675 10 13609 https://digitalcollections.lakeheadu.ca/files/original/f7f3e7b4af0feff89a0e943c0e448548.pdf 44edbd1b487146ae56cab6b134da501d PDF Text Text A two - year Curriculum at the �Brand New Program One of the greatest challenges of our time is the harnessing of the growing body of recorded knowledge. In every field - arts, science and technology - this ever-increasing flood of literature is doubling every 22 years. Right in the thick of this 'information explosion' are the libraries which are having to put forth gigantic efforts in order to meet modern requirements in disseminating ideas and retrieving information. In our industrial society professional librarians cannot do this job alone. They need enthusiastic, intelligent and well-trained assistants to help them meet the challenge of this ever more pressing problem. Modern library service requires men and women who will help the librarian on the technical level. Whether they be called library assistants, technicians or technologists the demand for them is growing. Professional Librarians are trained on a post-baccalaureate level at graduate library schools. The preparation for Library Technologists consists of a post-High School, two-year curriculum program, comprising survey courses in general education as well as intensive training in the techniques and basic methods of library science. At pres.ent, there are 28 Universities and Colleges in Canada and the United States offering such progra~s. The _L akeheaa University program, first in Ontario, is ~escribed "-en the oppos!te page. This could be the cour~e for which you are especially suited. �Curriculum Lecture hours per week Introduction to Library Science Library Technology Basic Library Methods I Survey of English Literature Survey of World History Elective I Typing 2 2 3 3 3 3 3 3 16 Library Techniques Library Organization Basic Library Methods II Canadian Literature Elective II Elective III Practical work Laboratory per week 3 3 2 3 3 3 6 2 5 17 7 For many years Lakehead University has offere Universities in Canada. Students who took their first to ;mother University for their senior years have don and the close associations with their Professors. Students who have earned Technology Diplomas continues to fall far short of the demand. All indicat in our ~ocietv. �Admission Applicants must have completea successfully the requirements for the Ontario Secondary School Graduation Diploma granted upon the completion of the fourth year of any one of the five-year courses of the re-organized program. Applicants must have passed English and Mathematics in Grades 11 and 12 and any two of History, Geography or Economics in Grade 12 and one other appropriate subj cct, • with an overall average of at least 60%. Students who have obtained the Ontario Secondary School Graduation Diploma with high standing in the four-year program may be considered for admission on an individual basis. Scholarships At present three scholarships of $300 .00 each are being offered by the Northwestern Regional Library Cooperative Board to students in financial need. For details apply to the Regional Director at the address below . For Further Details APPLY TO: Dr. Harold S. Braun, Director of the University Schools, Lake head University, Port Arthur. D. D. Sudar, Director, Northwestern Regional Library Cooperative, Waterloo and Moodie Streets, Fort William. d partial degree programs in cooperation with other t and second years at Lakehead and then transferred ne well. They have benefited from the small classes s are well received in Industry. The supply of graduates tions point to an expanding role for the Technologist �- __________________________ ·- . . : : , _ _..,,,,. Exciting prospects for the future There is an exciting future in library work on the technical level. The salaries are increasing and vacations, sick leave and retirement plans are on a par with the best. Library work is varied and there is virtually no talent for which some use cannot be found in the libraries of today and tomorrow. The range of types of work is varied Be a technical assistant to the professional staff: in in in in in in a a a a a a College Library Special Library serving Industry Medical Library Children's Library Public Library Regional Library Headquarters Take charge of a Branch Library circulating up to 50,000 books per year, in a middle-sized community. Take charge, under Regional supervision, of a small Public Library serving up to 10,000 population. Be the supervisor of a clerical pool engaged in library functions such as book acquisition, book processing and reference. Printed by Northwestern Regional Library Cooperative, Fort William, Ontario. �University Centre Theatre University Centre � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Announcing A New Program in Library Technology Subject The topic of the resource Universities Description An account of the resource Brochure for the new two-year Library Technology program at Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context U14a Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/03cddd0f57928e45e6899583a7a802b2.pdf 36ae47afbe77c57a45d4a37d6c582f6a PDF Text Text UJDIBIB£IBTI 1P~@ill~®~®IBTI ?(' ' / /,(_ -16 �IS A CAREER Brand New Program One of the greatest challenges of our time is the harnessing of the growing body of recorded knowledge. In every field - arts, science and technologythis ever-increasing flood of literature is doubling every 22 years. Right in the thick of this 'information explosion' are the libraries which are having to put forth gigantic efforts in order to meet modern requirements in disseminating ideas and retrieving information. In our industrial society professional librarians cannot do this job alone. They need enthusiastic, intelligent and well-trained assistants to help them meet the challenge of this ever more pressing problem. Modern library service requires men and women who will help the librarian on the technical level. Whether they be called library assistants, technicians or technologists the demand for them is growing-. Professional Librarians are trained on a postbaccalaureate level at graduate library schools. The preparation for Library Technologists consists of a post-High School, two-year curriculum I program, comprising survey courses in general education as well as intensive training in the techniques and basic methods of library science. At present, there are over 30 universities and Colleges in Canada and the United States offering such programs. The lakehead University program, first in Canada of two years duration, is described on the opposite page. This could be the course for which you are especially suited. For many years Lakehead University has offer Universities in Canada. Students who took their first ~ another University for their senior years have done we close associations with their Professors. Students who have earned Technology DiPi graduates continues to fall far short of the demand. Al, 9ist in our Society. �FOR YOU Curriculum Lecture hours per week History of Library Service Library Technology Basic Library Methods Reference Basic Library Methods II Cataloguing Survey of English Literature Survey of World History Elective I Typing 2 2 2 2 3 3 3 3 17 Library Techniques Library Organization Basic Library Methods 111 Canadian and American Literature Elective II Elective 111 Practical Work Laboratory per week 6 3 3 2 2 3 3 3 4 17 offered partial degree programs in cooperation with other rst and second years at lakehead and then transferred to Bo well. They have benefited from the small classes an·d the Diplomas are well received in Industry. The supply of d. All indications point to an expanding role for the Technolo- 6 �r Admission Applicants must have completed successfully the requirements for the Onta-rio Secondary School Graduation Diploma granted upon the completion of the fourth year of any one of the five - year courses of the re-organized program. Applicants must have passed English and Mathematics in Grades 11 and 12 and any two of History, Geography or Economics in Grade 12 and one other appropriate subject, with an overall average of at least 60%. Students who have obtained the Ontario Secondary School Graduation Diploma with high standing in the four-year program may be considered for admission on an individual basis. Scholarships At present three scholarships of $350.00 each are being offered by the Northwestern Regional Library Cooperative Board to students in financial need. For details apply to the Regional Director, Fort William, Ont. For Further Details APPLY TO: Dr. Harold S. Braun, Director of the University Schools, Lakehead University, Port Arthur. D. D. Sudar, Director, Program for Library Technology, University Schools Division, Lakehead University, Port Arthur. �The range of types of work is varied Be a technical assistant to the professional staff: in a College Library in a Special Library serving industry in a Medical Libra-ry in a Children's Library in a Public Library Take charge of a Branch Library circulating up to 50,000 books per year, in a middle-sized community. Take charge, under Regional supervision, of a small Public Library serving up to l 0,000 population. Be the supervisor of a clerical pool engaged in library functions such as. book processing and reference. acquisition, book �Exciting Prospects for the future Library work is varied and there is virtually no talent for which some use cannot be found in the librariesi of today and tomorrow. Library technologists are needed today to help integrate library services on a larger scale required by a fast moving technological society. There is an exciting future in library work on the technical level. The salaries are increasing and vacations, sick leave and retirement plans are on a par with the bes.t. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Library Technology Subject The topic of the resource Universities Description An account of the resource Brochure for Lakehead University's Library Technology program. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Identifier An unambiguous reference to the resource within a given context U14b https://digitalcollections.lakeheadu.ca/files/original/5ca37545706aa6522f3d75168d28ef56.pdf 684091dde04dcb72c6e1d23bfb552903 PDF Text Text \ LAKEHEAD UNIVERSITY ********************* PORT ARTHUR, ONTARIO, CANADA ******************************** EXCERPTS FROM THE FACULTY HANDBOOK *************************************** 1967 - 1968 *** * ****** * �PREFACE - Extracts from The Lakehead University Act, 1965 ( Ontario) Article l. In this Act, ... (g) "teaching staff" includes professors, assistant professors, lecturers, associates, instructors, demonstrators and a 11 others engaged in the work of teaching or giving instruction or in research. Article 3. The objects and purposes of the University are (a) the advancement of learning and dissemination.of knowledge; and (b) the intellectual, social, moral and physical development of its members and the betterment of society. Article 12. . •..• the Board (of Governors) has all powers necessary or convenient to perform its duties and achieve the objects and purposes of the University, including without limiting the generality of the foregoing, power ... (b) to appoint, promote and remove the heads of all faculties and schools, the senior administrative officers of the University, the teaching staff of the Un iversity, and all such other officers and employees as the Board deems necessary or expedient for the purposes of the University, but no person shall be appointed, promoted or removed as head of a faculty or school, as a senior administrative officer or as a member of the teaching staff of the University, except on the recommendation of the President •.. Article 14. The Senate is responsible for the educational policy of the University, and, with the approval of the Board in so far as the expenditure of funds and the establishment of facilities are concerned may create such faculties, departments, schools or institutes or establish such chairs as it may determine, may enact by-laws and regulations for the conduct of its affairs, and, without limiting the genera Ii ty of the foregoing, has power, ... (b) to determine the courses of study and standards of adn issions to the University and continued membersh ip therein, and the qualifications for degrees and diplomas; (c) to conduct examinations and appoint examiners; (d) to deal with al I matters arising in connection with the awarding of fellowships, scholarships, bursaries, medals, prizes and other awards; .•. (g) to create faculty councils or committees and committees generally to exercise its powers . �2 Article 15 . subject to the wi ll of the Boa rd, the President has superv ision ove r and d irection of the academic work and general admin ist ration of the Univers ity and the teaching staff, officers and employees and students the ireof . .. Article 17. . . . No rel igious test shall be required of any profess or , lectu re r , teacher, off cer , employee or student of the Un ive rsity, nor shall any rel igious observances according to the regulations of any particular denom ination or sect be imposed upon them . Interpretation (a) These regulations apply only to membe rs of the teaching staff who are appointed with the ra nk of professor, associate professor, assistant professor , or lectu rer; (b) "Contract year 11 means a twe lve-month period commencing on a date of appointment fall ing between June 30 and September 2 in any yea r; (c) Academ ic year" means the peri od beginning on the first day of September in a calenda r yea r next follow ing . 11 ************************************************************ 1. ACADEMIC FREEDOM The principle of academic freedom is recognized and accepted by the Board of Governors of Lakehead Univers ity. 2. APPOINTMENTS (a) Probationa!1.._ appointments a re normally of four years I duration and are made to fl II permanent pos it ions . Commencing July 1, 1967, they can be terminated at the end of any contract year up to the end of the fou rth contract year. The appointee shall be informed by January 31st if his appointment is to temi inate a t the end of his first or second contrac year. No t ice tha t a proba ti ona ry appointment which has extended beyond two yea rs wi 11 not be renewed s hou Id be given not later than one yea r prior to its term ination. The �2 19 3 probationary period may be extended by one fu rrthe r year , notice of which is to be given by the end of the th ird contract year. However, the four-year probat ionary period may be reduced in certain circumstances by the Boo rd of Governors. 1 ( b) Tem orary appointments to the faculty, whenever neces sory, shal be made for one year only but may be renewed from year to year. The University shall advise the appointee whether or not it proposes to renew the appointment at least three months before the contract is to expire. 3 . TERMS OF CONTRACT Salaries are on an annual bas is, but are normol ly paid in tw entyfour semi-monthly instalments during the contract year . Members of the teaching staff are expected to be on campus by September 1st, and s hou Id not leave for the summer unti I after the Spring Convocation and the completion of all their obligations arising from the work of the academic year. During the sum mer months they are expected to pursue academic interests as they s ee fit. A contract may become effective on any day between June 30th and September 2nd. When a contract is brought to an end , it is deemed to have terminated on the same day of the year as it began. In exceptional circumstances, an appointment may become effective after September 1st or before July 1st. In such coses , salary will be paid on a monthly basis until July 1st, upo n which dat·e an annual salary and a regular contract year wi ll begin. 4. SUBSIDIARY EMPLOYMENT 1- act Staff members may undertake subsidiary or consulting wo rk for which they ore paid, provided that the work is of on appropriate profess ionol nature and contributes to their professional development, and such work should manifest a university contribution to the community. The appropriate Deon or the Director of University Schools should be consulted when such work is �4 being considered and w ri tten permission must be obtained from the Pres ident . 5. SALARIES A salary scale has been adopted by the Board of Governors s etting a minimum sala ry for lecturers, and both minimum and ~aximum annual salaries for assistant professor, associate professor , and professors respectively. For each rank an annual inco-ement has been established. In exceptional circumstances the Board rese rves the ri ght to award more than the norma I inc rement . In cases where the inc ement has been withheld for lack of merit, the person concerned w i 11 be info rmed by the President in writing of the reason for the withholding of the inc rement. The Board of Governors reserves the right, in special circumstances, to exceed the maximum annual salary listed in the sala ry scale fo r membe rs of the teaching staff in any rank . Whereve r poss i ble 1 a member of the teaching staff will be notified by February 15th as to hi s sala ry for the following contract year . 6. SUMMER SC HOOL A faculty member may teach not more than one course during the six-week Summe r School at Lakehead University, with remunerat ion in additfon to his regula r salary . Round tri p economy a ir fare is provided for Summer School instruc· to rs from elsewhere . 7. MOVING EXPENSES When new appointments a lie made, Lakehead Unive rsity will pay the economy class ai r fa re to Fort William of the person appointed and also those of his dependents as recognized for the purposes of the Canad ian Income Tax . In addition, actual moving expenses up to $300 from with in a 700 mile radius of Port Arthu r , up to $5 00 from withi n a 1 ,400 mi le radius , up to $700 from �4 5 w i t h i n a 2 , 1 0 0 m i I e radius , and up to $800 for greater distances, wi II be paid by the university. n While thes-e figures may not cover all expenses in every case, they are meant to assist incoming personnel with their moving expenses . 8. Promotions are not automatic, but are based upon academic qualifications and the contributions made by the individual to the dissemination and expansion of knowledge. Requests for promotion or tenure within a department will normally be made by the Chairman to the Dean who, where possible, wi II act as Chairman of a Committee composed of the Department Chairman and of full professors in related disciplines. This Committee will then make its recommendations to a Committee consisting of the President, the Deans and Director of University Schools . The President will in turn make his recommendations to the Board of Governors as s toted in the Lakehead University Act. n- >r- irit, ing 9. RETIREMENT Permanent appointments will normally terminate at the end of the contract year in which the 65th birthday occurs. However, in special circumstances, arrangements may be made for a member of the teaching staff to continue his duties at the university past the normal retirement age. In such cases an annual salary will be agreed upon by the Board of Governors and the person involved commensurate with the duties undertaken. he ra- rue- PROMOTIONS AND TENURE 10. RESIGNATION Letters of resignation from members of the teaching staff must be addressed to the President and must be delivered to his office not later than February 28th to take effect on the contract date . Copies of the letter of resignation s hou Id be sent to the Dean of the appropriate Faculty or to the Director of University Schools, and to the Chairman of the Department effected . ur, �6 11 . DISMISSAL FOR CAUSE The appointment of a faculty member having tenure wil I be terminated only upon proof of adequate cause before a Review Committee constituted in accordance with a fixed procedure. A faculty member with a probationary appointment will have his appointment terminated at any time other than that specified only in accordance with the same procedure. Dismissal for cause may occur at any time. Examples of 11 cause" might be said to mean or include persistent neglect of duty, incompetence, or gross misconduct. 12 . COURSE WORK Because of its nature and professional traditions, academic work cannot be precisely measured by the hour. It is assumed that all members of the teaching staff will adjust the use of their time to the needs of their Departme nt. However, no member of the teaching staff will be required to teach more than one course after 5:00 p. m. No member of the teaching staff wi 11 be requ ired to accept off-campus teaching assignments, although he is free to do so if he wishes. In such cases, evening teaching and off-campus teaching will form part of a staff member's regular teaching assignment. 13. ADMINISTRATIVE RELATIONSHIPS Normally, if a staff member has a problem or concern with his salary, promotions, or working conditions, he should discuss it with the Chairman of his Department or School. If the Chai rman i s unable to deal with the problem, representations may then be made to the appropriate Dean of the Faculty or to the Di rector of the University Schools. It is understood that a staff member can always have recourse to the Dean or the President if he feels that the normal processes are not functioning prop,e rly. 14 . DEPA RTM ENT CHAIRMAN The administrative head of a Department is the Chairman, �7 appointed by the President in consultation with the Dean of the Faculty, and whenever possible, with the department concerned. As a general rule, the Chairman should act as the spokesman for his colleagues. He has certain areas of administrative discretion, but the Department 1 s basic policies should be approved collectively. It is the Department Chairman's responsibility to preside over meetings of his colleagues and, in co-operation with them to prepare and present departmental requests concerning the annual budget, the academic programme, and course offerings, recommend appointments and promotions, and advise on the recruihnent of staff. He should also before June 30th of each year report in writing to the head of his Faculty or School on the year's work in his Department. e" Although a Department Chairman exercises certain administrative functions, he remains primarily a scholar. To prevent administrative duties becoming excessive, the term of office is not intended to last for an indefinite period, but it is intended that the Chairmanship shall be rotated from time to time. In some instances, prolonged tenure, however undesirable, may be necessary. Whenever possible, the Chairman will be appointed by April ls t for the fol lowing academic year. 15 . DEAN OF FACULTY The Dean 'is the administrative head of a faculty, but remains a member of the teaching staff. The Dean of a Faculty (a group of cognate subjects within the university) presides over meetings of his colleagues, and acts as their spokesman in discussions wit-h the President or with the heads of other Faculties or Schools. He informs his colleagues of administrative decisions affecting their scholarly work. It is his duty to lead his Faculty in the development of academic policy, and to ensure among the Departments under his jurisdiction unity and equity in such matters as deg ree and grading standards, course proliferation, standards of appointment, promotion, and tenure, leave policies 1 etc. It is likewise his duty to co-operate with the Pres ident and the Dean of other Faculties in establishing unity �8 and equity in these matters throughout the university as a whole. The Dean co-ordinates the work of the Departments in matters pertaining to budgets, appointments, promotion, tenure, sabbatical leave, etc., and advises the President in matters affecting the interests of his Faculty. Hs is a channel of communication between his Faculty and the rest of the university. 16. SABBATICAL LEAVE A year's leave of absence may be granted to a member of the ful I-time staff. The University's regulations on sabbatical leave are as fol lows: (a) A staff member will normally be eligible to apply for sabbatical leave six years after his appointment, or six years after return from a previous period of assisted leave. Half credit for a period of service at other Universities will be allowed. (b) Sabbatical leave will not be granted automatically upon the expiration of the necessary period of service and the number of leaves granted each year is limited to 10% of the faculty. (c) Leave will be granted only where the work of the Department can be carried on satisfactorily without undue financial burden on the University. It is dependent upon the securing of a satisfactory replacement. (d) Application should be made to the Chairman of the Department or School who will immediately forward it to his respective Dean or Director with his comments. The application wit I then be considered by a committee appointed by the President. Complete plans for the proposed leave should be included, and the final date for submitting applications will be November ls t of the preceding a cad em i c year . (e) The following regulations will be applicable for those who are successful in their application for sabbatical leave: �9 (i) (ii) (iii) ( iv) (v) 17. Period of leave: one academic yea r . The faculty member on sabbatical leave will receive 75% of salary. Each year of service would represent 12 1/2% equity in the sabbatical leave allowance. Protection of academic and economic status, including pens ion and insurance benefits will be guaranteed to the faculty member while he is on sabbatical leave. A faculty member on sabbatical leave will, in the ordinary course of events, return to service at the University from which he is on leave, but he is not required to do so. It is unprofessional to seek sabbatical leave in order to facilitate a search for a new post. Report on leave: it is anticipated that a returning faculty member will in some way share the benefits of his activities while on leave. STUDY LEAVE Study leave is leave granted for the purpose of undertaking a specific program of study, research, or writing . Protection of sen iority and ·of pens ion, insurance, and annual increment is guaranteed to the faculty member wh i le he is on leave. Ass istance for study ·leove may be provided in the same manner as for sabbatical leave, i.e. 12 1/2% of salary to be bui It up as equity for each year of setvice. If a faculty member wishes to take a study leave before qualifying for a sabbatical, he may apply to use up his accumulated equity in this way. If so, he would return with no equ ity in a sabbatical leave. (All other cond itions referrnd to under "sabbatical leave" would apply.) 18 . ,e II PENSION AND INSURANCE PLANS Of the beneflts available to the full-time faculty of the Univers ity, the pens ion pion, the group life plan, salary continuation plan, and hospital ization insurance are conditions of employment. Em olment in Physicion 8s Services Incorporated is optional. (a) Pension Pion - Contri butions to the Lakeheod Un iversity plan includ ing the Canada Pens ion Plan, amount to 6% of the employee 0s salary. This is matched by the employer. �10 The benefits from the plan are l 1/2 per cent of career earnings plus a supplementary pens ion from the equity fund . It is expected that the total pens ion including the Canada Pens ion Plan shou Id equal close to 2 per cent of career earnings. For example, after 20 years of service, a retiring employee would receive approximately 40 per cent of average career salary at retirement, and after 25 years of service the employee would receive 50 per cent of average career salary at retirement. The retirement age is 65. There is no waiting period for this plan. Immediate vesting privileges ensure the complete portability of employerus and employees I contributions. (b) Group Life Plan - Benefits are two times the annual salary to the neare~l ,000, with a maximum of $25,000. Contributions to this plan are shared equally by the employer and the employee. The cost per month to the employee is approximately 30 cents per $1,000 of annual salary. (c) Sa:ary Continuation Plan - The salary continuation plan pay 62 per cent of salary until the age of 65 is reached . Twelve per cent of this is used to pay for the compulsory pens ion contributions . The maximum benefit available under this plan is $250 per week. Contributions are shared equa I ly by the employer and the employee. The cost per month to the employee is approximately 35 cents per $ 100 of monthly salary. The waiting period for this plan to take effect is 180 days from the time of illness. (d) Si ck Leave - In the event of an i I Ines s or accident which ~ssitates a faculty member discontinuing his academic duties, the University will continue salary to the extent of one month's salary for each year of service, to a maximum of six months . (e) Hospitalization Insurance - Academic staff are automatically enrolled in the Ontario Hospitalization Plan from the day pay commences . However, unless you have transferred from another Ontario or Manitoba Plan, benefits of the Ontario Plan wi 11 not take effect unti I the l st day of the third month from the date of hire, e. g. if you join on July �11 15th, coverage would not take effect until October 1st. If you join on August 1st coverage would take effect on Novem ber 1st. You do not need to sign any card to obtain this coverage. If you have been enrol led under the Ontario, Manitoba, or for that matter any other Plan, I would suggest that you see our Head Bookkeeper, to see whether or not benefits will start to accrue to you immediately. The 1967 cost of the Ontario Hospitalization Plan for the standard hos pi ta I ward room is $3 .25 per month for a sing le person and $6 .50 per month for the family. The semiprivate hos pita I bed rate cos ts an additiona I .75 for a single and $1.50 per month for the family. The University pays half the cost of the "standard" rate. l d (f) Physicians Services lncorpcrated (P .S .I.) - (A group plan covering medical, surgical and obstetrical services). It is not obligatory to join. However, the majority of our staff belong to it. This plan covers most doctor's bills for you and your family. :L There are only two "sign on" dates per year with coverage effective forty-five days later. If you sign on by September ls t you are covered starting October 15th . The next 11 sign on" date after September 1st is March 1st with coverage being effective from April 15th on. The 1967 cost of P.S.I. is: er SINGLE MAN & WIFE FAMILY (including all children) $3 .90 per month $9 .40 per month $13 .25 per month The University pays half the cost of P .S .I. of whichever type. lly 19 . FACULTY TRAVEL In 1967-68 up to $300 per academic staff member is available to assist faculty members to attend meetings of professional interest. Such funds are administered by the Departmental Chairmen. In the administration of funds, priority wi 11 be given �12 to a member of the academic staff giving a paper at a meeting or attending a meeting as one of the officers of the organization. Faculty using their own cars for university business are reimbursed at the rate of 11 cents a mile. 20 . MEMBERSHIP IN PROFESSIONAL AND LEARNED SOCIETIES The University will pay membership for full-time faculty members in professional or learned societies to a maximum of $50 .00. 21 . HOUSING In 1966-67 the University 11 reserved 11 18 houses for potential new members of the academic staff. All houses were subsequently purchased. The University "guarantees II to repurchase any of these houses should any individual wish to move out at the end of one, two or three years. The repurchase 11 guarantee 11 provides that the University will reimburse the individual concerned for his 11 basic 11 original downpayment and will take over the outstanding amount of the mortgage . Shou Id such a po Ii cy of 11 reserving 11 houses in the future be necessary, it will be continued. 22 . FAMILY EDUCATION The 1966-67 policy is that dependents and wives of full-time faculty members wishing to attend Lakehead University will have the basic tuition fee waived . However, as free tuition will no longer be supported by the Provincial Government starting with 1967-68, this policy wi 11 have to be reviewed. Free tuition is also provided for dependents of full-time faculty members of other Universities attending Lakehead University for the 1966-67 year. 23. FURT HER FACILITIES Furthe r foci Ii ties provided for the faculty include a parking space w ith electrical outlet at no charge; faculty lounge for the exclus ive use of faculty and senior administrative staff; stenographic and duplicating services; technical services for equipment and �13 classroom requirements; book store; and dining facilities. 24. LAKE HEAD UNIVERSITY FACULTY ASSOCIATION Members of the Academic Staff are eligible for membership in the Lakehead University Faculty Association. Membership in this Association also includes membership in the Canadian Association of University Teachers. The Faculty Association is the official voice of the University Faculty and works closely with the Administration of the University towards common goals and in dealing with problems of mutual concern. ·s 25. LAKEHEAD UNIVERSITY WOMEN'S ASSOCIATION Membership in this association, wh ich is designed to "promote sociability", i s open to members and wives of full and parttime faculty, professional research staff, and administrative officers . 26. UNIVERSITY THEATRE A modern, well-equipped 380 seat theatre auditorium is located in the University Centre. This theatre is utilized by the University and the Lakehead communities for many cultural activities, including plays, concerts, lectures, etc. 27. RECREATIONAL FACILITIES The Lakehead area is a mecca for the outdoorsman. Four ski areas, providing the best skiing between the Laurentians and the Rockies are within a 20 minute drive of the University. A gymnasium, two squash courts and outdoor hockey rinks are provided at the University. Excellent golfing and tennis facilities are available in the Lakehead area. :e *********************************************************** �( � 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 Excerpts from the Faculty Handbook Subject The topic of the resource Universities Description An account of the resource Excerpts from the Faculty Handbook, Lakehead University, 1967-1968. Description of main articles for the university, terms of contract, job policies and provisions. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context U14c Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/bb40a663bf6cdf8709c0eadd66f6e5cf.pdf d86098892243502e1d5ca84fcfb459cb PDF Text Text ' bulletin FACULlY OF ARTS LAKEHEAD UNIVERSnY □□ □□ □ □ □□□ □□ □□ - □■ □ □□ □□ □□ □□□□ ■ □■□■□ □ ,■ □ ■ □□□□ □ □□ □ □ �F AC UL T Y O F A RT S ME E T I N G A G E N DA **** ************* * DATE: FRIDAY, FEBRUARY 20, 1970 TIME: 4:00 P. M. PLACE: ROOM 1029, MAIN BUILDING PURPOSE: * * * * * * * * * * l. Minutes of last meetings 2. Consider matters arising 3. Correspondence 4. Receive reports from sub-corrmittees SPECIAL FEATURE: MRS. D. LABAN MANAGER BOOKSTORE LAKEHEAD UNIVERSITY NON OMNIA POSSUMUS OMNES - Virgil * * * �L A KE H E A D UN I VE R S I T Y FACULTY OF ARTS MEETING A. I SUGGEST THE FOLLOWING ITEMS FOR THE AGENDA OF THE NEXT MEETING: 1. 2. 3. 4. B. I PROPOSE THE FOLLOWING MOTION TO BE DISCUSSED AT THE NEXT MEETING: SECONDED: ---------SIGNED: --------- DATE: - - - - - - - - - TO aE RETURNED TO THE DEAN OF ARTS BY THE FIRST DAY OF THE MONTH . �L A K E H E AD UN I VE R S I T Y FACULTY OF ARTS MINUTES OF MEETING 3rd DECEMBER 1969 Room 124 at 7:00 P.M. AMONG THOSE PRESENT: A. K. M. G~ J. 1. Alexander; L. Anderson; D. Astwood; I. Cameron; I. Davies; Dawson; R. Dilley; G. Engholm; D. Fredrickson; N. Ginsburg; Greenwood; I. Hannaford; D. Holah; S. MacGillivray; A. MacLeod; McLeod; W. Melnyk; G. Merrill; W. Morris; B. Phillips; V. Popov; Rideout; J. Talbot; P. Yurick; E. Zimmermann. ORDER The meeting was called to order at 7:05 p.m. by the Dean of Arts. 2. MINUTES OF LAST MEETING Under item 6 e) W. Morris asked that the first sentence be corrected to read: "W. Morris read the terms of reference in which the Corrnnittee, after slight revisions, had concurred". Approval of the minutes as corrected was moved by A. Alexander, seconded by G. Merrill. 3. MATTERS ARISING The Dean announced the results of the recent elections within the Faculty of Arts. The following were elected as representatives of the Faculty of Arts. to Faculty of Education E.R. Zimmermann N. Ginsburg and B. Phillips to Faculty of Science D. Crozier to Library Technology A. Asimi to Nursing G. Merrill to Physical Health and Education �Faculty of Arts 4. a) 3rd Dec~mber 1969 -2- CORRESPONDENCE In response to a query re the wall dictaphones in the Wing D Faculty offices, the Chainnan pointed out that the receiving terminal, formerly a steno pool, had been converted to a seminar room. The Chairman undertook to investigate the dictaphone situation. b) The Chairman reported that he had received a letter concerning the temperatures in the Centennial Building. He noted that efforts to stabilize temperature were being ma<le~ c) The Chairman called attention to the communication from the Department of Mathematics. Specifically it was noted that the proposed program was consonant with Faculty of Arts Regulations. It was moved by A. Alexander, seconded by D. Astwood, that the Faculty of Arts endorse Mathematics A6 (Mathematics for Social Scientists). CARRIED 5. COMMITTEES a) Academic Development ·1 The Chairman reported that the committee had considered the proposals of the Faculty of Education and the program in Family Life and Education. Problems of cross-appointments, student enrolment and potential conflicts of interest, between Faculty of Education and Faculty of Arts were discussed. A discussion of the Family Life and Education program centred on the questions of credit and academic content. It was moved by A. Alexander, seconded by A. Akram, that consideration of the program be tabled indefinitely. CARRIED �facultJ of Arts b) -3- 3rd December 1969 constitution Commiltc-e N. Ginsburg, Committee Chairman, assisted by committee member R. Dilley, presented the first draft of a proposed constitution for the Faculty of Arts. N. Ginsburg stated that the procedure he thought ~ost useful was to have a series of straw votes on difficult issues and that the committee's further deliberations would be guided by these straw votes. Despite some opposition to this procedure on grounds that opinions on questions of membership and committee composition could not be given until the terms of reference of committees wer~ spelled out, one straw vote was taken. On item Illa, election of chairman, 7 were in favour, 5 against and 17 abstentions were recorded. It was moved by W. Morris, seconded by D. Lewis, that the proposed constitution be referred back to the committee for further consideration. After discussion the mover and seconder agreed to defer their motion to allow the report to continue. The report continued, but difficulties arose over lack of definition of powers of various committees. It was moved by A. Alexander, seconded by D. Lewis, that the MorrisLewis motion be voted upon. The Morris-Lewis motion (see above) was c) CARRIED CARRIED Extension Committee The Committee Chairman, C. Ripley, reported that the Committee was �-4- Faculty of Arts 3rd December 1969 refining its original terms of reference, which were rather vague. At the last conrrnittee meeting, it was reported, considerable discussion had centred on the proposal to offer CLCd6 in Europe as part of the 1970 Sunrrner School program. The meeting considered this proposal at length. Questions regarding the course content, academic standards and the role of the Extension Committee were raised. One main concern was that the course content, as outlined in a memorandum issued by the office of the Director of Extension, was at variance with the calendar description of content. It was also pointed out that the content, as outlined, impinged upon, probably, the offerings of the Political Science Department and,perhaps,other departments. D. Lewis indicated that CLCd6 went through all proper channels and had been approved by Senate. The Language Department had been requested to find the resources, financial and academic to put the CLC courses on, although in many respects these courses were beyond the general brief of the Language Department. He emphasized thatconsiderable publicity had attended the initiation of these interdisciplinary courses and was of the opinion that the CLCd6 summer course in Europe was being attacked before content had been finalized. He continued by stating that the intention had been to solicit aid and advice from other departments and that the memorandum had been conceived as a- means of drawing attention to the course and attracting advice. There followed considerable discussion concerning the last two meetings of the Extension Department. E. Zimmermann noted that the course description in a 1970 Sunm1er School brochure did not accord with the 1969-70 calendar description. �Faculty of Arts -5- 3rd December 1969 A. Alexander thought that inter-departmental consultation should have preceded the issuing of any literature. It was moved by W. Morris, seconded by I. Davies, that an ad hoc committee be set up, composed of interested parties, to discuss the p~ssible overlap in content. CARRIED A. Alexander requested minuting of his dissent. EFFECTED D. Astwood nominated the chairmen of the Departments of Political Science, History, Economics and Language~ or their representatives to serve on this committee, seconded hy I. Camer1on. W. Morris, seconded by C. Ripley, nominated the Director of Extension. W. Melnyk, seconded by J. Evans, moved that everyone concerned or interested constitute the corrnnittee. CARRIED It was moved by I. Hannaford, seconded by W.- Morris, that the Faculty of Arts Constitution Committee seek the terms of reference from all committees of the Faculty and consider these. CARRIED d) Inter-University Seminars The Committee has met, agreed upon its terms of reference and these shortly will be circulated, it was reported by A. Alexander. e) Space Utilization I. Davies reported that no further meetings had been held, but that �Faculty of Arts -6- 3rd December 1969 the consultant's report on classroom sizes was expected soon. An early meeting is anticipated. f) Undergraduate Instruction The report of this committee is to hand, W. Morris noted, but due to the lateness of the hour and the complex nature of the recommendations W. Morris moved, seconded by K. Dodd, that consideration of the report be deferred to the next meeting, with t:1e understanding that it be placed at the head of the agenda for that meeting. CARRIED The meeting adjourned at 10:00 p.m. �L A KE H E A D UN I VE RS I T Y FACULTY OF ARTS MINUTES OF MEETING December 19th, 1969 Room 1029 at 10:00 a.m. AMONG THOSE PRESENT: A. E. P. G. M. F. A. K. P. J. M. AKRAM; A. ALEXANDER; A. ASIMI; D. AYRE; W. BASSIL; BODZIN; M. BRIAL; R. M. BROWN; P. CHIMBOS; A. CLOUTIER; CORNELL-d'ECHERT; D. DAHLGREN; K. DAWSON; B. EAMES; ENGHOLM; D. EVANS; C. FRENCH; V. GAUDINO; B. GREENHOUS; GREENWOOD; N. GINSBURG; J. GRIFFITH; I. HANNAFORD; D. HOLAH; M. ISHAK; C. KENT; D. LEWIS: S. R. MACGILLIVARY; A. M. MACLEOD; H. MAMOOJEE; W. T. MELNYK; G. T. MERRILL; T. MILLER; W. S. MORRIS: L. MORRISON; A. NABARRA; P. RAFFO; J. RIDEOUT; P. SARBADHIKARI SATINDER; M. SIDORSKI; J. TALBOT; P. WESLEY; J. WHITTLE; WIDDOP; L. WILCOX; M. YUSTE; E. ZIMMERMANN. *** 1. ORDER The meeting was called to order at 10.04 a.m. by the Dean of Arts. *** 2. MINUTES This being a Special meeting of the Faculty, minutes were dispensed with. *** 3. MATHEMATICS DEPARTMENT REPRESENTATION The Dean informed the Faculty that, contrary to rumours to the opposite effect, the Department of Mathematics was very interested in being a full member of the Faculty of Arts. *** �Faculty of Arts 4. December 19, 1969 -2- PROGRAM OF FACULTY OF EDUCATION The Dean announced that one of the main purposes for which this meeting had been called was to discuss the proposed Faculty of Education program which seemed to envisage the teaching of academic subjects which could be offered in the Faculty ~f Arts. The Faculty of Arts was bound to be interested in such a proposal because of the possibility of duplication of programs within the university. A.motion (copy attached) was moved by T. B. Miller, seconded by M. H. Greenwood. W. Melnyk pointed out that the proposed program seemed to contradict the discussion concerning the establishment of a Faculty of Education contained in the minutes of Senate meeting No. 33. I. Davies noted the apparent anomaly in the position of the Academic Planning Committee, which was reported, on the one hand, to be looking very closely at course offerings and even, on occasions, seeming to favor the cutting down of courses offered, and on the other hand apparently supporting a program which suggested further proliferation. A. Alexander expressed the fear that, were such proliferation to be allowed, the result would be a Sub-Faculty of Arts in the Faculty of Education. He thought the problem stemmed from the asinine decision to create a Faculty of Education. On being requested to rephrase his last statement, he did so; making sure that, in the rephrasing, not one iota of the sense of the original remark was lost. -- _J �Faculty of Arts December 19, 1969 -3- M. H. Greenwood also felt that it had been a mistake to create a Faculty of Education. D. Ayre pointed out that the Minister had insisted on the creation of a Faculty of Education. W. Melnyk wanted to see finn guarantees that the undertakings established at Senate meeting No. 33 would be adhered to. T. B. Miller described the thinking behind the wording of the resolution before the Faculty. press a soft-line motion; It had been decided, reluctantly, to this was to give it some hope of passing in Senate. C. French feared that the motion would mean endless consultations between all four Faculties on all aspects of their respective programs, but J. Rideout pointed out that the word 11 substantive 11 had been deliberately inserted to prevent such a danger. K. L. Morrison said that in his experience at O.C.E. the 2I!.!l. courses considered of any value by the students had been the academic courses offered outside the Education program. I. Davies considered it very doubtful that teachers themselves 1 favored such a proposal. W. Melnyk asked why, if the Senate had created the Education Advisory Committee, it had not been consulted: D. Ayre said that a meeting was �Faculty of Arts December 19, 1969 -4- scheduled for the following Monday. This news was not well received. I. Davies called for the question. The motion was carried wi.th 2 abstenttons, 1 no vote. C. French said it was vital far this moti.on to ' 2 put before the Senate irrmediately. D. Lewis asked who fixed the date of Senate meetings? D. Ayre stated that he could call a meeting if necessary. D. Lewis argued strongly that the motion must go i,efore Senai:e before it considered the Faculty of Education program. D. Ayre stated that thts would be arranged. :! 5. FACULTY OF ARTS PROGRAMS 1970-1971 i .I I a. A motion to approve the English program was moved by A. Alexander, Passed Nern Con. secondE!d by P. Raffo. l1 . A motion to approve the Geography program was moved by P. Raffo, seconded by I. c. Davi es . Passed Nern Con. A motion to approve the Psychology program was moved by W. Melnyk, seconded by P. Satinder. A. Alexander suggested that the wording on page 3, with regard to thesis topics be changed to department 11 • 11 to be determined in consultation with the W. Me 1nyk agreed to this. Passed Nern Con. I .l �Faculty of Arts d. December 19, 1969 -5- A motion to approve the Sociology/Anthropology program was moved by I. Davies, seconded by C. French. A. Alexander asked that the courses in Political Sociology and Political Anthropology be calendared in the department of Political Science also. Pasr J Nern Con. C. French agreed. e. A motion to approve the Languages program was moved by D. Lewis, seconded by A. Alexander. I. Davies questioned how, in the Gennan program, a 4th year course (4a6) could be offered when an honors program did not exist. J. Whittle agreed that it might be somewhat anomalous and accepted that is should be Passed Nern Con. calendared as 3d6. f. A motion to approve .the Political Science program was moved by A. Alexander, seconded by W. Melnyk. g. A motion to approve the History program was moved by T. Miller, seconded Passed Nern Con. by A. Alexander. h. Passed Nern Con. Although Economics appa~ently have changes to propose to their program, no notice of these chanqes, or of their program had yet been received. 6. ADJOURNMENT The Dean adjourned the meeting at 11.05 a.m., wishing all present a Merry Christmas. Respectfully submi t ted, PETERS. RAFFO, SECRETARY. �Notice of Motion Id. ~-,OL vrn TH/\T: The SP.nate requires thu t when course\() proposc•d lJy urH~ faculty h'1ve substantive content wholly, or in part, \-Jithin Uw do111din of d depctrtment of another faculty prior mulual a~1reement o the fdcul ties involved be obtained" with respect to content, 111ethod uf instruction. and the selection of instructional personnPl. ( MOVED 1' '- \ ---- - --·--· - SECONUl:.D '\ ' -- -- • 1\ '- �FACULTY OF ARTS COMMITTEE MEMBERS AS DESIGNATED FOR 1969 - 1970 �FACULTY OF ARTS COMMITTEE ON ACADEMIC DEVELOPMENT Anthropology: Economics: English: Geography: History: Languages: Mathematics: Philosophy: Political Science: Psychology: Sociology: Dean of Arts: Professor K. J. Charles Professor J. Rideout Dr. D . Phi 11 i ps Professor T. Miller Mr. D. Lewis Professor C. F. Kent Professor F. Doan Dr. G. Engholm Dr . W. Me 1ny k Professor C. French Dean T. Ryan Chairman: Secretary: The Committee discussed the Faculty of Education Courses and what action should be taken. The Senate, on Saturday, January 24, 1970, upheld the resolution of the Faculty of Arts . .......... �-w _... !! L ... _I -- - -- ~ . --- =.-- i -- ■ I'') Iii. - ■ ■ I I I ■-, ■ - . ... - DEVELOPMENT - -- --f - - COMMITTEE ON1969ACADEMIC . -- 1970 .. -. - ■ II-- ~ - 11111 ~ l ·-· _ _._ I - -'11111 .. ■ 'I r• ■ .-- I t • . • ... ■ FACULTY OF ARTS ■ ...... - - I ■ .- I ■ • I -- -- - _. TERMS OF REFERENCE: - - - I I - ~- .:II I I I The Academic Development Conmittee shall make recommendations and -- J consider alternatives concerning: . .- . .. al b) • -J-• 19111" - p c} • ..,. ■ - - 4 the academfc objectives of the Faculty of Arts . long term planning and the overall direction of growth of th.e academi:c program. ... _ _.l.1 the continuing improvement of academic standards. d) the feasibility of particular course~ and programs as proposed by the Depar'bnents. _ e} long term and annual budgets of the Faculty of Arts. .--■ • I I ....- -- - -■ I .- . •- ..... - _... ■ ■ - .. •" . ,J. • .. ~- ■ • - . - I • I ■ I -- . • "' f .. - .. .. ■ -. • =■.' l . ,=:-. I _ I - r I J - r ' J L -I - - • - F .- I_ - I ..- I _L I '"' �FACULTY OF ARTS COMMITTEE ON CURRICULUM 1969 - 1970 DEPARTMENT REPRESENTATIVES: Anthropology: Economics: English: Geography: History: Languages: Ma thematics: Philosophy: Political Science: Psychology: Sociology: Dean of Arts: Registrar: Chainnan: Secretary: Student Representatives: Doug Smart Don Sober Report: Mr. D. A. Archbold Pro , ~ s so r J . Ri deo ut Mr. I. G. Davies Mrs. S. Smith Dr. L. A. Diez Dr. W. Eames Professor W. S. Morris Dr. G. F. Engholm Dr . F. D. Co 1man Professor C. French Dean T. Ryan Mr. D. Ayre �FACULTY OF ARTS I COMMITTEE ON CURRICULUM :1 I 1969 - 1970 II TERMS OF REFERENCE: To consider pilot programs which would have as their origin on the one hand, a better understanding of the society in which we live, and on the other, a broadening of undergraduate studies. To create a conman core curriculum whi.ch would represent our collective be£t attempt to formulate a single curriculum to teach the most valuable and useful elements i.n the liberal arts. I ; \ I �FACULTY OF ARTS COMMITTEE ON EXTENSION 1969 - 70 I Department Re pres enta ti ves : .' Mr. M. <~reenwood Mr. I. Cameron Mr. s. MacGillivray Mr. o. Kemp Dr. E. Zimmermann Mr. A. Cloutier Anthropology: Economics: English: Geography: History: Languages: Mathematics: Philosophy: Political Science: Psychology: Sociology: Dean of Arts: Director of Extension: Dr. C. Ripley Dr. P. Sarbadhikari Mr. P. Wesley Dean T. f\yan Mr. K. Morrison Mr. D. Ayre Registrar: Chairman: I ' ' Secretary: Dr. C. Ripley Mr. I. Cameron Student Representatives: I I Report: Since the last meeting of the Faculty, this Committee has held four meetings. Proofs of the Summer Session Calendar have been read and approved. In this connection, the following motions were passed by the Committe~. (Perhaps it should be remarked that this is an advisory committee; hence all of its motions are recommendations, not decisions.) l. That the times of classes be consistent from the hour to fifty minutes past the hour. 2. That there be inserted in the Calendar ~ection on final examinations a �Page 2. Committee on Extension Report: qualifying sentence to the effect that since procedures of evaluation differ from discipline to discipline, the requirement of a final examination might be at the discretion of the instructor. 3. That Sunday opening of the library during Summer Session be considered. 4. A motion approving a memo from the Language Department proposing to replace CLCd6 with French lc6. 5. A motion of thanks to Professor Lewis and the Language Deparment for the information provided to the committee regarding summer school courses. The Colllllittee also discussed and endeavored to advise helpfully in the matter of an expense-account dispute between an extension teacher and the Director of Extension. The Committee has been working on its terms of reference and expects to submit a proposal to the next meeting of the Faculty of Arts. R. C. S. Ripley, Chairman. �FACULTY OF ARTS COMMITTEE ON EXTENSION AND SUMMER SESSION 1969 - 1970 PROPOSED TERMS OF REFERENCE The Extension and Sumner Session Committee undertakes to act in an advisory capacity in initiating and reviewing policies and arrangements relating to the university's Extension Program. The Committee's advice is directed to the Faculty of Arts. The Corrmittee will develop guidelines on the purpose, direction and future development of the entire Extension Program. The tenn "Extension Program", as used in the document, includes the Summer Session, courses held off-campus and non-credit courses. I \ ( 11) One representative from each Department in the Faculty of Arts constitutes the voting membership of the Committee. (2) The Director of Extension, the Dean of Arts, the Registrar, and one representative from each of the Faculties of Science, Education and University Schools are ex officio members of the Committee. (3) The Corrmittee elects a Chairman and Corresponding Secretary from its voting membership. A quorum of the Corrmittee is one-half of the voting members, including the Secretary or Chairman. In the absence of the Chainnan, a prs tern Chairman shall be elected by the votinq members present. - - (4) The Committee's reconmendations shall be passed in the form of resolutions. Such resolutions will be reported by the Chairman to the Dean and the Faculty of Arts. (5) The Committee shall examine all proposed Extension courses after their origination in the appropriate department and before such courses are submitted to the Faculty of Arts and to the Senate. (6) The Committee has the right, therefore, to request any information relevant to the academic and economic viability of new and established courses. (7) The Committee has the right to insist that any course may not be offered under the auspices of the Extension Department unless this arrangement has been approved by the Faculty of Arts. (8) The Committee acts as liaison body between the Departments and the Director of Extension and between the instructors and the Director of Extension on all matters concerning the Extension Program. I I I �FACULTY OF ARTS COMMITTEE ON FACULTY CONSTITUTION 1969 - 1970 DEPARTMENT REPRESENTATIVES: Anthropology: Economics: English: Geography: History: Languages: Mathematics: Philosophy: Political Science: Psychology: Sociology: Dean of Arts: Chairman: Secretary: Student Representatives: Report: F. J. Mr. R. Dr. P. Dr. A. Dr. 1'v1r. S. Chen Futhey Di 11 ey Raffo A. Scho 11 Professor W. S. Morris Mr. I. W. Hannaford Dr. N. Ginsburg Mr. S. Baldwin Dean T. Ryan Dr. N. Ginsburg Mr. J. Futhey �FACULTY OF ARTS COMMITTEE ON FACULTY HANDBOOK 1969 - 1970 Department Representatives: Anthropology Economics: English: Geography: History: Languages: Mathematics: Philosophy: Political Science: Psychology: Sociology: Dean of Arts: Chairman: Secretary: Student. Representatives: Report: Mr. Mr. Mr. Mr. Mr. D. S. R. B. J. A. Archbold MacGillivray S. Dilley Greenhous K. Atkinson Professor W. Morris Dr. G. F. Engholm Dr. A. Akram Professor C. French Dean T. Ryan �FACULTY OF ARTS COMMITTEE ON FACULTY HANDBOOK 1969 - 1970 TERMS OF REFERENCE: To gather together infonnation relevant to the efficient functioning of faculty members. To collect material previously scattered throughout booklets, minutes and memoranda, into one easily consulted compendium. ~ - - ·------·--- --- - - - - · - -----~---··------··- -···--·--·--- - ------- ····-·----·---···---- , �FACULTY OF ARTS COMMITTEE ON INTER-UNIVERSITY SEMINARS AND EXCHANGE 1969 - 1970 Department Representatives: fl I Anthropology: Economics: English: Geography: History: Languages: Mathematics: Philosophy: Political Science: Psychology: Sociology: Dean of Arts: Chairman: Secretary: Student Representatives: _ Report: 'ir. 0. Astwood nr. s. MacGillivray Mr. u. Kemp Dr. P. Raffo Dr. A. A. Scholl Professor W. S. Morris Mr. A. Alexander Dr. P. Satinder Mr. P. Chimbos Dean T. Ryan Mr. A. Alexander Mr. D. Kemp �FACULTY OF ARTS COMMITTEE ON INTER-UNIVERSITY SEMINARS AND EXCHANGE 1969 - 1970 PROPOSED TERMS OF REFERENCE: a) To examine the possibilities of establishing arrangements with other universities and colleges in Canada and the United States whereby reciprocal visits by scholars and researchers could be organized and jointly financed. examine the possibilities of arranging short and long term exchanges of faculty members between Lakehead University and other universities and colleges in Canada and the United States. �LAKEHFAD UNlVERSTTY D.D. Kemp TO: All Members of Committee on Inter-University Seminars anc Exchange Meet~ng - Frid~y, PRESENT: i. A. Alexander, (Chairman), P. Chimbos, D. Kemp, S. HacGillivray, Raffo, P. Satinder TERMS OF REFERENCE It was Au~gested by the Chairman that the Committee's title outlines its terms of reference. After some discussion, lt was agreed that the Committee should make it clear that it had no intention of poaching in the province of the Special Events Committee although there appeared to be no reason why one Corranittee sHould not at times take advantage of visits or exchanges arranged by the other. The Chairman and Secretary were empowered to prepare a brief on the terms of reference of the Committee. 2. GEOGRAPHICAL EXTENT OF AC'fIVITIES Three possibilities were open to the Committee as far as geographical location of contacts was concerned. (a) No restriction on location (b) Location within certain radial distance (c) Location within adjacent political unlts {a) In this cnse it waR felt that since initial seminars or exchanges would have to be of limitr>d duration -- du(' t0 problems of timetables and finances some restriction must be introduced. However, the Committee agreed that at a later date exchanges of faculty over a term or a year should he considered and i such a case, a much wider area could be considered. (b) While this may have ndvantages in terms of simplicity, it was pointed out by a number of members that distance and accessibility are not necessarily directly related and the example of Sudbury was cited. • �- --= - . ....... ■ -...-. - . -2■ It was consJder(.'<l tliaL the univers!U(• ::1 .:i nd colleges of 1\,1anitoba, Saskatchewan and A.lbcrta as well as those of Wisconsin and Minnesota would provide suitable areas for the establishment of initial contact. Discussion had brought forth several reasons for this choice. Firstly, in a number of cases the universities and colleges of Western Canada are more accessible to an~ frJm the Lakehea<l than similar institutions in Southern Ontario and the same can he sRid for those in the Northern U.S. Secondly, it was felt that many of the places in these states and provinces would experience problems of academic isolation similar to those ._ encountered at the Lakehead and would therefore be more willing I to participate in an £>xchc1nge s c heme than univPrsit-i e~ ancl ■ colleges Jn Eastern Canada. Thirdly, S. h~cGillJvray pointed out that some contact had already been made at the departmental 1111 level with the U.S. colleges and it was suggested that the ■ secretary get in touch with G. Merrill or M. Patterson with _regard to t__his. .. I J• II FINANCING AND ESTABLISHMENT OF CONTACT J .J In arranging seminars or exchanges the main costs would arise from travel and accommodation. No honorarium would be paid since a system of "faculty barter" could be used. It was pointed out that the Science Faculty carried out a programme similar to this. In their case, expenses for travel and acc01mno<lati.on were met hy the Dean and the Committee felt that it might recommend a similar arrangement to the Dean of Arts. In the future, it seems possible that the Canada Council or N.R.C. might provide financial aid although there was some doubt expressed as to the willingness of the Canada Council to pay for 1 visit<!_~& from south of the border. J - ,I ..._. I ■ - ■ MEETINGS 4, - I t was moved by P. Raffo and seconded by P. Chimbos that meetings be arranged at discretion of the Chairman and Secretary. motion wae carried unanimously. The I-■ -- • ■ . • -.■ ■ With regard to the establishment of contacts, it was the opinion of the Committee that this should be Dean to Dean, at least initially. It was moved bys. MacGillivr.ay and seconded by P. Raffo that the Committee ask the Dean of Arts to contact his counterparts in the universities and colleges of the area outlined in Section 2c above with reference to the Committee's activities. The motion was carried ... unanimously. _ r ~ - --, ■ - ■ .... - II . • , . ·- --■-.} --. : --- b- ■ .-- I -. •-,-... 41 I ..J �FACULTY OF ARTS COMMITTEE ON ORIENTATION 1969 - 1970 Department Representatives: Anthropology Economics: English: Geography: History: Languages: Mathematics: Phi.losophy: Politi.cal Science: Psychology: Sociology: Dean of Arts: Registrar: Dean of Students: Librarian: ,~ii ss R. Tracy Dr. K. C. Kim Miss R. Candido Dr. B. Phi 11 i ps Mr. E. Hughes Miss S. Abzinger Mr. L. D. Black Professor W. S. Morris Mr. A. M. Macleod Mr. P. G. Wesley Mr. V. Wightman Dean T. Ryan Mr. D. Ayre Dean J. Kerr Mr. E. Belton Chairman: Secretary: Stud~nt Representatives: Report: I I �FACULTY OF ARTS COMMITTEE ON REGISTRATION AND COUNSELLING 1969 - 1970 Department Representatives: Anthropology: Economics: English: Geography: History: Mathematics: Phi 1os.aphy: Political Science: P~ch.alogy: Sociology: Dean of Ar ts.: Chalrman: Secretary: Student Represent~tlves: Re.port: Mr. ~--. Dr. Mr. Dr. Dr. Mr. Dr. Mr. Mr. Mr. M. D. G. D. J. J. L. C. A. K. V. Greenwood Astwood Merrill Kemp Hilliker A. Whittle D. Black Ripley Alexander Allan Wightman Dean T. Ryan �FACULTY OF ARTS COMMITTEE ON REGISTRATION AND COUNSELLING 1969 - 1970 TERMS OF REFERENCE The purpose of the Commi.ttee on Registration and Counsell i.ng is to provide a continuing channel of communication for students who need help in the organization of their academic programs. It is not intended, however, that nonnal channels, via faculty members and department chairmen will be supplanted by the Committee. The Conmittee is composed of one member from each of the Departments of the Arts Faculty, selected by each department chairman, and of student representatives. These members serve the dual role of repres_enti ng their departments or consti.tuents. in the formati.on of pol i.cy, and of advisi.ng students. in relation ta their proposed degree programs. This year the Committee i~ expertmenting with a program of advance regi.stratfon and counselling for freshmen enrolling in th.e 1969 - 1970 year. This program is expected to lighten the counselling load during September, and to avert many of the frustrations which inevitably accompany a mass influx of ~tudents. �FACULTY OF ARTS COMMITTEE ON SPACE UTILIZATION 1969 - 1970· DEPARTMENT REPRESENTATIVES: K. Dawson Mr. D. Astwood Dr. G. Merri 11 Mr. I. Davies Mr. B. Greenhous Mr. D. Lewis Dr. J~ S. Griffith Professor F. Doan Mr. P. Johnson Dr. W. Melnyk Professor C. French , 1r. Anthropo1ogy: Economics: Eng1ish: Geography: History: Languages: Mathematics: Phi1osophy: Political Science: . Psychology: Sociology: Dean of Arts: Dean T. Ryan . Chairman: Secretary: Student Representatives: Report: No meeting of this committee has occurred since the last one I reported (bulletin 3). However, the consultant's projections of future space requirements have b~en .. , received. .,, The President has been requested to convene an early meeting for the purpose of deciding which departments will occupy the new building. Given this information the views of these departmer,ts on office size and fittings and physical arrangement of departmental facilities will be solicited. At the same time opinions from all departments will be sought on matters of teaching space design. Frequent and regular meetings of this committee are envisaged for the spring term. Ivor Davies, CHAIRMAN. �FACULTY OF ARTS COMMITTEE ON SPACE UTILIZATION 1969 - 1970 TERMS OF REFERENCF; The primary concern of the Committee on Space Utilization is the distribution of available space. The Committee attempts to ensure that those involved in academic programs have space in sufficient quantity and quality for efficient teaching, study and research. This entails constant reappraisal of the use of existing buildings and the planning of additional buildings and their use. The Committee attempts to involve those who use space in decisions regarding its allocation. Each department is represented on the Committee and the student body has been invited to seat representatives. Each department may communicate its suggestions to the Committee, while knowledge of the work of the Committee may be readily disseminated throughout the whole of the Arts Faculty. From the exchange of information a greater degree of understanding of individual and departmental needs may be achieved. It is hoped that the student representatives will be able to make important contributions in respect of study and teaching areas. I 'I �FACULTY OF ARTS COMMITTEE ON UNDERGRADUATE INSTRUCTION 1969 - 1970 Department Representatives: Anthropo 1ogy: Economics: English: Geography: Hi story: Languages: Ma thematics: Philosophy: Political Science: Psychology: Sociology: Dean of Arts: Registrar: Mr. R. Berndt ir. R. Slocum Professor J. Rideout Mr. I. G. Da Vies Mrs. S. Smith Dr. J. Whittle Dr. W. Eames Professor W. S. Morris Mr. A. Alexander Mr. L. Anderson Mr. C. Hathaway Dean T. Ryan Mr. D. Ayre Chairman: Secretary: Professor W. S. Morris Mr. R. Slocum Student Representatives: Paul Paularinne Ken Robertson Report: �MT :,JI J'l.' l·:S ON S (J ,~-·C:OH:1 l TT i·. ,·: , H~ t.i·. l)i~i~( ;JUd>UA'J' I•: l NST.nli :T 1ON Pn•i;r>nt: D~an T. Ryan D1. W. Morris Dr. J. Rideout Dr. J. Whittle Mr. L. Anderson nP.rndt i <•f; :'1 1 C: . l l: 1t lw way •,, , i ' . :; locum \\ r '" . S . :-;mJ th !). (,ihson R. f>E•t ryshyn :-1r. I{. ''11 r. f);1v Apolo~ies recorded for Mr. D. Ayre for his absencr. Minuter-; of November 20, 1,,e, wc:'re read .1nd ,'1pprL,VL'd. ~tr. n.1vil'•.L; moved to rnodity the motion regarding the DE'~m's list 1 which h' , l'-: p:1~~~..;t•d November 20, to read "A Dean's list be established, thP c:rjt1.:1·i1.111 l>I which wi J 1 he lhe achievement by student in ;:my ~ i vcn Y('.'."I r n r clll over-all standing of not less than 70 per cent". Dr. Rideout ~;Ct'l°l11<lt•d the motion. Motion carried with three abstentions) viz. Mr. Anderson, Mr. Berndt, and Mrs. Smith. a The agenda i tern on prerequisites was cl is cussed and it wa:..; Lill· consensus of the Committee that it take no acUon and make no r<'co01m0ndation Ln an area it considered to be the sole responsibilit, of tl1P department. Thf:• nc·xt agenda item dealing wi.th st wic>nts Mimi tt.c-d to thf> I 011 rt:l1-vc-ar honours program was deferredJ to he discussed ;iL a later d:1tl' wllt·n thP Committee considers the who]c lionours program. Mr.. AndE:~rson moved that on page 7 5 or Lhe Uni. vers i Ly C~1 l('nd;1 r. :~cc t I on 4c, Ii ne three and line nix and sf'vf'n, the• wnnl~, ''comp l c r i ,,n ,r the• cnurs,," he• ~:truck .ind that WP '•lllhf,till1tP "Jast cl:1:,!-; l\lt · t.l1t• vr•ar". Mr. Petryshyn seconded the ffi()tf.on. Cnrrll'd unm1imnuslv. J\dJour-ned. "'') I __, ( t..,.·z:_ R. S]\)('Ul11 Se<·n.•u1 rv -c.. _,___._...---- �FACULTY OF ARTS COMMITTEE ON UNDERGRADUATE INSTRUCTION 1969 - 1970 TERMS OF REFERENCE The Corrmittee on Undergraduate Instructi0i1 undertakes to study the problems of teaching and learning in the university, and to investigate the possibilities of improvement in degree programs. Topics which might come within the scope of its consideration are: a) Teaching and Learning i. the relative efficacy of lectures, seminars, tutorials and other methods in the teaching-learning process ii. the nature of examinations as they relate to the teaching-learning process iii. the quality of the teaching-learning process and the possibility of the improvement of it by appropriate means. b) StructuPe of Degree Programs i. the relation between B.A. and Honors B.A. programs and courses ii. questions concerning the problem of specialization, general education, and the elective system. \I �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin: Faculty of Arts Lakehead University Subject The topic of the resource Universities Description An account of the resource Meeting minutes, reports, and related documents of the Faculty of Arts, Lakehead University, 1969-1970. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1970 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context U10b Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/3e593b77a84fe96e095a27d0c7539f3e.pdf 710ff45fd201dfd62cd6456f1016d930 PDF Text Text r BACHELOR OF MUSIC (PERFORMANCE) DEGREE PROGRAMME LAKEHEAD UNIVERSITY CONSERVATORY OF MUSIC Proposed by Manuel Suarez, Director and Conductor, Thunder Bay Symphony Orchestra �- 2 - SECTION I PART I ACADEMIC INFORMATION ACADEMIC CALENDAR The academic year will consist of three Quarters: Autumn, Winter and Spring. A fourth Quarter, or Summer Quarter, will be specially designed for those students or groups of students whose alternating professional practice study assignments require them to be in school at that time. The normal undergraduate programme is designed to be completed in four ( academic years, or twelve Quarters. The summer school will offer three terms of three weeks each, equivalent to a regular Quarter and, in addition, a ten-week Quarter term plus short credits. All academic credits are expressed in terms of Quarter credits. Equivalents are: one semester credit equals 3/2 Quarter credit; one term credit equals 2/3 Quarter credit. INSTRUCTIONAL PERIODS AND FINAL EXAMINATIONS Each Quarter will approximately be equal in length, consisting of 45-47 instructional days, plus the last week of each of the four Quarters devoted to the scheduled performances and Quarter and final examinations. Academic marks and credits are reported promptly following the close of ( each Quarter. In the undergraduate disciplines, the work of each Quarter is a completed unit of instruction. This provision does not affect the �- 3 sequence of Quarters in a course that is required by the Faculty of a musical discipline. HOLIDAYS Recognized holidays falling within the four instructional periods will be respected according to the academic calendar of Lakehead University. Special arrangements will be made for students whose religious holidays fall within registration, orientation or instructional periods. It will be the individual student's responsibility to inform his teachers of the circumstances and to comply with the special arrangements that are made. GENERAL ADMISSION REQUIREMENTS ( UNDERGRADUATE MUSIC STUDIES Admission to the baccalaureate programme will be based upon the chronological order of receipt of the completed applications on a gradepoint system and by the heard evidence of particular preliminary training or talent. The grade-point average of the applicant will be computed on the basis of such factors as high school rank and programme, college placement scores if any, achievement tests, special talent or ability, and the high school counsellor's recommendation or private instructor in his major instrument. Any student who meets the qualifications listed under Part II of this Section may be assumed to have the equivalent of the required grade-point system. It will not always be possible to accept prospective students from out of the Province of Ontario who ( barely meet the minimum requirements. �- 4 Admission to an appropriate undergraduate music programme is open to any high school graduate who is a resident of Ontario, completing application before the closing date of the programme. An entering student may be assigned to a general music education programme as a prerequisite for possible transfer to specialized curriculum after the first year. Non-residents of Ontario who possess the qualifications set forth in Part II of this Section and complete their applications before the closing date of the desired programme will be eligible for admission as long as space permits. ADMISSION MATERIALS ( Application for Admission blanks and high school transcript forms may be secured from the: 1. University Admissions Office, 2. Thunder Bay Symphony Music School. APPLICATION FEE A fee of $15.00 (non-refundable) will be charged for the processing of each Application for Admission. PHYSICAL EXAMINATIONS A physical examination is required of each applicant. Admission may be denied for failure to meet the physical and health requirements. A tuberculin chest x-ray is required within three months of ( registration. �- 5 REGISTRATION FEE A Registration Fee of $30,00 is payable when the applicant for admission receives notice of acceptance. Payment of the fee when due assures the applicant that a place is reserved for him and is considered as evidence of his good faith in expecting to register. This fee is required for all full-time entering undergraduate students. This fee is a separate charge and is not a deposit or advance payment of other fee charges. This fee is paid only once. Any currently involved but previously classified or non-registered student, after having been processed through the Office of Admissions and tentatively accepted, must pay the fee as a condition Qf admission to a Degree Programme. The Registration Fee will be refunded only if the student is denied admission through failure to: ( 1. acquire the necessary credits, 2. be graduated from high school or 3. meet physical and health requirements. In cases of extreme personal emergency, as interpreted by the Director of Admission, the fee may be refunded. It may be refunded also if the applicant is called to active military duty. Application for either refund or credit must be made in writing at the time of the admission cancellation. The Registration Fee is valid for a four-year period. The Director of Admissions is authorized to make decisions on these matters in accordance with University Regulations. ( ADVANCE PLACEMENT PROGRAMME In normal procedure, consideration will be given to students who �- 6 - have taken college-level courses in high school under the Advanced Placement Programme. Advanced placement or credit, or both, may be granted in appropriate music courses to students who have distinguished themselves on previous placement examination. High school students who have taken such examination for programmes and desire to attend this institution should request that their papers be referred to the Director of Admissions. TRANSFER OF CREDITS Students who wish to transfer credits to aqother Faculty of the University should seek counsel in the University Admissions Office and consult the appropriate advisor in the Faculty to which transfer is requested, in order that they may be certain that the courses taken ( will satisfy the advanced standing rules of that Faculty. Similarly, credits from other faculties and universities are subject to the advanced standing rules of the section or instrument to which transfer is requested. GRADING SYSTEM At the end of each Quarter, the school registrar mails an official report on each student's academic achievement. Reports are given in terms of grades and quality points as indicated. GRADING AND POINT SYSTEM GRADE A: GRADE B: GRADE C: GRADED: GRADE F: ( Excellent - 4 Good - 3 Fair - 2 Poor - 1 Failure - 0 GRADE I: GRADEY: GRADE W: GRADE U: GRADE T: GRADEN: Incomplete - 0 Withdrawal (unofficial) - 0 Withdrawal (official) - 0 Unsatisfactory - 0 Audit - 0 No Grade Reported (see Instructor) - 0 �- 7 REGISTRATION A student nrust be formally admitted (See Admission Requirements). Under University Regulations, a student's registration is completed when his application for admission has been approved, his registration forms have been completed properly and returned to the Registrar's office and his student fees have been paid. A student may not attend classes until he has completed his registration. Instructions concerning registration for each Quarter or Term will be published as far in advance as is practical. Students are urged to take advantage of the earliest opportunity for them to complete their registration, as assignment in class section is determined in the order in which students register. ( New students will be notified by the office concerning the registration periods and continuing students should be alert to announcements concerning registration for succeeding Quarters. LATE REGISTRATION FEE On the day following the period set aside for registration and thereafter until the registration completion date, a Late Registration Fee of $10.00 is assessed. LATE REGISTRATION COMPLETION DATE All registrations must be completed, including clearance through the cashier's office, by noon of the first day of classes of any Quarter of all the sections of the music programme. ORIENTATION All new students, freshmen and transfer, are urged to attend either �- 8 the summer or autumn orientation programmes. The new student will receive all the necessary information regarding this programme at the appropriate time. WITHDRAWALS Official withdrawals from courses must be made to the Registrar's Office in person or by letter, according to the University's rules. Unofficial withdrawal may occur any time during the Quarter. When a student has incurred excessive absence and has not completed an official withdrawal form, he may be withdrawn, unofficially, by the instructor and is not eligible for academic credit or refund of fee. A student who is withdrawn unofficially, because of excessive absence, cannot be ( reinstated as an auditor. STUDENT RECORDS The academic record of a student is confidential and an official transcript of such record is sent only at the request, or with the consent, of the student or alumnus. The only information that will be released without the student's permission is name, dates of attendance, and degrees awarded if any. ATTENDANCE AT GRADUATION Graduating students are expected to be in attendance at the exercises to receive their diplomas. If, due to unforeseen circumstances, attendance would impose an unreasonable hardship upon the student, he may request permission from the Dean of his section to receive his ( degree in absentia. �- 9 - PART II GENERAL REGULATIONS COMMON TO ALL INSTRUMENTS 1. General Regulations The General Regulations for the Conservatory shall be as those contained in Lakehead University Calendar for 1972-73, P. 37; (a), (b), (c), (d), (e), (f) and under "Faculties of Arts, Science and Education" (g), (h), (i). 2. Registration - Common P. 38; (c), (e), (f), (g), (h). 3. ( Programmes of Study - Common P . 38 ; 4. (a) , (b) , ( c) . Regulations and Examinations - Common P. 38; (a) with change to be effected to read "The Faculty of Music or the Music Faculty constitutes the examining body for all music examinations", (b), (c), (d), (e), (f) to read as: i. "Quarterly Examinations as read in Part I ( 45-4 7) practice days plus one week for Quarterly Examinations" and ii Final Examinations to read "The provisional timetable for the June examinations shall be published by December 20th and a corrected timetable by February 10th". The rest of the paragraph as in ii. Final Examinations. P. 39; (h) , (j) . ( 5. Standing - Common P. 39; (a), (b) under "Faculty of Arts" to read "A student who �- 10 attains 55% in each of the courses prescribed for his year, and an average of 65% in his major course, will be eligible to proceed to the next higher year without condition". The rest as reads. P. 40: (a) under "Faculty of Arts" to read the same, except as NOTE: "An average of at least 65% is required in the courses of the major subject", (d), (e). 6. Reappraisal - Common Sarne. 7. Supplemental Examinations P. 40; (a) under "Faculty of Arts" to read "That supplemental examinations be limited to three for the total degree programme and that a mark of 50% be required for supplemental rights in a course"; ( (b) - Common to read "Normally, only one supplemental performance examination can be given in each course but in exceptional circumstances permission may be given to give a supplemental performance examination in a course for the second time. Applications should be sent to the Registrar and will be referred to the appropriate Faculty member and Department for consideration"; (c) to read "A student may give one supplemental performance examination to raise his standing in courses already passed, provided an average of 55% of the marks assigned to all the courses of his annual examinations has been attained"; (e), P. 41: (f) to read "Supplemental Performance Examinations are held in August and April. Applications must be filed by July 15th or March 14th at the ( Registrar's Office and must be accompanied by the prescribed fee. This fee is not refundable"; (g), (h) . �- 11 - 8. Deficiency - Common P. 40; (a), (b) under "Faculty of Arts" to read" . . . less than 55% . . . . "; (c), (d) under "Faculty of Arts" to read "A student who has failed his year is eligible to apply for readmission to the University. ~ A student will be granted the privilege of repeating year only"; (e) to read "The Conservatory may, at any time, ask any student whose work is unsatisfactory to withdraw from the Conservatory and University"; (f), (g) as follows: "A student who has failed to complete workshop work, performance and field practice work will be denied supplemental examination privileges. (Field work is to be taken as compulsory clinics, concerts and lessons in school in and out of the community). ( 9. Withdrawal - Common (a) , (b) , ( c) , ( d) . ( �- 12 - SECTION II ( ( ADMISSION REQUIREMENTS �- 13 - REQUIREMENTS FOR ADMISSIONS (For General Information on Admission Requirements, see Section I, Part I). Applicants for entrance to the Bachelor of Music (Performance) Degree Programme must meet the following additional requirements: 1. Graduation from an accredited high school, generally in the upper third of the graduating class (Only exceptionally gifted students will be accepted prior age 16 - See 5). 2. Sixteen units are required: English - 4; Social Studies - l; Mathematics or Languages - 2; additional college preparatory subjects - 6. ( NOTE: A unit to be taken as a semester study in high school. Three units of music ensemble or courses are recommended, including one unit in theory. 3. Auditions to determine satisfactory potential for music. 4. Scores for any type of college entrance examination are used for counselling purposes for criteria in the computation of gradepoint systems as may be required for admission. Therefore, any such scores must be submitted before final acceptance for admission. 5. Prospective students must be 15 years of age minimum and must pass all the normal tests required. ADMISSION MATERIALS Applications for Admission, high school transcript forms, and ( audition and interview application forms for undergraduate admission may be secured from the Office of Admissions of the �- 14 Conservatory of Music or from the Thunder Bay Symphony Orchestra. ENTRANCE AUDITIONS In addition to the admission requirements listed above, each new and transferred music student must appear before the Examination Board during the opening days of the academic year in September. This entrance audition permits the Applied Faculty of Music to check the student's proficiency development since the initial audition (sometimes nearly a year previous). A student should perform the same composition performed on his original audition, but he may choose to perform new works. Minimum required points for each applied area are listed in the Applied Music Section on later pages of this proposal. C TRANSFER STUDENTS All transfer students will submit a full transcript of their previous study. In the case of transfer from member schools in related music or other properly accredited instructors, credits previously earned with a Grade of C or better in the course paralleling those of this Conservatory School of Music curriculum will generally be accepted. CLASS ATTENDANCE A policy of unlimited cuts is approved by the Faculty of the College Conservatory of Music. Class attendance is then the responsibility of the individual student. This policy will not apply in the following areas: Technique or major instrument, or ensembles involving major ( instrument, all Applied M.lsic areas and the student teaching assignment. In these specific areas, regular attendance is required, and the �- 15 instructor is free to penalize excessive absence. will be permitted for private lessons. No unexcused absence A student with a valid reason for non-attendance at a scheduled lesson is required to give the instructor twenty-four (24) hours notice, except in emergencies. If this notice is not given, a student is not entitled to a make-up lesson. It is the student's responsibility to meet with his private instructor at the beginning of each period of enrolment to arrange for his lesson times. Unexcused absence from a final examination will result in an F, or failure, for the course. If a student has such a valid excuse, it is his responsibility to notify the instructor immediately. An instructor is under no obligation to provide a substitute or make-up examination for an unexcused absence from regularly scheduled hour examinations. ( Unexcused absence from such a regular examination will result in an F, or failure, for that examination. PROBATION A student shall be placed on a scholastic probation when his quality point average for any single Quarter falls below 2.0, or when his cumulative quality point average at the end of any given Quarter falls below 2.0. The student's non-academic activities will be restricted and his course load reduced as a result of this action. Formal notice of this action will be given to the student and appropriately-interested persons. A student shall be placed on performance probation when a majority of the Applied Faculty of his Department, at a scheduled Applied Board Examination, determines that the performance of the student ( does not meet the minimum standards for which he is being examined. �- 16 SUSPENSION AND DISMISSAL The records of students on probation will be reviewed at the end of each Quarter by the Probation Committee. The following conditions will render a student subject to suspension or dismissal: 1. Failure to achieve 2.0 average for the Quarter on which he is on probation. 2. Failure to achieve a 2.0 average for any three Quarters of his undergraduate work. 3. Inability to raise his cumulative quality point average to 2.0. 4. Quality point average in any given Quarter so low that his continuing would be detrimental to the best interests of the student and/or the University. ( 5. If determined by the Faculty to be on performance probation at two successive Applied Board Examinations. APPEAL The Conservatory of Music believes that the student's r _ight of due process should be assured. Any student has the right to appeal any academic decision adversely affecting his status in the University. His appeal is to be filed within two weeks with the Faculty Member as designated below. The Faculty Member will review the basics of the student's appeal and determine the appropriate body to consider the appeal. He will constitute a committee of Faculty Members, including members outside of the Department as appropriate , ( in person. The student has the right to appear Because of the time consumed in the appeal process, a student's status will remain as indicated in the original decision until �- 17 the Appeal Committee renders its decision. A student dismissed or suspended is not eligible to enrol or re-enrol for a Quarter in which an appeal decision is pending. HONOURS CURRICULUM The Honours curriculum of the Conservatory of Music is designed to enrich the educational experience of the exceptionally-gifted undergraduate student. The Programme allows for certain flexibilities of curriculum, in-depth studies on a tutorial basis, admission to specific courses or sections which are designated as Honours Courses, special lecture recitals and interdisciplinary projects. Performance instruction, on an individual basis, constitutes a de facto schedule. Therefore, the Honours curriculum is primarily limited to academic ( electives, Music Education, Music History and Theory. All entering freshmen are required to be examined in Music Literature and Theory. On the basis of these examinations, students are invited to enrol in specially designated sections. GENERAL ELIGIBILITY 1. Any student who has completed two full Quarters may apply. 2. A grade-point average of approximately 3.6 is required. 3. Admission to the Programme should be for a specific academic and curricular purpose. 4. Applications made to the Associate Dean for Undergraduate Studies and the Honours Council by the fourth week of the spring Quarter in any given academic year. ( �- 18 - HONOURS CURRICULUM COUNCIL 1. Comprised of the Director, three Faculty Members and two senior members of the Student Tribunal. 2. The Director and the Faculty Members are appointed by the Dean of the Conservatory of Music or the Music Director and the Advisory Committee. areas: 3. Faculty representation includes each of the following Music Education, Performance, History - Theory. Student members are elected by this Tribunal. COMPLETION OF PROGRAMME Completion of the Honours curriculum includes: ( 1. Election for a mininum of one Quarter of an Honours curriculum. 2. An oral report to the Council on the programme and projects. 3. A certificate of recognition will be awarded by the Faculty of the Conservatory of Music. EXAMINATIONS IN APPLIED MUSIC All undergraduate degrees conferred by the Conservatory of Music signify more than satisfactory completion of a minimum number of prescribed credits. The Faculty requires evidence of growth and accomplishment in performance. Periodic examinations in Applied Music I before the members of an appropriate Department provide regular evaluation of the student's progress. As a general rule, students are heard on their major instrument twice each year (See Entrance Audition earlier in this Section). ( The student's progress in his secondary Applied Music field is evaluated at the end of the spring Quarter of each academic year. �- 19 SECONDARY PIANO REQUIREMENTS Students must enrol in Secondary Piano until all required examinations have been passed. FRESHMAN MINIMUM REQUIREMENTS (All Bachelor of Music Programmes except Music Education) 1. Technique (a) scales 1 major and minor (harmonic and melodic), two octaves, hands together. (b) arpeggios - 1 major and minor, root position, two octaves, hands together. 2. Sight read - a single piece at sight. 3. Improvisation: (a) parallel period using Roman Numerals I, IV, v7 chords in root ( position and/or inversions. (b) a short "A-B-A" form, using the chords listed above as well as Form II supertonic triad. 4. Repertoire: Two pieces of contrasting styles, comparable in difficulty to those found in Telemann's Klavier Buchlein, Bartok for Children, Forms I and II; or No.'s 13 to 18 of Kabalevsky's Twenty-four Little Pieces, Op. 39. One piece nust be performed from memory. SOPHOMORE MINIMUM REQUIREMENTS 1. Technique: (a) scales - 1 major and minor (harmonic and melodic). ( (b) arpeggios - 1 major and minor, root position and inversions. �- 20 2. Sight read - a piece of a more difficult level than that required at the freshman year. 3. Improvisation: (a) a short prelude including modulations, using common chords and/or some form of 7th chords. (b) a short theme with variations - at least four variations, using non-chord tones - 8 bars minimum. 4. Repertoire: Two pieces of contrasting styles, comparable in difficulty to Kabalevsky's Toccatina, Op. 27, or the Easy Pieces from Bach's Short Preludes and Fugues. MINIMUM FUNCTIONAL PIANO REQUIREMENTS FOR MUSIC MAJORS ( (Music Education - no requirements, as this course will not be presented in the first year). COMPOSITION MAJORS Composition - Piano requirements: No requirements as this subject will not be presented in the first year. OPERA MAJORS Opera Class - Piano requirements: will not be presented in the first year. ( No requirements as this subject �- 21 - SECTION III ( ( DEGREES AND DIPLOMAS OFFERED �- 22 - DEGREES AND DIPLOMAS OFFERED 1. UNDERGRADUATE PERFORMANCE IN MUSIC DEGREE PROGRAMME Degrees offered: Bachelor of Music (Performance) A Degree of Bachelor of Music in Performance with a major in piano, harp, orchestral instruments, theory or history, may be earned upon completion of the programme of studies described below. The minimum number of credit hours required for this Degree shall be 196 Quarter hours. In order to complete the specific degree requirements, it will be necessary for the student to accumulate more than the required number of hours. ( All students majoring in Applied Music shall present an acceptable senior recital in public, to be graded by the Applied Music Faculty. The Bachelor of Music (Performance) Degree, with a major in Music Education meets all requirements for teacher's certification in Ontario, as well as the majority of other Provincial Departments of Education. The candidate for this degree may specialize in instrumental music, secondary vocal music or general music (This course or specialty may not be offered in the first year). Students who wish to combine professional training in performance with a Music Degree in Education may complete the requirements in both major fields. This will enable them to meet certification requirements in Music Education while maintaining professional performance standards in Applied Music. ( Normally, this Programme requires five years. �- 23 Bachelor of Music (Performance) - Major in Piano Autumn Winter Spring Freshman Year - Credits per Quarter: CM-010 - 101, 2, 3 - Piano (includes Functional Keyboard) CM-000 - 101, 2, 3 - Theory CM-001 - 101, 2, 3 - Music History and Literature CM-002 - 211 - Introduction to Conducting LU - 101, 2, 3 (Arts Faculty Electives) English LU Arts Faculty Electives) - Academic CM,-003 - Ensemble - 4 4 4 4 4 2 1 or 2 1 or 2 1 3 3 3 3 3 1 4 1 3 1 17-18 17-18 17-18 4 1 4 1 4 1 1 4 1 4 1 2 2 2 3 1 16 3 1 3 1 16 16 4 1 2 4 1 2 4 1 2 1 1 2 1 1 Sophomore Year - Credits per Quarter: C 201, 2, 3 - Piano Major 121, 2, 3 - Secondary Applied Music 201, 2, 3 - Theory 201, 2, 3 - Piano Sight Reading 301, 2, 3 - Music History and Literature LU (Arts Faculty Electives) ... Literature or Languages CM-003 - Ensemble CM-010 CM CM-000 CM-002 CM-001 - 4 Junior Year - Credits per Quarter: CM-010 CM CM-001 CM-003 CM-002 CM-000 CM-002 LU (Arts 3 - Piano Major 3 - Secondary Applied Music 6 - Piano Repertoire 2 - Piano Ensemble OR ) 3 - Accompaniment Class) 301, 2, 3 - Analysis of Music 307, 8, 9 - Studio Accompanying I Faculty Electives) Academic 301, 221, 304, 310, 301, 2, 2, 5, 1, 2, 2 1 2 1 6 6 6 IT IT IT 4 4 2 2 4 2 2 Senior Year - Credits per Quarter: CM-010 CM-000 CM-005 CM-002 LU (Arts 401, 2, 307, B, 401, 2, 407, B, Faculty 3 - *Piano Major 9 - Orchestration 3 - Piano Pedagogy 9 - Studio Accompanying II Electives) - Academic ( *A Senior Recital is required. 2 2 2 2 2 6 6 6 16 16 16 �- 24 Bachelor of Music (P~rfor~ance) - Major in Harpsichord Autumn Winter Spring 3 CM-009 - 101, 2, 3 - Harpsichord CM 1 121, 2, 3 - Applied Music (Secondary) CM-000 - 101, 2, 3 - Theory 4 CM-001 - 101, 2, 3 - Music History and 2 Literature 1 CM-002 - 211 - Introduction to Conducting LU - 101, 2, 3 (Arts Faculty Electives) English 3 3 LU (Arts Faculty Electives) - Academic CM-003 - Ensemble 1 17-18 3 1 4 3 Freshman Year - Credits per Quarter: or 1 4 2 2 1 or 1 3 3 3 3 1 1 17-18 17-18 4 1 4 4 1 4 2 2 2 3 Sophomore Year - Credits per Quarter: ( CM-009 CM CM-000 CM-002 CM-001 - 201, 2, 3 - Harpsichord Major 221, 2, 3 - Applied Music (Secondary) - 201, 2, 3 - Theory - 201, 2, 3 - Piano Sight Reading - 301, ·2, 3 - Music History and Literature LU (Arts Faculty Electives) - Literature or Language CM-003 - Ensemble 4 1 4 1 1 1 3 1 3 1 T6 T6 T6 4 4 2 2 2 2 4 2 2 1 6 2 1 6 6 IT IT IT 4 4 4 2 2 2 2 2 2 2 6 2 6 2 6 T6 16 T6 1 Junior Year - Credits per Quarter: CM-009 CM-001 CM-000 CM-000 - 301, 2, 3 - Harpsichord Major 304, 5, 6 - Piano Repertoire 301, 2, 3 - Analysis of Music 501, 2, 3 - Sixteenth Century Counterpoint CM-003 - Ensemble or Accompanying W (Arts Faculty Electives) - Academic 2 2 1 Senior Year - Credits per Quarter: ( CM-009 - 401, 2, 3 -*Harpsichord Major CM-000 - 504, 5, 6 - Eighteenth Century Counterpoint CM-000 - 307, 8, 9 - Orchestration CM-000 - 514, 15, 16 - Advanced Keyboard Harmony and Through Bass Playing LU (Arts Faculty Electives) - Academic *A Senior Recital is required. �- 25 - Bachelor of Music (Performance) - Major in Orchestral Instrument Autumn Winter Spring Freshman Year - Credits per Quarter: CM 101, 2, 3 - Applied Music CM-010 - 161, 2, 3 - Functional Piano CM-000 - 101, 2, 3 - Theory CM-001 - 101, 2, 3 - Music History and Literature LU - 101, 2, 3 - (Arts Faculty Electives) English CM-002 - 211 - Introduction to Conducting LU (Arts Faculty Electives) - Academic CM-003 - Ensemble - 3 1 3 1 3 1 4 4 4 2 2 2 3 1 or 3 1 3 1 or 3 1 1 3 1 17-18 17-18 17-18 4 1 4 4 1 4 4 1 4 2 2 2 3 2 3 2 1 3 2 1 3 Sophomore Year - Credits per Quarter: ( CM 201, 2, 3 - Applied Music (Major) CM-010 - 261, 2, 3 - Functional Piano CM-000 - 201, 2, 3 - Theory CM-001 - 301, 2, 3 - Music History and Literature LU (Arts Faculty Electives) - Literature or Language CM Music Electives CM-003 - Ensemble 1 IT IT IT 4 6 1 4 2 2 3 6 1 4 2 2 3 6 1 Is Is Is 4 2 2 6 4 2 4 2 2 6 1 Junior Year - Credits per Quarter: CM CM-000 CM CM LU (Arts CM-003 - 301, 2, 3 - Applied Music (Major) 301, 2, 3 - Analysis of Music Instrumental Ensembles Mlsic Electives Faculty Electives) - Academic Ensemble 2 2 3 Senior Year - Credits per Quarter: CM CM-000 CM LU (Arts CM-003 - ( 401, 2, 3 - *Applied Music (Major) 307, 8, 9 - Orchestration Instrumental Ensembles Faculty Electives) - Academic Ensembles *A Senior Recital is required. 1 IT 2 6 1 IT IT �- 26 Bachelor of Music (Education) - Major in Theory Autumn Winter Spring Freshman Year - Credits per Quarter: 4 4 4 CM-010 - 101, 2, 3 - Piano CM 121, 2, 3 - Secondary Applied (1) (1) (1) Music (Optional) 4 4 4 CM-000 - 101, 2, 3 - Theory CM-001 - 101, 2, 3 - Music History and 2 2 2 Literature LU (Arts Faculty Electives) - English 3 3 3 3 3 3 LU (Arts Faculty Electives) - Foreign Language 1 CM-003 - Ensemble 1 1 1 or 1 CM-002 - 211 - Introduction to Conducting 1 or 17-19 17-19 17-19 Sophomore Year - Credits per Quarter: ( CM-001 - 211, 2, 3 - *Piano Concentration 2 CM 221, 2, 3 - Secondary Applied Music (1) (Optional) 4 CM-000 - 201, 2, 3 - Theory CM-001 - 301, 2, 3 - Music History and 2 Literature LU (Arts Faculty Electives) - Foreign Language 3 3 LU (Arts Faculty Electives) -**Academic 1 CM-003 - Ensemble 15-16 2 2 (1) 4 (1) 4 2 2 3 3 3 3 1 15-16 1 15-16 2 2 2 2 2 2 2 2 3 3 3 2 2 2 3 2 3 3 3 3 3 Junior Year - Credits per Quarter: CM-010 - 311, 2, 3 - Piano Concentration CM-000 - 301, 2, 3 - Analysis of Music CM-000 - 504, 5, 6 - Eighteenth Century Counterpoint CM-000 - 307, 8, 9 Orchestration LU (Arts Faculty Electives) - Foreign Language LU (Arts Faculty Electives) - Academic CM-001 Music Literature Elective IT IT IT 2 2 2 2 1 2 1 2 1 Senior Year - Credits per Quarter: ( CM-010 - 411, 2, 3 - Piano Concentration CM-000 - 501, 2, 3 - Sixteenth-Century Counterpoint CM-000 - 511, 2, 3 - Score Reading CM-000 - 411, 12, 13 - Composition for Non-Majors CM-002 - 501, 2, 3 - Instrumental Conducting 2 2 2 3 3 3 �- 27 Bachelor of Music (Education) - Major in Theory (Continued) Autumn Winter Spring 3 3 3 3 3 Senior Year - Credits per Quarter: (Cont.) LU (Arts Faculty Electives) - Foreign Language or Academic CM-001 - Music Literature Elective * ( ( IT IT 3 IT By graduation the student must achieve the equivalent of Junior standing as a Piano Major. ** Recommended areas of study: Art, History, Mathematics, Philosophy, Psychology, Literature, Comparative Literature, History. *** A Junior Comprehensive Examination is required; a senior analytical project and oral examination are required in the terminal year. �- 28 Degrees in Music Education (Not Available for First Year): General Resulations: 1. Music Education Majors are expected to display those personal characteristics and habits typical of the dedicated teacher. The Music Education Faculty will not recommend for graduation the student who demonstrates a lack of readiness or willingness to assume the responsibilities of a teacher. 2. Ensemble experience is required for 11 out of the 12 Quarters of a normal music education curriculum. At least three Quarters must be in a choral ensemble. 3. During the freshman and sophomore years, all Music Eduction Majors take a common curriculum. ( Prior to the beginning of the junior year, each · Music Education Major will select an area of specialization, and will take specific courses relating to that specialization during the junior and senior years. areas of specialization are: The three vocal music, instrumental music and general music. 4. Near the end of the freshman year, the student who wishes to major in Music Education will: 5. a) Complete an Application Form. b) Submit a recommendation from his Applied instructor. c) Submit a recommendation from a high school music director. Near the end of the sophomore year, the student will be evaluated by the Music Education Faculty, in order to guide him in his career choice. ( 6. The student's Applied Music study is termed a "concentration". The Faculty expects that the student will perform with fluency, �- 29 - security and artistic insight. A student concentrating in Applied nrusic receives one hour of private instruction weekly. 7. At the end of his Functional Piano study, the Music Education Major must pass the Functional Piano Examination (Out lined on Page 18). This examination nrust be attempted by the end of his sophomore year. Double Majors may choose which of the two secondary piano examinations to attempt at this time, but they must have attempted both by the end of the third year. 8. A student who is approved by the Faculty of the College Conservatory of Music for the Major in Performance may complete the requirements in both the areas of Music Education and Applied Music. ( This programme requires five years and is a composite of both programmes of study. 9. Music Education Majors are required to participate in the opening of school at one of the co-operating Thunder Bay elementary or secondary schools. In this September experience, the student is given an invaluable opportunity for observation and participation in a typical public school situation. Unless otherwise approved by the Music Education Faculty, the student will participate at the beginning of his senior year. 10. Student teaching, under the guidance of a co-operating teacher in the climax of these programmes. To be eligible for a student teaching assignment, the student nrust meet the following requirements: ( a) He must have removed all unsatisfactory grades from his record (I, U, F, N. , etc.). b) He must be in good standing, free from academic disciplinary �- 30 - or nusical probation. c) He must achieve and maintain the following quality point averages: i) ii) iii) d) 2.5 in all music and music education courses, 2.0 in academic courses, 2.0 composite average. The student must have passed all categories of the Functional Piano Examinations. Bachelor of Music - Double Major (Music Education and Performance) The course to be offered on the second year of successful operation of Conservatory of Music, including Bachelor of Arts (Music Education and Performance). ( Freshman Year: During the freshman year, the student will follow the core curriculum of his Applied Music area. Sophomore and Junior Years: The student should plan carefully to ensure that certain basic courses in each curriculum pattern are taken during the sophomore and junior years. The student is expected to consult with the Heaa of the Music Education Division and with the Chairman of his Applied Department, to avoid late-schedule conflicts in his course offerings. Senior Year: Most students complete the performance programme of studies and ( schedule their senior recital in this fourth year of work. Fifth Year: The remaining programme requirements are scheduled. Student �- 31 - teaching is blocked out for an entire Quarter, and the Double Major student is a candidate for the baccalaureate. GRADUATE PROGRAMMES IN MUSIC All pertinent information and requirements if Programme approved and in successful operation for three years. ( ( �- 32 - SECTION IV ( ( FINANCIAL BREAKDOWN �- 33 - FEES Application Fee (non-refundable) Registration Fee (once) Placement Examination Fee (once) General Fee (Quarterly) Concert Fee (Quarterly) Minimum Tuition Fee (Quarterly) - part-time - full time Private Instruction (Quarterly) - part-time(½ hour per week/credit) - full time (1 hour per week/credit) $ TOTALS: $ 665.00 $1,075.00 First Year - part-time - full time Placement Tests and Audition for Applied Music Majors ( ( 15.00 30.00 20.00 25.00 5.00 120.00 200.00 50.00 100.00 $ Out-of-Province students and alien - surcharge of 10% Out-of-Town students (Province of Ontario) - 2-5% additional 20.00 each �FINANCIAL uREAKDOWN PROPOSED PERFORMANCE DEGREE IN MUSIC - LAKEHEAD UNIVERSITY CONSERVATORY OF MUSIC PAGE 34 PROJECTED ENROLMENT - TO READ 60% FULL TIME; 40% PART TIME TOTALS INCOME: TOTALS 1973-74 100 1974-75 llO 90 80 1975-76 90 90 _80 1976-77 120 80 80 65 100 200 260 345 1977-78 120 90 70 70 50 400 238,500.00 321,675.00 374,650.00 $1,075.00 FULL TIME; $665.00 PART TIME 91,100.00 184,150.00 EXPENDITURES AND STAFF: 1973-74 2 Full-Time Professors (Theory - History Literature) @ $8,000.00 ea. $16,000.00 13 Part-Time Professors @ $2,500.00 ea. 32,500.00 1 Music Director - Professor Part-Full Time@ $5,000.00 5,000.00 1 Business Manager Part/Full Time@ 5,000.00 5,000.00 2 Secretaries - Full-Time 10,000.00 @ $5,000.00 $68,500.00 $ 4,500.00 3 Grand Pianos 5 Upright Pianos 7,500.00 1,500.00 1 Harpsichord Instrument Fund 3,000.00 2,000.00 Stereo &Tapes 300.00 5 Cassettes Library Assets 3,800.00 2nd Year - 3rd Year As before X 2 As before 1 X 1,500.00 = 4 X 1,500.00 = 1 X 1,500.00 = Inst. X 3,000 = Stereo &Tapes= Cass. X 300.00= Lib. X 3,800 = 6,000.00 6,000.00 1,500.00 3,000.00 2,000.00 300.00 3,800.00 4th Year As before, i.e. 3rd Year 5th Year If enrolment justifies, 3 X t hE requirements of tt first year. 6,uuu.oo 6,0uu.oo 6,000.00 1,500.00 3,000.00 2,000.00 3,000.00 2,000.00 1,000.00 3,800.00 3,800.00 3,800.00 1,500.00 TOTALS $22,600.00 $22,600.00 $16,300.00 $14,800.00 $12,300.00 TOTALS $91,100.00 $91,000.00 $153,300.00 $151,800.00 $217,800.00 --- �- 35 - SECTION V ( ( COURSES OF INSTRUCTION �- 36 COURSE NUMBERING All courses are assigned a six (6) digit code number. The first three (3) digits designate the general area of study responsible for the course, i.e. instrument or subject. The last three (3) numbers represent the specific course designation, i.e. theory, instrument, etc. All courses given in the Conservatory will carry the prefix CM as identification of the Conservatory. The approximate level of the course is indicated by the first of the last three (3) digits: 101 - freshman courses 201 - sophomore courses 301 - junior courses 401 - senior courses 500 and 600 courses carry either a graduate or undergraduate credit. The first group of digits indicates the area of study as follows: ( 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 - Theory History and Literature Technique Ensembles Sacred Music (N/A) Music Education (N/A) Opera and Music Theatre (N/A) Dance (N/A) Harpsichord Piano Voice (N/A) Organ (N/A) Violin Viola Violoncello 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 - Double Bass Harp (N/A) Flute Oboe Clarinet Bassoon Saxophone (N/A) French Horn Trumpet Trombone Tuba (N/A) Percussion (N/A) Lute (N/A) Guitar (N/A) Recorder (N/A) APPLIED MUSIC MAJORS The following repertoire lists indicate the approximate level of difficulty of material for each of the first four years as a Major in Applied Music. These are not intended to be restrictive or exhaustive listings, but rather a sampling of material for study. All applied music majors should consult the minimum entrance �- 37 requirements for his/her instrument. audition programmes. This will help in selecting their It must be remembered that these are minimum programme requirements and should be surpassed if possible. Applied music study carries a variable number of Quarter hours. Most major study is for four (4) credit hours, graduate or undergraduate. Undeclared freshmen majors (except pianists) carry three (3) credit hours per Quarter; Concentration students carry two (2) credit hours per Quarter; Secondary and Elective studies carry a one (1) credit hour per Quarter. The distinction in number of credits earned is based on the number of lessons, extent of repertoire, and amount of preparation on the part of the student. ( The level of a student's enrolment must be determined by the time he/she registers for the course, and cannot be changed without the permission of the Applied Department involved. All credits earned on Applied Music represent twelve (12) half-hour lessons. In any period of enrolment, one (1) credit hour automatically represents twelve (12) half-hour lessons; two (2), three (3), or four (4) credit hours represent eighteen - twenty-four (18-24) half-hour lessons, and no student shall be permitted to enrol for a number of lessons differing from the above in any given Quarter. Applied Music Course numbers carry further significance; each of the last three digits has a specific meaning. Digit 1 indicates the student's class standing (1 - freshman; 2 - sophomore; 3 - junior; 4 - senior; 5 - fifth year student in the Double Major; 8 - Master's; 9 - Doctoral). The second digit indicates the function of the course in the student's curriculum (0 - Major; 1 - Concentration; 2 - Secondary; 3 - Elective; �- 38 - 4 - B.F.A. Concentration; 6 - class instructor). The third digit indicates the enrolment period (1 - Autumn; 2 - Winter; 3 - Spring; 4 - Summer). DEFINITION OF TERMS Major - refers to students, undergraduates or graduates, who are approved by the Faculty to receive their Degree in Performance. Concentration - refers to the primary applied music study of students in Music Education, Conducting, Accompanying, Theory, or who are following the B. A. Programme (The B. A. Programme will not be offered first year). Secondary - refers to Applied Music study as a tool to achieve a certain degree of professional proficiency. ( All Music Majors will study Secondary or Functional Piano (if Piano is not their major instrument), unless another instrument is approved. Secondary Piano Requirements are found earlier in this Programme. Elective - refers to Applied Music Study outside the student's required programme of courses. Elective students must be degree candidates. Functional Piano - refers to group or laboratory keyboard classes. �- 39 PIANO MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME 1. Three contrasting compositions which will demonstrate pianistic and general musicianship. These compositions should be performed from memory. 2. Scales and arpeggios with security and control. 3. A brief evaluation of aural perception; a short sight-reading test. 4. CM-010: 101, 102, 103 - Freshman Major Study. Technical requirements: All major and minor scales - four octaves in parallel motion. Arpeggios, triads, dominant and diminished seventh chords four octaves. Works from the Baroque period, Classic and Romantic periods and some 20th Century. CM-010: ( 201, 202, 203 - Sophomore Major Study. A basic technique examination must be passed by the end of this year, including sight-reading, scales in thirds, sixths, and tenths in para.llel and contrary motion, triad and seventh-chord arpeggios and all inversions. J. S. Bach - Three-Part Inventions and Preludes and Fugues from the W.T.C. Classical Sonatas of the difficulty of Beethoven Sonata in C Major, Op. 2, No. 3. 19th Century compositions comparable in difficulty to Schumann-Papillons. CM-010: 301, 302, 303 - Junior Major Study. Technical requirements: continuation of above, with improved technical facility. J. S. Bach - Preludes and Fugues from W.T.C. and the Partitas. F. Chopin - Etudes. L. Beethoven - Sonata Op. 26. J. Brahms - Intermezzi Op. 118. S. Prokoffiev - Sonata No. 3, or works of comparable difficulty. CM-010: ( 401, 402, 403 - Senior Major Study. Advanced technical studies, preparation of Senior recital. Works of comparable difficulty to: J. S. Bach - Italian Concerto. W. Mozart - Sonata in A minor, K. 310. C. Debussy - Preludes. A. Copland - Passacaglia. �- 40 PIANO cont'd. The student must perform a representative Baroque or Classical composition at his/her final Faculty Examination. He will also prepare two (2) pieces in fifteen (15) days with no help from his teacher. A full recital (65 - 75 minutes) is required. All students must appear in partial recital throughout their four years. CM-010: 501, 502, 503 - Graduate Major Study. Preparation of two (2) full recital programmes, one (1) to be performed in public. Selection of compositions should reflect mature musicality, knowledge of different styles and advanced keyboard facility. J. S. Bach - Preludes and Fugues W.T.C. Book II and the Chromatic Fantasy and Fugue. Compositions comparable in difficulty to Beethoven late Sonatas and Schumann Etudes Symphoniques. A composition written after 1920. ( ( �- 41 HARPSICHORD MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF Ml.SIC (PERFORMANCE) PROGRAMME 1. As previous harpsichord experience is not required, the prospective student may choose harpsichord or piano to demonstrate competent finger dexterity and basic musicianship in performing the following: (a) One of the Two-Part Inventions by J. S. Bach. (b) A sonata movement by Clementi, or a work of comparable difficulty. CM-009: 101, 102, 103 - Freshman Major Study. Technical requirements: facility in major-minor scales, arpeggios, etc. and special exercises designed and guided by the teacher. Works by J. S. Bach - Two and Three-Part Inventions, W.T.C. Book I, French Suites, etc., F. Couperin and D. Scarlatti. CM-009: 201, 202, 203 - Sophomore Major Study. Continuation of the above. Also works by L. Couperin, Froberger, Handel, Rameau, etc. ( CM-009: 301, 302, 303 - Junior Major Study. Further expansion of the repertoire mentioned above plus English virginal music. Works by Chambonnieres, D'Anglebert, Fischer, Frescobaldi, . Purcell and modern composers. J. S. Bach flute sonatas, violin sonatas, gamba sonatas, concerti, etc. CM-009: 401, 402, 403 - Senior Major Study. Major works of J. S. Bach (Partitas, English Suites), F. Couperin, D. Scarlatti, etc. Preparation of a Senior recital. For the final examination, students must prepare a piece in fifteen (15) days without the heip from their teachers. Concentration students do not require a full recital but must also work by themselves and prepare a piece on fifteen (15) day's notice, without aid from their teacher. CM-009: ( 501, 502, 503 - Graduate Major Study. Preparation of two (2) recital programmes, one (1) to be performed in public. In perfol'll)ance, the student must demonstrate not only highly poli~hed technical skill but also musical maturity and insight. In the course of study, he is also expected to become acquainted with most of the keyboard works written before 1770. �- 42 VIOLIN MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) Major and minor scales and arpeggios. (b) A baroque, Classical, or Romantic sonata, concerto, or solo piece. CM-013: 101, 102, 103 - Freshman Major Study. Technical facility in scales, arpeggios, and violin studies. Sonatas and concerti of the Baroque, Classical and Romantic repertoire. CM-013: 201, 202, 203 - Sophomore Major Study. Violin studies. Baroque, Classical and Romantic concerti and sonatas. Other compositions for the instrument including some of the Caprices by Paganini and works of similar difficulty. CM-013: ( 301, 302, 303 - Junior Major Study. Violin studies and caprices. Concerti and sonatas from the Baroque, Classical, Romantic and Modern periods. Contemporary pieces and literature from the Chamber music repertoire. CM-013: 401, 402, 403 - Senior Major Study. Advanced technical studies. Preparation of Senior recital, including major compositions from all periods and major styles. One (1) piece to be worked on fifteen (15) day notice without the help from the instructor. CM-013: 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals. One (1) to be performed in public. Graduate repertoire to include the major violin literature, all major styles and some Chamber music. ( �- 43 - VIOLA MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) Major and minor scales and arpeggios. (b) A Baroque, Classical, or Romantic sonata, concerto or solo piece. CM-014: 101, 102, 103 - Freshman Major Study. Technical facility in scales and arpeggios. Viola studies, sonatas, and concerti of the Baroque, Classical and Romantic repertoire. CM-014: 201, 202, 203 - Sophomore Major Study. Viola studies and caprices, Baroque, Classical and Romantic sonatas, concerti and other compositions original for the instrument. CM-014: 301, 302, 303 - Junior Major Study. Continuation of the above. Unaccompanied works for the instrument. Contemporary works and works from Chamber nrusic literature. ( CM-014: 401, 402, 403 - Senior Major Study. Advanced technical studies. Preparation of Senior recital, including works of all major styles. One (1) piece must be learned without the help from the instructor on a fifteen (15) day notice. CM-014: 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public. Graduate repertoire includes the major viola literature in major styles, and some Chamber music also. ( �- 44 VIOLONCELLO MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) Major and minor scales and arpeggios. (b) A Baroque, Classical, or Romantic sonata, concerto or solo piece. CM-015: 101, 102, 103 - Freshman Majo! Study. Technical facilities in scales, arpeggios and violoncello studies. Sonatas, concerti, and works from the Baroque, Classical and Romantic periods. CM-015: 201, 202, 203 - Sophomore Major Study. Violoncello studies and solo works. Baroque, Classical and Romantic concerti and sonatas. Bach solo works, and other pieces for the instrument. CM-015: ( 301, 302, 303 - Junior Major Study. Violoncello studies, Baroque, Classical and Romantic sonatas, concerti and solo pieces. Contemporary works and Chamber music literature. CM-015: 401, 402, 403 - Senior Major Study. Advanced technical studies. Preparation of Senior recital, including compositions of all major styles, one (1) piece to be prepared without the aid of the instructor on a fifteen (15) day notice. CM-015: 501, 502, 503 - Graduate Major Study. Preparation of two (2) recital programmes, one (1) to be performed in public. Graduate repertoire includes the major violoncello literature in all major styles and some Chamber music. ( �- 45 DOUBLE BASS MINIMUM ENTRANCE REQUIREMENTS TO TI-IE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) Major and minor scales and arpeggios. (b) Technical studies, sonata or solo pieces for the instrument. CM-016: 101, 102, 103 - Freshman Major Study. Major and minor scales and arpeggios. Technical studies for the instrument and orchestral repertoire. CM-016: 201, 202, 203 - Sophomore Major Study. Further advanced studies for the instrument, compositions covering the different styles and orchestral repertoire. CM-016: 301, 302, 303 - Junior Major Study. Further advanced studies and solo works. Major works from the different styles and orchestral repertoire. ( CM-016: 401, 402, 403 - Senior Major Study. Advanced nrusic studies written for the instrument. Orchestra repertoire and preparation of the Senior recital. one (1) piece nrust be worked without the aid of the instructor, on a fifteen (15) day notice. The recital must include contrasting compositions from the major styles. CM-016: 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public. Graduate repertoire includes the major double bass literature in all major styles and some Chamber music. ( �- 46 - FLUTE MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) No specific requirements. appreciated. (b) Admission to be decided upon audition/interview before the woodwind department. CM-018: Some previous experience greatly 101, 102, 103 - Freshman Major Study. Technical requirements: studies for the development of tone quality; major and minor scales. Studies of the difficulty of Cavally: Melodious and progressive studies. Book I and II, Anderson, Garibaldi, Kochler-Terschak, Kumner, etc. Solo pieces, concert pieces, and wo~ks from the major styles. CM-018: 201, 202, 203 - Sophomore Major Study. Technical requirements: continuation of tone studies, application and study of vibrato, major and minor scales. Handel sonatas, concerti by Mozart, Bach Suite in B minor, etc .• works of comparable difficulty. ( CM-018: 301, 302, 303 - Junior Major Study. Technical requirements: further tone and vibrato studies, more difficult scales and arpeggios, increased facility and velocity studies and major works from the Baroque, Classical and Romantic periods, solo pieces and orchestra repertoire of the difficulty of the Dvorak Symphonies. CM-018: 401, 402, 403 - Senior Major Study. Technical requirements: advanced technical studies; preparation of Senior recital. Orchestral studies and sight-reading exercies. Virtuoso etudes, and pieces of the difficulty of Ibert-concerto for flute, Piston-sonata etc. CM-018: ( 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public. One (1) work to be prepared without the help of the instructor, fifteen (15) day notice, all by memory. Orchestral studies, Chamber music, and solo technique adapted to the individual student. �- 47 OBOE MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) No specific requirements. (b) Admission to be decided upon audition/interview before the woodwind department. CM-019: Some previous experience greatly appreciated. 101, 102, 103 - Freshman Major Study. Technical requirements: major and minor scales and arpeggios. Reed making. Solo, studies works; comparable in difficulty to Barret-Oboe method; Andraud-Practical and progressive Oboe method; Barlow-The Winter's Past; Bakaleinikoff-Pastorale, etc. CM-019: 201, 202, 203 - Sophomore Major Study. Continuation of technical studies and reed making. Solos comparable in difficulty to Labate-Rondinella, etc. ( CM-019: 301, 302, 303 - Junior Major Study. Continuation of the technical studies, orchestra repertoire, sight reading. Solos of comparable difficulty to Handel-Krenek Andante and Allegro, Ravel-Piece en forme de Habanera, etc. Concerti and sonatas selected according to the student's ability. CM-019: 401, 402, 403 - Senior Major Study. Advanced technical studies; concerti by Marcello, Haydn, Mozart, or other of comparable difficulty. Senior recital preparation. Study of the English horn and orchestral repertoire. CM-019: 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public. One (1) piece to be prepared by the student without the help from the instructor, fifteen (15) days prior to the concert. Repertoire of advanced difficulty, adapted to the needs of the individual students. Orchestral studies, Chamber music, sight reading. ( �- 48 - CLARINET MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) No specific requirements needed but previous experience greatly appreciated. (b) Admission will be decided upon audition/interview with the woodwind department. CM-020: 101, 102, 103 - Freshman Major Study. Technical requirements: major and minor scales and arpeggios, development of embouchure, articulation, hand and finger positioning, breath support, reed preparation, tone studies. Studies of similar difficulty to: Rose, Lazarus, Rode, etc., repertoire selected from works by Von Weber, Karl Stamitz, etc. CM-020: 201, 202, 203 - Sophomore Major Study. Technical requirements: continued emphasis on tone production, transposition, intonation, refinement of articulation. Studies in the difficulty range of: Capelle, Klose, Uhl, etc .. Introduction to orchestral repertoire, major works by Weber, Schumann, Spohr, etc. ( CM-020: 301, 302, 303 - Junior Major Study. Technical requirements: continued development of technique through studies of the difficulty of Jean-Jean, Lazarus, etc., selected repertoire from the works by Mozart, Hindemith, Beethoven, and some Chamber Music literature. CM-020: 401, 402, 403 - Senior Major Study. Advanced technical materials. Orchestral repertoire, Chamber music, Concerti by Mozart, Spohr. Sonatas by Mozart, Brahms, etc. Preparation of senior recital. One (1) work must be prepared with fifteen (15) day notice. CM-020: ( 501, 502, 503 - Graduate Major Study. Preparation of two (2) recital programmes, one (1) to be performed in public. Graduate repertoire includes such works as Stravinsky-L'histoire du soldat; Bartok-Contrasts, etc., and works of advanced difficulty approved by the instructor to the facility of the students. �- 49 BASSOON MINIMUM ENTRANCE REQUIREMENTS TO TilE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) No specific requirements needed but previous experience greatly appreciated. (b) Admission will be decided upon audition/interview with the woodwind department. CM-022: 101, 102, 103 - Freshman Major Study. Technical requirements; tongue placement, guttural and dental air release, reed making, function of the air column, lip technique, use of the diaphragm, special exercises and studies incorporating these basic techniques. Studies of the difficulty of: Wiessenborn-studies Op. 8, solos of the difficulty of the Galliard sonatas. CM-022: 201, 202, 203 - Sophomore Major Study. Continuation of technical requirements, studies in the difficulty range of Jancourt-26 melodious studies. Solo works of the difficulty of Telleman sonata in F minor. ( CM-022: 301, 302, 303 - Junior Major Study. Technical requirements: special studies in the development of vibrato, continuation of the previous studies, in the difficulty range of Piard-90 Etudes, Vol. III. Introduction to the orchestral repertoire. Concerti by Vivaldi, Hindemith sonata, etc. CM-022: 401, 402, 403 - Senior Major Study. Technical studies by Milde and Stadio. Complete coverage of the important orchestral repertoire of advanced difficulty, materials for teaching the Bassoon, etc. Works by Sait-Saens, Villa-Lobos, Hindemith, etc. Concerti by Weber, etc. Preparation of Senior recital. CM-022: ( 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public. One (1) work to be prepared by the student without the aid of the instructor and with fifteen (15) days notice. Orchestral studies, repertoire of further technical difficulty requiring maturity of interpretation. �- so FRENCH HORN MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) No specific requirements needed, although previous experience is greatly appreciated. (b) Admission will be decided upon audition/interview with the brass department. CM-023: 101, 102, 103 - Freshman Major Study. Technical requirements: all the transpositions commonly Studies of the difficulty of etc. Solo works of the difficulty CM-023: major and minor scales, study of used for the instrument. Maxime-Alphonse, Pattag-Andraud, of Mozart concerto No. 2. 201, 202, 213 - Sophomore Major Study. Technical requirements: continuation of above, transposition, introduction to the orchestral repertoire. Studies in the difficulty class as Maxime-Alphonse Book III and IV, Pattag-Andraud Books I and II, etc. Solo works of the difficulty of Mozart concerti I and III, etc. ( CM-023: 301, 302, 303 - Junior Major Study. Sight-reading exercies. Continuation of technical development. Orchestral repertoire. Solo work in the range of Schumann-Adagio and Allegro, Strauss Concerto No. I, etc., some Chamber music. Sight-reading. CM-023: •01. 402, 403 - Senior Major Study. Continuation or orchestral studies, Reynolds or similar methods; Mozart Concerto No. 4, solos by Tomasi, Beversdorf, etc. Preparation of Senior recital. Sight-reading exercises. CM-023: ( 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public, One (1) work must be prepared without the aid from the instructor and with fifteen (15) day notice. Repertoire of advanced technical difficulty adapted to the individual student. Orchestral and Chamber music practice. �- 51 TRUMPET MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) No specific requirements needed although previous experience is greatly appreciated. (b) Admission will be decided upon audition/interview with the brass department. CM-024: 101, 102, 103 - Freshman Major Study. Technical material: major and minor scales and arpeggios, usual transpositions for the instrument; studies in the difficulty range of Clarke, Hering, Schlossber, etc.; orchestral passages, solos by Balay, Barat, Goeyens, etc. Sight-reading. CM-024: 201, 202, 203 - Sophomore Major Study. Technical material: continuation of above, studies in the difficulty of Brandt, Laurent, etc. Transposition studies by Williams, Bordogni, etc. Orchestral repertoire. Solo work by Haydn, etc. ( CM-024: 301, 302, 303 - Junior Major Study. Technical material: advanced methods by Tomasi, Bitsch, etc. Solo material by Casterade, Wal-Berg, Teleman, etc. in that difficulty range. Orchestral repertoire, some Chamber music. CM-024: 401, 402, 403 - Senior Major Study. Technical materials: Chavonne, Bozza, etc., solo works by Bohrnstedt, Honegger, etc. Preparation of Senior recital, continuation or orchestral repertoire, some Chamber music. CM-024: 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public, one (1) work to be prepared by student without the aid of instructor on fifteen (15) day notice. Difficult orchestra repertoire, solo works and Cllamber music, Brass ensemble. �- 52 TROMBONE MINIMUM ENTRANCE REQUIREMENTS TO THE BACHELOR OF MUSIC (PERFORMANCE) PROGRAMME (a) No specific requirements needed but previous experience is greatly appreciated. (b) Admission will be decided upon audition/interview with the brass department. CM-025: 101, 102, 103 - Freshman Major Study. Technical requirements: development of embouchure, breathing, tonguing, clef reading, transposition usual for the instrument. Studies in the difficulty range of Arban, Cornette, etc., major and minor scales and arpeggios. Solo material by Barat, Nux, Busser, etc. CM-025: 201, 202, 203 - Sophomore Major Study. Technical requirements: continuation of the above. Solos by Pfeiffer, Saint-Saens, etc. Galliard-six sonatas; orchestra repertoire, brass ensemble. ( CM-025: 301, 302, 303 - Junior Major Study. Technical requirements: continuation of above material, and advanced studies in the difficulty range as La Fosse Vol. C-E, Kopprasch - selected studies, etc. Solos in the difficulty range of Guilmont, Gaubert, Bozza, etc., orchestral repertoire, brass ensemble practice. Concerti by Hindemith, La Fosse, Handel, Marcello, etc. CM-025: 401, 402, 403 - Senior Major Study. Technical requirements: La Fosse advanced method Vol. II, Blaxevitch-Sequences, etc. Solos by Berghmans, Defay, Salzedo, Tomasi, etc., orchestra repertoire, brass ensemble. Sonatas by Creston, Takacs, Martin, etc. Preparation of Senior recital. CM-025: ( 501, 502, 503 - Graduate Major Study. Preparation of two (2) recitals, one (1) to be performed in public. One (1) work to be prepared by the student without the aid of the instructor on a fifteen (15) day notice. Orchestra repertoire and advanced concerti, sonatas, and brass Chamber Music. Technical repertoire of a high difficulty suited to the ·individual student. �- 53 COURSE DESCRIPTION THEORY - COMPOSITION (Composition not available first year) The fundamental course in basic IlD.lsicianship, integrating the various musical skills with the development of the student's musical perception and understanding - four credits each Quarter (Undergraduate): CM-001: 101, 102, 103 - Theory 101 - Developing the understanding of the basic principles of melodic and thythmic organization, with application to sight singing and ear training techniques. 102 - A continuation of the basic approach of 101, with emphasis upon two and three voice textures. ( Consonance and dissonance, introduction to the smaller nrusical forms, beginning study of vertical sonorities. 103 - A continuation, with the emphasis shifting to homophonic textures, principles of harmonic organization, the diatonic vocabulary, harmonic thythm, and continuation of the smaller forms of music. CM-001: 201, 202, 203 - Theory A continuation of the above course - four credits each Quarter. 201 - Musical styles of the Baroque and Classical periods, correlated with sight singing, written and analytical projects. 202 - Musical style of the Romantic period; practical, written and analytical projects, exploring the harmonic and melodic vocabulary of this period. 203 - Musical style of the 20th Century. ( �- 54 CM-001: 204, 205, 206 - Honours Theory 204 - Tonality, notation, principles of melodic elaboration. Theoritical concepts of the basic principles of melodic and rhythmic organization Baroque and Classical periods. 205 - Continuation of the above. Homophonic textures. harmonic rhythm, non-chord tones. 206 - Music style of Romantic period. Diatonic vocabulary, Music styles of Romantic periods. Written and analytic works on the harmonic and melodic vocabulary of the period. Music style of the 20th Century. CM-001: 301, 302, 303 - Analysis of Music Harmonic and melodic, and formal aspects of the styles of major composers. Individual projects in style imitation - two credits each Quarter. 301 - Josquin des Pres-Scarlatti 302 Haydn - Bruchner 303 - Debussy - present CM-001: 501, 502, 503 - Sixteenth Century Counterpoint Two credits per Quarter. 501 - Plainsong, modes, historical prospective, two-part model counterpoint. 502 - Continuation of imitative counterpoint in three voices. Study of text setting analysis of representative works. 503 - Three and four voice motets, free imitation, five and six part writing polychoral writing and comparative analysis of representative works. �- 55 CM-001: 504, SOS, 506 - Eighteenth Century Counterpoint Two credits per Quarter. 504 - Two and three voice invention style, inventible counterpoint, analysis of invention type. 505 - Analysis of fugue structures, the fughetta; two, three, and four voice fugues. Choral preludes. 506 - The canon, double and triple fugues; art of the fugue. CM-001: 514, 515, 516 - Advanced Keyboard Harmony and Through Bass Playing Two credits per Quarter. CM-001: ( 551, 552, 553 - Seminars in Electronic Music Historical prospective, compositional and technical analysis, studio procedures and rel_ated matters. CM-001: 601, 602 - Pedagogy of Theory Content, literature, and methodology for the teaching of theory. Analysis of representative texts. Observation of undergraduate theory instruction. CM-001: 604, 605, 606 - Musical Acoustics 604 - Science in musical sound. Quantitative definitions and measurements concerning pitch, intensity - timbre, intervals, tuning. 605 - The sound of music; tone production and description for various instruments and voice. ( 606 - Environment and technology effects: acoustics of music rooms; sound, i.e. cording and retrieval; electronic techniques and resources. �- 56 CM-001: 641, 642, 643 - Psychology of Music CM-001 - 671 - The Sociology of Music The art of nrusic as a social phenomenon. The role of society in the development of nrusic; the social nature of nn.isic taste and attitudes; the fole of the composer and performer in contemporary society. CM-001: 704, 705, 706 - The Analysis of Contemporary Music Techniques of analysis applicable to contemporary music; study of selected compositions and recent theoretical concepts. 704 - Theories of tonality, rhythm and form; analysis of music by Bartak, Hindemith, and others. 705 - A continuation introduction to free tonality and twelve tone theory. Analysis of music by Stravinsky, Sessions, Schoenberg, and others. ( CM-002 - 101, 102, 103 - Music History and Literature Analysis and discussion of important musical works, Baroque to contemporary periods; introduction to stylistic differences of the various musical eras, Antiquity to 1600 - 2 Undergraduate credits each Quarter. CM-002 - 201, 202, 203 - Introduction to Music. The basic elements of nusic and a historical survey of Western music. For non-music majors - three credits each Quarter. CM-002 - 207, 208, 209 - Music History and Literature Honours Accelerated programme. Admission to course by examination only. Music in Western Civilization from the Greek Period to the present. Emphasis on composer's styles in relation to the cultural background of various eras. Correlated to Honours Theory. Four credits each Quarter. �- 57 CM-002: 301, 302, 303 - Music History and Literature. Music in Western Civilization traced from its primitive sources to the present; emphasis on composer's styles in relation to the cultural backgrounds of the various eras; 1600 to the present. Two credits each Quarter. CM-003: 304, 305, 306 - Piano Repertoire Survey of lite - nature for stringed keyboard instruments; performance practices, aesthetic values, technical problems, fonnal structure. Two credits each Quarter. CM-003: 501, 502, 503 - Brass Orchestral Repertoire. Reading and study of standard orchestral repertoire. to symphonic instrumentation. ( of instructor. CM-003: Class limited Admission by audition and/or recommendation One credit each Quarter. 516, 517, 518 - Symphonic Literature. The symphony from Haydn to the present; emphasis upon fonnal structure, thematic sources; analysis of selected compositions. Two credits each Quarter. CM-002: 519, 520, 521 - Survey of Chamber Music Literature A historical survey of Chamber music with emphasis on string literature; performance practices; formal structure and aesthetic values. Two credits each Quarter. CM-002: 611, 612, 613 - Aesthetics in Music. The philosophy of art, with illustrations drawn chiefly from music; ( an historical survey of writing on aesthetics from Plato to Sartre. Two credits each Quarter. �- 58 CM-002: 644 - Music Criticism Historical study of music criticism; practical work in writing reviews and articles appropriate for publication. Two credits each Quarter. CM-002: 820 - History of Musical Instruments Development of the principal instruments from their primitive forms to the present. CM-002: Three credits each Quarter. 821, 822, 823 - Interpretation of Seventeenth and Eighteenth Century Keyboard Music Three credits each Quarter. TECHNIQUE ( CM-003: 201, 202, 203 - Piano Sight-Reading Specialized training in the techniques of fluent sight-reading at the piano, including prepared reading and transposition. playing. CM-003: Introduction to score One credit each Quarter .. 204, 205 - Brass Classes I and II Tone production, playing and teaching techniques of all brass instruments; care of instruments; study of materials; laboratory sessions. Two credits each Quarter. CM-003: 207, 208 - Woodwind Classes I and II Instruction on the basic woodwind instruments; techniques, materials, care of the instruments, basic instruments repair, curriculum planning. ( Two credits each Quarter. �- 59 CM-003: 224, 225 - String Classes I and II Beginning string class techniques on all orchestral string instruments, evaluation of methods and materials, elementary orchestral organization, micro-teaching. CM-004: Two credits each Quarter. 245 - Instrumental Ensemble, Orchestra Performance experience in orchestral playing utilizing functional performance skills developed in instrumental classes. Study of repertoire of orchestra appropriate for use with elementary, junior and senior high school orchestras. CM-004: Two credits each Quarter. 246 - Instrumental Ensemble, Band Performance experience in band utilizi_ng functional performance skills ( developed in instrumental classes. Study of repertoire of band appropriate for use with elementary, junior and senior high school bands. Two credits each Quarter. CM-004: 301, 302, 303 - Accompanying Class Practical training in the tradition, interpretation, and execution of accompaniments; vocal and instrumental style. CM-004: One credit each Quarter. 310, 311, 312 - Piano Ensemble. One credit each Quarter. CM-004: 507, 508, 509 - Contemporary Music Ensemble An ensemble/repertoire course devoted to the study and performance of representative and experimental works of the twentieth centure. ( Undergraduate credit each Quarter. One �- 60 CM-004: 511, 512, 513 - Philharmonic Orchesta A full symphony orchestra; symphony concerts, concerto programmes, opera and ballet performances, sight-reading of representative symphonic compositions from all periods. One Undergraduate credit each Quarter. CM-004: 517, 518, 519 - Baroque Music Ensemble Study and performance of selected instrumental Chamber works from the Baroque era. One Undergraduate credit each Quarter. CM-004: 521, 522, 523 - Wind Ensemble A highly select ensemble of approximately sixty (60) players. One Undergraduate credit each Quarter. CM-004: ( 524, 525, 526 - Symphonic Band A training ensemble with full symphonic band instrumentation, performing representative band compositions and serving. as a laboratory programme for the nusic education major. One undergraduate credit each Quarter - Winter, Spring,. Quarters. CM-004: 531, 532, 533 - Brass Choir A small virtuoso organization for brass and percussion players, performing music from the Renaissance to the present. One undergraduate credit each Quarter. CM-004: 561, 562, 563 - Chamber Music Ensemble Membership in one of the standard chamber organizations (string quartet, piano trio, etc.): coaching in representative repertoire by members of the LaSalle Quartet. Two undergraduate credits each Quarter. �- 61 CM-004: 574, 575, 576 - Flute Ensemble One undergraduate credit each Quarter. CM-004: 581, 582, 583 - Collegium Musicum Performance of music of historical significance upon the appropriate ancient instruments; harpsichord, organ, viola, recorders, cornetti, krummhorns, ranket, rauschfeife, and others. One undergraduate credit each Quarter. CM-004: 591, 592, 593 - Concert Orchestra A full symphony orchestra performing standard symphonic repertoire, opera perfonnances, concerto programmes. Quarter. ( ( One undergraduate credit each �- 62 - SECTION VI ( CULTURAL OPPORTUNITIES IN THUNDER BAY (_ �- 63 - CULTURAL OPPORTUNITIES IN THUNDER BAY In addition to its Artists-Faculty and Degree Programme, the Conservatory of Music has the advantages of its location. its musical life and intense interest in the Arts. Noted for By attending and participating in the activities listed below, the student can enrich immeasurably his musical education. THE THUNDER BAY SYMPHONY ORCHESTRA The Thunder Bay Symphony Orchestra, under the distinguished direction of Manuel Suarez, presents subscription concerts during the season as well as extensive music events throughout the community and Northwestern Ontario. Guest soloists and guest conductors are head in these concerts, bringing to Thunder Bay internationally-known concert artists of the highest calibre. MAY-JUNE FESTIVAL A programme developed (1974-75) to constitute one of the great musical events in the life of Thunder Bay. Faculty, T.B.S.O., resident ensembles, resident musicians and gifted students to be featured. ENSEMBLES IN RESIDENCE The following distinguished resident ensembles will perform regularly at the Conservatory of Music, at Lakehead University, on schedule season concerts for the benefit of the community as well as on tour. These concerts will provide an opportunity for students of the Concervatory of Music to hear of Chamber Music. ( �- 64 CANADIAN CHAMBER MUSIC ENSEMBLE AT THUNDER BAY Thunder Bay Baroque Trio: Thunder Bay String Ensemble Thunder Bay Quintet: Thunder Bay Brass Ensemble: Musicians-in-Residence: Manual Suarez: violin, Director, Conductor, Professor, T.B.S.O. Michael Edwards: clarinet, Director Chamber Music, Professor, T.B.S.O. Joseph Shufro: cello, Director School of Music, Professor, T.B.S.O. Peter Samuelson: french horn, Conductor, Thunder Bay Youth Symphony Gregory Schulte: piano, Pianist, Professor, T.B.S.O. Other M..lsicians-in-Residence will be announced after course is launched, for period 73-74. RECITAL ATTENDANCE The Faculty and Administration of the Conservatory of Music believe that attendance at school concerts and recitals forms an important part of the student's development, both as a performer and as a critical listener. Therefore, a planned programme of recital attendance has been developed. The fulfillment of this requirement is necessary for graduation in all undergraduate degree programmes. Music Majors are required to attend 25 recitals yearly. Students will pay a $5.00 Quarterly fee for recital tickets. ( CONCERT DRESS Since all music majors perform regularly with the Conservatory of Music Ensemble, it is necessary for them to obtain formal concert �- 65 - dress. This dress varies somewhat with the several ensembles. Hence, students are advised to plan to purchase the required apparel after arriving in Thunder Bay and when their ensemble assignement is known. LIBRARY At the present time the facilities for publications in music are handled through the Public Library, Thunder Bay, Lakehead University Library and the Faculty of Education Library. It is hoped that in the near future grants and donations will make possible an exclusive library for the private use of the Conservatory of Music, its Faculty and student body. FACILITIES AND SERVICES 1. Employment Facilities The Thunder Bay office of the Canada Manpower Centre, in co-operation with the University authorities, maintains a student placement office on the campus of Lakehead University, with two objectives: (a) to integrate the highly trained University student into suitable employment in the labour market as quickly and as efficiently as possible. (b) to refer to the employer the best qualified in accordance with his requirements. The Canada Manpower Student Placement Office is located in the University Centre Building and provides services to employers and students on a full-time basis. P. 45 - Lakehead University Calendar 72-73. �- 66 2. Accident Insurance - P. 45 - Lakehead University Calendar 72-73, 3. Health Services - P. 45 - Lakehead University Calendar 72-73 -- As applicable. 4. Bookstore - P. 46 - Lakehead University Calendar 72-73. 5. Shopping Mall - P. 46 - Lakehead University Calendar 72-73. PERSONAL PROPERTY INSURANCE All music students are prompted to carry insurance on personal property. It is recommended that students having articles of value (as all instruments normally are) in the University, should contact their Insurance Agent and see that such articles are insured. ( � 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 Bachelor of Music (Performance) Degree Programme Subject The topic of the resource Universities Description An account of the resource Bachelor of Music (Performance) Degree Programme, Lakehead University Conservatory of Music Proposal, by Manuel Suarez, Director and Conductor of the Thunder Bay Symphony Orchestra. The proposal includes an overview of the academic information, admission requirements, registration, and regulations with course descriptions, degrees and diplomas offered. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1972 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context lu-15f 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/337bc9dd943d7b26151e437370f3d775.pdf ef2347338e3d4a2d85242c28f27cd4b4 PDF Text Text TO rmr: cm-rnTTr'.1'~ Q;-l u~nv:nsrry AFi'FI\.I°l\S Prmv1~:1c'f~ OF ON'"P/\1HO SRP~1r;·.11rnn 30 , 19 63 Swnmn.ry of pror~rams and ob;jecti ves 19Ga-1975 with supportinf': docurnenta.r~r �Cff nJi:7-ITS Historical De1v clopmcnt - School of Business Administration 1 - 3 Current Proc;rn.ms of Business Sturlics 3 Objectives Pcdar,orr:,y 4- 6 Research 6 - 1 Physical Paci.lities 1 Exhibit //I Enrohr.cnt - Historical and Forcast Exhibit //II Addi tion~.l Courses anu Faculty Heq_u1.rerr1ent.s ExhiM t #III Lccturf' IIours !)Cl' Pror;~·am of Study Exhiuit /!IV Graclu.ate Dipl rnw1. in Business Administration Exhibit #V Honor[, ·na.ch~lor of Co1!1r11ercc Dc~ree F..xhi bit #VI D:i ploma in Business Ad'llini r.tra tion Exhi ui t //VI I Diplo~n. in Bucj ncss Cor'1pu.ter 8ystrn:1s �Hlstorical Dew~lonment 'J.1i:ie School of Business !i.cl'ninistration Wa:> foun:-l~d. in 19Gl➔, at which ti.me a . three y0.ar pro1;ram of td,ucly lead.in[': to a dipl01:1(➔. in }3wdm·sn Administrn.tirJn was offered to stuckmts who ha.cl successfully corrrpletcd requirements for the Ontn.rio Secondary School Gradm.tion Di}')J.om:1 ~~ra11ted upon co.-:-iplet.ion of the fourth yen-r of ~my one of the •ri vc year courr;cs ot this recoGnizecl proc;rmn. Admlsshm on an i.nclividual bn.nin was f;rnnted to students hnvj nr; graduated. with hieh stanclinr~ in the four · year Ontario Secondary School pro~ram. Basically, the Diplo,r:-t in nusi.ness Administration was pattr!rned on the Hyerson concept of business education, which 9.t that time nlncecl heavy cr:ip}w.rd s upon the quru1t:i.tntive disc:i.11lines of nccounti nr.~, r~~1thcm!l.-Lfc;;, economics and stn.tir.t.tcs. In 19G7, LaJ:eheacl Univers:t ty 's Business Di.c,lorr·i. program of studies wn.s bro~tdencd by cncorpora.tine courses in busin~ss pol j cy, hurnan relations, personnel, sales maJJP.gement and. induRt:r~ al rela.ti.ons. At this time the '.'case method of ntucly" wa.s s.dopted to a.cvelo:ne probJ.c·,1--s0lvi n'."i; ahi.li ties in the studPnt within the context of a chanlr,i.nr, social, econcmic and· politicnl envir01rnent. 'l"''ne School of Bu~iness Administration expand.ec1 to fo'J.r full-tj.r11r~ faculty members and four sessional lecturers in the l966-6r-( acad.emic vcn.r. With this growth in faculty resources it wn.s possible to offer the first two years of an Honors Bachelor of Comnerce proeram to stud~nts \•Tho, '!'la.vine_,; successfully co:n_plcted their wor~~ at Lakeheaci Uni vers:i ty transfe!.":".'ed to t :1c UniverHi ty or We8tern Ont.aria for 'the final two ye~.rs of the f01rr ~rear program. 'l'he dtffj_culty encountered in n.ttr::icti1~r~ stw1errti; to the nnrti::i.l �.. 'I·(. School Graduu.tiou !Hplo,:1'.1. granted upon co:npJ ct.ion of the fou:rth yc~i-r.' of with a sound. gr,rnp of the priuc.i.~nJes of accountin_r;, m~lth,~ 11;1.ti.cs and syste:·1s anul:ys1s. T1H:~se principle~; n.:ce devcJope<l within a busincs~; contey_t f!.nc1 appliec...1 Un:ough the utilization of the C'Om~nler. 'I'he· s-t.:-..;.rknt :.1.criuirr;f; fan1il:iar:ity with the ca~ab:i.J iti.eB and limitations of all c1.1r:r,~nt,ly 8..Vn.il::?,l>le co!nputers an,'l upon grad.w'l.tion in able to assist in the adninistro.ti.on of rl'he most rec1.:nt devc.ilop1 1cnt in the brief history of School of 1 Business i\,J.nii.nis~ratio·1 is the :i.nt:r:oduetion of a Gra~lu.ate Diplor1:--L i11 Busj ner,; s Adminl strn.U on "',.,rhich will be orfered fo1· the~ fj rs t ti 1:1e in the graduates vrho~;e carer!rs will le:u1 the:•1 :i.nto the .fi.cld:.-i of bus·:.!1css 0-r �of the lnrniner,s errtc:l'!)i'j se, and is CCJi\ J-ir::..rnhle to the:~ f.Lri;t year of study bus·jness eclucat.ion witnessed in Cnn::.dn. in i.hc recent pH.st am1 forcast. for education surr,o:rt.s the d.evelO!lr;:cnt of the Grnclu'.1te Di"rjloria pror:r2.1:: of husiucsH stucly nt Lakchen.d tfn:i.versi.ty. In summary tl1e School of Bufd.ne::w AclrnJn:lstrai..i.on hav<-; evolved ancl. prov.i ncinl need:.-, for 'businens educn.tio.:i. at three dis U.nct an(1 ~H:-:pcr:;.te tll'.: Rec) ~~terell Indusb·j :.:1.l /\cc ounts, the In~-.U.i..utc of Char Lere1 :1 cc Olli1t,1.nts and the I1lstitrrte of Canadi~~ Bankers in provtdin~ s~eci~lizcd courses wlthin en.ch Ol'f'/tn izatio:i' s curric:ul r.w. Business School faeulty also proviJc instrncU.on in courF:f!S sponso1·e(1 by 1ocal lm!:; i nens orgnrd.1/.atim~s as for t.'XD.mple the I.nJ~che:v1 Chn:1bcr of Con•r,1r-~rcc. Current Pro;~ram~ of H11sincss AllJ1riui.strat.ion :i.s attn.clv.:d U'...x1libits //T_'/, ,1, ·,r, 1 !,'VJ, !f'HT.) 'l'hese summn.:de s list progrnr:1 ob,icctivcs, P.d.rnt ~s:ton r_erp.1ircTT-2nt~-;, c curs 0 �Gcllool of ~3u ~;:i.n,~:, :-; /\cl 1:1 :i_11 i f:tr~Lti on Ob:i (.• ,. : u v (''.J 19G]-.. J. 97 5 rrhe ob;jectives of the Gc:1001 of nuslnr.~ss fvl r:·drd strn.t:ion will be prc~-;enLc-•.1 un.Jer two sepa rate h 211dLne s, pechr,or:;y a.nd resenxch. Joa.cl~ desi:~nc,1 to meet exi. r;t.i.nr enrolml:rrt. :t:1(1 prt:sent cou:!:'se offcrln~f;. r11 he decisions to c;rant the:: Di9l0~n in J3us.i neGs Co:r1putcr Syster.~r-5 and the llonor3 Bachelor of Co1mrieree clee;n~-"~ made in J.9G7 and 196/J reBpecti vely, by the ScnHte, were e nRctcu on the as rn1 ,11Jtion that nev faculty woul•1. be 1 oJ' t,1c Corn !le.t·ee pror~ra:.1. I1heBe as srn:mt ·tons have ·been ~-,uJl t., iuto t be 1 1971-'"(5 faculty requh:•1.-:t10.nt.s out.1-i.ncd .in 1~xrd.bit !!1I. period. By 197l~ the C':chool of Business 1\chinist:r-·:-i.t~o~1 1.~Hl h<:1.vc, throw:h t.he acqui sH,ion of new fa.cttlt:'-t anc1 conU.md 11·~ acadc:.11.c clevelop ·1m1t of' cxi f:tin:3 f,t1..f:F=-, evol v1~d the competence ncces!,-::.:r·y- to offer n. two ::,c:- .r cour=ie of stil,1y leadinG to nn :.I.J.A. At thj_s tb,e the one :rr:::r:,r Gradu'=ltr:! Diploun i.n Business A(l,ninif;~ratirn1 wllJ be (liscontinu:~j_. Enrolrncnt fi~ur.es for the second ye :1r of the ~1.B .. \. pl'.'O:~rsm are SL°llY,m th-Jrc ror <! in the J 9·r1~-7:> a.c[d•::mic ye~1.r pro.iectionH. (Gxhi bit I/I ) 1 To !ncc'L the rf!r,ion:tl ni.1e,J.'j for m::ma ri-c:f:1en-L cl-2 v r-~ lonment the School of Bt.ls.Lness !\.J --,:ini.:~tr -1 .tion wi ll of·~~1· hoth b::1.r;k int.:roductory cmu·~;i•:..; within t :1c .funct :L cnnJ. are ,:w ..>f b~·- ,E~o...?ss as ·-reJ.l us sped.:-] i~r~ll cnu .. sc ::; rlcs i-'"'; n cc1 to !'1 :1i.ntq,Jn an.d �-·5- up-elate thl:) p:rof('!=~L;iorrn.l busj i·1i:,,ssyr1n..11 1 [: kn0·..rJ 1~:1c:--:~ oJ' A.nrl. ap-i:;>lici1tion -Lo hfr, particulnr f:ield of cnc3en.vnur. A p,olicy ~.rill be aclopt.ed ·.:hr:rel•:1 T-~usir1ess School fn.cnl Ly wi] l provide j m~t:ruct-:i.on in t'ilese e·veninn; cou:i:-ses, tor:,:ther w.tth lcci.n:·:-~; to 1,e r;-J.v1..~n ~JY ou!·,stn.n~Hnr~ .1.co:.le-nic md 1.m:d.ncss pcrsonali ties co11 L1... acJved for Uu=: mor., t part from out;;; ·Lde the i'fort1rne~jl.,..:rn bw:; in.::>s~; corr,ntun:ity, con'1 cndnG in the -('n.11 of 1970. Err.p'!rni~ :is will lie pl:ic1:'d on sue h thrirr,er., ::Ls Computer concepts of m:1naw!rr1cnt, trarnrportation, business law, productio!1 an<l m,:1.r~~et:i.11~-: resea.rc~1 to na~:1e only a fe,,7 of the subjects pertinent to the pee~s of business~en in 1~~ lfor t1n11::s tern Ont 2.-d o community. A pro,i('ctio(1 of enroh18;it in part ti,n-:::: 13us:i.ncss cou.:r~;cs will be !:i•..!en h1 r~Y.hibiL !II. Ap:9rox:i 1·ntely 20,i of toLal Ix.tkehead University ::-~usiner;s School enroll·aent ·1 1ill co'1s -i. st of part time students by 1975 re r]ectinc the trends to1,,.•g_rd aclult educatio:1 evid.enCt-!d in recently yiublished J.}3.8. statlntics. 'L\iaching loa:.f a avera;-i;:i.n~ 10 hours pe·r week i)cr faculty me-rnl)er in the 19C S-G9 acud.emi.c year a.re chnrn.ctc:d ritlc of the uniriue position which 1 proc;ranu_;. will be'! Hi th the offerinc of the third o.nd fourth years of the Cor:,t H:re;e nccr~ss'lry. Course load:--:; for t~10se t.e::1chlnc; in the c-lcerec and grwluate pro.:;rams will 1Je in the orckr of 9· 'h~)urs pc,,. man week. 1 'J he tld.cr b~~si~_.; the 9 and 1-4 hour 1e>~!.cl fHcLors, the School of Business will �The rap.id r,ro',•Jt.h of crn·1)l1 ·1C'nt ancl tlit~ bcu1.:lf:nl1,(~ of prnr:r:t 1:1s of ~rtudy that h~ts trnnspircJ wit-.hin Vw b1·:Lc-f hj sLor;.r or 1..1v~ GchooJ. of lhrn:i.n:::-.:r., Adm-i.ni::;trat.i.on, has rernLl l.1:J in thc: ,1e,;clojJ'll(!nt of te:=J.chinc co 11r,.::tent.:e. ~ ~;tron!~ 0p-n1.,rtunitivs t.o :intcr~rat.,; uith the local Ad.minis L.rat:i.on. 'ril(! vn.:l:iclity of La~~che.!J,cl UnivcrsH.y as an instjtntion, de:,J.icr>.ted to th~ adv:1nce:acnt of kno-,rlc..l~~e and to the i11l-cr}we-Lation of that kno 1,.rlcc'ln;e within a reclonal, provittci:::1.J and nn.t..:onn.l cont.ext ha~; as onP. of it~3 fournlin.:..~ l1dnciples, t.he dcvclo1nc~nt of a souitd bu:-dncss n~scarch C!:1,nri.bility. Furtherrr,m·c j t ls contcn,,c~d tlmt the search for 801.Ht ions to the cnltm.· ,,.l, pol:i U.cal, ~c,eio-econo,nic prol>le,:rn of norl.11crn. rcr•io11s of C::vvt:l'L en..-1 bi~ best, undertal:cn by those acnde'.n·i.ca]] y trn.i ned'. ancJ pr!1.ci.. ic ally fanrU. b.~· with t:ne complex challenges of the northern envircmnen-t:.. It is to\.rnrd the 8.dv:-rnc0.,ri.--m t of eur.r.ent knowJ.eclr~e and the sp~1ere l,h.:i:t, the School of nusi.ness t\clninis~ration ulan to u:1<lert3.ke I'(?uearch stud.Les commend.n:_-; in ttw Sp!·j nr: ')f 1971. rJ~hesc studies ,.-,ill initially be dire2t,~d. toward a SUl"VCY of reg-j_m1al business vractices, which will serve as a l>::rni.s for subsequent in-o.cpth rescarc}1 in incti.cF1.te :l arens. Th~ udcU tion of full-ti:nc rcM~archer·s to trv::- Bw:d ncss School �W(HJetJ. Th(• broad.en ins of or stuuy tor~ethcr with r:,rowinc: pro.:~n 1.J'!S Husi11e :-, s :--k hool curolnenL •..Jill m(! all l:.h::1.t Born0 18 to 3_5 classroorr1s ',.rill be utilh0d through trw yeo..r;.;; l963--G9 to 1971+-75 res·_occti vely. Over one-half of these cla.ssroo?'lS :nust be dcni3ned for serdn 1.1:r and case discussion tea.chins mcthodolorry. It ir; belicvc•c1 that optimum effectiveness sc_~rv<.-,1 tiwun;)t the ce1d,r1.•.l loc:1L i.c,n of a Businc:rrn ;';chool co!' plex. 1 Don:~l • 1_: ; H. •\ lc·x :1,11 \kr C}n:tr~r,:,1,l) ::;c hoc l o ·r Busi ne r3 s .l\.(bd. ni str--Lt ion 1 I I �-( C EXHIBIT III ( f' f' SCHOOL OF BUSINESS ADMINISTRATION ENROL'IBNT (1964-1968 ACTUAL, 1968-1975 FORCAST) ! 1964 1965 45 ! YEAR I I I ADMINISTRATIOll I BUSI'NESSDI'?LO~IA YEAR III I I I I i I TOTAL YEAR I YEAR II YEAR III TOTAL ! I BUSINESS CONFUTER SYST&'-1S DIPLOMA 45 ' i - I I { YEAR I YEAR II YEAR III YEAR IV TOTAL I 91 I *:?ART TI~E MANMJE!·!ENT I I 1967 1968 79 ! II 44 24 147 29 ! : I 91 131 6 - 13 I' l l 29 ! II 26 ., 13 I I I f ! I i i I f 60 I ! ; 26 ! . l I 40 18 · l I !I I I I 58 30 I : ! iI I I I. 97 i 144 I 40 I I I 123 70 50 35 155 303 355 I ! i I I I I 50 37 25 13 125 ·4u r !' 200 60 38 25 I I 55 38 30 22 145 q.j j I 165 50 I 190 75 "-? 1 - ( ( i I' I ' 1973 1374 120 80 50 258 ! 395 I I i I 55 I 2"'0 I I • : 55 ! ; 210 235 405 460 505 65 45 35 30 175 70 50 ·i 40 ! : 60 40 35 25 160 i .JO I 210 ! I i ! i i j I I I l i i : I I I ! ' l so ).) ! I 130 j 705 620 l I I ; 1 230 i 90 ; 35 195 l i : I I t ; 25 280 160 I • 820 I : 60 I 518 I II 100 80 I 306 ! 125 90 90 70 ! 80 60 40 180 I 202 1974 1J75 i j *DENOTES NEW PROGRAMS OF STUDY ---- I I I : I 130 ! 1972 1973 110 70 45 225 j Il I i 60 ! 88 I I 1971 iI 90 Il 55 35 f j 180 j l 26 I 45 95 35 1971 'rj 1972 ! 100 i I I 50 30 15 l I I I 1970 265 I TOTAL BUSINESS SCHOOL E~ROLMENT 30 15 95 ! f 1969 1970 85 50 35 170 ·so 218 II 13 I 40 20 ! I •I 6 ' 1968 1969 80 50 28 158" I I I I I I I 6 t 176 I I I• Ii I l I l ! I STUDENTS i I I ! I I I YEAR I *~IASTERS DEGREE IN I BUSINESS AD}HNISTRATIO~ YEAR II I TOTAL DEGREE STUDENTS (COMMERCE & GRADUATE) i I j 45 I· i.,~WJ..;AIE DIPL0.:1A i I TOTAL DIPLO~ PROGRAM HO~ORS BACHELOR OF .cmmERCE 1966 1967 84 29 18 131 1965 1966 68 23 YEAR II I I I I I - I 945 : : �( ( C ( 9' EXHIBIT #II SCHOOL OF BUSINESS ADMINISTRATION ADDITIONAL COURSES AND FACULTY REQUIRED FOR THE ACADEMIC YEARS 1968-69 TO 1974-75 PROGRA.'1S (a) (b) ALREADY ESTABLISHED: GRADUATE DIPLOMA, BACHELOR OF COMXERCE, BUSINESS COMPUTER SYSTEMS, BUSINESS ADXINISTRATION DIPLO~l~ MASTERS DEGREE IN BUSINESS ADMINISTRATION (M.B.A.), NON-CREDIT MANAGEMENT COURSES NUMBER OF COURSES OFFERED PREVIOUS YEAR YEAR NEW COURSES NUMBER OF COURSE-SECTIONS PREVIOUS YEAR TE!S YEA..~ ADDITIONAL COURSESECTIONS l FULL-TIME FACULTY PREVIOUS YEAR THIS YEAR NEW FACULTY ' I ! ! THIS YEAR f I i I THIS YEAR I 20 ! I ' 1· I ( i 31½ 34½ 49½ 11!1 3 10 5 49½ 3½ 53 53 5 0., 21 37½ 40½ 53½ 65½ 31½ 34½ 44½ 49½ 53 58 67 69½ 76 16½ 3 13 12 4 6½ 2 37½ 40½ 53½ 65½ 69½ 76 78 I I 4 9 11 17 21 22 26 5 2 11 6 4 i 4 1 17 21 22 26 27 9 I Ii i I l i i II I 306 395 518 620 705 820 945 i THE EQUIVALENT OF TWO FULL TIME FACULTY X~BERS WILL BE REQUIRED AS SESSIONAL LECTURERS THROUGH THE PERIOD 1968-75, TO SE~VICE S~ECIALIZED DISCIPLINE (e.g. BUSINESS LAW) . • --· ----------------- !i I I I II [ I · N~B. BUSINESS RESEARCH FACULTY {ONE REQUIRED 1971, 1972, 1973, TWO REQUIRED 1974) ARE NOT INCLUDED IN THE ABOVE TEAC~I~G REQUIREMENTS -- · ·· -- --- •---···-- i ·1 I! I I STUDE~T/FACU:TY ESTIMATED STL"I)ENT ENROLMENT ·-(-·--- -1 34:l 3~:l 30:l 30:: 33:: . 33: l 36:l ?-A.TIC �/() LXIIJ BlT //J J l SCHOOL ~ OF BllSJNl:SS AU~IJ NJ STl{J\TlON LECTUIU: JIOURS Pm PIWGl{:\~1 OF STUDY ----- -·-··---- •·---·~·-·----··---·· ---- 1) ----- 1968--69 J\CAl)IJIJC YEAR DIPLO~IA IN BUSINESS ADmNISTl~/\TlON FIRST YEAR: Course Number Busin~ss Tla Business Tlb Business Tlc Economics Tla English Tla Geography Tla Mathematics Tlc Subject_ Accounting Business Law Business Organization Intro<luctory Introduction to Contemporary Literature Political &Economjc Business Mathematics Total Fall Lee. 3 3 Term Lab. Syring Lee. Term Lab. 2 3 3 2 0 0 0 0 0 0 4 3 3 3 4 0 0 4 0 0 0 23 2 23 2 4 3 3 3 3 3 0 0 0 0 0 1 4 3 3 3 3 3 0 0 0 0 0 1 3 1 0 0 3 1 0 0 3. 0 3 0 26 1 26 1 4 3 3 0 0 0 4 3 3 0 0 0 3 3 O· 0 3 3 0 0 4 3· 3 3 o. SECOND YEAR: Course Number ~ Business T2a Business T2b Business T2c Business T2d Business T2c Business 200 Economics T2a English T2a English T2h Subject, Accounting Marketing Finance Human Relations Production Managerial Statistics North American Economic Development Report Writing Introduction to Types of Literature Total THIRD YEAR: Compu 1sory: Course Number Business T3c Business T3d Economics T3a Political Science T3a On~ Arts Course at ~ r Subject Management Systems and Procedures Money, Cr~<lit, &Banking Principles of Government the la6 level The student must select, as his major option, either A or B. If Option A is selected the student must take: - (1) The compulsory courses listed (2) Business T3a, Accounting (3) Any two 0£: Business T3b, Cost Accounting Rusincss T3c, Auditing Business T3f, Operations Research (4) Any two of: The courses listed in Option B. If Option Bis selected the student must take: (I) The compulsory courses listed (2) Either: Business T3a, Accounting Or two of: Business T3b, Cost Account.hr; Business T3c, Auditing . Business T3f, Operations Research (3) Any four of the courses listed in Option B. ..._,, ,- t �( I i. OPTJ--·()N A: ---·- ----·. -· --Course Number .. ~ · - - - - ------ Business Business Business Business T:fa T3b T:fo T3f Subj~_c~_ Accounting Cost AccounUng Auclj ting Opcrat'ions Research Spdng Lee. Term Lab. 0 3 0 0 0 0 0 3 0 0 0 0 3 0 0 0 0 0 3 0 0 0 3 Term Sprjng Lah. Lee. Foll Term Lee. Lab. 3 3 0 3 -- 0 OPTION B: ---C.otE:s~ Number Business Business Business Busfoess Business Business T3g T3h T3i T3j T3k T3L Subject_ ·3 0 3 0 AdvcrU sing Industrial Relations Personnel Purchasing Retailing Sales Management 3 0 0 0 0 0 0 0 TOTAL .... 25 hours 2) ~ DIPLOMA IN BUSINESS cmtPUTER SYSTE~IS FIRST YEAR: Course Number Business Tla Business Tlc Computer Tla Economics Tla English Tla Mathematics Tlc Mathematics Tld SECOND ~ (\ Business T2a Business 200 Computer T2a Computer T2b English T2a English T2b THIRD Fall ?.Ub_j~!_ cc-c-~ Accounting Busjness Organization Unit Record Introductory Introduction to Contemporary Literature Business Mathematics Computer 3 3 Term Lab. 2 0 1 0 3 3 2 0 1 0 3 4 0 0 0 0 4 2 0 0 0 Total 20 3 22 3 St~_c-:__~ Fall Lee. 4 4 3 3 3 YEAR: Course Number Accounting Managerial Statistics Digital Co~putcrs Programming Report \\'ri ting Introduction to Types of Literat11rc 4 Te7:m ~rin 6 Term Lab. Lee. Lab. 0 1 0 4 3 3 0 1 0 4 4 1- 0 4 1 0 3 0 3 0 Total 18 5 18 5 Suh j_c_5:.t Fall Lee. Term Lab. Spring Lee. Term Lab. 3 3 0 4 3 0 0 6 3 0 0 6 4 4 4 3 4 0 0 4 0 0 -./17 10 14 10 3 3 4 YEAR: CouTse Number Business Business Computer Computer Computer Computer T2d T3b T3a T3b T3d ' ri 4- lluman Relations Cost Accounting Ficl d l\'ork Programming Man:1gcmcnt Systems Total o· 0 f �/-2 I t _, 3) t ! llONOI~S P,.'\CIIELO!i OF cm101l:J,C:E l)F(;JtFI: --.. - - ------·-- . - ·- - -- •--·-·-· -· ·- • --- ~- - FIRST YEAR: Course --Number ----------- St~bjcc1:__ Fall ~ring Term Lab. Lee. Term lc-c. ·eriT>-:---- -- --3 Orgnnjzatjon Int J:oduc tory Survey of English Literature Introductory Psychologyla6 *Two full courses in Arts or Science Bu~incss 100 Economics la6 English la6 3 3 3 0 0 - 0 0 3 0 0 0 0 0 3 0 3 ------ ----- Total 18 0 18 Subject Fall Term LcC Lab-:- 3 3 3 3 0 0 3 0 SECOND YEAR: Course Nrn.,u0r ..,. Managerial Statistics Business 200 Accounting Business 201 One Advanced Course in Economics *Three full courses in Arts and Science Spring Te_!m Lee. Lab. 3 3 3 3 ·3 3 0 0 0 0 0 0 3 3 3 3 3 3 18 0 18 -- - - Total 0 0 0 0 0 0 - 0 *Estimated average lecture and laboratory hours. ~ r't ·- • 4 !.=-~:1 �IJ ' LAKEHEAD r;UNIVERSITY School of Business Administration GRADUATE DIPLOMA IN BUSINESS ADMINISTRATION , 1 I • I I �GRADUATE DlPLOMA IN BUSINESS ADMINISTRATION Objectives: The graduate diploma program in Business Administration is designed to meet the needs of university graduates whose careers will lead them into the fields of business or public administration, but whose undergraduate courses have not included basic studies in business administration. Company executives throughout the Canadian business community continue to confirm that the formal education provided by such a course of study is more meaningful to the student than the on-the-job training acquired by a graduate of , other than business disciplines in his first year of employment. This program, designed to cover one academic year, provides the student with an introduction to the basic functions and purposes of the business enterprise. Admission Requirements: To be admitted to the program leading to the Graduate Diploma in Business Administration a candidate must hold a recognized undergraduate degree from an accredited university. Formal admission to the program will be granted upon approval of the candidate's application by the School of Business Administration. Program Outline: The program of studies leading to the Diploma consists of seven courses listed below. Completion of the program requires (a) a minimum period of study of one full academic year, or (b) if taken on a part-time basis, upon completion of the full course program. Classes will be given during the regular winter session of the University. To qualify for the Diploma, a student must obtain a minimum average of 66% and at least 60% in every course. Supplemental examinations normally will not be granted. The case method is the principal method of instruction used by the School. Text books and other reading materials are used to supplement the cases. ' Business · 501 - Finance: A study of the role of the financial manager and his responsibilities. Planning for funds, capital budgeting, management of short, intermediate and long-term funds. 3 hours �-2- Business 502 - Administrative Practices: This course is designed to increase the student's awareness of, and skill in acting toward, the many varied and complicated problems that arise in business organizations, as a result of the relationships people have with one another. Available knowledge in the field of organizational behaviour and training in administrative action are covered in the course. 3 hours Business 503 - Law (half course): A study of co11D11ercial law to assist the administrator in understanding the legal framework in which he must make his decisions. 3 hours, one term Business 504 - Marketing: An introductory course in which marketing is studied primarily from the consumer's point of view. An intensive examination is made of the more important marketing functions. 3 hours Business 505 - Producti~n (half course): A course which emphasizes the management of manufacturing activities; use of concepts and techniques to solve problems ranging from job design through to the planning and operation of production systems within the company organization. 3 hours, one term Business 550 - Managerial Accounting: In the first part of the course the student is exposed to basic accounting concepts and techniques. The major part of the course is then devoted to management uses of accounting information. Planning and control aspects of information systems are emphasized. 3 hours J Business 551 - Quantitative Methods: The collection, analysis and presentation of business data with emphasis on modern quantitative techniques. 3 hours �-3- Applications: Application for admission to the program, together with supporting docwnents, should be submitted to the Registrar, Lakehead University, before September 1st. Application forms and additional information may be secured from the office of the Registrar. �LAKEHEAD UNIVERSITY School of Business Administration · HONORS BACHELOR OF COMMERCE DEGREE �HONORS BACHELOR OF COMMERCE Objectives: The program leading to the degree, Bachelor of Connnerce (B. Comm.) is designed to provide the student with an understanding of his environment in order that he can successfully challenge business problems. In line with this objective, the School of Business Administration recognizes that it is essential for the student to have a good background in the arts and sciences and accordingly the first two years of the program have been arranged to provide for such a background. The last two years of the program allow the student to concentrate his studies in business. Emphasis is on the development of approaches to and techniques for the solving of business problems within a decisionmaking framework. Admission Requirements= A student may be admitted to the Honors Bachelor of Commerce program in either Year I or Year II. Program for students entering in Year I: Academic requirements for students enrolling in Year I directly from Grade 13 consist of the following: Ontario Secondary School Honor Graduation Diploma (Senior Matriculation) or its equivalent, showing an overall average of 60% in the following: Mathematics A English or a language At least two other subjects, comprising three credits. The program is as follows: Year I Business 100, Organization Economics la6 English la6 Psychology la6 Two full courses in Arts and Science selected after consultation with the Chairman of the School of Business Administration. Year II Business 200, Managerial Statistics Business 201, Accounting An advanced course in Economics Three full courses in Arts and Science selected after consultation with the Chairman of the School of Business Administration. �Year III ..... Business Business Business Business Business Business 300, 301, 302, 303, 304, 305, Control Finance Administrative Practices Law(½) Marketing Production (½) Year IV Business 400, Operations Research - Theory and Computer Applications Business 401, Policy Business 402, Systems and Procedures (½) The equivalent of two and one-half full courses from among the following optiona~ half-year courses offered by the School of Business Ad~inistration. Business 403, Advanced Accounting (full course) Business 404, Advanced Financial Management(½) Business 405, Personnel(½) Business 406, Industrial Relations (½) Business 407, Purchasing(½) Business 408, Advertising(½) Business 409, Sales Management (½) Business 410, Retailing (½) Business 411, Cost Accounting (½) Business 412, Auditing (½) Business 413, Transportation(½) Business 414, International Marketing (½) Business 415, Insurance (½) Business 416, Financial Institutions (½) Business 417, Marketing Research(½) One elective in Arts and Science selected after consultation with the Chairman of the School of Business Administration. In each year the student must maintain an average of at least 66% in the business courses with an overall average of 60% or greater. Program for students entering in Year II To be admitted to the Honors Commerce program in Year II the student must have passed the first year of an Arts or Science program with an overall average of at least 60%. The program is as follows: Year II ,; Business 100, Business 200, Business 201, Economics la6 program). Organization Managerial Statistics Accounting (or an elective if taken in Year I of an Arts or Science �Year II (cont'd) Two full courses in Arts and Science selected after consultation with the Chairman of the School of Business Administration. (Note that English la6 and Psychology la6 must be included in either Year I or Year II of the student's program.) The program for third and fourth years is identical to that previously described. It should be noted that prior to graduation at least one course in Economics at an advanced level must be taken. �f ,,I Courses Offered by the School of Business Administration for the Honors Bachelor of Commerce Degree Business 100 -- Orianization This is an introductory course to business and deals with the forms of ownership and the organizational structure of the business firm. Lectures - 3 hours. Business 200 - Managerial Statistics Methods of obtaining, classifying and analysing business data. Lectures - 3 hours. Business 201 - Accounting This course is concerned with the principles of accounting and some of their applications in modern business. Sole proprietorships, partnerships and limited· companies are discussed in some detail; consideration is given to the managerial aspects of accounting with emphasis upon departmental accounting, budgets and various specialized or supplementary statements. Lectures - 4 hours. Laboratory - 1 hour. Business 300 - Control This course emphasizes the preparation and use of figure data in making business decisions and in appraising the results of business operations. Lectures - 3 hours. Business 301 - Finance A study of the role of the financial manager and his responsibilities; planning for funds, capital budgeting, management of short, intermediate and long-term funds. Lectures - 3 hours. Business 302 - Administrative Practices This course is designed to increase the student's awareness of and skill in acting toward the many varied and complicated problems that arise in business organizations as a result of the relationships people have with one another. Available knowledge in the field of organizational behaviour and training in administrative action are covered in the course. Lectures - 3 hours. Business 303 - Law (half course) A study of commercial law to assist the administrator in understanding the legal framework in which he must make his decisions. Lectures - 3 hours, one term only. �Business 304 - Marketing An introductory course in which marketing is studied primarily from the consumer's point of view. An intensive examination is made of the more important marketing functions. Lectures - 3 hours. Business 305 - Production (half course) A course which emphasizes the management of manufacturing activities; the use of concepts and techniques to solve problems ranging from job design through to the planning and operation of production systems within the company organization. Lectures - 3 hours, one term only. Business 400 - Operations Research - Theory and Computer Applications The methods and uses of operations research in business using the computer as a practical tool. Lectures - 3 hours. Business 401 - Policy The principles and practices of business management in their application to the organization and operation of enterprises; the management of the three major functions of business - production, finance, and marketing. Lectures - 3 hours. Business 402 - Systems and Procedures (half course) Business systems as applied to computers including flow-chart analysis of problems, programming and coding using various computer languages. Lectures - 3 hours, one term only. Business 403 - Advanced Accounting The course is concerned with communication of financial facts to outsiders. Considerable attention is therefore devoted to company annual reports and to the bulletins and regulations of the professional accounting bodies, the securities exchanges and various government agencies. Business 404 - Advanced Financial Management (half course) The course is concerned primarily with the financial impiications of the various kinds of business decisions. Lectures - 3 hours, one term only. �Business 405 - Personnel (half course) This course is designed to help the student acquire an understanding of the techniques, principles and procedures involved in personnel administration. Lectures - 3 hours, one term only. Business 406 - Industrial Relations (half course) This course deals with the administration and negotiation of labour management contracts. Lectures - 3 hours, one term only. Business 407 - Purchasing (half course) The organization, methods and policies of the purchasing department and its relationship with other departments of the business. Lectures - 3 hours, one term only. Business 408 - Advertising (half course) A study of advertising within the framework of marketing. Advertising principles and techniques are illustrated by the discussion of specific cases in advertisements. Lectures - 3 hours, one term only. _ Business 409 - Sales Management (half course) The purpose of the course is to develop ability in dealing with problems involved in the management of outside salesmen. Lectures - 3 hours, one term only. Business 410 - Retailing (half course) A study of retailing in the Canadian economy, its structure, origin and development. Lectures - 3 hours, one term only. Business 411 - Cost Accounting (half course) A study of cost accounting as a tool in analysing, planning and controlling operations. Lectures - 3 hours, one term only. Business 412 - Auditing (half course) This course will emphasize internal control, particularly over assets with some consideration given to liabilities and shareholders' equity. Some consideration will also be given to the role of ext.e rnal auditor. Lectures - 3 hours, one term only. �Business 413 - Transportation (half course) The economics of major transport methods with special reference to Northwestern Ontario's requirements. Lectures - 3 hours, one term only. Business 414 - International Marketing (half course) A study of the problems faced by the marketing manager in selling his products abroad. Lectures - 3 hours, one term only. Business 415 - Insurance (half course) • A study of the principles of insurance including the historical development; types of policies and coverage available are discussed at some length. Lectures - 3 hours, one term only. Business 416 - Financial Institutions (half course) A study of the objectives of various financial institutions and the demand for funds by the business community, the requirements of supervisory authorities and the public interest. Lectures - 3 hours, one term only. ·B usiness 417 - Marketing Research (half course) The tools available to the marketing manager to provide him with the fac't s he needs in making his decisions. Besides becoming acquainted with the tools, the student is given practice in the handling and interpretation of the research results. Lectures - 3 hours, one term only. Applications Application for admission to the course, together with supporting documents, should be submitted to the Registrar, Lakehead University, before September 1st. Application forms and additional information may be secured from the office of the Re8istrar. .,\ • I �LAKEHEAD UNIVERS.ITY ' ': ,; , I School of Business Administration ' •1', I / • DIPLO~A IN BUSINESS ADMINISTRATION I I' �D I PLl)MA 1 N IW S nms S ADM lN TS 'I' RATION OhJectives: The diploma p1ogram 1n Business Admini.stration at the undergraduate level Js designe<l to expose tl10 student to a hroad cross-section of- business studies t rnm winch he can make an ,intel 1 tgent choice of the particular field ol specialization in which he is most interested and for which he has the greatest aptitude. The Schoo]. of Business Administration recognizes that it is essential for the student 1nten<ling to make a career in business to have a gouJ background in tl1e arts and sciences. Consequently, the undergradu,1te student i.n Business Administration at Lakehead University is required to stu<ly a number of arts and science courseb to develop this background. Gradu,Hes enter c1 wide variet>' of f i. rms and occupations. Some · are placed immediately 1n training programs to give tl1em, as quickly as possible, experience 1n ditferent departments; others go directly to a specif 1c department; still others register with professional societ 1es. \vi th experience, they w i 11. occupy responsible positions in sales, m;1rketing, accounting, statistics, purchasing, credit, production, personnel, advertising and office management. Admission Requ·t t emen~_~: Applic1nts must 11:-ive completed successfully the requirements for the Ontario Secondary Sch(lol Graduation Diplon1c1 granted upon the comp let Lon Pl tile fnurth yt.....lr nf .-my one of the five ·-y0nr courses of the· reorganized program. Applicants must have passed English and Mathematics in Gradei;.. 11 ~md 1:? and two of History, Geography or Ecoth>tnics in Grade 12 and lme other nppropriate subject, with an over a 11 average of at least 60~{.. Students who have obtained the Ontario Secondary Schoo] Gradn.-Hi<,n D1pluma with hq~h st.111<.l1ng in the four-year program may he t · Pns .id(•tt>d for admissiPn nn an i. ndividual basis. Program Out.}__-!_ne: . FIRST YEAR: FALL TERM Lecture Lab Business Tla, Accounting Business T]b, Business Law Business Tlc, Business Organization Jkonom.tcs Tl a, Lnt roduc to ry t-:ngLish Tl.-1, lntruduc.t1on to ~omtempordry Literature Geography T 1a , Pol i t i r .a l & Economic Mathematics Tlc, Business Mathematics SPRING TERM Lecture Lab 3 2 3 3 0 3 4 0 () 4 3 0 J ·3 0 0 3 J L~ () L~ 0 0 0 23 2 23 2 - 3 2 0 0 �\. , FALL TERM Ll'cture Lah I 'II Lab 0 0 () 4 1 1 () J () 3 0 0 l ] 1 0 J l 0 Ac c , , u n t I n g () l~11i:;jnc'!-.s T:~h, ~1:irkl't () Business T:?c, F j 11:1 rn. ' <.' Bus i n C's s T :~ ;1 , ing Business T '. ~d, llum:rn RL'l.1t I011s Business T2e, Production Business 200, Mandgerial Statistics l~conomics T2a, North American Economic Development English T:2:i, Report \vrit.ing J 1 SPRINC TERM Lecture () () 0 English T:?h, Jntroduction to Tvpes I of Literaturtc• () 0 1 1 = TlllRD YEAR: Comp u 1 so r .v : Hu s i nt•ss T"h , ~l:11ugl',nl'11 l 1311sinl~ss Tld, :~ystcms :md Pr<H'L·dures Econom i.c s TJ.i, Money, Crcd it ;-111d Bank i.ng Political :.;cience T"~a, Princi.plcs of Government One Arts Course at the la() lC'vel () 4 () 1 0 0 0 3 () () 3 3 0 0 0 ( 'l'ltt' :-;t11d('nf If O p l i O II 111u::t i :--i /\ .1:.; :.;Pll'('l, I 1 • <• I :..; < ' C' d l I I l' Iii:; 111 .- 1jn1· opt ion, S l ll d l ' 11 l Ill ti:.; I; l k l L' <.'itl1('l" /\ or IL : (J) the l'Ompu I so rv u.,,1 rsr•s I is U•d Bustnc:>ss Tt,, :\cco11nting (3) Any two ot: Busin1'ss T "\h, Cl,st 1\<'counting lh1sin0ss T~e, Auditing Hus in0ss Oper;1t icms RPsearch U•) Anv two ( i f : TIit.' <'Purses I i ~- t e<I in Option B. (2) 'J " l 1 op t i l) 11 H I s s e I l .' c t H., l' d l Ii '-' s I 11 d L' n t mu i-. t ta kc : ( 1 ) T Ii c com r u l s n r v l' nu s L's . I i s t L' d (?) Eitl\('r: lh11,i1wss T'\:1, Accounting Or two <."'I : ne::;s T"3h, Cost Accounting Business ·ne, Audi Business T3f; Opcrat ions Research A 11 y f L) l I r l IJ C l' 0 i t(~ i Or i On r l h 1 s ·i Ling ( 1 ) r P.11~111l'~s B11sin1.•s~; Business Busi1wss n u rs es 1 s d n Tkt, J\1·1·nunli.ng 'l'~h, CPst Accounting T'h·, Audi Ling TH, Op(•rat ions Rcse:trch t B . () '3 () () () () '3 () 0 0 0 0 !,, t �Opt i ( ~ : ':.ii,....- Rusinc>s~ T'3g, Business '1"3h, Business T'H, Business '1''3•.1 , Business T1k, Business T3 l, Advertising Industri:11 Relations Personnel '! () () () ·3 0 Purchasing () () Retailing Sales M.1n.-1gemPnt 1 () () 0 TotaJ fn ec1ch year ;1 the pass mark being () 0 J 0 J 0 0 0 0 0 1 () 25 hours. student must pass all nf the courses in that year, 50'1(.. Excepti.ona.l students with liigli standing in the program may be considered for ricimiss ion t0 the llonors Haclwlnr of Commerce program or the general arts progr.1m wit.h ,1dva11ce credits. Further particulars in this regard may he obtained from the Chairman or the School of llusiness Administration. ( �C<HIRSI•: DJ·'. SCfUP'J"I ONS Bus in es s 'I' I a - 1k c o u n t i t~: The accounling eye le for b(lllt serv ic(:• and mercllan<l i sing enterprises including c1d_itJStments t 01 dL•I erred :ind accrued itL'ms~ m.;e of spec Lal journals and subs1d1ary ledger~: valuation of ;1ccounts receivable, merch~ndise inventory and fixed assets: payroll accounting; introduction to internal c0ntrol procedures with special emphasis on the control of cash; account-ing concepts and principles. Business Tlh -· Business Law: A s11mm,nv nt nur l.-1ws l'I ,·ont rat·L. 1'mpll\Vtr1Pnl. ,tgPncv, sale nf goods, li.-11 lments, inliPr 1 L,111cv, rv .- 11 c·st;Itt>, nc-gut i;1hle instruments, partnerships, c0rporat ions, h,mkruptl·v, tr,1de tnilrks, business crimes and in~urance, torts. 11usiness Tl1 - Bus111<.~ss Organizntion: Forms pf lHvtH."rship; the nrg:1111;/,,ltion;:il st:nJl'Lure pf ;i husincss firm: mnnul,11 · turing, wliol('s:1l 1ng, rvt :11 I ing, p11hl i1· nl i I iti<:>s ;111d co--npc>ratives; tile s1:opt' nl tlH' oft ice, nffil'<.' organi;,:,ttion, procedures and equipment: location ~nLI layout of a business Pnterprise; pcrsonn~J and labor problems; consumer and hus j ness finance; f i nanc i il J i. ns t j tut ions: business risks and insurance. ( Economics 'l'la This L'llttr!-.<' Tntroduc.tl,ry: dp;1ls with '.,11c!i ;1:-,fH'1'l!~ of thL' country's r•conomic ;iffairs as husi1wss organi,rnlit,n, deL:isiun 111;1king in the individu.-ll f ·irm, supply and demand, mnn0:v and h,1nk i ng, n:1 ti. ona 1 i.ncome and gross rm t ion:.11 product. Englj_sh Tin - Introduction tn CL,11tempor,1rv Literature: 'I' r •t 111 i. n µ, t o w r .i t e mo r c• c l) r re~ r. t 1y and more f or c L' f u .11 y , an <l t o read with appreciation and discernment in conu~mporary literature. Geography Tia - PoUt tca·1 ;rnd l•:connmic: Tl1is course :-qms ,-lt understcinding ti1e political and economic state of pres~11t--day Etirorw hy stndving tile interplay of the vari.ous geogr;:1phical L1e:tors involved. 1 ts content includes: geographic. regions; the location, size and shc:1pe of states; popuL1t ion dynmnics and the changing balance of rower: resources and , industrv, t 1·:rni-::portation and trade: Europe ns ,·l n agricultural continent: l'(donLJlism past and presC'nt:; tl1e post-·war division of Europe; development ol supra-natio1 al organi,.ations. I i �Mathematics Tlc - Business Mathematics: A review of arithmetic and short methods applicable in business; a review and extension of algebra; linear mathematics and programming; logarithms; simple interest and dlscount with reference to partial payments, invoices, accounts, installment plans and personal loans; calculations required for inventories, insurance, business finance, partnerships and taxation; compound interest; annuities; sinking funds. Business T2a - Accounting: Partnerships and limited companies; departmental and branch accounting; budgeting, funds statements, statement analysis, special analyses and internal reports, introduction to cost accounting. Business T2b - Marketing: An introductory course in which marketing is studied primarily from the consumer's point of view. An intensive examination is made of ·the more important marketing functions - selecting channels of distribution, packaging, branding, produ~t planning, marketing research, and analysis of the Canadian market Ln general. Business T2c - Finance: A study of the role of the financial manager and his responsibilities; planning for funds, capital budgeting, management of short, intermediate and long-term funds. Business T2d - Human Relations: A study of people at work and how they may be motivated to work together in greater harmony. Focus is upon the manager and his operating relationships with people in the organization. Business T2e - Production: A use of design within course which emphasizes the management of manufacturing activities; concepts and techniques to solve problems ranging from job through to the planning and operation of production systems the company organization. Business 200 - Managerial Statistics: Methods of obtaining, classifying and analysing business data. Economics T2a - North American Economic Development: This course traces the economic growth of Canada from the colonial period to the present. ( �English T2a ·- Report Writing: A study of the different aspects of report writing and business correspondence. This study will include effective expression of ideas, the psychological implications of business co~respondence, and the planning and writing of letters and reports. English T2b - Introduction to Types of Literature: A study of drama, poetry, and the novel for the purpose of increasing the student's appreciation of the different types of literature. Business T3a - Accounting: A study at an advanced level of the valuation of assets and financial statement disclosure; liabilities and shareholders' equity; statements from incomplete records; reorganizations, income taxes. Business T3b - Cost Accounting (half course): The elements of cost, material, labor, 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 analysis and differential cost analysis; budgetary control and the flexible budget. ( Business T3c - Management: The principles and practices of business management and their application to the organization and operation of enterprises; the management of the three major functions of business - production, fjnance and marketing. Emphasis is placed on the philosophy and general approach rather than on details of techniques and procedures, with the aim of developing through classroom participation and written assignments on practical business situations the ability to recognize problems, assemble facts, make decisions, and present recommendations convincingly and concisely. Business T3d - Systems and Procedures: Uses and limitations of digital computers for business applications; flow chart analysis of problems, programming and coding using Fortran and SPS languages, discussion of business language Cobol; data processing equipment and techniques; business systems as applied to computers; management decision techniques using computers. Students will write several programs which will be run on a computer. ( �Business T3e - Auditing (half course): This course is studied from the management control point of view. Internal control and audit will be emphasized, particularly control over assets with some consideration given to liabilities and shareholders' equity. Case studies will be used to complement the ijevelopment of methods which aid the control and planning functions. Some consideration will be given to the role of the external auditor. The primary emphasis will be on the various services available from a public accounting firm, and the development ~f relations with external auditors. Business T3f - Operations Research (half course): The method and uses of operations research in business, including inventory control, linear programming, simulation, queuing and games and strategies. Business T3g - Advertising (half course): A study of advertising within the framework of marketing. Advertising principles and techniques are illustrated by the discussion of specific cases and advertisements. Business T3h - Industrial Relations (half course): The course deals with the administration and negotiation of labormanagement contracts. Part of the material is centered around the problem of the administration of industrial relations after the contract has been written, while part of the material deals with the task of negotiating contracts. Business T3i - Personnel (half course): This course is designed to help the student acquire an understanding of the techniques, principles and procedures involved in personnel administration both as a specialized function of the organization and as a co-ordinating function in general administration. Case materials are used to deal with such areas as company organization, personnel policies, selection and placement, training and executive development, appraisal, wage and salary administration, motivation, communication, safety and health, union and non-union relations, employee services, personnel research and public relations. Business T3j - Purchasing (half course): The organization, methods and policies of the procurement function; . ordering, clerical procedures, receiving and warehousing; the relationship between the department and the other departments of a business. I. �Business T3k - Retailing (half course): Importance of retailing in our economy; structure of retailing in Canada; origin and development of retailing; direct retailing - and consumer co-operatives; large and small-scale retailing; store locations, layout and equipment; organization of retail stores; retail advertising and sales promotion, window and interior display; store service; essentials of retail mathematics. Students ~ill be given practical assigrtments that relate retailing principles to actual situations. Business T31 - Sales Management (half course): The purpose of this course is to develop ability in dealing with ·the problems involved in the management of outside salesmen. Thus, the "case" is used in involved situations which ~onfr6nt sales executives of manufacturing and distributing enterprises in their day-to-d,y operations. Economics T3a - Money, Credit and Banking: This course deals with such aspects as functions and supply of money; credit and its· uses; the banking system and aims of monetary policy. Political Science T3a - Principles of Government: A study of the basic principles of government, with reference to the governments of selected countries. ( Applications Application for admission to the course, together with supporting documents, should be submitted to the Registrar, Lakehead University, before September 1st. ,Application forms and further information may be secured from the office of the Registrar. . I i I ,t / 'j; ·' ' 1' I �LAKEHEAD UNIVERS,ITY School of Busines~ Administration .. ,, I{ ,j I • DIPLOMA IN B.USINESS COMPUTER- SYSTEMS . . ' . . �DIPLOMA IN BUSINESS COMPUTER SYSTEMS Objectives: For a number of years now there has been an acute shortage of computer progrannners and systems analysts. The industry is experiencing a growth rate of 20% per annum and the demand for specialists in this field continually exceeds the supply. While manufacturers' training courses provide a good grounding in progrannning and systems work, the School of Business Administration recognizes the need for graduates with a broad background in business subjects which will enable them to understand the business enterprise , in its entirety and to eventually assume managerial responsibilities in the computer department. Lakehead University's IBM 360 Model 40 Computer will be used extensively by students during the three-year program. It is hoped that in the summer months between the second and third years of the program students will be able to supplement classroom and laboratory work with employment in computer departments of industrial and commercial concerns. , Admission Requirements: (1) Applicants must have completed successfully the requirements for the Ontario Secondary School Graduation Diploma granted upon the completion of the fourth year of any of the five-year courses of the reorganized program. Applicants must have passed English and Mathematics in Grades 11 and 12 and any two of History, Geography or Economics in Grade 12 and one other appropriate subject, with an overall average of at least 60%. (2) In addition, the applicant must obtain a satisfactory score on a test designe~ to evaluate an individual's aptitude for computer work. Program Outline: FIRST YEAR: Business Tla, Accounting Business Tlc, Business Organization Computer Tla, Unit Record Economics Tla, Introductory English Tla, Introduction to Contemporary Literature Mathematics Tlc, Business Mathematics Mathematics Tld, Computer FALL TERM SPRING TERM Lecture Lab Lecture Lab 3 3 1 3 4 3 3 0 3 0 3 4 0 0 0 3 4 0 0 0 2 0 4. 0 20 - - 3 2 22 - 2 0 1 - 3 ,. �FALL TERM Lecture Lab SECOND YEAR: ~ Business T2a, Accounting Business 200, Managerial Statistics Computer T2a, Digital Computers Computer T2b, Programming English T2a, Report Writing English T2b, Introduction to Types of Literature Q, 4 1 0 3 0 1 3 0 4 4 1 0 3 18 0 5 4 3 3 4 1 0 3 0 18 5 3 3 0 0 4 4 - SPRING TERM Lecture Lab 4 - = THIRO YEAR: Business Business Computer Computer Computer Computer T3b, T2d, T3a, T3b, T3c, T3d, Cost Accounting Human Relations Field Work Programming Management Systems 6 3 0 4 0 10 17 - 0 - 0 0 6 4 0 3 0 4 3 4 14 - 0 0 10 - In each year a student must pass all of the courses in that year, the pass mark being 50%. �COURSE DESCRIPTIONS Business Tla - Accounting: 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. Business Tlc - Business Organization: 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 labor problems; consumer and business finance; financial institutions; business risks and insurance. Computer Tla - Unit Record: Card format; elementary unit record programming, key punch and verifier, card sorter, collator, interpreter, reproducer, accounting machine, calculator; basic computer concepts. Economics Tla - Introductory: This course deals with such aspects of the country's economic affairs as business organization, deGision•making in the individual firm, supply and demand, money and banking, national income and gross national product. English Tla - lntr6duction to Contemporary Literature: Training to write more correctly and more forcefully, and to read with appreciation and discernment in contemporary literature. MathematicR Tlc - Business Mathematics: A review of arithmetic and short methods applicable in business; a review and extension of algebra; linear mathematics and programming; logarithms; simple interest and discount with reference to partial payments, invoices, accounts, installment plans and personal loans; calculations required for inventories, insurance, business finance, partnerships, and taxation; compound interest; annuities; sinking funds. Mathematics Tld - Computer: Topics,in mathematics concerning use and operations of computers including introduction to numbers, decimal and binary, converting from one base to another, use of complements in numbers, computer addressing principle, fixed and floating point arithmetic, logical · operations. �Business T2a - Accounting: Partnerships and limited companies; departmental and branch accounting; budgeting, funds statements, statement analysis, special analyses and internal reports, introduction to cost accounting. Business 200 - Managerial Statistics: Methods of obtaining, classifying and analysing business data. Computer T2a - Digital Computers: The use of digital computers; programming _and basic circuitry; organization and operation of complete digital machines. Computer T2b - Programming: Elementary and intermediate programming using IBM PL/I language. Emphasis will be given to the commercial aspects of this language. The student will write programs in PL/I and run them on the !RM 360 computer. English T2a - Report Writing: A study of the different aspects of report writing and business correspondence. This study will include effective expression of ideas, the psychological implication of business correspondence, and the planning and writing of letters and reports. English T2b - Introduction to Types of Literature: The study of drama, poetry, and the novel for the purpose of increasing the student's appreciation of the different types of literature. Business T3b - Cost Accounting (half course): The elements of cost-material, labor 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 gross profit analysis, break-even analysis, profit-volume analysis and differential cost analysis; budgetary control and the flexible budget. Business T2d - Human Relations: A study of people at work and how they may be motivated to work together in greater harmony. Focus is upon the manager and his operating relationships with people in the organization. Computer T3a - Field Work: Practical experience in a commercial or industrial concern. �2c c,7·· Computer T3b - Programming: Advanced concepts of computer programming are considered with emphasis on the language PL/I. Application on the computer of these concepts is done in laboratory sessions. Computer T3c - Management: The principles and practices of business management and their application to the organization and operation of enterprises are discussed with emphasis placed on the philosophy and general approach rather than on d~tails of technique and procedures. Computer T3d - Systems: Systems analysis with special emphasis on EDP systems; systems functions, survey techniques, charting, layout, installation procedures, forms design, work measurement, records management, office equipment, information retrieval, EDP feasibility studies, equipment selection, file layout, controls. Applications Application for admission to the program, together with supporti~g documents, should be submitted to the Registrar, Lakehead University, before September 1st. Application forms and further information may be secured from the office of the Registrar. 1 � https://digitalcollections.lakeheadu.ca/files/original/a0502223d70ca2292d30c1aadd923776.pdf c03db5b4cbf6942e5d15cb35d49df640 PDF Text Text LAKEHEAD UNIVERSITY SCHOOL OF BUSINESS ADMINISTRATION TRANSFER PROGRAM DIPLOMA TO HONOURS COMMERCE DEGREE �Part I: General Policy • The objective of th·e transfer program is to provide a means of upward mobility for the best graduates of diploma programs in Business Administration at Lakehead University and the CAAT system. The program will not attempt to equate co~rses taken at the diploma level to courses at the degree level. Thus, successful comple- tion, with the requisite average, of any diploma program in Business Administration will qualify students for admission into the transfer program leading to the degree Honours Bachelor of Commerce. Accor- dingly, advanced standing will not be granted on an individual basis but rather on a program basis. The courses involved in the program will be the same as those taken by students entering the Honours Bachelor of Commerce program directly from high school. Students will be governed by the same academic standards applied to regular Commerce students. Part II: Admissions Graduates of the Business Administration Diploma program at Lakehead University applying for admission into the transfer program must have a 60% overall average with a 60% average in Business subj_ects. These averages will be _three-year · cumulative averages. Graduates of a three-year Business Administration diploma program from a CAAT applying for admission into the transfer program must have a "B" average overall with a "B" average in Business subjects (three year cumulative averages). Graduates of a two-yea! Business Administration diploma program from a CAAT applying for admission into the transfer program must ... .,..,.__ ,_ _ ·----------·---·~-~--..,.,.. - ... - - - - - ...... _ ..., - .... -· -· - --- ----------= .. �cont'd ... -2- have an "A" average overall with an "A" average in Business subjects (two-year cumulative averages)". All other applicants for admission with advanced standing into the Commerce program must be considered on an individual basis. Part III: Program of Study Program for LU Diploma Graduates General Diploma: Business 300 Business 400 Business 401 Business 402 (½) l½ full courses from Business options 5 Arts or Science Research paper in Business 200 Business 204 Business 301 Business 302 A total of 10 courses plus 4 research papers. Computer Systems: Business 300 Business 303 (½) Business 400 Business 401 l½ full courses from Business options 5 Arts or Science Research paper in Business 200 Business 204 Business 301 Business 302 A total of 10 courses plus 4 research papers. ~ Economics la6 and an advanced course in Economics are required. Program for three year CAAT Graduates 2 full courses selected from Business 200 Business 201 Business 204 3 full courses selected from Business Business Business Business Business Business 400 Business 401 Business 402 (½) . l½ full courses from Business options Economics la6 Advanced course in Economics 1 Arts or Science A total of 12 courses 300 301 302 303 (½) 305 (½) �Cont'd ... Note: -3- Courses shall be selected in consultation with a representative of the department. Program for~ year CAAT Graduates 2 full courses selected from Business 200 Business 201 Business 204 3 full courses selected from Business Business Business Business Business 300 301 302 303 (½) 305 (½) Business 400 Business 401 Business 402 (½) 2½ full courses from Business options Economics la6 Advanced course in economics 6 Arts or Science A total of 18 courses Note: Courses shall be selected in consultation with a representative of the department. Part IV: Research Pauers 1. A student should be required to demonstrate that he has grasped concepts that are stressed at the d~gree level but not at the diploma level. 2. The form and content of the research paper will be left to the discretion of instructor of the degree course. 3. A supervisory system of instruction will be used. Students are not necessarily required to attend regular classes. 4. When a diploma course plus a research paper are used as the equivalent of a degree course, the mark given to the student would normally be weight.e d as follows: 50% of the diploma mark plus 50% of the research paper mark. When choosing optional courses; students who have taken courses at the diploma level and who wish to take similar courses at the Commerce level, may fulfill the requirements for these courses by doing a research paper for the instructor of the appropriate Commerce course. I The level \ �cont'd ... -4- of difficulty of these r~search papers will be such that awarding a halfcredit will be justified. � 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 School of Business Administration Submission Subject The topic of the resource Universities Description An account of the resource School of Business Administration Submission to the Committee of University Affairs, Province of Ontario, September 30 1968. Includes a summary of programs and objectives for 1968 - 1975 with exhibits on enrolment, courses and program paths. The School of Business Administration Transfer Program and Diploma to Honours Commerce Degree is included in the submission. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1968-09-30 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context lu-15e Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/0caa33363b146d081df90133693d5289.pdf 20577688954258b3bdee8e92242344f1 PDF Text Text A PROPOSAL FOR A BACHELOR OF SOCIAL WORK DEGREE AT LAKEHEAD UNIVERSITY I �COMBINED BACHELOR OF ARTS, I I I I BACHELOR OF SOCIAL WORK AT LAKEHEAD UNIVERSITY INTRODUCTION The purpose of this brief is to present to Lakehead University a proposal for the inauguration of a programne leading to a corrt>ined Bachelor of Arts/Bachelor of Social Work degree. This proposal is being brought forward by the Office of the Dean of Arts and outlines all aspects of the programme including an analysis of the demand for B.S.W. graduates. The scheduled starting date for this programne is September, 1973. A short history of the events leading up to this presentation is I I I I I I I I included as well as discussions of the philosophy behind, justification for and nature of the proposed progranme. As early as 1967 the possibility of some type of prograD111e leading to a Bachelor of Arts Degree with a major in Social Work or a degree programne in Social Work being initiated at Lakehead had been discussed. In fact Minute Item 123 of Lakehead University Senate meeting number 13, May 29, 1967, reads as follows: (it was moved by Dr. Rothney, seoondsd by DP. Mi'Llezt, that the Senate approve in pztinoipZe the es tab lishrrent of an undsztgztaduate pl'OgztQ1111le leading to a B.A. Degz-ee 11Jith a rrnjozt in SooiaZ Welfare). This motion, brought to the floor by the then Dean of Arts, was carried, and then was apparently never followed through in any way. It was not until 1971 that the late Dean �- 2- of Arts, Tim Ryan, moved towards the inauguration of a programne similar to the one proposed here. Dean Ryan held preliminary consultations on the matter of a Bachelor I I I I I I of Social Work Degree with Mr. J. J. Young, Chief Social Worker, and Mrs. M. Clarke, social worker in the children's clinic, at the Lakehead Psychiatric Hospital, both of whom realized how valuable such a programne could be if introduced at Lakehead University. During the past su11111er, Mr. Young and Mrs. Clarke worked extensively with the acting Dean of Arts, Dr. W. T. Melnyk, in examining all aspects of the progranllle proposal which this brief contains. Also involved in investigations and planning during the sunner was Mr. R. Voss, an instructor in the Social Service Progranwne offered in the Applied Arts Division at the Confederation College. Dr. Melnyk, Mr. Young, Mrs. Clarke and Mr. Voss initiated extensive research into the nature of BSW and MSW progranrnes offered at Ontario and Manitoba universities in order to determine exactly what the introduction I I I I I I I - of a BSW progranme at Lakehead would require and what could be the benefits from such a prograrnne. Such analysis was greatly aided by Mr. Donald E. Ayre, Secretary of the University, whose judgment on many matters of content was extremely valuable. Extensive research was also conducted to detennine the needs of the Northwestern Ontario community for trained social work personnel. The results of these studies after careful analysis by the Office of the Dean of Arts and the individuals previously mentioned will be introduced at various stages of this presentation. The results of these studies form an integral part of the substance of this brief. �- 3 - PHILOSOPHY BEHIND A BACHELOR OF ARTS/ •I I I I I I I I I ' 'I BACHELOR OF SOCIAL WORK PROGRAr+iE Although the importance of this type of study is so great that it scarcely warrants an advocate, it is the basic philosophy of the university, indeed of education in general, which is the greatest single advocate of a prograR111e which offers what the proposed Bachelor of Arts/Bachelor of Social Work includes. It has been said that the university acts as a mirror of current trends in society. The establishment of a degree prograllllle in Social Work at Lakehead University would make this university's reflection of societal needs, particularly those of Northwestern Ontario much clearer. At present the needs of the native peoples of Northwestern Ontario are particularly urgent and a large portion of the responsibility for tending to these needs rests with the educational system, in particular this university. Since Lakehead University's main purpose is to serve the needs of this a_rea, it becomes very urgent that the University moves rapidly to do all within its power to meet the needs of Northwestern Ontario society in all forms including the needs of native peoples. The proposal at hand offers a means by which Lakehead University may become broader in its sympathies, deeper in richness, more stimulating in spirit and consequently more able to reflect the needs of the society which it serves. It will be shown in the next section of this presentation that there exists at present in our area a positive need for trained graduates at the Bachelor of Social Work level. Part of the reason for this need is �- 4- the historical out-migration of trained personnel as well as potential students of social work from this area. Although Schools of Social Work surveyed could not give exact figures on the nuni>er of students in their progra11111es who were from Northwestern Ontario all indicated that they annually received applications from and accepted a number of students from this area. It is no secret that we in Northwestern Ontario are faced with this problem, and it is particularly important to reduce this out-migration of trained or potential social workers since this field requires training at a specialized advanced level. It 1s a reasonable assumption in light of previous similar situations that if the proposed progranrne were initiated at Lakehead University there I I •I would be a subsequent reduction in the migration of students from this area, to enroll in similar progranuJJes at other universities. The coni>ined Bachelor of Arts/Bachelor of Social Work Programne once initiated at Lakehead University will fill a gap in existing curriculum and will make our university better able to fill the needs of the Northwestern Ontario comnunity. I I I JUSTIFICATION FOR A BA/BSW PROGRAMME The justification for this programne builds itself from a number of extremely sound foundations. Perhaps the strongest of the foundations are the current conditions of supply and demand for trained personnel in the social work field. Appendix 1 shows in tabular form that in each of the last four years in Ontario, only a small percentage of students who wished to enter a school and work towards a Social Work Degree found that they were �l - - 5 - able to do so. Also shown on this table is a ratio of students rejected I • • • •I I I •I • •I I •ii to students accepted. It is interesting to note that this data shows an annual increase in the number of applications over the past several years; this is no doubt a reflection of current trends in our society. The trend towards man helping his fellow man towards the goal of a better life has become a significant force in our times. The figures show this, and the proposed programne would serve this trend admirably . The reason for this high rate of rejection is not due solely to the large number of applicants. Social work is a practice oriented field and social workers often act in semi-professional roles. This makes it imperative that the social worker be trained properly to fill his position and accept the responsibilities which it encompasses. Schools of Social Work have found that one of the best ways to ensure high quality is by demanding high standards and by keeping enrollments at a level where all students may be observed and may receive instruction on a more personal basis . Such matters will be discussed under the heading, NATURE OF TI-fE PROPOSED PROGRAt+tE . It would be a totally realistic move on the part of Lakehead University to assume that the introduction of a cont>ined Bachelor of Arts/Bachelor of Social Work would bring to our campus a significant number of talented students who were unable to register in Social Work Programmes elsewhere. This, coupled with the situation of local students who can't get such training without migrating elsewhere, would ensure sufficient student enrollment for the BA/BSW progranme if it were introduced. In "Design for Development, Northwestern Ontario Region", presented by the Ontario Department of Treasury and Economics, Northwestern Ontario �- 6- was forecast to be an area of growth and development during the coming decade. The growth in demand for trained social workers will increase at a rate equal to or greater than the overall growth rate for this area. As urban areas develop in Northwestem Ontario, an increasing number of urban social problems will have to be dealt with and as increasing numbers of native peoples are exposed to growth and development their orientation to a new way of life nus~ be guided by responsible, trained social workers. The Bachelor of Arts/ Bachelor of Social Work Programne as proposed herein would help to meet the need, current and projected, -for such trained Social Workers. A survey of area agencies involved in social work 1n their respective conmunities reveals a need for trained social workers due to annual employee turnover as well as projected increases in staff complements over the next five years. Appendix 2 gives a part of the results of the survey showing agency questioned, their annual staff turnover and their estimate of change in staff needs over the next five years. It was noted in some of the responses which were received from twenty-four separate agencies, that some of the agencies indicated that more staff was needed at present or that more staff would be required although because of budget considerations they were not even able to estimate their requirements. These survey results indicate conclusively that area agencies will be able to employ a significant number of BA/BSW graduates if such a programne were available at Lakehead University. Placements could also be found elsewhere by Lakehead University graduates since this growing need is not merely local but global. The reasoning behind designing the programne to lead to coni>ined Bachelor of Arts/Bachelor of Social Work Degrees warrants some discussion. �- 7 - I I I The cont>ined degrees give a llllch broader scope to the education of the prospective Social Worker. In short, it improves the quality of education. Appendix 3 is an article taken from the periodical CANADIAN MENTAL I I HEALTH, Sept.-Oct., 1972. The article is the essence of a thirty-one page I outlines in no uncertain terms the value of interrelation between Social report by a special Conmission appointed by Carleton University "to enquire and report on the affairs of the Carleton School of Social Work". The article Work and other related academic disciplines. This is the essence of the I Social Work Programle as it is being proposed, in fact this progranme is I I disciplinary progranme with a director responsible to the Dean of Arts. Although I I discussion on the nature of the programne that this proposed progranwne allows I I I I I I I not being proposed as a School or a Faculty. Department but rather as an interthe degree of interrelation between disciplines which will result in the progran111e proposed here is not yet clear, it w111 be seen in the following for significant interaction in many areas. The content of this article reinforces to a gratifying extent the reasoning which went into the design of the progranne at hand. In addition to this, the cont>ined BA/BSW progranme is superior, practically speaking, for the student. Any student who found himself not suited to a career in social work or unable to continue in the Social Work PrograR111e for any reason could elect to finish only the BA Degree. This could be the difference between the University's keeping or losing a student and this is an important consideration in light of current enrolment shortages. Introduction of this prograllllle would involve the setting up of a minimum number of new courses; to be more precise, six would be required �- 8 - in the initial year. All six new courses would be labled as Social Work courses. Rather than initiate new courses. en masse 1 the progra11111e aims to utilize existing courses which offer instruction in many subjects nonnally required as part of a Social Work Education. Courses already offered which are suitable and new courses which will be required will be discussed under the nature of the progra11111e. There exists in the Northwestern Ontario comnunity at present a sufficient nunt,er of qualified, dedicated social workers to instruct the new Social Work Courses which will be required. Instruction would be on a part-time basis which would minimize the programe's expenses for faculty. Such a system would be advantageous in that it would allow proper instruction in the diverse areas of Social Work by individuals trained and experienced in each of these particular areas. It is also anticipated that in the early stages of the progra11111e, the director could assume such teaching duties as I his acbninistrative responsibilities would permit. The value to the programme of this type of instruction is obvious in that it would be difficult to find full time instructors qualified to teach in all of the diverse areas of Social Work. At its outset, the programne will require two or three part-time instructors depending upon enrolment and at that time such instructors, with education to the Master of Social Work level, will be available in Thunder Bay. At present within the University, there are faculty who are interested in and qualified to assist with the development of this programne. Studies conducted on Social and Economic problems of Northwestern Ontario by various University faculty meRDers would make their assistance of particular value to the progra111T1e. Previous research could be of great value to BA/BSW candidates �- 9 - I I I who could employ the results of or follow up on such research. Lakehead I Ontario there are a large number of untrained personnel, that is to say, I University's support of such research in the past indicates a social awareness within the university collllllnity which would serve well all of the ideals behind the BA/BSW Progranme. At present in the agencies involved in Social Work 1n Northwestern personnel who have had no fonnal social work education even though they may hold some University degree. Such a situation may hardly be considered ideal considering the nature and importance of Social Work. The previously mentioned I I I I I I I I survey of agencies asked whether or not staff merrt>ers would find social work training on a part-time basis valuable. A substantial number of agencies indicated that they saw great value in such upgrading on a part-time basis with many agencies saying that staff merrt>ers would be interested in upgrading to the degree level if possible. Appendix 4 lists those agencies registering interest in this aspect of the progranne and offers an estimation of the number of part-time registrations which the survey has shown the progra11111e may anticipate. An attempt was made, in the survey, to detennine if staff in any of the agencies would be interested in enrolling in the progranm,e on a tenn basis. Many agencies indicated that staff members were interested in such a progranme but would be unable to support themselves while back at school. A subsequent investigation into the Canada Manpower Centre's "Occupational Training of Adults Progranne", which is outlined in Appendix 5 reveals a distinct possibility that such staff might be able to return to classes. Further investigations into this matter will be initiated once the approach �- - - - - - - - - - - - - - - - -- - - - - - - - -- 10 - of the programne becomes a reality. It should be noted that Confederation College's 11 MENTAL RETARDATION COUNCELLORS PROGRAMME" has ten students who I I I I I I I I I I I I I I I I are upgrading their qualifications while supported by this prograrrme. In light of current shortages of trained Bachelors of Social Work in this area, support by Canada Manpower of the BA/BSW Prograrrme remains a distinct possibility. The programne proposed here will be flexible enough to all<M the University to accept undergraduate students who have completed some work in BSW programnes elsewhere. Such flexibility should prove particularly valuable in the initial years of the progranne when upper year levels could be partially filled by such transfer students. At present the physical facilities of the University are adequate to acconmodate new demands which the addition of this progra11111e will make. The University's Department of Physical Planning and Construction could envision no difficulty in providing the office space required by the administration and staff of the programne. The recent addition of the Ryan Building has added enough classroom facilities to accoR1110date the new courses which would start in Septent>er, 1973. At present the introduction of the progra11111e would require a small nwnber of additions to the University Library's holdings. Appendix 6A gives a listing of the number of volumes of sociology subjects which are related to Social Work Studies. Although a similar breakdown was not available for Psychology subjects, Appendix 68 lists areas of psychology pertinent to Social Work where volumes are available. It would of course be the responsibility of the director to detennine what volumes would be necessary additions. The �- 11 - effect on the Faculty of Arts Library Allocation will not be available until such time as the director has done a detailed inves~igation on the matter. The Library's holdings of periodicals would have to be supplemented to meet the programne's needs, and Appendix 6C outlines a number of relevant periodicals which the Library would have to acquire. The number of additions would be small overall, and yet these additions would make research facilities adequate for all students enrolled in the progra11111e. The University's Computer Centre would serve the programme as it does other academic fields by providing a valuable storage facility for research and information required by students on any aspect of Social Work. Students in the BA/SSW progranme who intended to go into work with the native peoples of Northwestern Ontario would find it necessary to acquire a working knowledge of the Cree and/or Ojibway languages. The language labs here at the university would be ideal for this purpose. Tapes are available or they could be made and used by students requiring such training. Confederation College currently offers a course in Elementary Ojibway and they are having an encouraging student response to the programme. This University might find widespread support in all disciplines for such a language progranune if it were made available. Discussions up to this point indicate that the institution of the BA/SSW Programie in Septent>er, 1973, would be a financially sound venture. A discussion of the financial aspects of the programne is now required. Because of the previous inaccuracy of budgetary estimates with respect to the introduction of new progra1m1es, this brief does not atte111>t to estimate what the detailed budget for the BA/BSW programme would be. However, Appendix 7A lists all �- 12 - of the goods, services and hllnan resources which the progranrne would utilize. I I Appendix 7B offers an estimate of student enrolment for the first year and a statement of the value of each student with respect to govemmental funding. The expenses involved are minimal at all levels and this has been the most singularly important consideration, next to high quality, throughout the entire process of progra11111e design. NATURE OF THE PROGRAMME I The proposed progrann1e leading to the BA/SSW degree will differ in a number of ways from progranmes already in existence on campus. Basic to the prograrrme will be the existence of an admissions screening conwnittee which will serve a multifold purpose. This conunittee would be composed of the Programne Director, Dean of Arts, Registrar of the University and two senior social workers from the conmunity who may or may not be involved in teaching or advising in the progra11111e. The value of such conJnittees has been widely shown and virtually all Schools of Social Work employ them to ensure the maintenance of high quality output. General admission policy will be the same as existing requirenents for admission into the Faculty of Arts. Adult admissions will be handled through the channels already existing in the Admissions Office. Any considerations of advanced standing for applicants with field experience will be the responsibility of the screening comnittee previously mentioned. The comnittee will review the grades of each student at the end of the first and second years of the progran111e, and this comnittee may interview any student whose perfonnance is not adequate. The comnittee �- 13 - may request that such students withdraw from the BSW section of the programme and become a candidate only for the BA Degree. Admission to the proposed progra11111e will be from either of four categories: -I I I I I I I 1. The first category will be students enrolling in the first year of the four year degree programne and completing all of the degree requirements for the BA/BSW. 2. The second category will be students who have attained the Bachelor of Arts degree at Lakehead University or another University and wish to complete the additional courses necessary to reach the Bachelor of Social Work level. The screening corrmittee will detennine which courses other than the required Social Work courses B.A. graduates entering this one year progra11111e will require, Not all applicants holding Bachelor of Arts degrees will have all of the required courses for the BA/BSW and some may find that a make-up year of some type will be necessary. 3. A third category will include students who transfer from other departments and/or disciplines or students who transfer from similar programmes at other universities. Also into this area a substantial nurrber of comunity college students can be expected to transfer. It is anticipated that programnes such as the Social Services diploma offered at the Confederation College will provide students for the proposed degree progranme. Although the circumstances surrounding such applications would have to be reviewed individually it would appear that Confederation College graduates could expect to receive at least five credits towards the Bachelor of Arts/Bachelor of Social Work degree. 4. A fourth and final category from which the progranre should �- 14 - I I I I I I I I I anticipate applications is the personnel of area social work agencies who wish to upgrade their qualifications. A recent survey, the results of which are outline in Appendix 8A predicts a considerable number of applications to the progralJITie from this area. The questionnaire sent to various agencies, including those agencies listed in Appendix 4, and the results received are outlined in Appendix 8A. These results show that there is a great interest in upgrading on a part-time basis. Courses for students in this category could be offered in the evenings, during su11111er school or as extension courses. It will prove to be quite valuable to students entering the one year programne if they could take the first year Social Work course described later in this presentation during the sunaner preceding their registration in the progranrne. Ideally this course, later described as S.W. 100, would be offered in the evening during Summer Session each year. Social Work courses, apart from strictly field work courses will be accepted as general credits by the Faculty of Arts. This will serve well to increase interest in the programne at its outset. It should be made clear at this point that the programne will not be offered in its entirity for a number of years. Appendix 8B lists all of the Social Work courses which the interdisciplinary programne leading to the BA/BSW degree would require to allow the student to receive adequate training in any accepted field of social work specialization. It would be impractical to introduce such a thorough progranme all at one time, this would require a staff complement which is at present unavailable as well as prohibitive expense for administration. Appendix 9 contains an outline of which courses the progran111e would be required to offer in Septent>er, 1973, �- 15 - I I I I I in order to graduate BSW's with the necessary high level of training _perhaps as soon as May, 1974. The courses so introduced would serve adequately the needs of BA graduates entering the progra11111e to complete the BSW Degree over the first one or two years of the progranme. It is hoped that by the time students entering the progranme in the first year reach the third year level, that is by September, 1975, the programne will have been expanded so that it would closely approximate the ideal outline shown in Appendix 7. When fully developed, the progranne will allow for specialization in Northern Problems, Administration, Comnunity Work, Research and Clinical or Treatment Practice. All of these areas of specialization except Northern Problems are accepted divisions within the field of Social Work. The Northern I I I specialization will be peculair to the Lakehead University progra1J111e and has been introduced to neet the unique needs of the Northwestern Ontario area. Specialization in any one of these fields will involve different compulsory courses at each year level and a restricted choice of elective subjects. Appendix 10 gives the outline of the progra111t1e year by year as it will be when it is completely developed. Appendix 11 shows a list of electives which could be chosen according to the chosen field of specialization. With respect to the prograrrme, for autumn, 1973, Appendix 12 describes the offerings of each year of the progranne at the outset. The maintenance of a B average in all of the social work courses will be required and at least a C average will be required for other compulsory courses. When offering a progra11111e such as this, it must be appreciated that the BSW graduate assumes an important role of a semi-professional nature in many employment situations. �• •I I I I I I I I I I - 16 - Consequently standards must be high and the quality of the graduate excellent. An integral part of the BA/BSW progranrne as the course descriptions indicate is the field work prograrrme. Courses at both third and fourth year levels are based on practicum training alone. Field work, when the progranme has developed fully, will become a major means of training in any one of the specialized fields of Social Work which the student has chosen to pursue. At present, no trouble is expected in finding field work placements. many area social work agencies have indicated willingness and enthusiasm at the prospect of having BA/BSW candidates placed with them either on an hourly basis {as S.W. 321 requires} or on a week-block basis (as S.W. 400 requires}. Students with field work experience in the fonn of a current or previous employment situation will be able to receive credit for field work courses at the discretion of the screening committee. Grading and supervision of the field work courses would be accomplished in the following manner: Supervisors would be hired to work on a part time basis; it would be their responsibility to make rounds of all organizations and institutions at which field work placements had been made. During these visits, observation of the student would provide a basis for grading; a second basis for grading would consist of a report from and consultations with the student's supervisor in the field situation. In each year of the BA/BSW programme, weekly tutorials of two hours would be a course requirement. These tutorials, which would be conducted by part time faculty, would hopefully bring to light any problems being encountered with what one might call "professional practices". In the first and second years tutorials could be spent in field observation or discussion thereof. �- 17 - At year levels three and four, tutorials could be spent in analysis of any I problems encountered in field work or course work, or in discussion of a particular area of specialization with a qualified adviser in the coJ1111unity. It is hoped that summer courses may be offered at the earliest possible time in a number of Social Work courses besides the first year course. This, I I I I I I I I - - I along with scheduling some of the social work courses throughout the year in the evenings, would better enable individuals in the field to upgrade on a part time basis, since it was indicated that a nunber of agencies employed personnel who would be interested in upgrading if at all possible. The programme has been designed to involve a minimum expense to the University. The plan to introduce the progranrne slowly is one which will lead to the foundation of the programne being a solid one. Expansion will be carried out at a controlled rate as the programme can accomnodate such expansion; this is why no dates have been given for the completion of prograrrme growth. The support for this programme has been most enthusiastic in this area as has already been stated. Many area social workers feel that this is precisely what is needed in our area to provide high calibre social workers capable of dealing with area social problems both current and anticipated. �- 18 - I •I -I I INDEX OF APPENDICIES TITLE PAGE 1 RESULTS OF APPLICATIONS/ADMISSIONS SURVEY 19 2 RESULTS OF STAFF NEEDS SURVEY 20 3 ARTICLE, DIFFICULTIES AT CARLETON SCHOOL OF SOCIAL WORK 21 4 AGENCY SURVEY INDICATING INTEREST IN STAFF UPGRADING 23 5 DESCRIPTION: CANADA MANPOWER CENTRE OCCUPATIONAL RETRAINING OF ADULTS 24 6A LIBRARY HOLDINGS: SOCIOLOGY 25 68 LIBRARY HOLDINGS: 26 6C LIBRARY HOLDINGS: PERIODICALS REQUIREMENTS FOR PERIODICALS 27 PROGRAMME REQUIREMENTS - GOODS, SERVICES AND HUMAN RESOURCES 28 7B COMMENT ON STUDENT ENROLLMENT 29 8A SURVEY OF AREA AGENCIES TO DETERMINE STAFF INTERESTED IN UPGRADING PART TIME 30 SOCIAL WORK COURSES TO BE OFFERED IN COMPLETE PROGRAMME 31 NEW COURSES IN SOCIAL WORK FOR SEPTEMBER 1973 33 10 PROGRAr+1E OUTLINE FOR COMPLETE PROGRAMME 36 11 ELECTIVES WITH RESPECT TO SPECIALIZATION 39 12 BA/BSW PROGR!\t ,•.~r 47 APPENDIX NUMBER 7A 88 9 PSYCHOLOGY - SEPTEMBER 1973 50 �- 19 - APPENDIX l Year Applications Received No. of Students Accepted Approximate Ratio Applications/Acceptance CARLETON 1972-73 335 49 7 to 1 McMASTER 1969-1973 Name of University UNIVERSITY OF TORONTO 1970-71 1971-72 1972-73 UNIVERSITY OF MANITOBA 1969-70 1970-71 1971-72 1972-73 WINDSOR 1969-70 1970-71 1971-72 1972-73 UNIVERSITY OF WESTERN ONTARIO WATERLOO LUTHERAN NA 1969-70 1970-71 1971-72 1972-73 NOT AVAILABLE FOR BA/BSW 532 662 864 UNKNOWN UNKNOWN UNKNOWN NOT AVAILABLE FOR 229 241 414 440 NOT AVAILABLE 187 246 293 316 100 100 106 200 200 140 BA/BSW 76 76 102 98 MAXIMUM ADMISSIONS 50 40 80 66 74 Although figures were not available the ratio suggested was 4 or 5 to 1 5 to 1 6.5 to 1 8.5 to 1 Accepted rate of rejection to acceptance 4 to 1 3 3 4 4.5 to to to to 1 1 l 1 NOT AVAILABLE 4. 5 3 4. 5 4. 5 to to to to 1 1 1 1 �I - 20 - I I I APPENDIX 2 • • • • • RESULTS OF STAFF NEEDS SURVEY STAFF AGENCY QUESTIONED COMPLEMENT ANNUAL TURNOVER 5 YEAR PROJECTION Fort Frances Separate Schools 8 1 up 3 Addiction Research Foundation 3 1 up 1 1/2 1/2 Social Services 30 3 Thunder Bay - Children's Aid Society 35 4 - 5 up Kenora - Children's Aid Society 17 4 up John Howard Society up 3 Ministry of Community and up 10 McKellar General Hospital 2 NOT AVAILABLE Lakehead Social Planning Council 1 N/A up Welfare 80 8 up Lakehead Psychiatric Hospital 17 4 up 25 Department of National Health and Ontario Metis and Non-Status Indian Association Lakehead Board of Education 3 NONE INSIGNIFICANT NONE up 10 up 2 Canadian Department of Citizenship and Irrmi grati on 3 INSIGNIFICANT up Red Lake Indian Friendship Centre 3 INSIGNIFICANT up 1 National Parole Board 3 INS IGN I FI CANT �- 21 - APPENDIX 3 Taken From: -I I I Canada's Mental Health, Page 40, Volume XX, No. 5, Sept.-Oct. 1972. Difficulties at Carleton School of Social Work A serious internal crisis at the Carleton School of Social Work has culminated in the issuance of a 31 page report by a special Commission, appointed by the University, "to enquire and report on the affairs of the School 11. Many of the Comnission's recornnendations in all areas stress the necessity for the School to integrate with both the rest of the University and with the whole comnuni ty. The report states: "In the future we see the School much more a part of the University. The extent of its isolation in the past has been startling to discover. The main benefit of closer integration will lie in the intellectual enrichment thereby facilitated, but there are practical aspects as well. 11 Although the Contnission feels that the focus should continue to be mainly on the graduate level of social work education through the Master of Social Work degree, with possibly an ultimate development tCMards a doctoral degree, the report states that "In addition, we feel it essential that social work education must move in the direction of closer interaction with other related academic disciplines such as sociology, psychology and public administration and must also ultimately become more aligned with the standard university year." �- 22 - I I I I Further, in dealing with curriculum, the report outlines that onefifth to one-third of the student's academic program should consist of elective subjects, many of which could be taken in cognate graduate disciplines elsewhere in the University. Some courses, the Comnission feels, could come from areas which at first glance would appear of only marginal relevance to social work 11 and this overall 11 11 cross-fertilization and the enhanced flow of ideas" would 11 11 "enliven the School's central curriculum." Also stressed in terms of integration is the need for interchangeability with other degree programs, extending ultimately to social services training at the conmunity college level and emphasis on mid-career admissions as well. The report notes that" ... continued efforts must also be made to ensure the openness of admission as the whole field of professional training continues to develop. 11 Other sections of the report deal with the School's relationship to the colllllunity, the need for the School to "accomnodate the use of Canada's two I I I I official languages, and the need for research to become an integral part of the School's teaching program. The Co11111ission notes that Prof. Shaun Govenlock, director of the School, has asked that his resignation be accepted, and "therefore a new Di rector rrus t be appointed and an Interim Di rector appointed. 11 �- 23 - APPENDIX 4 N.W.O. Social Work Agencies indicating that staff would upgrade on part tine basis • Fort Frances Separate Schools Fort Frances Board of Education Salvation Arff\Y - Thunder Bay Alcohol and Drug Addiction Research Foundation - Thunder Bay John Howard Society - Thunder Bay Ministry of Corrmunity and Social Services Children's Aid Society - Thunder Bay Children's Aid Society - Kenora McKellar General Hospital Department of National Health and Welfare Lakehead Psychiatric Hospital Ontario Metis and Non-Status Indian Association Lakehead Board of Education National Parole Board Canadian Department - Citizenship and Imnigration Lakehead Separate School Board City of Thunder Bay Social Services The most accurate estimate possible of part time attendance personnel for upgrading purposes is about 60. by agency The majority of those interested are employees of the large agencies such as National Health and Welfare, Lakehead Psychiatric Hospital, City of Thunder Bay Social Services and The Children's Aid Society. Out of town agency personnel showed interest in upgrading courses or correspondance in many cases. by extension �- 24 - APPENDIX 5 OCCUPATIONAL RETRAINING OF ADULTS The following outline of the progranme was obtained from Mr. Al Fairbridge of the Canada Manpower Centre. It was through Mr. Fairbridge that Canada Manpower Centre arranged with Confederation College to buy training for the ten students enrolled in the Mental Retardation Councellor's programne. Mr. Fairbridge outlined the procedure as follows: 1. industr-y must be e3:erting a demand for a particular service requiring training 2. this demand must be great enough that manpower officials at local, regional, and provincial levels recogniae that it cannot possibly be met in the e3:isting labour fieZd 3. if this demand is sufficient C.M.C. 1JJiZl pay for retraining for a period of up to fifty-two weeks 4. the Zeve Z at 1JJhich retraining or upgrading is taken does not matter. It seems at present that the required demand could be brought to bear upon the Canada Manpower Centre. C.M.C. officials on campus could act for the University in this regard. �- 25 - APPENDIX 6A LIBRARY HOLDINGS~ SOCIOLOGY I I I I I I I I AREA NO. OF VOLUMES SOCIOLOGY {GENERAL TOPICS) 945 SOCIAL HISTORY 585 THE FAMILY, MARIAGE, WOMAN 630 SOCIAL GROUPS 450 SOCIAL PATHOLOGY 630 There are approximately 1000 volumes related to Anthropology in the Library sone of which would be relative to Social Work areas such as Northern Studies. �TELEPHONE 345 2121 AREA CODE 807 Lakeheacl. U:n.tve:rst-ty POSTAL STATION P, T R BAY, ONTARIO , CANADA. \ \\,_ Gentlemen: Wtth_ r.es~ee-t - t0--t ·he-\~rrcr9._ ~ec.t: /rder {g) we have no yet received.:--------·· ·----·, / i L I / / I Inv~:jJ;;__e_ c-__ ----- Please report as soon as of the order(s). ossi bre-en-the status ------- s ~ ncerely, (for) SERIALS LIBRARIAN. �~ - �- 26 - APPENDIX 6B PSYCHOLOGY .HOLDINGS - LAKEHEAD .UNIVERSITY 'LIBRARY General Psychology holdings total 2340 volumes. Soni! areas where volumes exist which are related to the Social Work progra11111e are Psychoanalysis, Physiological, Experimental, Habit and Accommodation, Heredity, Attention and Association, Creative Processes, Mental Deficiency and Deviation, Will, Volition and Choice, Applied Psychology, Personality, Child Psychology and Race and Ethnic Psychology. The Library holdings also included 830 volumes on Abnormal Psychology and Psychiatry. �- 27 - APPENDIX 6C PERIODICALS In addition to the current holdings of periodicals: 140 in Psychology 112 in Sociology, it would be necessary to acquire the following periodicals and perhaps others. I I I I I I ABSTRACTS FOR SOCIAL WORKERS ADDICTIONS BRITISH JOURNAL OF ADDICTIONS. JULY 1972 CANADA'S MENTAL HEALTH. 1968 CANADIAN WELFARE INTERNATIONAL JOURNAL OF SOCIAL PSYCHIATRY PSYCHIATRIC NEWS. JULY 1972 SMITH COLLEGE STUDIES IN SOCIAL WORK SOCIAL CASEWORK (U.S.A.) SOCIAL WORKER JOURNAL OF ORTHOPSYCHIATRY THE JOURNAL: ADDICTION RESEARCH FOUNDATION OF ONTARIO SOCIAL WORKER {BRITISH) JOURNAL OF THE BRITISH MENTAL HEALTH ASSOCIATION (TITLE HAS RECENTLY BEEN CHANGED) HOSPITAL AND COr+1UNITY PSYCHIATRY (U.S.A.) BRITISH JOURNAL OF SOCIAL AND CLINICAL PSYCHOLOGY CANADA'S HEALTH AND WELFARE JOURNAL OF CANADIAN ASSOCIATION OF SOCIAL WORKERS �- 28 - 'I II I II I II I APPENDIX 7A GOODS, ·SERVICES AND HUMAN RESOURCES REQUIRED 1. Offices - including furnishing and maintenance 2. A 3. Two or three part time faculty 4. Administrative readjustments to handle registration, etc. 5. Some addition to Library allocation 6. Tutors 7. Field work supervisors 8. Design and introduction expense di rector �... \ - 29 - APPENDIX 78 'STUDENT ENROLMENT The progranme would enroll at the outset a maximum of 25 students I I in both the first year of the four year BA/BSW and the one year prograrrme for Bachelor of Arts graduates. Make-ups and transfers would make the number of students at each year level approximately the same as the number of first year entrants. Under present University financing each BA/BSW student would be weighted as one B.I.U. Tuition would ideally be set at some figure higher than regular Faculty of Arts tuition to reflect the combined and professional nature of the progrannne. �- 30 - APPENDIX SA SURVEY - ADMISSIONS FOR UPGRADING .PURPOSES On Noveni>er 1, 1972, a survey was initiated to detennine exactly what nt.anbers of area social work agency personnel would be interested in enrolling in a progranne leading to a Bachelor of Social Work degree. The survey asked for the employee's name and position and whether they were interested in enrolling full time, part time or not at all. A total of 72 replies were received and the response was as follows: Interested in full time attendance 5 Interested in part time attendance 64 Not interested 3 Many respondants offered enthusiastic conwnents and praise for the progranme in a space provided for conments. �- 31 - APPENDIX 88 SOCIAL WORK COURSES .TO BE OFFERED IN COMPLETE PROGRAMME FIRST YEAR COURSES S.W. 100 - Introduction to Social Work SECOND YEAR COURSES S.W. 200 - H1.111an Behavior and Social Environment THIRD YEAR COURSES S.W. 300 - Research Report (major paper) HALF COURSES (1st tenn) S.W. 311 - Introduction to Social Work Methods S.W. 313 - Social Casework S.W. 315 - Social Institutions S.W. 317 - Conmunity Organization HALF COURSES (2nd tenn) S.W. 320 - Social Groupwork S.W. 322 - Social Work Policy (Ethics) S.W. 324 - Field Work �- 32 - FOURTH YEAR COURSES S.W. 400 - Field Work Placement (compulsory} HALF COURSES (1st term} S.W. 411 - Social Work Practices in Northern Convnunities S.W. 413 - Child Welfare S.W. 415 - Medical and Psychiatric Social Work s.w. 417 - Specialized Topics in Conmunity Practice S.W. 419 - Advanced Casework HALF COURSES (2nd tenn} S.W. 420 - Family Counselling S.W. 422 - Specialized Topics in Social Work Research S.W. 424 - Specialized Topics in Administrative Practice S.W. 426 - Advanced Groupwork �- 33 - APPENDIX 9 NEW .COURSES .REQUIRED - SEPTEMBER 1973 1. Social Work 100 - Introduction to Social Work An introduction to social work which includes the survey of the history I and development of social work, concepts of the various methods of social work practice and their relationship to social and behavioural sciences' concepts and to the various value and other systems. There is no field work content but students will be exposed to either observation to or explanation of the services existing in the conmunity. 2. Social Work 200 - Human Behaviour and Social Environment An analysis of social functioning in relation to social systems and examines the interacting variables which influence the social funtioning of individuals, families, groups and conmunities. 3. Social Work 311 (first tenn only) - Introduction to Social Work Methods This course will include an analysis of casework skills and interview- ing skills and an examination of the principles and methods underlying all "helping processes", as they apply to the different social work methods discussed. The principles underlying the "personal skills" a social worker needs will also be examined. �I I • • - 35 - acquisition of proficiency in "the use of self" to provide service to others in distress. �I I - 36 - APPENDIX 10 THE .PROGRAJ+1E •WHEN FULLY DEVELOPED Year One I I I I I I I II a. English b. Psycho 1ogy c. Sociology d. S .W. One option from list - according to a. Major or b. S.W. Concentration III Tutorials (two hours per week) Year Two I a. Psychology 2a6 Developmental Child or 2e6 Physiological b. I Socio1ogy 2e6 (Social Thought) or 2f6 (Social Problems) c. II III Social Work Two options from list Tutorial (two hours per week) �- 37 - Year Three I a. Research Course Psychology 2c6 or Sociology 3d6 b. Social Psychology, Psychology 3b6 or Sociology 3b6 c. II III Social Work Social Work Tutorial (two hours per week) Two options from list - according to a. Major or b. Social Work Concentration Year Four A. (B.A., B.S.W. Full Prograrrme) I II III B. Social Work Social Work Tutorials (two hours per week) Two options from list - according to a. Social Work Concentration (B.A. graduates) I II One full year Social Work courses (six courses) Tutorials (two hours per week) �I - 38 - followed III by Field Work Placement �I - 39 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL '40RTHERN COMMJNITY ADMINISTRATION RESEARCH Economics l a6 - Pri nci pa 1s y X 3g6 - Regi ona 1 2a6 - Economic X History English 270 - Canadian X X X X Tl a or Tlb, T2b Philosophy X la6 - Introduction I •I I X 2d6 - Logic X 4d6 - Philosophical X Research X 4e6 - Theory of Value Geography 2e6 - Economic Geography X X X �I - 40 - APPEtJDI X 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH 2d6 - Cultural X X Geography 3a6 - Urban X Geography 4d6 - Regi ona 1 X X X X Geography History I I 2a6 - Canadian X X 3c6 - Ontario X X 4c6 - Problems in X X Canadian - Social History 2b6 - British X Political Studies 3a6 - Public Admi ni stra- tion X X X �- 41 - I I I I I I I I APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL NORTHERN COMMUNITY AOMIN ISTRATION RESEARCH 4e6 - Regional X X X X Studies 2d6 - Government of Canada Psychology 2a6 - Child X X X X X X 2c6 - Statistics X X X X X X X X X X X X 2e6 - Physiologica 2f6 - Theory and . I X X Research in Persona 1i ty 296 - Conditioning X X and Leaming 2z6 - Family Life X 3a6 - Abnormal X 3e6 - Drugs and -X Behavior 3h6 - Contemporary Issues X X �- 42 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZf.JION GENERAL CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH 3z6 - Family Life X 4e6 - Learning and X X Motivation 3b6 - Social X 4f6 - Advanced X X X X X X X Social 5d6 - Behavior X Modification 5e6 - Leaming X X Di sab 11 i ti es Sociology 2a6 - Family 2e6 - Social X X X X X ·X X X X X X X X Thought 2f6 - Social Problems 296 - Race and . Ethnics X �- 43 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL ~mRTHERN COMMUNITY ADMINISTRATION RESEARCH X 2h6 - Canadian X X Society X 3a6 - Urban 3b6 - Social X X X X X X 3d6 - Research X X X X X X X X X X X 3e6 - Criminology 3g6 - Social X Stratification 3j6 - Collective Behavior X 2i 6 - Re 1i gi on 4p6 - Advanced X X la6 - Introduction X X 2a6 - Cultural and X X Social Anthropology I •I I Social X X �I I I - 44 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL 3a6 - Dynamic CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH X X X X Aspects of Culture 3d6 - Methods and X Theory in Ethnology 3b6 - North -x- X X Anerican Indian 4a6 - Selected X X Problems 4b6 - Seminar 4e6 - Culture and X X Persona1i ty 4d6 - Advanced Ethnology Theory .. X �- 45 - APPEfJDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL NORTHERN COMMUNITY ADMINISTRATION RESEARCH Business X 302 - Administra- X X tive Practices 421 - Local Govern - X X nEnt and .. Administration Nursing 200 - Preventative X X X X X X X X Medicine 207 - Psychiatric X 308 - Nurse, Family and Conmun i ty 309 - Behavior X Dynamics 315 - Mental Health X X X �- 46 - APPENDIX 11 ELECTIVES WITH RESPECT TO SPECIALIZATION GENERAL CLINICAL ~ORTHERN COMMUNITY ADMINISTRATION RESEARCH Mathematics lc6 - Calculus X Oa6 - Maths for X X Social Sciences 2q6 - Statistics X .. Physical Education X 406 - Health X· . Education Liberal Science 100 - Science and X X Man Education 200 - Educational X X X X Psychology Languages Native Languages X X X �- 47 - I APPENDIX 12 BA/BSW PROGRArt'1E - •SEPTEMBER 1973 Year One I I -I I I I I I I I I English 100 - Introduction Pscyhology 1a6 - Introduction Sociology la6 - Introduction Social Work 100 - Introduction II III One optional selection - according to B.A. major Tutorials (2 hours/week) Year Two I Psychology 2a6 - Child or 2e6 - Physiological Sociology 2f6 - Social Problems or 2e6 - Social Thought Social Work 200 - Human Behaviour and SQcial Environment II Two options - according to a. B.A. major b. area of III Tutorials (2 hours/week) s.w. specialization �- 48 - Year Three I Research Methods (Statistics) - Psychology 2c6 or Sociology 3d6 Social Psychology - Sociology 3b6 or Psychology 3d6 Social Work 311 (Methods) and 321 (Field Work) Social Work 300 (major paper} II One optional selection - according to a. B.A. major b. S.W. specialization III Tutorials (2 hours/week) - Year Four A. (B.A./8.S.W. Full Progra11111e} I Social Work 400 - Field Placement Social Work 402 - Advanced Methods II Four options - according to a. B.A. major b. area of S. W. $pecialization III Tutorials (2 hours/week) �I I - 49 - B. {B.A. graduates) I All of the S.W. courses offered must be completed II All required courses at all year levels must be completed �IJ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Proposal for a Bachelor of Social Work Degree at Lakehead University Subject The topic of the resource Universities Description An account of the resource A Proposal for a Bachelor of Social Work Degree, Combined Bachelor of Arts, Bachelor of Social Work at Lakehead University to start September 1973. The brief proposed by the Office of the Dean of Arts outlines aspects of the programme, analysis of the demand, history and philosophy with quantitative appendicies. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1973-09 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context U15c Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/eb349528b43f7a80710e1e0eee6f79fe.pdf 5fadff5c60453f82fe51a7c15f57aedf PDF Text Text �PSYCHOLOGY 2z6 and 3z6 FAMILY LIFE PROGRAM: AN EVALUATION PAGE I Introduction 1 Budget Information on students 4 (a) (b) number of students and average age marks on entering Lakehead University and marks for Psychology 2z6 and 3z6 (c) occupations geographical locations from which students (d) originated (e) academic background of students (f) course enrolment data for Family Life students Students' course evaluation Group Leaders' course evaluation Correlations between student and group leader course evaluation Recommendation concerning the Family Life Program Guest Lecturers' comments and opinions Appendix I: Family Life Program Brochure Course description and list of guest lecturers 5 5 s 6 6 8 9 10 21 25 26 28 33 �... 2 - I I I I I I I I 'I I I University of California received 2000 applications for a course des_igned to accommodate i100 students. The nature of the program offered by Lakehead University this summer was unique. Leading authorities on Family Life and Sex Education were invited to Lakehead University as guest lecturers and served as the focal point for the course. The l~st of invited speakers is impressive and there can be no doubt that most of them have reached the apex of scholarship and academic achievement (see App-endix I). There is· · no other Family Life course offered in North America which can make the same claim. Moreover, the students are expos~d to each speaker on a more informal basis during discussion group periods, luncheons, evening sessions and so on. The course took on some of the characteristics of total immersion where the involvement in the course did not end with the end of each daily session. It has been suggested that the course offered by Lakehead University is not within the bounds of a Psychology Department particularly in the light of the fact that 90% of the stud~nts we~~ teachers (s~e page 6). In support of this position is the argument that the course d-e als with sociol_o gical, cultural, philosophical and religious questions_ as well as material_ germane to Psychology. It should be pointed out, however, that the department in which any subject is taught is not predetermined by the profession of the students taking the course. Moreover, when there is any discussion of human sexuality we must inevitably come to the position where we have to consider the individual .. Over the last few years there has been an obvious demand on the part of the public for more and more information about sex. Past and current best selling books such as Reuben's "Everything You Wanted to Know About Sex" are _indicative of a real need which exists within the community. Nor should it be construed that the plethora of popular magazine articles and books dealing with sex are for the consumption of teenagers. It would seem that this need exists across all segments of society. This flood of information can be attributed to two principle causes_; the need for young people to learn about and direct their own sexuality and for everyone to understand the changes;~n sexual attitu~es and the direction which our "new morality" is taking. �- 3 • In most cases, the students taking the Family Life Pr_ogram are first and foremost concerned with their own beliefs and attitudes about sex. It is to be expected that for any primary or high school teacher to be able to conduct classes in sex education he must first feel at ease about his own sexuality. This is not .to imply that we are attempting to bring about attitude change or to induce "modern" views about sexuality in our students. It should, however, be apparent that we must deal with each student at a -pers·onal and i·ndtvidual leve·l. To achieve a personal level .the course made use of discussion groups. The aim of the groups was to provide a permissive and accepting atmosphere which would induce free dialogue and exchange. The majority of students reported that they found the discussion grqups to be as valuable as the morning lectures. Each group was led by a person known to us as having the experience and capabilities to carry out a skilled and delicate task. The expense, time, and energy required to_ establish a program such as Family Life can only be justified by demonstrating that such a ·program reaches an acceptable academic level. The course offered this summer was completely evaluated in a twelve page questionnaire distributed to both the stud·ents· and the group leaders (see pag·es 10 through 24) . Moreover, the students were evaluated by means of two major essays (or an essay and curriculum guide for teachers), group participation, book reports and a final examination. �I I 4 BUDGET FOR FAMILY LIFE PROGRAM Income from 181 students (361 course credits) Overa1i costs (including guest lecturers, fees, salaries, library books, etc.) Income to the University I I \: $100,800.00 ll 40,000.00 $ 61,800.00 It is expected that in future years the overall cost of the course could be reduced considerably by a reducation . in the number of administrative personnel {approximately $7000.00). In addition to this, the expense incurred ~or library books would be considerably reduce~ (this year the cost was $2000.00). �I I I I I I I I I I -5- INFORMATION ON STIJDENTS The following data was obtained from registration information and a questionnaire distributed to the 181 students enrolled in the Summer Family Life Program. Total ·Number····o·f-..'Student·s 181 30.26 years 44.00 years 9.98 years • Average Age Range Standard Deviation No student was admitted to the pr_ogram without an average of at least 63% on previous University or Teachers' College courses. There were no . significant differences between the marks on entering the course and the marks obtained for Psychology 2z6 and 3z6 (Family Life Program) Average mark upon enteri.ng the Family Life course Median Mode Standard Deviation 68.27% 67.00% 63.00% 4.66% Average mark for Psyc,hology Median 2z6 70.92% 71.00% 69.00% 5.15% Average mark for Psychology 3z6 Median 69.09% 68.00% 68.00% 4.98% Mode I I Standard Deviation ilaode Standard Deviation .... �- 6 - Occupation of students entering the course Teachers Nurses Clergy Students Counsellors No record 90.60% 1.65% 1 ·.6s% 1.65% 3.31% 1.10% GEOGRAPHICAL LOCATIONS The following is a list~ng of geographicai locations from which students in the Family Life Program originated and the number of students from each location. ALBERTA Edmonton 2 NEWFOUND LAND Labrador City Spaniard Bay 3 NOVA SCOTIA Halifax Inverness County l ONTARIO Atikokan Aurora Aylmer Beardmore Bradford Bramlea Burwick Chapleau Downsview Dryden 1 1 s 2 1 1 1 1 1 1 2 4 �I I - 7,- Emo Fort Frances Geraldton Ge~rgetown Hamilton Kenora Keswick King City Kitchener London Mal~orytown Manitouwadge Marathon Markham Midland Mississauga Murillo Nakina Newmarket Nipigon North Bay Orangeville 'Oshawa Peterbrough Port Hope Red Rock Richmond Hill Saint Thomas Sault Ste. Marie Scarboro Schreiber Sioux Lookout Sioux Narrows Stratton 2 2 3 l l 2 2 2 l l l 2 1 2 3 4 1 l 3 l 3 l 3 1 2 2 2 2 2 4 4 3 2 1 1·1.1 �·- 8 - Terrace Bay Thorold Thunder Bay Timmins Toronto Waterloo Wellsely Westbrook Whitby Willowdale York Unknown TOTAL 3. 2 53 1 8 9 ·l 1 2 3 l 2 ................................................ 181 ACADEMIC BACKGROUND This information details the academic background and future university career plans for students enrolled in the Family -Life Program Students with degrees Students without degrees Unknown I I I I I Students Students Students Students Students 36 141 4 planning to take d_e grees (1st degree or higher) 127 planning or now having a degree in Psychology 54 planning or now having a degree in other fields 93 with no present or fut~re degree plans 50 with no degree or plans to obtain a degree 30 A number of students have requested credit transfer for the Family Liie cc~rse to other universities. Number of Credit Tr.ansfers requested No credit transfer request Undecided Unknown 48 120 9 4 i I _I I �I I - 9 . COURSE ENROLMENT DATA FOR FAMILY LIFE STUDENTS The majority of students enrolled in the Family Life ~rogram had never attended Lakehead University before. I I Number of students having taken Lakehead Univeristy courses previously Number of students not having taken Lakeh~ad University courses previously Unknown .,83. 94 . 4 The following data is a breakdown of the areas in which students would have enrolled if the Family Life Program had not been offered. Number of students who Lakehead University if Number of students who Psychology Number of students who other field Unknown would not have enrolled at Family Life was not· offered would have enrolled in 98 · 43 would have enrolled in some 36 4 l j I i I �;.. 10 STIJDENTS' COURSE EVALUATION The information on the followi_ng pages constitutes the findi_ngs from the course evaluation questionnaires distributed to the students. The ratings of the lectures, methods and materials workshop, the discussion and curriculum groups, and the characteristics of the course were made on a five point scale. The results are listed as the mean · .r ating .and .t he -~s.tandud ..dev.a.-a,t-4on--i.-nddtc-a°t':rng ·•di·sp·e rsion arotmd 'the mean. The books and guest lecturers were rank-ordered by the students with the number (1) indicating the best in both categories. I I •I • • •I I • • �.:. 11 - Student's estimate of the value of the various content areas of the lectures. Instructions: Use the following scale in recording your ~valuation of the various content areas covered in the lectures. Check one rating for each of the lectures listed below: Rating 5: The content of the lecture was extremely pertinent and of maximum value. Rating 4: The content of the lecture was very pertinent and of considerable valueo Rating 3: The content of the lecture was pertinent and of value. Rating 2: The content of the lecture had little pertinance or value. Rating l: The content of the lecture had no pertinance or value. CONTENT AREAS COVERED 1. 2. 3. 4. s. 6. 7. 8. 9. Historical Analysis of Human Sexuality (Lafreniere) Anatomy and Physiology of Reproductive Organs (Malloy) North American Courtship Spiral (Broderick) Values and the Person regarding Sex, Love and the Home (Bertocci) The Person in Sex Education (Beniskos) Human Relations in Sex Bducation (Beniskos) The Psychology of Interpersonal Attraction, Mate Selection and Love (Luckey) Development of Interpersonal Relationships (Luckey) The Range of Current Concepts of Sex .and Sexuality (Hiltner) MEAN STANDARD DEVIATION 3.89 0.88 4,59 0.89 3.92 0.92 3.73 0.99 4,20 0.99 3.95 1.02 3. 71 0.89 3. 71 0.95 2.85 0.96 �- 12 - MEAN 10. Jl. 12. ~3. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. A Modern Theological Understanding of Human Sexuality (Hiltner) 2.83 Sexuality and Love: A Modern Analysis drawing upon theology and the social sciences (Hiltner) 2.82 The Psychology. of Passionate Love (Evans)· 2·.05 The Images of Man (Kennedy) The Values of Man (Kennedy) 4.10 Identity, Choice and Commitment (Lang) 3.83 Destruction or reconstruction: Values in Conflict (Lang) 3.80 Interpersonal Relationships in the Changing Family (Klemer &Smith) 3.73 The Inadequacy of Sex Education (Klemer &Smith) 3.63 Specialized Problems in Intra-family .. 3.67 Communication (Klemer &Smith) Sex Education - What, When, How, Who (Axelson, Deleski, Marshalok) 3.79 Family Life and Sex Education as a Preventative to Family Disintegration (Lockett) 2.81 Family Interaciton Patterns (Messer) 4.08 Family Myths as a Major Variable in Family Interaction Patterns 3,97 (Messer) The Importance of "Family Role" as a Construct in Understanding the Family (Messer) 4.10 The Effects of Religion on the Family (Baum) 3.69 STANDARD DEVIATION 0.99 1.00 1.09 1.03 1.03 0.88 0.88 0.98 1.01 1.05 1.08 1.07 0.87 0.85 iI i I •f t 0.87 1.20 I ~I I II �- 13 - Methods and Materials Workshop and Written Ass.ignments. Instruction: below: Using the following rati~gs evaluate each of the items listed. Rating S: This aspect of the course was extremely pertinent and of maximum value. Rating 4: This aspect of the· course was very pertinent and of considerable va1ue. Rating 3: This aspect of the course was _pertinent and of value. Rating 2: This aspect of the course had little pertinance or value, Rating 1: This aspect of the course had no pertinance or value. ASPECTS OF THE PROGRAM E\!ALUATBD· 1. 2. 3. 4. Films Presentations by senior group or group leaders Student Book reviews Out of class assignments (a) Your philosophy, statement of values and objectives (b) Curriculum guide (or second essay) - MEAN- STANDARD DEVIATION 3.57 3.SS 1.02 3,00 0.85 !"' 4.01 2.96 0.73 0.94 ! I L • t l I I I l ! I II l I i : I \ ! l i ' �- 14 - Please give your rank-ordering for the various guest lecturers. Look over the list and decide who you thought was the best lecturer and put a number 1 next to that persons name. Decide who was next best and put 2 next to his/her name. Continue with this procedure until each lecturer has been assigned a number. LECTURER . ,QB,TA.IN£0. ..,R.A.~K .ORDER I,NG I I I I I Fr. Leo J. Lafreniere Dr. J. J. Malloy Dr. c. B. Broderick Dr. P. A. Bertocci Dr. J. M. Beniskos Dr. E. B. Luckey Dr. s. Hiltner Dr. J. Evans Dr. E. Kennedy Dr. L. H. Lang Drs. Klemer &Smith Mr. J. Lockett Dr. A. Messer Dr. G. Baum 5 l 4 6 2 9 12 14 3 8 10 13 7 11 �- 15 - I •II II • • • •I I •I •I •I Please give your rank-ordering for the required texts and follow the procedure used in the previous question and assign the number 1 to what you consider the best text . TEXTS Sex, Love and the Person - Bertocci Illustrated Sex Atlas Clark Your Child's. Sex Life - Dillon &Imbiorski Why Wait Till Marriage - Duvall The Man and the Woman .. Evoy & ·o 'Keefe The ·First Nine Months of Life - Flan_agan The Art of Loving - Fromm Love and Sex in Plain Language - Johnson Family Living and Sex Education - Ortho Symposium - Ortho Beyond Sex Instruction - Otena Sin, Sex and Self Control - Peale TI1e Psychology of Sex - Schwarz Family Life and Sex Education• Schulz and Williams The Physiology of Sex - Walker Curriculum Guide - Rochester Edition Insights into Family Life and Sex Education - Lafreniere Understanding OBTAINED RANK ORDERING 6 9 11 13 10 1 4 S 6 12 17 18 14 3 16 15 2 8 �- 16 - I The discussion groups were rated by the students on each of the 10 questions below. The data was then broken down and the mean ratings on each question for each group leader are listed on the following page. Using the nwµbers and the spaces provided rate each of the statements on the foli'owing scale~ I Strongly disagreed (2) Disagree (3) Neutral (4) Agree (S). Strongly agree (1) 1. 2. 3. 4. S. 6. 7. 8. 9. 10. The group leader showed good leadership ability. The material discussed in the group was valuable. The group leader showed interest in the course. The group leader interested me in the course. The group leader stimulated new viewpoints and appreciations. The group leader inspired confidence in his knowledge of the subject. The group leader showed a positive attitude towards his task. The group leader made comments and criticisms which helped me to improve my work. The group discussions provided valuable skills - methods, ways of thinking, organizing concepts, etc. I liked the way my mark for group participation was determined. �- 17 - EVALUATION RESULTS - DISCUSSION GROUPS Terry Axelson Peggy Beagle Arieh Bonder Mary Ann Bortolon Dawn Capricci Nest.or Chehow¥ Dick Courtis Jerry Cullen Brahm Friedlander Eunice Gastmier Mary Giannone David Hart Steve Kerekes Derek McLauchlan Jim Morris Mike Timgren I 1 2 -3 4 s 6 7 4.45 3.45 4.72 3.63 8 9 10 3.72 3.90 4.36 2.90 3.27 1.63 4.66 4.88 4.77 4.33 4.71 4;44 4.77 4.77 4.66 4.88 4.60 4.70 4.70 4.30 4.70 4.30 4.70 4.30 4.50 2.80 4.50 4.11 s.oo 4.11 4.00 4.22 4.88 3.88 4.00 2.22 4.81 4.36 4.81 4.36 4.72 4.54 4.81 4.18 4.18 1.90 --4. 7·5 4.--58 -~s-:oo 4.'75 4 .•66 4.33 s.oo s.oo 4.25 2.25 l.92 3.30 2.00 2.00 .3.69 2.84 2.30 2.46 2.53 3.53 4.90 4.60 4.90 4.60 4.40 4.70 4.so 4.30 4.30 2.90 4.45 4.27 3.63 3.63 4.45 3.36 4.09 4.18 3.36 l.36 4.40 4.30 4.70 3.70 3.90 3.90 4.10 3.60 3.70 3.40 2.81 4.00 4.36 2.12 2.45 2.63 3.72 2.12 3.81 2.18 4.40 4.10 4.20 3.50 4.10 3.90 4.20 3.80 3.70 3.10 4.77 4.22 4.66 4.44 4.00 4.00 4.77 3.66 3.66 3.22 2.36 3.00 2.81 2.63 3.36 2.45 2.18 2.36 2.36 2.36 4.33 4.44 4.77 4.22 4.22 4.22 4.77 3.77 3.66 2 .11 4.80 4.60 4.80 4.00 4.70 4.40 4.80 4.40 4.40 2.60 �- 18 - The data for the curriculum groups has been dealt with in a manner identical to the data for the discussion groups. Using the numbers and the spaces provided rate each of the statements .on the follow~ng scale: (1) {2) (3) (4) (5) 1. 2. 3. 4. s. 6. 7. 8. 9. 10. Strongly disagr~e Disagree Neutral Agree Stro~gly agree The group leader showed good leadership ability. The material discussed in the group was valuable. The group leader showed interest in curriculum planning. The group leader interested me in curriculum planning. The group leader stimulated new viewpoints and appreciations. The group leader inspired confidence in his knowledge of curriculum planning. The group leader showed a positive attitude towards his task. The group leader made comments and criticisms which helped me to improve my work. Group discussions provided valuable skills - methods, ways of thinking, organizing concepts etc. Curriculum groups should be continued. ;I \ I I. I. \I I I I �19 - EVALUATION RESULTS - CURRICULUM GROUPS 1 I Terry Axelson Peggy Beagle Arieh Bonder Mary Ann Bortolon Dawn Capricci .N.estor ,Chehowy Dick Courtis Jerry Cullen Brahm Friedlander Eunice Gastmier Mary Giannone David Hart Steve Kerekes Derek McLauchlan Jim Morris Mike Timgren 4.00 3.08 3.00 4.14 4.70 S.65 2.20 4.87 3.62 1.85 3.00 2.68 4.25 3.44 3.87 3.27 2 3 2.17 3.11 4 3.00 3.08 3.00 2.50 2.38 2.84 2.00 3.42 4.57 4.28 4.10 3.30 2.80 ·2~·72 4~·00 3.4S 2.90 1.30 1.50 4.50 4.87 4.37 3.50 3.62 3.00 1.85 1.57 1.71 2.90 3.81 3.00 2.31 2.81 2.31 3.83 4.33 3.66 3.22 2.87 2.62 2.50 3.62 3.25 2.63 3.81 2o36 5 4.00 2,91 2.46 4.14 4.70 3.09 • 4 .oo 4.50 4.00 1.57 2.63 3.12 4.16 4.11 2.87 2.81 6 3.77 2.16 1.69 4.57 2.80 3.81 1.50 4.62 2.25 1.71 2.90 2.50 4.08 2.75 3.62 2.36 8 9 3.77 3.22 3.08 2.91 2.38 1.76 3. 71 3.28 3.50 3.50 3.45 2.72 1.90 2.10 2.40 4.62 4.50 4.12 3.00 2.62 3.12 1.71 1.57 1.71 4.36 3.54 2.90 3.12 2.75 2.25 4.53 3.84 3.69 3.00 3.22 3.00 4.50 3.37 2.50 3.81 3.45 2.54 7 4.22 2.91 3.46 4.85 4.70 4 .18 10 2.33 2.00 2.38 3.42 3.00 2.54 2.10 3.75 2.25 7..42 2.18 2.31 2.84 2.55 1.50 2.18 l ,- • II \ I �- 20 - The students were asked to rate the following questions on a (5) point semantic differential. A mean of 5.00 would indicate the top rating for any part~cular question. MEAN l. 2. II 3. 4. 5. 6. 7. II .. • Are the objectives of the course clear? Is the amount of work required appropriate for the credit received? Was the assi.gn.ed .re.ading ..,dif:fioult·? Are the tests fair? Are the grades assigned fairly How would you rate the contribution of the textbooks to the course? Considering all of the above qualities, how would you rate this course? STANDARD DEVIATION 4.19 1.07 2.26 0.84 0.70 s -. ,31. .I i 2.78 2 . 91 L22 3.14 1.02 4.23 0.77 1.25 l �• • • • • I GROUP LEADERS' COURSE EVALUATION The information on the following pages is the course evaluation from the group leaders. The format is exactly the same as that for the students but is compiled in a more concise manner . EVALUATION OF LECTURES 1. 2. 3. 4. s. 6. 7. 8. 9. 10 . 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Historical Analysis of Human Sexuality (Lafreniere) Anatomy and Physiology of Reproductive Organs (Malloy) North American Courtship Spiral (Broderick) Values and the Person regarding Sex, Love and the Home (Bertocci) The Person in Sex Education (Beniskos) Human Relations in Sex Education (Beniskos) The Psychology of Interpersonal Attraction, Mate Selection and Love (Luckey) Development of Interpersonal Relationships (Luckey) The Range of Current Concepts of Sex and Sexuality {Hiltner) A Modern Theological Understanding of Human Sexuality (Hiltner) Sexuality and Love: A Modern Analysis drawing upon theology and the social sciences (Hiltner) Psychology of Passionate Love (Evans) The Images of Man (Kennedy) The Values of Man (Kennedy) Identity, Choice and Commitment {Lang) Destruction or reconstruction: Values in Conflict (Lang) Interpersonal Relationships -in the Changing Family (Klemer &Smith) The Inadequacy of Sex Education (Klemer &Smith) Specialized Problems in Intra-family Communication (Klemer &Smith). Sex Education - What, When, How, Who (Axelson, Deleski, Marshalok) Family Life and Sex Education as a Preventative to Family Disintegration (Lockett) 3.93 4.75 4.2S 3.75 3.87 3.81 4.00 4ol2 3~06 2.87 2.68 2.31 3.68 3.75 4.25 4.12 3.87 3.81 3.75 3.93 2.93 I �- 22 - I I I I I I 22. Family Interaction Patterns (Messer) 23. Family Myths as a Major Variable in Family Interaction Patterns (Messer) 24. The Importance of "Fami_ly Role" as a Construct in Understanding the Family (Messer) 25. The Effects of Religion on the Family_(Baum) 4.18 3.93 4.12 3.43 f I �j1 - 23 - ASPECTS OF THE PROGRAM 1. 2. 3. 4. Films Presentations by senior_ group o~ group leaders Student book reviews Out of class assignments: (a) Y0uT· ·phi-lo-sophy, st·atement ·of ·va'lues ·and objectives (b) Curriculum guide .(or second essay) 3.37 3.56" 2.75 4.18 3.31 RANK ORDERING OF LECTIJRERS Dr. J. J. Malloy Dr. C. B. Broderick br. A. Messer Dr. L. H. La_ng Dr. E. B. Luckey Dr. P. A. Bertocci Fr. L. J. Lafreniere Dr. J. M. Beniskos Dr. E. Kennedy LJrs. Klemer &Smith Dr. G. Baum Dr. s. Hiltner Mr. J. Lockett Dr. J. Evans 1 2. 3 4 5 6 7 8 9 10 11 12 13 14 �- 24 - I RANK - ORDERING OF REQUIRED TEXTS I I • I The First Nine Months of Life Flanagan Family Life and Sex Education - Schulz and Williams The Art of Loving - Fromm Sex, Love and the Person - Bertocci Insights into Family Life and Sex Education - Lafreniere Illustrated Sex Atlas - Clark Family Living and Sex Education Understanding - Ortho Love and Sex in Plain Language - Johnson Symposium~ Ortho The Man and the Woman - Envoy &O'Keefe Beyond Sex Instruction - Otena curriculum Guide - Rochester Edition The Physiology of Sex - Walker Your Child's Sex Life - Dillon & Imbiorski 11le Psychology of Sex Schwarz ~Jhy Wait Till Marriage - Duvall Sini Sex and Self Control - Peale 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 CHARACTERISTICS OF THE COURSE 1. 2. 3. 4. I s. 6. 7. I Are the objectives of the course clear? Is the amount of work required appropriate for the credit received? Was the assigned reading difficult? Are the tests fair? Are the grades assigned fairly? How would you rate the contribution of the textbooks to the course? Considering all of the above qualities, how would you rate this course? MEAN 4.00 2.43 2.68 2.69 2.57 2.68 3.87 �- 25 - CORRELATIONS :~ETWEEN STUDENT AND GROUP LEADER COURSE llVALUATIONS This data indicates the degree to which th~ group leaders _a greed with the ratings on the course ev~luatio~ given by the students. 1. Estimate of the value of the various content areas of the lectures. ·Cor·r el:~ion between ·students and: group leaders !:. = 2. Methods and materials workshop and written assignments. r • 0.87 - 3. 4. s. I Rank-ordering o~ guest lecturers r = 0.71 r • Rank-ordering of books 0.87 Characteristics of the course r = 0.92 O. 78 �- 26 - RECOMMENDATIONS CONCERNING THE FAMILY LIFE PROGRAM The evaluation of the course, along with other observations, has led me to make specific recommendations for future Family Life Programs. 1. The Program should be directed and administered solely through the Department of Psychology. 2. That the resources of other departments within the University be drawn upon whenever possible. That teachers registering for the course should be allowed to prepare curriculum guides as directed by their school boards. That an expert in curriculum planning in Family Life be hired for a one week period in order to provide specific instruction for teachers. 3. 4. S. 6. 7. 8. I That group leaders be given training• in curriculum planning prior to the start of the course (see curriculum group leaders evaluation, pages 18 and 19). That non-teacher students be allowed to take the course for one credit and be required to attend the morning lectures and the discussion groups only. That the selection of required texts be made through consultation with the Department of Psychology, and professionals in the area of Family Life, with a view to upgrading the level of required texts (see rank-ordering of texts, pages 15 and 24). That guest lecturers who will provide exposure and provoke discussi~n about all aspects of sex and sexuality ranging from the Playboy philosophy to the Vatican be invited. This will necessitate dropping a number of speakers who did not rate highly on the evaluation. The selection of guest lecturers would be made in consultation with professionals in the area.· �- 27 - It is my opinion that the Family Life Program_is a worthwhile and effective course that should not be dropped by Lakehead University. It is also apparent that other persons from outside the Un~versity concur with this opinion (see pages 28 through 32.) Moreover, Lakehead University has the opportunity to continue offering a course which has been acclaimed by visiting guest lecturers who are expert in the field. Equally important is _that .t he University is .att~ac.t ing students from all .across Canada (pag.e 6) and providing· a very real and necessary service to the community. In addition, it should be noted that the course provided a substantial income to the University which, in our present time of need, will do much to alleviate some of the administration's financial problems. In the preparation of this brief, I have attempted to use the data collected during the course as well as my own observations and opinions. The information contained within this report is based on registration information and the student evaluations. All of this data is available to anyone who wishes to investigate more fully the findings reported here. Respectfully submitted Keith Wood, Academic Director FAMILY LIF.E PROGRAM KW/bmc ... �- 28 - GUEST LECTURERS' COMMENTS AND OPINIONS As part of our course evaluation, each guest lecturer was asked for his or her opinion of the course. The letters on the following pages are responses received to this date. It is expected that other statements will be forthcoming. Also included are ·newsclippi-ng-s •taken ,f ,r-om -local papers which published accounts of a news conference held during the second week of the program. r �• l?RINCETON THEOLOGICAL SEMINARY PR!NCETON, NEW JERSEY 08540 &!::WARD HILTNER PIIOF'ES0OR OP' THltOLOGY AND PEltSONALITY November 8, 1971 I -.. Professor Keith Wood Ac·ademic Director FAMILY LIFE PROGRAM Lakehead University Postal Station P Thunder Bay, Ontario, Canada Dear Dr.• Wood : I have your letter of November 1 inviting any comments of appraisal that I might have concerning the summer Family Life Program at Lakehead University in which I participated last summer for three days. As I believe I told you orally, I had ,ft very favorable impression of the course as a whole. So far as the outside lecturers are concerned, it did seem to me that a somewhat broader range of view points might be approached, even though I would certainly not reconnnend that the complete spectrum of current view points be covered. My participation in the two types of afternoon discussion~ groups was of course very brief~I could see, nevertheless,the point in having the two types of discussion groups. But I wonder_ed if the two types might alternate meeting days, thus allowing for deeper discussions of the matter at issue during any one session. I offe~ this suggestion very tentatively indeed. I saw only a few of the films but was impressed with their selection. Also, they came at a time of day when the groups tend to be tired and perhaps they have some value as entertainment as well as education. I am glad to hear that you can anticipate obtaining acceptance of this program for next year by the senate of Lakehead University. Sincerely, ,/~L-._. ec-,-d lcicr::;_.J Seward Hiltner SH/hlc �V BOSTON UNIVERSITY DEPARTMENT OF PHILOSOPHY 232 Bay State Road, BOSTON, MASSACHUSETTS 02215 November 51> 1971 rofessor Keith Wood, Academic Director amily Li~e Program Lakeheacl University epartmen-t of Psychology stal St at ion P under Bay, Ontario, Canada Professor Wood, I think it would be impertient of me to say more--since my presence has ways been limited to two or three days--than that the Family Life Program as I ve known it has been marked by unusually strong motivation, range and relevance. b~ther Lafreniere has been unusually fortunate in being able to engage the persons he s. As I said this summer, I'd be glad to have this kind and quality of program my university. The students are not on a summer vacat_ion and "getting credits" r it. The only additional remark .is that a somewhat experimental program in this should be tailored to the particular students and their backgrounds and tasks. the program as I have known it, the students come to know themselves.as they talk each other and try to envision a new horizon for their schools. I -i Yours cord~ally, , :' -'··~~-·· Cl • ., - J·:.,~·" fc.:--c..~ Peter A. Bertocci Borden Parker Bowne Professor of Philosophy by Professor Bertocci and 1gned in his absence by his secretary. �UNIVERSITY OF OTTAWA UNIVERSITE D'OTTAWA OTTAWA ONTARIO CANADA K1N 6N5 FACULTY OF EDUCATION FACULTE D'~DUCAT!ON GRADUATE STUDIES ETUDES SUPERIEURES November 4, 1971. Mro Keith Wood, Academic Director, Family Life Program, Lakehead Lniversity, Postal Station P, Thunder Bay, Ontario. Dear Mr. Wood: My participation to the Family Life Program consisted of On this basis, evaluation is difficult. The only tentative conclusions that can be drawn are related to the high acadew~c level of the course and the students. I was impressed. l} days of lectures and contacts with students. Sincerely yours, )/Jl ~/~eJoM. Beniskos, Ph.Do, Professor. JMB/vc L ,.. �The University Connc:fcticut STORRS, CONNECTICUT 06268 SCHOOL OF HOME ECONOMICS Department of Child Development and Family Relations U-117 November 12, 1971 Kr. Keith Wood Academic Director Family Life Program Lakehead University Postal Station P Thunder Bay, Ontario, Canad.a Dear Keith: This is in response to your November 1st letter asking for an overall impression of the 1971 course in which I participated at Lakehead University this past summer. As you know it is difficult to truly evaluate a program unless you are a part of the planning, the production and the follow-up; coming in and seeing only a slice of the program may warp ones perceptions, and in view of the fact that this is precisely what I did I'm not sure you can rely too much on the things I may say. However, for what they are worth, these are my observations. There is tremendous need and interest in this field of family life education; I was amazed at the little background most of the participants had in this field. Most certainly if family life education is to be included in the school curriculum it is necessary for universities to concern themselves with the preparation of teachers. The program as it was presented this summer seemed to me to be rather general in nature and introductory. With the tremendous number of persons participating and the variety of backgrounds from which they came, I oan see no other way that the program could have been approached. It was introductory, it was general, and I expect for the most pariit fits the neeci;-'of the participants. If the course is to be built in to the curriculum as a regular course rather than a summer offering for teachers it needs to be specifically planned to include more aspects of family life education and needs to have prerequisites such as introductory psychology and introductory sociology built into it. I think a summer course, however, must be of a different nature, �Jlr. Keith Wood Page 2 wheneftr one designs a course to "re-tool" teachers, especially if these have very heterogeneous backgrounds there is a certain tuziness in content. In our sUIIIID8r courses here we have designed them to emphasize certain aspects of family life education and have been selected terls and lectures to fit that theme. For example, one year we dealt with the sexual oon:tent of family life education, another year we dealt with the values and philosophical issues involv8d in family life education, still another .; rear we worked with the counsfnling aapecta involved in family life education,and still another we worked with special families such as black faailitts and disadvantaged families. After a topic is chosen you oan begin to develop your curric11lum and your reading bibliography. One aspect of your &WIUl8r program that I liked very mu.oh was the fact that you had both lectures and small group discussions. I thillk the participants found this very useful. I would like to suggest, however, that ~other component be added and that component is sensitivity or awareness training. I feel that probably the greatest single feature of our curric~lwn is its opportunity for its student to participate in awareness training under the leadership of 11ell prepared training facilitators. Awareness training is so•thing far superior to small group discussion; it does, however, require trained facilitators and these are financially expensive. Handling as many people as were enrolled in your -swmaer institute would be very difficult as well aa expensive. I'm aware that this response may not be as specific have liked but I'm uncertain about the direction in program plans to move. Perhaps if we tallced on the could be more helpful, in any case, I hope this has in the right directionl as you wo~ld which your phone I been a move Let• s93 agail'l that I enjoyed being with you this past lnllllller and wish you well in the establishment of your new program. Sincerely yours, ~ (Mrs.) Eleanore Braun Luckey, Ph.D. Professor and Head EBL:jm �THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO November 12, 1971 School of Home Economics Dr. Keith Wood Family Life Program Department of Psychology Lakehead University Postal Station P Thunder Bay, Ontario, Canada Dear Keith Wood: I was pleased to get your letter of November 1 and to know that the 1971 Family Life Program had been so successful. I was very much impressed with the course and particularly with the small group sessions. In each of the small groups in which I participated, there was a feeling of group integration that could not help but contribute to learning and growth. Since I was only there for my own presentation, I am a poor one to comment on the formal lectures, but I did hear from all with whom I talked that you had some excellent speakers. Perhaps your textbook committee would be interested in considering my own book, MARRIAGE AND FAMILY RELATIONSHIPS, as one possible text for next year's coursee There are many other good books but I think my stress on the empathetic approach offers something unique. Again, thank you for inviting me last sUDDD.er. It was very pleasant to be with you and to meet your fine colleagues and students. n. 12 _v w/ c!i£~~u_~ 1 Richard H. Klemer, Ph.D. Professor and Chairman Child Development and Family Relations RHK/as GREENSBORO, NORTH CAROLINA/ 27412 The University of North Carolina at Greensboro; The University of North Carolina at Chapel Hill; The University of North Carolina at Charlotte; North Carolina State University at Raleigh 'nE UNIVERSITY OF NoRTH CAROLINA comprises: �- 32 - Excerpt from an article in DAILY TIMES JOURNAL, July 13, 1971 Dr. Bertocci had high praise tor the uni\•ersity summer course. "I'd give my eye teeth to have a program like this at Boston University.'• he said. "I',·e ne,·er seen this done anywhere . else. It·s a pilot projt"ct. ' ·'This is my third year and there's something going on here. I wish I could shout it from the roof tops. "Suddenly people have become aware of sex but this is tlte first time I've been somewhere where we could _ talk : honestly about sex. A nun came ·up to me and said this was the first time she had found an\'- - one who realized she had a sex i life.u Excerpt from an article in the NEWS CHRONICLE, July 13, 1971 A nnt~d American philosopher.· ~ays the family life course heing i.pon~orcd by LakC'head Unh·ersitv is Dr. Peter Bcrtncci !)Me of the most outstanding he's ~een or heard of in North Am<'rica. The c h a i r m a n of the psycholoty dC'partment of the University o( Boston, who is one In a series of lecturr.rs speakin~ Jlt the six-week course, said he is· amazed at the ·quRlity of the • course and the numher of topflh:ht per~onn~l that ha\'e been attracted to speak. "Any of the uninm;ities in the United States would like to have a cour~e of this quality and I know we certainly wouid at Boston uni\'er!.ity," said Dr. Bertoccl. He said hr w::R ~!sn imrr'?~s:Pn with the dialo:rne that ,zoes on among the students t.1'ing the. course. • ���II index •II II II II II II II II II • •II • ...._____ Introduction ............... . ........... . ......... . ... . Admission Requirements ............................. . Registration . .. ... . ......... .. .. ... .. . .... . ........... Fees ........ .. .. . .... .. ........ . ..................... Residences . .. ....................... .. ...... .. ....... Guest Lecturers and Topics ..... . ........ . ....... . ... . . Public Lectures . ... . .. . . .............................. Daily Schedule ... . ................ . . . ............... . . Lecture Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 8 to July July July Ju ly Ju ly July July July July July 5 6 7 8, 9 12, 13, 14 15. 16 19. 20 21. 22, 23 27, 28 29. 30 Aug . 2. 3, 4 Aug . 6 Aug . 9.10, 11 Aug. 12, 13 Leo J Lafreniere, O.M.I, Rollo May Ph.D. . , ........ . J. J . Malloy. M D. . ....... . C B. Broderick, Ph.D P A. Bertocci, Ph.D J. M. Beniskos. Ph.D. . . ....... . E B. Luckey, Ph D ........ . S. Hiltner. Ph D. . . . ...... . E C. Kennedy, Ph D. . ....... . L. H. Lang, II, Ed D. . . ....... . R. H. Klemer, PhD. & R. M. Smith, Ph.D. J. D. Lockett. M A. . . . . . ..... . A. A. Messer, M.D. G. A. Baum, Th. D. .. page 3 page 4 page 4 page 4 page 5 page 6 page 7 page 7 page 15 incl. ......... page 8 . . .. . .. . page 8 page 9 pag e 9 pag e 9,10 pag e 10 page 10,11 page 11 ,12 page 12 page 12 page 13 page 14 page 14, 15 page 15 Required Texts ........ .... . . .................. ... . . . . Reference Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Journals ........ . . . . . ....... . ............... .. .. . . ... Audio-V isual Material .. . ... ... . . .. . . ... ........ . ...... . page page page page 16 17 18,19 20 1 ��introduction The Family Life Program is now entering its fourth year of operation and for the first time is under the direction of the Department of Psychology at Lakehead University. Over the last three years more than 350 people (from seven provinces, the United States, the United Kingdom and Ceylon) have taken the course. This year's enrolment is expected to be 180. In the past, the majority of applications have been from teachers, nurses, clergymen and administrative officials in the field of education. Past experience has shown the Family Life Program to be not only an intensive course but also one in which the student becomes very involved. The day starts at 10:00 a.m. with the main lecture and goes on until 4:45 p.m. with attendance at all sessions compulsory. The Family Life Program is designed to provide information useful in the development and teaching of programs in family living and sex education in the schools. Sex education is not merely the giving of information on the physical facts of sex. Instead, the course will emphasize the social, psychological and medical aspects of sex and sexuality as well as the moral, religious and cultural factors which are prominent in today's society. 3 �admission requirements In general, admission and registration for this program will be the same as for any other Lakehead University Summer Session Course. The following points should be emphasized: 1. A student must have an average of at least 63% on his previous university courses or on his Teachers· College courses. 2. If enroled in this program a student will not be allowed to take any other Summer Session course during the JulyAugust period. However, he may take an add1t1onal course during the Spring Term (May-June). 3. The prerequisite for admission to the Family Life Program will be Psychology 1 a6 or permission of the Department of Psychology. All applications to the Family Life Program should be the Director of the Family Life Program, Department of Psychology, Lakehead University, Thunder Bay. Ontarto; along with the following supporting documents· 1. Transcript of marks from previous University or Te• College Courses. 2. Two letters of recommendation. It Is the responsibility of the student to make the nee arrangements for the forwarding of these documents. apphcatIons will be processed until each student's file complete. 4. The student whose major is Psychology will be allowed two credits to be counted as second or third year options. He must have a total of seven Psychology courses for a General B.A. as stated in the current Calendar. Students whose maior is other than Psychology must consult with the Department of their major through their Departmental Chairman to obtain assurance that credits from this program will be recognized tor their degree requirements in that maior. 5. Students who desire to have the 2 credits from the Family Life Program accepted by other Universities. the Department of Education, or other institutions must make their own arrangements tor this acceptance. 6. Two letters of recommendation are required. No applications will be processed unless these accompany your documents. These letters of recommendation should be from a School Inspector, Principal, Professor, Clergyman, and so on Family Life 2z6 ......................• Family Life 3z6 .......................•• Summer Student Society . . . . . . . . . . . . • •• Total 7. A transcript from previous University work or from Teachers' College must accompany your application. 8. Application forms can be obtained from the Director ot Extension and Summer Session, Lakehead University, Thunder Bay, Ontario. 4 A student must enrol in both courses Fees are sub change in subsequent years. All cheques should payable to Lakehead University. �residence Residence facilities at Lakehead University have been increased with the completion of the new Men's Residence. Facilities are available to accommodate 106 female students in the Women's Residence and 480 male students in the Men's Residence. Single and double room accommodation is available in both Residences. The Residence is situated on the banks of the McIntyre River within easy walking distance of all University buildings and athletic facilities. The buildings themselves are constructed in a semi-circular design connected by an enclosed pedestrian walk-way. Each new three-storey Residence building includes 6 double rooms, 4 single rooms, a common room and kitchenette facilities on each floor. Meals are served in the new Residence Dining Room in the University Centre Extension. Two Social Centres are also available with comfortable lounges and recreation facilities. In each of the two Social Centres and in the Recreation Room of the Women's Residence there are vending machines for soft drinks, chocolate bars, cigarettes, etc. Mail, Keys, dry-cleaning services are provided through the Residence Office on the left hand side of the main entrance to the Men's Residence. The Office is open regularly from 8:45 a.m. to 6:00 p.m. Free laundry facilities are provided in each House. 5 �guest lecturers and topics July 5 July 6 July 7 July 8 July 9 Fr. Leo. J. Lafreniere, O.M.I. Introduction to Program and Historical Analysis of Human Sexuality Rollo May, Ph.D. The Family: The End of an Era J. J. Malloy, M.D. Anatomy and Physiology of Reproductive Functions C. B. Broderick, Ph.D. Growing up Heterosexual The North American Courtship Spiral July 23 Sexuality and Love: A Modern Analysis Drawing Upon Theology and the Social Sciences July 26 Panel Discussion July 27 July 28 Eugene Kennedy, Ph.D. Images of Man Values of Man July 29 July 30 L. H. Lang, II, Ph.D. Identity, Choice and Commitment Destruction or Reconstruction: Values in Conflict Richard H. Klemer, Ph.D., Rebecca Smith, Ph.D. Interpersonal Relationships in the Changing Family The Inadequacy of Sex Education Specialized Problems in Intra-family Communication Peter A. Bertocci, Ph.D. July 12 July 13 July 14 Aug. 2 Aug. 3 Aug. 4 Values and the Person Regarding Sex, Love and the Home Aug. 5 Planning and Organizing a Family Life Program July 15 July 16 J. M. Beniskos, Ph.D. The Person in Sex Education Human Relations in Sex Education Aug. 6 James Lockett, M.A. Family Life and Sex Education as a Preventative to Family Disintegration July 19 July 20 July 21 July 22 Eleanore Luckey, Ph.D. The Psychology of Interpersonal Attraction: Mate Selection and Love Teaching for the Development of Interpersonal Relationships Seward Hiltner, Ph.D. The Range of Current Concepts of Sex and Sexuality A Modern Theological Understanding of Human Sexuality Aug. 9 Aug. 10 Aug. 11 Alfred A. Messer, M.D. Family Interaction Patterns Family Myths as a Major Variable in Family Interaction Patterns The Importance of "Family Role" as a Construct in Understanding the Family Aug. 11 Annual Banquet Aug. 12 Aug. 13 Gregory Baum, Ph.D. Effects of Religion on the Family The Effects of Religion on Education Aug. 14 Final Exam (Saturday) 2-5 I 6 �daily schedule schedule of public lectures Tuesday, July 13 7:30 p.m., Upper Lecture Theater Dr. Peter A. Bertocci Values and the Person Regarding Sex, Love, and the Home MONDAY THROUGH THURSDAY Thursday, July 22 7:30 p.m., Upper Lecture Theater Dr. Seward Hiltner The Range of Current Concepts of Sex and Sexuality Monday, August 9 7:30 p.m., Upper Lecture Theater Dr. Alfred A. Messer Family Interaction Patterns Thursday,August12 7:30 p.m., Upper Lecture Theater Dr. Gregory Baum The Effects of Religion on the Family and Education 10:00 a.m. Major presentation and discussion period 12:00 Lunch 1:00 p.m. Discussion groups around main lecture topic 2:15 p.m. Coffee Break 2:45 p.m. Material Workshop 3:45 p.m. Discussion groups. Material and curriculum planning 4:45 p.m. End of session FRIDAY 10:00 a.m. Major presentation and discussion period 12:00 Lunch 1:00 p.m. Discussion groups around main lecture topic 2:15 p.m. End of session (No material workshop or curriculum planning on Friday) 7 �lecture outline July 5 Topic Leo J. Lafreniere, Gradue, Louvain INTRODUCTION TO THE FAMILY LIFE PROGRAM AND HISTORICAL ANALYSIS OF HUMAN SEXUALITY Sexuality has been shrouded in mystery until a few years ago. Sexuality has always been associated with a religion which made laws and regulations to protect. The Western world has been profoundly influenced by the Judea-Christian culture. The following topics will be discussed: A. Old Testament: Woman is a person, marriage is good, fecundity is good; not all sexual acts are necessarily good. B. New Testament: The Gospels give pre-eminence to a single value in human behaviour; love-marriage is presented as good, sexual intercourse is presented as holy, nothing is said of any purpose with which marital intercourse must be taken. C. Secular Influences: 1 . The Stoic ideal 2. The Gnostics and Pagans 3. The Manichees 4. The Experience of Augustine 5. The Monks 6. New Attitudes and Analyses from 1450 to 1750 7. New Theory of Marital Intercourse 8. Non-creative purposes 9. Jansenism 10. Intercourse for Pleasure, Health or Love 11. From 1750 to 1930 12. From 1930 on; The Lambeth Conference; Pius XI; Paul VI with Humanae Vitae. D. Lack of medical knowledge has been the greatest factor in perpetuating ignorance about human sexuality. Leo Lafreniere has been a pioneer in the teaching of Family Life and Sex Education. His program was the first one to be introduced into Canadian elementary and secondary schools. He successfully organized the first University Credit Granting Institute in Family Life and Sex Education in Canada. Father 8 Lafreniere was a Marriage Counsellor in Edmonton from 1958 until 1962 and in Toronto from 1962 until 1965. During the period 1965 to 1967 he studied at the Institute of Sexology and Family Sciences at Louvain University, Belgium, and is presently coordinator of Family Life and Sex Education in the Lakehead Separate Schools and consultant for a number of School Districts in Family Life Education. July 6 Rollo May, Ph.D. Topic THE FAMILY: THE END OF AN ERA In his talk, Dr. May will consider the structure of the family group, its development and place in today's society. He will attempt to show how the family has served a function in the past and how that function is now becoming obsolete in modern Western Culture. Dr. May suggests that the family unit must change in accordance with our changing society and be replaced by another type of institution. Dr. May is a practicing psychotherapist in New York. He began his psychotherapeutic studies in Vienna and completed his doctorate in psychology and his psychoanalytic training in New York City. In addition to his clinical practice, he is a training and supervisory analyst at the William Alanson White Institute of Psychiatry, Psychoanalysis and Psychology. Dr. May has taught at Harvard and Princeton and is in demand as a lecturer at Universities and Colleges. Reviewers and readers have been unanimous in their praise of the scholarly and pioneering contributions of Dr. May, outstanding among which are The Meaning of Anxiety, Man's Search for Himself, and Love and Will. �I I I I I I I I I I I I I I I lecture outline cont. J. J. Malloy, M.D., Ottawa University ANATOMY AND PHYSIOLOGY OF REPRODUCTIVE FUNCTIONS In the course of his presentation Dr. J. J. Malloy explains the following: human sex determination, chromosomes and genes, the female cell karyotyping, diseases that result from the abnormalities of the chromosomes, the anatomy of female reproduction and the intimate relation which exists between the female brain and the organs of reproduction, the relationship of the organs of reproduction with the pelvic organs, the male anatomy, the menstrual cycle, conception and the organs involved in this process, the division of cells, the developing embryo at the 10 week period, the embryo at the 6 month stage of development, all the different forms of contraception; contraceptive pill, vaginal foam, diaphragm, I.U.C.D., the rhythm method. July 7 Topic Dr. Malloy attended Ottawa University where he completed his B.Sc. in 1953 and his medical training in 1957. From 1959 to 1963 he did post-graduate work in obstetrics and gynecology at the Mayo Clinic in Rochester, and completed his M.Sc. from the University of Minnesota in 1965. July 8 C. B. Broderick, Ph.D. Pennsylvania State University Topic GROWING UP HETEROSEXUAL A sequence of developmental stages in the process of achieving normal heterosexual interests and social skills are traced through early adolescence. Based upon the analysis of data from nearly 6,000 children, the sequence emphasized the importance of young children's attitudes toward their own eventual marriage and the significance of romantic fantasy and children's games. July 9 THE NORTH AMERICAN COURTSHIP SPIRAL Topic The factors which account for the extraordinarily high marriage rates in North America are explored including the intimacy-commitment spiral, strategies of sexual bargaining and alternate courtship styles. Dr. Broderick is the author of numerous articles for professional and popular publications, and also the co-editor of a new reference book for sex educators, sponsored by the Sex Information and Education Council of the United States (SIECUS), entitled The Individual, Sex and Society, published by the John Hopkins Press. His current research concerns the process by which young couples move from casual to commited, or married relationships. The study is based on a sampling of recently married couples throughout Pennsylvania. In September, 1968, he assumed editorship of Journal of Marriage and Family, a quarterly publication of the National Council of Family Relations. July 12, Peter A. Bertocci, Ph.D., Boston University 13 and 14 Topic VALUES AND THE PERSON REGARDING SEX, LOVE AND THE HOME The aim of this series of lectures is to outline the reasoning behind the conviction that, in the life of a person, sex and love cannot grow in quality if they are separated from all the values in healthy personality. Just as love gives more meaning to sex, so marriage and its commitment provide a challenge and increase the meaning of sex and love. Sex education must be guided by some ideal of personality and the values which keep it creative. I I 9 �lecture outline cont. Peter A. Bertocci graduated from Boston University in 1931. He earned his Masters degree from Harvard and his Ph.D. from Boston University. His teaching career began in 1935 at Bates College where he was the chairman of the philosophy department. In 1944 he returned to Boston University as professor of philosophy, and since 1953 has held the chair of Borden Parker Bowne Professor of Philosophy. In 1950-51 he was a Fulbright research scholar in Italy, and in 1960-61 he did research as a Fulbright scholar in India. His most recent academic honor was to receive a Guggenheim Fellowship for 1967-68. In addition to publishing several books and articles on philosophy, religion, and psychology, Dr. Bertocci has lectured on these topics at many colleges throughout the country. of student training and psychotherapy at the Child Study Centre of the University of Ottawa. Since July 1967, Dr. Beniskos has been an associate professor at the Faculty of Education of the University of Ottawa. He lectures to students at the Faculty of Education, the Faculty of Arts and the Department of Religious Studies. His main area of interest is normal personality development. Dr. Beniskos is the author of numerous scholarly articles in both English and French. July 19 July 15 Topic Jean-Marie Beniskos, Ph.D., University of Ottawa THE PERSON IN SEX EDUCATION The speaker will describe and analyse false concepts of a teacher, describe the true concept of a teacher and draw from the research to show that the personhood of the teacher is the most important element in education. July 16 Topic HUMAN RELATIONS IN SEX EDUCATION Dr. Beniskos will attempt to show a true concept of the child and what is required from the teacher in order to foster his full development. Eleanore Braun Luckey, Ph.D., University of Connecticut Topic THE PSYCHOLOGY OF INTERPERSONAL ATTRACTION: MATE SELECTION AND LOVE It is important in the teaching of family relationships to help students understand the basis of interpersonal attraction, mate selection, and love. These are related but different phenomena. Marriage in our culture is most often based on "being in love" with one of the opposite sex. This condition originates in an unconscious seeking to fill one's needs, usually at a psychic level. Although this is ordinarily a necessary component of the marital relationship, it is insufficient for a permanent love relationship. Mature love is based on character development and is a willful giving of one's self in commitment to another. July 20 Topic Dr. Jean-Marie Beniskos obtained a doctorate in Clinical Psychology from the University of Ottawa in 1959. From 19561967, he was employed by the Faculty of Psychology and Education of the University of Ottawa. His duties included teaching to graduate and undergraduate students, supervision 10 TEACHING FOR THE DEVELOPMENT OF INTERPERSONAL RELATIONSHIPS Family Life Education is one of the most difficult of all subjects to teach because it concerns not only facts, but a variety of values and opinions. It is not best taught by reading, lecturing, or through films, filmstrips and tapes-although all �I I • • • • lecture outline cont. of these may be helpful. The most effective learning medium is created through dialogue-discussion, criticism, and deliberation. Dialogue means conversing openly, honestly, and with purpose. Dialogue means sharing and growing on the part of both the students and the teachers. Few of us in the classroom have adequate preparation for entering into dialogue, but we can aim toward that goal if we are able to be self-accepting, understanding and empathetically concerned with the welfare of others. The teacher who would help a student learn to care for others must himself be able to risk caring for them. Eleanore Braun Luckey, professor and head of the Department of Child Development and Family Relations at the University of Connecticut, is a psychologist whose area of specialization is family relationships. She is also concerned with education, research, and counselling. She is presently serving in a dual capacity as special consultant on Family Life Education to the Children's Bureau, Department of Health, Education and Welfare, Washington, D.C. Since 1956, Dr. Luckey has been concerned with an extensive investigation into the association of marital satisfaction with perception of self and other concepts, and has published in the Journal of Counseling Psychology, the Journal of Consulting Psychology, Social Forces, Sociometry, the Journal of Marriage and the Family, and Sociology and Social Research. She is an associate editor of the Journal of Marriage and the Family, is on the Executive Board of the American Association of Marriage Counselors, and is also serving on the sex education committee of the American College of Obstetricians and Gynecologists. In 1966, Dr. Luckey was made a Fellow in the American Association of Marriage Counselors in recognition of her outstanding contributions to the counseling field. July 21 Seward Hiltner, Ph.D., University of Chicago THE RANGE OF CURRENT CONCEPTS OF SEX AND SEXUALITY This topic covers everything from Playboy to the Vatican. Dr. Hiltner will .attempt to show that this range is not so wide as Topic it appears to be and that the inherent nature of human sexuality demands that both intensity of experience and fidelity actually belong together. Thus, the purely playful conceptions of sexuality, ignoring interpersonal consequences, are rejected, without, however, ignoring the pleasure and play dimensions of human sexuality. Some analysis of "Group Sex" will be included in this lecture. July 22 Topic A MODERN THEOLOGICAL UNDERSTANDING OF HUMAN SEXUALITY Here, while drawing upon biblical and other historical materials Dr. Hiltner will attempt to set forth the criteria for a sexual ethic appropriate to our day but consistent with our JudeoChristian tradition. July 23 Topic SEXUALITY AND LOVE: A MODERN ANALYSIS DRAWING UPON THEOLOGY AND THE SOCIAL SCIENCES This would be an attempt to analyse just about what the topic suggests. In the light of our current knowledge about sexuality and love, what happens to the theological view that sexuality must be held in the love context? Dr. Hiltner is presently Professor of Theology and Personality, Princeton Theological Seminary; Edward F. Gallahue Consultant on Religion and Psychiatry to the Menninger Foundation; Consultant and Teaching Fellow, Fort Logan Mental Health Centre; Theological Consultant, Program in Marriage Counseling, Department of Psychiatry, School of Medicine, the University of Pennsylvania; Consultant, Virginia Institute of Pastoral Care; and Consultant, Graduate Department of Pastoral Counseling, Iona College. He has published approximately 400 articles in more than 70 journals and his books have been translated into Chinese, Dutch, Finnish, Japanese and Swedish. Dr. Hiltner is a member of the editorial boards of the following journals: Journal of Religion and 11 �lecture outline cont. Health; Theology Today; Pastoral Psychology (after 20 years as its Pastoral Consultant); Quarterly Journal of Studies in Alcohol; American Imago; Medical Aspects of Human Sexuality. Book Awards. A new book, What a Modern Catholic Believes About Sex, was published in January 1971. His articles have appeared in The Critic and other Catholic publications as well as in the Saturday Evening Post and The New York Times. July 27 Topic July 29 Eugene C. Kennedy, Ph.D. Maryknoll College IMAGES OF MAN An attempt to trace our developing understanding of the human person throughout history; the various images which have affected both our understanding and behavior as persons; man in the Judeo-Christian tradition; divided man; alienated man; man the myth-maker; the effort to rediscover and re-experience man in his unity; the source and expression of his growth in interpersonal relationships; man's contemporary efforts to integrate sexuality and aggression into his personality. July 28 THE VALUES OF MAN Topic What makes man human? The struggle to understand and identify the values that are most significant and productive for man; their relationship to the various images of man; the nature of man's religious character; the types and characteristics of faith; the human face of man's religious experience; the interpersonal nature of faith, hope, and charity; the challenges to man's survival as man . Eugene C. Kennedy, of Maryknoll College, Glen Ellyn, Illinois, is professor of psychology at Loyola University in Chicago. He has also served as visiting professor, McCormick Theological Seminary, Chicago, and as consultant to the Pastoral Care Program of the Menninger Foundation. In addition to many articles, he wrote the books, Fashion Me A People, and Comfort My People, both winners of the National Catholic 12 Laurence H. Lang, II, Ed.D. University of Connecticut IDENTITY, CHOICE AND COMMITMENT Topic Utilizing constructs and data developed by Erikson, Kohlberg, Mead and Buber, two ideal typical case histories are analyzed to contrast dynamics in the parallel development of conventional and autonomous value orientations. July 30 Topic DESTRUCTION OR RECONSTRUCTION: VALUES IN CONFLICT Youth's relationships with teachers, parents and peers, and involvement with drugs, sex and protest are examined from the perspective of the earlier lecture on "Identity, Choice and Commitment'.' Dr. Lang has been active in the field of education for a number of years. He obtained his doctorate in education from the Teachers College at Columbia University and is presently teaching at the University of Connecticut, Department of Child Development and Family Relations. Dr. Lang has published several articles in the area of sex education and is affiliated with many professional organizations. �• lecture outline cont. Aug.2 Richard H. Klemer, Ph.D. and Rebecca M. Smith, Ph.D. University of North Carolina at Greensboro INTERPERSONAL RELATIONSHIPS IN THE Topic CHANGING FAMILY An understanding of both the cultural and psychological determinants of success in interpersonal relationships within the space-age family is prerequisite to improved family life education. Many stresses, both individual and collective, are apparent as the family seeks to adapt to the changing cultural environment. Problems arising out of the new necessity for social decision-making in such controversial areas as extramarital sex, ultra permissiveness in child rearing, women's liberation and too great expectation for accomplishment have enlarged family life difficulty. Moreover, less willingness to tolerate the old frictions of group living have increased family fragility. Greater understanding of personality dynamics can help family members to improve patterns of family intra-action. Activities will include a demonstration of the empathetic approach, a method which leads students to understand the behavior of others and at the same time evaluate their own feelings in light of their own value system. Aug.3 Topic THE INADEQUACY OF SEX EDUCATION It has become very clear that there is a public confusion and parental confusion, but most important of all, there is personal confusion about sexual behavior for both men and women. A great deal of this confusion has centred around the lack of a common definition of the goals of sex educators and gross misunderstandings about male and female sexual conditioning. Sexual behavior throughout the history of mankind has been subject to change without notice, but a knowledge of how one's attitudes about sex evolve clears up much of the ensuing confusion. Helping students arrive at their own set of values will be a part of a demonstration on how attitudes toward sex are derived. The teaching of various phases of sex education will be demonstrated including how to answer questions which arise from the group. Aug.4 SPECIALIZED PROBLEMS IN INTRA-FAMILY COMMUNICATION Communication tends to fail when there is a lack of ability, a lack of desire, a lack of clarity, or a lack of selectivity in interacting with others. Adequate communication is important to good interpersonal relationships and family health. Failure to communicate is a manifestation of both the intended and unintended message. Techniques of better communication, as nearly all behavior, can be learned. There will be student participation in the teaching-games which encourage communication. How to help students increase their ability to communicate their true feelings will be illustrated. Creative use of visual aids and role playing will be included. Topic Dr. Smith completed her Ph.D in child development and family relations psychology at the University of North Carolina at Greensboro in 1967. She has published several articles in the field of sex education and is presently an assistant professor of child development and family relations at the University of North Carolina at Greensboro. Dr. Klemer obtained his undergraduate degree from the University of Pittsburgh and in 1953 completed his Ph.D. at Florida State University. He is presently Professor and chairman of the child development and family relations department, University of North Carolina at Greensboro, and clinical professor of family studies, Department of Psychiatry, Bowman Gray School of Medicine, Wake Forest University, Winston-Salem, North Carolina. He is the author of a number of books and numerous articles for scientific and professional journals. 13 �lecture ouUi ne cont. Aug.6 James D. Lockett, M.A. University of Missouri FAMILY LIFE AND SEX EDUCATION AS A Topic PREVENTATIVE TO FAMILY DISINTEGRATION There is considerable evidence to suggest that there is a need for a program in Family Life and Sex Education and that such a program would act as a preventative to family disintegration. The current impact of some segments of the mass media has made it imperative that a complete understanding of sex and sexuality be imparted to young people. There is a need to be concerned about human relationships, family stability, and alleviation of the negative aspects of sex. It is important that young people have an understanding of the alternatives in making decisions concerning sex and why our society is moving toward total permissiveness. There will be a discussion on the Family Life and Sex Education program as implemented in the Keokuk Senior High School in Iowa and finally clinical evidence collected over the last 23 years will be presented to demonstrate the effectiveness of the program in the prevention of family disintegration . Mr. Lockett completed his M.A. at the University of Missouri and then went on to do post-graduate work at Western Illinois University, the University of Iowa and the University of Connecticut at Storrs, Connecticut. He has been very active in the implementation of programs in Family Life and Sex Education and has collected a considerable amount of data, some of which will be presented during his talk, concerned with the effects of teaching courses in sex education in the schools. Mr. Lockett has published articles related to his work and has been interviewed by Time Magazine for future publication. 14 Aug.9 Alfred A. Messer, M.D. Columbia University College of Physicians and Surgeons FAMILY INTERACTION PATTERNS Topic Families utilize certain mechanisms to control conflicts and keep anxiety within tolerable limits. (These mechanisms are akin to "defence mechanisms" in the individual.) In his laboratory Dr. Messer has identified several common (homeostatic) mechanisms: (1) Scapegoating of one member; (2) Formation of "defensive" alliances or coalitions between family members; (3) Withdrawal of affect among family members; (4) Seeking of a "family healer"; (5) Loosening the family unit by dispersion of its members; (6) Discharge of tension by repetitive arguing and fighting: (7) "Resignation" or Compromise: one or more members surrenders. personal assertion; (8) Invocation of a family myth to prohibit "rebellious" behavior. The homeostatic mechanisms range from complete reversibility to irreversibility, and appraisal of the status of these mechanisms is the major focus of family diagnosis. Aug.10 Topic FAMILY MYTHS AS A MAJOR VARIABLE IN FAMILY INTERACTION PATTERNS Every Family has its myths. "Children are seen but not heard:' is an example. It lessens the need for parents to deal constantly with pressures from their growing children. The myth, "If anyone takes a drop of alcohol, he becomes a drunkard:' is sometimes seen in the family in which a relative, because of his alcoholism, brought great shame upon the family. Invocation of this myth tends to create a teetotaling family. In some families, there may be a myth that one member will become mentally ill, and this myth may become a self-fulfilling prophecy. �lecture outline cont. Aug. 11 Topic THE IMPORTANCE OF "FAMILY ROLE" AS A CONSTRUCT IN UNDERSTANDING THE FAMILY A good theatrical repertory company includes actors who are flexible and who can step into almost any role. Everyone has to know every part. Sex and age may make little difference. If one of the group falls ill, somebody doubles up and fills his role. In a similar way, the family functions as a repertory company. There are many roles to be fulfilled, and roles are "assigned" depending on the capacity of each member. An important part of childhood development is the rehearsal for future adult roles. Each role has a performance (instrumental) aspect and an emotional (expressive) aspect: a family crisis usually necessitates a role shift. Rigidity of one member in a particular role makes for trouble within the family when this role shift is necessary. Dr. Messer obtained his medical training at the Columbia University College of Physicians and Surgeons in 1950 and was awarded the Thomas F. Cook, M.D., Prize in Obstetrics and Gynecology. This was followed by an internship at the Second (Cornell) Medical Division Bellevue Hospital, New York, and by residency training at the U.S. Veterans Hospital, Bronx, New York. Dr Messer also took post-graduate training and was certified in psychoanalytic medicine at Columbia University in 1956. He is the author of numerous scholarly articles published in both medical and scientific journals. Aug.12 & 13 Gregory G. Baum, Th.D. University of Toronto Topic THE EFFECTS OF RELIGION ON THE FAMILY AND EDUCATION The effect of religion on human life is not confined to the few moments of piety in which men turn their mind to the God in whom they believe. Since religion influences man's basic attitude to life and creates the images in terms of which he interprets his daily experience, religion has profound effect on the whole of a man's life and the culture he creates. This effect, we hasten to add, is not always beneficial. Since religion may have destructive effects on human life, it is important to distinguish between the aspects of religion that redeem life and those that inhibit life. The Scriptures tell us a great deal about the twofold effects of religion. The prophets of the Old Testament, in particular, show that religion can make people self-righteous, hardhearted, and superstitious. Jesus himself revealed the blindness, self-delusion and inhumanity produced by a certain kind of piety. At the same time, the Scriptures of Old and New Testament tell us of the redeeming effect of religion when it is assimilated in fidelity to God's word. In these two lectures Dr. Baum will analyse the destructive effect which a certain kind of religion can have on the family and on education and, more importantly, show the liberating and life-giving effects of a more incisive religion on the home, on personal relations, on human growth and maturity. Dr. Baum is well known at Lakehead University, having recently completed a speaking engagement here. He is recognized as a very progressive and outspoken theologian who is always well received by his audience. Dr. Baum completed his doctorate in theology at the University of Freibourg in 1956 and is a professor at the University of Toronto in the department of religious studies and theology. At the present time Dr. Baum is studying sociology at the New York School of Social Research and is the holder of a Canada Council Sabbatical Leave Fellowship. 15 �required texts available at the Lakehead University Bookstore SEX, LOVE AND THE PERSON ..... Dr. Peter Bertocci ILLUSTRATED SEX ATLAS ........ Dr. Le Mon Clark YOUR CHILD'S SEX LIFE ....... Dillon and lmbiorski WHY WAIT TILL MARRIAGE . . . . . . . . . . . E. M. Duvall THE MAN AND THE WOMAN ..... Envoy and O'Keefe THE FIRST NINE MONTHS OF LIFE ... G. L Flanagan THE ART OF LOVING ................ Erich Fromm LOVE AND SEX IN PLAIN LANGUAGE . E. W. Johnson FAMILY LIVING AND SEX EDUCATION ................. Dr. S. G. Laycock UNDERSTANDING ....................... Ortho SYMPOSIUM ........................... Ortho BEYOND SEX INSTRUCTION ............... Otena SIN, SEX AND SELF CONTROL Norman Vincent Peale THE PSYCHOLOGY OF SEX ....... Oswald Schwarz FAMILY LIFE AND SEX EDUCATION . . . . . . . . . . . . . . Schultz and Williams THE PHYSIOLOGY OF SEX ........ Kenneth Walker CURRICULUM GUIDE: FAMILY LIFE EDITION .......... Rochester Edition INSIGHTS INTO FAMILY LIFE AND SEX EDUCATION . . . . . . . . . . L J. LaFreniere �reference books (Located in the Reserve Section of the Lakehead University Library and available on three day loan) Allport, Gordon W Pattern and Growth in Personality, pp 454 and following Holt. Rinehart and Winston, New York, 1961 . Knutson, Andie L. The Individual. Society, and Health Behavior. pp. 259-293, Russell-Sage Foundation, New York, 1965. Bell, Robert R. Prernantal Sex In a Changing Society. PrenticeHall, Inc. Englewood Cliffs, New Jersey. 1966. Calderone Mary S Abortion in the United States, HoeberHarper. 1958. Levine, Jerome M , and Murphy, Gardner. " The Learning and Forgetting of Controversial Material,' ' in Maccoby, Elearnor E, Newcomb, Theodore N , and Hartley, Eugene L., (Eds.) Readings in Social Psychology. Henry Holt and Company, New York 1958 Calderone, Mary S Release from Sexual Tensions. Random House, 1960 and in England, Robert Hale, 1963. Linner, Birgitta Sex and Society in Sweden, Pantheon Books, A Division of Random House, 1967 Calderone, Mary S (Ed.), Manual of Contraceptive Practice. Williams and Wilkins, 1964 LippIt, Ronald. " Value Judgement Problems of the Social Scientist in Action Research '' in Vennis, Warren G , Benne, Kenneth D , and Chm . Roberts, (Eds ), The Planning of Change: Readings In the Applied Behavioral Sciences, pp. 689-694. Holt. Rinehart and Winston, New York, 1961 . Christenson, Harold. Handbook of Marriage and the Family, pp. 888-911 , Chicago Duvall , Evelyn. Today's Teen-agers, Association Press 1966. Duvall , Evelyn Facts of Life and Love. Popular Library. New York, 1957 Duvall, Evelyn. Being Married, D. C. Heath , 1960. Duvall, Evelyn. The Art of Dating. Association Press. 1967. Duvall, Evelyn, Family Development. J. B. Lippincott, 1967 Duvall Evelyn. In-Laws, Pro and Con. Association Press, 1954 Duvall, Evelyn. Love and the Facts of Life. Association Press, 1967 Duvall. Evelyn. Sense and Nonsense About Sex, Association Press. Festinger. Leon . A Theory of Cognitive Dissonance. Stanford university Press, Stanford, 1957. l=letcher, Joseph Situation Ethics - The New Morality. Westminster Press, Philadelphia, Pennsylvania, 1966. Havemann. Ernest. Men. Women. and Marriage, Doubleday Company Inc.. Garden City, New York, 1962 Jersild, Arthur. When Teachers Face Themselves, Teachers· College, Columbia University, New York. 1955. Masters, Wilham and Johnson, Virginia E. Human Sexual Response Little, Brown & Co., Boston, 1966. Moms, Charles W., Varieties of Human Value, University of Chicago Press, Chicago. 1956 Reiss, Ira L Pre-marital Sexual Standards in America, Chapters 1-4 The Free Press of Glencoe. Illinois, 1960 Rokeach, Milton . The Opened and Closed Mind, Basic Books, New York, 1960 Rosenberg, Nalton J . Attitude Organization and Change, Yale University Press, New Haven, 1960. Sex Education and the New Morality, Child Study Association of America, Columbia Press, 1966. Smith , M. Brewster, Bruner, Jerome S . and White. Robert W. Opinions and Personality, John Wiley & Sons, New York, 1956. Smith, M Brewster, " Personal Values in the Study of Lives, " in White, Robert. (Ed.) The Study of Lives, pp . 324-347, App leton Press, New York, 1963. Strain , Frances. Sex Guidance ,n Family Life Education, The Macmillan Company. New York, 1942. Katz. Daniel and Stotland. E. " A Preliminary Statement to a Theory of Attitude Structure and Change" in Coch , Sigmund, (Ed ) Psychology: A Study of A Science, McGraw-Hill Book Co , 1959, Vol. 3. Sussman, Marvin B. Sourcebook in Marriage and the Family, Houghton Mifflin Co , Boston , 1963. K1rkendall, Lester. Sex Education and Human Relations, New York, lnor Publishing Company, 1950. Udry, J . Richard The Soc,al Context of Marnage, J Lippincott and Co .. 1966. Kirkendall, Lester. Premarital Intercourse and Interpersonal Relations, Matrix House. 1961 . Wilson, John Logic and Sexual Morality, Penguin Books, Baltimore, Maryland, 1965 17 �journals, pamphlets & magazines Avery, Curtis E. and Lee, Margie R. " Family Life Education: Its Philosophy and Purpose". Family Life Coordinator, 1964, 13, 27-37. Benne, Kenneth D., and Swanson, Guy. " Values and the Social Scientist:· Journal of Social Issues, 1950, 6 (4). Bills, Robert. " The Effect of a Value on Learning". Journal of Personality, 1952, 21 , 217-222. Bowman, Henry, et al. " Teaching Ethical Values Through the Marriage Course: A Debate". The Journal of Marriage and Family Living, 1957, 19, 325-339. Broderick, Carlfred. " Family Life Education Versus Reality", The Journal of Marriage and the Family, 1964, 26, 103-106. Calderone, Mary S. " Youth Asks About Sex and Morality" Part 1., Co-ed Magazine, Published by Scholastic Magazines, February, 1966. Calderone, Mary S. "Goodbye to The Birds and The Bees; An Approach", American Education, 1966, 2, 17-18. Cummings, Edgar. " Family Life Education in School and College: Work and Philosophy of the American Social Hygiene Association", The Journal of Marriage and Family Living, 1958, 20, 117-120. DeFleur, Melvin L., and Westie, F. R. " Verbal Attitudes and Overt Acts: An Experiment on the Salience of Attitude, Attitudes". American Sociological Review, 1958, 23, 667-673. Dukes, William F. " Psychological Study of Values", Psychological Bulletin, 1955, 52, 667-673. Force, Elizabeth S. " The Role of the School in Family Life Education", The Journal of Marriage and Family Living, 1964, 26, 99-101. Gross, Leonard. " Sex Education Comes of Age" , Look, March 8, 1966. Glassberg, Bert Y. "Educators Fear Sexuality - Not Sex", The Journal of Marriage and Family Living, 1959, 21 , 233-234. Hartman, G. W. " Sex Difference in Valuational Attitudes", Journal of Social Psychology, 1934, 5, 106-112. Calderone, Mary S. " The Married Teenager", Journal of The International College of Surgeons, April, 1965. Canavan, F. S. J. " Reflections On the Revolution in Sex", America, March 6, 1965. Cantril, Hadley and Allport, Gordon W. " Recent Application of the Study of Values" , Journal of Abnormal and Social Psychology, 1933, 28, 259-273. Coffins, T. "Sex Kick", Saturday Review, 1966, 49, 36-37. 18 Jones, Edward E. and Kohler, Rika, " The Effects of Plausibility on the Learning of Controversial Statements", Journal of Abnormal and Social Psychology, 1958, 57, 315-320. Katz, Daniel; Sarnoff, Irving and McClintock, Charles. " Ego Defense and Attitude Change", Human Relations, 1956, 9, 27-46. Kirkendall, L. A. with Ogg, E. "Sex and Our Society". Public Affairs Pamphlet no. 366, New York, 1964. �Kirkendall, Lester A . "Sex Education: A Reappraisar ·. The Humanist, Special Issue, Spring, 1965. Pomeroy, Wardell B. "How We Got People To Talk About Sex". Sexology, July, 1966. La Pierre, Richard T. " Attitudes Versus Action". Social Forces, 1934, 13, 230-237. Pope, Hallowell and Knudsen, Dean, D. " Premarital Sexual Norms, The Family and Social Change" . Journal of Marriage and Family Living. August, 1965 Liberman, Seymour. " The Effects of Changes m Roles on the Attitudes of Role Occupants··. Human Relations, 1956. 9, 385-402 Lobsenz, Norman . "The Cnsis in Family Life Education" . Good Housekeeping, 1962, 154, 51 . Luckey, Eleanore B. "Values as the Content of Parent Education Programs" , The Journal of Marriage and Family Living, 1961 , 23, 263-266. Reiss. I L (Ed .), "The Sexual Renaissance in America·•. The Journal of Social Issues, April. 1966. Sherif. Muzater and Cantril, Hadley "The Psychology of Attitudes·· , Part 1, Psychological Review, 1945, 52. (6), 295319 Thomas, R. "Is Sex Morality Out of Date?", Parents ' Magazine and Better Homemaking. May. 1965 McChntock, Charles. "Personality Syndromes and Attitude Change' , Journal of Personality. 1958. 26, 479-493. Time Magazine. Vol 89, No. 9 , March 3, 1967, pp 76-82. McGuire, William . "Cognity, Consistency, and Attitude Change ·, Journal of Abnormal and Social Psychology, 1960, 60, 345-353. Mason, Madeline. " The Teacher's Value System m Relation to Family Life Education". The Journal of Marriage and Family Living, 1959, 21. 75-76. May, R. "Antidotes for the New Puritanism; Dilemmas of Sex and Love·•. Saturday Review, 1966, 49, 19-21 New York Herald Tribune. January 9, 1965, "Recognition For Sexuality: A New Agency", Earl Ubell Poffenberger, Thomas . " Family Life Education in this Scientific Age", The Journal of Marriage and Family Living, 1959, 21 , 150-154. Time Magazine. Vol. 89. No. 14, April 7. 1967, pp. 78-84. Vernon, Philip E , and Allport, Gordon W. "A Test For Personal Values··. Journal of Abnormal and Social Psychology, 1931, 26, 231-248. Wagman. Morton "Attitude Change and the Authoritarian Personality", Journal of Psychology, t 955 . 40, 3-4 . Wilner, Daniel M .. Walkley, Rosabelle P, and Cook, Stewart W. " Residential Proximity and Intergroup Relations m Public Housing Proiects". Journal of Social Issues, 1952, 8, 45-69 Woodring, P ·'What Is Sex Education?". Saturday Review. December 18, 1965, and Discussion, June 15, 1966 19 �audio-visual aids July 5 July 6 July 7 July 8 July 12 July 13 July 14 July 15 July 19 July 20 July 21 July 22 July 26 July 27 20 Being Boys - Being GJrls - Colour, 1 0 minutes Glands and Hormones - Colour, 9 minutes Why You ·re You - Colour, 11 minutes Development of the Embryo - Colour, 10 minutes Going Steady - Colour, 12 minutes Teenage Pregnancy - Colour, 17 minutes Family Problems - Colour. 12 minutes Dating - Colour 12 minutes Love - Colour. 12 minutes Keep off the Grass-Colour, 12 mrnutes Personal Values - Colour, 12 minutes The Changing Role of Women-Colour. 12 minutes VD.? See Your Doctor - Colour. 22 minutes Early Years - Colour, 60 minutes Mamage - Colour. 60 minutes Learning About Sex - Colour, 15 minutes Dare to be Different· Part 1 . (Fitting In) - Colour. 15 minutes Part 2. (Standing Out) - Colour, 15 minutes Everything But.· Part 1. (Love and Sex) - Colour, 15 minutes Part 2. (Where to Draw the Line) - Colour, 15 minutes And They Live Happily Ever After. Part 1 . (Reasons) - Colour, 20 minutes Part 2. (Problems) - Colour, 21 minutes Joey - Black and White. 27 minutes A Further Glimpse of Joey - Black and White, 27 minutes Danny and Nicky - Colour, 55 minutes Boy Next Door - Colour, 18 minutes Neighbours - Colour, 10 minutes The New Baby - Colour, 19 minutes The Burden They Carry - Black and White. 28 minutes He Acts His Age - Colour . 14 minutes In a Box - Black and White. 4 minutes The Summer We Moved to Elm Street Colour, 28 minutes Mrs. Case (Single Parent) - Black and White, 14 minutes This Is No Time For Romance - Colour. 28 minutes We Do. We Do - Colour, 15 minutes July 28 July 29 Aug . 2 The Wish - Colour. 27 minutes The Drag - Colour, 8 minutes You Haven 't Changed a Bit - Colour, 15 minutes Jamie. Story of a Sibling - Black and White, 28 minutes The Weekend - Colour, 15 minutes Adolescence. Love and Matunty - Colour, 11 minutes A New Human Life - Colour, 8 minutes Your First Six Years - Colour, 9 minutes Society and You - Colour, 12 minutes Aug . 3 Female Cycle - Colour. 7 minutes Pregnancy and Birth - Colour, 12 minutes Puberty m Boys - Colour. 9 minutes L S. D. - Insight or Insanity? - Colour, 18 minutes Aug . 4 Human Reproduction - Colour. 23 minutes Drugs and the Nervous System - Colour, 15 minutes Vandalism - Crime or Prank? - Colour, 10 minutes Boy to Man - Colour, 20 minutes Girl to Woman - Colour. 35 minutes Aug . 5 Aug . 9 Aug. 10 living With Your Family Series 1. What is a Family 2. The Family Has a New Baby 3. A Day With Your Family 4 . Family Fun Teen-Parent Relationships Series 1 . Adolescent Revolt 2. Too Much Help 3 . Need to Belong 4. Stern Father Aug. 11 They Need Me Series 1. Mother and Father Need Me 2. Baby Sister Needs Me 3. Friends Need Me 4. My Dog Needs Me Aug . 12 Concordia Series 1 . / Wonder, I Wonder 2 Wonderfully Made 3 Take the Highroad 4. Parent's Guide to Christian Conversation About Sex �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family Life Program Summer 1971 Evaluation Subject The topic of the resource Universities Description An account of the resource Family Life Program: An Evaluation, Lakehead University Summer 1971, Psychology 2z6 and 3z6. Includes overview of the Family Life Program, budget, information on students, evaluations and recommendations with brochure. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1971 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context lu-15i Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/c72f2296d58c3257ecb882ab148e83dc.pdf 08c5e20de76d6f1882d5c338a73a6b34 PDF Text Text LAKJJIWAn UN IVLHS [TY ProposeJ llegrc·e Program in School or l:nginccri.ng !...1 1:( /.:-: N/ d C. i~ /16 ~ �LAKElll:/\D lJNlVI!RSITY PfWPOSLll IH:(;J<l\1: PROGRAM in SCHOOL OF liNCINUERINC Contents 1-:11gineeri11g Degree Program l JI i story ] 1:11rr('nt Programs 2 3 ;\drn i ~s ion to Dc•grcc Progra111 1n Jing i nccr ing s Tentative Hudgct 7 l:<-it irnat('s or Enrolment 1:~1cu 11 y l<eq11 i remcnts for f)cgrec and Diploma Programs /\ n :1 I y s i ~ o r 11 e gr c· c 10 a n d D i p 1 om a Dq~rcc l'rog ram Out l i 1ws Enrolment r ndcx Projection Chart J> r o g rams 11 12 31 �Currcnt_Programs -... W.ith.in the past S years, in1.:rcc1sc in interest th0re ha::-. b0en a marked i.n Engjnecring Tcchno.logy, both on the part PC h1 gh school graduates and employers. As a result of this i11crcascd 1ntcrcst, Lakchcnd University now orrcrs specialized programs in four fields of l:ngi.ncc·ring Technology. ( 1. Chemical linginccring Technology (Pulp ;ind Paper) 2. Civil lingjnecring Technology ."5. f;lcctronics 1·: ngineering 'l'cchnology 4. Meehan i ca.1 Engineering TcchnoJ ogy The Centennial Building, currently under construe- ion an<l scheduJc<l for completion in 1968-69, has been designed inL·luJc ample facilities t ,i ror th1s program. The equipment huJg<.'t of Olll' half million dollar:~ wi'l] provide the C''.~scntiai a pp a r :1 t u s t' o r t h e 1 a b o r at o r i c s . 1 11 t lw 1 0 (, 8 / 9 a c a <l cm j c y c a r . , 1 (' r r o 111 C r a clc l 2 , t h C' 5 - ye ~ r ·ln addition, 1n 1.1, h' i T h c p r o gr a 111 \✓ i J 1 b c ope r at i n g Admission to Lhc~c programs will st the re a rn . first ·y ear only of an Engineer- dc/rc.:c program will cont inuc to he offC'rcJ in ·1 968/9, ,tlong th 1 he first year only of the Ryerson Architecture d·iploma progr,irn. �Oh jl'ct j - ·- iVL' S .. ·--· I~)b8 · · · - - ~ - - - -• ... ~---- - - - - 1975 - ----- Lakehead University now proposes to intro<lucc a new concept (in Ontario) in degree programs in Engineering. It is proposed that, beginning in 1970/71, a fourth and fifth year be introduced for carefully selected graduates of diploma programs in the four fields of engineering listed above. Students who complete these two additional years would receive a degree in Engineering. The year 1970/71 was selected because this will coincide with the first graduating cJasses in Engineering Technology from Ontario's newly established Colleges of J\pplicd Arts and Technology. Fnr the current year the total enrolment in Engineering Technology in this Province is 4,550 (Ryerson 1,600, other CAA.T's 2,950). It has heen estimated that in 1970, the number o f graduates will exceed !,S00. Past experience indicates that a significant number of these graduates want to go on in a degree program, with a<lvanced standing. The fourth and fifth years proposed at Lakchead have been espec.ially designed for them. At the present time, some of these graduates are being aclmj ttcd nn d, to established degree programs in l:nginccring, nt in some cases, at the third year I.eve]. /\. gr ;idua tcs have gone on to Schoo Is or Engi nee· ring the second large numher of in the lJni. tcd St ates and a very large percentage of them remained there after Graduates of three-year diploma programs who have been ; 1d 111 i t t L"' d t o de gr cc pro gr ams have , o f n e c es s i. t "!' it ( v, b c en re q u i red t o into" exist.ing programs which have been designed for students <'n tcri.ng directly from high school. Experience has shown them to he a llc:1d or these stuJcnts in some areas Jnd bchi.nd them in others. �The four degree programs (Civil, Electrical (Electronic), Mechanical and Chemical (Pulp and Paper)) proposed for Lakehead lJniV('rsity School of Engineering have been specifica1ly designed for students who have completed the correspond.ing three-year ::. diploma programs with an average of 70% or better. Graduates from Ryerson and from all CAAT' s will also be· el igihlc for admission. ( ( �LAKEHEAD UNIVERSITY r----, I ~QADE I I 1'2 A I L- _ r- - - - , I I I 6 t:'lA"Oi l3 I I "SI Ji~ Er-HilNEErc1NG TEC.HNOLOC:a'I C.OMM0N Fl-.'Si ";£A~ I I L--r-.J rr TI Ct~IL TEC.MNOLOC,~ ( [ ME C.MAN ICAL iiC ~OL.06~ ELE.C.T21CAL. iECMNOL.0G~ m m Me.C:MANICAL. t. l.E.C'TRICAL m CHEMICAL i'fE!cSON ( AN1' Oi ~Ee) 1-------41-_,. DIPLOMA /'"\_ _ _ _ _ __ G;ADuAi~':, - -- - -1"'....___ _ _____,JI' r " \ - - - - - - - . -.... WIT 1-4 10o/o I' r"\.___ _ ____,/' " ' - - - - - - - . 1- ~ I'~ AVE2AG.E N lY CIVIL E.N61MEE.IIN GI E.LE.C.i~IC.AL Ewa1Ne.E21wG y Y. CIVIL DAiE.D : (o =>EPT MECHA~ICAI. E.NC:IINEEIINGa N toi ELECT~ICAL iY CHE.Ml CAL. - - 12 1 / T3 PROGRAM NETWORK �TLNTATJVE BUDGET FOR FOURTll AND FIFTH YEAR OF DEGREE PROGRAM lN ENGINEERING nctailc<l budget analysis, based on careful estimates of income and expenditures, have been prepared [or ca1.: h year up to 1974-75. Enrollment in each program for 1965 tu J97S is shown on Table [. Total Faculty required in Engineer- ing, Arts an<l Scienc0 are shown on Table II. t s '.··.t 1 mm a r Budget analysis i. z c d on Ta h l c I I. I . lt is evi<lcnt that the four diploma programs \\i h i ch a r c al r cad y cs ta h 1 is h c J can b c op c rat c d wi th in th c form u 1 a .. The addit.i.on of the fourth and fifth years, p r o v i cl ·i n g for d c g r cc s 'i n t h c s am c four f i e 1 d s o f en gin c e r j n g ( wil I increase the annual operating budget by $220,000 to $250,000. T Ii c c s t i Ill: 1t c J (' ll r is _iust over 200 students. No ad<litional space will be required, l)lf t t Ji c.re w i 11 be a mode s t r c q u i rem c n t o f approx i mat c 1 y $ 2 8 0 , 0 0 0 ro r On c c a g a i n , <'Jlt ~1 <l <l i t i on ~11 c q u i p rn c n t . it i s c v i ll c n t that t h c i rt' program proposed for the School of Engineering can 1)p cr;_1 tc ( o l mc n t i n t h c fourth an J f i f t h y car ( L9 7 l - 7 2 _) within the formula. �ESTDi:'\TES OF L\TWL)E:\T 1\ T~:1·:. SCiOJL 1967 1968 ~ ~ ~ ~ 1 r_, < '..... '-' ·J ~ ~~ 1 2 !=. j -;:.. - - - l ~-, (, 9 1970 ·; 9 7 ~0:2 l 9 7 .3 l ,, 19o9 l 0 :- 0 1971. 197 1973 19: ~; 19-:-5 gy Ci\. i 1 Engine c ring Ir Civil Engineering V l e c t r i c En :;_ i n e e Li _r~~ I V Llectric Engi~eering V .'·;cc h an 1 ca I 1.:. n g 1 n c e r 1 n g I V >iech anical Engi:i1eer.ing \' P~lp & ?a?cr Engineering IV ?ulp & Paper Engineering V Su:) Total 105 126 174 -J =~ :..i ~ :,.) '. - - - 30 2Sb lO 22 l2 14 18 0 301 j Od - 0 0 40 40 48 'T~:>tal Degree -40 40 48 Total School of Engineering 14S 166 222 :; 5 25c 2- l 50 3 Sc. 36 .lb 4Od 0 App!ied Science I Applied Science IIA :\2.P_l_ied Science IIB 30 26b lO - 43-~ ..; 2 b 30d = ~ 10Ci 7) 1)65 ---- Total Technolcgy (lkc. ; :.\C::\L: R}\G - C i v 1 T c ch no J o Q y I -+ 0 a ~ 20 a 2 ·+ Ci1.· 1 Technology II 24 25 L5 C i. \~ 1 Tc ch no 1 o cv L I I -- - - - - - - - --- - - - -- - - - - Electronic Tcc}rnology I 212 30a 36 Electronic Tech no l o QY l I 20 Electronic Technology III ~-! e C ;1 an i Ca 1 Te Ch n O 10 I •20a 2 4. ~!echanic~l Technology II 13 ~\ ~ e c ha n i c a l Te c h no l o g y II I ?ulp & Paper Technology I 15a 18 P;,_11 p & P a p e r Tc ch no 1 o ay I I lO Pulp & Paper Tcc;hnology III ~ycrson Arch. 'i.'cch. I 16 16 16 \1ining Technology 4 0 0 '- -~-- _ : :.: : l .--; ~~ : or 100d : 35 j 2 l. 25 l 7c 10 20 O 25c • 42 23c 21 58 4 2c 34 42 2Sc 2l 30 20c 13 2_0 O 2 28c 2l !, ; s- -~- 42 2f:c :1 - SS _ ...,.1 7 ,\...... O 20 ; 0 3 SJ SJ 35 ...) :,,.. 4~ 32 40 :. ;. u .D ~ 203 - _u_ _ 399 ~~ :, '-" 561 (j ~) '. . ) ~~ \.) ::-C -~ ,) V ~ Cl :) i_, 32 5~1 3J t, \.I :) .J j_ 2 -0 239 239 o3 S (:, ;; s ,Q JU 0 30 6 5 -! \_,I ~ r... - --- - 4 01 . '--: ~,c-'..)4~-----=:=-"l..,......1 - rr-,,.--==-rz 2 Sc :sc 2l 2l ====-::::=~ = 3lT (f 20c j Uc 1.3 3 399 25 6 ~ ~ ~: 4~~ c 35 8 30 50 L ~--- ,.......... . v .... , ...J - �No . 1 (' '. -:. }'(.' T.;'I. .h I C' I :1) l n l ~) () 7 · () 8, (il stud c n t s w<.· r C' c n r o 11 C' cl i 11 "f ·i rs t y car LI q~ i n c <.' r i n g 'l' l' l' h no 1 o g y" ( 4 0 + 21) . 1 t i s a s ~ u nw cl th ~1 t 1 h i :, f i g u r c w i l 1 i n c rt'~,~; c t o 8 5 j n t 1i c f o 1 l O\v i n g y c ;1 r . h} lt is ,1ssu111c'd that the cxp(111<.lcd orrcring~ wj1J result jn more· studC'nts colllinf. jnto tliC' progr;1ms ,vith a complete C~rc1dc l ~~ThC')' \vi.I 1 r·ntC'r at the· second yc,ir level. c) Second year c11 ro] rnc11t s '" i.] 1 be J a rgc bcc~n1sC' cl ire-ct <.' n t r i es from (; r ;i cl c· 1 ~ ,,, j ] 1 comp en s a t c for so 111 c o f th c first y car fa j ] u re~ s . · d) Jt is proposC'<.l that C'nrol111C'nt he injti(1l]y restricted to QJlC' sc-c t j on j n each or th rcC' prog r;1ms. /\ 11 of the nc-w C.'\/\T' s \\1 1 l1 rrocluce . their r i rst gr~1du:Lt i ng cJ :-iss in ] ~) 7 () - 71 . c; r [l cl ll at(' s \\ j th Ji j g h cl Cl<.k 11d C s l ,111 d i Ilg ( ,1 ppr ox i nw t c l y 7 0 ~ av c r n g C') ,d l1 b c ad 111 j t t c cl to ye ~1 r 4 of the (kgrcC' progr:1m. Crc1du:1tc~ from J.,1kC'hcad Universj ·t y, HyC'rson ~,nd the.' CAJ\T's wj] I b(• c]igi.b]C' for adnl"i s s .ion. 1 �LJ\KEHEAD .UN1VERSITY School of Engineering Enrolment Prior to 1968 1965 1966 1967 1967 1968 Engineering Technology l 42 41 40 Engineering Technology II 21 24 24 Mining Technology I 11 10 8 8 4 12 12 16 38 21 135 133 105 28 29 40 28 29 10 162 145 1906 Diploma Programs Mining Technology II Ryerson Architecture I ( Ryerson Enginecrjng TcchnoJ.ogy J Total Diploma Jk __g_~·_c c Appl ieJ Programs Science I Applied Science IIA /\pp] ie<l Science IIB Tot31 School of Engineering 163 �L.-\ .f(E HE.-\D U\ r:E RS I TY SCHOOL OF E\GI\EERING T..\BLE II Summarv of Total Faculty for the Period 1965 - 1975 PROGRA:\l: Degree: 4th & 5th year in Chemical, Civil, Electrical, Mechanical Diploma: 3-year programs in Chemical, Civil, Electrical, Mechanical 1st year Ryerson Architecture 1965 1966 -- 1966 1967 -- 1967 1968 -- 1968 1969 -- 1969 1970 -- 1970 1971 -- 1971 1972 1972 -- 1973 -- 1973 1914 1974 1975 -- - Engineering Faculty 6 6 6 6 8 19 27 27 27 27 & Science 4 4 4 -l 4 8 8 8 8 8 Arts Faculty Total Engineering, Arts &Science - - - - - - - - - - 10 10 10 10 12 27 35 35 35 35 - = - - - - - - - - c., NOTES 1) Based on the current system of units used in Arts & Science i.e., 1 lecture hour per week for 1 term= 1 unit 2 laboratory hours per week for 1 term= 1 unit 18 units= 3 full courses 2) Number of Faculty = Number of units divided by 18 \ '"d ... OQ ro I-' 0 �UJ:EHLi\.D UNIVERSITY SCnOOL OF ENGINEERING Table III. Analysis of Programs PP.OGRA}l: 1. (a) (a) Degree (c): Diploma: 4th and 5th yea: 1) Electrical 3 year programs in l) Electrical 1st year Ryerso~ Architecture 2) 2) Civil Civil 3) 3) Mechanical Mc:chanical 4) 4) Chemical Chemical 1965 1966 1966 1967 1967 1968 1968 1969 1970 1970 1971 1969 197l(c) 1972 1972 1973 1973 1974 1974 1975 Total Enrolment, Sch. of Engineering 163 162 145 166 222 401 561 638 638 638 Diploma 135 133 105 126 174 301 358 399 399 399 Degree 28 29 40 40 48 100 203 239 239 239 104 104 104 104 104 147 340 480 480 480 0 0 0 0 43 193 140 0 0 0 65 65 65 65 65 77 135 141 141 141 2. Total Units in Engineering_ Courses 3. Additional Units in Engineering Courses 4. Total Units in Arts & Science "tj ~ 00 5. Ad d itio na l Units in Arts & Science (b) 6. U.Sc h . Faculty for Established Courses 5.8 5.8 (b) 7. Arts & Sc. Faculty for Established Courses 3.6 0 (b) 8. U.Sch. Faculty for Additional Courses (b) 9. Arts~ Science Faculty for Additional Courses 10. Total Faculty, Arts, Science & U. Sch. 11. Student: 12. Number of Income Units Faculty Ratio 0 9.4 0 12 58 6 0 0 5.8 5.8 5.8 8.2 18.9 26.7 26.7 27 3.6 3.6 3.6 3.6 4.3 7.5 7.9 7.9 8 0 0 0 2.4 10.7 7.8 0 0 0 0 0.7 3.2 0.4 0 0 0 9.4 9.4 12.5 26.4 34.6 34.6 34.6 35 0 9.4 0 17.3/1 17.2/1 15.4/1 17.6/1 17.7/1 15.2/1 186 191 185 206 270 501 0 0 - 16.2/1 18.4/1 18.4/1 18.2/1 761 877 877 877 .__/ (D !-' !-' ,,-.. -Cl �,. L.A..KEHEAD UNIVERSITY SCHOOL OF ENGINEERING Anslysis of Programs PROGRAM: 1. Degree (c): Diploma 4th and 5th year 1) Electrical 1) Electrical 3 year programs in 1st year Ryerson Architecture Total Enrolment, Sch. of Eng'ing Diploma Degree 2) Civil Civil 3) 3) Mechanical Mechanical 4) 4) Page 2 Chemical Chemical 1970 1970 1971 (c) 1971 1972 1972 1973 1973 1974 1974 1975 166 126 40 222 174 48 401 301 100 561 358 638 399 239 638 399 239 399 239 928000 1150000 1230000 1315000 1967 1968 1968 1969 145 105 40 2) Table III. 1969 203 638 (d) 13. Basic Income (Formula) $173000 206000 289000 570000 (e) 14. Emerging Grant Estimate $110000 55000 28000 14000 (f) 15. Est. Fees Income $ 58000 68000 94000 181000 278000 333000 349000 366000 16. Est. Total Income $341000 329000 411000 765000 1206000 1483000 1579000 1681000 17. 60% Income for Instruction $205000 197000 246000 460000 724000 890000 946000 1010000 168000 380000 533000 570000 618000 6(10000 ~ ~ ""~ ~ '- (g) 18. School of Engineering Budget Only $110000 118000 (h) 19. Service Courses Arts & Science $ 42000 45000 48000 62000 116000 130000 138000 151000 20. Total Sch. of Engineering Budget $152000 163000 216000 442000 649000 700000 748000 811000 21. + Surplus +$53000 +$34000 +$30000 +$18000 +$75000 +$190000 +$198000 +$199000 (a) (b) (c) (d) (e) (f) (g) (h) Based on the current system of units used in Arts & Science i.e. 1 lecture hour per week for 1 term= 1 unit 2 lecture hours per week for 1 term= 1 unit Number of Faculty= Number of units divided by 18 Degree introductory year 1970-1971 $940 x 185 income units= $173,000; assumed increase in income unit 7% per annum Assumed to decrease at the rate of 50% per annum Assumed to increase at 5% per annum Assumed to increase at 7% per annum; For 1969-70: $118,000 x 1.07 x 12.5/9.4 = $168,000 Increase based on Faculty ratio; for 1969-70: 3.6/12.5 x $168,000 = $48,000 \ --- v �LAKEHEAD UNIVERSITY SCHOOL OF ENGINEERING Program Outlines Pag~ Summary Course Description B.A.Sc. Degree Programs Chemical Engineering Courses 13 17 Civil Engineering Courses 14 19 Eng i n cc r in g Co u rs cs 15 22 Mechanical Engineering Courses }() 25 17 28 I: I (' c t r ·i c a I Arts ( & Science Courses �Page 13 LAKEHEAD UNIVERSITY CHEMICAL ENGiiJEERING DEGREE PROGR.Al'1 LEC. FOURTH YEAR Physics Mathematics Mathematics Chemistry Chemistry Engineering Engineering Engineering 3e6 3q6 3r4 3f6 3h6 ChE4c MT3b ME4g Modern Physics (Selected topics) Differential Equations Applied Statistics Organic Chemistry Analytical Chemistry & Instru. Analysis Process Principles in Unit Operations Fluid Mechanics (same as Mech. III) Engineering & Business Humanities (elective) TOTAL HOURS LAB. 2 2 2 2 2 3 3 3 3 2 1 3 2 19 11 FIFTH YEAR Engineering Engineering MESa ChESa ChESb ChESc ChESd ChESe MESg MESh Engineering ESa Engineering Engineering Engineering Engineering Engineering ( -~ Eng i.nec.d ng Applied Thermodynamics Computer Analysis & Programming Chemistry of Cellulose & Wood Advanced Pulp & Paper Mfg. Process Dynamics, Control & Optimization Economics of Plant Design Systems Engineering Production Management Humanities (elective) Thesis Project TOTAL HOURS C 2 2 2 2 2 2 2 3x 3 2 2 2 3 1 20 3y 10 �Page 14 LAKEHEAD UNIVERSI1Y CIVIL ENGINEERD~G DEGREE PROGRAM FOURTH YEAR Physics Engineering Engineering Mathematics Engineering Engineering Engineering Engineering Engineering Engineering Engineering 3e6 ME4a ME4b 3p4 CE4a EE4a MT2a CE4b CE4c CE4d ME4g Modern Physics (selected topics) Mechanics of Materials Materials Science Applied Mathematics Matrix Analysis & Computer Application Electrical Engineering I Thermodynamics I Math. Theory of Elasticity Surveying Laboratory Engineering & Business Humanities (elective) TOTAL HOURS LEC. LAB. 2 2 0 2x 2 2y 2 3 2 3 2 3 1 3 2 21 8 FIFTH YEAR Engineering -Engineering Engineering Engineering Engineering Engineering Engineering Engineering Engineering CE5a CE5b CESc CESd CESe CE5f CESg CESh ESa Hydraulic Engineering Soil_ Mechanics & Foundation Design Structural Analysis Structural Design Reinforced Concrete Design Municipal Planning, Administration & Transp. Traffic & Transp. Engineering Civil Eng. Laboratory Humanities (elective) Thesis Project TOTAL HOURS 2 3x 3 2 3 2 2 2 3y 3 3 2 2y 2lx 18y 6x lly �Page 15 LAKEHEAD UNIVERSITY ELECTRICAL ENGINEERING DEGREE PROGRAM LEC. FOURTH YEAR Physics Engjneering Engineering Mathematics Mathematics E,ngineering Engineering Engineering 3e6 ME4a ME4b 3p4 3q6 EE4c EE4d ME4g LAB. Modern Physics (selected topics) Mechanics of Materials Materials Science Applied Mathematics Differential Equations Electrical Engineering I Electronics Engineering & Business Humanities (elective) 1 3 TOTAL HOURS 18 11 2 3 2 2 2 3 2 2 2 2 2 ., '- 2 3 2 3 3 F [FTH YEAR ( hema ti.cs Engineering Engineering Engineering Englnc0ring Enf;lneering Mat 4p4 Eng im'l'r ing EESa EESb EE5c EESd EESe MESh Eng i Ut!ering ESa Advanced Mathematics Electronics Electrical Engineering II Connnunications Systems Control Systems Electrical Engineering Laboratory Production Management Humanities (el ectlvc) Thesis Project TOTAL' HOURS 3 6 2 3 2 16 14 �Page 16 LAKEHEAD UNIVERSITY MECHANICAL ENGINEERING DEGREE PROGRAM FOURTH YEAR Physics Engineering Engineering Mathematics Mathematics Engineering Engineering Engineering LEC. 3e6 ME4a ME4b 3p4 3q6 EE4a EE4b ME4g Modern Physics (selected topics) Mechanics of Materials Materials Science Applied Mathematics Differential Equations Electrical Engineering I Experimental Electronics Engineering & Business Humanities (elective) TOTAL HOURS 2 2 2 2 2 2 1 1 LAB. 3 2 3 2 2 3 17 12 FIFTH YEAR ( Engineering Engjnecring Engineering Engineering Engineering Engineering Engineering Engineering MESa ME.Sb MESc ME5d ME5e MESf MESg ME5h Engineering ESa Applied Thermodynamics Heat Transfer Fluid Mechanics Mechanical Analysis Eng. Design (Computer Appl.) Mechanical Engineering Laboratory Systems Engineering Production Management Humanities (elective) Thesis Project TOTAL HOURS ( 2 2 2 2 2 3 2 6 2 2 3 2 17 13 �Page 17 LAKEHEAD UNIVERSITY SCHOOL OF ENGINEERING The following courses are offered for the Engineering Degree programs. (Prerequisite: Diploma in Engineering Technology with 70% average.) CHEMICAL ENGINEERING DEGREE COURSES (Pulp and Paper) Engineering ChE4a - Process Principles in Unit Operations Calculations and concepts of unit operations associated with fluid dynamics, chemical energy, materials balance and heat transfer; specific emphasis in the areas of evaporation, filtration, humidification, drying, and chemical recovery methods and equipment. Engineering ChE5a - Computer Analysis & Programming Computer programming and the application of the computer in data analysis and process control. ( Engineering ChESb - Chemistry of Cellulose & Wood Chemistry of wood, pulp and pulping by-products covering: wood composition, cellulose, lignin, hemicellulose, extractives, spent liquor utilization, bleaching mechanisms and reactions, effect of chemical treatment on optical and strength properties of paper. Engineering ChESc - Advanced Pulp & Paper Manufacture Continuation of topics introduced in earlier courses. Lecture and laboratory time is devoted to theory, engineering practice involving process techniques, pulping equipment, chemical recovery, by-products, bleaching, fiber preparation, formation and water removal from paper, slime control, stream and air pollution. �Page 18 Engineering ChESd - Process Dynamics, Control & Optimization Analysis of the dynamics of simple process units and systems; mathematics of process dynamics and control including differential equations and transform techniques; control loop imperfections - hystersis lag and deadtime; applications to stability; control, instrumentation and optimization of such processes. Engineering ChESe - Economics of Plant Design Plant location; plant and process design, operation and optimization; systems approach; over-all plant integration. Students will submit design proposals of equipment and plants pertaining to the various aspects of pulp and paper industry. ( �Page 19 CIVIL ENGINEERING DEGREE COURSES Engineering CE4a - Matrix Analysis & Computer Applications Application to structural analysis; Matrix multiplication, inversion, transposition, properties of matrices. Engineering CE4b - Mathematical Theory of Elasticity Stress-strain relationships and analysis in two and three dimensions; thermal effects; variation principles; parametric expansion methods; linear and non linear theory of beams, plates an<l shells. ( Eng necrlng CE4c - Surveying Control surveys; triangulation; geodetic field surveying; base line measurements; computation of geodetic positions; astronomical determinations; map projection photogrammetry. Engineering CE4d - Laboratory Laboratory applications of principles covered in Surveying, Electrical Engineering, Thermodynamics and Mechanics of Materials .. ( �Page 20 ~nginecring CESa - Hydraulic Engineering Application of fluid mechanics to civil engineering problems: flow in pipes and open channels, surge tanks, water hammer, pumps, turbines, hydrology. Principles of design, operation and field investigation of hydraulic mechanisms. Engineering CE5b - Soil Mechanics & Foundation Design Foundation investigation; bearing capacity of soils; footing design; raft pile, pier and other foundations; settlement studies; excavation and underpinning; theories of vertical and lateral soil pressures; hydrostatic uplift and seepage; retaining walls and abutments; stability of embankments; unusual foundation considerations. r Engineering CESc - Structural Ana!,y_§Js A comprehensive study of indeterminate systems by deflection methods, least work, three moment theorem. Slope deflection, moment distribution, column analogy. Introduction to computer methods in solid mechanics. Engineering CtSd - Structural Design Non-homogeneous beams; plate girders; plastic design; bridge design. l �Page 21 ~nginecring CE5e - Reinforced Concrete Design Cdntinuous beams and frames; prestressed concrete; retaining walls; arch and shell roofs; concrete bridges. Engineering CESf - Municipai Planning, Administration & Transportation Contemporary concepts in town and regional planning and their theoretical, practical and legal applications; organization of municipal government, finance, legislation; the role of the municipal engineer and consultant in public works; provision of municipal services; growth of regions as affected by transportation; co-ordination of transportation with land use. Engineering CESg - Traffic & Transportation Engineering Urban transportation planning; methods of project evaluation; theory of traffic flow; characteristics of traffic flow and traffic control at intersections; transportation systems: highway, railroad, shipping, pipelines, conveyors, airports; structural design of pavements. • Engineering CESh - Civil Engineering Laboratory Soils and foundations; hydraulics; sanitary engineering. �Page 22 ELECTRICAL ENGINEERING DEGREE COURSES Engineering EE4a - Electrical Engineering I Review of 2 and 3 terminal network analysis. Matrix methods applied to network analysis. Transmission line theory. Fourier series and integrals and application to complex waveform analysis. The . laplace transformation. Response of circuits to pulses and transients. Electromechanical energy conversion: commutator machines;. induction and synchronous machines; 3-phase machines; the transformer; the saturable reactor electronic control of machines; servomechanisms. Introduction to power distribution systems. Engineering EE4b - Experimental Electronics Electrical measurements; electronic components, instruments, circuits; experimental techniques. Engineering EE4c - Electrical Engineering I Electromechanical energy conversion; DC and AC machines; servo motors; generalized rotating machine; transformers; transducers; machine networks. Engineering EE4d - Electronics Semiconductor physics; semiconductor/insulator surfaces and interfaces; contact phenomena. Theory and practical design features of electron devices: p.n. junction diodes; varactors; zener diodes; unipolar and bipolar transiitors; thyristors; Hall effect multiplier. Microwave Solid State Devices: Gunn oscillator; Silicon Avalanche diode; Schottky barrier diode. l �23 Engineering EE5a - Electronics Analysis and design of amplifiers, oscillators, detectors, modulators, wave shaping circuits; electro acoustical transducers; noise in electronic circuits; logic circuits; computer memory systems. Physics and fabrication of semiconductor integrated circuits; design of digital and linear integrated circuits. Physics of thin and thick films and application to microelectronics. Introduction to computer aided design of microcircuits. Engineering EE5b - Electrical Engineering II Passive and active filter design. Circuits with distributed constants. Electromagnetic field theory; Maxwell's equations; radiation; reflection and refraction; Power density and the Poynting Vector. Wave propagation in conducting media. Charged particles in electromagnetic fields. Microwave tubes. Electron beam devices. Application of the theory of the complex variable to solution of field problems. Introduction to network synthesis. Engin~ering EESc - Communication Systems Modulation theory and noise. Phase sensitive detectors. Parametric amplifiers. Multiplex methods. Pulse code modulation. Line, radio, and microwave communications systems and equipment. Introduction to information theory and coding. Engineering EESd - Control Systems Feedback control systems analysis; stability, gain, compensation; design of linear control systems; introduction to non linear systems. l �Page 24 Engineering EESe - Electrical Engineering Laboratory Laboratory for EE5a, EE5b, EE5c, EESd. �Page 25 MECHANICAL ENGINEERING DEGREE COURSES Engineering ME4a - Mechanics of Materials Statistical mechanical analysis; stress distribution; struts; failure; bending theory; strain energy; solids and fluids tensor notation. Engineering ME4b - Materials Science Physical, mechanical, chemical properties of metallic, ionic, polymeric materials; correlation of properties with crystal and microstructure; quantitative metallography. Crystal imperfections. Diffusion. Metallic solutions and compounds; phase diagrams. Dislocations. ( Engineering ME4g - Engineering & Business Engineering and business planning, organizing, directing, staffing, controlling and assembling resources; modern planning techniques; business, labour and law seminars. Engineering ME5a - Applied Thermodynamics Steady and unsteady bulk flow; turbines, compressors, heat exchangers; power generation, refrigeration cycles. Kinetic theory of rate processes. �Page 26 Engineering MESb - Heat Transfer Conduction, convection, radiation; industrial processes and nuclear energy conversion; boiling, condensation organic liquids and liquid metals; vapour state energy conversion and transmission. Engineering MESc - Fluid Mechanics Compressible and incompressible fluid dynamics; conservation of mass momentum and energy; stress-strain relations; Navier-Stokes equations; potential flow; similitude, creeping flow, porous media flow, boundary layers; flow and energy dissipation in uniform conduits internal aerodynamics; fluid machinery; external aerodynamics. ( ~ Engineering MESd - Mechanical Analysis Selection and design of machines and components; vibration and noise; design synthesis; application of experimental stress analysis; structural similitude and modeling. Engineering MESe - Engineering Design Creative design and design analysis; system approach; competitive alternatives; student presentations of formal proposals. �Page 27 Engineering MESf - Mechanical Engineering Laboratory Experiments and projects for MESa, ME5b, MESc, MESd, MESh showing relation between analytical and experimental methods in the solution of research and development problems; computer applications. Engineering MESg - Systems Engineering Dynamic modeling; unified treatment of active and passive mechanical, fluid, thermal, electrical and electronic systems and devices. Examples from chemical, electrical, civil, mechanical, aeronautical and business. ( Engineering MESh - Production Management Operations research; mathematics for management; sales, financial, and productior1 systems; planning and control techniques; input output analysis �Page 28 The following courses are offered for the Engineering Degree programs by Departments of Arts and Science. Mathematics 3k6 - Differential Equations Linear algebra, linear differential equations with constant coefficients, geometry of solutions, non-linear equations, phase plane, linear systems with variable coefficients, series solutions, numerical computation and computer programming. Mathematics 3p4 - Applied Mathematics Vectors, vector calculus, vector operations and fields with applications in classical mechanics; rotational motion and central forces, orbital motion; introduction to tensors with applications in continuum mechanics and elasticity. Mathematics 3r4 - Applied Statistics A review of statistics - tests of hypothesis, sampling, regression analysis, analysis of variance. Experimental methods of design, complete and incomplete factorial and block design, response surface techniques of optimization. Applied portion of course to pertain to the analysis of quality control and engineering data. Mathematics 4p4 - Advanced Mathematics An advanced course in mathematics for electrical engineers. To include Probability Theory. Theory of Complex Variable. �Page 29 Physics 3e6 - Modern Physics Atomic and nuclear physics illustrating principles of quantum mechanics. To include: Band theory of solids, and elements of crystallography; particle statistics; Brillouin zones and E/k diagrams; effective mass of electrons and holes. Transport properties of metals: electrical and thermal conductivities; Hall effect; thermoelectric effects; supertonductivity. Electron/ phonon interaction in solids. Optical properties of semiconductors. Electromagnetic interactions: masers and lasers~ Resonances in solids. Magnetic and dielectric properties of solids. Chemistry 3f6 - Organic Chemistry Classification and nomenclature of simple organic compounds; nature of covalent bond; resonance; stereo-chemistry. The general reactions and the reaction mechanisms of addition, substitution and elimination. Laboratory preparation and purification of organic compounds. ( Chemistry 3h6 - Analytical Chemistry and Instrumental Analysis The theory of gravimetric, volumetric and instrumental analysis. Analytical methods as applied to the field of organic and inorganic chemistry. Special and advanced applications to Pulp and Paper. �Page 30 J\ppcndi.x /\ Lakehead Universitf School of Eng1neer1ng: . Diploma/Degree Program Features 1) Operation of Engineering Technology Diploma and Engineering Degree academic programs in series will improve the long term relationship between technologists and engineers by increasing the understanding of the role and function of each relative to one another. 2) Provides a practical method for Engineering Technology diploma graduates to stay in l:ana<la to complete the requirements for an engineering degree within a time frame acceptable and encouraging to the serious student. 3) Applies the concept of the extended cooperative prosram. After only 3 years of technical study a student is qual1f1e""J as a technologist to spend an extended period of time in the industry and return to complete the Engineering degree requirements. Not all students would choose this option, however; students who must fund their own education would benefit. 4) The concept of the industry standard and modernization can be incorporated in the laboratory design and curriculum. In addition, the maximum possible use can be made of secondary industry facilities in the J.akehead which may help to establish a mutually attractive an<l active applied research and technology applications program. This would lead, in the long term, to high retention of graduates in the J.akchcad area and provide assistance anJ encouragement to the more rapid development of secondary industry in the Lakchead. 5) Summer session short courses for Industry and Government in applications technology an<l applied research seminars can be developed to utilize School of Engineering resources ancl capabilities. 6) The diploma/degree program in engineering will operate effectively on the system of formula financing which is now in use in the Province of Ontario. �LAKEHEAD UNIVERSITY SCHOOL OF ENGINEERING Enrolment Projections ~ October 1968 Q) ':)I; Degree Diploma CM) Degree Diploma( P) ~ ~ 600 (/) +-' C 500 (1) -0 :::J U) 400 Diploma (M) Diploma (P) '+- 0 L .8 300 E :::J z -Ctl ----•-- - - - •- - - - - • 200 / .,,,-"" (~J ~edian Estimate ~ / +-' ~ ,.• Degree CM) 100 •-----•0 68/69 _, 69 /70 ,, , ,. . / t P) / Pessimistic E~timate / 70 111 7 1/72 Academi ~ Year 72 /73 73/74 7 4/75 ,_ ) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Proposed Degree Program in School of Engineering Subject The topic of the resource Universities Description An account of the resource Proposed Degree Program in School of Engineering, Lakehead University, December 1968. Includes overview of Engineering Degree Program, history, objectives, budget, enrolment, and analysis. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1968-12 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context lu-15d Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/8dfac58074251dbe599241523c97b9d7.pdf e1ad63bb138bac221fb0f1c62c57f789 PDF Text Text TELEPHONE 345 2121 AREA CODE 807 Lakeheacl. Untve:rst-ty POSTAL STATION P. THUNDER BAY, ONTARIO. CANADA. A DM I N I S T R A T I V E *************************** C O MP U T E R G U I D E U S E R S prepared for Lakehead University Administrative Departments Lakehead University COMPUTER CENTRE September, 1971 Revised May, 1972 �TABLE OF CONTENTS 1. 2. 3. Introduction ............................................ . 1-1 1.1 1.2 Computer CofTlllittees................................. Computer Centre Structure........................... 1-2 1-4 Administrative Systems Services ......................... . 2-1 2. 1 Administrative Systems Personnel.................... 2.2 Requests for Systems and Programming Services....... 2.3 Guidelines for the Allocation of Resources for Major Computerized Projects......................... 2 . 4 Project Cont ro 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 Modification to Production Programs................. 2-2 2-3 2-4 2- l 0 2-12 Computer Operations Services ............................ . 3-1 3. 1 . 3.2 3.3 3.4 3.5 3.6 3.7 ( General Information ................................ . Request for Data Preparation ....................... . Request for Computer Processing .................... . Using Terminal Sy~tems ............................. . Report Bursting and Decollating .................... . Storage of Cards, Forms, Magnetic Disks and Tapes .. . Retention of Magnetic Tapes ........................ . Appendix A - Descripti~n of Forms.................................. CC0-001 CC0-002 CC0-003 CC0-004 CCl-001 CCl-002 CCl-003 Appendix Request Control Form ........................ . File Access Authorization ................... . Request for Rerun ........................... . Magnetic Tape Retention Form ................ . Request for Programming and Systems Services. Project Control Forms ....................... . Discrepancy Notices ......................... . B - Computer Centre Contacts............................. 3-1 3-2 3-4 3-8 3-10 3-11 3-12 A-1 A-3 A-8 A-.10 A-15 A-18 A-21 A-23 B-1 �1-1 1. Introduction This guide has been prepared to assist the Administrative Personne1 at Lakehead University in making use of the various services provided by the Computer Centre. 1. These services inc1ude: Consu1tation regarding the possib1e use of Computer faci1ities and the deve1opment of systems, 2. Development and maintenance of programs and systems, 3. Preparing data for the systems in machine-readable form, 4. Contro11ing and running the Administrative Systems and Programs. The information contained in this guide does not specifically ( pertain to any particu1ar system. It is intended to summarize the po1icies and procedures for the use of the Computer Centre services by the Administrative Departments of the University. �1-2 1. 1 Computer Committees The policies of the Computer Centre are governed by the decisions of two committees: Presidential Advisory Committee of Administrative Computer Users (ACUC) TERMS OF REFERENCE ****************** This Corrrnittee shall make recommendations to the President concerning the present and future utilization of the resources of the Computer Centre for administrative purposes. To this end it shall: (a) maintain an accurate status record of the administrative computer programs presently operative or in the developmental stages (including a record of the personnel both within and without the computer centre directly related to each program); (b) record and analyse requests by administrative departments for new programs including the related resources requirements both within and without the Computer Centre (including recommendations regarding the relative priority of each request); (c) make recommendations, not only to the President but also to particular administrative computer users, concerning the adequacy of existing or proposed programs as regards their interdepartmental use; (d) investigate additional uses of the resources of the Computer Centre beyond those presently in operation or under development. ( In the performance of these responsibilities, the Committee may call upon the Director of the Computer Centre and his staff for the assistance it deems necessary. �1-3 Academic Services Committee The policies of the Computer Centre are governed by the recommendations of the Senate Academic Services Committee which has the following terms of reference: The Senate Academic Services Committee shall: (a) review and recommend to Senate for approval the policies, plans and budgets of the Academic Service Units: (b) 1) Admissions and Records 2) Computer Centre 3) General Services 4) Instructional Aids 5) Personnel establish subcommittees to initiate and review, in detail, policies and plans and also review budgets of particular Academic Services Units and to make recommendations to the Committee in respect thereof. The Academic Services Committee has set up a special computer Subcommittee to which suggestions for change in Computer Centre pol icy, plans, or budget are made. �[ SENATE , I BOARD OF GOVERNORS 11- - - - - - - - - - - , - - - - - - - - - - - - - - - =:t" ~ I EXECUTIVE ASS'T TO PRESIDENT PRESIDENT I & _J I VICE-PRESIDENT ' ACADEMIC SERVICES ~· COMMITTEE COMPUTER SERVICES SUBCOMMITTEE k I CHAIRMAN ADMINISTRATIVE COMPUTER USERS COMMITTEE ➔I COMPUTER CENTRE DIRECTOR r- -------~ I I I I I l -· SYSTEMS SOFTWARE r I I I I SOFTWARE! AINTENANCE I I SOFTWARE DEVELOPMENT ACADEMIC SERVICES I ADVISORY I I & OPERATIONS I I I I J DATA PREPARATION & CONTROL PROGRAMMING TEACHING (1) (1) ~ (1) C) I COMPUTER OPERATIONS SYSTEMS DESIGN PROGRAMMING ( taken in part £Tom Lakehead University Organization Chart) (Sept. 1971) H ::, H .µ .µ ADMINISTRATIVE SYSTEMS CJ ::, H .µ Cl) H (1) .µ ::, ~ 0 C) N . ,-f \_ ____,,, �2. Administrative Systems Services The Administrative Systems Department of the Computer Centre provides the following services to the Administrative Computer Users: 1. Consultation with the Administrative personnel regarding the possible use of the computer facilities. 2. Participation in feasibility studies as directed by the Administrative Computer Users Committee, (ACUC) J. Design, development, and implementation of approved Administrative Systems, 4. Training of Administrative personnel on the use of new computer Systems, 5. Maintain existing computer systems as required. �2-2 2. 1 Administrative Systems Personnel Manager: 407 Mr. W. Bilyk Senior Systems Analyst: Senior Programner: Programmers: Mr. J. Edwards Mr. P. Kempe 436 532 Mrs. L. Raty 435 Mr. J. Hansen 435 Mr. C. Morrison 536 The Administrative Systems personnel are located in an open area in Room 1043 of the Main Building. All inquiries regarding new or existing systems should be directed to the Manager or the Senior Systems Analyst. The Manager of Administrative Systems reports to the Director of the Computer Centre. �2-3 2.2 Requests for Systems and Progranming Services The user is invited to consult with the Manager of the Administrative Systems Department regarding any aspects of computerized systems. All requests for new systems or programs should be made formally, in writing, after consultation with the Manager, and addressed to him. The form to use is entitled 'REQUEST FOR PROG- RAMMING OR SYSTEMS SERVICES' (Form CCl-001, appendix A). Requests for modifications to existing systems or programs, and for new programs shall be considered for approval in accordance with the following arrangements: Under ( 10 hours -- The Manager of the Administrative Systems Department 10 - 50 hours The Director of the Computer Centre 50 - 100 hours Administrative Computer Users' Comnittee (ACUC) Over 100 hours ACUC according to the Guidelines for Allocation of Resources for Major Computerized Projects (c.f. Section 2.3) unless the principal user and the Director of the Computer Centre both recommend that the requirements of the Guidelines are unnecessary in part or in total. Requests for completely new systems shall be considered for approval by ACUC according to the Guidelines. In all cases, ACUC may choose to waive certain of the 'required steps' and/or strongly recommend that certain of the 'suggested steps' be followed. �2-4 2.3 Guidelines for the Allocation of Resources for Major Computerized Projects Definitions "Principal User" - the user department which is recognized by ACUC to have the major responsibility for a system; "Joint User" - a user department other than the principal user which is recognized by ACUC to have a direct responsibility for a system; "Secondary User" - a department which does not have a direct responsibility for a system but which requires reports from a system for the proper performance of its function. Four Phases The following four phases are identified in the development of a new computerized system: 1. l. Pre 1 i mi nary 2. Fea s i b i l i t y 3. Development 4. In Production Preliminary Phase - no resources of the Computer Centre are dedicated by ACUC to the development of the new system during this phase; - the principal user (and joint user(s), if any) shall determine and document the requirements of all identifiable secondary us-e rs; - The Manager of Administrative Systems of the Computer Centre shall be available to assist the users during this phase (without �2-5 an allocation decision by ACUC); - a request is made by the principal user (and joint user(s), if any) to ACUC for a commitment of Computer Centre resources sufficient to do a feasibility study of the new system. 2. Feasibility Phase - on approval of the preliminary phase report, ACUC shall: i) ii) authorize a feasibility study of the proposed system; name a co-ordinator of the feasibility study. the following components are suggested for inclusion in the feasibility study: a) establish the specific goals and objectives of the new system, b) perform a preliminary study of the present system, c) determine all principal, joint, and secondary users' requirements with respect to the proposed system which shall be documented explicitly and in detail, d) prepare a preliminary systems design to define the feasibility of developing and implementing the system with respect to hardware, personnel, and technical resources, e) perform an economic evaluation of the proposed system considering the continuing and one-time costs and benefits, f) evaluate the impact of the proposed system against current and long-range personnel, equipment, and system plans, g) prepare a cost and time estimate for the development phase. - the co-ordinator shall table the feasibility study with ACUC upon its completion. 3. Development Phase - when ACUC is satisified that an adequate feasibility study has been performed, it shall decide: �2-6 a) whether or not the proposed system merits the required commitment of Computer Centre resources; b) if affirmative, when the development of the new system shall commence; - following ACUC's decision to proceed with the development phase, it shall establish a Steering Committee for the new system which shall be composed of the head of the principal user department, the heads of joint user departments (if any) and the Director of the Computer Centre; - the Steering Committee shall: a) establish a Project Group to develop the new system (each member of the Steering Committee shall explicitly commit staff resources for his department not only the members of the Project Group but for other members of his staff whose involvement is required); b) appoint a Project Group leader who may be any member of the Project Group; c) approve a timetable proposed by the Project Group for the development phase; d) establish the implementation date of the new system; e) maintain contact with the secondary users (if any) throughout this phase in order to ensure that their requirements will be met by the new system; f) make periodic progress reports to ACUC; ( At critical points in the development phase, the Steering Committee shall report to ACUC in more detail on: i) the progress of the project to date; i i) the desirability of continuing with the project as planned; i i i) the accuracy of all resource requirements forcasts; iv) the accuracy of the timetable for the completion ( of the project; v) the desirability of modifying the timetable for the completion of the project; �2-7 g) shall recommend that the new system is complete and ready to be put "in production" and that it unanimously accepts the system as designed and implemented. (It shall include in the report an estimate of the resource costs incurred in producing and implementing the system); the following is a suggested list of functions to be performed during the development phase and prior to the Steering Committee's acceptance of the system (see flow chart): ( 4. a) Detailed study of the present system; b) Determine and document the new system requirements REVIEW and APPROVAL; c) Detailed Systems Design FINAL APPROVAL; d) Programming Specifications; e) Programming; f) User Training; g) Conversion Planning; h) Systems Test; i) Implementation In Production Phase - the system shall be deemed to be "in production" when ACUC approves the recommendation of the Steering Committee to that effect. - the Steering Committee and its Project Group shall be officially discharged. Approval of Small Systems For those systems which are not necessarily governed by 'the guidelines for Allocation of Resources for Major Computer Projects' (i.e. less than 100 hours), the approval for production �2-8 status must be obtained from the User Department, the Manager of Administrative Systems, the Operations Manager, and the Computer Centre Director. (c.f. Section 2.4: Project Control). �2-9 SYSTEMS DEVELOPMENT FLOW CHART Present System Requirements New System Requirements No System Design • / ___N_o_ _ _...,.~d of Proje1 Program pecification Conversio Planning User Training Programming System Test mplementatio �2-10 2.4 Project Control Every approved project (new or modified program) is moni- tored by a 'PROJECT CONTROL FORM' (form CCl-002, Appendix A. The main function of this form is to define the phases and related functions which are to be performed to complete the project, and to obtain signatures of approval at the completion of specific steps. The Administrative Computer User's Conmittee, in consultation with the User Department and the Manager of Administrative Systems recommends which phases and functions are to be included in the project (c.f. section 2.3, Guidelines for the Allocation of Resources for Major Computerized Projects). The User Department should give approval by signature at the completion of various steps. Once the programming step has started, any changes to the systems design may cause a delay in the estimated completion date. If the changes are extensive enough, the request may have to be resubmitted for re-approval. Upon completion of the programming, the user reviews the test output with the systems analyst, approves the documentation, and receives any training which may be required to use the system. A system will be placed into 'production' when the following steps are completed: 1. The programs are completed, tested and approved by the Administrative Systems Department and the User Department, 2. The User Department receives and approves the documentation to use the system, and any training which may be required. �2-11 3. The Operations Department of the Computer Centre approves the run documentation for all the programs, 4. ACUC approves the recommendation for production status. NOTE: It may be required to access 1 1 ive 1 data as part of the testing of a system. In this case, the form 'FILE ACCESS AUTHORIZATION' (form CCO-OO2, appendix A) should be signed by the User to authorize the access to the file by the prograJ1111er. The User Department may request a run of the test program through the Administrative Systems Departrrent. ( ( �2-12 2.5 Modifications to Production Programs Production programs may be modified at the request of the User Department or the Administrative Systems Department. The modification may be required to correct errors in the programs or to change the design of the system. 1. Programming Errors A suspected error in the program may be detected by the Computer Centre staff or by the User Department. In either case, a 'DISCREPANCY NOTICE' form (form ccl-OO3, appendix A) is completed and sent to the Manager of Administrative Systems. If the investi- gation discloses that the discrepancy is due to a severe prograrrming error, the program will be placed in 'test' status until the error ( is corrected. Once the cause of the error has been determined, the program will be modified and tested. Another 'PROJECT CONTROL FORM' will be prepared for the program. The User Department will be required to approve by signature the test results of the modified program. The Operations Department must approve any modification to the run documentation. Once all the approvals have been obtained, the program is placed back into production. 2. Systems Design Change If there is a change to the design of a system (i.e. input, output, processing, or other program modification), the User should complete the 'REQUEST FOR PROGRAMMING SYSTEMS AND SERVICES' form. Following this, the same procedure is followed as a request for a new program. �3-1 3. Computer Operations Services 3. 1 General Information The Operations Department of the Computer Centre provides the following services: 1. Data preparation (keypunching and verifying of source data). 2. Data control (accumulation of data before the following processing). J. Production program control. All production programs are controlled by the Operations Department. Requests for the processing of production programs are received by this department. 4. Computer processing. 5. Production report bursting, decollating, and distribution. The Manager of the Operations Department can be reached at ( Extension 408 (Room MB1047A). Any questions relating to the Computer Operations policy or the scheduling of production runs should be directed to the Manager. The Control Supervisor can be reached at Extension 405 (Room MB1047). Any questions relating to the day-to-day running of production jobs and the related preparation of data should be directed to the Control Supervisor. Special or Urgent processing or data preparation services can be arranged through consultation between the Head of the User Department and the Computer Centre Director. ( �3-2 3.2 Request for Data Preparation Data preparation services (keypunching and verifying) may be requested from the Computer Centre by completing the top half of the form 'REQUEST CONTROL FORM' (form CC0-001, appendix A). The form is prepared in triplicate and two copies are sent to the Control Supervisor in the Computer Centre. Upon completion of the request, one copy will be returned to the User Department. The procedure for submitting Data Preparation requests is: a) Complete the top half of the form 'REQUEST CONTROL FORM'. This form should be used when actual source documents or input data (cards or paper tape) are sent to the Computer Centre. The User's name, department, and account number must be specified on the form. ( b) Send two copies of the form along with the source (or input) data to the Control Supervisor of the Computer Centre. c) The source documents should be coded in block capital letters, clearly and legibly on a proper coding form. Coding forms are normally designed for each separate computer program that requires user prepared input. The efficiency of the keypunch operators is severely hampered by ambiguous or illegible codes. To minimize the possible misinterpretation, the following coding conventions should be followed: The letter 2. To Ensure that the following characters are not confused: - d) ( 0 1 should be coded 0, 'Z' should be coded i, 'I' should be coded I. 1 1. the the the the the letter IC I letter I U' letter 'I' letter I Z' letter 'T' and and and and and the the the the the open bracket letter 'V' numeral I l' numeral I 21 numeral I 71 I ( I Under normal circumstances, jobs are keypunched in the order that they are received. Large or urgent jobs should be discussed with the Control Supervisor, extension 405. Users should submit normal jobs at least 48 hours prior to the desired completion time of their keypunching. �3-3 e) Upon completion of the request, the Control Supervisor will send a copy of the request back to the User Department, unless other arrangements have been made. Depending on prior arrangements or information supplied by the User on the 'REQUEST CONTROL FORM' the following may occur: 1. the cards and source documents may be returned to the User Department, or 2. the cards may be forwarded to the Computer Room for computer processing (see next section), or 3. the cards may be accumulated for pre-scheduled computer processing, and the source documents returned. In the last case, arrangements must be made with the Operations Manager if data is to be accumulated at the Computer Centre for regular processing. ( This is especially true if a large volume of cards is to be stored. In cases 2 and 3, a copy of the 'REQUEST CONTROL FORM' will be returned to the User when the cards have been processed by the Computer. Turnaround Time The turnaround time for keypunching and verifying requests is 48 hours. Users who require other than 48-hour turnaround during busy periods should contact the Operations Manager at least one day in advance of their request submission. If overtime is required to meet the User's special needs, the User Department may be charged for the overtime. Before any special over-time is arranged, the Computer Centre will require a signed ( note from the User stating his special needs and the budget account number against which the charge is to be placed. �3-4 3.3 Request for Computer Processing The User may request that a program(s) be processed by the computer by completing the bottom half of the form 'REQUEST CONTROL FORM' (form CC0-001, appendix A). The form is prepared in triplicate and two copies are sent to the Control Supervisor in the Computer Centre. Upon completion of the request, one copy will be returned to the User Department. In filling out the 'REQUEST CONTROL FORM', the User must enter the program name(s) or jobname(s). Each computer program is assigned a unique jobname which has the following general form: ~Unique program identification 'A' is for ( 'P' for Production jobs 'T' for Test j o b ~ File indicator (eg. '1' for Fall 1970/71 fi 1e, 1 1 2 for Summer file '3' for Fall 1970/72 f i 1e.) The following points must be remembered: 1. ( Production jobs are requested directly through the Control Supervisor. These jobs have been approved by the User Department, the Computer Centre Director, and the Operations Manager. These jobs are under the control of the Operations Manager. Any questions relating to them should be directed tc the Operations Manager. Test jobs have not been completely approved by all parties (or those referred to in Section 2.5). Since possible errors may occur, all requests for the processing of a test job must be directed to the Manager of Administrative Systems. �3-5 2. A complete list of all valid jobnames for production programs will be distributed to the User Departments. 3. In some older programs, the 'file indicator' part of the jobnarr~ may be an alphabetic letter. If the system has only one active file at any one time, the file indicator will be either either alphabetic or 1 1 1 • To avoid using an incorrect jobname always use the updated list of jobnames provided by the Computer centre. 4. The first two characters of the unique program identification refer to the system. The following codes are in use for the current systems: AP OF GL M4 PR PS SI SR - Accounts Payable System Development Fund General Ledger System Mark IV System Payroll System Printing Services Space Inventory Student Record System Examples of Jobnames AP1SR511 - production program 1 l 1 (file indicator) - Student Record System - Unique program name is SR511 ( AP3M4PB1 - production program 1 3 1 (file indicator) - Mark IV System - Unique program name is M4PB1 ATHGL050 - test program - General Ledger System Unique program name is GL050 Job Scheduling and Turnaround Time a) Pre-Scheduled Production Jobs Production jobs may be pre-scheduled to run on a specific day or time of the week, month or year. To do this, the User Depart- ment must inform the Operations Manager at least one month in advance of the day of the job submission. The User should insure that any input for the job is in machine readable form (punched cards, magnetic tape, or paper tape) prior to the scheduled time of the �3-6 The User must still officially request the job to be processed by completing the 'REQUEST CONTROL FORM' and forwarding it to the Control Supervisor. The turnaround time for a pre-scheduled prod- uction job is 24 hours. b) Non-Scheduled Production Jobs This type of job is referred to as an 'ON REQUEST' job (ie. it is requested irregularly, and not on a regular basis). The user should insure that any input for the request in machine readable form (punched cards, magnetic tape, or paper tape) prior to job submission. The user must complete the 'REQUEST CONTROL FORM', indicating the program(s) to be processed and identifying the input data (ie, batch numbers). The turnaround time for an 'ON REQUEST' job is 48 hours (working hours). Within this 48-hour period, the user should receive, either: l) Notification that his output is ready, or 2) that his output will be delayed beyond the 48-hour period and the reason for the delay. c) Special Requests User requiring special runs which would disrupt normal computer operations (ie. do not follow the above procedures), should receive authorization from the Computer Centre Director (Ext. 354). Users should always schedule well in advance, so that in case of computer malfunctioning, the output can be produced on schedule or can be rescheduled on another machine (ie. 3 days). �3-7 Questions regarding the status of production jobs should be directed to the Control Supervisor (Ext. 405.) ( �3-8 3.4 Using Terminal Systems An information Retrieval System (INFORET) utilizing typewriter terminals and display terminals is available to authorized Administrative Users. The System allows direct access to files which reside on magnetic disk or tape. Currently the following files are avail- able for retrieval purposes: Sessional Master File Course Fi 1e General Ledger File An authorized User may pre-schedule the use of this system with the Operations Manager. Alternatively, he may request the use of the system by completing the form 'REQUEST CONTROL FORM' and for- ( warding it to the Control Supervisor at least 24 hours in advance of the p 1anned sign-on t ·i me. A description of the files to be accessed and the terminal numbers which are to be used should always be included on the request on the request form. The user will be notified by telephone when the INFORET System is ready for use. If any problems arise during the use of the system, contact the Operations Supervisor (Ext. 265). If there is a suspected fault or error in the system, the User should describe the error on a DISCREPANCY NOTICE (form CCl-003, appendix A), and forward it to the Manager of Administrative Systems. Terminal users will be contacted by telephone under the following circumstances: a) if the computer system 'goes down' �3-9 b) if the INFORET job must be cancelled, c) Before a system shutdown or system change. The terminal user should send a message to the computer operator (MSG command) before he signs off the terminal. A complete description of the INFORET System is available in the I INFORET USER'S HANDBOOK', which is available from the Manager of Administrative Systems. ( �3-10 3.5 Report Bursting and Deco11ating A Report Bursting and Decollating service is available from the Computer Centre. Decollating is the process of separating a report produced on multi-part paper or forms into its separate parts. Bursting is the process of separating the pages of a report or a special form. The details of bursting and decollating reports are determined by the User Department and the Systems Analyst before a job goes into production. For all production jobs, the bursting and decollating information is catalogued with the Operations document. If the User wishes to override the normal procedure for bursting and decollating production reports, he may contact the Control Supervisor (Ext. 405), and specify the modified procedure on the 'REQUEST CONTROL FORM'. Following the completion of the request, the normal procedure will be reinstated. f �3-11 3.6 Storage of Cards, Forms, Magnetic Disks and Tapes a) Magnetic Disks and Tapes The Computer Centre has limited storage space for magnetic disks and tapes in a temperature and humidity controlled enviroment. Users are requested to notify the Operations Manager of any significant change in their tape or disk storage needs. b) Card Storage The Computer Centre has very limited space for the storage of card files after they have been processed by the computer. Users wishing to obtain card storage space in the Computer Centre area should contact the Operations Manager (extension 408). c) ( Special Printer Forms The Computer Centre has limited storage space for special printer forms. Normally, forms that are required for regular processing are stored at the Computer Centre. All other forms should be stored at the User Department. questions relating to forms storage should be directed to the Operations Manager (extension 408). The ordering and supplies maintenance of special forms is the responsibility of the User Department. All �3-12 3.7 Retention of Magnetic Tapes Users wishing to retain magnetic tapes past the normal expiry dates affixed to the tapes must fill out the form 'MAGNETIC TAPE RETENTION FORM' (form CCO-OO4, appendix A). The form should be signed by an authorized user of the particular User Department and should be forwarded to the Operations Manager for approval before the tape is created. ( ( �A-1 APPENDIX A Description of Forms This section contains a description of the forms which provide part of the interface between the Computer Centre and the Administrative Departments. It is important that all Administrative Users be familiar with the forms and the correct method for completing them. The following forms are described in this section: Form Number Form Description CC0-001 (02/72) Request Control Form CC0-002(10/71) File Access Authorization CC0-003(02/72) Request for Rerun CC0-004 ( 10/71) Magnetic Tape Retention Form CC0-005(04/72) Trouble Report cc 1-001 (02/72) Request for Programming and System Services CCl-002(02/72) Project Control Form cc 1-003 (02/72) Discrepancy Notice �A-2 Form Numbering System Format of Number where AAB-XXX(MM/YY) AA identifies the System B identifies the type of document (or the specific department) XXX (MM/YY) identifies the particular number (i.e. is sequential number) identifies the latest revision date Computer Centre Forms System Identifier cc Specific Department 0 Operations Administration 2 System Software 9 General �A-3 CC0-001(02/72) REQUEST CONTROL FORM Purpose of Form This form is used to control: a) the submission of source documents and input data to the Computer Centre. b) the subsequent processing and/or report generation by the Computer Centre. Number of Parts and Disbursement Part One (White Copy) - sent to Computer Centre and retained. Part Two (Yellow Copy) - sent to Computer Centre and returned to User. f Part Three (Pink Copy) - retained by User �A-4 CC0-001 ( 02/72) REQUEST CONTROL FORM User Instructions Request for Data Preparation - used only when source documents or input are being sent to Data Preparations. ( 'Type of Input' indicate whether source documents or input data is being sent. 'Medium' indicate: a) the medium on which the input is being submitted or b) in the case of source documents, the medium to which the input is to be transcribed. 'Estimated Volume' indicate the estimated volume of input if possible. 'Batched Data' complete this section only if the data has been batched. 'Number of batches' the number of batches being submitted. 'Batch Numbers' indicate the specific batch numbers which make up this group of data. 'Date Submitted', 'Submitted By', 'Telephone Number', 'Account Number', and 'Department' indicate who is sending the data and when the data is sent. 'User Remarks' indicate any special instructions required for data preparation 'Account Number' indicate the account number to which the data preparation is to be charged. �A-5 CC0-001 (02/72) REQUEST CONTROL FORM Request for Processing Note: Jobs will be processed in the order indicated. 1 1 ( used when data is to be processed or reports generated. The failure of a job 1 will result in the delay of succeeding 'jobs'. Job Name 1 the full mnemonic name assigned to the Job used for the specific task. 'Data to Be Processed' indicate the batches or other data to be included in the run. 'Reports Required' indicate the report name of the required reports 'Cycle' an entry in this area indicates that the program is a part of a pre-scheduled run. 'Date Required' the date by which the output is required 'Requested by' -'Phone Number 1 the n1ame and telephone number of the person authorized to request the run. 'Authorized By' the signature of the person authorized to request the runs. See Operations Manager for a list of authorized signatures. 'User Remarks' indicate any special instructions required for computer processing 1 Account Number 1 *Note: **** indicate the account number to which the computer processing is to be charged It is to be noted that the various forms of INFORET are considered to be programs which produce 'on-1 ine'reports. Thus the specific version of INFORET must be specified as the 'JOB' name. (c.f. Section 3.4) When requesting INFORET, always list the files that are to be used, and the terminal number. ( �A-6 CC0-001 (02/72) REQUEST CONTROL FORM Computer Centre Instructions Request for Data Preparation 1. If 'input data' is submitted, it will be submitted directly for processing. 2. If 'source documents' are submitted, the data will be prepared in accordance with the 'medium' specified. 3. If batched data is submitted, ensure that the batches received match the batches submitted. 4. Ensure that any special 'User Remarks' are fol lowed. Request for Processing ( 1. Ensure that the authorized signature is valid. 2. Process the input data (if any specified to be processed) in accordance with the instruction for the program specified by the mnemonic. 3. Execute the program(s) in the order specified to produce the reports indicated. 4. Under Computer Centre remarks, note the time and the date that the request form was submitted and returned. 5. Ensure that any special 'User Remarks' are followed (e.g.: the number of copies of a report may deviate from the normal) �A-7 REQUEST CONTROL FORM 2 REQUEST FOR DATA PREPARATION BATCHED DATA EST VOLUME MEDIUM - -- ---- - - - TYPE OF INPUT Source Documents D Cards Input Data r~ Paper Tape ,-] Mag. Tape [] Other (Specify) [~I Other (Specify) ---·- .. ·=r•. - Number of Batches D D ··-···-··-··· --- ---- ----- --- ---- -- - - - Batch Numbers ---- ---- - - = ~ ~ ~ DEPARTMENT DATE SUBMITTED SUBMITTED BY PHONE NUMBER USER REMARKS ACCOUNT NUMBER COMPUTER CENTRE REMARKS IN OUT DATE TIME REQUEST FOR PROCESSING JOBNAME 2 3 4 5 6 I I I I I I DATA TO BE PROCESSED/REPORTS REQUIRED I j I I I I I I I I ! \ I I I I I I I I I I I \ I I I I I I I I I I I I I I I I I I I I I I I I 1= - = = = = = = ~ ~ = = = = = = = = ;= CYCLE ~ I - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ----- ------- ________________________ _! I ______ _____ I I ··-...... ----· --------- ---... I- -- -- I I I 1 - - - - - - - - - - - -·· -------·--· ·--· = THO-RIZEo BY REQUESTED BY PHONE NUMBER - USER REMARKS ACCOUNT NUMBER COMPUTER CENTRE REMARKS IN DATE TIME CCO·00 1 (02/72) J I I I I I I --- - -- ~==============•~~---··--•·=~ =- DATE REQUIRED ( - - OUT �A-8 CC0-002(05/72) FILE ACCESS AUTHORIZATION Purpose of the Form This form is used to formalize and control authorization for an individual to use a production file for a limited period of time. A) Number of Parts and Disbursement Part One (White Copy) - sent to Computer Centre and retained. B) User Instructions . The User wil 1 complete the form as follows: ( 'Programmer Name' the name of the individual(s) who are authorized to use the file 'File Name' the fully qualified DS name of the file 'Dates' the dates on which the individual is authorized to use the file 'Program Name' the name of the program(s) with which the individual may access the file Signature the signature of the User personnel authorized to access the file. Computer Centre Instructions The Computer Centre will: a) sign the 'Received By' entry b) check the validity of the authorizing signature c) allow the program(s) to access the file on the dates specified �A-9 LAKEHEAD UNIVERSITY COMPUTER CENTRE FILE ACCESS AUTHORIZA TJON FORM THIS FORM AUTHORIZES (Programmer name) _ _ _ _ _ _ _ _ _ _ _ _ __ TO ACCESS (File name) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ WITH PROGRAM (Program name) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ON THE FOLLOWING DATE(S) AUTHORIZED BY _ _ _ _ _ __ ( RECEIVED BY _____ c _c _ n --00_2_<1_0_,,_1_1 -------------------------------------··J �A-10 CC0-003(02/72) REQUEST FOR RERUN Purpose of Form This form is used to formalize and control reruns on direct access files. The request is initiated by the Computer Centre Control Supervisor and approved by the User Department(s). Number of Parts and Disbursement There are three copies of the form and they are disbursed as follows: Part One (White Copy) i) ( ii) iii) iv) sent to User for signature and completion returned to Control Supervisor sent to User for final authorization returned to Control Supervisor for filing Part Two (Yellow Copy) i) ii) sent to User for signature and completion retained by User Part Three (Pink Copy) i) ii) iii) sent to User for signature and completion returned to Control Supervisor retained by Computer Operations after re-run has been completed. General Instructions When the direct access file(s) are backed up onto tape, the listing of the file and the accompanying JCL is sent to the user(s). The User(s) must record the tape volume-serial number and the generation number of the tape used. The User(s) must also control �A-11 CC0-OO3(O2/72) the input data (preferable by batches) so that the input data processed between back-ups is known. Computer Centre Instructions a) The Control Supervisor wi11 complete the top part of the form as fo 1 Jows: b) 'TO' the name of the user to which the request is being sent 'FROM' Computer Centre 'REASON FOR RERUN' brief narrative explaining why the rerun is necessary 'DATE' date on which the request was made 'APPROVED BY' approval must be given by Manager of Administrative Systems 'FILE NAMES' the 'ds' name(s) of a11 files which are to be used as input to re-organization (usually the latest back-up) 'BACK UP VERSION' the Generation Data Set version number of the fi1e(s) to be used as input to the re-organization 'BACK UP TAPE' the volume-serial number of the tape to be used for input to the re-organization. 1 The Control Supervisor wi11 send the request to the User Department(s) involved. c) Once the User Department(s) have returned the request, the Control Supervisor wi11: i) ( i i) ensure that the dates and authorizing signatures are are present and va 1 id ensure that the batches to be processed and the run sequences are In agreement with the Control Supervisor's �A-12 CC0-003(02/72) records d) iii) if the information is not in agreement with the Control Supervisor's records, the Control Supervisor will notify the User Department(s), ascertain the correct information and may make the required corrections (Note: if modifications are made to the User(s) instructions, the User(s) must initial the change). iv) If a11 the information is correct, the 'job' 's wi 11 be run in the order indicated and the output returned to the User(s). The Control Supervisor will file the request once the User(s) has checked the rerun output and authorized further processing. User(s) Instructions a) the User Department will ensure that the 'Re-organization Criteria' are correct by checking their file of back-ups. b) the User Department will signify that the 'Re-organization Criteria are correct and authorize the rerun by signing the 'Re Run Authorization' and indicating the date c) if the 'Re-organization Criteria' are not correct, the User Department will notify the Control Supervisor and initial the modifications. d) the User Department will authorize the data to be rerun by i) ii) iii) e) ( indicating the 'jobname' of the programs to be run and the corresponding data to be supplied as input to each 'job' indicating the run number under which the data was first run indicating the sequence in which the job's are to be run once the input data has been rerun, the User Department will i) ii) determine that the rerun is correct authorize further processing on the file by signing �A-13 CC0-003 ( 02/72) the 'Authorization of Further Processing' and indicating the date iii) return the request form to the Control Supervisor for fi 1 ing NOTE: The User Department(s) must ensure that the re-run is done properly. If re-run results are not obtained at the end of 48 hours, the User Department(s) should contact the Operations Manager. �A-14 -- ~ ■--- ..... REQUEST FOR RERUN 4 COIIPUlU CllTII THIS SECTION TO BE COMPLETED BY COMPUTER CENTRE FROM JOB NAME I I I I I I I I I REASON FOR RERUN ---· DATE APPROVED BY REORGANIZATION CRITERIA BACK-UP TAPE BACK-UP VERSION FILE NAME(S) 1 2 3 4 THIS SECTION TO BE COMPLETED BY USER DEPARTMENT RERUN AUTHORIZATION DATE AUTHORIZED BY BATCHES TO BE INCLUDED JOBNAME(S) RUN NUMBER ---· 1 3 -·· - r- - ·- - -· - 4 5 ·----·-·- -· ·-- - --- -- --- - -- - 8 AUTHORIZED BY AUTHORIZATION OF FURTHER PROCESSING DATE CCO-003(02/72) ..: - - - ·-----· - - - - - - - - - - - - · - - - -· --- --•-·-- .· ·----·- 7 DATE -·- 6 ( BATCHES --- - - ----- - - 2 DATE -- AU fHOR IZED BY -· �A-15 CC0-004 ( 05/7'2J MAGNETIC TAPE RETENTION REQUEST FORM Purpose of Form This form is used to: a) formalize the User Request to retain a specific magnetic tape for a specified reason· b) control the tape usage once it has been produced and retained (A) Number of Parts and Disbursement Part One (White Copy) - sent to Computer Centre before file creation and retained. User Instructions The User wi 11 : a) complete the form as follows: 'Account Number ( 1 Fi le Name' the unique User Account number supplied to the User by the Control Supervisor the fully qualified name assigned to the tape (ie: the full ds name) 'Version Number' the generation number if the file is a Generation Data Set 'Date Created' the date on which the file was created 'Expiry Date' the date on which the magnetic tape is to be released. 'Reason' a brief narrative stating why the magnetic tape is to be retained 'Requested By' the signature of authorized person in the User Department who is making the request 'Date' b) ( the date on which the request is made send the request to the Control Supervisor Computer Centre Instructions a) ensure that the account number, file name, version number and �A-16 CC0-004(05/72) authorizing signature are valid I b) obtain the required approval from the Operations Manager c) notify the User by telephone that the tape is being retained �A-17 ~-1/\r.~ 1 J:T IC T!\PE :-iETJ:i!T I 0~ 1 RErtlEST F0~: 1 DATE f,.(~COU!!T t!U!;BER T/\PE "'U~ 1REq rtLE ~'/\~.1r: vEr~ 1!W !'nH,A8ER D/\TE CPEl'TFf1 f:XP I f?Y !:/\T!= ~Ef.S0~ 1 Fr.~ r)t_:T~~·1T ! 0~! REQUESTE[) RY (usPr c!e;)t.) /\PPfWVEr BY CC0-004(10/11 ( I (c0mr,ut 0 r r:":-itr ;,) �A-18 CCl-001( 02/7~ REQUEST FOR PROGRAMMING OR SYSTEMS SERVICES Purpose of Form This form is used to formalize a User Request for Administrative Data Processing Services. A) Number of Parts and Disbursement Part One (White Copy) - sent to Manager of Administrative Systems and retained Part Two (Pink Copy) - retained by User User Instructions The User will complete the form as follows: ( 'Type of Service Requested' indicate whether the request concerns a new project, a modification, or an error detection 'Service Priority' indicate the priority of the job. If the priority is 'RUSH' the signature of the indivfdual in authority is required. (see Appendix I for a list of those authorized to request a 'RUSH' priority) 'Date Requested' date on which the request was made 'Date Required' the actual date on which the User wishes to start using the program 'Originator's Signature the signature of the individual making the request 'Department' the department to which the requestor belongs 'Telephone' the requestor's telephone number 'Description of Request' a brief narrative describing the �A-19 cc 1-001 (02/72) nature of the output required and the function that this output will fu1 f i 11. If the system and program name are known, they should be included. Administrative Systems Instructions The Administrative Systems Department will complete the form as fo 11 ows: 'Received' the date and person who received the request 'Disposition' indicate whether the request is to receive immediate action or must be referred to ACUC. If a referral is required, include the dates on which the request was forwarded and returned from Committee 'Assigned' the date, person, and priority on which was assigned to the request 'Authorizing Signatures' these signatures are required as specified in Section 2.2 ( ( �A-20 REQUEST FOR PROGRAMMING OR SYSTEMS SERVICES 2 COMPUTU CUU( TYPE OF SERVICE REQUESTED New Program Modification to Existing Program or System Error Correction in Existing DATE REQUESTED SERVICE PRIORITY □ Routine □ □ Rush □ □ Signature of Authority if Rush >----------- DATE REQUIRED Program ORIGINATOR'S SIGNATURE TELEPHONE DEPARTMENT SYSTEM NAME PROGRAM NAME (S) .,.._______________________.________________________ ---DESCRIPTION OF REQUEST COMPUTER CENfRE USE ONL V .. ' RECEIVED : DATE DISPOSITION .,- BY ' <(I Immediate Action □ DATE Forward to Committee □ TO ·~· ~ ASSIGNED - Date Sent .,, Completion Date Date Ret'd Priority Ofrector, Computer Centre Principal U~er ).\ • •t,I AUTHORIZING SIGNATURES Committee Chairman CCl-003(02/72) ---- -- - �A-21 cc 1-002 (02172) PROJECT CONTROL FORM Purpose of Form This form is used to formalize the step by step approval by the User Department of each of the phases of a system or program (Preliminary phase, Feasibility phase, Development phase, and Implementation phase). Number of Parts and Disbursement Part One (White copy) - retained by Administrative Systems after proper authorizing signatures are obtained. Part Two (Pink copy) - retained by Computer Operations after proper authorizing signatures are obtained to indicate that the ( project is in "production" status. User Instructions The User will sign approval for each phase of a system or program as completed by Administrative Systems. Administrative Systems Instructions The Administrative Systems Department will: a) initiate the use of the form when a project is started b) present the form to the head of the User Department or Chairman of ACUC for approval at the end of each phase of a project c) retain the form as documentation once the project is finished. �...... A-22 ,_ ..... ■ _., (OIIPUTU CUTRI I PROJECT CONTROL FORM PROJECT NAME I I PRIORITY PROJECT TYPE PRINCIPAL USER 3 □ New □ System □ Normal □ Modification □ Program □ Rush □ PllE"tMINARY PREPARED BY APPROVAL Date Date/Ref. PHA$E FEASIBILITY PHASE PRESENTED BY Date/Ref. Date DEVE LOPMEN.T FUNCTION complete ---···----- JOBNAME(S) PH"'E -·- --·- ·-------· .. 1. System Study □ 2. System Requirements □ 3. System Design □ ( 4. Programming Specs □ 5. Conversion Planning □ 6. Programming □ 7. User Training t] 8. System Test CJ PROCEDURE(S) ----- PROGRAMS ·-·-···---··---· USER APPROVAL Date OPERATIONS APPROVAL Date Date Implemented APPROVAL . - - - - - - ----·-•-·- -····-. -· IMPLEMENTATION PHASE Date/Ref. (_ PROJECT COMPLETED Computer Centre CC1·002(02/72) User Department Internal Audit �A-23 CCl-003(02/72) DISCREPANCY NOTICE Purpose of Form This form is used to provide notification: a) to Administrative Systems Department of a discrepancy or suspected discrepancy in the processing of data or production of report(s) b) back to the User to inform him that corrective action has been taken on the discrepancy reported. Number of Parts and Disbursement Part One (White Copy) - sent to Administrative Systems and retained Part Two (Pink Copy) ( - sent to Administrative Systems and returned to User with an indication of the corrective action taken once the discrepancy has been corrected. User Instructions The User should: a) complete the system name and specific program or report which is in error b) list the discrepancies detected in the space indicated. The signature of the originator of the request must be on the document as well as the date on which the Notice is sent. Administrative Systems Instructions The date received and person receiving the Notice must be indicated. Once the specific program which is causing the error is determined, the program mnemonic is entered and the task is assigned for corrective action. The date of completion is entered. The corrective action is indicated in the space available and the form is turned over to the Systems Analyst for approval. �A-24 cc 1-003 (02/72) The completed form is sent back to the User and one copy is retained in the Administrative Systems Files. ( ( �A-25 -■-..... ..... COIIIPUI U DISCREPANCY NOTICE 2 CE ■ IAI OUTPUT /REPORT NAME SYSTEM NAME USERS COMPLETE THIS SECTION ITEM NO. DESCRIPTION OF DISCREPANCY DETECTED ··-- ·----- -----·-- - -- --- - - · --- ----- - ------- - - - - · ------- ---------- --· ··----------- --·•·--•·-· - -·-- ··--·----- ------ ... --·----------- --· ·- -·- --- - ··- ---- - . --- --- ·--- ------ ---- - - - - - - - - -- ----- --- ---- .. ····-- --- - - -- - - ---- ---- - - --- -- -- --···---------------. - ------ - - ---- ·- -- -· -- --·--------·-·-·----- · · · - - ·-- - - -- ------·--- --------- -- -- ORIGINATOR'S SIGNATURE DATE RECEIVED COMPUTER CENTRE USE ONLY ITEM NO. - DATE DISCREPANCY ANALYSIS & ACTION TAKEN ~-~ BY -- -·---- - ------ --····------- --• ··--- ---- PROGRAM I I I I I I I I ASSIGNED DATE TO - --- - - CORRECTION COMPLETE --· -···-------- -------------------------- - DATE BY APPROVED SYSTEMS cc 1-003(02/72) DATE I �B-1 APPENDIX B Computer Centre Contacts NAME A. T. McEWAN EXT. ROOM 354 MB-1032 ASSISTANCE PROVIDED TITLE Director l. 2. 3. w. BILYK 407 MB-1043 Manager Administrative Systems l. 2. 3. J. EDWARDS 436 MB-1043 Senior Systems Analyst l. 2. 3. D. DOMANSKY 408 MB-1047A Manager, Operations 1. 2. 3. 4. M. WILKINS 405 MB-1047 Control Supervisor 1. 2. 3. 4. ( Computer Centre policy. Urgent problems with normal procedures. Major special requests. Systems and programming requests System discrepancy reports. Consultation on new and existing Systems. Systems Design and feasibility. User training and documentation. Testing of new or modified systems. Operations policy. Pre-scheduling of production runs and data preparation. Urgent processing and data preparation requests. Special requirements for magnetic tape or disk, cards, or printer forms. Data preparation for production data. Production job submission. Special bursting and decollating requests. Rerun information � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Administrative Computer Users Guide Subject The topic of the resource Universities Description An account of the resource Administrative Computer Users Guide, prepared for Lakehead University Administrative Departments by the Computer Centre, September 1971 and revised May 1972. Includes information about the Computer Centre with details about administrative systems services and computer operations services. Appendices contain a description of forms and contacts. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1971-09 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context lu-15a Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay