 10: 30 - 11: 15 or 11: 30 - 12: 15 commencing Saturday, October 3rd for 12 weeks. Classes will be held in one of the modern teaching laboratories of the Department of Languages, in the Main Building. Fees: $ 15 .00 per child per term: second and subsequent children of the same family (brothers and sisters) $8.00. Minimum Enrollment: 15 A third morning session will be held during the fall and a continuation or repetition of the program will take place for twelve weeks during the winter term if there is sufficient interest. (L.U. code: 27-55-350) VISUAL EXPERIENCE A course designed to intensify personal visual awareness of the world around. It will also look briefly at the way in which the artist orders his visual impressions into a coherent living form. No previous knowledge of art is required, only a willingness to look closely at the immediate environment. Students should bring pen and paper, pencil or charcoal, and, ideally, a camera. Time: Tuesdays and Thursdays for 8 evenings, commencing Thursday, October 15 at 8:00 p.m. Location: Room MB -1001 (formerly Room 1149 Main Building) Instructor: Mrs. Frances Smith, formerly art officer, Arts Council of Great Britain. Fee: $10.00 Minimum Enrollment: 20 (L.U. code: 27-56-350) EVOLUTION AND REVOLUTION IN THE THIRD WORLD An eight week lecture - discussion series on developments in the Third World with particular reference to the Indian Sub-Continent. Dr. Sarbadhikari has spent the summer of 1970 in India observing the political scene and talking with leading political figures. Lecturer: Dr. P. Sarbadhikari, Associate Professor, Department of Political Science. Location: Room MB-1027 (formerly Room 1023 Main Building). Time: Wednesday evenings, 8:00 p.m; commencing January 11. Fee: $10.00 Students - $2.00 Minimum Enrollment: 20 full fee registrants (L.U. code: 27-57-350) �CELESTIAL NAVIGATION MAN AND HIS ENVIRONMENT In fifteen lessons the student is led from the fundamentals of astronomy {with no higher mathematics required than the ability to add and subtract numbers) through the use of the sextant to the reduction of observations taken from a simulated voyage on the North Atlantic. An examination of the growth and functions of Canadian cities. Particular attention will be paid to the way in which the urban environment affects Canadian society and the manner in which urban society attempts to shape its habitat. Text: FALL SESSION: "Celestrial Navigation" by F. W. Wright (Cornell Maritime Press Inc.) 1 Lecturer: Dr. J. S. Griffith, Associate Professor of Mathematics, Member of U.S. Institute of Navigation; late member H.M. Nautical Almanac Office. 2 Location: H.M.C.S. Griffon Time: Tuesday evenings at 8:00 p.m; commencing January 12 Fee: $25.00 Students and Sea Cadets - $5.00 Minimum Enrollment: 20 full fee registrants 3 4 (L.U. code: 27-58-250) PSYCHIATRIC NURSING FOR GRADUATE NURSES This course is designed to promote recognition of the physically and/or emotionally ill and to develop a deeper understanding of the principles involved in establishing therapeutic relationships. Instructor: Mrs. L. Lyss, Assistant Professor, School of Nursing. Tuesday and Thursday evenings commencing Tuesday, February 2nd, and continuing through the winter session to April 13th, 1971. Location: LI -4005 ( formerly Room: L-411 in the Library). Fee: $60.00 Minimum Enrollment: 12 S 6 7 8 Defmitions of "urban" I Formal - examples from all continents. II Functional III Elaboration and comparison of Canada and U.S. formal definitions. Urban Development I Origins of urban settlement II Spread of urban settlement III Changing forms and functions of urban settlement World Urbanization I Statistical study 1800-1950 II Differential input by area a) 19th Century rural-urban migration b) 20th Century urban population growth Canadian Urbanization I Statistical Study 1851-1961. Canada and Provinces compared. II Differential growth by size-class. III Comparative study of growth of Port Arthur and Fort William IV Pattern of settlement development. Classification of Cities I Functional - Harris II Service - Nelson III Industrial - Alexandersson IV Value of classification Classifications of Canadian urban settlements I Results of Maxwell's classification II Value of this for further study III Application of 5-2 to Canada Examination of One Representative of Each Type Identified In Either 6-1 or 6-3 Inter-Urban Theory I Central Place Theory II Concept of the "threshold" lil Concept of the range of the good 9 Application of 8 to Northwestern Ontario 10 Urban-Rural Relationships I Concept of service area 11 Concept of tributary area III Dynamics of 1 and 2 IV Techniques Consumer travel behaviour (L.U. code: 27-59-350) 11 12 The city-centred region I Administrative structures II Urban and rural municipality relationships III Amalgamation at Canada's Lakehead IV Regional goverment in Ontario WINTER SESSION 1 Internal Urban Patterns I The land use map II Analysis of zones a) commercial b) industrial c) residential 2 Theories of urban structure I Concentric Zone II Sector III Multiple Nuclei 3 Ethnicity and the City 4 Race and the City S Social Class and the City 6 Urban Demographic Characteristics I Age-sex differences in Canada a) by area b) by town-type 7 Urban Demographic Characteristics (cont.) II a) Rural-Urban migration b) City-City migration c) Intra-city migration d) Effect on housing market 8 The Changing Housing Market I The apartment "boom" a) Canada b) Toronto c) Thunder Bay II Supply and demand influences III Changing locational pattern 9,10, and 11 Controlling Urban Development I Urban planning II Urban renewal III Neighbourhood "concept" IV Canada's new towns a) bases b) forms c) company-worker relationships 12 Transport and the City Texts: J. & R. Simmons, Urban Canada, Copp Clark, (Toronto, 1969). . N. H. Lithwick and G. Paquet, Urban Studies: A Canadian Perspective, Methuen, (Toronto, 1968). Selected papers, available in Lakehead University Lib- rary. These may be xeroxed ( at a charge) by the individual for his own use. Assignment of Grades: Assignments submitted for marking will count for 20% of the final grade. Contributions in the form of prepared papers will count for 20%; There will be a final written examination which will count for 60%. Instructor: Mr. I. G. Davies, Assistant Professor, Department of Geography. Location: Room MB-1024 (formerly Room 1020, Main Building) • Time. Monday evenings, 8:00 p.m., commencing September 28 Fee.. $100.00 Enrollment: Minimum I 0, Maximum 30 (This course has been developed with the assistance of the Ontario Association of Real Estate Boards. For this reason, first preference will be given to realtors and appraisers should a shortage of places appear. Consideration is being given to making this course a regular university credit course. Should this develop during the life of the course, students may transfer to credit status by fallowing the regular procedures for gaining admission as a part-time student to th~ University and by paying the additional sum requzred to bring the fee up to the credit level.) (LU code-27-60-350) �EFFICIENT READING PROGRAM A Efficient Reading Course: The course is designed to improve reading skills which will increase both speed and comprehension. Initially, emphasis will be placed on increasing reading speed. Then rapid comprehension will be emphasized and, in the latter part of the course, time will be spent on various types of reading which the students are involved in outside the context of the course. The course consists of one 3-hour class per week for 10 weeks. It will be offered twice during the regular school year. The first course will begin on Monday, October 5 and the second on Monday, January 4, 1971. Instructor: Dr. F. D. Colman Location: Room MB-1061 Time: Mondays, 7:00 p.m; beginning October 5 and January 4. Fee: $30.00 L.U. Students - $15.00 (fee includes work books and other materials for the course) Mini.mum Enrollment: 20 Maximum: 35 Should there be sufficient demand, extra evening classes and day classes will be scheduled. B Reading Tests: A service will be offered to those interested in finding out their reading speed and comprehension. Reading tests will be given in the following time slots: Mondays: 10:00 a.m. - 12:00 p.m. Wednesdays: 7:00 p.m. - 9:00 p.m. Fridays: 2:00 p.m. - 4:00 p.m. Appointments should be arranged through the Extension Office. Fee: $2.00 (L.U. code: 27-61-350) Director of Extension LAKEHEAD UNIVERSITY Postal Station P, Thunder Bay, Ontario, Canada. Telephone - 345-2121 Local 210 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Continuing Education 1970-1971 Subject The topic of the resource Universities Description An account of the resource Brochure and course information for Continuing Education offerings, 1970-1971. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1970 Format 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/6fb3cd618e1b7c833dc78e83c77e9f8c.pdf 06f92bc2d283da3064adf86705156883 PDF Text Text Lakehead UNIVERSITY �greetings from LAKEHEAD UNIVERSITY Congratulations to you, the graduating class of 2026! 2026 Graduates You are on Canada's A-List: k. you cross the stage today, I invite you to reflect on this incredible moment. Applause to you, your support team of family, friends, and faculty, for your many accomplishments in a difficult, dangerous, and challenging world. You are not simply walking across the stage to a roar of applause from your friends, family, and supporters; no, this milestone is much more profound. Obtaining your hard-earned degree signifies stepping into the next phase of your bright and brilliant future. Whether your goal is to begin working in your chosen field or to continue your education by pursuing advanced studies, completing your degree at Lakehead University has bestowed upon you the gifts of choice and possibility. From this moment forward, the key to unlocking your future is in your hands. I know that your journey from the first day of orientation to graduation was not easy. You have grown as a person, you have expanded your mind, built your skill sets, and you are well-prepared for what comes next. On behalf of our faculty and staff, and alongside your friends, family, and supporters, I offer my heartfelt congratulations. The entire Lakehead community is proud of all you have accomplished, and we are honoured to be part of your l~e·s story. Dr. Gillian Siddall President and Vice-Chancellor Lakehead University Advocacy is now in your present and future. Advocacy for the values of your Lakehead education, including collaboration, respect, and truth and reconciliation. Attitude, sometimes used as a negative word, in your case, means having the determination and focus to make the world a more humane place for yourselves, your local and national communities. Alt~ude, a high place, will frequently need to be your vantage point. You are equipped to look at the world from there, to know that together we can work for harmony, beauty, hope, and abundance. A-List graduates, applause and congratulations to you. Rita Shelton Deverell Chancellor Lakehead University �Thursday, May 28, 2026 - 2pm ORDER OF PROCEEDINGS Graduate and Undergraduate Credentials to be Conferred: Faculty of Business Administration Faculty of Education Faculty of Social Sciences and Humanities Prelude Joe Petch Processional - Pomp and Circumstance by E. Elgar Joe Petch, Ted Vaillant, Erik Hongisto, Damian Rivers-Moore, Dr. Darlene Chepil-Reid The audience is asked to stand as the Academic Procession enters OCanada Robert Perrier Honour Song Elder Beatrice Twance-Hynes Invocation Elder Beatrice Twance-Hynes The Chancellor - "I hereby declare this Convocation open." Chancellor Rtta Shelton Deverell Introduction of the Platform Party Dr. Gillian Ba~our, Provost & Vice-President (Academic) Greetings from Fort William First Nation Chief Michele Solomon, Fort William First Nation President's Address Dr. Gillian Siddall, President & Vice-Chancellor Conferring of the Honorary Degree Candidate Dr. Aris Carastathis, Chair Senate Honorary Degree Commtttee Chancellor Rtta Shelton Deverell Dr. Gillian Siddall, President & Vice-Chancellor Convocation Address Gary Polonsky Conferring of the Title of Fellow of the University Cathy Tuckwell, Chair of Lakehead University's Board of Governors Brian McKinnon, 2026 Fellow of the University Message from the Class of 2026 Chiara Simeoni Musical Interlude Lauren Differ Saxberg (Fiddle) Presentation of the Candidates for the Conferring of Credentials and Medals/Awards Dr. Rhonda Koster, Deputy Provost and Vice Provost (Teaching & Leaming) Degrees and Diplomas Granted in Absentia Andrea Tarsitano, Vice-Provost (Students) & Registrar Message from the Alumni Association Paul Popo-Ola, President, Lakehead University Alumni Association Chancellor's Remarks & Closing "I hereby declare this Convocation closed." Chancellor Rita Shelton Deverell Recessional Chris Grenke The audience is asked to kindly wait until the graduates have exited the Auditorium and to then make their way to the Lakehead University campus for refreshments, photos, and conversation. Follow along as we acknowledge our graduates and this year's medal recipients. ~ �Lakehead UNIVERSITY The Arms of the University were granted by the Earl Marshal, the Duke of Norfolk, on June 20, 1959. The heraldic description is: Coat of Arms "Barry wavy of six Argent and Azure on a Chief Gules in front of a rising Sun issuant from the base of the Chief Or between two Candles enflamed proper each surmounted of an open Book also proper edged and bound Gold a Portcullis chained Sable" Crest "On a Wreath Or and Azure on Water Barry wavy Argent and Azure in front of a Rock growing therefrom a Pine Tree a Canoe paddled by an Indian Brave and Canadian Trapper." Motto Ad agusta per angusta Achievement through effort � https://digitalcollections.lakeheadu.ca/files/original/6cb7cc0ab9a3cf49a60474d351947de0.pdf 3fd54e7fc0d0eb0f842ba8f7367e725e PDF Text Text Lakehead UNIVERSITY THUNDER BAY, 0 �Qreetings from LAKEHEAD UNIVERSITY Congratulations to you, the graduating class of 2026! 2026 Graduates You are on Canada's A-List you cross the stage today, I invite you to reflect on this incredible moment. Applause to you, your support team of family, friends, and faculty, for your many accomplishments in a difficult, dangerous, and challenging world. f:,,s You are not simply walking across the stage to a roar of applause from your friends, family, and supporters; no, this milestone is much more profound. Obtaining your hard-earned degree signifies stepping into the next phase of your bright and brilliant future. Whether your goal is to begin working in your chosen field or to continue your education by pursuing advanced studies, completing your degree at Lakehead University has bestowed upon you the gifts of choice and possibility. From this moment forward, the key to unlocking your future is in your hands. I know that your journey from the first day of orientation to graduation was not easy. You have grown as a person, you have expanded your mind, built your skill sets, and you are well-prepared for what comes next. On behalf of our faculty and staff, and alongside your friends, family, and supporters, I offer my heartfelt congratulations. The entire Lakehead community is proud of all you have accomplished, and we are honoured to be part of your life's story. Dr. Gillian Siddall President and Vice-Chancellor Lakehead University Advocacy is now in your present and future. Advocacy for the values of your Lakehead education, including collaboration, respect, and truth and reconciliation. Attitude, sometimes used as a negative word, in your case, means having the determination and focus to make the world a more humane place for yourselves, your local and national communities. Altitude, a high place, will frequently need to be your vantage point. You are equipped to look at the world from there, to know that together we can work for harmony, beauty, hope, and abundance. A-List graduates, applause and congratulations to you. Rita Shelton Deverell Chancellor Lakehead University �Friday, May 29, 2026-10am ORDER OF PROCEEDINGS Graduate and Undergraduate Credentials to be Conferred: Faculty of Engineering Faculty of Health and Behavioural Sciences Faculty of Natural Resources Management Prelude Joe Petch Processional - Pomp and Circumstance by E. Elgar Joe Petch, Ted Vaillant, Erik Hongisto, Damian Rivers-Moore, Dr. Darlene Chepil-Reid The audience is asked to stand as the Academic Procession enters OCanada Robert Perrier Honour Song Elder Beatrice Twance-Hynes Invocation Elder Beatrice Twance-Hynes The Chancellor - "I hereby declare this Convocation open." Chancellor Rita Shelton Deverell Introduction of the Platform Party Dr. Gillian Ba~our, Provost & Vice-President (Academic) Greetings from Fort William First Nation Chief Michele Solomon, Fort William First Nation Greetings from the City of Thunder Bay The Honorable Ken Boshcoff, Mayor, City of Thunder Bay President's Address Dr. Gillian Siddall, President & Vice-Chancellor Recognition of the Recipients of the Emeritus Title Dr. Gillian Balfour, Provost & Vice-President (Academic) Conferring of the Honorary Degree Candidate Liz Murray, Member of the Senate Honorary Degree Committee Chancellor Rita Shelton Deverell Dr. Gillian Siddall, President & Vice-Chancellor Convocation Address William Heibein Conferring of the Title of Fellow of the University Cathy Tuckwell, Chair of Lakehead University's Board of Governors Kevin Cleghorn, 2026 Fellow of the University Message from the Class of 2026 Namratha Jagadeesh Musical Interlude Lauren Differ Saxberg (Fiddle) Presentation of the Candidates for the Conferring of Credentials and Medals/Awards Dr. Erin Peason, Associate Professor Degrees and Diplomas Granted in Absentia Andrea Tarsitano, Vice-Provost (Students) & Registrar Message from the Alumni Association Paul Popo-Ola, President, Lakehead University Alumni Association Chancellor's Remarks & Closing "I hereby declare this Convocation closed." Chancellor Rita Shelton Deverell Recessional Chris Grenke The audience is asked to kindly wait until the graduates have exited the Auditorium and to then make their way to the Lakehead University campus for refreshments, photos, and conversation. Follow along as we acknowledge our graduates and this year's medal recipients. ~ �Lakehead UNIVERSITY The Arms of the University were granted by the Earl Marshal, the Duke of Norfolk, on June 20, 1959. The heraldic description is: Coat of Arms "Barry wavy of six Argent and Azure on a Chief Gules in front of a rising Sun issuant from the base of the Chief Or between two Candles enflamed proper each surmounted of an open Book also proper edged and bound Gold a Portcullis chained Sable" Crest "On a Wreath Or and Azure on Water Barry wavy Argent and Azure in front of a Rock growing therefrom a Pine Tree a Canoe paddled by an Indian Brave and Canadian Trapper." Motto Ad agusta per angusta Achievement through effort � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Convocation Programme 2026 Subject The topic of the resource Universities Description An account of the resource Lakehead University 61st Convocation Programme 2026 for Thursday May 28th and Friday May 29th. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay Date A point or period of time associated with an event in the lifecycle of the resource 2026-05-28 2026-05-29 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Convocation2026-Thurs Convocation2026-Fri https://digitalcollections.lakeheadu.ca/files/original/eb4a473d98edb0fbdc8f198714d42313.jpg 68bfff5054f9fcdd985f0d495f2c8b89 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. Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player HTML embed code <iframe width="480" height="360" src="//www.youtube.com/embed/slY69ZQRdKM" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="allowfullscreen"></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/slY69ZQRdKM/default.jpg 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 Convocation, 1993 Description An account of the resource Convocation, 1993. Morning session. Chancellor Lois Wilson, President Bob Rosehart. Awards given. Address by Lyn McLeod. Digitized from VHS August 2022. Length: 1:55:24. Date A point or period of time associated with an event in the lifecycle of the resource 1993 Source A related resource from which the described resource is derived http://youtu.be/slY69ZQRdKM Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a> Publisher An entity responsible for making the resource available Lakehead University<br />published via YouTube.com Subject The topic of the resource Universities Creator An entity primarily responsible for making the resource Lakehead University 199 A Truly Canadian Experience Canada College Convocation graduation higher education Lakehead Lakeheadu MyLakehead Ontario Orillia Post-secondary Research University school Study in Canada Thunder Bay Top University University https://digitalcollections.lakeheadu.ca/files/original/3d4267165e5a84f9a90d5dc9688c0ee2.pdf 45aa611b25feadb936a4108be1caa4f3 PDF Text Text /. (,I ~~ u rv 1 u£ RS 1rY L4K£1-/£AO ~ C_ ~ -tl.~t 0 Ll ~ ' s le - {,. l\ \ D ( tOlrO~ jf:f\1"f7-TT'\j' GA ·L L ~ 7 ~ "- CJ / �A C K N O WL E D G E M E N T S ----------~-- ·-Many thanks to my unfortunate victims and partners in crime: Sharon Matchett - AMS Secretary Fiona Karlstedt - Administration Secretary - for the long hours put in that ONE FAITHFUL NIGHT typing this masterpiece. And to: Larry Earl - formerly Arts 11 Jim Hamil ton - formerly Arts 1 Frances Moscoll - formerly Arts 111 - for their help in the tabulation I I l Ii l ! ! ! I I I j ! l And to: Linda Martin,once again for putting up with the whole mix-up before, during and after CUS , and to all the dear friends and enemies that I shall rope into working this week-end to staple th~s calendar. �d We promised the StLtclents 0f Lakehead University an anti-calendar (a course evaluation survey) last year. Here it is. We make no apologies for what is said, no claim that it is a resounding success, no dttempt to measure the weight of its results but rather we accept the responsibility for all that has been said within these pagPs anJ we hope that in some way shape or form that our first anti-calendar will contribute snmething useful to the university for the benefit of both students and faculty. "What needb Lo be set out initially is a brief description uf our experienc~ Jn doing tl1is, our reasons for making it, a discussion of liow sti1211t1fi c it is, some of our reactions to the results, and wh a t lond of picture emerges from ti,~ survL-"Y." Editor's Note: All quotations are taken from tile U.B.C. anticalendar, Songs of f nnocence_?nd Experience, simply because 1 felt that their editor summed up what I hoped to say in a much better way than I ever could. The poorly worded but sincerely meant suggestions and comments will be my own. How To Make An Anti - Calendar Figure out what you want to know and then devise a questionnaire to get the informat1011. Get a lot of willing hands to pass out the questionnaire, hands that will later pick up the same. Phone call reminders are essential for greater response and therefore greater sucless - again more willing hands. Another important factor to note is that all questionnaires should be passed out well in advance of final exams and that work in preparation for an evaluation course should have begun in the early spring of the University year to permit more careful planning of the anti-calendar, and especially more 'people-getting'. By now you have realized one simple but basic need: 'to get an anti-calendar you need the authentic co-operation of people'. There is a start ... more is to come. From Plato To Goodman - A -~~~tl_e Philosophy Thi s section should lie short and it is. An anti-calendar should he free and available. Its purposes are to find out how goo<l the courses and teachers are, to be a guide with informau.on the administration doesn't provide, and to be a force for academ1c reform within the University. �2 Editor's Note: 1 simply cannot resist using a few of the unique subtitles from Songs of l!!_~c~n_£_e and Experience (U.B.C.) as some of you will notice. Science and Bubblegum The format of any evaluation course is constantly under fire by social scientists for its scientific failings accuracy, dependability. Some feel that it should be more than a string of little numbers to check off ... ·others attack different features ... but we shall not be moved. "This anticalendar is not a scientific document - it is a compendium of many opinions - a lot of it is hit and miss - but it doesn't pretend to be anytl1ing else. You could spend days talking about how to make it more scientific; you could spend your days doing better things. Our feeling about anti-calendar is chat it's usefulenough." Results la6, 2a6 1 Ja6, ...... '? ---On looking back now, we find it hard to believe that the anti-calendar can do mor e harm than good as many of its main critics suggest. Quite c learly this survey revealed "the r e sp e ct which most students have for their teachers, both as individuals and as professionals". Profs were treated with fairness, we believe, and few were really burned at the stake by a rdging mob or 'irresponsible' students. Our intention was to let the students know which were the better courses and profs, and to criticize both, in order to improve courses next year. At times students wrote this sort. of comment "I would have gotten more out of this course if I had attended the Jectures or done some work on the course. It was more my fault than ... " (Professor's name will be omitted to save face on all sides) At times it was the other way around. Regardless of what comments were made, however, we feel that taking all thoughts into consideration that the evaluation 'attempt' was definitely worthwhile. "When students put out more anti-calendars here (and they will) maybe the writing and tl1e information evaluating methods wiJl improve. This is a banal hope. What's seldom mentioned is the suggestion that 1f tl1ere were really frank an<l open discussions about courses, tea c hers and changes, we probably wouldn't have to bother w1th anti-calendars." �3 How To Use Tlus The courses have heen listed 1n alphabetical order in their respective years. Faculties have not been separated because in many instances students in different faculties take a few of the same courses, (i.e. as in the case of the English requirement). Time did not allow us, moreover to check with the respective departments re course and professor changes for next year. Therefore out suggestions are: 1. that you check with the profebsors concerned as to the present courses offered hetore you determine the courses that you -wi 11 take, 2. and that you read rhe summary ut the course you plan to take even if last year's prof 1s not returning - in this case for subject material criticism. We stress also the f ch.t that only courses to which we felt there had heen suffiLient response are evaluated in this anti-calendar. Because of tl1is, you will find that the courses evaluated are many for first year students, occassional for second year, hardly for third year and non-existent for Honours and hcyond. Note also that the description of the subject matter of the given courses, in all cases, is taken from last year's Calendar descriptions. Time and che format of our questionnaire have forced us into this situation and we have made only slight adjustments to it - mainly derived trom the Comment section of the questionnaire. And finally all results have been tabulated following the line of the Evaluation Questionnaire mailed to students at the end of last year's term. Please judge accordingly. What It Shows "The anti-calendar conr.a1ns a lot of commentary about teachers and this receives a great deal of attention. It would be a mistake to think this is the important part. What's important, 1t seems to us, is to determine what the university is and isn't doing in education. Th~ university ls successfully putting people through some kind of system - sometimes it relates to learning, often it provides Jobs, often 1c doesn't do anything. The survey shows there are some progressive departments actually doing a good job as far as students arc concerned and that there are some great professors - contact with them changes your life." �4 It shows that problems exist that desperately need solutions: 1. the lecture system which doesn't provide for discussion or thought 2. the grading and examination system based on idiotic notions of competition 3. the minor requirement subject that many students hate to take but are forced to 4. survey courses where content is superficial and meaningless 5. impersonal student-professor relationships because of the system (i.e. the prof with too much administrative responsibility who is not available in or outside of class or perhaps the size of the class). "These are big problems and unless we begin to get some realistic changes, the quality of education here will continue to be dismally mediocre." Where It Leads Hopefully the anti-calendar will lead students and professors to a deeper understanding of what the end of University education should be and perhaps a few suggestions on how to get there. �5 Editor's Note: Courses that were turned in late are evaluated at the end of the calendar. Check the last pages before you write off a course as not having been evaluated. Accounting la6 Mr. Elms lie INSUFFICIENT RESPONSE The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of accounts receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principles; the formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporation Act - 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and nt a discount and the redemption of preferred shares; dividends and appropriations of retained earnings. Accounting Tla Mr . Zablocki, Mr. Crowe SUFFICIENT RESPONSE ONLY TO MR ~ ZABLOCKI'S COURSE The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of accounts receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principlesu Course Evaluation well, Mr. Elmslie managed to hold class interest fairly expressed his material adequately clear, encouraged �6 class participation in discussion and questioning quite often, was always available in and outside of class and was very receptive to ideas other than his own. His lectures met the •about-right 1 level of student comprehensionj his material was well organized and he followed th~ text and reading assignments 'almost' always and he assumed the right amount of prior knowledge of materialv The examination was _very much relevant to class work, reasonably difficult, required both knowledge of the course and reasoning and was marked rather strictly~ Ma r k i n g s c h em e s we r e u s. u a 1 1 y i n <l i c a t e d , q u e s t i o n s generally were clear and the percentage of term work vs. examinations was usually revealed. In general, reading assignments and term papers were usually not considered helpful, although the library holdings were considered adequateo While the course material was considered reasonably close to what was expected and the course labelled a very worthwhile course, the value of the text(s) and the seminars was realized by only half the class while the other half derive<l nothing from them . Accounting 200 The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of account receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principles . The formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporations Act - 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and at a discount and the redemption of preferred shares; dividends in cash and in shares and appropriations of retained earnings; longterm obligations of corporations including the treat~ent of bond premium and discount; investments; departmental and branch accounting; statement of source and application of funds; analysis of financial statements ~ �7 Accounting T2a Mro Elmslie INSUFFICIENT RESPONSE The formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporation Act 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and at a discount and the redemption of preferred shares; dividends in cash and in shares and appropriations of retained earnings; long-term obligations of corporations including the treatment of bond premium and discount; investments; departmental and branch accounting; statement of source and application of funds; analysis of financial statements ~ Accounting T3a Mr " Elmslie INSUFFICIENT RESPONSE The analysis of accounting procedures and principles to show the relationship between methods and reasons; the theory of income measurement; the evaluation of b u s i. n e s s e n t e r p r i s e s ; t h e m i n i murn s t a n d a r d s o f d i s c 1 o s u r e required in financial statements, techniques of budgeting and controls; accounting for parent and subsidiary companies; income tax problems; fund accounting; bankruptcy procedures; the integration of practice material with business cases. Accounting T3b M r ,, Z ab 1 o ck i INSUFFICIENT RESPONSE The elements of cost, material, labour, and overhead; the application of cost to work done under job cost and process cost systems; standard costs, including the analysis and accounting treatment of variances; cost and profit analysis for decision making, including gross profit analysis, break-even analysis; profit-volume and differential cost analysis; budgetary control and the flexible budget., �8 Anatomy and Physiology Tla (Nurses) Mro B., Bristowe Emphasizes anatomy and physiology of the various systems (skeletal, muscle, digestive, excreting, circulatory, respiratory, endocrine, reproductive and nervous) in man. Laboratory work consists largely of the dissection and study of the cat as a representative mammalian type and of experimentation in, and demonstration of basic physiological phenomena. Course Evaluation Mr. Bristowe held class expressed his material quite participation in discussions was usually available in anJ 'Hlmost' always receptive to interest adequately, clearly, encouraged class and questioning at times, outside of class, and was ideas other than his own " His lectures are at the 'about-rightf level of comprehension of his students, they followed the text and reading assignments fairly consistently, his material organJzation was good and he assumed the 'about-right' prior knowledge of material . The examination was fairly relevant to class work but very difficult . It required strict memorization, was marked rather strictly and the value of term work vs. examinations was not usually revealed. However, marking schemes were clearly indicated, and questions usually clearly worded ~ In general, texts coordinated with the course very well, additional reading assignments were always helpful, and term papers extremely helpful, although library holdings were poor ~ Labs proved a great help to the course . On the whole, the course material was very close to what had been expected and the course was rated as worthwhileQ �y Biology la6 Introductory lliology Dr. Ozburn Dr. Magwood Mr. Lindsay An introduction to living matter followed by surveys of the plant and animal kingdoms. The laboratory experiences include experimental biology as well as the study of both plant and animal structure. Editor's Note: Because this course was L:iught by three professors, students found the questionnaire difficult to reply to. Some attempted three separate ratings as we had hoped they would; however, the majority did not. Therefore I have devided to take all replies into account, along with the more specific comments which many students made and from this to evaluate Biology la6 as one section and not three. Course Evaluation The lectures, in general wPre considered adequately effective, expressing their material fairly well. Class participation in questioning and discussion was seldom encouraged, although the lecturers were receptive to ideas other than their own. All were usually available in and outside of class. The lectures were at about the right level of comprehension, 'almost' always following text and reading assignments. Material organization was adequate, although a little too much prior knowledge of material was assumed. The examination was rated fairly relevant to class work, reasonable difficult and requiring much memorization with some reasoning. Marking schemes were 'almost' always indicated, questions usually worded clearly, the marking fairly done and the value of term work versus examinations usually revealed. In general, the text was considered useless and strongly so, additional reading assignments, term papers and labs quite helpful and library holdings fairly good. On the whole the course material was reasonably close to what had been expected and the course was considered quite worthwhile. General comments suggested that too large an area was to be covered in the course, that wlth three different profs, �10 exam questions were more difficult to answer and that most labs did not correlate to the course. Biology Tla (Forestry) Introductory - Mrs. Skula INSUFFICIENT RESPONSE Stressing biological principles. Laboratory study of represtative species in plant and animal kingdoms, with emphasis on forestry application. Microhiology Tla (Nurses) - NO RESPONSE Survey of the physiological and morphological characteristics of micro-organisms. Biology 300 Microbiology (Nurses) - Dr. Lone - INSUFFICIENT RESPONSE Study of the role of bacteria in the biological world and their interaction with man. Special emphasis is given to the study of factors concerned with transmission of infections and attempts to control common diseases. Biology 301 - Physiology (Nurses) - Dr. Magwood (Kathleen) - INSUFFICIENT RESPONSE A course dealing with the function of tissues and organs of the human body using knowledge of scientific principles to assist the student to understand the reactions of the body to disease and to methods of therapy. Biology 2a6 - Developmental Vertebrate Morphology - NO RESPONSE The basic developmental patterns and the evolution of body form (skeleton, organ systems, etc.) of the Phylum Chordate. �11 Dissection of representative chordate types will be emphasized in the laboratory. Biology 2b3 Mycology, Phycology and Bryology Dr. Barclay-Estrup Morphology, life histories and evolutionary relationships of the principal fungi and algae. Course Evaluation Dr. BarcJay-Estrup did not redlly maintain class ~nterest during his lectures although his material was expressed clearJy. He encouraged class partiL1pat1on In discussion and questioning at times, was always available in and outside of class and was usually receptive to ideas other than his own. His lectures were at ahout the right level of comprehen,sion, usually followed text and reading assignments but not too well-organized. However, he assumed about the right amount of prior knowledge of material. The examination was quite relevant co class work, reasonably difficult, requiring almost strict memorization and marked very strictly. Marking schemes were almost always indicated, questions were usually clearly worded and the value of term work vs examinations was always revealed. In general, texts co-ordinated rather well, additional reading assignments and term papers were usually helpful but the library holdings were fairly poor. Labs were rated as very valuable to the course. On the whole, the course material was considered reasonably close to what was expected and the course was considered worthwhile. Biology 2c3 Vascular Plant Morphology Dr. Barclay-Estrup lNSUFFJCIENT RESPONSE Morphology and evolutionary relat1onsh1ps of the vascular plants from ferns to seed plants inclusive. �12 Biology 2d6 Dr. Ozburn Dr. Magwood (Course not descrihed in last year's calendar) The lectureres maintained class interest adequately, were quite easy to follow, greatly encouraged class participation in discussion and questioning, were 'almost' always available in and outside of class and very receptive to ideas other than their own. The lectures were slightly above the student level of comprehension, but followed text and reading assignments fairly consistently. They adequately organized the course material and assumed about the right prior knowledge of material. The examination was quite relevant to the course, reasonably difficult requiring strict memorization and marked fairly. Marking schemes were usually indicated, questions usually clearly worded and the value of term work vs. exams usually given. In general, the text(s) co-ordinated adequately with the course, additional reading assignments, term papers, and especially· labs were helpful and library holdings were fairly good. The course material was very much like what was expected and the course was considered quite worthwhile. �l] Business Law Tla Mr, D Martin INSUFFICIENT RESPONSE A summary of our laws of contract, employment 1 agency~ sale of goods, insurance, ba.i ]ments~ inheritance, real estate, negoiiable instruments, partnerships, corporations, bankruptcy, trade marksi business crimes and torts. BusinesK Organization 100 Mr Mott Forms of ownership, the organizational structure of a business firm; manufacturing, wholesaling; retailing; public utilities and co-operatives; the scope of the office. office organization, procedures, and equipment; location and layout of a business enterprise; personnel and labour problems; consumer and business . finance; financial institutions; business risks and insurance. Course Evaluation Mr. Mott was not consiJereJ effective in cl~ss at all, although he expressed l1is material ad~quatelyHowever, he did encourage c1.1ss participation in discussion and questioning at times, was 'almost' always available in and outsjde of c lass and wass at ti.mes, receptive to ideas other than his own. His lectures were felt to be at the 'about-right ~ level of comprehension~ they tolJowed the text(s) and assignments fairly consistently , The professor's material organization was u<lequate although he assumed a l i t t l e too much prior knowledge of material The examination was very relevant to class work and reasonable although 1t was very <liffi.cult lt required almost strict memorization, but the professorfs marking was considered fair Marking !:,Chemes were hardly ever indicated, but questions were wurded clearly 9 and the percentage value of term work vs. examinations usually revealed. In general, text(s) co 0 1ct1nJte<l adequately with the course, addit1onal reaJLng dssignments were usually l1elpful as were term papers nnd seminars There were fairly good library hoJ.d1ng~ un the cot1rse �14 On the whole, the course seemed to be reasonably close in subject matter to wl1at had been expected and was considered reasonably worthwhile. Business Manageme~t T3a Alexander INSUFFICIENT RESPONSE The princlples and practices of business management and their application to the organization and operation of enterprises; the management of the three major functions of husiness -- production, finance, and marketing . Emphasis is placeJ on the philosophy and general approach rather than on details of technique and procedures, with the aim o[ developing through classroom participation and written assignments on practical business situations the ability to recognize problem~, assemble facts, make decisions, 3nd present recommendations convincingly and conciselv~ Mr, Chemistry Tla Hru l ey, Dr . Braun INSUFFJCIENT RESPONSE A general course in cliemi_stry stressing atomic structure, periodic table, gas laws, liquids, solids, equilibrium, ionizations. hy<lrogenion concentration, a study of the representative elements, and a brief introduction to the chemistry of organic compounds Chemistry Dr .. la6 Hawlon Fundamental concepts of the atoms 1ng,. states and properties o[ mattero chemical bond- C o u r s e __ E v a 1 u a t . i o n Dr . II .:1 v.J t on ma t e r i n 1 c 1 e rl h e I d c l a s -.; ' .1 1 m o s t ' rl y , i nt .1 f! r es t , 1wn y s ex pr c ssed en c o u r a g e d hi s c l as s �15 participation in discussion and questioning, was available in and outside of class at times and was receptive to ideas other than his own usually o His lectures are at about the right level of comprehension and follow the text and reading assignments fairly consistently. His material organization is adequate and his assumption of prior knowledge of material just about right. The examination was quite relevant to class work, and was reasonably difficult and was marked fairly. Knowledge of the course, plus reasoning was essential. Marking schemes were usually indicated, questions usually clear but value of term work vs. examinations was never given. In general, text(s) coordinated very well with the course, additional reading assignments were always helpful, term papers quite helpful, the library holdings fairly good and labs proved valuable. On the whole, the course material was very close to what had been expected and the course was considered very worthwhile. Comments suggested~ - there should be more term tests experiments should be taken after the work has been covered in class and not before as was the case Chemistry 2e6 Inorganic-Analytical Chemistry NO RESPONSE A course dealing with the nature of solutes, vents, and solutions, precipitates, suspensions, general acid-base theory, equilibrium. Chemistry 2f6 Organic Chemistry sol- Dr. Orr An introductory course including the classification �16 and nomenclature of simple organic compounds, nature of the covalent bond, resonancP, stereo-chemistry ,. The following general reactions, together with reaction mechanisms, will be discussed: addition, substitution and elimination. Laboratory consists of preparation and purification of organic compounds. Course Evaluation Dr. Orr was considered to be an excellent lecturer who really maintained class interest, was very easy to follow, encouraged much class participation in discussion and questioning, was always available in and outsi<le of class and was definitely receptive to ideas other than his own. His lectures were at about the right level of comprehension, they followed the text and ~eading assignments almost aJways, his material organization was excellent and he assumed about the right prior knowledge of material. The examination was quite relevant to class work, rather difficult, required strirt memorization, but was marked fairly. Marking schemes were always indicated, questions alway worded clearly and the value of term work vs. examinations was usually given. In general, texts coordinated quite well with the course, additional reading assignments were usually helpful as were term papers, labs were quite valuable and the library holdings fairly good. The course material was very much like what had been expected and the course was considererl very worthwhile. Chemistry 2g6 Physical Chemistry Dr. Hawton NO RESPONSE An introductory course in physical chemistry dealing with, the properties of gases, kinetic theory, principles of thermodynamics anJ properties of solutions �17 Chenistry 3d6 Biochemistry NO RESPONSE /\. general course in Biochemistry including carbohydrates, proteins, lipids, enzymes, and nucleic acids. Chemistry 3e6 Inorganic Chemistry Dr. C0wdell NO RESPONSE Theoretical o1 the fl 1 em en ts , basis of nu c 1 t> n r Chemistry 3f6 the periodic table, chemistry <: hem i ~. l r y . Dr. Wilson Organic Chemistry 1 NS U FF LC I ENT RESP l) 1'1 SE Electrophillc substitution and addition reactions, nucleophilic suhstitution and a<ldltinn reactions, mo l e c u 1 a r r e a r r an g em en t s , o x i d a t i on -- .•t-' d u c t i on re a c t i on s , free radical reactions, p\1otochemical reactions. Chemistry 3g6 Physical NO Co n t i n u a t i o n o f 1~ ESP o NS E t i c c; , ~1 ;i r t o f ch em i s t r y ideal and nqn-ideal systems, t h f> r mo d y r: , 1 1~) i. c s 2g6, with application to r eac t i on k i ne ('.hem.ir;Lry a n d e 1 e c t r o - c- h e 1r. 1 s t ry. �18 NO RESPONSE Descriptive Dendrology 100 (Tlb) A syste.natic identification .::>f th£ important forest trees of Northwestern Ontario in natural and cultivated condition, supplemented by classroom study of the identifying features of the remaining important forest trees of Canada and U.S.A. Descriptive Geometry 100 (T2a) - INSUFFICIENT RESPONSE Instruction and practice in orthographic projection, solution of line and plane problems, method of revolution, curved lines and surfaces, intersection of surfaces. Design Tla - NO RESPONSE Sketching, perspective, shades and shadows, colour; design elements and principles; design and presentation of simpler architectural problems. Drafting Tla - NO RESPONSE The knowledge and skills involved in architectural working drawings and details; reference to building by-laws; standard handbooks and trade literature. Drawing and MappiB&__Tlb - NO RESPONSE Use and selection of drawing instruments, geometry of drawing, elementary mechanical drawing, charts and graphs, map drafting. Engineering Technology T2a NO RESPONSE Fundamentals of D.C. and A.C. circuits with emphasis on practical ~ndustrial, commercial and residential power distribution. The remainder of the Engineering courses did not warrant sufflcient response to merit their write-up. The following courses are in this category. Engineering Drawing Tla, Engineering Drawing T2a, Engineering Graphics 100, Engineering Laboratory Tla, Engineering Laboratory T2a and Engineering Materials Tla. �19 (. Forest Fire Control T2a - INSUFFICIENT RESPONSE Forest Geography 100 (Tla) Forest Management T2a - INSUFFICIENT RESPONSE - INSUFFICIENT RESPONSE Forest Mensuration 200 (Tla) - INSUFFICIENT RESPONSE Forest Meteorology 100 (T2a) - INSUFFICIENT RESPONSE Forest Soils 200 French Oa6 - - INSUFFICIENT RESPONSE Mrs. Rideout Elementary course in the study of the French language and culture. Explanation of French elementary grammar. Class exercises in translation. Dictation. Practice in conversation and pronunciation. Further practice in pronunciation in the language laboratory. In the latter part of the course students will be introduced to some aspects of French literature. Course Evaluation Mrs. Rideout holds class interest adequately, is very easy to follow, greatly encourages class participation in questioning and discussion, is always available in and outside of class and receptive to ideas other than her own. Many called her a 'very good lecturer'. Her lectures were at the 'about right' level of comprehension, her material organization was excellent with lectures absolutely following text and reading assignments. She assumed about the right prior knowledge of material. The examination was fairly relevant to class work, reasonable requiring strict memorization and marked fairly. Marking schemes were usually indicated, questions always clear and term work vs. exams usually indicated. In general, texts were very well suited to the course, additional reading assignments and term papers were hardly needed, and library holdings were very adequate as well as the labs being useful. On the whole, the course material very much like what was expected and the course was very worthwhile. Definitely an interesting course! �20 French la6 /tJ Mr. Vervonde1. Mr. Blin Reading, explanation and appreciation of French literary texts by contemporary authors. Review and application of grammar rules with oral and wriLten exercises. Some laboratory practice in French pronunciation. Course Evaluation --- Mr. Vervondel held class interest adequately, expressed his materiaJ clearly, encouraged class participation in discussion and questioning at times, was 'almost' always available in and outside of class and was 'almost' always receptive to ideas other than his own. His lectures were at about the right. level of comprehension, his material organization was adequate, lectures followed text and reading assignments 'almost' always. His assumption of prior knowledge was ahout right. The examination was 'almost' always relevant to the course, reasonable, fairly marked requiring knowledge of the course plus much reasoning. Marking schemes were given in class (but not i..lear1y indicated on the exam) while questions were 'almost' always worded c learly and the value of term work vs. exams usually given. In general tPxt co-ordin a t ed fajrly well wLth the course, additional reading assignment s wer~ not needed, labs were fairly valuable, and the l1brnry holdings rather good. This was considered a worthwhile cours e and reasonably close in subject matter to what had be en t:'xpe r.. ted. The main comment was that this lecturer would have been better-suited to a conversational language course, at least as far as course presentation was concerned. Mr. Blin held class interest 'dJmost' always, expressed his material adequately, encouraged class participation and was helpful and available at times. His 1 ec turt~S r eac lied the s l uden t level of com pr eh ens ion, his material organization was about right, lectures followed text and reading assignments tairly consistently but he assumed slightly too little prior knowledge of material. The examination was qui.te relevant to the course material, reasonable, but rather strictly marked and required knowledge of the course plus reasoning. Marking schemes were 'almost' always indicated, questions were worded clearly but the value of term work vs. exams hardly ever given. ]n general, texts proved adt>quate, additional reading assignments 'almost' always helpful and library holding good. The content ot the course was reasonably close to what had been accepted and the course was worthwhile. �21 1n general, texts proved adequate, additional reading assignments 'almost' always helpful and library holdings good. The content of the course was reasonable close to what had been accepted and the course was worthwhile. French lb6 Oral French Mrs. Moscovitch The aim of the course is to make the students proficient in the use of French language in every day life and to give them fluency in reading French. Intensive oral grammar and vocabulary building. Reading, conversation, and discussion of French civilization topics. Study of special- difficulties of French pronunciation. Practice in the laboratory. Course Evaluation Mrs. Moscovitch held class interest adequately, expressed her material clearly, encouraged class participation in questioning and discussion, was available and helpful in and out of class, and was rece·ptive to ideas other than her own, at times. Her lectures reached the student level of comprehension, her material organization was adequate with lectures following text and reading assignments 'almost' always. She assumed a little too much prior knowledge of material. Her examination was fairly relevant to the course, reasonable requiring knowledge of course plus reasoning and fairly marked. In general, texts were adequate, additional reading assignments helpful, library holdings fairly good and labs very valuable. The content of the course was not at all like what had been expected; however, it was considered a worthwhile course. The main comments suggested that there was a 'lack of enthusiasm' in her teaching and that the conduction of her class 'too authoritarian'. French 2a6 Eighteenth Century French Literature Mr. Blin INSUFFICIENT RESPONSE �22 French 2b6 - Contemporary French Theatre - Dr. Fonda INSUFFICIENT RESPONSE French 2d6 French 2rn2 The Sage Novel in the 20th Century - NO RESPONSE - Mrs. Moscovitch NO RESPONSE French 2o2 - Oral Practice in Laboratory - Mrs. Moscovitch INSUFFICIENT RESPONSE French 3a6 Seventeenth Century INSUFFICIENT RESPONSE French 3b6 French 3c6 French 3d6 - Twentieth Century Novel - NO RESPONSE - Nineteenth Century French Literature - Mrs. Moscovitch - NO RESPONSE - French Literature of the 16th Century - Mrs. Moscovitch - INSUFFICIENT RESPONSE French 3e6 - French Canadian Literature - NO RESPONSE /{)a. �23 French 3m2 - NO RESPONSE French 3o2 - Oral Practice - NO RESPONSE - The Novel in the 20th Century - NO RESPONSE - Symbolism - NO RESPONSE - Literary Criticism in France - NO RESPONSE - Honours French - NO RESPONSE - Oral Practice - NO RESPONSE French 4a6 French 4b6 French 4c6 French 4m2 French 402 �24 Geology Tlb Mr. Chisholm INSUFFICIENT RESPONSE Elementary mineralology , Crystallography, detailed physical and chemical properties, occurrences and uses of the important minerals; introduction to the study of rocks. Geology T2a NO RESPONSE Petrology, structural, economic and Precambrian geology. A study of rock types and geological structures together with an introduction to economic geology and mineral deposits. The relationship of the foregoing to the Precambrian receives greatest emphasis. Map reading and hand specimen determinations comprise the laboratory work. ' Geology T2b NO RESPONSE Exploration. A study of modern exploration methods including application of geophysical and geological methods, diamond drilling, interpretation of results and evaluation of mining properties . Geology la6 Mr. Page An introductory course in physical and historical geology primarily for Arts students. The course deals with the natural processes of vulcanism, graduation and diastrophism and their part in changing the earth's surface. The development of rocks . and continents to their present stage, past climates and life are dealt with in historical geology . Course Evaluation Mr. Page did not hold class interest at all although he presented his material quite clearly. He �2 .Jr· .f • <, C encouraged very little class participation in discussion or questioning, was hardly ever receptive to ideas other than his own but w~s usually available and helpful in and outside of class. His lectures reached the level of student comprehension, his material was adequately organized with lectures following text and reading assignments fairly consistently. He assumed about the right prior knowledge of material. The examination was quite relevant to the course, very reasonable requiring much memorization and fairly marked. Marking schemes were hardly ever shov.rn, but questions were clearly worrlcJ and the value of term work vs. examinations usually given. In general, th~ text proved adequate, additional rending ·assignments helpful, lab. reports not too valuable and llbrrlry holdings were quite poor. Labs however were fairly valuable. The content was reasonably close to what had been expected and the course was considered worthwhile. Geology 2c-16 Mr. Chisholm INSUFFICIENT RESPONSE Geology 100 (Tla) lNSUFFICfENT RESPONSE Geology 2b3 NO RESPONSE Geology 2c3 !'\O RESPONSE �lo 26 German Oa6 INSUFFICIENT RESPONSE German la6 INSUFFICIENT RESPONSE German 2a6 INSUFFICIENT RESPONSE Greek Oa6 Introductory Hydraulics T2a INSUFFICIENT RESPONSE Instrumentation T2a NO RESPONSE Italian Oa6 NO RESPONSE Italian la6 NO RESPONSE Italian 2a6 NO RESPONSE Survey of Italian Literature NO RESPONSE Latin la6 Miss Hurley The reading of prose: Cicero, Pro Archia and Pro Marcello; Sallust, CatilineA The reading of poetry: a comprehensive selection of the poems of Catullus and the Odes of Horace. Practice in prose composition and sight translation. Course Evaluation Miss Hurley held the classes' interest quite well, expressed her material clearly, greatly encouraged class participation, was always available and helpful, usually receptive to other ideas. Rer lectures reached the student level of comprehehsion, her materia] was excellently organized with lectures following text and reading assignments fairly consistently She assumed about the right prior knowledge of material A The examination was definitely relevant to the course, quite reasonable requiring strict memorization and marked �28 fairly. Marking schemes were indicated, questions worded clearly and the value of term work vs. exams usually given. In general, text(s) coordinated very well with the course, read~ng assignments were usually useful, The library holdings were faily good and the term papers were helpful~ The content was considered reasonably close to what h_ad been expected and the course rated as worthwhile . The only comment was the wish that the course had been taught less ljke high school Latin. Lt1tln 2ah Mr Alleyne I N S LI F F I C i E N T I{ E S P <>N S E Latin 2b6 NO RESPONSE Latin 3a6 NO RESPONSE Latin 3b6 Mr, Alleyne INSUFFICIENT RESPONSE Latin 4a6 Roman Philosophy NO RESPONSE Latin 4b6 Roman Lyric Poetry NO RESPONSE Latin 4c6 Roman Letter-Writers; NO RESPONSE Roman Elegiac Poetry Library Science Editor's Note: These courses were not covered in last year's calendar and insufficient response was received to cover them in the survey. My regrets . Marketing T2a Retail Merchandising INSUFFICIENT RESPONSE Marketing T2b Mr. Alexander INSUFFICIENT RESPONSE Mr. Alexander �29 Marketing T3a Advertising INSUFFICIENT RESPONSE Mathematics Tla Algebra and Trigonometry INSUFFTCIENT RESPONSE Mathematics Tlb Analytic Geometry and Calculus INSUFFICfENT RESPONSE Mathematics Tlc Business Mathematics NO RESPONSE Mathemat1cs T2a Calculus INSUFFICIENT RESPONSE Mathematics T2b Statistics INSUFFICIENT RESPONSE Mathematics T2c Mathematics of Finance INSllFFlCTf.NT RESPONSE Mathematics 100 Engineering Mathematics NO RESPONSE Mathematics 101 Calculus INSUFFICIENT RESPONSE Mathematics la6 Calculus Dr . Marchand, Dr . Whitfield Limits of sequences and functions; differentiation and integration of functions of one variable; applications to geometry and kinematics; introduction to space geometry. Course Evaluation Dr Marchand di<l not holJ class interest thac strongly, was considered a little confusing in expressing her material, seldom encouraged class participation but was 1 almost' always available outside of class an<l usually receptive to other ideas . �30 Her lectures reached the student level of comprehension, were adequately organized with lectures 'almost' always following text and reading assignments . She assumed about the right prior knowledge of material . The examination was quite relevant to class work, reasonable requiring knowledge of the course, plus reasoning but was marked rather strictly, Marking schemes, questions and the value of term work was made quite clearw In general, the text proved adequate, term papers, additional reading and lihrary holdlngs were not too helpful The content seemed to be reasonably close to what students expected , The course is considered quite worthwhile but difficult unless mathematically inclined There was insufficient response to Dro Whitfield's course Mathematics lb6 Algebra and Geometry I Dr . Whitfield Se~s, relations, functions; real an<l complex number systems; algebraic systems; groups, rings, fields; matrices; vectors and vector algebra; determinants; vector geometry ~ Course Evaluation Dr~ Whitfield held class interest, expressed his material well, encouraged class participation quite often, was 'almost' always available outside of class and receptive to other ideas c His lectures were a little ahove student comprehension, although his material organization was reasonable; he assumed too much prior knowledge of material. The exam was relevant to the course, rather difficult requiring knowledge of the course plus reasoning and marked rather strictly. Marking schemes, questions and the value of term work was usually given . In general, the text proved adequate, additional reading, 1.ah. reports, and labs were helpful but the library holdings poor The content was hardly what students expected; however, it was considered a worthwhile course. �31 Mathematics 2a6 Calculus and Linear Algebra INSUFFICIENT RESPONSE Math.ematics 2b6 Statistics INSUFFICIENT RESPONSE Mathematics 2c6 Differential Equations and Vector Analysis INSUFFICIENT RESPONSE Mathematics 3a6 Advanced Calculus INSUFFICIENT RESPONSE Mathematics 3b6 Algebra and Geometry II INSUFFICIENT RESPONSE Mathematics 3c6 Relativity and 0uuntum Mechanics INSlTFFICTENT RESPONSE Mathematics 3d6 Numerical Methods INSUFFICIENT RESPONSE Mathematics 3e6 Theory of Numbers INSUFFICIENT RESPONSE Mathematics 1f6 Introduction to Mathematical Probability and Stochastic Processes . INSUFFICIENT RESPONSE Mathematics 3g6 Mathematical Logic INSUFFICIENT RESPONSE Mathematics 4a6 Functions of a Complex Variable JNSlTFFTCTENT RESPONSE Mathematics 4bn Special Topics Mathematics 4c6 0 u ant um Mech ;1 n i c s �32 Mathematics 4d6 Numerical Analysis Mathematics 4e6 Topology Mathematics 4f6 Statistical Theory Mathematics 4g6 Advanced Algebra ( �Nursing la6 - Sister M. Rarbara - no course description available - Course Evaluation ---Sister Barhara held class interest, presented the course well and was easy to follow. She greatly encouraged class participation, was always available, helpful and receptive to other ideas. Her lectures reached the students, were well organized following text and reading assignments always. She assumed a little too much prior knowledge of fact, however. The examination was relevant to the course, rather difficult requiring knowledge of fact plus reasoning and marked fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general the text proved adequate, additional reading assignments and labs helpful but the library holdi.ngs poor. The content was close to what had been expected and the course was considered very worthwhile. Philosophy la6 - Dr. Doan A study of the traditional problems of philosophy through discussion of selected reading; formal logic and scientific method. - Course Evaluation ---- Dr. Doan definitely held class interest, was fairly easy to follow, encouraged class participation 'almost' always, was always helpful outside of class and receptive to other ideas. His lectures reached the students comprehension, were organized excellently 'almost' always following reading assignments, however, he assumed more prior knowledge of material than was expected. The exam was very relevant to class work, reasonable requjring knowledge of fact and reasoning and marked strictly. Markjng schemes, questions and the value of term work, all were clear. fn general, tlile text was suited to the course, additional reading and term papers were very helpful, and the lihrary holdings were fairly extensive. The content of the course was reasonably close to what had heen expected and the course was very worthwhile. All comments indicated the prof to be excellent and the course interesting. �34 Philosophy 2a6 - NO RESPONSE Philosophy 2b6 - Systematic Ethics - TNSUFFICJENT RESPONSE Philosophy 2c6 - NO RESPONSE Philosophy 2d6 - Elementary Logic INSUFFJCIENT RESPONSE Philosophy 2e6 - Ancient Philosophy - NO RESPONSE - Philosophic Methods - NO RESPONSE Philosophy 3a6 - NO RESPONSE Philosophy 3b6 - Aesthetics - NO RESPONSE - Early Modern Philosophy - NO RESPONSE - The Rationalists - NO RESPONSE - British Empiricists - INSUFFICIENT RESPONSE - Philosophic Systems - NO RESPONSE Philosophy 2f 6 Philosophy 3c6 Philosophy 3d6 Philosophy 3e6 Philosophy 3f6 ( �35 Contemporary Philosophy Philosophy 4a6 INSUFFT CT F.NT Philosophy 4b6 Metaphysics ...: Philosophy 4c6 RESPONSE NO RESPONSE Philosophy of Science NO RESPONSE Philosophy 4d6 Analytical Philosophy NO RESPONSE Philosophy 4e6 The0ry of ValuE> NO RESPONSE Physics Ian Dr. Hart Dr. Warren Vectors, Galilean invariance, particle dynamics, . energy, momentum, harmonic oscillator, rigid-body dynamics, central forces, speed of light, Lorentz transformations, relativistic dynamics, equivalence, particles. The nature of electricity both static and dynamic, dielectrics. The nature of magnetism and magnetic fields. The energy of change and current distributions (capacitance and jnductance). Time-varying currents, simple A.D. networks. Elec tromagnetic waves, Maxwell's equations. Course Evaluation The lecturers maintained class interest quite well, expressed their material clearly, hardly ever encouraged class participation, were available at times but seldom receptive to ideas other than their own. Their lectures were a little above student comprehension, although their material was well-organized. Lectures seldom followed reading assignments. They usually assumed about the right prior knowledge of material, The exam was not really relevant to the course although �36 it was reasonable. Both knowledge of fact and reasoning were essential for the exam that was considered fairly marked. Marking schemes, questions and the value of term work were made clear. In genera~, the text served the course little, additional reading assignments and lab reports were helpful but library holdings were inadequate. The content was reasonably close to what had been expected and the course was considered worthwhile. A strong dislike for TV lectures was often voiced. Editor's Note: The remaining courses in Physics have not been evaluated or described in this calendar because of both insufficient response and of the changes made in the courses. Political Science la6 Dr. Eager A study of the basic principles of government, with reference to the governments ot selected countries. Course Evaluation Dr. Eager held class interest adequately, was fairly easy to follow, at times encouraged class participation in discussion and questionning, was almost always available and helpful in and outside of class and very receptive to other ideas. Her lectures reached student comprehension, her material was very well organized with lectures following text and reading assignments fairly consistently. She assumed about the right prior knowledge of material. The exam was very relevant to the course material, rea~ sonable requiring knowledge of fact and reasoning and marked not too strictly. Marking schemes, question and the value of term work were quite clear. In general the text proved adequate, additional reading assignments and tPrm papers were very helpful ~lthough the library holdings were hardly adequate. The Content of the course was almost as expected and the course was rated as very worthwhile. A useful course for anyone with political ambitions. All other Philosophy courses did not warrant suficcient response to merit their write-up. �37 ~chology lah (T2a) - Introductory Psychology - Mr. Harding Mr. MacDona]d - Course EvaluRtion - --- - - - - - - Mr. Harding def i nit~ly lwJ d cJ ass interest, expressed his material adequutelv, greatly encouraged class partici~ation in discussion and questioning, was 'almost' always available in and outside of class and receptive to ideas other than his own. His lectures were slightly above student comprehension but were adequately organized although seldom following text or reading assignments. lie assumed the right prior knowledge of material. The exam was quite relevant to class work, reasonable requiring knowledge of the course plus reasoning and marked fairly. Marking schemes were a]woys indicat1:d, questions quite clear and the value of term work vs. exam hardly revealed. In general, the text was considered inadequate, additional reading was always helpful, term papers helpful and library holdings f~irly good. Seminars were not considered effective. The content of tlte course wns reasonah]y dose to what had been expected and the course was considered worthwhile. Mr. MacDonald did not strongly maintain class interest although he expressed his material adequately. He seldom encouraged class participation but was usually available outside of class and was receptive to ideas other than his own. His lectures reached strident co~prehension, his material organization was adequatewitli lectures almost always following ·text and reading assignments. He assumed the right prior knowledge of material. The exam was fairly relevant to class work, reasonable requiring much memorization plus a little reasoning and marked rather strictly. Marking schemes, questjon and the value of term work were clear. In general, the ·text was we]J-suited to the course, additional rending assignments were llelpful while essays wer~ not. The library holdings were quite good. Seminars were not ef fectj ve. On the who] c· the course content was considered reasonably close to wh[lt had heen expected and the course thought very worthwhile. Snme students fe1t thnt thP lc,cturer should have put more life into liis lectures. Many felt that he did this in the, second lL·rrn. (1tJier·. s;,id '': 1:1,-!,,),1:1lJ wa~ f•ood." �38 Psychology 2ao A study of behavioral development trom conception to adolescence including physual, emut10nal, intellectual and social aspects. Course Evaludtlun ----Mr. Harding· maintained c ldss 1nLecest, expressed his material welJ, always encouraged c. lass participation, always was available, helpful d i:1d v· t"ry re'""eptive c..o ideas other than his own. His lectures reached sl i ghtly above srudent comprehension but his material was organized adequately. H1s lectures seldom followed the tt:!Xt and r ead1ng dssignn1ents. He assumed ab o u t t he r 1 g h t p r i o r kn cI wl t> d t~ e t) r ma t e r 1 a t . The exam was very relevant to class work, rather difficult requiring more reasoning thc:111 knowledge ot thE: c. oun,e and marked fairly. Marking schtm0b and qu~stions ~ere clear but the value of term work vs. exams was seldom revealed. In general, the text wds adequate, cidd1c1onal reading assignments always helpful, tc~rm paper qul.Le useful, the library holdings adeq0ate and ~eminars t rl trly effective. The course content was hardly wha[ had b e t!t1 l', xpected and the course was considered qu1ce wortllwl11le. Comments suggested the c o u rs P was 'worthwhile because the lecturer made it so.' Others found 1L 'extremely stimulating demanding much reading ~nd 1ndiv1~udl rhoughc.' The lecturer apparently mdde the Lourse the ' ... hallenge that it proved.' Psychology 2c6 - Mt. Melnyk A study of stat1st1~al con~epts and 'cec hn1ques in relation to psychological problems. Representation of data and descriptive statistics. An introduction to Lnterent1al statistics and methods Pmployed 1n the <le3ign and analysis of experiments. Cours~ - - -Evaluation ----Mr. Melnyk held c Jass 1.ncer·1~s t co a great extent, expressed his materlal cit,arly, otten encour ,iged cJ.ass pc:1rt1c1pat1on, was almost alw.:iy avaiL dblt:·, helplul c1nd recept.i.ve to ideas other than his own. • His lee tures r eac.hed s tud e:~11 t comprehension, his material was well-organized with J2Lcur~s full0w1ng reading assignments fairly consistently. He a~s11mec.l coo little prior know- �39 ledge of material. His exam was relevant to class work, reasonable requiring knowledge of the course plus reasoning and marked rather leniently. Marking schemes and the value of term work vs. exams were usually indicated although exam questions were not always clear. In general, the text suited the course, additional reading assignments, essays and seminars were helpful but the library holdings were inadequate. The content was reasonably close to what had been expected and the course considered worthwhile. Comments ranged from a 'great prof' to an 'easy course to pass'. Psychology 2d6 Mr. MacDonald INSUFFICIENT RESPONSE Psychology 2e6 Miss Wray A more advanced study of the physiological basis of behavior including comparative psychology, neurophysiology, sensation and perception, and cognitive processes. Course Evaluation Miss Wray did not maintain class interest strongly, was quite confusing but encouraged class participation at times, was usually available, helpful and receptive to ideas other than her own. Her le~tures reached student comprehension ~lthough her material was not that well-organized. However, her lectures followed reading assignments absolutely and she assumed about the right prior knowledge of fact. The exam was relevant to class work, rather difficult requiring almost strict memorization and marked fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general, the text co-ordinated very well with the course, additional reading assignments, term papers and labs were helpful although the library holdings were poor. The course content was close to what had been expected but the course itself was considered to hardly be worthwhile. Frustration was often expressed in the comments made concerning this course. �40 Psychology 3a6 - Mr. Allen - Science la6 lNSUFF lCl ENI RESPONSE Dr. Hart Dean Hart held clc1s.-, rnterest adequately, tended to be rather confusing but dlways enc0uraged ciass participation. He was usually ava1lahle out of ~lass and was at time receptive to ideas other than his 01-m. His lectures were s11ghtly aho~e st~dent comprehension, his materi.al was fairiy orgc1n12.ed, al.though hit:, lectures seldom followed read1ng ass1gnm~nts. He assumed the right prior knowledge of material. The exam wr.1s ccdevant tl' ,:ldss w,.>rl<, reasonable req1.1lring more reasoning than kuowll~dge oJ c.he course but marked too strictly. Marking sct1ern~s were indicated buc neither questions nor the value of term work ~ 6. exams were clear. In g~neral, the ttxc was s~ldom used and not suited co the course, reading ass1.gnments, te1m papers and seminars were valuable and the library holdings were adequate. On the whole the content was nut whdt had been e:xpected but the course was rated as very wor thwlule. Comments suggested that this would be an ideal science course fur Artsmen slightly interested in science. Sociology la6 Dr. Chen Survey of the field of sociology: culture and society, institutions, organizations, pro c esses, control, ecology and population, disorganization and deviant behavior and other aspects ot group living. Course Evaluat10n Dr. Chen did not maintain class interest strongly, expressed her material well, ac times enLouraged class participation, was available, helpful and recept1ve to 1deds ocher than her own. Her lectures reached sludent comprehension, her material was well-organized with lect~res following reading assignments fairly cons .1 stentJy. She assumed the r.1.ght. prior knowledge of materia]. The exam was quJte relevant t0 class work, reasonabl~ requiring knowledge of the co~rse and memorization and marked �41 fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general, the text suited the course fairly well, additional reading assignments, term papers and seminars were helpful although library holdings were inadequate. The course content was reasonably close to what was expected and the course was fairly worthwhile. Comments suggest that this would be an. 'easy' credit. Sociology 2d6 Dr. Chen INSUFFICIENT RESPONSE Sociology 3c6 Mr. McKee The school as a social institution and i~s relation to other institutions. An examination of cultural values and educational aims; recruitment of students and educators; social origin of students and educators; role allocation in classrooms, with peers, and in the community. Course-Evaluation ---The lecturer did not hold class interest at all but was fairly easy to follow. He encouraged class participation almost always, was available, helpful and receptive to ideas quite often. His lectures were far below student comprehension. Howeve,, his material was organized and his lectures followed reading assignments fairly consistently. He assumed too little prior knowledge of material. The exam was very relevant to class work, quite simple requiring knowledge of the course and reasoning and marked fairly. Marking schemes were hardly ever indicated but the value of term work and questions were quite clearly given. In general, the text was inadequate for the course, additional reading assignments werenot too helpful but term papers and seminars were. Library holdings were also inadequate. On the whole the course content was hardly like what had been expected and the course was not rated as worthwhile. Sociology 2c6 - Mr. Szudy - INSUFFLCIENT RESPONSE �42 Spanish Oa6 - Mr. Colina A beginner's course in the study of the Spanish language and culture. Composition, translation, grammar, readings. - Course Evaluation Mr. Colina held class interest, was always easy to follow, really encouraged class participation, was always helpful, available and 'almost' always receptive to ideas other than his own. His lectures were fairly easy to comprehend with excellent material organization. They followed reading assignments fairly consistently. He assumed about the right prior knowledge of the material. The exam was fairly relevant to class work requiring strict memorization and marked rather strictly. Marking schemes and questions were clear although term work was hardly revealed. The course was reasonably difficult. In general, the text was not suited to the course, additional reading assignments and labs were helpful, and library holdings were adequate. On the whole the course content was reasonably close to what had been expected and the course considered worthwhile. Comments suggested that Mr. Colina was a 'dynamic' lecturer. Spanish la6 - Mr. Colina Advanced grammar, composition, translation. in literature. Readings - Gourse Evaluation Mr. Colina held class interest, was quite easy to follow, always encouraged class participation, was 'almost' always receptive to ideas. His lectures reached student comprehension, were wellorganized following reading assignments fairly consistently. He assumed the right prior knowledge of material. The exam was very relevant to the course, reasonable requiring almost strict memorization and marked fairly. Marking schemes, questions and the value of term work were clear. �43 In general, the text was adequate, additional reading assignments and labs were rather useful, although the library holdings were inadequate. On the whole, the course content was what was to be expected and the course worthwhile. Editor's Note: 1. We hope to put out a supplemental edition of this calendar to cover courses that have not been covered - English, Anthropology, History and Economics. Unfortunately the evaluation have NOT YET been turned in. Perhaps the supplemental calendar can help in course changes and faculty members. This is our hope. 2. A suggestion guide will also be published in the near future listing improvements for next year's course evaluation survey. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Course Guide 1967-68 Subject The topic of the resource Universities Description An account of the resource Lakehead University course and evaluation information, 1967-1968. Produced by students for students. Creator An entity primarily responsible for making the resource Jeanetty Gall Alma Mater Society Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format 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 U10a https://digitalcollections.lakeheadu.ca/files/original/e84493f7fb75c1365cda1e0b30876142.pdf 156ae0db3917e9c01341893c0e25e378 PDF Text Text :You are cordially invited to attend tfie Laf;g./ie,aa V.niversity '1J01wrs' 'R,fception to fi.onour and tfianf(gou for yourgenerous support of student awarcfs, 6ursarie.5 andscfwfarsfiips. Tfie reception wi[[Ee fieft[ 'Iuesaa·!f :Mardi 30, 1999 4:30 - 6:00 p.m. Laf;g./ie,aa'University :Faculty Lounge :You are invited to meet witfi student amPa.5Sadors representing award recipients andLaf<gfieai'University f acufty andstaff Plw.se RSVP 6y Marek 25, 1999 teCepfume (807) 343-8300 fax(807)343-8999 L~~~E~S~i~d f ~»~e':J �1999 'IJ01UJrs' !l(_eception Confirmation of~tten.dance 'TU£Sdag, Marcft 30, 1999 Please Print - - ?{_ame of Person(s) .9lttenailrg Organizatwnl'lJepartment 'R.fpre.sented :!{_ame of.9lward 'lJonated 0 1 Wf{[be attending O 2 UJi{[ TUJt 6e attending :Torf urtfier information tefepfwne. {807) 343-8300, fa:t{807) 3 43 8999. 'I'ftanf;_gou. '1{.S. 'J/.P. 6y 'Tfmrstfag :Mardi 25, 1999 �Lakehead UNIVERSITY Development Office Lakehcad University 955 Oliver Road Thunder Bay. Ontario P78 SEI � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Donors' Reception Invite, 1999 Subject The topic of the resource Universities Description An account of the resource The invite and RSVP sent to donors for the Lakehead University Donor's Reception that was held on March 30th, 1999. The reception was held to honour and thank donors for their support of student awards, bursaries and scholarships. 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 1999 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 1999 Awards bursaries Donor Reception Donor's Reception donors invitation Lakehead University rsvp Scholarship scholarships https://digitalcollections.lakeheadu.ca/files/original/8/1700/Lakehead_University_Faculty_Directory_of_Research_Teaching_Expertise.1.pdf 5bf12e0ac00c1288a7e816f0be3dc1e2 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 Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Faculty Directory of Research & Teaching Expertise Subject The topic of the resource Universities Description An account of the resource This publication contains every faculty member employed at Lakehead University, the classes they teach, and their research interests. Creator An entity primarily responsible for making the resource Lakehead University Alumni Alumni Annual Fund Alumni Association Alumni Association of Lakehead University Faculty Directory Faculty Directory of Research & Tecahing Expertise Lakehead Lakehead Alumni Lakehead College Research Research & Teaching Expertise Teaching Expertise https://digitalcollections.lakeheadu.ca/files/original/ba31538cde6b6f47c4a99e926ff607cb.jpg 5461ae88d936f9f09b8a51b7a58370db Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Field Hockey Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Field Hockey practice. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/767f562c5cf5848109714350268d731c.jpg 51cc1e408b5e888f36d0ac349e65ec3c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Field Hockey Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Field Hockey practice. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay