1 10 13392 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/4522b017fac3939babc04ef14ff8ef99.pdf 7ce8fce64947355380c59d0fc291fad0 PDF Text Text \"'--ASSOCIATION L'AS DU CANADA ~ \ rf, PORT ARTHUR 1968 �FOURTH ANNUAL ME:ETING THE CANADIAN BOT AN I CAL ASSOCIATION L'ASSOCIATION BOTANIQUE DU CANADA Lakehead University, Port Arthur June 11th - 15th, 1968 �MONDAY * * JUNE 10th 2:00 - 5:00 Registration 6:00 p.m. Buffet Supper Served at Residence Cafeteria 7:30 p.m. Briefing on Tuesday Morning Field Trip 8:00 p.m. Evening to be used as you wish Bar open until 12:00 Midnight �TUESDAY * * * JUNE 11th 7:00 a.m. Breakfast 8:00 Leaving for Field Trip to Abitibi Woodlands Laboratory,Raith, Ontario (Mr. S. T .B. Losee and Mr. L. Vidlak) 9:00 - 12:00 Registration 12:00 Lunch 2:00 - 5:00 Registration 5:00 Return to University from Field Trip 6:00 Dinner 8:00 "Presidents" Reception Great Hal I - University Centre Bar open unti I after Dinner �WEDNESDAY 7:30 a,m. 9:00 JUNE 12th Breakfast Introductory Assembly, Auditorium, University Centre Welcome: Al I Delegates Wednesday Morning 1. 9:30 ECOLOGY, AND SYSTEMATICS AND PHYTOGEOGRAPHY Symposium: "The Boreal Forest" Chairman: Morning J. S. Rowe, Afternoon: J. C. Ritchie Room No. l 029 a.m. LaRoi, G.H., "What is the Boreal Forest?" 10:00 Kayl I, A.J., 10:30 Break - Cafeteria 11 :00 Brown, R.J.E., Forest" 11 :30 Baldwin, W.K.W., "Botanical problems of the Boreal Forest, viewed from the Upper English River Section" 12:00 Discussion 12:30 Lunch 2:00 McAndrews, J., Great Lakes" p.m. "The role of fire in the Boreal Forest" "Soil climate-vegetation relationships of the Boreal "The fo ssi I record of the Boreal Forest south of the 2:30 T erasm ae, J., Great Lakes" 3:00 Maycock, P.F., Boreal Forest" 3:30 Discussion 4:00 Separate Business Sessions for the Sections Ecology - Room No. 1035 Systematics and Phytogeography Room No. 1020 6:00 Dinner "Hi story of the Boreal Forest in the area of the Great "Status and future prospects for research in the �* -A 7:30 a.m. Breakfast 2. MYCOLOGY Symposium: "Aspects of Spore Formation and Germination among Fungi" Contributed Papers on the Mycology of the Boreal Forest Chairman: Morning: D.M. Macleod, Afternoon: J.T. Basham Room 1039 9:30 Harvey, M.J., 10:00 Levin, M.H., "A Taximetric analysis of genera and families of the Nemalionales (Rhodophuceae, Florideae)" 10:30 Break - Cafeteria 11 :00 Umphlett, C.J., "Sporangium and zoospore production in Coelomomyces" 11 :30 Macleod, D.M., et al Fuligo septica" 12:00 Corfman, N.A., septica" 12:30 Tu rel, F .L .M., "The effect of various sub stances on uredo spore germination and on the metabolism of various rusts" 1:00 p.m. Lunch 2:00 Reid, J. and Punter, D., "Exact title not yet known, to deal with the fungus presently known as Scleroderri s lagerbergi i Gremmen" 2:30 Baranyay, J.A., "Fungi collected during forest disease surveys in the Boreal Region of Northern Alberta and the Di strict of Mackenzie, Northwest Territories" 3:00· Ouellette, G.B., fungi" 4:00 Hiratsuka, Y. and Powell, "Cytology of hard pine stem rusts from Canada and Northern Europe - a proposal for a new type of life cycle" 4: 15 Business Session 6:00 Dinner "What is Viola howellii?" "Some observations on the resting spores of "Ultra structural alterations in spores of Fu I igo "lntrahyphal hyphae, endospores, and generation 1n �3. * * GENERAL Contributed Papers Chairman: Morning: Room No. 1006 K. von Maltzahn, Afternoon: T.A. Steeves 9:30 a.m. Bhar, D.S. and Radforth, N.W., apices of Pharbitis nil" 10:00 Bhar, D.S. and Radforth, N.W., "In vitro studies of the shoot apices of Pharbiti s ni I in relation to photoperiodic induction~' 10:30 Break - Cafeteria 11:00 Their, B.W. and Steves, T .A., "Experimental Studies on the orientation of Cambial Initials: 11 :30 Sattler, R., "Report of a project on florar organogenesis" 12:00 Discussion 12:30 Lunch 2:00 Gee, H., "Ion Exchange Resin Beads as Growth Substance Carriers" 2:30 Sawhney, V. K ., "Observations on the occurrence of sporophyti c characters in the gametophytes of Adiantum lunulatum Burm" 3:00 Discussion 3:30 Break - Cafeteria 4:00 Business Session 6:00 Dinner "Ontogeny of vegetative and floral shoot �Wednesday Evening Symposium: "Natural Areas (Ecological Reserves) in Canada" Chairman: R. F. Daubenmire, Washington State University, Pul Iman, Past President of the Ecological Society of America. Room No. - Auditorium, University Centre * 8:00 p.m. LaRoi, G.H. University of Alberta, Acting Chairman, Canadian IBP-CT Subcommittee. Introduction, Programme in Alberta. 8: 15 Krajima, V.J., University of British Columbia, Programme in British Columbia 8:30 Rowe, J.S., University of Manitoba, Programme in Manitoba 8:45 Walker, J.M., University of Saskatchewan, Programme in Saskatchewan 9:00 Dale, H.M., University of Guelph, Programme in Ontario 9: 15 Grandtner, M.M., University Laval, Programme in Quebec 9:30 Telfer, E.S., Canadian Wildlife Service, Programme in Maritime Provinces 9:45 Pruitt, W.O., Memorial University of Newfoundland, Programme in Newfoundland 10:00 Lambert, J.D.H., Carleton University, Programme in Canadian Subarctic and Arctic. 4:00 - 1:00 Bar open at Residence �LI BR~RY L \025 L \021 C LE.GUii I- - LEC c. - cor-. GROUND ('Rou,vO L1BR.A-.R'Y rc....ooR FLOOR p LAN R - RE I �L \IS ~ ~ C ·- ~ =8] ~ --- L ..... 117 .dl-ee- - _ - _.,. h \_ I 19 ·- i: [i ____ .::J MAIN !. .TURI: ( LABORAiOR'< PUHi? ;1':>TRII.R BUILD1NG LAKUlEAD ROOMS PORT ARTI-IUR I_ ' - 12 3 MICKll\ON • (OA\[P • UNI V E_8 ~ I1_ ON J ARJ.Q t(EY PL.ANS ROOM OFFICE. _ A.kl ~ E.AO _ VN 1Jt.R$ JT '( _ rnomm �THURSDAY, JUNE 13th 7:00 Breakfast l. Field Trip - 8:00 a.m. Sibley Penninsula and/ or Kaministiquia Valley (Dr. Lindsay and others) 3:00 p.m. Return from Field Trip Leader - D. R. Lindsay 2. MYCOLOGY Contributed Papers Chairman: J.A. Parmelee Room No. 1039 9:00 a.m. McMinn, R.G. and Funk, A., 9:30 Duravetz, J.S. and Morgan-Jones, J., "Development of the Ascogenous System in two species of Rhytisma" 10:00 Ahmad, A. and Goldstein, M.E., "On Geniculation in Mougeotia Agardh" 10:30 Caten, C.E., "Heterogeneous Nuclear Fusions in Single Perithecia of Aspergi I lus Heterocaryoticus" 11 :00 Break - Cafeteria 11 :30 Wellman, A.M., 'The growth of Conidia of Adeninedependent mutants of Neurospora crassa" 12:00 p.m. Discussion 12:30 Lunch 4:00 Annual Gen era I Meeting The Canadian Botanical Association - L'Association Botanique du Canada "An unusal Dieback of Douglas Fir" 1 Annual Banquet 7 p.m. Great Hall, University Centre Guest Speaker: Dr. R. D. Gibbs, MacDonald Professor of Botany, McGill University, "Forty-odd Years in Research - Mostly fun" �FRIDAY JUNE 14th 1. MYCOLOGY 7:30 a.m. Breakfast Symposium: "Fungal Systematics in the Sixties" Chairman: W. B. Kendrick Room No. 1039 9:00 a.m. Kendrick, W.B. and Cole, G.R., "Developmental characters as taxonomic criteria in Fungi lmperfecti" 9:30 Carmichael, J. W., "Natural Clusters" 10:00 Tyrrel I, D., "Biochemical systematics and fungi" 10:30 Break - Cafeteria 11:00 Madhosingh, C., "Enzymes, Serology and Taxonomy" 11:30 Behme, R., "DNA hybridization as a taxonomic tool" 12:00 p.m. Discuss ion 12:30 Lunch �2. * SYSTEMATICS AND PHYTOGEOGRAPHY 7:30 a.m. - Breakfast Contributed Papers "Research Methods in Systematics" Chairman: Morning - G.W. Argus, Afternoon Room No. 1029 R.C. Jancey 9:00 a.m. Marchant, C.J., "Cytotoaxonomy of Spartina X Caespitosa (A.A. Eaton) Fern, and species of North American Cord-grass" 9:30 Harvey, M.J ., "A Taxi metric analysis of genera and fam i Ii es of the Nemal ionales (Rhodophyceae, Florideae)" 10:30 Break - Cafeteria 11 :00 Dore, W.G., "A pattern of post-glacial migration; invastion via Frontenac Portal" 11 :30 Hainault, R., "The floristic comparison of areas of different sizes: an example" 12:00 Delgado, A.A., "Flora del Ecuador" 12:30 Lunch 2:00 p.m. Sattler, R., "Floral development and the problem of unit characters" 2:30 Gibbs, R.D., "Observations on the use of comparative chemistry on the taxonomy of higher plants" 3:00 Fahselt, D., "Chromatography as a source of taxonomic Characters" 3:30 Orloci, 4:00 van Groenewoud, H., "The cluster analysis of some white spruce forest data from Northern Sa skate hew an" 4:30 Phipps, J.B. L., "Definition of Structure in multivariate samples" "Classical and numerical genera compared" �* 3. GENERAL 7:30 a.m. - Breakfast Contributed Papers Chairman: W. I. lllman Room No. 1006 9:00 a.m. Dore, W.G. and Klosevych , S. (Fi Im) "Raph ide ejection in Di effenbachia", (Ci nephotomi crography) 9:30 Brideaux, W.W., "Palynology of the Lower Colorado Group in Central Alberta" 10:00 Brideaux, W.W., "Upper Devonian Miospores from the Escuminac Formation, Excuminac Bay, Quebec" 10:30 Break - Cafeteria 11:00 Ramanujam, C.G.K. and Stewart, W.N., "Fossi I woods at Taxodiaceae from the Edmonton Formation (Upper Cretaceous) of Alberta" 12:30 Lunch �4. * ECOLOGY 7: 30 a.m. - Breakfast Contributed Papers Chairman: Morning: H.M. Dale, Room No. 1021 Afternoon: M. M. Dale 9:00 a.m. Walker, J.M., and Waygood, E.R., communis Trin" 9:30 Hoefs, M., "The effect of shade on Vaccinium angustifolium Ait. after Fi rep run i ng" 10:00 Hills, G.A., "An ecosystemic approach to the classification of terre stria I vegetation" 10:30 Break - Cafeteria 11 :00 McMinn, R .G., "Effects of Experimental Droughts on Po le-sized White Pine" 11 :30 Grandtner, M.M., "Apercu de la vegetation des lies-de-la-Madeleine" 12:00 Rani, R.G.M. and Duthie, H.C., "Some diatom communities from southern Ontario'' 12:30 Lunch 2:00 p.m. Si dhe, S.S., and Cavers, P. B., "E Hect of Storage and Temperature on Seed Dormancy and Viability of Medicago lupulina L." 2:30 Frost, R.A. and Cavers, P .B., "The distribution and ecology of three species of Amaranthus in South-western Ontario" 3:00 Webber, P .J ., and Andrews, J. T ., "an Evaluation of L ichenometry" 3:30 Break - Cafeteria "E:cology of Pharagmites �SATURDAY JUNE 15th Field Trip to bog between Seine and English Rivers Friday - 6:00 p.m. Saturday Dinner 7:30 p.m. Briefing on Field Trip in Residence 8:00 p.m. Evening to be used as you wish 7:00 a.m. Breakfast 8:00 a.m. Leaving for Field Trip to bog Between Seine and English River 5:00 p.m. Return from Field Trip �NOTES � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Canadian Botanical Association: Fourth Annual Meeting Subject The topic of the resource Organizations Description An account of the resource The Canadian Botanical Associations Fourth Annual Meeting, held at Lakehead University, 1968. Programme including schedule and maps. Creator An entity primarily responsible for making the resource Canadian Botanical Association Date A point or period of time associated with an event in the lifecycle of the resource 1968 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context U14f Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/03cddd0f57928e45e6899583a7a802b2.pdf 36ae47afbe77c57a45d4a37d6c582f6a PDF Text Text UJDIBIB£IBTI 1P~@ill~®~®IBTI ?(' ' / /,(_ -16 �IS A CAREER Brand New Program One of the greatest challenges of our time is the harnessing of the growing body of recorded knowledge. In every field - arts, science and technologythis ever-increasing flood of literature is doubling every 22 years. Right in the thick of this 'information explosion' are the libraries which are having to put forth gigantic efforts in order to meet modern requirements in disseminating ideas and retrieving information. In our industrial society professional librarians cannot do this job alone. They need enthusiastic, intelligent and well-trained assistants to help them meet the challenge of this ever more pressing problem. Modern library service requires men and women who will help the librarian on the technical level. Whether they be called library assistants, technicians or technologists the demand for them is growing-. Professional Librarians are trained on a postbaccalaureate level at graduate library schools. The preparation for Library Technologists consists of a post-High School, two-year curriculum I program, comprising survey courses in general education as well as intensive training in the techniques and basic methods of library science. At present, there are over 30 universities and Colleges in Canada and the United States offering such programs. The lakehead University program, first in Canada of two years duration, is described on the opposite page. This could be the course for which you are especially suited. For many years Lakehead University has offer Universities in Canada. Students who took their first ~ another University for their senior years have done we close associations with their Professors. Students who have earned Technology DiPi graduates continues to fall far short of the demand. Al, 9ist in our Society. �FOR YOU Curriculum Lecture hours per week History of Library Service Library Technology Basic Library Methods Reference Basic Library Methods II Cataloguing Survey of English Literature Survey of World History Elective I Typing 2 2 2 2 3 3 3 3 17 Library Techniques Library Organization Basic Library Methods 111 Canadian and American Literature Elective II Elective 111 Practical Work Laboratory per week 6 3 3 2 2 3 3 3 4 17 offered partial degree programs in cooperation with other rst and second years at lakehead and then transferred to Bo well. They have benefited from the small classes an·d the Diplomas are well received in Industry. The supply of d. All indications point to an expanding role for the Technolo- 6 �r Admission Applicants must have completed successfully the requirements for the Onta-rio Secondary School Graduation Diploma granted upon the completion of the fourth year of any one of the five - year courses of the re-organized program. Applicants must have passed English and Mathematics in Grades 11 and 12 and any two of History, Geography or Economics in Grade 12 and one other appropriate subject, with an overall average of at least 60%. Students who have obtained the Ontario Secondary School Graduation Diploma with high standing in the four-year program may be considered for admission on an individual basis. Scholarships At present three scholarships of $350.00 each are being offered by the Northwestern Regional Library Cooperative Board to students in financial need. For details apply to the Regional Director, Fort William, Ont. For Further Details APPLY TO: Dr. Harold S. Braun, Director of the University Schools, Lakehead University, Port Arthur. D. D. Sudar, Director, Program for Library Technology, University Schools Division, Lakehead University, Port Arthur. �The range of types of work is varied Be a technical assistant to the professional staff: in a College Library in a Special Library serving industry in a Medical Libra-ry in a Children's Library in a Public Library Take charge of a Branch Library circulating up to 50,000 books per year, in a middle-sized community. Take charge, under Regional supervision, of a small Public Library serving up to l 0,000 population. Be the supervisor of a clerical pool engaged in library functions such as. book processing and reference. acquisition, book �Exciting Prospects for the future Library work is varied and there is virtually no talent for which some use cannot be found in the librariesi of today and tomorrow. Library technologists are needed today to help integrate library services on a larger scale required by a fast moving technological society. There is an exciting future in library work on the technical level. The salaries are increasing and vacations, sick leave and retirement plans are on a par with the bes.t. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Library Technology Subject The topic of the resource Universities Description An account of the resource Brochure for Lakehead University's Library Technology program. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Identifier An unambiguous reference to the resource within a given context U14b https://digitalcollections.lakeheadu.ca/files/original/f7f3e7b4af0feff89a0e943c0e448548.pdf 44edbd1b487146ae56cab6b134da501d PDF Text Text A two - year Curriculum at the �Brand New Program One of the greatest challenges of our time is the harnessing of the growing body of recorded knowledge. In every field - arts, science and technology - this ever-increasing flood of literature is doubling every 22 years. Right in the thick of this 'information explosion' are the libraries which are having to put forth gigantic efforts in order to meet modern requirements in disseminating ideas and retrieving information. In our industrial society professional librarians cannot do this job alone. They need enthusiastic, intelligent and well-trained assistants to help them meet the challenge of this ever more pressing problem. Modern library service requires men and women who will help the librarian on the technical level. Whether they be called library assistants, technicians or technologists the demand for them is growing. Professional Librarians are trained on a post-baccalaureate level at graduate library schools. The preparation for Library Technologists consists of a post-High School, two-year curriculum program, comprising survey courses in general education as well as intensive training in the techniques and basic methods of library science. At pres.ent, there are 28 Universities and Colleges in Canada and the United States offering such progra~s. The _L akeheaa University program, first in Ontario, is ~escribed "-en the oppos!te page. This could be the cour~e for which you are especially suited. �Curriculum Lecture hours per week Introduction to Library Science Library Technology Basic Library Methods I Survey of English Literature Survey of World History Elective I Typing 2 2 3 3 3 3 3 3 16 Library Techniques Library Organization Basic Library Methods II Canadian Literature Elective II Elective III Practical work Laboratory per week 3 3 2 3 3 3 6 2 5 17 7 For many years Lakehead University has offere Universities in Canada. Students who took their first to ;mother University for their senior years have don and the close associations with their Professors. Students who have earned Technology Diplomas continues to fall far short of the demand. All indicat in our ~ocietv. �Admission Applicants must have completea successfully the requirements for the Ontario Secondary School Graduation Diploma granted upon the completion of the fourth year of any one of the five-year courses of the re-organized program. Applicants must have passed English and Mathematics in Grades 11 and 12 and any two of History, Geography or Economics in Grade 12 and one other appropriate subj cct, • with an overall average of at least 60%. Students who have obtained the Ontario Secondary School Graduation Diploma with high standing in the four-year program may be considered for admission on an individual basis. Scholarships At present three scholarships of $300 .00 each are being offered by the Northwestern Regional Library Cooperative Board to students in financial need. For details apply to the Regional Director at the address below . For Further Details APPLY TO: Dr. Harold S. Braun, Director of the University Schools, Lake head University, Port Arthur. D. D. Sudar, Director, Northwestern Regional Library Cooperative, Waterloo and Moodie Streets, Fort William. d partial degree programs in cooperation with other t and second years at Lakehead and then transferred ne well. They have benefited from the small classes s are well received in Industry. The supply of graduates tions point to an expanding role for the Technologist �- __________________________ ·- . . : : , _ _..,,,,. Exciting prospects for the future There is an exciting future in library work on the technical level. The salaries are increasing and vacations, sick leave and retirement plans are on a par with the best. Library work is varied and there is virtually no talent for which some use cannot be found in the libraries of today and tomorrow. The range of types of work is varied Be a technical assistant to the professional staff: in in in in in in a a a a a a College Library Special Library serving Industry Medical Library Children's Library Public Library Regional Library Headquarters Take charge of a Branch Library circulating up to 50,000 books per year, in a middle-sized community. Take charge, under Regional supervision, of a small Public Library serving up to 10,000 population. Be the supervisor of a clerical pool engaged in library functions such as book acquisition, book processing and reference. Printed by Northwestern Regional Library Cooperative, Fort William, Ontario. �University Centre Theatre University Centre � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Announcing A New Program in Library Technology Subject The topic of the resource Universities Description An account of the resource Brochure for the new two-year Library Technology program at Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context U14a Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/62782459666b5c4ae20754c77e37a4db.pdf 2c9f7229de35abbfa8e8c89a05ed2951 PDF Text Text REPORT TO THE LAKEHEAD COLLEGE OF ARTS, SCIENCE AND TECHNOLOGY TAYLOR, LIEBERFELD AND HELDMAN (CANADA) NEW YORK LIMITED TORONTO JULY 1963 �} REPORT TO THE LAKEHEAD COLLEGE OF ARTS, SCIENCE AND TECHNOLOGY 1 1:AYLOR, LIEBERFELD AND HELDMAN ( CANADA) LIMITED NEW YORK TORONTO JULY 1963 �TABLE OF CONTENTS Page CHAPTER 1 A. INTRODUCTION AND SUMMARY 3 Summary of Findings and Recommendations 3 1. Enrollment 3 2. Staff 4 3. Net Area Requirements 4 L. 5 Building Program Requirements and Priorities 5. The Master Plan 6 6. 7 College Finances B. Organization of the Report 8 C. A Note on the Enrollment Targets 9 CHAPTER 2 ENROLLMENT: 17 DEVEIDPMENT PATTERN A. Higher Education in Ontario 17 B. Enrollment in Post-Secondary Education 20 C. Enrollment at Lakehead College 29 CHAPTER 3 INSTRUCTIONAL ACTIVITY AT ENROLLMENTS OF Loo, 700 1200 STUDENTS AND 42 A. Distribution of Enrollment by Study Program L2 B. Distribution of Enrollment by Class Year Level 43 C. Instructional Workloads 47 1. University Division, Arts Program 49 2. University Division, Applied Science Program 58 3. Technology Division 61 iii �Page L. Nursing Program and Univarsity Division Part-Time Programs 63 D. Instructural Workloads: E. Students in Residence CHAPrER L Summary 65 69 TEACHING STATION REQUIREMENTS: CLASSROOMS AND TEACHING LABJRATORIES Instructional Load: B. Teaching Station Requirements 77 C. Summary Bo 5 82 STAFF REQUIREMENTS A. Faculty Requirements 82 B. Total Staff Requirements 88 CHAPTER 6 A. B. iv 73 A. CHAPTER Clock Hours 73 ACADEMIC SPACE REQUIREMENTS 90 Classroom-Type Space 90 1. Classroom Capacity Distribution 90 2. Space Standards for Classrooms and Seminars 91 Departmental Space 93 1. Department of Biology 95 2. Department of Chemistry 95 3. Department of Physics 98 L. Department of Psychology 98 5. 98 Interdepartmental Science Facilities �Page 6. Miscellaneous Laboratories and Special Purpose Areas 102 7. Summary lOL 8. Space Standards for laboratories, Research Space and Offices CHAPTER 7 A. SPACE REQUIREMENTS FOR NON-ACADEMIC ACTIVITIES lOL 108 Administrative Office Space 108 1. Office of the Principal 112 2. Office of the Dean of Arts 112 3. Office of the Dean of Science and Te chno logy 112 L. Office of the Dean of Students 112 5. Office of the Registrar 113 6. Office of the Director of Admissions 113 7. Office of the Comptroller 113 8. Office of the Director of Development and Public Relations 11L 9. Administrative Service Unit llL Miscellaneous Facilities llL 10. B. Food Service Facilities 115 C. Library 117 D. Physical Education and General Assembly 123 E. Physical Plant Administration and Maintenance 127 F. Residential Facilities 130 G. University Centre Facilities 130 H. Summary 13L 1. 13L 700- and 1200-Student Enrollment Levels V �Page 2. CHAPTER 8 13L a. Administrative Office Space 13L b. Food Service 136 c. Library 136 d. Physical Education and Public Assembly 136 e. Physical Plant Administration and Maintenance 136 f. Residential Facilities 137 g. University Centre Facilities 137 h. Summary 137 BUILDING PROGRAMS AND OCCUPANCY PATTERNS 138 A. General 138 B. Building Program -- 1200-Student Enrollment Level 1Lo 1. Academic and Administrative Office Space 1Lo 2. Library 1L5 3. University Centre 1L7 L. Gymnasium 1L9 C. D. vi LOO-Student Enrollment Level 5. Maintenance Building 150 Building Program -- 700-Student Enrollment Level 151 1. Academic and Administrative Office Space 151 2. Library 151 3. Other Buildings 153 Building Program -- LOO-Student Enrollment Level 153 1. Academic and Administrative Office Space 153 2. Other Buildings 161 �Page E. Enrollment Beyond 1200 Students 161 F. Alterations 163 CHAPTER 9 THE MASTER PLAN 187 A. Existing Conditions 187 B. Land Use Requirements 190 1. Parking Areas 190 2. Playing Fields 192 c. 3. Miscellaneous Land Use 192 L. Summary 193 The Master Plan 193 1. Circulation Patterns 195 2. The Master Plan 197 3. Future Expansion 200 L. Master Plan Delineation 201 CHAPTER 10 INSTITUTIONAL FINANCES 202 A. Expenditures and Revenues 202 B. Capital Costs and Phasing of Construction 217 1. Procedure 217 2. Phasing and Priorities 223 3. Site Development 225 L. Utilities 225 APPENDIX A ENROLLMENT 230 vii �Page APPENDIX B INSTRUCTIONAL ACTIVITY STRUCTURE 248 APPENDIX C STAFF REQUIREMENTS 260 APPENDIX D EXISTING SPACE AND ROOM UTILIZATION 264 APPENDIX E INSTITUTIONAL FINANCE 267 BIBLIOGRAPHY 275 MASTER PLAN Envelope at· back of volume viii �LIST OF ILLUSTRATIONS Page Abbreviations and Symbols Used in the Drawings 169 Science and Technology, Ground Floor 171 Science and Technology, Basement and Second Floors 173 University Centre, Basement 17L University Centre, Ground Floor 175 University Centre, Second Floor 176 Academic Building, Basement 178 Academic Building, Ground Floor 179 Academic Building, Second Floor 180 Academic Building, Third Floor 181 Administrative Wing (700 Enrollment Level), Ground, Second and Third Floors 182 Gymnasium, Basement and Ground Floors 183 Library, Ground and Second Floors 18L Library (700 and 1200 Enrollment Levels), Lower Level 185 ix �Page Maintenance Building Master Plan X 186 Envelope at back of volume �LIST OF PLATES Page 1. Lakehead College: Projected Enrollment and Gross Area of Construction; 1961-62 to 1973-?L. 2. 12 Planning Standards and Unit Area Allocations, Classrooms and Seminar-Conference Rooms 94 xi �LIST OF TABIES 1-1. Lakehead College of Arts, Science and Technology: Selected Indicators of Growth, 1961-62 to Alternate Target Enrollments 2-1. Canada and Ontario: Selected Statistical Indicators of Populations and Undergraduate Enrollment in Colleges and Universities, Canada and Ontario, Selected Years, 1951 to 1971 2-2. Ontario: 19 Secondary School Enrollment, Total and Grade 13, Selected Years, 1951 to 1970 2-3. Ontario: 22 Secondary School Retirements to Further Education, 23 1951-61 2-~. Ontario and Lakehead Region: Secondary School Retirements to Further Education, 1961 2-5. Ontario: 2~ Indexes of Secondary School Grade 13 Enrollment and Retirements to Selected Categories of Post-Secondary 26 Education, Selected years, 1951-52 to 1970-71 2-6. Canada: Civilian Labor Force, Total and Professional 28 Workers; Selected Years, 1931 to 1971 2-7. Lakehead College of Arts, Science and Technology: Full- Time Enrollment, by Division, 1952-53 to 1962-63 2-8. Lakehead College of Arts, Science and Technology: 30 Full- Time and Part-Time Enrollment, by Division, 1952-53 to 1962-63 2-9. Lakehead College of Arts, Science and Technology: Planning Parameters for Converting First-Year Enrollment to Total Full-Time Enrollment Estimates, by Study Program xii 31 �2-10. Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Division and Program, Selected Years, 1961-62 to 1975-76 2-11. 3-1. 3-2. 3-3. 3-L. 3-5. 3-6. 35 Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Program, 1961-62 to 1975-76 39 Lakehead College of Arts, Science and Technology: Distribution of Enrollment at Alternate Target Enrollments, by Program LL Ontario: Typical Distributions of Enrollment in Ontario Post-Secondary Education Programs by Study Program and Year Level L6 Lakehead College of Arts, Science and Technology: Projected Distribution of Full-Time Enrollment in University and Technology Divisions at Alternate Target Enrollments, by Study Program and Year Level L8 Lakehead College of Arts, Science and Technology: Standardized Enrollment Distribution for University Division Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level 51 Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment in University Division Arts Program at Alternate Target Enrollments, by Degree Program and Year Level 52 Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Science, by Program and Year Level 55 xiii �3-7. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in University Division Arts Program at Alternate Target Enrollments, by Degree Program, Year Level and Type of Meeting 56 3-8. Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Applied Science at Selected Institutions, by Year Level and Type of Meeting 3-9. Lakehead College of Arts, Science . and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in University Division Applied Science Program at Target Enrollments of Loo, 700 and 1200 Students, by Year Level 3-10. 3-12. 3-13. 700 and 1200 Students, by Program and Year Level 62 Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in Nurses' Program and University Division Part-Time Students' Program at Alternate Target Enrollments, by Type of Meeting 6L Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of Loo Students, by Year Level and Type of Meeting 66 Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 700 Students, by Year Level and Type of Meeting xiv 60 Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in Technology Division at Target Enrollments of Loo, 3-11. 59 �Page 3-1.L. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 1200 Students, by Year Level and Type of Meeting 3-15. Ontario Universities: 3-16. L-1. Home Addresses of Freshmen Enrolled in October, 1961 71 Lakehead College of Arts, Science and Technology: Requirements for Residential Accommodation at Alternate Target 72 Lakehead College of Arts, Science and Technology: Planning Parameters for Typical Sizes of Instructional Meeting Groups in Lecture-Classroom and Laboratory Meetings, by Year Level L-2. Lakehead College of Arts, Science and Technology: 5-1. 5-2. Lakehead College of Arts, Science and Technology: 78 Classroom and Laboratory Teaching Station Requirements at Alternate Target Enrollments 81 Lakehead College of Arts, Science and Technology: Alternate Estimates of Faculty Requirements at Alternate Target Enrollments 86 Lakehead College of Arts, Science and Technology: Faculty Requirements at Alternate Target Enrollments, by Rank 5-3. 76 Estimated Clock-Hour Instructional Workload per Week at Alternate Target Enrollments, by Type of Meeting and Year Level L-3. 68 87 Lakehead College of Arts, Science and Technology: Hypothetical Structure of Total Staff Requirements at Alternate Target Enrollments xv �Page 6-1. 6-2. 6-3. 6-L. 6-5. 6-6. 6-7. Lakehead College of Arts, Science and Technology: Requirements for Classroom-Type Rooms Space Lakehead College of Arts, Science and Technology: Requirements for the Department of Biology Space Lakehead College of Arts, Science and Technology: Requirements for the Department of Chemistry Space Lake head College of Arts, Science and Technology: Requirements for the Department of Physics Space Lakehead College of Arts, Science and Technology: Requirements for the Department of Psychology Space 92 96 97 99 100 Lakehead College of Arts, Science and Technology: Space Requirements for Interdepartmental Science Facilities Lakehead College of Arts, Science and Technology: Space Requirements for Miscellaneous Laboratories and Special 103 Purpose Areas 6-8. 6-9. 7-1. 7-2. Lakehead College of Arts, Science and Technology: of Academic Space Requirements Summary 105 Lakehead College of Arts, Science and Technology: Academic Space Required at the LOO-Student Enrollment Level 106 Lakehead College of Arts, Science and Technology: Space Requirements for Administrative Offices and Related Space 109 Lakehead College of Arts, Science and Technology: Requirements for Food Service Facilities xvi 101 Space 116 �Page 7-3. United States: Data on Selected College and University 118 Libraries, 1960-61; Enrollment under 1000 Students 7-L. United States and Canada: Data on Selected College and University Libraries, 1960-61 Enrollment over 1000 Students 7-5. 7-6. 7-7. Lakehead College of Arts, Science and Technology: Growth of the Library Collection Estimated La.kehead College of Arts, Science and Technology: Requirements for the Library Space 7-10. 7-11. 8-1. 8-2. 121 12L Lakehead College of Arts, Science and Technology: Space Requirements for Physical Education and General Assembly 7-8. Lakehead College of Arts, Science and Technology: 7-9. 120 126 Space Requirements for Physical Plant Administration and Maintenance 128 Lakehead College of Arts, Science and Technology: Space Requirements for Student Residence, per 100 Students 131 Lakehead College of Arts, Science and Technology: Requirements for University Centre Facilities Space 133 La.kehead College of Arts, Science and Technology: Space Requirements for Non-Academic Facilities 135 Lakehead College of Arts, Science and Technology: Summary of Net Area Requirements 139 Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 1200Student Enrollment xvii �8-3. Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 700-· Student Enrollment 8-L. Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building; LOOStudent Enrollment 8-5. Lakehead College of Arts, Science and Technology: Distribution of Faculty Office Space by Building at LOO-, 700-, and 1200-Student Enrollment Levels 8-6. 8-7. 8-8. 8-9. 9-1. Space Requirements for a New Academic Building 157 Lakehead College of Arts, Science and Technology: Space Requirements for an Addition to the Science and Technology Building 158 . Lakehead College of Arts, Science and Technology: Occupancy Characteristics of Existing and Proposed Buildings, LOO-, 700- and 1200-Student Enrollment Levels 159 Lakehead College of Arts, Science and Technology: Gross Area of Construction, Existing and Proposed 160 Lakehead College of Arts, Science and Technology: 191 Lakehead College of Arts, Science and Technology: Approximate Requirements for Land Use, 1200-Student Enrollment Level, Excluding Residences xviii 156 Lakehead College of Arts, Science and Technology: Requirements for Parking Area 9-2. 152 19L �10-1. Lakehead College of Arts, Science and Technology: Summary of Expenditures, Fiscal Years 1958 to 1963 10-2. 203 Lakehead College of Arts, Science and Technology: Summary of Revenues, Fiscal Years 1958 to 1963 20L 10-3. Lakehead College of Arts, Science and Technology: Percentage Distribution of Expenditures Fiscal Years 1958 to 1963 10-L. Lakehead College of Arts, Science and Technology: Percentage Distribution of Revenues, Fiscal Years 1958 to 1963 10-5. 206 Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Day Student Fiscal Years 1958 to 1963 10-6. 205 207 Lakehead College of Arts, Science and Technology: Revenues per Full-Time Day Student, Fiscal Years 1958 to 1963 208 10-7. Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Student, by Major Expenditure, Category, Selected Years, 1957-58 to 1973-7L 10-8. 209 Lakehead College of Arts, Science and Technology: Revenues per Full-Time Student, by Major Revenue Category, Selected Years, 1957-58 to 1973-7L 21L 10-9. Lakehead College of Arts, Science and Technology: Estimated Faculty Salary Outlays at Alternate Target Enrollments, by Rank (in 1962 dollars) 215 xix �Page 10-10. 10-11. 10-12. xx Lakehead College of Arts, Science and Technology: Preliminary Budget Estimates for Site Development Work 218 Lakehead College of Arts, Science and Technology: Preliminary Budget Estimate for Utilities Systems 219 Lakehead College of Arts, Science and Technology: Schedule of Capital Development, Priority Phasing and Budget Outlays 220 �APPENDIX TABLES A-1. Canada and Ontario: Population, Total and 18-21 Years Age . 230 Group, Selected Years, 1941 to 1971 A-2. Canada and Ontario: Undergraduate University-Grade Enrollments, Fall Semester, Selected Years, 1944-45 to A-3. A-4. A-5. A-6. 1970-71 231 Canada: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years, 1931 to 1962 232 Ontario: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years,. 1931 · to 1962 233 Canada: Professional Workers, by Occupational Groups and Classes: Selected Years, 1931 to 1961 234 Canada: Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 A-7. Ontario: Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 A-8. A-9. A-10. Ontario: 235 236 Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 237 Canada and Ontario: Labor Force Post-Secondary School Educational Attainment, Grade 13 and Beyond, by Occupational Category, 1941 and 1951' 238 Lakehead College of Arts, Science and Technology: Analysis of Enrollment Progression Pattern in University Division, 1952-53 to 1962-63 239 xxi �Page A-11. Canada: Total, Freshman and Non-Freshman Undergraduate EnrolJ.JTlent and Degrees Granted in Arts and Pure Science 240 Programs, 1952-53 to 1961-62 A-12. Ontario: Analysis of Enro11ment Distribution among First Three Year Levels in Faculties of Arts and Sciences at Selected Ontario Colleges and Universities, Selected Years A-13. 241 Ontario: Analysis of Enrollment Distribution between First and Second Year Levels in Faculties of Applied Science and Engineering at Selected antario Colleges and Universities, 242 Selected Years A-14. A-15. B-1. Lakehead College of Arts, Science and Teclmology: Analysis of EnrolJ.JTlent Progression Pattern in Teclmology Division, 1952-53 to 1962-63 243 Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Division and Program, 1961-62 to 1975-76 244 Ontario and Lakehead Region: Attendance by Atkinson Students at First and Preliminary Years of Ontario Colleges and 248 Universities in 1956-57 B-2. Ontario and Lakehead Region: Attendance by Atkinson Students at Institutions of Further Education in 1956-57 B-3. University of Toronto: 249 Analysis of Relative Distribution of Course Registrations by students Enrolled in Arts and Sciences Programs in 1956-57 and 1960-61, by Division, by Year Level and by Type of Program B-4. Ontario: Distribution of Enrollment by Year Level at Selected Ontario Colleges and Universities, Selected Years and Study Programs xxii 250 252 �Page B-5. Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level B-6. C-1. C-2. 253 Ontario: Weekly Clock Hours of Meeting Required under Various Technology Programs at Selected Ontario Technological Institutes, by Year Level and Type of Meeting 254 Canada and Central Canada: Full-Time Students, Teaching Staff and Student/Staff Ratios, Based upon 17 Universities, Selected Years, 1951-52 to 1961-62 2(:[J Canada: Enrollment, Staff and Students per Staff Member in Technical Institutes, by Province, 1960-62 C-3. Canada: 261 Distribution of Full-Time Teaching Staff at Selected Institutions, by Rank, Selected Years, 1937-38 to 1961-62 D-1. Lakehead College of Arts, Science and Technology: 262 Summary of Net Space in Existing Buildings 264 D-2. Lakehead College of Arts, Science and Technology: Scheduled Utilization of Classrooms and Laboratories, 9 A.M. to 4:30 P.M., Excluding Saturday, Fall, 1963 265 E-1. Lakehead College of Arts, Science and Technology: Summary of Expenditures, Fiscal Years 1958 to 1963 E-2. E-3. Lakehead College of Arts, Science and Technology: of Revenues, Fiscal Years 1958 to 1963 Canada: 267 Summary 268 Gross National Product, Current and Constant Dollar Series; 1951 to 1962 269 xxiii �Page E-4. Canada: Growth Rates in Median Salaries of Full-Time Teaching Staffs, Based upon 12 Universities, All Ranks, 1951-52 to 1961-62 E-5. Canada and Central Canada: Median .Salaries of Full-Time Teaching Staffs Based upon 17 Universities, Selected Years, 1961-62 to 1973-74 xxiv 270 271 �REPORT TO THE LAKEHEAD COLLEGE OF ARTS,SCIENCE AND TECHNOLOGY �I •I I I I CHAPTER 1 INTRODUCTION AND SUMMARY In November 1962 Lakehead College of Arts, Science and Technology retained Taylor, Lieberfeld and Heldman (Canada) Limited as Consultants to undertake a comprehensive study of institutional development. The Con- sultants' assignment included the presentation of analyses and recommendations concerning 1) physical plant requirements, 2) the disposition of facilities on the campus, 3) financial requirements for College operations and capital programs and 4) a development time-table and schedule of priorities. The recommendations were to be based on three projected enrollment targets stipulated by the College: 400, 700 and 1200 students. The initial phase of the study consisted of a field survey of existing facilities, interviews with officials of the College and the Lakehead community and the collection of data from local and other sources. Sub- sequently, corresponding to the progressive stages of the project, meetings were held at the College with members of the Board of Governors, the Principal and others. In April 1963 a preliminary report was submitted and in July the study was completed. A. Summary of Findings and Recommendations 1. Enrollment In order to fulfill the objectives of the assignment it was essential to determine the dates at which the selected enrollment targets would be attained. The study indicates that the full-time enrollment could reach the 400-student level in 1963-64, the 700-student level in 1966-67 and the (1 ,h •.l.!~4 I ~/lt\ 3 �1200-student level in 1973-74. Part-time student enrollment is also pro- jected. It is estimated that the Bachelor of Arts degree will be first awarded I '1G>S in June, 1966. At the 1200-student enrollment level 668 students will be in the Arts program of the University Division, 104 students will be in the first two years of an Applied Science degree program and 428 students will be in the Technology Division. The proportion of students in the Technology program is expected to decline from about 50 percent in 1961-62 to about 36 percent in 1973-74. 2. Staff The projection of the number of faculty at the College is an important element of the study. Expressed as full-time equivalents, at the 400-stu- dent enrolllTlent level 38 instructors will be required, at the 700-student level the total is 74 instructors and at the 1200-student enrollment level the total is 105 instructors. J. Net Area Requirementsa The net area requirements for all non-residential activities of the College for the three target enrollments are as follows: 400-student level, aNet area, sometimes termed useable area, may be defined as the gross area of a building less the sum of the space occupied by stairs, corridors, elevators, exterior and interior wall thiclmesses, toilets, mechanical equipment and janitorial space. 4 �77,725 square feet; 700-student level, 110,485 square feet; 1200-student level, 161,715. -square feet. The net square feet of non-residential space per student declines from over 300 square feet anticipated for Fall 1963 - to 194~ 156, and 135 square feet for the three projected enrollment levels. Thus, as the College grows, the physical plant will .be utilized with increasing efficiency. The existing academic building and University Centre will provide 94,540 net square feet in the fali of 1963. 4. Building Program Requirements and Priorities The College should anticipate the construction of 152,205 gross square feet of non-residential buildinga over the next decade. The principal items of this building program (expressed as gross area) are as follows: 1) a library of 36,300 square feet; 2) academic and administrative space of 67,030 square feet; 3) a gymnasium of 33,900 square feet; 4) a maintenance building of 12,800 square feet. A wing should be added to the existing academic building in 1964, and the library should be completed by September, 1965. A unit of the balance aResidential space has been considered separately from non-residential space throughout the report. A potential demand for residential space on the part of up to 25 percent of the students has been projected, For JOO students this would require 58,000 gross square feet, but construction of student residences is considered to be an option rather than a requirement. 5 �of the academic-administrative space, primarily for administrative offices , should be ready for the academic year 1965-66. The balance of the academic space may be constructed in one or two stages over the following few years. The gymnasium should be constructed at approximately the time the enrollment reaches 700 students, unless sufficient funds are available earlier. The maintenance building may be constructed in two stages, the first to be ready by 1966. Parallel to the construction of these buildings, other types of facilities will also be required. These will include roads, parking fields, playing fields, landscaping and utilities. A detailed listing of all proj- ect's is included in tabJes 10-10, 10-11, and 10-12. The projected building program envisages the existing academic building as a science and technology center and the projected academic building as the location of non-science facilities. 5. The Master Plan An important feature of the study is the master plana of the campus. This plan indicates the location and staging of building construction, the pattern of vehicular circulation, the disposition of parking fields and miscellaneous features of the site. Although the study quantifies develop- ment .only up to the 1200-student enrollment level, some indication is offered of the subsequent growth and location of facilities. aThe plan is located in a pocket at the end of this volume. 6 �The core of the campus is viewed as a group of interconnected academic facilities dominated by two proposed three-story buildings. 6. College Finances Operating costs of the College will expand during the interval under study. By 1973-74, when the 1200-student enrollment should be realized, costs per student will rise by 137 percent above the 1961-62 level. All components of cost will rise, but the largest increases can be expected _\ in instruction and administration, reflecting the ever~increasing compe: i- -~ 1 tion for talented human resources across the Canadian economy, Revenues must rise sufficiently to offset increased costs. Mv~I..J Student fees, which are now less than 30 percent of total revenues, are projected to increase by 142 percent over the 1961-62 per student receipts by the time the 1200-student enrollment is reached. This implies that revenues from grants must rise rapidly--by 120 percent on a per student basis. Grants will continue to represent the principal means for offsetting rising operating costs. No alternative is possible without increased revenues from private sources or student fees. The capital costs of the physical plant development aggregate $4,407,500 for a ten-year program, excluding student residences. costs a for the principal elements are: \-? The total project library, $1,043,cDO; academic and ~11 figures are in 1962 dollars. 7 �administrative office space $1,590,800a (to be built in three or four stages); gymnasium, $691,600; site development, $294,670 and utilities, $150,500. The last two figures each represent a group of projects, which are detailed in Chapter 10. B. Organization of the Report The first section of the report comprises Chapters 2, 3, 4 and 5. In these chapters a model is constructed of College activities that bear on the subsequent estimates of physical plant and financial requirements. Chapter 2 describes the projection of the enrollment at the College over the next 15 years, indicating the approximate points in time at which the three enrollment targets could be realized. The College is viewed as increasing its share of over-all participation in higher education in Ontario. The basic distribution of enrollment into the University and Tech- nology Divisions is indicated, as is the subdivision of the University component into an Arts program and an Applied Science program. The number of students in the nursing program and part-time students in the University Division are estimated separately. In Chapter 3 the instructional load characteristics of enrollment at the three target levels are elaborated. Class year distribution patterns are analyzed and the student period workload by class year and division is computed. In Chapter 4 these data are used to compute the clock-hour workload and the number of teaching stations required for lecture and laboratory course offerings. Chapter 5 utilizes the enroll- aThis figure excludes alterations, but includes an addition to the present academic building. 8 �ment data and the analysis of curricular patterns to estimate staff requirements at the three target enrollment levels. The second part of the report comprises Chapters 6, 7, 8 and~ which deal with physical plant. In Chapter 6 the teaching stations and staff require- ments are converted to a space program for academic activities. A space program for the College library is .: included in Chapter 7, which 'presents space programs for all non-academic requirements, including student residence. Chapter 8 allocates the space programs to existing and additionally required buildings. The need for alterations and additions is also con- sidered and schematic drawings are presented for all principal buildings. In Chapter 9 the analysis which forms the basis of the master plan is presented. The concluding section of the report, concerning College finances, is Chapter 10. The first part of the chapter describes the operating costs and revenues of the College during the planning interval. The second part presents cost estimates of the physical plant program, including priority schedules. A series of appendixes follows Chapter 10. These are organized to parallel the chapter organization and contain supporting statistical material. C. A Note on the Enrollment Targets Further reference must be made to the concept of three enrollment tar- gets and their use in this study. The selection of these targets as a 9 �framework for the preparation of forecasts, space programs and other data is useful in that it is possible to describe and compare different stages in the growth of the College in consistent terms. Nevertheless, in coor- dinating the building program with the selected targets, certain anomalies arise. Essentially, this is due to the fact that enrolllTlent growth may be thought of as a continuum while construction is a series of steps which are largely discontinuous in character. For example, at the 400-student enrollment level the analysis of enrolllTlent, curriculum and staff is selfcontained and complete. But a building program for this level as an in- terim target is quite different from what it might be if a student body of 400 represented a goal in itself or even a plateau in the pattern of expansion. The position of the library in the over-all building program may be taken as a case in point. A library building is needed at present. The existing library space is unsatisfactory and the collection is growing rapidly. For reasons relating to construction economy and based on an assumption of continuing growth, it is recommended that a library be constructed in the immediate future, adequate for 10-15 years' growth. However, this structur~, combined with the existing buildings, results in greater total physical plant capacity than would be programmed for a similar institution with a stable enrollment goal of 400 students. In Chapter 8 it is recommended that a substantial part of the library and University Centre space be given over to temporary use until the enrollment passes the 700-student mark. Thus, it may be said that the 400- and 700-student enrollments, particularly the former, have little independent identity in reference to the 10 �building program. They are really stages in planning for an institution of 1200 students. The same qualifications apply, of course, to the 1200 level, which is also part of the continuum leading to still higher enrollments. Nevertheless, 1200 students is a sufficiently large and distant total to justify as a terminal point for a study of this kind. This view is borne out by the action of the College in planning the University Centre. Although the enrollment of the College will be less than 400 students when the building is completed, the Centre is adequate as a students' union for an enrollment of 1200 and more. Its size is justified by the temporary use of some of the space for academic purposes and also by the long-term waste and extra expense involved in building a structure of this type in segments. The Consultants' work attempts in similar fashion to attain a balance between short and long range goals. In practical terms the building program would not be very different if other interim target figures had been used, assuming the retention of the 1200-student enrollment level as the ultimate goal of the study. Con- struction of all the buildings except the final stages of the academic complex would proceed in the same time framework as is recommended here. The possible variations in distributing the quantities of academic space after 1967 are explored in Chapter 10. The terminology used in the report is affected by these relationships between enrollment targets and the building program. In the first section of the report (Chapters 2 through 5), the three target enrollments are equated with specific dates; for example, the 700-student enrollment level 11 �PLATE LAKEHEAO COLLEGE: PROJECTED ENROLLMENT ANO GROSS AREA OF CONSTRUCTION; 1961-62 TO 1973-74 l961·U 62 ·6! 6!·84 64 ·65 69·70 70·71 71-•:72 7'2173 197!•74 · %50 1200 1100 22'5 cooo zoo-' ... IL. CJ 900 u, IL 175 o en t- z Q 100 z ◄ "'2 fl) ,:50 .J .J ~ ...z: 700 0 « z "' Ill z :1250 ...u ...•.,, 600 s ::, ... .J 500 100 z 0 u .J ... ::, II. 0 400 n 300 Cl) Cl) 0 50 200 lOO 0 L.-..L.-.....JL-_J..._...1._ _L...._.J.__....J._ _J.-_...L.._ _ _ _ _.___.... ..- - - - 11i~Hi1r--;::-:1 12 E N R O LL M ENT (LE FT SCA LE) Exe Es s ARE A GROSS ARE A OF CON· STRUCTION (RT. SCALE) Ii 0 ALTERNATE CONSTROc-· TION PROGRAM CONSTRUCT! ON OEFI CIT a: C!) �could be attained in 1966-67. In the balance of the report, in reference to space programs and construction requirements, the phrase "400-student enrollment" is taken to mean the physical plant requirements between the present and the time when enrollment reaches approximately 400 students. The phrase 11 700-student enrollment" refers to the requirements between the time the 400-student level is attained and the time the student body approximates 700 in size. The phrase 11 1200-student enrollment" refers to the requirements from the time the 700-student level is attained and the time the student body reaches the final target of 1200. These intervals are to be understood in approximate terms, within one year, in assigning dates to the elements of the building program. 13 �I--' .i::- 1-1. Lakehead College of Arts, Science and Technology: Selected Indicators of Growth, 1961-62 to Alternate Target Enrollments ~ Enrollment Full-time Total University Division Technology Division Other Nursing students University Division, part-time All categories Student periods Full-time Total University Division Technology Division Other Nursing students University Division, part-time All categories Target Enrollment Actual Projection Index of Growth: 1961-62 = 1.000 1200 1200 400 700 700 400 Students; Students; Students; Students; Students; Students; 1961-62 196J-64a 1966-67a 1973-Z4a 196J-64a 1966-67a 1273-Z4a 220 107 113 400 188 212 700 402 298 1200 772 428 1.818 1°757 1.876 3.182 3.757 2.637 5.455 7.215 3.788 85 113 149 209 1.329 1.753 2.459 140 445 157 670 153 1002 191 1600 1.121 1.506 1.093 2.252 1.364 3.596 b b b 10243 4084 6159 17257 8678 8579 28680 16366 12314 b 2260 2980 4180 b b 550 536 13053 20773 669 33529 b 473 796 1303 b b 318 155 537 259 887 416 Clock hours of meeting per week Total Lecture, classroom meetings Laboratory me~tings (Continued) �1-1. (Continued) ~ Teaching station requirements Classrooms Laboratories Staff reqtJirements Facultyd Physical plant Total useable space (square feet)e Increment of useable space -, ( square feet) e Institutional finances (1962 dollars) Expenditures per fulltime student Total Instruction Administration All other Revenues per full-time student Total Student fees Grants Other I-' \.n. Tar~et Enrollment Actual . Projection ....., Index of Growth: 1961-62 = 1.000 1200 1200 400 700 700 400 Students; Students; Students; Students; Students; Students; 1961-62 1963-64a 1966-6t 1973-74a 1963-64a 1966-6t 1973-74a f f 16 l3 22 16 32 21 2.286 1.857 3.143 2.286 4.571 3.000 18 38 64 105 2.111 3.556 5.833 32930 77725 110485 161715 2.360 3.355 4.911 -- + 44795 + 32760 + 51230 1261 830 79 352 1714 1188 100 425 1949 1403 112 433 2982 2250 167 562 1.359 1.431 1.266 1.207 1.546 1.690 1.418 1.230 2.711 2.114 1.597 1306 372 922 13 1714 469 1215 30 1949 2982 900 2025 57 1.312 1.261 1.318 2.308 1.492 1.497 1.472 2.692 2.283 2.419 2.196 4.385 557 1357 35 2.365 (Continued) ~ �1---l 1-1. (Continued) °' Item 1961-62 Institutional finances (1962 dollars) (continued) Salary outlays per faculty member Faculty salary outlays per £ull-time student Incremental capital outlays for campus development (thousands of 1962 dollars)c TarE:etEnrQllment Actual Projection Index of Growth: 1961-62 = 1.000 400 700 1200 400 700 1200 Students; Students; Students; Students; Students; Students; 196J-64a 1966-67a 1973-74a 1963-64a 1966-67a 1973-74a 7121 10215 11460 15030 1.434 1.609 2.111 550 970 1048 1315 1. 764 1.905 2.391 2070. 7 2336.8 f aApproximate dates at which target enrollments could be reached. ~ot available. c1g62-63; actual rooms in scheduled use. °Expressed as -full-time ·equivalents. eExcludes residential space. fcapital outlays begin in 1964-65. �CHAPTER 2 ENROLLMENT: DEVELOPMENT PATTERN The terms of reference of this study called for the elaboration of a physical plant and campus development program for alternate target enrollments of 400, 700 and 1200 studentso Such a program could be evolved with- out specifying the particular dates at which the target enrollments would be realized; however, the soundness of the program and the pace at which it should be implemented would remain beclouded without some indication of the general timing of the expansion. Therefore, the Consultants undertook to determine the pattern of ·enrollment development at the College in order to ascertain a) the likelihood of reaching the specified target enrollments, b) the approximate dates at which these enrollments could be realized, and c) the structure of enrollment. The last, of course, is significant since it implies a de- lineation of the enrollment data in terms meaningful for planning; that is, the distribution of students by class year level, the distribution of students among various study programs, and so on. The remainder of this chapter considers the enrollment development patterno The various building blocks that are important for making the required estimates are explored and their role in affecting the College's enrollment expansion is clarified. A. Higher Education in Ontario Both Canada and Ontario are expected to grow rapidly during the com- 17 �ing decade. The population of the nation has· been increasing and the up- ward trend of population growth is likely to continue during the 1961-71 decade. It is also expected that the relatively faster population develop- ment characterizing the Province of Ontario will continue unabated. The 19 percent increase projected for Canada during the 1961-71 decade will be accompanied by a 27 percent increase in the population of Ontario and the Province will continue to account for an increasing proportion of total Canadian population. A significant indicator of potential growth in college and university enrollment is the size of the 18-21 years population age group. This is commonly considered to be the age group from which most college and university students are drawn. In numbers alone, the growth of this age group will cause conside·rable expansion in the levels of enrollment at higher educational institutions in Cananda and Ontario during the 1961-71 decade. The size of the age group will increase by 46 percent for the country as a whole and 54 percent for Ontario. The rapid growth is directly a func- tion of the post-World War II baby boom. An But, in addition, college participation rates are also increasing. increasing proportion of the students eligible for college and urtiversity attendance are in fact continuing with such post-secondary education. In addition, there is a burgeoning expansion in enrollment at the nation's centers of graduate study. The combination of expanding population and higher rates of college participation is expected to produce a 167 percent increase in undergraduate enrollment in Canada during the '60 's; the com- 18 �I I I I I I I I I I 2-1. Canada and Ontario: Selected Statistical Indicators of Population and Undergraduate Enrollment in Colleges and Universities, Canada and Ontario, Selected Years, 1951 to 1971 l2Sl J.25,Q l2Ql ~ l21l. 14009 4598 16081 5405 18238 6236 19518 6990 21643 7898 .768 .737 .328 .882 .867 .336 1.000 1.000 .342 1.070 1.121 .358 1.187 1.267 .365 Population, 18-21 years age group Number (000) Canada Ontario Index (1961 = 1.000) Canada Ontario Ratio: Ontario/Canada 851.8 264.3 895-1 282.5 1016.4 316.7 1222.6 418.6 1484-9 487.6 .838 .310 .881 .892 .316 1.000 1.000 .312 1.203 1.322 .342 1.461 1.540 .328 Undergraduate college and university enrollmenta Number ( 000) Canada Ontario Index (1961 = 1.000) Canada Ontario Ratio: Ontario/Canada 57.9 l8o2 66.1 20.0 107.5 29.5 169.9 57.9 286.6 107.1 539 .617 .314 .615 .678 .303 1 .. 000 1.000 .275 1.580 1.963 .341 2.666 3.631 .374 Population, total Number (000) Canada Ontario Index (1961 = 1.000) Canada Ontario Ratio: Ontario/Canada . 835 0 aNon-veterano I 19 �parable figure for Ontario is 263 percent. a Clearly, these influences will produce increased pressures for the expansion of existing institutions in Ontario, as well as the establishment of new institutions. But how will these influences express themselves? How many students can be expected to start post-secondary educational studies during the decade and when? More particularly, what enrollment development pattern can Lakehead College, with its combination of programs in university and technical studies, expect? The Consultants believe that the answer to these questions will depend upon several factors: the number of students likely to initiate post- secondary programs of study; the length of such programs offered by the Colleges; and the probable progression patterns of students as they proceed from beginning to completion of each prescribed course of study. As a first step, therefore, the Consultants undertook the quantification of the expansion pattern in first-year enrollment at the relevant branches of post-secondary education. B. Enrollment in Post-Secondary Education The requirements for entry into post-secondary education study pro- grams vary with the character of the program and the institution offering the course of study. For purposes of this study, the completion of grade aThe estimate of undergraduate college and university enrollment for Ontario is taken from Dr. R. W. B. Jackson's estimates of the expansion of postsecondary education in Ontario during the 10-year interval beginning in 1962. Dr. Jackson presented six estimates in his report; the Consultants selected Estimate 6, his highest, for use in this study. 20 �13 was taken to be a normal pattern for students proceeding to university level programs of study, teclmical studies and nursing. The Consultants recognize that completion of grade 13 is not mandatory for entry to all post -secondary education programs; however, there is an increasing trend for students to complete grade 13 before going on to more advanced studies. Dr. Jackson's statistical report,prepared for the Cormnittee of Presidents of Provincially Assisted Universities,provided a number of estimates of the trends in enrollment in secondary schools. Paralleling general population developments, secondary school enrollment has been increasing during the past decade. the sixties. by 55 Furthermore, it will continue to expand during Total enrollment in grades 9 to 13 is expected to increase percent between 1961 and 1970; during the same interval, grade 13 enrollment will increase by 127 percent. What are the implications for post-secondary education enrollment? A clue is provided by data available from the Provincial Department of Education concerning the pattern of retirements from secondary schools to further education at post-secondary school institutions. the experience of the past decade. Table 2-3 summarizes Thus, the number of students initiating post-secondary programs of study has been increasing in all branches of the educational structure. Moreover, as shown in table 2-4, the patterns of retirements to further education for the Lakehead, particularly Thunder Bay, and the Province as a whole are quite similar. Universities account for 37.9 percent of all retirements to further education in the Province and 37.8 percent at the 21 �2-2. Ontario: ~ 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1965 1970 N.B. 22 Secondary School Enrollment, Total and Grade 13, Selected Years,1951 to 1970 N:u,mbei: Total, Grades 2-13 E;c1:'2llw~D1' Ind.~x~~: l2cl Grade Total, Grad,es 2-13 13 = l,QQQ Grade 13 222075 237576 262775 299177 8827 8975 9472 9981 10799 11487 12547 14278 16267 18447 21482 .620 .680 .742 .794 .878 1.000 1.000 419624 462970 41514 48720 1.403 1.547 1.932 2.268 133556 141091 148744 160166 174562 185605 203525 Projections are from Dr. R. W. B. Jackson 0446 .472 .497 .535 .583 .411 -418 .441 .465 .503 .535 -584 .665 .757 .859 �2-3. Ontario: ~ All Secondary School Retirements to Further Education, 1951-61 Retirements from Secondary School to Further Educatfon Provincial Schools PostSecondary Business Technical of Nursing Universities Schools Group Institutes Teachers' Colleges Othera 1087 1309 1403 1392 1483 212 189 656 509 502 766 809 718 886 1336 1707 2170 2799 2929 3006 477 833 1644 1883 993 (number) 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 9384 8824 9609 9828 10375 6100 7894 8434 9673 9146 2955 3034 3007 3477 3486 1509 1384 2085 1595 1375 1360 1426 1567 1471 12546 13482 14744 16592 18431 11069 12169 14056 15993 16856 4648 4711 4869 5931 6983 1793 1922 2051 2306 2164 1678 1724 1975 2058 2374 n/a (indexes: 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1961 = 471 493 , 558 643 609 1.000) .509 .479 .521 .533 .563 .,362 .468 .,500 .574 .543 .423 .434 .431 -498 .499 .697 .640 .963 .737 .579 .573 .601 .660 .620 .353 .369 .4l8 .481 -456 .362 .435 .467 .463 .493 .213 .190 .661 .513 .506 .681 .731 .800 .900 1.000 .657 .722 .834 .949 1.000 .666 .675 .697 .849 1.000 .829 .888 -948 1.066 1.000 .707 .726 .832 .867 1.000 .573 .606 .537 .663 1.000 .568 .722 .931 .974 1.000 .480 .839 1.656 1.896 1.000 N \..,J aincluding agricultural schools. n/a �2-4. Ontario and Lakehead Region: Secondary School Retirements to Further Education, 1961 Category of Further Education Lakehead Total, Province Kenora Rainy Thunder ~ Bay TotaJ 8 3 9 162 12 5 44 (number) Private Schools Universities Business Schools Schools of Nursing Provincial Technical Institutes 1006 6983 2164 2374 10 19 18 62 1336 6 3 13 Private Trade Schools Teachers' Colleges Agricultural Schools Other All further education 569 3006 237 756 18431 1 1 15 2 14 89 118 3 88 52 402 35 205 59 99 22 25 22 542 (percent of total for Province) .30 .46 .80 .11 .23 .76 .89 2.32 2.03 2.61 1.19 2.94 2.73 4.17 .45 .22 .97 1.65 .50 .18 .47 .18 2.96 3.93 .40 .48 .28 2.91 2.18 3.31 2.94 Private Schools Universities Business Schools Schools of Nursing Provincial Technical Institutes 5.46 37-89 11.74 12.88 .50 7.25 Private Trade Schools Teachers' Colleges Agricultural Schools Other All further education 3.09 16.31 1.29 4.10 100.00 .35 (percent of total within each area) 15.42 2.21 37.82 10.89 18.27 5.77 3.23 4.06 L92 26.92 22.14 .25 .37 21.77 100000 5.47 100000 4.61 100.00 Private Schools Universities Business Schools Schools of Nursing Provincial Technical Institutes 5.46 37.89 11.74 12088 39.77 11.36 21.59 5.77 15.38 9.62 34.62 7.25 6.82 Private Trade Schools Teachers' Colleges Agricultural Schools Other All further education 3.09 16.31 1.29 4.10 100.00 17.05 24 3.41 100.00 ~ �Lakehead. Schools of Nursing account for 12.9 percent of retirements to further education at the provincial level and 18.3 percent at the Lakehead. And Provincial Technical Institutes draw 7.3 percent of all secondary school retirements to further education in the Province and 4.1 percent at the Lakehead. There do no appear to be any reasons, either logical or statis- tical, to assume that influences substantially different from those operating across the Province will be in effect at the Lakehead. Therefore, projections of the probable ratio of expansion in retirements to postsecondary educational programs for the Province as a whole can be applied with reasonable confidence to the Lakehead, and Lakehead College in particular. Table 2-5 shows the results of these efforts. Retirements to post- secondary education were expressed in index form and projected as a function of grade 13 enrollment. The estimating procedures produced different results for the several post-secondary education categories of interest in connection with Lakehead College; that is, universities, provincial technical institutes, and schools of nursing. All three categories are expected to grow less rapidly than grade 13 enrollment; in terms of relative magnitude, the ranking is as follows: grade 13 enrollment, univer- sities, provincial technical institutes and schools of nursing. Between 1961-62 and 1975-76, grade 13 enrollment will increase 176 percent; during the same interval, retirements to post-secondary education will increase by 169 percent for universities, 154 percent for provincial technical institutes, and 121 percent for schools of nursingo 25 �2-5. Ontario: Indexes of Secondary School Grade 13 Enrollment and Retirements to Selected Categories of Post-Secondary Education, Selected years, 1951-52 to 1970-71 R~tirements 1Q PQst-SecQnd.aa Edycatlon Provincial Schools Technical of Institutes Nursing Year Grade 13 Enrollment Universities 1951-1952 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 .411 .418 .441 .465 .503 .535 .584 .665 .757 .859 1.000 .423 .434 .431 -498 .499 a .666 .675 .697 .849 1.000 .353 .369 -418 -481 456 a .573 .606 .537 .663 1.000 .579 .573 .601 .660 .620 a .707 . 726 .832 .867 1.000 1965-1966 1970-1971 1975-1976 1.932 2.268b 2.762 1.,892 2.213 2.687 1.814 2.107 2.539 1.642 1.873 2.213 aNot available. bEstimated. 2p 0 �These growth factors could be applied to freshman enrollment in postsecondary institutions in 1961-62 to provide preliminary estimates of potential first-year enrollment at various years in the future. However, an additional stimulant to post-secondary education is being provided by the nation's economic development. The demands for skilled and trained personnel to meet the challenges of a modern society have been providing an added stimulus to the development of post-secondary educational programs for a number of years. Nor can these influences be expected to diminish in intensity in the next several decades. The proportion of the civilian labor force accounted for by technical and professional manpower has been increasing steadily. The magnitude of the change is such that it must be felt at the post-secondary educational level in the form of increased rates of participation in advanced programs of study. Table 2-6 presents estimates of the growth in the professional component of the labor force relative to all civilian workers. Between 1961 and 1976, it is expected that the total civilian labor force will increase by 44 percent; during the same interval, however, the professional component of the labor force will increase by 72 percent. In short, professional workers will expand 19 percent more rapidly than the total labor force. A composite index of growth for first-year enrollment in post-secondary educational institutions can be obtained by combining the indexes of growth for secondary school retirements to further education with the index of trend variance in the growth of professional workers in the labor force. Under this approach, first-year enrollment in university level programs of study should increase 219 percent between 1961-62 and 1975-76. For the 27 �2-6 . . Canada: Civilian Labor Force, Total and Professional Workers; Selected Years, 1931 to 1971 NmDl:ler Professional Total Workers Ci~iljan Labor For~e Inde~esi l26l == l.QQQ I;ud.ei o! Tt~ndi VarlanQ~ Professional Professional Total Workers Total Workers (ooo) .383 1931 1941 1951 1961 4151 4466 5217 6518 200.7 240.4 302.6 524.0 .637 .685 .800 1.000 .459 .577 1.000 1966 1971 1976 7312 8334 9414 616.7 754.6 898.7 1.122 1.279 l.444 1.177 1.440 1. 715 28 1.000 1.000 1.000 1.000 .601 .670 .721 1.000 1.000 1.000 1.049 1.126 1.188 1.000 �provincial technical institutes, the comparable figure should be 202 percent. terval. N.ursing programs should increase by 163 percent during the same inThe composite indexes thus obtained can be used as a basis for projecting first-year enrollrn.ent in the various divisions at Lakehead College during the interval under study. C. Enrollrn.ent at Lakehead College The College, of course, presently offers programs in the three areas discussed above. There is the University Division, which offers both Arts and Applied Science programso There is the Technology Division, which offers several programs of study that are recognized throughout the Province among the various provincial technical institutes. And the College also currently offers instruction to nursing students, although on an experimental basis and without commitment to a permanent program. In addi- tion, the College has a program of course offerings in the Univers.ity Division for part-time students. The number of students enrolled in these various programs at the College and their pattern of development over the past decade are revealed in tables 2-7 and 2-8. Of the total of 220 full-time students enrolled in the College in 1961-62, 107 students were in the University Division and 113 students were in the Technology Division. In the University Divi- sion, the Arts program accounted for 86 students, 62 of whom were freshmen. The Applied Science program accounted for 21 students, all of whom were first-year students. In the Technology Division, 91 of the 113 students enrolled were in the first year of the programso In addition, the College 29 �2-7. Year Lakehead College of Arts, Science and Technology: Enrollment, by Division, 1952-53 to 1962-63 Univer~jU Dj~i~iQD Applied Science AI:i& ~ Technology Division Full-Time Total Full-Time Enrollment (number) 1952-1953 1953-1954 19.54-1955 19.5.5-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 10 12 7 19 13 32 48 39 75 86 84 37 28 28 25 34 44 36 30 24 21 16 47 40 35 44 47 76 84 69 99 107 100 21 29 28 30 31 48 65 52 75 113 124 68 69 63 74 78 124 149 121 174 220 224 (indexes~ 1961-62 = 1.000) 1952-1953 1953-1954 1954-1955 195.5-1956 1956-1957 1957-1958 1958-19.59 1959-1960 1960-1961 1961-1962 1962-1963 30 .116 .140 .081 .221 .151 .372 .558 .453 .872 1.000 .977 1.762 1.333 1.333 1.190 1.619 2.095 1. 714 1.429 1.143 1.000 .762 .439 .374 .327 .411 .439 .no .785 .645 .925 1.000 .935 .186 .257 .248 .265 .274 .425 .575 .,460 .664 1.000 1.097 .309 314 .286 .336 .355 .564 .677 .550 .791 1.000 1.018 0 �2-8. Lakehead College of Arts, Science and Technology: Full-Time and Part-Time Enrollment, by Division, 1952-53 to 1962-63 Uni~ersit~ Di~isign Full Part Total Time Time I.e.al: Technology Division (Full Time) Nurses TOTAL Enrollment (number) 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 47 40 35 44 47 76 84 69 99 107 100 41 30 29 26 52 67 101 94 125 140 162 85 70 64 70 99 143 185 163 224 247 262 (indexes: 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 .439 .374 -327 .411 .439 .no .785 .645 .925 1.000 .935 .293 .214 .207 .186 .371 .479 . 721 .671 .893 1.000 1.157 .344 .2~3 .259 .283 .401 .579 • 749 .680 .907 1.000 1.061 21 29 28 30 31 48 65 52 75 113 124 1961-62 .186 .257 .248 .265 .274 .425 .575 .460 .664 1.000 1.097 JO 85 128 106 99 92 100 130 191 250 215 329 445 514 = 1.000) .353 1.000 1.506 .238 .222 .207 .225 .292 .429 .562 .483 .739 1.000 1.155 • 31 �offered instruction to 85 nursing students and 140 part-time students in the University Divisiono Thus, a total of 445 students were served by the College in 1961-620 One further building block is required before the enrollment estimates can be completed. Although a basis has been established for estimating first-year enrollment in the various programs of the University and Technology Divisions, planning parameters are required for converting the estimates of first-year enrollment to total enrollment. Such parameters should reflect the expected progression patterns of students through the various study programs offered by the College, and will be a function of the length of the period of study in the various program areas as well as student competence and institutional standards. It is expected that the College will begin to grant degrees in the University Division in 1965-66, implying that the present two-year A.rts program will have expanded to a three-year program by that timeo For pur- poses of this study, it is assumed that the Arts programs will continue to develop even after 1965-66 and that honors programs requiring four years of study will ultimately be introducedo By the same token, it is expected that the Applied Science program, which is presently one year in duration, also will be e.xpandedo The College's indicated policy is to initiate such expansion in 1964-65 with the introduction of a second year of studyo full two-year program should be in full swing by 1965-660 The However, it is not expected that the College will expand its offerings in App lied Science beyond the two-year program during the planning interval encompassed by this study. 32 For the Technology Division, no significant changes in the �length or depth of the programs presently offered at the College are expected throughout the planning interval. The coefficients for converting first-year enrol11Tlent to total enrollment were developed after an examination of patterns prevailing at other institutions in the Province and in Canada. are presented in table 2-9. The results of these studies For the Arts component of the University Divi- sion, the planning parameter for converting first-year enrol11Tlent to total enrol]Jnent under the three-year program is 2.50; when this program has been deepened and extends in scope to include honors courses, the conversion coefficient should rise to 3064. In this study, it is assumed that the development of the Arts program and its elongation to four years should be achieved by 1971 and continued thereafter. In the Applied Science program, the planning parameter for converting first-year enrol11Tlent to total enrollment in a two-year program is lo67. These planning parameters for the Uni- versity Division programs are based upon an analysis of data presented in Appendix A for Canadian and Ontario institutions. For the Technology Divi- sion, the planning parameter for converting freshman enrol11Tlent under a two-year program is 1.68. This is based upon an analysis of the experience at the College itself during the past decade, and reflects the actual historical conditions characterizing the College's expansion in its Technology Division. With these building blocks in hand, the enrollment projections for the various programs of the College over the next 15 years could be completed. A summary of the computational program for these estimates is presented in table 2-10. A year-by-year breakdown by enrollment category is presented 33 �2-9• La.kehead College of Arts, Science and Technology: Planning Parameters for Converting First-Year Enrollment to Total Full-Time Enrollment Estimates, by Study Program Program University Division Arts Applied Science Technology Division Conversion Coefficient: First-Year Enrollment to Total Full-Time One-Year Two-Year Three-Year Four-Year Total Total Total Total 1.00 1.00 1.00 2.50 a a 3.64 a a aNot calculated for use in programming Lakehead College development pattern. 34 �--- --- - 2-10. Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Division and Program, Selected Years, 1961-62 to 1975-76 B&m \.,..) 1212 Secondary school retirements to further education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nursing 1.000 1.000 1.000 1.892 1.814 1.642 2.213 2.107 1.873 2.687 2.539 2.213 Professional workers in labor force Index of growth: 1961-62 = 1.000 Index of trend variancea 1.000 1.000 1.177 1.049 1.440 1.126 1.715 1.188 First-year enrollment in post-secondary education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nursing 1.000 1.000 1.000 1.985 1.903 1.722 2.492 2.372 2.109 3.192 3.016 2.629 Lakehead College University Division, part-time enrollment Index of growth: 1961-62 = 1.000 1.000 1.096 1.237 1.405 62 21 91 123 42 173 155 52 216 198 67 274 Lakehead College enrollment First-year, full-time University Division Arts program Applied Science program Technology Division \Jl. 1962 Acad~mic Year Ending in 1966 1.911 (Continued) -~ �w 2-10. (Continued) ~ Academic Year Endin~ in Item Lakehead College enrollment (continued) Conversion coefficients: total/first-year enrollment University Division Arts program Applied Science program Technology Division Total, full-time University Division Arts program Applied Science program Technology Division Other Nurses University Division, part-time enrollment Summary Total full-time enrollment Total full-time enrollment plus nurses Total full-time enrollment plus nurses and part-time enrollment 1962 1966 12.ll 1m ---- 2.34 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 86 21 113 288 70 291 564 87 363 721 112 460 8.5 146 179 223 140 1.53 173 197 220 305 649 79.5 1014 1193 1293 1_516 44.5 948 1366 1713 aRelative to index of growth in total civilian labor force. (Continued) �- .. . ---- dlllJ rlllF rlll 2-10. N.B. (Continued) 1. Assumes first degrees are conferred in 1965-66. 2. Assumes second year of Applied Science program is introduced in 1964-65 and is in full swing by 1965-66. J. Assumes no change in length or depth of Technology Division programs throughout planning period. w -'1 �in table 2-llo Table 2-10 shows that first-year enrollment in the Univer- sity and Technology Divisions was made a function of the growth of secondary school retirements to further education and the growth of the professional labor force. The first-year enrollment estimates were then con- verted to total enrollment by applying the planning parameters for the progression of students through the various study programs to be offered by these divisions. Enrollment in the program of study offered to student nurses was made a function of the projected growth in secondary school retirements to further education in schools of nursing, as modified by the professional labor force trend varianto Finally, the development of part- time University Division enrollment was made a function of the population growth expected for the Lakehead regiono By way of summary, total full-time enrollment at the College is projected to increase from 220 students in 1961-62 to 1293 students in 1975- 760 Thus, the alternate target enrollments to be used for programming the development of the College, according to the terms of reference of this study, are clearly feasible. According to the projections, the Loo- student enrollment should be approximated sometime during the 1963-6L or 196L-65 academic year. 1966-67. The 700-student enrollment can be expected about The 1200-student enrollment should be reached around 1973-7L. If nursing students are combined with full-time students, over-all enrollment should increase from 305 students in 1961-62 to 1516 students in 1975-76. If University Division part-time enrollment is added as well, the over-all number of students serviced by the College should increase from LL5 persons in 1961-62 to 1713 persons in 1975-76. 38 �-• 2-11. Year Lakehead College of Arts, Science and Technology: Projection of Enrollment, by Program, 1961-62 to 1975-76 University Division, Full-Time Applied Arts Science Program Program Technology Division, Full-Time Nurses University Division, Part-Time Total Enrollment ' All Full-Time Categories plus Nurses Full-Time (number) 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74 1974-75 1975-76 86 109 148 213 288 339 395 454 513 564 593 622 655 688 721 . / 21 24 28 47 70 73 77 82 85 87 92 97 102 107 112 ., ' 113 173 198 245 291 306 321 339 351 363 381 402 420 440 460 \ I 85 94 106 126 146 153 160 168 174 179 188 196 205 214 223 (indexes: vJ \0 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74 1974-75 1975-76 1.000 1.267 1. 721 2.477 3.349 3.942 4.593 5.279 5.965 6.558 6.895 7.233 7.616 8.000 8.J84 1.000 1.143 1.333 2.238 3°333 3.476 3.667 3.905 4.048 4.143 4.381 4.619 4-857 5.095 5°333 1.000 1.531 1.752 2.168 2.575 2.708 2.841 3.000 3.106 3.212 3.372 3.558 3. 717 3.894 4.071 1.000 1.106 1.247 1.482 1.718 1.800 1.882 1.976 2.047 2.106 2.212 2.306 2.412 2.518 2.624 140 143 147 150 153 157 161 165 169 173 177 183 187 192 197 1961-62 1.000 1.021 1.050 1.071 1.093 1.121 1.150 1.179 1.207 1.236 1.264 1.307 1.336 1.371 1.407 220 306 374 505 649 718" 793 875 949 1014 1066 1121 1177 1235 1293 305 400 480 631 795 871 953 1043 1123 1193 1254 1317 1382 1449 1516 445 543 627 781 948 1028 1114 1208 1292 1366 1431 1500 1569 1641 1713 1.000 1.311 1.574 2.069 2.607 2.856 3.125 3.420 3.682 3.911 4.111 4.318 4.531 4o 751 4.970 1.000 1.220 1.409 1.755 2.130 2.310 2.503 2.715 2.903 3.070 3.216 3.371 3.526 3.688 Jo849 = 1.000) 1.000 1.391 1.700 2.295 2.950 3.264 3.605 3.977 4.314 4.609 4-845 5.095 5.350 5.614 5.877 �Clearly, there are many reservations and qualifications that can be attached to the estimates. In the main, these derive largely from the difficulty of evaluating the impact of broad forces affecting all areas of the Province and the nation upon a relatively small institution in a relatively isolated area of the country. The College is still sufficiently young so that it might through its own efforts significantly alter the validity of these estimates by developing status in some particular program of study or by modifying its policies with respect to the length, depth or timing of the various programs considered abovee The Consultants be- lieve that the projections represent reasonable estimates of the potential expansion of the College over the next 15 years. It is possible that the estimates for the next few years will prove to be high relative to what is actually experienced; on the other hand, the fact that the College will begin to confer degrees in 1965-66 will have a considerable :iJnpact upon the public and attract greater numbers of student applications. are The middle and later years of the projection period likely to be characterized by a continuing acceleration and quicken- ing of the pace of development, not unlike the experience of many other institutions during their early years. In addition, as the College expands and becomes more noted for its offerings, substantial enrollment by students outside the Lakehead region is likely to develop. There will be more students from other areas of Ontario, outside the Province and even outside the country. Thus, the timing and composition of enrollment may differ from the development pattern outlined above; however, the estimates provide a reasonable basis for planning and justify the consideration of the College's 40 �physical plant and campus development requirements for the alternate target enrollments used in this study. I 41 �. CHAPTER 3 INSTRUCTIONAL ACTIVITY AT ENROLLMENTS OF Loo, 700 AND 1200 STUDENTS The feasibility of reaching the target enrollments has been established. The analysis can now proceed to the elaboration of the instructional activity characteristics relevant to the determination of the physical plant requirements of the College at the alternate target enrollments. In this chapter, attention is directed to various aspects of this question, particularly, the student period workloads generated by each of the programs offered by the College at the target enrollments. An analysis is also included con- cerning the potential distribution of enrollment by geographic origin and the implied demand for residential facilities at the College. A. Distribution of Enrollment by Study Program The material presented in Chapter 2 suggested that the College would reach the target enrollments of Loo, 700 and 1200 full-time students in the University and the Technology Division programs about 1963-64, 196667 and 1973-74, respectively. The LOO-student enrollment is seven percent above the enrollment projected for 1963-64; the 700-student enrollment is percent below the 1966-67 projection; and the 1200-student enrollment is two percent above the 1973-74 projection. The distributions of enrollment by study program, as projected for the several years mentioned, were therefore adjusted in order to be consistent with the total full-time enrollment targets used for the study. These adjustments were applied uniformly to the projected enrollments in 42 2.5 �the component programs of study identified in the estimating procedure. The remainder of the workload estimates and the delineation of the hypothetical activity structures associated with the alternate target enrollments were worked out on the basis of the adjusted enrollment figures. Thus, full-time enrollment in the University and Technology Divisions together with enrollments in the nursing and University Division part-time programs imply total student popu~atiorts of 670 students, 1002 s~udents and 1600 students at the three full-time enrollment targets of pectively. B. Loo, 700 and 1200 students, res- These data are summarized in table 3-1. Distribution of Enrollment by Class Year Level The study programs of students in post-secondary institutions vary by year level. The programs vary not only in content, but also in the number of weekly hours of formal instruction in classroom and laboratory meetings. Furthermore, there is attrition in the progress of students through the full courses of study; all students who enroll in a program of study as freshmen do not necessarily complete the full course. Therefore, the distribution of enrollment by year level within each program is usually uneven. For these reasons, the Consultants investigated the typical distributions of enrollment in post-secondary educational programs in the colleges and universities and technical institutes of Ontario. concerning a number of institutions in the Province. Data were developed These data revealed the historical enrollment structure by year level at a number of institutions offering the same programs that the College will be offering at the target enrollments, As might be expected, the data revealed great diversity among the several institutions. The class year distribution of enrollment may LJ �3-1. Lakehead College of Arts, Science and Technology: Distribution of Enrollment at Alternate Target Enrollments, by Program 400 E;croJJmen:t. 700 1200 Proi'ram S±.nden:t.s Students Students Approximate date of realization Distribution at specified date (number of students) University Division Arts program Applied science program Technology Division Nurses University Division, part-time 1963-64 1966-67 1973-74 148 28 198 106 147 339 73 306 153 157 102 420 205 187 627 1028 1569 158 30 212 113 157 331 71 298 149 153 668 104 428 209 191 670 1002 1600 Total, all categories Distribution adjusted to target enrollment levels for full-time students (number of students) University Division Arts program Applied science program Technology Division Nurses University Division, part-time Total, all categories N.B. 655 1. Adjustment factor, 400-student enrollment: 400/374 projected figures. = 1.070 2. Adjustment factor, 700-student enrollment: 700/718 projected figures. = .975 3. Adjustment factor, 1200-student enrollment: 1200/1177 projected figures. 44 of of = 1.020 of �even vary widely within the same institution from year to year. variations may be attributed to a number of reasons: These variations in the rate of entry into the freshman class; external forces such as economic or political conditions that cause early dropouts; shifts in the rate of transfer of students from one institution to another at different year levels; and a miscellany of other reasons. Nevertheless, the data reveal suffi- ciently strong central tendencies to permit the adoption of a typical distribution pattern for use in this planning study. Table 3-2 summarizes the planning parameters used in this study for the distribution of enrollment in the full-time programs of the College. As mentioned earlier, the figures are based upon analyses of the experience of other Ontario institutions offering similar programs. Thus, by the time the College is offering a complete four-year Arts program, including honors courses, the freshman class will account for 39 percent of the enrollment, the second-year class will account for approximately 30 percent, the thirdyear class will consist of 24 percent of the total, and the honors students in the fourth year of study will account for 7.5 percent of all Arts program students. Similar analyses produced typical enrollment distributions for the Applied Science program of the University Division and the Technology Division. Since the College will offer a maximum of two years of study in each of these programs during the planning interval under consideration, the year level distribution was confined to the first two years of study, although other institutions in the Province do offer programs in Applied Science and technical studies that extend beyond two years in duration. In- sofar as the Applied Science program is concerned, the freshman class will 45 �3-2. .i:::- °' Ontario: Typical Distributions of Enrollment in Ontario PostSecondary Education Programs by Study Program and Year Level Year Level Program ~ .2Dci. ..1I:d. l.lli ill (percent) Colleges and universities Arts Applied Sciencea Technical Institutesa 39.0 59.9 59.5 29.5 40.1 40.5 23.9 7.5 100.0 100.0 100.0 ~he programs in .Applied Science and technical studies in Ontario institutions are not usually limited to two years. However, the time dimensions of the Lakehead College expansion are such that programs extending beyond two years in duration are not likely to come into existence during the interval under consideration. For this reason, the distributional pattern for these two programs is expressed on a two-year organizational basis for use in calculations elsewhere in the report. �account for 59.5 percent of enrollment, with the remainder of the students at the second-year level. Similar figures were derived from the Technology Division; the freshman class will account for 59.5 percent of enrollment, while the secohd-year group will consist of 40.5 percent of the students. These planning parameters were then applied to the total enrollment estimated for each study program at the alternate target enrollments. resulting enrollment distributions are summarized in table 3-3. The At the 400-student enrollment, there will be 244 full-time first-year students and 156 full-time second-year students. No enrollment is expected at the third- and fourth-year levels or at the second-year level of the Applied Science program since the 400-student target will be reached before these advanced levels of study are offered. By the time the 1200-student enroll- ment is realized, the year level distribution of enrollment will be as follows: 578 first-year students; 412 second-year students; 160 third-year students; and 50 fourth-year students. These full-time students will be distributed by study program in the following fashion: University Division, Arts program, 668 students; University Division, Applied Science program, 104 students; Technology Division, 428 students. C. Instructional Workloads One aspect of the composition of the instructional workload at the College is clarified by the estimated year level distribution of enrollment at the several targets. However, for various space plannipg purposes, the analyses must be carried further. The instructional workload characteristics must be expressed in terms of clock hours of meeting in each division by type of meeting, since physical plant requirements must take account of the 47 �.s:=- 3-3 • OJ Lakehead College of Arts, Science and Technology: Projected Distribution of Full-Time Enrollment in University and Technology Divisions at Alternate Target Enrollments, by Study Program and Year Level Yea;i: Le:i:el Prouam ~ 2Il!l .3nl 4Qo Total University Division Arts Applied Science Technology Division .2il 88 30 126 ---- 70 -- 86 zoo Total University Division Arts Applied Science Technology Division All - lJ.QQ Students --- ~ li.th -- --- 1,58 30 212 Students .11.2 2l.:z. Xl 2S 1QQ 129 43 177 98 28 121 79 2,5 --- 331 71 298 --- 1200 Students Total University Division Arts Applied Science Technology Division 51a luZ ~ 5.Q. l2QQ 261 62 2.5.5 197 42 173 160 ,50 668 104 428 --- --- �kind of space involved and the number of hours of formal instruction to be accommodated therein. As a step in this direction, the Consultants investigated the patterns prevailing in other institutions in Ontario with regard to the number of hours of formal instruction required in various programs of study at each year level. There is some uniformity in the general requirements of the Province for the award of degrees and diplomas in various programs of study1 and there is a general consensus among educators concerning the requirements for completing various courses of study. Therefore, it is reasonable to ex- pect that Lakehead College will follow a pattern of instructional meeting requirements that is consistent with the general patterns prevailing in other institutions in the Province, even though these programs may not be in full swing at the College for several years. Moreover, in the absence of indica- tions to the contrary, it was necessary to assume that the College would adhere to the general patterns prevailing in the institutions across the Province with regard to course offerings not presently possible or available within the College curriculum. Following is a brief description of the development of the instructional workload characteristics in the several programs of study under consideration. 1. University Division, Arts Program The Arts program to be offered by the University Division will be the most comprehensive and manifest the greatest depth of all the programs of study that the College will offer during the planning interval. The bacca- laureate degree programs in arts and sciences also are usually quite broad in range and scope of offering. To reflect these considerations, a standar- L9 �dized enrollment distribution for University Division baccalaureate degree programs in arts and sciences was developed. The enrollment distribution reflects the conditions presently prevailing in the higher educational structure of the Province: first, that the pass program is three years in length, and that the honors program typically extends over a four-year period; second, that there is a broad division between science and general or nonscience studies in the structure of the pass and honors programs. Once again relying upon the experience of other Ontario universities and colleges, a typical pattern was evolved and expressed in terms of a 1000-student enrollment. The figures are presented in table 3-L. An examination of the table will reveal several characteristics of the typical distribution pattern. First, 92.5 percent of the students are in the first three years of study; 7.5 percent are accounted for by the fourth year of study. Second, 58.2 percent of the students are pursuing a three-year pro- gram of study; Ll.8 percent are enrolled in honors programs that usually extend over four years. Third,students enrolled in science programs account for about 35 percent of all enrollment. Estimates presented earlier in this study have shown the anticipated number of Arts program students at the several target enrollments. At the LOO-student level, 158 persons are expected in the Arts program; at the 700student level, Arts program enrollment is expected to be 331 students; at the 1200-student level, 668 students will be enrolled in the Arts program. By applying the typical distribution pattern presented in table 3-L, a hypothetical distribution of enrollment among the various offerings within the Arts program may be obtained. 50 These estimates are presented in table 3-5. �I I I I I 3-4- Lakehead College of Arts, Science and Technology: Standardized Enrollment Distribution for University Division Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level Yea;i:;: LeJZ:~l Years Prni:I:aro 3m l-3 All (number) 3-Year programs General Science Subtotal 159 86 245 121 65 186 98 53 151 378 204 582 Honors programs Non-science Science Subtotal 94 51 145 71 38 109 58 31 89 223 120 343 49 26 75 272 146 418 All p:t'ograms 390 295 240 925 75 1000 378 204 582 (percent) 3-Year programs General Science Subtotal a a a a a a a a a 40.8 22.1 62.,9 Honors programs Non-science Science Subtotal a a a a a a a a a 24.1 13.0 37.1 65.3 34.7 100.0 27.2 14.6 4L8 All programs a a a 100.0 100.0 100.0 37.8 20.4 58.2 8Figure in column headed "Years 1-3" applies to first three columns as well. I 51 �\.rt I'\.) 3-5. Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment in University Division Arts Program at Alternate Target Enrollments, by Degree Program and Year Level Y~a;r;: Pro€;;r;:am l§i 2nd L,Oo General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total L~]:el .3m W;,h ill -- 64 --- Students -- 36 19 (33) 7 7 7 29 15 (26) 6 6 .5 -- -- -- (.59) 13 13 12 6 6 5 -- -- -- 4 -- 11 10 88 70 -- -- 158 --- -- --- --- 35 700 Students General Science Honors Humanities and Languages Social and Philo·s ophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total (Continued) 53 28 (48) 11 10 10 40 22 (36) 8 8 7 32 18 (29) 7 6 6 ( 2.5) 6 .5 5 12.5 68 (138) 32 29 28 9 8 7 6 5 .5 .5 4 26 23 129 98 79 2.5 331 �(Continued) Proe;ram l.s.1 2nd. Year Le1:~l .3.ui 1:th ill -- (50) 11 11 11 253 136 (279) 61 61 60 1200 Students General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total N.B. \J1. vJ 106 58 (97) 21 21 21 80 16 16 15 65 35 (59) 13 13 13 18 17 13 13 10 9 8 51 48 261 197 160 50 668 Items may not add to totals due to rounding. 44 (73) 11 -- �By way of example, the 668 Arts program students at the 1200-student enrollment will be distributed as follows: three-year program, general course, 253 students; three-year program, science course, 136 students; four-year program, honors course, 279 students; and so on. These figures are significant because the total number of meeting hours per week and the distribution of these meetings between classroom and laboratory sessions varies among programs and year levels. variations is revealed very clearly in table J-6. The extent of these The table shows the number of clock hours of formal instruction required per week in university baccalaureate degree programs in arts and sciences in Ontario higher educational institutions, by program and year level. In general, the science programs emphasize laboratory meetings to a greater extent, in both absolute and relative terms; the honors programs tend to involve heavier workloads in formal classroom and laboratory meetings than do the three-year programs. It is now possible to calculate the weekly instructional workloads generated by enrollment in the Arts program and the probable number of meeting hours per week in laboratory and classroom-type facilities. Com- bining the Arts program enrollment estimates presented in table 3-5 with the planning parameters for weekly clock hours of meeting shown in table 3-6, a hypothetical student period structure for the University Division Arts program can be developed. in table 3-7, The results of these efforts are presented where the numbers of student periods per week generated by the estimated enrollments in the Arts program are presented. The student period structure -- that is, the distribution by year level, type of meeting, and degree program -- is clearly indicated for each target enrollment. 54 Thus, �J-60 Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Science, by Program and Year Level Pr~gram General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth N.B. \Jl. \Jl. 1st Lecture/Lab ,nd Lecture/Lab Year Level Jrd Lecture/Lab 16/4 15/8 13/4 13/9 13/4 13/9 --!---!-- 41/12 42/20 18½/-15/2 17/-- 17/-18/2 16/-- 16½/-18/-17/-- 15/-17/-16/-- 67/-68/4 66/-- 17/6 14/15 14/6 18/12½ 15/8 15/11 13/9 12/12 59/29 59/50½ 11 ~th Lecture/Lab Lecture Lab "Lecture" indicates lecture-classroom-type meetings; "Lab" indicates laboratory-type meetings. �\J7. °' 3-7. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in University Division Arts Program at Alternate Target Enrollments, by Degree Program, Year Level and Type of Meeting La DQ ta to ;cl: Lectu:t:~ - Class:t:QOW Y~a:t: PrQgram General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth Total (Continued) 1st Znd. L~:5rel .3.m Iea;c L~JZ:el hth 2nd 3rd hth All 144 152 116 135 -- -- --- 260 287 All 1st hoo Students 953 285 377 195 --- -- -- 480 130 102 -- -- 232 105 119 108 80 -- -- 213 199 14 12 -- -- 26 -- -- 102 84 70 72 -- -- -- -- 172 156 36 90 30 50 -- -- -- 66 140 1401 1004 -- -- 2405 436 343 -- -- 779 wo Smdents 212 224 160 198 128 162 --- 500 584 576 -- 848 420 520 286 416 234 --- 1784 940 198 136 116 90 540 150 170 144 112 108 102 85 487 464 20 16 -- -- 36 80 153 112 98 108 75 75 65 54 120 42 40 48 391 343 75 55 45 48 181 298 2051 1404 1126 368 4949 630 491 385 93 1599 �• 3-7. • ( Continued) Pw i:I:aro ~ L~ctuJ:~·- - Cla~~I:QQW Xear LeJZ:el 2nd ~ .3m All ~ ~ La:botatc;cz: Iea;c LeJZ:el .Lib. .3m All 1200 Students Vt --.J 424 464 320 396 260 315 --- 1004 1175 1024 994 42 32 -- -- 74 770 718 108 255 78 163 88 110 81 96 355 624 741 10014 1293 989 773 177 3232 General Science Honors Humanities and Languages Social and Philosophical Studies Commerce and Finance Natural Sciences Mathematics, Physics, Chemistry Biological and Earth 1696 870 1040 572 845 455 --- 3581 1897 378 272 215 165 1030 315 357 288 240 234 221 187 176 306 238 182 234 165 150 117 96 Total 4160 2828 2285 �Arts program enrollment at the LOO-student level will produce 2,Lo5 student periods in lecture-classroom meetings and 779 student periods in laboratory meetings. At the 700-student level, L,9L9 student periods of lecture-classroom meetings and 1,599 student periods of laboratory meetings are generated. Finally, at the 1200-student enrollment, the Arts program will involve 10,0lL student periods per week in classroom meetings and 3,232 student periods per week in laboratory meetings. Further detail regarding the dis- tribution by degree program and year level can be observed in table 3-7. 2. University Division, Applied Science Program A similar pattern of analysis was followed in developing the student period structure associated with the Applied Science program. An examination of the data for Ontario higher educational institutions offering applied science programs provided a basis for establishing the typical pattern of weekly clock hours of meeting for the first two years of study. While there is some diversity, the typical requirement is approximately 30 hours per week of formal instruction. In the first year of the program, lecture-class- room meetings account for 16 hours, while laboratory meetings account for 1L hours. In the second year of study, lecture-classroom meetings account for 18 hours while laboratory meetings account for 12 hours. As a general rule, the first year of study is the same at most institutions and students do not begin to specialize in the several applied science disciplines until the second or third year of study. These data are summarized in table 3-8. In table 3-9, hypothetical distributions of enrollment and student period structure in the Applied Science program are presented for the alternate target enrollments. 58 The year-level distributions of enrollment (table �3-8. Ontario: Weekly Clock Hours of Meeting R~quired in University Baccalaureate Degree Programs in Applied Science at Selected Institutions, by Year Level and Type of Meeting Institution Carleton Assumption Toronto Use 1st Year LectureLaboratory Classroom 2nd Year LectureClassroom Laboratory 16 18 15-16 13 14 13-18 18 18-19 14-20 16 14 18 91=. 8}-11½ 102-18 12 59 �3-9. Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in University Division Applied Science Program at Target Enrollments of Loo, 700 and 1200 Students by Year Level Enrollment Target L00 Students 700 Students 1200 Students 60 Hypothetical Student Period Structure Enrollment Lecture Laboratory 1st year 2nd year 1st year 2nd year 1st year 2nd year 30 L3 62 28 L8o 688 L2 992 5oL 756 L20 602 868 336 5oL �3-3) were combined with the planning parameters for the weekly clock hours of instruction in the Applied Science program (table 3-8) to obtain the hypothetical student period structures at the several target enrollments. As shown in table 3-9, a total of L80 student periods in lecture-classroom meetings can be expected at the LOO-student enrollment; at the same time, L20 student periods may be expected in laboratory meetings. At the 1200- student enrollment, student periods in lecture-classroom meetings will increase to l,7L8 in number, while laboratory meetings will account for 1,372 student periods. 3. Technology Division Table 3-10 summarizes the hypothetical distribution of enrollment and student period structure in the Technology Division at the several targets. In this instance, an estimating procedure slightly different from that described above was utilized. It was assumed that the five programs of study presently offered in the Technology Division would continue to be offered in the future. However, it also was assumed that these programs would each be deepened and extended to two years in duration. It is possible that the College may introduce new programs, such as electronics or business studies; however, this will not have any marked effect upon the results of this-analysis since the change would probably involve no more than a redistribution of the total enrollments projected for the Technology Division rather than a net addition to them. The College already offers all of the programs of study included in the Technology Division. Therefore, the actual clock-hour requirements for class- room and laboratory meetings presently prevailing at the College were used 61 �°' 3-10. l'0 Lakehead College of Arts, Science and Technology: Hypothetical Distribution of Enrollment and Student Period Structure in Technology Division at Target Enrollments of 400, 700 and 1200 Students, by Program and Year Level Student Period Structure Lecture-Classroom Laboratori Enrollment 1st Ye~ 2nd Year 1st Year 2nd Year lst__Y_e_ar _2nd _1_ear a 400 Stu_dents Program Forest Technology Mining Technology Engineering Technology Engineering Technology (Ryerson) Architectural Technology (Ryerson) Total Forest Technology Mining Technology Engineering Technology Engineering Technology (Ryerson) Architectural Technology (Ryerson) Total Forest Technology Mining Technology Engineering Technology Engineering Technology (Ryerson) Architectural Technology (Ryerson) Total 42 3 31 34 17 126 59 4 43 48 23 177 85 5 29 2 21 23 12 86 40 3 29 33 16 121 58 630 60 522 34 399 437 360 714 36 279 204 319 28 210 230 1752 b Students 1318 787 720 51 551 627 480 3207 2429 1200 Studentsc 1003 48 387 288 115 1841 440 42 290 330 558 714 340 2302 zoo 885 80 774 1008 460 62 70 33 3 42 48 22 1275 100 1116 1470 660 1044 51 798 912 660 255 173 4621 3465 aindex of growth, 1st year: 1.273; .681 progress to year 2. b Index of growth, 1st year: 1.788; .681 progress to year 2. cindex of growth, 1st year: 2.576; .681 progress to year 2. 85 1445 60 558 420 165 2648 1102 638 42 420 480 1580 �in estimating the student period structure likely to be generated at the several target Technology Division enrollments. At the LOO-student level, lecture-classroom meetings will account for L,o5L student periods per week, while laboratory meetings will account for 2,105 student periods. At the 12OO-student level, student periods in classroom meetings will increase to 8,086; student periods in laboratory meetings will total L,2L8. L. Nursing Program and University Division Part-Time Programs Table 3-11 presents tre estimates of the student periods generated by the nursing and the University Division part-time programs at the alternate target enrollments. For the nursing program, all students were treated as first-year students since only one year of study is presently offered. Nor is this likely to be changed during the interval considered in this report. However, the Con- sultants have assumed a slight deepening in the offerings within the program and have adopted planning parameters of 1L hours per week of lecture-class- room meetings and 6 hours per week of laboratory meetings for use in calculating the student period workloads generated at the target enrollments. At the Loo-student enrollment, 1,582 student periods per week may be expected in classroom meetings and 678 student periods per week may be expected in laboratory meetings. At the 12OO-student level, the classroom-laboratory meeting workload is expected to increase to 2,926 student periods and l,25L student periods per week, respectively. The University Division part-time enrollment estimates were presented earlier. Clearly, the total weekly student periods generated by part-time 63 �3-11. Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure in Nurses' Program and University Division Part-Time Students' Program at Alternate Target Enrollmentsa, by Type of Meeting EntQllment Nurses Number of students Lecture - classroom meetings Hours per student per weekb Total student periods per week Laboratory meetings Hours per student per weekb Total student periods per week University Division: ~&ti~ Number of students Lecture - classroom meetings Hours per student per weekc Total student periods per week Laboratory meetings Hours per student per weekc Total student periods per week a 400 700 1200 Students Students Students 113 149 209 14 1582 14 2086 14 2926 6 678 6 894 6 1254 157 153 191 3 471 3 459 3 573 0.5 79 0.5 77 0.5 96 aFull-time target enrollments used for planning. bThis is not the present program, but a target arrangement. 0 In 1962-63, there were 160 course registrations by part-time students. They produced an estimated 459 weekly student periods in classroom meetings and 63 weekly student periods in laboratory meetings, or 2.87 periods per student and .39 periods per student, respectively. These averages have been rounded upward for purposes of calculation, as indicated in the table. 64 �enrollment can vary widely. There is also no basis for estimating the dis- tribution between lecture and laboratory meetings other than the actual experience of the College. For these reasons, the 1962-63 data were analyzed and averages of three hours of classroom meetings per student per week and one-half hour of laboratory meeting per student per week were adopted for use in estimating the number of student periods generated by the part-time student group. For the LOO-student level, this procedure produced an estim- ate of L71 student periods in classroom meetings and 79 student periods in laboratory meetings. At the 12OO-student level, the figures increase to 573 student periods in classroom meetings and 96 student periods in laboratory meetings. D. Instructural Workloads: Summary The student period structures estimated for the several study programs to be offered by the College provide a basis for evaluating the over-all instructional workloads that can be expected at the target enrollments. These over-all summaries are presented in tables 3-12 to 3-lL. At the Loo-student level, 8,992 student periods in classroom meetings and L,O61 student periods in laboratory meetings may be expecteda The comparable figures for the 7OO-student enrollment are lL,322 student periods in classroom meetings and 6,L51 student periods in laboratory meetings. By the time the 12OO-student enrollment is reached, classroom meetings will account for 23,3L7 student periods and laboratory meetings will reach 10,182 student periods. The full-time students will account for 85 percent of all student classroom periods and 87 percent of all student laboratory periods at the 12OO-student enrollment. 65 �3-12. °' °' Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 400 Students, by Year Level and Type of Meeting 1st ~ Lecture, classroom meetings University Division Arts Applied Science Technology Division Subtotal: student periods 1401 480 2302 4183 1004 Nurses University Division, part time 1582 471 1752 2756 2756 Laboratory meetings University Division Arts Applied Science Technology Division Subtotal: student periods 436 420 1318 2174 343 Nurses University Division, part time 678 79 Total: student periods student periods 2931 4th All 2405 480 4054 6939 1582 471 6236 Total: Year Level 3rd 787 1130 8992 779 420 2105 3304 678 79 1130 4061 �3-13- Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 700 Students, by Year Level and Type of Meeting .kt: 2nd Lecture, classroom meetings University Division Arts Applied Science Technology Division Subtotal: student periods 2051 688 3207 5946 1404 504 2429 4337 Nurses University Division, part time 2086 459 hth All 1126 368 1126 368 4949 1192 5636 11777 -- -- --- --- 2086 459 8491 4337 1126 368 14322 Laboratory meetings University Division Arts Applied Science Technology Division Subtotal: student periods 630 602 1841 3073 491 336 1102 1929 385 93 1599 938 2943 5480 Nurses University Division, part time 894 77 -- --- -- -- 894 77 4044 1929 385 93 6451 Total: Total: °' --J Year Level 3rd student periods student periods -- --- -- -- -- -- 385 93 -- -- �~ co 3-14- Lakehead College of Arts, Science and Technology: Hypothetical Student Period Structure at Target Enrollment of 1200 Students, by Year Level and Type of Meeting Year Level 3rd hth All 2285 741 2285 ---· 741 10014 1748 8086 19848 il1 1ng Lecture, classroom meetings University Division Arts Applied Science Technology Division Subtotal: student periods 4160 992 4621 9773 2828 756 3465 7049 Nurses University Division, part time 2926 573 --- -- -- --- 2926 573 13272 7049 2285 741 23347 Laboratory meetings University Division Arts Applied Science Technology Division Subtotal: student periods 1293 868 2648 4809 989 504 1580 3073 773 177 773 177 -- 3232 1372 4228 8832 Nurses University Division, part time 1254 96 -- -- --- --- 1254 96 6159 3073 773 177 10182 Total: Total: student periods student periods --- --- • -- �E8 Students in Residence Enrollment at the College will not consist entirely of students who commute on a daily basis. Some students will be interested in and require dormitory facilities on campus. The College has already recognized this and built the first student residential unit on campus. It is likely that the number of students that would require accommodation will increase from the present dormitory capacity of 50 students. But the extent to which such dormitory capacity is required or must be provided is a matter of policy and can be controlled by the College. In 1961, L3 percent of all freshman students in Ontario universities were residents of other countries, other provinces, or sections of Ontari~ other than the cities or suburban areas in which the universities were located. At Lakehead College, 21 percent of the freshmen in 1961 had home addresses other than th~ university city or suburban area. The predomin- ately local nature of the College and the lack of student accommodations on campus probably account for the disparity between the College and all universities in the Province in regard to the proportion from out of town. As mentioned above, the Consultants believe that the number of students provided with residential accommodation on campus is a matter of policy. However, the terms of reference of this study include the development of a master plan for campus development; therefore, a conservative estimate of the distribution of students between commuter and non-commuter status was adopted for planning purposes. The pattern as adopted is roughly consistent with the distribution of freshmen by home address in the College in 1961. 69 �Thus, for planning purposes, it was assumed that 25 percent of the students would not be commuter students and would require some kind of residential accommodation on campus. Of these, it was assumed that 75 percent w:,uld be male students and 25 percent would be female students. The latter distribution is roughly consistent with the projections of full-time male and female enrollment at higher educational institutions over the next decade. Thus, the planning parameters imply a total of 100 students in residence at the ~00-student target, 175 students in residence at the 700student target and 300 students in residence at the 1200-student enrollment. Tables 3-15 and 3-16 present these data in greater detail. 70 �3-15. Ontario Universities: Home Addresses of Freshmen Enrolled in October, 1961 All UDl~ers1tle~ Number PerceDt I I University city Suburban area Elsewhere in Ontario: Total Remainder of county or district Other cities in Ontario Other counties or districts in Ontario L~kehead CoJ_lege Number Percent 3230 1035 36.6 11.7 69 54 40.8 32.0 ( 3802) ( 43 .1) (36) (21.3) 287 2386 3.2 27.0 14 19 8.) llo2 1129 12.8 3 1.8 Other provinces Outside Canada 419 345 4. 7 3o9 9 1 5.J Total 8831 100.0 169 .6 100.0 71 �3-16 ... Lakehead College of Arts, Science and Technology: for Residential Accommodation at Alternate Target Enrollment category· Total University city and suburban area Non-commuter enrollment Residence requirements Total (non-commuter enrollment) Male Female 72 Requirements Enrollment 700 12ocr Students Students Typical Distribution: Percent 400 Students 100.0 400 700 1200 75.0 25.0 300 100 525 175 900 JOO 100.0 75.0 25.0 100 75 25 175 132 43 300 225 75 �CHAPTER L TEACHING STATION REQUIREMENTS: CLASSROOMS AND TEACHING LAPDRATORIES The requirements for the classroom and teaching laboratory components of the College's physical plant are dependent upon several factors. Among them are the aggregate contact or clock hours of classroom and laboratory meetings projected, the typical section sizes of these meetings, the number of hours available in the teaching week, and the effectiveness with which classroom and teaching laboratory capacity is used. The remainder of this chapter explains the procedure used in estimating the number of classrooms and laboratories required and the number of student stations to be included therein at the alternate target enrollments. A. Instructional Load: Clock Hours In order to determine how much teaching space capacity is needed, it is necessary to convert the instructional load data presented in the form of total student registrations into corollary estimates reflecting the number of clock hours of classroom and teaching laboratory meeting time required. To this end, planning parameters regarding the typical sizes of instructional meeting groups in lecture-classroom and laboratory meetings must be developed; this will permit the conversion of the weekly student period workloads into weekly meeting group workloads. The last is the more appropriate workload figure for evaluating the number of hours of faculty time required in formal instructional meetings. As a general rule, student groups in classroom and laboratory meetings decline in size as the students progress through the various programs of 73 �study. This occurs for a number of reasons. For one, faculty generally prefer smaller meeting groups as the teaching material becomes more advanced and difficult to deal with. For another, the number of specialized course offerings tends to increase as the students progress to the more advanced levels of instruction and there are fewer students taking the same courses. As a result, the average number of students per course tends to decline as the number of students decreases and the number of courses increases. This is corroborated by evidence concerning practice at other institutions, and is consistent with the declared preferences of the College faculty as revealed in interviews with departmental chairmen held at the outset of this study. For lecture-classroom meetings, the maximum sizes of meeting groups adopted as planning parameters for use in this study were as follows: first year, Lo students; second year, JO students; third year, 25 students; fourth year, 20 students. However, while these figures represent the maximum sizes of the student meeting groups, the typical size meeting group will vary downward from the acceptable maximum. vary from institution to institution. The extent of variation will However, the Consultants believe that there are reasonable standards with respect to the effectiveness with which student station capacity can be utilized and that a standard of 75 percent should be adopted by the College when evaluating the needs for classroom station capacity.a aStudent station utilization represents the proportion of available student station capacity that is utilized during periods when teaching stations are scheduled and in use. Thus, a 100-station classroom used ten hours per week with an average of 50 stations in use during these ten hours wruld have a student station utilization rate of 50 percent. �Therefore, the typical size of student meeting groups in classroom meetings is 25 percent lower than the maximum size mentioned above. A similar analysis may be conducted for laboratory teaching stations. In general, the maximum size of laboratory meeting groups is lower than that of classroom meeting groups at the same year level. However, a slightly higher planning parameter for student station utilization is appropriate in laboratory meetings. Table L-1 summarizes the data and derivation of the planning pg.rameters for the typical sizes of instructional meeting groups in lecture-classroom and laboratory meetings by year level. With these planning criteria in hand, the number of clock hours of meetings per week in lecture-classroom and laboratory meetings at each target enrollment may be estimated. The procedure involves the division of the estimated instructional workloads per week, expressed in terms of student periods, by the planning parameter for the typical size of meeting group for the year level and type of meeting in question. Thus, at the LOO-student enrollment 6,236 student periods per week in classroom meetings are projected for the first-year level of enrollment. The typical size of classroom meeting groups at this year level is 30 students. Dividing the number of student periods by the typical size of the classroom meeting group yields an estimate of 208 clock hours of classroom-type meetings per week generated by first-year students. The same procedure was applied at each target enrollment for each year level of enrollment and type of meeting. By way of sumrrary, the 8,992 classroom student periods projected for the LOO-student enrollment yield a total of 318 clock hours of classroom meetings per week, while the L,061 laboratory student periods yield a total I 75 �4-1. Lakehe·ad College. P.la.p.ning Parameters for Typical Sizes of · Instructional Meeting Groups in Lect.u re-Classroom and Laboratory Meetings, by Year Level Item Lecture, classroom meetings Maximum size of meeting group Student station utilization planning parameter Typical size of meeting group Calculated Use Laboratory meetings Maximum size of meeting group Student station utilization planning parameter Typical size of meeting group Calculated Use 76 1st . Year Level 2nd Jrd 40 30 25 20 30 30 23 25 19 20 15 15 36 24 24 12 .80 29 30 .80 .80 19 19 20 20 .Bo 10 10 �of 155 clock hours of laboratory meetings per week. By the time the 1200- student enrollment is reached, the weekly clock-hour workload in lectureclassroom meetings increases to 887 hours, while the comparable clock-hour workload in laboratory meetings totals L16 hours. B. Teaching Station Requirements The next step in the analysis was the conversion of the clock-hour workload estimates into the number of classrooms and laboratories required at the alternate target enrollments. Two further types of information were needed in order to work out the underlying functional relationship. First, a planning parameter was required with respect to the number of hours of teaching time available per week in classroom and teaching laboratory facilities. Second, planning assumptions were needed with regard to the intensity with which teaching station capacity would be used at the alternate target enrollments. The length of the teaching week may be expressed as the number of hours during which classes might normally be scheduled during the course of the week. Classes at the College presently begin at 9:00 .AM and extend to 6: 00 PM . in the evening. It is assumed that this basic daily schedule will continue to be used in the future, that no classes will be scheduled during the Saturday morning hours and that one hour of effective utilization will be lost each day as a result of luncheon requirements. On this basis, the gross teaching week totals Lo hours of available time per teaching station. Another important variable in determining how many teaching stations are required is the intensity with which classroom and laboratory facilities 77 �--..J co 4-2. Lakehead College of Arts, Science and Technology: Estimated Clock-Hour Instructional Workload per Week at Alternate Target Enrollments, by Type of Meeting and Year Level Yea;c L§JZ:§l ~ ~ 2nd. ..3m ~ All --- 8992 --- 4061 400 Students Lecture, classroom meetings Student periods per week Typical size of meeting group Clock hours of meeting per week Laboratory meetings Student periods per week Typical size of meeting group Clock hours of meeting per week 6236 30 208 2756 25 110 2931 30 98 1130 20 57 -- ---- 318 155 700 Students Lecture, classroom meetings Student periods per week Typical size of meeting group Clock hours of meeting per week Laboratory meetings Student periods per week Typical size of meeting group Clock hours of meeting per week 8491 30 283 4337 25 173 1126 20 56 368 15 25 14322 4044 30 135 1929 20 96 385 20 19 93 10 9 6451 537 259 i200 Students Lecture, classroom meetings Student periods per week Typical size of meeting group Clock hours of meeting per week Laboratory meetings Student periods per week Typical size of meeting group Clock hours of meeting per week 13272 30 442 7049 25 282 2285 20 114 741 15 49 23347 6159 3073 20 154 773 20 39 177 10 18 10182 JO 205 887 416 �can be scheduled. Several possibilities were considered. facilities, room utilization criteriaa ranging from So For classroom to 70 percent were used in calculating the number of teaching stations required. laboratories, room utilization rates ranging from 30 to So For teaching percent were used. The Consultants believe that room utilization rates of 70 percent in classroom facilities and So percent in laboratory facilities represent reasonable standards of operation and should be adopted as targets that the College will aim to achieve in the operation of its physical plant. the Consultants However, recognize the difficulty of attaining these levels of operating effectiveness when over-all enrollment is lower than 1200 students and when there may be a requirement for specialized facilities that cannot be justified solely in terms of the workloads they satisfy. Therefore, a sliding scale has been adopted for estimating the room utilization standards applicable at the various target enrollments. ization rate of So For classrooms, a room util- percent is assumed for the LOO-student enrollment, rising to 70 percent by the time the 1200-student enrollment is reached. For teaching laboratories, the room utilization rate posited for the LOO-student enrollment is 30 percent, and it rises to the target level of So percent by the time the 1200-student enrollment is realized. By dividing the clock-hour workload per week by the adjusted total of available teaching hours per week (the gross teaching week modified by the projected room utilization rate), the number of teaching stations required aRoom utilization criteria refer to the proportion of available teaching hours that teaching stations are actually in use. For example, use of a 70 percent utilization criterion and a LO-hour teaching week would imply an average room use of 28 hours. 79 �to service the specified workload may be obtained. For example, consider the number of classrooms required at the LOO-student enrollment. clock-hour workload for classroom-type meetings is 318 hours. The total The teaching week totals Lo hours, but when adjusted for a 50 percent room utilization rate is effectively only 20 hours per week per station. Dividing the total clock-hour workload by the effective teaching week per station (318/20) yields a total requirement for 16 classroom-type teaching stations. The same procedure applied at the several target enrollments ;yields the following estimates: 22 classrooms for 700 -students; 32 classrooms for 1200 students; 13 teaching laboratory stations for LOO students; 16 teaching laboratory stations for 700 students; and 21 teaching laboratory stations for 1200 students. C. These data are presented in detail in table L-3." Summary In this chapter, estimates have been presented of the teaching stations required by the College to service the target enrollments. The total capa- city required in classroom and teaching laboratory facilities has been indicated. The calculations, however, have been confined to the number and size distribution of rooms required for group meetings. needs of the teaching space complex haye been noted. The general capacity The actual program specifying the number of square feet of space required is presented in a later chapter, as are the actual classroom size distribution and space planned. 80 �4-3· Lakehead College of Arts, Science and Technology: Classroom and Laboratory Teaching Station Requirements at Alternate Target Enrollments E;a;r:cllm~nt ~ Classrooms Clock-hour workload per week Teaching week: number of hours available per teaching station Gross total Room utilization rate (percent) Adjusted total Number of teaching stations required Laboratories Clock-hour workload per week Teaching week: number of hours available per teaching station Gross total Room utilization rate (percent) Adjusted total Number of teaching stations required 400 Students 700 Students 1200 Students 318 537 887 40 50 20 40 60 24 40 70 28 16 22 32 155 259 416 40 30 12 40 40 16 40 50 20 13 16 21 81 �CHAPTER 5 STAFF REQUIREMENTS Having considered the instructional workloads and teaching station requirements implied by the alternate target enrollments, it is appropriate to turn to questions associated with the staff population of the College. The estimates of staff requirements will represent a useful link in determining the space requirements of the College at the target enrollments. A. Faculty Requirements Two broad approaches were used in estimating the faculty requirements of the College at the target enrollments. In the first approach, faculty requirements were taken to be a function of the clock-hour workloads generated at the target enrollments in the form of classroom and laboratory meetings. In the second approach, faculty requirements were estimated as a function of the student/staff ratio appropriate to the several categories of enrollment at the College. Consider the first approach. In order to make faculty requirements a function of the total clock-hour workload per week, it is necessary to adopt a planning parameter with respect to the average weekly teaching load per faculty member. within institutions. It is well known that this varies widely among and A figure commonly used as an upper limit for college and university faculty is 12 clock hours of teaching per faculty member per week. per week. 82 However, in practice the average tends to be closer to 9 hours �The problem is further complicated by the difficulty of defining a clock hour of instruction. Everyone agrees that an hour of laboratory in- struction requires a different kind of preparation than an hour of classroom instruction. It also is generally agreed that a laboratory hour of instruction is not the equivalent of a lecture hour of instruction in terms of actual workload. into account varies. But the way in which this difference is taken In order to arrive at an equivalent clock-hour work- load total at the alternate target enrollments, a planning parameter was adopted under which one laboratory hour was treated as the equivalent of half a lecture hour. Thus, the projected total equivalent clock-hour workloads at the 400-, 700- and 1200-student enrollments are 396 hours, 667 hours and 1,095 hours, respectively. Two estimates were then prepared of the faculty requirements at the alternate target enrollments. Under Estimate 1, the equivalent clock- hour workload was divided by an average weekly teaching load per faculty member of 12 hours per week. The estimated faculty requirements under this procedure range from 33 persons at the 400-student enrollment to 91 persons at the 1200-student enrollment. Under Estimate 2, the 9-hour teaching load per faculty member was used. The resulting projections of faculty requirements range from 44 persons at the 400-student enrollment to 122 persons at the 1200-student level. Because of the difficulties associated with these procedures, the Consultants investigated another approach to the problem of estimating faculty requirements. In this second approach, emphasis is placed upon the stu- dent/staff ratio, a figure often used in budgeting. The procedure involves 83 �the division of the number of students in a particular enrollment category by a planning parameter for the number of students per staff member appropriate to that enrollment category to obtain the number of faculty members required. By way of example, an enrollment of 100 students divided by a planning parameter of 10 students per staff member would yield a requirement for 10 faculty members. The projected number of students in each enrollment category has already been estimated. Only the planning parameters for the student/staff ratio appropriate to each enrollment category are needed to complete the faculty requirement estimates. ing the appropriate ratios. A variety of sources were used for develop- For the University Division, data reflecting conditions at Canadian institutions ·of higher education .were examined. For institutions in Central Canada, the student/staff ratio has declined from 16.0:1 in 1951-52 to 13.5:1 in 1961-62. trend is in evidence. A very pronounced downward The Consultants believe the trend will continue, but in somewhat retarded fashion, and have adopted as a planning parameter a student/staff ratio of lJ.0:1.a In a similar manner, an appropriate planning parameter was developed for the student/staff ratio in the Teclmology Division. Data for Ontario technical institutes for the past several years indicated an average student/staff ratio of 16.6:1. No definite trend could be established on the basis of the available data. Therefore, the Consultants adopted aThis 'is approximately consistent with tlie material presented in the study prepared by the Committee of Presidents of Provincially -A ssisted Universities on post-seconoary education in Ontario. �a student/staff planning parameter of 16:1 for use in estimating the faculty requirements of the Technology Division. Using the student/staff ratio approach for calculating faculty requirements, the following estimates of faculty were obtained for the alternate target enrollments: at 400 students, 38 faculty; at 700 students, 64 faculty; at 1200 students, 105 faculty. The data involved in the development of the alternate faculty requirement estimates are presented in table 5-1. For purposes of the remainder of this study, Estimate 3, the faculty estimate based upon the student/ staff ratio approach, was adopted. This approach yields results that are more consistent with general experience and the probable course of development than are the other estimates outlined above. One further aspect of the faculty picture should be discussed. For use elsewhere in this report in connection with financial considerations, an estimate of the faculty structure by rank is useful. Therefore, an investigation was conducted into the prevailing conditions in Canadian I I I I higher educational institutions with respect to distribution of full-time faculty by rank. Analysis of the data yielded the following weighted average distribution: professors, 28.3 percent; associate professors, 21.7; ~ssistant professors, 26.3 percent; lecturers and instructors, 23.6 percent. The results of applying this distributional pattern to the total faculty estimate at the alternate target enrollments are presented in table 5-2. I I I 85 �5-1. Lakehead College of Arts, Science and Technology~ Alternate Estimates of Faculty Requirements at Alternate Target Enrollments 400 llem Clock-hour workload per week Lecture, classroom meetings Laboratory meetings Number Equalized Total equivalent clock hours Estimate 1 Average weekly teaching load per faculty member Faculty requirements Implied ratio: students per staff member Estimate 2 Average weekly teaching load per faculty member Faculty requirements Implied ratio: students per staff member Estimate 3 Enrollment University Division Technology Division Othera Ratio: students per staff member University Division Technology Division Other Faculty requirements University Division Technology Division Other Total Recapitulation: Estimate 1 Estimate 2 Estimate 3 N.B. Enrollment 700 1200 Stpdents Students Students 318 537 887 155 78 259 130 416 208 396 667 1095 12 12 33 56 12 91 12.1 12.5 13.2 9 44 9 74 9 122 9.5 188 212 144 13 16 13 402 298 180 13 16 13 14 31 13 19 772 428 247 13 16 13 59 27 11 14 19 38 64 105 33 44 38 56 74 91 122 105 faculty requirements 64 Estimate 3 adopted for use in planning. aAll nurses plus one-fifth of part-time students in University Division. 86 �5-2. Lakehead College of Arts, Science and Technology: Faculty Requirements · at Alternate Target Enrollments, by Rank Rank ~~~ All ranks Professor Associate professor Assistant professor Other Percentage Di ~:tribJ.J.:ticD 100.0 ~ 21.7 26.3 23.6 S:tmien:t~ Enrollment 700 S;tiid~D:t~ 1200 ~:t1.ui ~n:t ~ 38 11 8 10 9 64 18 14 17 15 105 29 23 28 25 400 87 �B. Total Staff Requirements Budgetary considerations and institutional structure will largely determine the extent to which the College faculty is supplemented by various classes of supporting personnel, as well as the distribution of nonfaculty personnel among broad departmental groups. Table 5-3 presents an estimate of the potential structure of the over-all staff of the College at the alternate target enrollments. These estimates are approximations only; they do not reflect the results of a detailed evaluation of the course of personnel development in each component of the College. More reliable estimates of the characteristics of future personnel expansion for each administrative unit can be developed only after a type of study that goes beyond the scope of the Consultants• responsibilities in this project. However, the data were developed on the basis of the Consultants' experiences at other institutions and provide a useful reference benchmark in dealing with various aspects of the campus development program. As may be seen in the table, total staff requirements at the several target enrollments are as follows: at the 400-student level, 100 persons; at the 700-student level, 168 persons; at the 1200-student level, 276 persons. , . These figures may be considered as upper limits. Somewhat lower totals were used as the basis for the estimate of parking requirements in Chapter 9. 88 �I I S-3. Lakehead College of Arts, Science and Technology: Hypothetical Structure of Total Staff Requirements at Alternate Target Enrollments Percentage Distribution 400 Students Enrolllllent 700 Students 1200 Students All departments Faculty and other professional Supporting staff 1000 100 168 276 47.0 SJ.0 47 SJ 79 89 130 146 Academic departments Faculty and other professional Supporting staff 4S.S 46 76 126 JB.o 38 7.S 8 64 13 10s 21 Non-academic departments Faculty and other professional Supporting staff 54.S 54 92 lS0 9.0 4S.S 9 45 lS 76 25 126 N.B. Items may not add to totals due to rounding. �CHAPTER 6 ACADEMIC SPACE RE~UIREMENTS In this chapter the requirements for academic space will be presented. Academic space is defined to include classrooms, laboratories, other space used by academic departments and faculty office space. office space is considered in the next chapter. space is considered only in terms of net area. Administrative In both Chapters 6 and 7 Gross area building re- quirements are first considered in Chapter 8. A. Classroom-Type Space This category comprises lecture theaters, classrooms and seminar rooms. The Consultants believe that these facilities should be considered as available :on a· College-wide basis, rather than allocated to specific departments. Higher utilization rates may be achieved if classrooms are assigned interchangeably among divisions and other elements of the academic organization. 1. Classroom Capacity Distribution The number of classrooms required at each enrollment level has been calculated in Chapter 4. For 400 students 16 rooms (or teaching stations) will be required; for 700 students the total is 22 rooms; and for 1200 students the total is 32 rooms. The next step is the determination of the distribution of classroom sizes within these totals or, expressed in other terms, the number of student stations by capacity size group. 90 �During the field survey phase of the project the Consultants solicited information from the administration and faculty of the College concerning the desired maximum and typical section sizes preferred for each course~ This information was used in Chapter 3 as a basis for determining the number of clock hours of instruction required for the target enrollments in classroom work. The preponderant choice of course section size was in the 25-40 group, except for nurses' courses. However, it would be inad- visable to restrict the classroom sizes to such a narrow range. Over time the range of section sizes may prove in fact to be considerably wider than was expressed by the faculty currently. For example, heavily attended lecture courses may consist of one or two hours of meeting as a single, large section. A third hour might break down this large group into several small recitation sections or seminars. In any case the Consultants feel it wise to build in a margin of safety by increasing the range of classroom sizes and the number of student stations as well. The recommended distribution of classrooms and seminar rooms is presented in table 6-1. Over 1,800 stations are available for 1200 full-time students plus nurses. This is probably in excess of any likely load on the facilities. On the other hand the JOO-station lecture theatre can be justified by its use for extra-curricular activities as well. A classroom to hold all first-year Arts students in a single section will require about 200 seats. 2. Space Standards for Classrooms and Seminars The area of the projected classrooms may be determined by multiplying the number of student stations in each by the number of square feet per station, as indicated in table 6-1. The square feet per station will vary 91 I �6-1. Lakehead College of Arts, Science and Technology: Space Requirements for Classroom-Type Rooms Number of u~~;ts Enrollment Categor:y 1.0.Q l2.QQ. Area per Unit Total A;r:~a.- ·ia En.:ollm~nt 1QQ. 12.QQ ( square feet) Lecture rooms Capacity: 300 Capacity: 225 Capacity: 140 Capacity: 100 1(225) 1(140) 1(300) 1(225) 1(140) 1(100) 11.5 12 12 12 Subtotal Classrooms Capacity: Capacity: 60 40 5(60) 9(40) 7(60) 13(40) 12.5 14 Subtotal Seminar rooµis Capacity: 16 Total 6(16) 22 8(16) 32 20 2700 1600 3450 2700 1680 1200 4380 9030 3750 5040 5250 7280 8790 12530 1920 2560 15090 24120 aFor a student enrollment level of Loo, assume one classroom@ !LO stations, three@ 60 stations, eight@ Lo stations and four@ 16 stations. This will imply a total area of 9,690 square feet. 92 �I I inversely with the capacity of the room, as the percentage of aisle space diminishes in larger rooms. The student station in all classrooms is as- sumed to be a tablet arm chair. The chairs are arranged in rows three feet two inches back-to-back and two feet on centers. A space of seven feet six inches multiplied by the width of the room is recommended to accommodate circulation and the instructor's desk at the front. Aisles extending from the front to the rear are at least two in number and are a minimum of three feet in width. A typical room is illustrated in plate 2. The unit area for seminar rooms is 20 square feet per person, providing 24 linear inches of table per student and permitting the arrangement of tables to form a circle or a polygon. Plate 2 also shows this arrange- ment. B. Departmental Space The balance of the academic space may be designated as departmental space in that each room may be assigned to a particular department. How- ever, only a few departments, all in the field of science, merit separate consideration as such for purposes of programming space. For example, the humanities and social sciences, with only a few exceptionsa, require nothing but classroom and faculty office space. As the former have already been programmed, subsuming the requirements of these disciplines, no special aThe exceptions are the Department of Psychology, which may develop as a middle ground between the social and the natural sciences, the language laboratory and a map room for work in History. 93 �PLATE 2 PLANNING STANDARDS AND UNIT AREA ALLOCATIONS CLASSROOMS • AND SEMINAR-CONFERENCE ROOMS -- --CHALKBOARD ....I n D ~:~T CHAIR r-.,.I - I r I • I T I : - 12•-"' T ,- - I I I I I I I I I I I I I +:--=,+ - T - T - T --. I I I I I I I I I I I • I _, I .,, ,--r-..&.--,.-~-T-+-~ I I I l L-t-T-+I I I I : I 1 l t I I I I I I I I 1 I T - " T - ?_J. I I I I I I I I I : I I I I I I I t I I CO . ....I _-4 I I a j I N I I I r-J.--t--.J.-• -T--1-+-, I I I I I I I I I I I 1 I I I 1 I I I I I I ... -1- -t- - .L. - .J. - 4 - J. _.J ' I I I I I I I I : I +- I I I I I I I I I I I I I L--L- _J_ - J.._ -L _J __ 1-..J- _J --- - TYPICAL CLASSROOM: 40 SEATS, AREA =580 so.n. -- H0/40 • 1"4 SQ. f"t PEIi STATION CHALKBOlAD C C uu 11'-o" TYPICAL SEMINAR-CONFERENCE ROOM; AREA=320 SQ. FT.; 320/16 16SEATS 0 I 2 3 4 5 94 10 = 20 SQ. FT. PER STATION 20 FT. �consideration of English, Political Science and so forth as departments is required. The space programs presented in this chapter are organized as follows. The four departments with the widest variety of facilities requirements are presented first. These are the three basic sciences, Biology, Chemistry and Physics, and the Department of Psychology. science facilities follows. A table of interdepartmental Then the balance of the laboratory and special purposes areas for both science and non-science departments is listed. Finally, academic space requirements, including faculty office space, are summarized for all enrollment levels. 1. Department of Biology This department, including botany and zoology, will offer a major and also provide service courses for students in other departments. Table 6-2 indicates a potential development of this Department's facilities. The main groupings are office space, teaching laboratories, research space and miscellaneous facilities. The number of stations in elementary labora- tories is based on the section size preferences of the faculty. The area per unit or per station reflects the amount of bench space required by the individual student. 2. Department of Chemistry This Department's space program (table 6-3) follows the outline of the Department of Biology~ Separate laboratories are listed for elementary work and for analytical, organic and physical chemistry. Organic chemistry 95 �6-2..-.., Lakehead College of Arts, Science and Technology: for the Department of Biology Category Number of Units Enrollment 1200 700 Space Requirements Area per Unit '' Total ·Area Enrollment 700 1200 (square feet) Office space Faculty Assistant Subtotal Teaching laboratories Elementary Advanced Advanced Preparation and storage Sub.total Research space Faculty Undergraduate Subtotal Miscellaneous space Animal quarters Darkroom Glassware storage Chemical storage Media preparation and autoclave Transfer room Herbarium Subtotal Subtotal Storage Total 96 4 1 2(24) 20 16 2 6 5 2 2(24) 20 20 3 8 100 50 400 50 450 500 100 600 40 50 50 1920 1000 800 500 4220 1920 1000 1000 4720 220 360 580 480 810 110 60 Boo 330 325 80 450 50 50 60 60 75 50 60 700 Bo 75 50 100 865 5950 6995 300 355 6250 7350 �b- 3 . ., Lakehead College of Arts, Science and Technology: for the Department of Chemistry Nwnl.2ei: Q;t: Unit~ Eni:Qllm~D:t Catee;m:y 1.QQ l2.QQ Space Requirements Area per U;c.i:t Tc:tial A;c:~a E;c.i:cllm~nt 1QQ 12.Q.Q. ( square feet) Office space Faculty Assistant Subtotal Teaching laboratories Elementary Analytical Organic Physical Preparation and storage Balance rooms Subtotal Research space Faculty Undergraduate Subtotal Miscellaneous space Stockroom Special chemicals Subtotal Subtotal Storage Total • I 4 2 2(24) 20 20 8 2 3 5 100 3 50 2(24) 20 20 10 40 45 3 5 400 100 500 500 150 650 65 1920 900 1000 520 800 370 5510 1920 900 1000 650 1100 370 5940 110 60 220 180 400 330 300 630 450 100 500 50 550 100 600 6960 7820 355 395 7315 8215 97 �will probably be taken by Biology and pre-medical majors as well as by those specializing in Chemistry. 48 stations, are listed. Two elementary laboratories, totalling These might function to accommodate three groups of 16 students, each group led by a teaching assistant. Overflow from these laboratories could be accommodated in the room for analytical chemistry, which will probably have a low utilization rate. J. Department of Physics Whether or not a major is offered in Physics, it will probably be essential to provide one elementary and two advanced laboratories. Stu- dents in Applied Science will probably take two years of Physics before the 1200-student enrollment is reached. 4. Department of Psychology It is assumed that this Department will, in the not too distant future, follow the prevailing pattern of offering experimental work. may imply working with small animals. In time this The inclusion of an audition labora- tory for experiments in hearing and speech is, of course, conjectural; however, some specialized space of comparable size will probably be needed before 1974. 5. Interdepartmental Science Facilities A number of auxiliary science facilities can be shared by two or more departments. Table 6-6 lists two groups of these facilities. The first consists of a series of small areas which are attached to the principal science lecture-demonstration room. 98 The second consists principally of �6-4. Lakehead College of Arts, Science and Technology: for the Department of Physics Numher of Units Enrollment 1QQ l2.QO. Space Requirements Area per Unit Total Area Enrollment 1.QQ. l2.QO. ( square feet) Office space Faculty Assistant Subtotal Teaching laboratories Elementary Advanced Advanced Preparation and storage Darkrooms Subtotal Research space Faculty Undergraduate Subtotal Miscellaneous space Battery room Subtotal Storage Total 2 3 100 200 300 1 1 50 50 250 50 350 24 6 24 12 12 40 60 80 960 480 480 2 2 50 100 2270 960 720 960 345 100 110 60 110 180 290 520 100 100 2910 4055 145 205 3055 4260 8 250 1 3 2 5 3085 220 300 99 �6-5.~ Lakehead College of Arts, Science and Technology: for the Department of Psychology Category Number of Units Enrollment 700 1200 Space Requirements Area per Unit Total Area Ehrollment 700 1200 (square feet) Office space Faculty offices Subtotal Teaching laboratories Experimental Assembly area Audition laboratory Subtotal Research space Faculty Storage Subtotal Miscellaneous space Animal quarters Animal experiment area Shop Subtotal Subtotal Storage Total 100 2 3 100 200 200 300 300 16 16 16 16 55 880 880 320 150 1350 20 320 1200 2 3 110 220 330 295 125 455 120 200 100 420 150 200 100 450 2115 2555 110 130 2225 2685 75 �I I I I I I I 6-6. , Lakehead College of Arts, Science and Technology: Space Requirements for Interdepartmental Science Facilities Number of Units Categocy; Enrollment 1QQ ~ Area per Unit Total Area Enrollment 700 llQQ. ( square feet) Lecture demonstration areas Biology Chemistry Physics General Subtotal Miscellaneous areas Shop Darkroom (photographic) Tracer laboratory Instrument room General office Subtotal Total 75 75 160 100 410 75 75 160 100 410 400 150 600 300 150 1600 500 150 600 400 150 1800 2010 2210 101 �rooms containing scientific apparatus. The largest of these, a laboratory for isotope work, will probably not be needed until the enrollment has passed 700. It can serve Biology and Chemistry and possibly Physics as well. 6. Miscellaneous Laboratories and Special Purpose Areas The listing in table 6-7 indicates some space for courses not presently offered. These are an electronics laboratory for work in Electronics Technology and an accounting laboratory for courses in Business Administration, probably at the technology level. is viewed as a future likelihood. at other institutions. The inclusion of these facilities Both attract large numbers of students However, even if these particular subject areas are not offered, some expansion of facilities based on broadened courses of study in technology is likely. Thus, at the 1200-student enrollment level the total number of laboratories has been raised from 21, as projected in Chapter 3, to 24, including those in tables 6-2 through 6-5 and table 6-7. These include a calculator room suitable as a laboratory in such course areas as statistics, biometrics, psychology and business accounting. Space for Forestry, Geology and Mining follows current practice. A testing laboratory and drafting rooms will relate to Engineering Technology and Applied Science programs. The number of drafting boards required is more significant than the number of drafting rooms. At the 1200-stu- dent enrollment level 1,320 student period hours of drafting per week will be scheduled for courses in Technology and Applied Science. scheduled hours per week, 55 boards will be needed. Assuming 24 However, non-scheduled use of these boards for assignment is also needed, so that 100 boards have 102 �6-7. Lakehead College of Arts, Science and Technology: Space Requirements for Miscellaneous Laboratories and Special Purpose Areas lil.lw:ber o! Unit~ Em::cllwent Cate~o;r:y 100 l2QQ. Area per Un;i,t Tctal A;c~a E;w:ollm~nt ~ l2QQ. ( square feet) Science and Technology areas Drafting (three rooms) Electronics Forestry Geology Materials testing Mining Preparation and storage spacea Subtotal I I I I I Non-science areas Accounting Calculator room Language laboratory Auxiliary space Map room Storage Subtotal Total 65 35 100 35 25 35 30 35 25 12 18 30 40 20 16 35 35 35 35 40 45 3500 2275 1225 1050 1225 1000 540 1225 1050 1225 1000 810 1095 8410 1320 10130 40 18 720 25 25 500 24 30 480 150 200 12.5 217.5 720 625 720 200 250 200 271.5 10,58.5 12845 aThis item is computed at 1,5 percent of the listed Science and Technology laboratory space. I I 103 11 �been programmed. Similar calculations formed the basis of the estimates at the other target enrollment levels. 7. Summary The summary of academic space requirements is presented in tables 6-8 and 6-9. The totals of 70,585, 51,730 and 29,125 net square feet of academic space for the 1200-, 700- and 400-student enrollment levels may be calculated also as net area per full-time student. ing figures are then 59, 74 and 73 square feet per student. The correspondThus, the 1200-student level, although providing the greatest variety of facilities, proves the most efficient and economical of the three target enrollments in respect to required academic space per student. A parallel situation is found to obtain with regard to non-academic space, as described in the next chapter. 8. Space Standards for Laboratories, Research Space and Offices The unit area per station in teaching laboratories varies with the complexity and type of apparatus used. Rooms with fewer stations generally require more square feet per student, as the proportion of circulation space is necessarily greater. Preparation rooms associated with the lab- oratories are estimated at 15 percent of the area of the laboratory proper. In science departments the item in the tables labelled storage calculated at five percent of all other space. has been This is additional to storage which may be included in the allowance for preparation space. In the basic science departments research space is programmed for the 104 �6-8. Lakehead College of Arts, Science and Technology: Summary of Academic Space Requirements Cateio;r:y Number of Units Enrollment 1QQ l2QQ Total A;r~a Area per Unit E;w:ollm~nt 1QQ l2.00. ( square feet) Classroom-type space Faculty office spacea Departmental space: Biology Chemistry Physics Psychology Interdepartmental science facilities Miscellaneous laboratories Total 52 89 100 15090 5200 6250 7315 24120 8900 7350 3055 2225 8215 4260 2685 2010 10585 2210 12845 51730 70585 aThe number of units in this category is derived by subtracting from the total required full-time equivalent faculty the number of faculty listed separately under the Departments of Biology, Chemistry, Physics and Psychology. 105 �6-9. Lakehead College of Arts, Science and Technology: AcAdemmc.i .Spa.ce ·Requ.!i..red ·at· the · 400-Stuaent Enrollment Level Category Total Area ( square feet) Classroom-type space Faculty office space Laboratories: Biology (2) Chemistry ( 2) D:r-afting (2) Forestry _( 1) Geology (1) Materials (1) Mining (1) Physics (2) Language (1) Subtotal Preparation rooms and miscellaneous departmental facilities Total 106 9690 3800 1920 2920 1750 1050 1225 1000 540 1440 630 12475 3160 29125 �faculty and for advanced student work. For faculty an allocation at 110 square feet is made on an individual basis. 15 This area will provide 12 to linear feet of laboratory bench or suitable open space for free-stand- ing apparatus. For students in honors or other independent work an alloca- tion of 60 square feet is provided implying eight ·to ten linear feet of bench. In Chapter 5 the number of faculty at each enrollment level was pro- jected on a full-time equivalent basis; it is proposed that faculty office space be allocated in the same manner. Thus, two half-time instructors would receive the same allocation of space as one full-time instructor. The basic premise in regard to the faculty office is that it should afford privacy, both for the instructor's own pursuits and for conferences with individual students. A private office should logically result in greater faculty productivity than will shared space. It is suggested that a private office of 100 square feet represent the basic allocation for the faculty. 107 �CHAPTER 7 SPACE REQUIREMENTS FOR NON-ACADEMIC ACTIVITIES This chapter describes the space requirements for all facilities required by the College other than those which have been considered in the preceding chapter. A. The various elements are described in alphabetical order. Administrative Office Space Under this heading are included the offices for academic, business and general administration, as well as those offices concerned with external affairs and certain auxiliary functions, (See table 7-1.) The set of. unit space standards used in programming these administrative offices differs from those in the preceding chapter relative to faculty offices.a The deans and directors of the principal units are allocated 200 and 150 square feet, respectively, because of the frequent conferences and number of visitors associated with administration. Professional level assistants are assigned to private offices of 120 square feet. Other cat- egories of personnel are assigned to non-private office areas, where the space per person includes a desk, a chair, sometimes a side chair and circulation space. aWhere the number of personnel in a particular unit is estimated, no distinction is made between part-time and full-time staff. For administrative components as small as in liberal arts colleges, it is likely that the space requirements of part-time employees are almost the same as would be employed by an equivalent number of full-time personnel. 108 �7-1. ..Lake head College of Arts, Science and Technology: Space Requirements for Administrative Offices and Related Space Category Number of Units Ettrollment 1200 700 Area per Unit Total Area Enrollment 1200 700 (square feet) I I Principal Administrative assistant Secretary Files, etc. Reception Subtotal 1 1 1 1 1 2 300 300 300 100 75 100 75 60 125 660 100 150 75 150 775 Dean of Arts Secretary Reception Subtotal 1 1 1 1 200 75 200 75 60 335 200 75 100 375 Dean of Science and Technology Secretary Reception Subtotal 1 1 1 1 200 75 200 75 200 75 100 375 Dean of Students Assistant Secretary Reference (placement) Subtotal 1 335 1 1 2 150 120 75 150 1 1 1 150 120 75 150 1 1 1 2 150 120 75 1 1 1 1 1 1 1 180 120 100 75 1 Registrar Assistant Secretary Files Subtotal 1 Director of Admissions Assistant Secretary Files Reception Subtotal 1 Comptrollera Bursar Cashier Secretary :w 1 75 150 375 -- 75 50 275 150 150 120 150 200 540 150 120 75 75 420 75 75 175 475 150 120 150 100 200 720 120 100 75 180 120 100 75 ( Continued) 11 I 109 �7-1. . ( Continued) Category Number of Units Enro 11.men t 1200 700 Area per Unit Total Area Enrollment 700 1200 (square feet) Comptroller ( continued) Vault Files Counter Reception Punched cards equipment: 026 082 402 Miscellaneous Subtotal Director of Development and Public Relations Alumni Se9retary SecretaryFiles· Reception Work space Subtotal Administrative service u·n it: Mimeograph Multilith Duplicator Graphotype Addressograph Work tables Files and plates Miscellaneous Postage meter Desks (typing) Storage Subtotal Miscellaneous space Conference room Inactive records Staff common room Faculty common room Subtotal ( Continued) 110 cf) 75 100 cf) 1 1 1 50 .. 50 80 50 50 80 75 590 1105 150 120 75 90 70 120 625 150 120 75 150 1 1 1 1 1 1 1 1 1 1 1 1 1 1 80 125 65 50 75 80 125 65 50 75 100 40 50 50 1 2 60 1 75 60 50 75 410 cf) 75 770 16 16 20 75 100 125 75 320 200 150 JOO 970 80 125 65 50 75 120 75 75 50 120 100 935 320 JOO 200 450 1270 �7-1. ( Continued) Total Area Enrollment Category 700 1200 (square ·feet) Summary Principal Dean of Arts Dean of Science Dean of Students Registrar Admissions a Comptroller Development and Public Relations Service Unit Miscellaneous Total t:00 335 335 375 275 475 590 410 770 970 775 375 375 540 420 720 1105 625 935 1270 5195 7140 aThe head of this office may be designated as Vice Principal-Administration. 111 1, �1. Office of the Principal For the Principal a suite of rooms is envisaged. These offices should have their own reception area, space for one or two secretaries (depending on the enrollment level) and a private office for an administrative assistant. 2. Office of the Dean of Arts For the Dean of Arts, in addition to his private office! spaces are listed for a secretary and for reception; however, in practice it is likely that this reception area will be combined with those listed under related offices, such as the Dean of Students and the Registrar. 3. Office of the Dean of Science and Technology As the College develops it is expected that the academic program will be administered by two deans, one in charge of the work in the arts and one responsible for science and technology. Their space and supporting staff will be similar. L. Office of the Dean of Students As the College approaches the 7OO-student enrollment level it will be desirable to separate the responsibility for academic affairs from the responsibility for student life and activities. egory will be a Dean of Students. In charge of the second cat- This office will be responsible for the vocational guidance and placement functions of the College. A reference room where material on careers can be housed is a desirable adjunct·. 112 �5. Office of the Registrar For this office, in addition to the Registrar, space is listed for an assistant (at the 1200-student enrollment level), a secretary and files. No reception area is listed as it 1s assumed that the Registrar will share reception space with the Dean of Arts and the Dean of Students. 6. Office of the Director of Admissions In addition to staff space, this office must provide a reception area large enough to provide comfortable seating for two or three groups of applicants and their families. ?. Office of the Comptroller (or Vice Principal-Administration) I The Comptroller is one of the principal officers of the College. It is assumed that he will be assisted eventually by a Bursar and a Cashier. I I I I '• I Together they will be responsible for the business management and accounting functions of the institution, as well as for such tasks as maintaining a student bank. Recent experience at liberal arts colleges indicates that even small institutions may benefit by the acquisition of punched card equipment and that such equipment may serve to depress the number of personnel required. In this report it is not necessary or possible to jus- tify in specific terms the acquisition of such equipment. As only approx- imately 250 square feet will be necessary, it is thought wise to program space for punched card machines. If the equipment is not acquired, it is quite likely that an additional staff member will then be necessary sometime after the 700-student enrollment level is attained. This additional 113 l 1 I �person, with files and miscellaneous equipment, will then need a considerable part of the space listed in the table for the equipment. 8. Office of the Director of Development and Public Relations Under this heading will be the personnel concerned with what may be termed the external affairs of the College. At the 1200 enrollment level the functions of the principal fund raiser and of the Alumni Secretary are separated. 9. Administrative Service Unit It is recommended that the complex of clerical services which are auxiliary to the administrative activities of the College be consolidated into one office. This office will then include mimeograph, multilithing and other types of duplicating, all addressing and mailing and the central typing pool. In all likelihood the personnel used in typing and the other functions can be interchangeable. The space program provides for sufficient equipment for these purposes, if modern high speed models are acquired. Under the heading "files and plates" will be the addressograph plates for all College functions. One duplicator, such as the Xerox 91.L, can serve all College offices, including the Registrar's requirements for copying student transcripts and other records. It is considered better practice to provide this type of equipment centrally rather than to disperse duplicating services on a departmental basis. 10. Miscellaneous Facilities This last group of administrative facilities includes four elements. 114 �The first is a conference room for administration use, such as will be required for faculty or administrative committees or committees of the Board of Governors. The second is a room for files or inactive records. The source of these records might be the Registrar 1 s office, the Deans' offices or any of the administrative units described up to this point in the chapter. Finally, two common rooms are indicated, one for faculty and a sec- ond for non-professional staff attached to the administrative offices. The two common rooms might share a small kitchenette for use in preparation of lunches or tea. B. Food Service Facilities Food service facilities comprise areas for dining, for food prepara- tion and storage, and for administration. The peak load on these facilities will be at the lunch hour, when it is expected that almost the entire student body plus a proportion of the faculty and staff will require space. The comparative isolation of the College suggests that few students will leave the campus at this time. Table 7-2 programs seating for one-third of the student body plus 25 percent of the faculty and staff. Thus, three separate seatings are necessary for the campus population to be fed at lunch. A considerable number of students may bring at least part of their own lunches, but this will not affect the amount of seating required. The program listed in table 7-2 is a purely functional one, assuming a single kitchen and only one dining room; however, a snack bar, separate from the dining room, is indicated. The relation of this program to the existing dual food service facilities is explored in the next chapter. 115 �7-2. Lakehead College of Arts, Science and Technology: Space Requirements for Food Service Facilities Catee;o;r:y Number of Units Enrollment .7.00 l2QQ Area per Unit Total Area Enrollment 1.QQ l2QQ ( square feet) Office and staff space Director Assistant Secretary and files Men's lockers and toilet. Women's lockers and toilet Subtotal Dining space Food preparation and service Kitchen Bakery Serving Subtotal 1 1 1 1 1 270 450 270 450 120 100 12 Summary Office and staff space Dining space Food preparation and service Storage and miscellaneous space Snack bar Total 116 75 120 150 465 120 100 100 150 200 670 3240 5400 675 250 1425 1125 250 700 2075 400 250 150 200 100 75 1175 700 400 200 JOO 125 100 1825 125 150 600 100 975 150 200 1000 150 1500 465 3240 1425 1175 975 670 5400 2075 1825 1500 7280 11470 500 Storage and miscellaneous space Dry stores Refrigerated stores Receiving Dish and ware washing Utensils, etc. Waste disposal Subtotal Snack bar Preparation Serving Seating Storage Subtotal 120 60 100 10 �C. Library The development of a space program for the library involves questions which are distinct from the pattern of presenting requirements for other types of buildings. Whereas almost all construction at the College is a function, directly or indirectly, of the size and composition of enrollment, the growth of the library's collection is much more a function of time. That is, the collection would continue to grow even if enrollment were constant. Reading space, however, is a function of curriculum and enrollment, while staff space is influenced by both the size of the collection and the intensity of student use. These factors condition the discussion which follows. The library of Lakehead College presently contains about 30,000 volumes. In order to award degrees in June, 1966, the College should have a library of at least 60,000 volumes. At present the library is undertaking what amounts to a crash program to meet this target. In order to gain per- spective on the desirable growth of the library collection beyond the 60,000 volume figure, an examination was made of the libraries at a number of the other colleges and µniversities. There are very few comparable situations in Canada as most Canadian institutions are considerably larger than the target enrollment of 1200 students which forms the limit point of this study. Therefore, the principal source of relevant information is contained in the listing of United States college libraries published annually by the U.S. Office of Education. Table 7-3 lists data on enrollment varies from 588 students to 961 students. 1L institutions whose These institutions approximate in over-all size the intermediate target enrollment level of lD �I-' I-' co 7-3- United State~r: ~ Kenyon Reed Goucher Earlham Whitman Enrollmenta Collection Number Percent Qi2erating E2il?enditures in Dollars Books and Number Added Added Total Materials of Books and during during per Volumes Year Year ~ Student Materials .12er St 1.1den_t 63612 69310 64439 72671 46525 152949 134160 109204 102843 102803 3871 7810 3611 6615 3067 3714 2907 3417 2285 7390 3.7 2.9 2.5 8.6 53003 57145 50088 45369 62000 3500 4.3 4.3 5.1 3.0 52311 35178 49016 29399 University of the South Sweet Briar Knox Randolph Macon Kalamazoo 698 100745 100120 961 688 675 96_3~9 Agnes Scott Hiram Hollins Ripon 646 667 692 671 80956 .73553 68520 64958 Average 2.5 5.8 588 817 759 909 880 559 Enrollment Data on ~elected Colleg~ and University Librar~es, 1960~61; under 1009 Stude~ts 92127 86400 3189 3463 1947 3.3 6.4 3.0 3.5 4.2 108 85 85 80 . 53 76 102 52 66 92 81 53 71 44 75 Expenditure _Ratiob 5.5 5.5 40 34 23531 27880 19218 31205 12073 34 14 14363 16544 15230 11274 24000 20 30 16 16 36 4.7 21251 10024 22376 9843 33 15 32 15 4.1 3.7 3.8 3 •5 26 4.5 25 4.8 4.9 5.9 3.4 3.7 5.0 4' Source: U.S. Office of Education, Library Statistics of Colleges and Universities, 1960-1961. aEnrollment = all degree students (full-time and part~time). ~xpenditure ratio is expressed as percent of all educational and general expenditures. �700 students at Lakehead. They also correspond roughly to the component of the 1200-studer.t, total which is accounted for by the Arts, as distinguished from the Technology program. It may be noted that the average increment to the collection in~·the year 1960-61 amounted to 4.2 percent of the total collection for the 14 institutions. Table 7-4 lists seven in- stitutions whose enrollment ranges from 1014 students to 1377 students. These colleges correspond in over-all size, approximately, to the 1200student level at Lakehead. Here the average increment to the collection in the year 1960-61 was 3.6 percent. It should be noted that only insti- tutions with strong academic reputations have been included in these tables. The typical pattern for the libraries associated with new colleges is for the growth rate of the collection to decline over time to an increment of about four percent per year. Table 7-5 indicates the probable growth of the collection annually if this pattern is followed. Thus, in 1973-74, when the enrollment will first reach 1200, the collection will comprise about 97,000 bound volumes. This may be compared to the total of 90,000 volumes which Carleton University possessed in 1962 after 15 years of awarding degrees. Table 7-5 also shows a continuation of the pro- jection of the growth of the collection until 1980, at which time a total of over 150,000 volumes is indicated. If, instead of looking at the typical growth pattern of college libraries, one considers the particular character of Lakehead in relation to library use, then it seems clear that the projected growth shown on table 7-5 provides some margin in meeting the needs of the College. Of the 1200 students projected for Lakehead, over 400 will be in the Technology Division, I 119 I �I--' Unit~d -Stat~s -. andc, Canada; 7-4- I"\) 0 . Enrollmenta Name - - Data on Select·e d College. and University .Libraries, 1960-61 ·_EhroJlment _over, 1000 Students Collection Number Percent O~erating E292enditures in Dollars Books and Number Added Added Total Books and Materials of during during per Volumes Year Total Student Materials ,12er Stu.dent Year Expenditure Ratiob Amherst 1014 348201 9594 2.8 164236 162 58012 57 4.9 Williams 1127 264876 5909 2.2 131585 177 39832 35 4.5 Colby 1177 224485 5101 2.3 77308 66 23000 20 5.1 Carleton C. 1176 178205 6242 3.5 26859 64 27764 24 3.4 Grinnell 1148 144943 6938 4-8 80926 .. 70 26592 23 4.5 Albion 1377 104544 4232 4.0 64924 47 21226 15 5.0 (1553) (90000) (8500) (9.4) 1064 890,85 4948 5.5 66290 62 23956 23 4.0 ( 1400) ( 80000) (4884) 6.1 28 4.5 (Carleton U.)c Lawrence (Assumption U.)c Average Source: 3.6 93 U.S. Office of Education, Library Statistics of Colleges and Universities, 1960-1961. ~rollment ~ all degree students (full-time and part-t~me); ~xpenditure ratio is expressed as percent of all educational and general expenditures. cCanadian data is approximate only and excluded from averages. Carleton University source is President's report for 1961-62. Assumption University source is President's report for 1960-61. �7-5. Lakehead College of Arts, Science and Technology: Estimated Growth of the Library Collection Increment ~ a 1961-1962a 1962-1963a 1963-1964a 1964-1965a 1965-1966 1966-1967 1967-1968 1968-1969 1969-1970 1970-1971 1971-1972 1972-1973 1973-1974b 1974-1975 1975-1976 1976-1977 1977-1978 1978-1979 1979-1980 Percent 10 10 9 9 8 8 7 7 6 6 5 .5 4 4 Ttttial Volumes 6000 6600 6534 7122 7100 7468 7057 7551 6926 6341 6435 67.56 5675 5902 Collection 23500 32000 41000 50000 60000 66000 72600 79134 86256 93350 100818 107875 115426c 122352 128693 13.5128 141884 147559 153461 aFor these years the growth of the collection has been estimated by interpolating between the 1961-1962 total and the 196.5-1966 goal of 60j)OO volumes, which it is assumed will be attained. It is expected that bachelor's degrees will first be awarded in 1965-1966. bit is estimated that in this year the enrollment of the College will rise to 1200 students. cThe Consultants also estimated the growth of the collection on the basis of dollars expended per student. On this basis, averaging the experience of other institutions, the collection would comprise 116,000 volumes in 1973-1974. 121 �where library requirements on a per capita basis will be lower than for degree candidates. Furthermore, a number of major fields which are common to most of the colleges listed in tables 7-3 and 7-L will in all likelihood continue to be omitted at Lakehead. For example, no academic work in art or music history or religious literature is envisioned. Each of these fields, if offered, must be represented by a considerable number of library books. In comparing Lakehead to Carleton University it should be recalled that Carleton is a multi-faculty institution offering doctoral degrees, whereas at Lakehead it is anticipated that only the first degree and honors work in Arts will be offered. Next to shelving for books, the largest category of space in a library is seating for readers. The most accurate gauge of reader requirements is the study of existing patterns of reading space utilization. Thus, it may be observed whether library seating is fully utilized, under-utilized or inadequate. At Lakehead no such data is available1 although it appears that the library is rarely, if ever, completely full. At present the library has 70 places for readers, representing about 30 percent of the student body, exclusive of nursing students. However, even if statistics were available for the current year, the figures would not be very meaningful as the library at times serves also as a study hall and common room. This is due to the lack of other facilities which more properly can serve such non-academic needs of the stu:ients, for example those with ·a free hour· between classes. When the University Centre is occupied in the fall of 1963, there may well be a shift in the pattern of library occupancy, including less use by students of nursing at free periods. 122 �It is recommended that, based on the nature of the institution and on experience elsewhere, the library be constructed initially with a seating capacity representing 20 percent of the enrollment of the 1200 students. For the first few years of its use the total of 240 seats will accommodate a considerably higher proportion of readers. j During these years the number of readers should be recorded carefully, daily and hourly. If necessary, as the Co+lege approaches the 1200 students, additional reading space can be added, but in the opinion of the Consultants this development is unlikely. D. Physical Education and General Assembly Where no formal academic program for physical education is contemplated, as is the case at Lakehead, it is difficult to determine what comprises suitable athletic facilities in terms of either the extent of student use or the amount of money that should be committed to these functions. Table 7-7 shows facilities for a minimum and for a full program for indoor athletics. These programs correspond to some extent to the target enrollment levels of 700 and 1200 students, respectively. However, it is possible that the smaller program could satisfy the higher enrollment target if the College felt that athletics need play only a minimal role in College life. This minimum program, with a main gymnasium of 7,000 square feet, would permit the use of only one full-size basketball court at a time. If divided into two smaller gymnasiums by a folding partition separate activities might take place in either half simultaneously; however, neither half could then accommodate a regulation basketball court. Under the full program, 12,500 square feet is available for the main gymnasium. This area could accommodate two separate basketball games simultaneously or, alternately, could be subdivided for men's and women's activities. 123 �7-6. Lakehead College of Arts, Science and Technology: Space Requirements for the Library Category Number of Uni ts: · Enrollment 700 1200 Area per Unit Total Area Enr.ollment 700 1200 ·i · , (square feet) Office and staff space Librarian Assistant Secretary Bookkeeping and acquisition Processing Catalog and classification Office supplies Files Shipping and receiving Temporary storage Duplicating Staff common room Subtotal Reading and ref er·ence space Main reading room Browsing -room Periodicals Reference and bibliography Night study Carrells Faculty study Display Subtotal Book shelving Stack space Files Subtotal Miscellaneous space Coatroom Control desk Typing room Staff common room Seminar room Subtotal (Continued) 124 1 1 1 1 1 1 120 120 75 120 120 • 75 150 250 200 75 120 120 75 200 300 250 75 60 300 125 100 150 1710 Lbo L5 55 16 16 15 16 25 L 90 30 30 25 30 Lo 6 22 25 25 25 25 30 50 1210 Loo Loo 375 Loo 750 200 150 3885 150 100 200 2050 1980 750 750 625 750 1200 300 200 6555 12000 30 .08 5600 11 220 5820 6 10 35 16 16 20 200 150 210 150 320 1030 300 200 350 200 320 1370 70000 20 150000 330 12330 �7-6. ,. (Continued) Category Total Area Enrollment 1200 700 ( square feet) Summary Office space Reading and reference space Book shelving Miscellaneous space Total 1710 3885 5820 1030 12LL5 2050 6555 12330 1370 22305 125 �7-7. Lakehead College of Arts, Science and Technology: Space Requirements for Physical Education and General Assembly Ca.t egory Number of Units Minimum Full Area per Program Program Unit Total Area Minimum Full Program Program (square feet) Athletic facilities Main gymnasium Bleachers Auxiliary gymnasium Squash courts Subtotal 7000 1000 1200 1650 10850 12500 400 210 300 275 200 300 400 2085 600 350 400 350 300 400 6CYJ 3000 1000 400 100 200 1700 1500 600 200 500 28oO Summary Athletic Miscellaneous Assembly Office 10850 2085 1700 100 18200 3000 2800 200 Total 14735 24200 Miscellaneous facilities Locker rooms: men Locker rooms: women Showers and dressing: men Showers and dressing: women Staff facilities (visitors) Storage Issue and tote baskets Subtotal Assembly facilities Stage Lobby Dressing rooms Storage Subtotal 126 1 3 2 6 1200 550 100 30 150 50 4 7 2400 3300 18200 �The amount of money implied by the construction of a gymnas.ium can more easily be justified when the gymnasium is also used by the community and as a place of general assembly for the College. The larger gymnasium could serve as an assembly area for the entire student body at the 1200 enrollment level, whereas the 7,000 square foot room could only accommodate about 900 students at any one time. With the exception of the gymnasium floor, no space for groups of over 300 persons is programmed at the College. In order to make this space even more productive, stage and dressing room facilities are indicated in the table, although these are also listed under section G of this chapter, describing University Centre facilities, E. Physical Plant Administration and Maintenance Under this heading is programmed the office space associated with the College maintenance shops, garages and general storage facilities, listed in table 7-8. All are Excluded are such dispersed facilities as the elec~ trical substation and other utility installations, At this time it is not certain at what future date the College will install a central heating plant. Nevertheless, the probable space require- ments of such a plant are listed in this table as a guide to construction requirements that may actually be implemented after the 1200-student enrollment target is attained. It is anticipated that the Director of Buildings and Grounds will function as the College purchasing agent. 127 �7-8 . . Lakehead College of Arts, Science and Technology: Space Requirements for Physical Plant Administration and Maintenance Number of Units Enrollment Cate~ory 1.QQ l2QQ Area per Unit Total Area Enrollment 1QQ l2QQ ( square feet) Office space Director Assistant Secretary Plan file Drafting board Miscellaneous equipment Subtotal 1 1 1 1 1 1 1 2 1 1 120 100 75 120 100 75 35 50 35 50 Maintenance shops (including stock) Carpentry Electrical Painting and spraying Plumbing Shop office Subtotal Heating planta Boiler area Auxiliary equipment Office Subtotal Garage Vehicles Maintenance Subtotal Storage and miscell~neous space Maintenance stores Building materials Furniture and equipment Shipping and receiving Housekeeping Linen storage Key shop Locker room Subtotal (Continued) 128 120 100 75 70 50 75 455 100 515 600 200 100 1600 800 300 500 500 100 2200 350 350 2 3 650 1300 600 100 2000 1950 600 100 2650 4 6 250 1000 1500 350 350 1350 1850 350 500 600 450 300 450 75 150 75 200 2050 500 450 75 200 100 250 2675 �7-8. (Continued) Total Area Enrollment Cate€:OU .7.QQ l2.Q.Q ( square feet) Summary Office space Maintenance shops Heating plant Garage Storage and miscellaneous space Total 455 1600 2000 1350 515 2200 2650 2050 1850 2675 7455 9890 aAssumes central heating system for the campus , at some future date. 129 �F. Residential Facilities It has been shown previously that there will be a demand for residen- tial facilities on the part of 25 percent of the student population, representing the component of enrollment whose place of origin is outside the Lakehead area. This, of course, does not imply responsibility on the part of the College to provide residential space for these students on the campus in College-owned housing. It may well be that such students will find ac- commodations in the community. However, this material is included to ap- prise the College of the extent of residential facilities that would be required if such students were to be housed on the campus. ments are shown in table 7-9. These require- The College might in fact build a part or none of the space listed in this table. Likewise, the demand for College- owned faculty housing is difficult to determine at this juncture. If such housing is desired and, if it can be financed on a self-sustaining or selfliquidating basis, it may be erected at some time in the future. Residential space is noted in the summary tables but is not included in the totals of either physical plant or financial requirements. G. University Centre Facilities Under this heading are the various facilities which are associated with the extra-curricular activities of the students, exclusive of food service and athletics. In an institution where the great majority of students are non-resident, it is advantageous to combine these functions and facilities into a single building. 130 The principal types of space are described below: �7-9. Lakehead College of Arts, Science and Technology: Space Requirements for Student Residence, per 100 Students Item Percent cl>.f Total SEace Area per Unit Total Area (square feet) 80 rooms, single occupancy 10 rooms, double occupancy Subtotal Space distributiona Living quarters Toilets and showers Recreational and service 115 190 9200 1900 u1'oo 71 10 19 Net area requirements Living quarters Toilets and showers Recreational and service Total 11100 1565 2965 15630 . t sb Gross area requ1remen 23445 Gross area per student aSource: 234 United States Office of Education bNet area is converted to gross area for this type of space by using an index of 1.5. 131 �1) Student organization space consists of meeting rooms and space for student publications. 2) Recreation space comprises two types of rooms, a large common room which may be used for informal talk, television and other passive recreation and a games room for table games such as ping-pong. 3) A bookstore is an important adjunct to the student's academic as well as his recreational interests. The function of the bookstore is to provide in one easily accessible location the books that the student requires for his formal assignments and for his general reading. Such a store may, as a matter of convenience, also stock such items as gifts, clothing, prints, records, drugs and sundries. The extent to which the store may become in- volved in items other than books depends partly on the philosophy of the institution in organizing such a retail establishment and also on the extent to which the lines of merchandise may be profitable in relation to the space they occupyG The space program in table 7-10 is oriented primarily to a bookstore per se. L) Although the projected academic program of the College does not include any work in art, music or drama, nevertheless, it is considered desirable to provide for and stimulate interest in these fields, on behalf of both the College student and the community. One art studio is programmed, primarily for painting; however, it might also serve for small-scale sculpture or other media. In the field of music space is programmed for a re- cord collection, for individual listening rooms and for small private practice rooms. In theatre presentation, it is assumed that provision should be made for the production of plays on an extra-curricular basis. This requires, in addition to auditorium space, a stage, a shop adjacent to the 132 �7-10. . Lakehead College of Arts, Science and Technology: Requirements for University Centre Facilities Ca:te~ory Iiu.w~ez: Q! Uo.1:tiiiii E;o;i:ollw~D:t 1.QQ. J.2.QQ. Area per' U;o;i;t Space TQtal A;i:~a Eo;i:Qllm!irn.:t 1QQ_ J.2.QQ. (square feet) Student organization space Meeting room Publications office Files Subtotal 400 1.50 7.5 62.5 800 300 100 1200 Recreation space Commom room Games room Subtotal 2000 2000 4000 3000 3000 6000 Bookstore Office Sales area Stockroom Receiving Subtotal 120 800 400 120 1440 1.50 1000 600 17.5 192.5 600 1.50 800 200 100 1.50 180 1.50 2.50 270 1000 1.500 400 400 400 4880 1000 1.500 600 400 800 .5970 400 300 700 600 4.50 10.50 62.5 4000 1440 4880 700 1200 6000 192.5 .5970 10.50 1164.5 1614.5 Performance and lobby space Art studio Storage Music areas Record collection Listening rooms Practice rooms Drama areas Stage Shop Storage, properties, etc. Dressing rooms Hobby rooms Subtotal Miscellaneous areas General storage Coat room Subtotal Summary Student organization space Recreation space Bookstore Performance and hobby space Miscellaneous Total 1 1 3 2 2 1 2 2 .5 3 2 2 400 1.50 .50 90 200 400 133 �stage where sets may be constructed, storage for properties and at least two dressing rooms. The auditorium itself can be a lecture room of three hundred seat capacity described in the preceding chapter. For amateur dramatics there are advantages to repeating performances in a small theatre, as opposed to offering a single performance in a larger hall. 5) Finally, hobby rooms are also listed in table 7-10. These can- not be programmed in any detail, but very likely one may be a shop for "ham" radio work and one might be a photographic darkroom. The stage shop might also be used for general hobby purposes when it is not occupied with production work. H. Summary 1. 700- and 1200-Student Enrollment Levels A summary of non-academic space at these two enrollment levels is included in table 7-11. 2. LOO-Student Enrollment Level The following comments apply to non-academic space requirements at the LOO-student enrollment level. a. Administrative Office Space At this level the offices of the Registrar and the Director of Admissions might be consolidated and the Dean of Students omitted. file and service space would be somewhat smaller. 134 Storage, A total of L,000 square �7-11. Lakehead College of Arts, Science and Technology: Space Requirements for Non-Academic Facilities Total Area Enrollment 700 Category 1200 ( square feet) Administrative offices Food service Library Physical education Physical plant adminis1ration Residential facilities University Centre facilities Total 4000 7800 10000 14000 5000 (11200) 7800 5195 7280 12445 14735 7455 (28750) 11645 7140 11450 22305 24200 9890 (58000) 16145 48600 58755 91130 ~esidential facilities are not included in totalo 135 �feet would still be desirable. b. Food Service Planning kitchen and storage space for Loo students as an interim enrollment target would, of course, be uneconomical. 75 It is estimated that percent of the space required for 700 students would be required for an enrollment of Loo students, except for dining space, which would be prorated. Thus, 7,800 square feet would represent the needs for this enroll- ment level. c. Library The question of library planning for an enrollment of L00 and a target year such as 196L or 1965 is unrealistic. However, for completion of the statistical picture, we may assume 100 seats for readers, space for shelving 60,000 books and proportionate staff and service space. On this basis, about 10,000 square feet will be required. d. Physical Education and Public Assembly The minimum program listed in table 7-7 would be applicable to Loo students, except for slightly smaller locker and shower space. A total of lL,000 square feet is estimated. e. Physical Plant Administration and Maintenance The workload implied by the LOO-student program would not be substantially lower than that called for by a student body of 700. Eliminating the central heating plant and reducing storage requirements would yield a 136 �space requirement of 5,000 square feet. f. Residential Facilities Residential facilities for 25 percent of LOO students would require 25,000 gross square feet. g. University Centre Facilities In this category two-thirds of the space required at the 700student enrollment level, or 7,800 square feet, would be applicable to a College of Loo students. h. Summary Based on the foregoing, the total non-academic space required for the enrollment target of Loo students is L8,600 square feet, exclusive of residences, representing 83 percent of the comparable total for a student body of 700. The non-academic space requirements. for · this enrollment level are also shown in table 7-11, subject to the general comments on enrollment targets presented in Chapter 1. 137 �CHAPTER 8 BUILDING PROGRAMS .AND OCCUPANCY PATTERNS A. General Up to this point in the study physical plant requirements have been expressed only in terms of the net area needed for a particular function, without reference to the organization of these areas into buildings, either existing or to be constructed., Table 8-1 summarizes these requirements. The next stage of the study is the development of building programs and occupancy patterns based on these space requirements. This step calls for the allocation of space in existing buildings and in new structures. The requirements for the College at the 1200-student enrollment level will be described first, as this represents the ultimate target of the study. The procedural framework is viewed as the formulation of a program for this enrollment level, organized so that the interim steps of development can be fitted into the long-range target as self-contained stages in a continuing process. Some suggestion of development beyond the 1200 level is indicated, though not described in detail or expressed in any of the tables. One of the principal criteria in the formulation of these building programs is the question of construction economy. An attempt has been made to minimize the extent of required alterations both in the existing buildings and in new buildings. Although the enrollment has been presented as a series of annual increments to the student body, it is not economically feasible to organize construction in the same terms. 138 Inevitably, where a steady growth �8-1. Lakehead College of Arts, Science and Teclmology: Summary of Net Area Requirements Total Area Enrollment 700 Building 1200 (square feet) Academic space Non-academic space Residential spacea Totalb 29125 48600 (15cD0) 58755 (27300) 70585 91130 (46$00) 77725 110485 161715 51730 aResidential space is not included in total. b Net area per student for the three enrollment levels is: 400 level, 194 square feet; 700 level, 158 square feet; 1200 level, 135 square feet, (exclusive of residential space). 139 �in activities and physical plant is anticipated, the construction program must proceed in a series of steps or plateaus (see plate 1). At the same time enrollment may be controlled so that a smooth transition from year to year is achieved. Thus, for brief cyclic intervals, the capacity of the physical plant may exceed the requirements of the institution. Obviously, this is preferable to an alternative where the requirements of the institution exceed the available space. In the programs developed for Lakehead the point of balance is reached at the target enrollment level of 1200 students. To eliminate the excess capacity that will appear at interim stages over the next decade would imply building in smaller units and undertaking more frequent alterations. In economic terms, this is much less satisfactory than the program described in the balance of this chapter. B. Building Program -- 1200-Student Enrollment Level At this enrollment level the College will require space for academic activities, a library, a gymnasium, a University Centre (students' union) and a maintenance plant. Residential facilities are excluded from this discussion until the end of the chapter, for reasons given previously. 1. Academic and Administrative Office Space Academic and administrative office space are considered as a unit, partly because in terms of work flow they are closely connected, and partly because, for purposes of planning, the administrative offices form a rather small element for consideration as a separate structure. 140 Previously, it �had been shown that 77,725 net administrative office space. square feet are required for academic and The existing academic building (including the wing under construction in the summer of 1963) contains 36,230 net square feet. It is assumed that this building will continue as an aca- demic building, as any basic change of use would be extremely wasterful. The deficit of 41,495 net square feet can be met by a combination of means. About 4,000 square feet can be absorbed by the large class- room (auditorium) already available in the University Centre and a seminar room which should be located in the library. Of the balance, 32,275 net square feet will be housed in a new building for academic and administration use. Finally, an addition of J,810 net square feet to the existing building will be required. This addition will permit the use of the exist- ing building as a largely self-contained center for science and technology, whereas the new building will then become the center for administration plus academic work in arts, humanities and social science. The reasons for utilizing the existing building for science and technology are mherent in the character of the structure and its equipment. The building already contains a number of special purpose science facilities which would be expensive to duplicate anew. These mclude the Chemistry laboratories, the elementary Biology laboratory and its auxiliary spaces, the science lecture-demonstration room and a number of small areas representing investment m cabinet work or other built-in equipment relating to science teaching materials. Another factor, equally important is the basic 141 �arrangement of space in the present building. The distance from the corri- dor to the window ranges from 2L to 28 feet throughout most of this structure. This dimension is quite suitable for science laboratories. It is much less suitable for the type of department which would comprise small classrooms and a large proportion of office space~ Indeed, there are pre- sently some offices which are disproportionate in depth, resulting in loss of effective space or else loss of privacy. The principal items of cost required for conversion of the present building to a science and technology center for the 1200-student enrollment level are the addition of Chemistry laboratories on the second floor, the conversion of the squash court space through the construction of a mezzanine and the addition of a wing running north and south. This last will serve to complete the building in the form of a quadrangle and connect the Biology portion of the first floor to the wing presently under construction. The conversion of the squash courts and the addition of an intermediate level in those areas would be in order in any case during the development of the College over the next decade. The addition of the Chemistry labor- atories will not be difficult technically in view of the flexibility in construction built in by the architect. With the exception of Chemistry the laboratories' principal utilities requirements are for additional electrical power. terations. This may be introduced into the building without major al- A number of changes in partitioning would be required,whether the building is to be used for science or non-science departments. The classroom space that will become available after these changes are made will approximate the requirement for lectures in science and tech- 142 �II nology courseso However, there is no reason why some such lectures, at least those which do not require demonstration apparatus, cannot be given in the other, proposed academic building. As will be seen in the next chapter, it is intended that the two academic buildings be connected underground so that students and faculty may proceed from one to the other without going outdoors. If this general pattern of occupancy were not followed and, instead, the non-science departments were to be located in the present building, the results would be much less satisfactory. The non-science requirements in- cluding their share of classroom space amount to only about 20,000 feeto square Therefore, to utilize the existing building completely would imply that some science and technology activities continue to be housed there. Thus, the end result would encompass a split in the science and technology work between the existing building and the proposed building. Furthermore, the proposed building would become more expensive to construct as it would have to be designed to provide utilities and mechanical services for science laboratories on a flexible basis. Under the recommended scheme, with the exception of some space for Psychology, very few specialized services are required for the new academic building. The gross area of the new academic building is 59,030 square feet. This estimate is based on the schematic plan illustrated in this chapter. A note on the purpose and character of the schematic plans is presented in Section G of this chapter. The new academic building is envisioned as a three-story building built around a courtyard. This plan must be consider- ed only as a suggestion and by no means as an attempt to fix a particular �8-2. Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 1200-Student Enrollment Total Required Number Cate~o;cy Lecture rooms Capacity: 300 Capacity: 200 Capacity: 140 Capacity: 100 Number Qf ci~~srQQW~ ~er Byildini Science and New Academic University Centre TechnolQe:Y Building Library 1 1 1 1 1 1 1 60 40 7 13 2 6 5 Seminar rooms Capacity: 16 8 3 5 1 32 12 18 1 Classrooms Capacity: Capacity: Total 1 6 1 �architectural form. However, the reasoning behind the courtyard scheme nay be worth notingo Because of the requirement for many small rooms (the faculty offices),this building requires a great deal of outside wall and window area. A compact plan would not provide such area, unless the build- ing were constructed as a tower with comparatively small floor area at each level. Such a building would be quite awkward from the standpoint of work flow and operational convenience. By constructing the building around a court each office or classroom may receive natural light and ventilation. It seems likely that alternate schemes, if they could not provide such natural ventilation, would require air conditioning. For a building of this type the expense of air conditioning is considered unnecessary. 2. Library The library for the 1200-student enrollment follows the program presented in the preceding chapter. It is a self-contained building including no other elements than those listed in this program. Its gross area as shown on the schematic plans is 36,300 square feet. Although the seating and many of the other areas correspond to the target enrollment level of 1200 students which will be attained in the academic year 1973-?L, space for the book collection has been planned for almost L0,000bound volumes in excess of the total anticipated for that year. This excess represents the accessions for the years 197L-8o and requires an additional 3,000 square feet of net area. The rationale of this additional bookstack capacity is based on two points. a) The collection may exceed the projected growth calculated in the preceding chapter, if available funds so permit. The Consultants 145 �do not believe such a development is necessary, but feel that it is wise to provide some margin in case it occurs. b) Provision for 150,000 volumes gives some promise that the library building as planned will serve the College for at least ten and possibly fifteen years after its projected completion in the fall of 1965, before any addition is required. This is partially de- pendent, of course, on the adequacy of the space provided for readers. Eventually, probably between 1975 and 1980, a wing must be added to the library. demic building. However, this is equally true of the aca- In neither case need the additional construction imply any special architectural difficulties. The Consultants believe that architects for the library should be engaged at once and that a target date of September, 1965 be established for occupancy of the building. The existing library space will be hard pressed to function for even two more years and will even in that interval overflow to other areas of the science and technology buildingo When first completed the proposed library will have considerable excess capacity, much of which can be turned to good account as temporary academic space. This topic is enlarged on in later sections of this chapter. The schematic plans for the library indicate a three-story building of square shape, 110 feet long on each side. The main floor (middle level) contains the bulk of the reading rooms and staff activities space. The lower and upper floors are devoted primarily to stack space but include carrells and some miscellaneous areas. 146 If the building were two stories in �height instead of three, there might be some advantage in a larger main floor which would permit open stacks adjacent to the reading areas. How- ever, this is less significant than the advantages of the three-story scheme. A three-story scheme would permit assigning one whole floor ini- tially for classroom and faculty office space without interfering seriously with the library operation per se. Most important, as the library ex- pands past the time framework of this report, the three-story scheme will permit a more compact, closely controlled scheme than a two-story scheme. The later conversion of a two-story scheme to a three-story scheme is considered to be difficult and undesirable. The library should be air conditioned to permit use of interior space, to assure proper humidity for the collections and, perhaps, to encourage summer use by the community. If not air conditioned, the plan might have to take quite a different form, either construction around a court or a more attenuated shape. In either case the additional outside wall and greater complexity would tend to offset any savings deriving from the omission of air conditioning. J. University Centre The University Centre requirements for a student body of 1200 can easily be conta:ined within the existing University Centre build:ing. This building provides about 20,000 net square feet - exclusive of food service space and the auditorium proper. Table 6-10 calls for only 16,145 square feet at the 1200-student enrollment level. Therefore the University Centre build- :ing is adequate for an even larger enrollment than is under consideration 147 �in this study. When the enrollment reaches 1200 students, it is assumed that all academic activities will have been vacated from this building and that, except for occasional academic use of the auditorium, the building will be given over entirely to students' recreation and extra-curricular activities. The only exception will be the inclusion of dining space in the building for students and other members of the College community. The present building will not, however, be able to provide complete food service facilities for the 1200 enrollment level or even for 700 students. As or~ginally planned, the building contains a dining room of about 3,600 square feet plus a small (JOO square feet) room serving as a snack bar service area. No provision is made in the building for a kitchen or food service, preparation, storage or administration consistent with an enrollment of 1200 studentso It is assumed that, like most institutions, Lake- head will be interested in providing a balanced diet for its students, both resident and non-residento Thus, it will be desirable to provide at least hot lunches a-nd, ,perhaps, suitable breakfasts and dinners as well. To do this will almost certainly require the facilities described in table 7-2, Food Service Facilities. on a completel At this point it would be inadvisable to count automated self-service vending machine operation to achieve these objectiveso In order to provide the food service space listed in the preceding chapter it will be necessary to build a one-story addition to the University Centre, adjoining the room designated for dining. will contain 3,175 gross square feet. This addition The dining room as shown in the sche- matic plan will accommodate about 260 persons at one time. If three sit- tings are programmed, the total capacity at lunch time will be 780, far short of the enrollment of the College. Therefore, it is likely that four �sittings will be required and that, in addition, the College will continue to use the small dining room (capacity: dent residence. 65) attached to the existing stu- The four sittings which will be required at lunch do not imply any serious problems. It is certainly possible, when food is served cafeteria style, to eat in 30 minutes. If the lunch schedule is coordin- ated with the academic schedule, two hours can be used for the turnover of four groups of students, faculty and staff. The dining room in the resi- dence may then be converted to a snack bar and vending machine operation, while the more conventional cafeteria-type service will be limited to the larger facilities in the University Centre. L. Gymnasium The gymnasium is in some ways less essential to the successful operation of the College than any of the buildings described up to this point. It is assumed that, because of the higher priority attached to the l:ibrary and to academic space, the gymnasium will not be built until the enrollment of the College has reached approximately 700 students. At that time, if funds are available, it is recommended that a building corresponding to the full program (see table 6-8) be constructed. Because of the nature of gymnasium space it would be extremely difficult to construct a building oorresponding to the minimum program and then, at some later date, build an addition. The building for the full program has the added advantage of satisfying the College's requirements for an enrollment level in excess of 1200 students, probably up to something over 1500 students. This would also apply to the use of the building as a place of general assembly for the College. For enrollment in excess of 1200 it may be necessary to add to the 149 �locker room space, but this could be done at comparatively little expense without disturbing the basic structure of the building. Schematic plans show the gymnasium as a two-story structure. The up- per floor, presumably trussed or vaulted, is essentially one large room with a stage at one endo Moveable bleachers are recommended, so that the space they occupy when extended can be used for recreation and athletics during peak load periods. Extended, these can seat at least 1200 persons and still permit exhibition basketball to take place in the central area of the gymnasium floor. The lower level of the building contains locker and shower rooms, two auxiliary gymnasiums and six squash courts. 5. Maintenance Building The maintenance building is the last of the construction elements required for the College at the 1200-student enrollment level. This build- ing can easily be built in stages, the first stage corresponding to the requirements of the College at the Loo - 700 enrollment level. Additional maintenance shop, storage and service space can be added as required, over time. It will be possible to add a central heating plant, if at any point it is determined that suchaplant will be advantageous in terms of operating efficiencyo The schematic plans of this building omit the central heating plant area for the plans corresponding to the 700-student enrollment level and include this facility for the higher target enrollment. How- ever, the Consultants are unable to state definitely that the central plant will not be desirable at an earlier stage or, on the other hand, that its implementation should not ,be delayed even beyond the 1200 enrollment target. 150 �I I c. Building Program - 700-Student Enrollment Level 1. Academic and Administrative Office Space At the 700-student enrollment level the science and technology building will be fully utilized as an academic building, although it will serve both the Arts program as well as the work in science and technology. In order to provide for all the classrooms and laboratories required it will be essential to move the central College administration out of this building and to erect for administration a new structure which, in turn, can become part of the new academic building. This first section of the new aca- demic building will contain 19,075 gross square feet. In addition to ad- ministrative offices it will contain one classroom of 60 seats and one seminar room. (See schematic plans.) The balance of the academic space re- quired at this enrollment level must then be found in the library and the University Centre. Table 8-3 shows the distribution of classroom and fac- ulty office space among the various buildings on the campus which will exist from the time the enrollment passes LOO to the time the enrollment reaches 700 students. During this interval the lower level of the library will have two classrooms, a seminar room and 3L faculty offices. The creation of classroom space at this level does not involve any great excess expenditure. The cost of faculty offices should be held to a minimum even at some expense of privacy, as the space they occupy will, before 1973, be restored to library use. 2. Library The two upper floors of the library will contain excess capacity for 151 �8-Jo Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building at 700-Student Enrollment Total Required Number Catego;r:y Lecture rooms Capacity: 300 Capacity: 200 Capacity: 140 Capacity: 100 Classrooms Capacity: Capacity: 60 40 Seminar rooms Capacity: 16 Total a Number of Classrooms per Buildin~ Science and New Academic University Technology Buildinga Library Centre 1 1 1 1 1 5 2 1 1 9 6 6 3 1 2 22 12 2 4 3 Only the administration wing of the proposed academic building will be available at this enrollment level. 152 4 �books, readers and staff for several years. As suggested earlier, such a condition is viewed as inevitable, the only alternative being excessive investment in alterations. 3. Other Buildings At this enrollment level the University Centre will be utilized as shown on the schematic plans, which indicate the retention of four rooms in this building for classroom use. The construction of the gymnasium can- not yet be justified; the first stage of the maintenance building is essential. D. Building Program - LOO-Student Enrollment Level 1. Academic and Administrative Office Space The LOO-student enrollment level is likely to be passed in the academic year 196L-65. It is virtually impossible for the proposed library building to be ready by September, 196L, and yet additional space will be necessary at that date for many kinds of facilities, such as faculty offices, library shelving and administrative offices. A second laboratory for ele- mentary biological science and other academic facilities may be required. The only solution appears to be the construction of the proposed west wing of the existing academic building, transforming that structure from a plan to a quadrangle. 11 C11 This addition may be built between the end of classes in the spring of 196L and the beginning of classes in September, 196L. It will contain 3,8$0 net square feet, sufficient to meet the deficit in space obtaining until the projected completion of the library in September, 1965. 153 �8-4 . . Lakehead College of Arts, Science and Technology: Distribution of Classroom Space by Building; 400-Student Enrollment Total Required Number Category Number of Classrooms per Building Science and University Technology Centre Lecture rooms Capacity: JOO Capacity: 140 1 1 Classrooms Capacity: Capacity: 60 40 3 8 2 6 Seminar rooms Capacity: 16 4 3 16 12 Total 1.54 1 3 4 �The new space can, in 196L-65, contain 1) the Geology laboratory, thus permitting the conversion of the present Geology laboratory to Biology; 2) additional faculty office space; 3) additional classroom space, permitting the temporary use of existing classrooms adjacent to the library as bookstack and library service areas. In order to conserve funds a few faculty may be located for 196L-65 in this wing at desks in open areas, obviating the need for temporary construction. Or, alternately, movable partitions may be acquired and relocated to the lower level of the library building in September, 1965. The gross area of the proposed addition is 7,000 square feet. It must be stated that this addition is clearly justifiable in longrange terms as well. At the 1200-student enrollment level the addition will be utilized as shown in the schematic plans. However, in addition to pro- viding required net area, this wing, by forming a closed quadrangle, will greatly improve the interior circulation in the building. For example, the distance from the present Biology laboratory to the main lecture-demonstration theatre will be reduced from L20 feet to 250 feet. At this enrollment level temporary provision must be made for administrative offices. It is recommended that the common room at the south end of the existing academic building be partitioned as shown on the schematic plans and that its use be restricted to administration. For example, the Bursar might occupy the existing corner room of the area (presently a student hobby room). The Principal would retain his present quarters until the administrative wing of the proposed academic building is completed in 1966. 155 �8-5• Enrollment Level 400 700 1200 Lakehead College of Arts, Science and Technology: Distribution of Faculty Office Space by Building at 400-, 700- 1 and 1200-Student Enrollment Levels Number of Offices Rec.ujred Number of Offjce Units per Bnildjni'a Science and New Academic University TechnoJ Pi:Y Bui ldini' Libracy: Centre 38 64 105 75 34 aA few offices in the science and technology building will be semi-private. All others will be privateo °Eight of these offices will represent temporary faculty office stations in 1964-65 until transfer to the libraryo 156 �II • 8-6. Lakehead College of Arts, Science and Technology: Space Requirements for a New Academic Building Category Number of Units Enrollment 1.QQa l.2QQ Area 12er Unit Total Area Enrollment 1.QQ JgQQ ( square feet) Classroom-type space Lecture rooms Capacity: 200 Capacity: 100 60 Capacity: Capacity: 40 Seminar rooms 16 Capacity: 1(200) 3 (60) .4 (40) 1(200) 1(100) 5 (60) 6 (40) 12 12 12.5 14 2 (16) 5 (16) 20 Subtotal Departmental space Language laboratory Auxiliary space Accounting laboratory Calculatorbroom Psychology Map room 16 24 30 40 20 40 25 18 25 ;.;_ Subtotal Faculty office space Administration space Storage Total 35 75 100 2250 2240 2400 1200 3750 3360 640 1600 7530 12310 480 150 720 2225 200 720 200 720 625 2685 250 4275 5200 3500 7500 4860 6765 400 500 20565 32275 2400 500 aAt the 700-student enrollment level temporary space in the library and University Centre is substituted for new construction as a means of partially satisfying the space requirements. (See tables 8-3 and 8-5). The balance of 11390 square feet forms the program for the administration wing of the proposed aca~emic building. b See table 6-50 cSee table 7-L 157 �8-7. Lakehead College of Arts, Science and Technology: Space Requirements for an Addition to the Science and Technology Building Number of Units Enrollment 1QQ l2QQ. Area per Unit Total Area Enrollment 1QQ l2QQ. ( square feet) Classroom-type space Lecture rooms Capacity: 60 Capacity: 40 1(60) 1(40) 12.5 14 750 560 Seminar rooms Capacity: 16 2(16) 20 640 Subtotal Departmental space Geology laboratory Auxiliary space 1950 35 35 35 Subtotal Faculty offices Total 5 5 100 1225 175 1225 175 1400 1400 500 500 1900 3850 aConstruction is recommended to correspond to the net area total for the 1200-student enrollment. 158 .a �8-8. Lakehead College of Arts, Science and Technology: Occupancy Characteristics of Existing and Proposed Buildings, 400-, 700-, and 1200-Student Enrollment Levels lJ..00 __ Students Existing Buildings and Additions Science and Technology Building Academic, administration, Existing building library West wing addition Academic and miscellaneous Student Residence University Centre Existing building Kitchen wing Proposed Bµildings Library Academic and administrative office building Administration (west) wing Enrollment Level 1QQStudents 1200 Stud_ents Academic (Science and Technology only) Academic (Science and Technology only) Academic (Science and Technology) Academic (Science and Technology) Residence, dining Residence, snack bar Residence, snack bar Auditorium, bookstore, classrooms, dramatics, snack bar, students' union Auditorium, bookstore, classrooms, dining, dramatics, fine arts, students' union Food service Auditorium, bookstore, dining, dramatics, fine arts, students' union Library, academic space (lower level only) Library (includes one seminar room) Food service Administration, academic West wing integrated with remainder of building: space, non-science laboratories first floor, administration; second and third floors, academic space Gymnasium Athletics, public assembly 1--' \Jl. '-0 Maintenance Maintenance administration, shops, storage Maintenance administration, shops, storage, heating plant �• 8-9. Lakehead College of Arts, Science and Technology: Gross Area of Construction, Existing and Proposed Building Loo Total Area Enrollment Level 700 1200 (square feet) Existing buildings Science and Technology University Centre Residence Subtotal 52315 L2225 176L5 112185 52315 L2225 176L5 112185 52315 L2225 176L5 112185 7000 7000 36300 20075 18200 7800 28750 3175 103100 7000 36300 19075 39955 33900 12800 58000 3175 210205 130385 215285 322390 Total, all buildings excluding student residences 101535 168890 2L67L5 7L35o 152205 Proposed Science and Technology wing Library Administration wing Academic building Gymnasium Maintenance building Residence University Centre wing Subtotal a Total Total, proposed buildings excluding student residences 11200 7000 aGross area per student (including residences) at the LOO-student enrollment level is 335 square feet; at the 700-student level, 307 square feet; at the 1200-student level, 269 square feet. Excluding student residence, the comparable figures are 25L, 2L2 and 206 square feet, respectively. 160 �2. Other Buildings At this enrollment level the only new construction which is recommended is the first phase of the maintenance building. However, it is unlikely that this structure could be completed until September, 1965, at the earliest, so that this building is identified with the intermediate enrollment target of 700 students. E. Enrollment beyond 1200 Students The study does not provide detailed information on activity levels at the College or on space requirements after the 1200-student enrollment target is reachedo Nevertheless, some consideration must be given to the im- plications of continuing growth. The same factors which are operative through the academic year 1973-74, when the enrollment will reach 1200, will continue to influence the development of the institution. It is expected that the enrollment will continue to rise, although no attempt will be made here to estimate the rate of growth. Therefore, elements of physical plant which have been directly re- lated to enrollment will require additional space. These are the academic facilities (classrooms, laboratories and faculty offices) and much of the library spaceo Indirectly, this growth will require expansion of utilities and maintenance facilities and also of the central College administrationo Student service facilities, except for food service, may be somewhat less sensitive to enrollment pressures, depending on the patterns of use which have been developed in such areas as athletics, student organizations, etc. 161 �Lakehead College will require additions to the science and technology building and to the new academic and administrative office building shortly after the enrollment passes the 1200 mark. The additions might initially be constructed on the Oliver Road (or northeast) side of these buildings. Additions to the academic building might take the form of a forming a second and even a third court. C11 , thus Additions to the library might initially be built to the southeast and to the southwest. should also be three stories in height. 11 The additions On this basis, for example, staff space could first extend to include the areas designated on the schematic plans as "reference" and 11 microreading 11 .. Additional space for readers could then be incorporated in the southeast addition. As indicated earlier in this report, the University Centre provides greater space for extra-curricular activities than will be required by an enrollment of 1200 students. for lS00-1800 students. Perhaps the building would remain adequate However, the problem of food service, not very satisfactorily solved for the enrollment of 1200, would become critical for higher enrollments. More space will be required for seating and for kitchen and service areas. The building is not designed to permit exp~n- sion of food service by incorporating adjacent areas on the same level. Possibly a one-story addition could be added directly east of the present building. In long-range terms it may prove true that the College would have been best served by the construction of a separate food service building at some point in the developmento However, the commitment of over 3,Soo square feet for dining in the existing University Centre appears to justify adding 162 �kitchen facilities when warranted by increased enrollment, as programmed for the 700-student levelo Then this added investment tends to fix food service facilities in the University Centre. Dual and separate food ser- vice facilities are wasteful and inefficient~ particularly in relation to kitchen personnel. The gymnasium, as programmed for 1200 students, will probably be adequate for a larger number. It is difficult to anticipate the character of the athletic program at the College. these activities indoors. The severe climate tends to focus On the other hand the isolation of the College tends to limit athletic competition to intramural sports. If the use of the gymnasium were carefully scheduled, it might well serve a student body of 1800-2000, subject to the provision of additional locker room space. The maintenance building and heating plant space shown in the schematic plans will be adequate for up to 2000 students, depending on the number of dormitories to be erected. F. Alterations To clarify the question of alterations, a resume is presented here of the alterations called for by the three building programs associated with the particular enrollment targets. For the existing academic building a continuing program of alterations will be required until the enrollment reaches the 120(}:student total. This is an inevitable consequence of the expansion of laboratory facilities and the withdrawal of non-laboratory departments in this building. In the im- 163 �I mediate future the existing student common room must be converted to administrative office space. This can be done by erecting partitions as shown on the schematic plans. Although the room use designations on the plan re- flect activities at the 1200-student level, the rooms themselves can serve for the Bursar, Registrar and other administrative personnel for a few years. The present bookstore space will also become available for other use in September, 196j. Subsequent changes can take place in anticipation of added courses or increased enrollment, within the general framework shown on the schematic plans. The provision of a second Biology laboratory in the room presently housing Geology has already been mentioned. Advanced work in Chemistry can be housed in the existing second-floor drafting rooms, after addition of mechanical and electrical services. The existing library may be converted to new drafting room space as soon as the proposed library building is occupied. Some of the changes anticipated are very simple in character and will probably be accomplished by maintenance personnel. In the University Centre most of the changes involved over the next decade concern room designation rather than alteration of partitions or other elements of the building. The rooms which will temporarily serve as classrooms are the same rooms which will eventually revert to student extracurricular space, as originally planned. The Consultants believe the book- store space was understated in the original plans, but no great expense is needed to remedy this situation within the total available space in the building. The kind of continuing architectural change which has been and, to some extent, will remain the pattern in the existing academic building can be �avoided in large measure with the proposed buildings. The two areas where alterations will be necessary are the lower level of the library, discussed previously,_ and the administration wing of the new academic building. If this wing is erected prior to the balance of the building, the offices it contains should be redistributed, principally to the ground floor of the larger, completed structure. It should be noted that the basic core facil- ities, such as stairs, toilets and corridors will not change as the second stage of the building is erected. This building, and indeed all subsequent construction, should be designed on a modular basis so that the principal changes which will occur will be demolition and relocation of the walls which run at right angles to the corridors. It is recommended that these walls be constructed of masonry units, such as concrete blocks, and be left unfinished or painted but not plastered. The use of demountable metal partitions results in excessive costs which are unwarranted. If funds are available initially for the con- struction of the entire academic-administrative complex rather than only the administration wing, then alterations can be eliminated. However, this implies far more available capacity in 1967 than the College could absorb at that time. No changes are anticipated for the gymnasium during the period under study. For the maintenance facilities a few minor changes, resulting from the two stages of construction, will be required. G. Schematic Plans Following the text of this chapter are schematic plans of the principal 165 �existing and proposed buildings required by the College over the next decade. The intent in presenting these drawings should be clearly understood, for these plans serve very limited objectives. First, they define the gross area required, whereas in Chapters 6 and 7 the study has been directed to determining net area. Estimating gross area without drawings, basing the estimate on rules of thumb, is too crude a procedure to provide a basis for realistic evaluation or action. It is gross area, of course, which is the key factor in the preparation of cost estimates. Secondly, the plans, by defining both area and the number of floors, indicate the amount of land required for new construction, essential information for the development of the master plan. Plans of existing buildings, showing changes both in use and physical arrangements, serve to indicate the extent to which these buildings can absorb the program requirements. Therefore, these plans by implication support the recommendations for new construction by showing the limita- tions of the present facilities. Despite the inclusion of considerable detail, these plans are not intended to be as definitive or as comprehensive as an architect 1 s preliminary drawings. 'the emphasis is 0n just{fying the 'quantitative aspect on the space programs rather than in establishing exact spatial relationships or specific room assignments. Though it is believed that the basic arrange- ments shown are valid, it is expected that changes in partitioning and room location will occur when architectural drawings are actually developed for both new construction and alterations. 166 �The plans show construction requirements for each enrollment, where significant changes occur between the target levelso In the science and technology building, where alterations will be required on a continuing basis, the presentation emphasizes the ultimate arrangement for 1200 studentso Some indication is given of room use at interim levels as well. The Consultants wish to emphasize again their recognition of the desirability of leaving the determination of the form of the proposed buildings to the College's architects. The schematic drawings are illustrative of a possible scheme but do not exhaust the design possibilitieso As a case in point, gymnasiums have been built recently as round, domed structures lower in cost than the conventional rectangular, trussed type shown hereo The domed structure presents some minor difficulties in terms of sub-dividing the main area, but in any case should be seriously considered as an alternativeo In referring to the plans the following points should be notedo 1) New construction, existing construction and demolition are dis- tinguished from one another by indications shown on the legend preceding the drawings. 2) Lettering indicates, to the extent graphically feasible, the use or occupancy of each room. Some of the indications are abbreviated and, where necessary, are explained in the list following the text of this chaptero 3) In existing buildings there are a number of variations between the 167 �programmed area for a particular space and the area shown on the plans. This reflects the fact that the cost of alterations required to tailor the existing space exactly to the program may be out of scale to the value of the area recovered. In the case of the proposed buildings the area as programmed conforms very closely to the area as drawn. 4) The plans are schematic in that they attempt to present only a general scheme to highly stylized indications. For example, in the pro- posed buildings windows and doors are omitted, as are many other architectural elements which do not affect the total quantity of space. I I 168 �ABBREVIATIONS AND SYMBOLS USED IN THE DRAWINGS ABBREVIATIONS ADM ADMINISTRATIVE ADV AOVAIIICEO ASST BLDG SERVO ASSISTANT BUILDING SERVICE CL·40 b CLASSROOM CONF CONFERENCE CR DK RM DR RM ELEM JC KIT LAB M MAINT O·F COMMON ROOM DARK ROOM DRESSING ROOM ELEMENTARY JANITORS CLOSET KIT CHE NETTE LABORATORY MEN MAINTENANCE FACULTY OFFICE PREP PREPARATION PROJ PROJECTION BOOTH RECVG RM SECY RECEIVING ROOM SECRETARY SEM SEMINAR STOA STORAGE o·INCLUDES AREA FOR MECHANICAL AND ELECTRICAL EQUIPMENT WOMEN b·DENOTES w CAPACITY SYMBOLS c=:::::::::::J II EXISTING CONSTRUCTION TO REMAIN TOILET FACILITIES c====l EXISTING CONSTRUCTION TO BE DEMOLISHED - NEW CONSTRUCTION REQUIRED El TELEPHONE BOOTH l ,6,9 �SCHEMATIC PLA.NS EXISTING BUILDINGS AND REQUIRED ADDITIONS �SCIENCE 8 TECHNOLOGY GROUND FLOOR ENROLLMENT LEVELS: 400, 70081200, EXCEPT AS NOTED SERVICE ENTRANCE CL-54 SEM-16 I SEM-16 o-F 1 BIOLOGY _I ADV LAB 1 -PREP CL-142 I ' CL-32 C GREEN· u 0 T R y A R D STOA 0-F 0-F >z ~le:> BLDG S~RV 1 I 'NOUS :, [ PREP I 1 DEMONSTRATION APPARATUS ......-e--_-.....1r.il ,[ ___} ~ lo-F lo.F ; _J_JJ Ii GEOLOGYELEM LAB O•F CL-32 0-F BIOLOGYRESEARCH Ill ..J z gi ... CL-32 BIOLOGYELEM LAB PREP a 400 LEVEL CL 8 OFFICES I FORESTRYELEM LAB BLDG SERV II CL-70 1111111 ELECTRONIC TECHNOLOGY II 0-F LAB STOCK 81 PREP .JI► Illa: DRAFTING RM-50 >,c COMMON RM ""a: Ja, o0..J STOA ;,, ::,::.,1 11 11 ,, ==:-:!a c::::::1= ...~ ltpT:J 17F ~ ,: PHYSICS ADV LAB I ID ..JC l&I ..J 0-2F 0-2F DRAFTING RM-32 >.., I.II Cl ..JC ::, -- -- - --- • 1 ---·· 1 -· PHYSICSADV LAB PREP 0 PHYSICSELEM LAB Cl Oz ... "' PREP ..J CL-42 400 LEVEL CL 8 OFFICES 400 LEVEL ADMINISTRATION PHYSICSRESEARCH ~ 0 !5 10 20 30 40 50 FT 171 �BASEMENT SCIENCE a TECHNOLOGY ENROLLMENT LEVELS: 400,700 a 1200, EXCEPT AS NOTED 400 LEVELi R 1 400 LEVEL LIBRARY BIOLOGY· ADV LAB II) ..JI/) "'~ "'~ >II: ..Jo o" o:z: ,-.II) di 4 ~ 00 .,. QI/) DRAFTING RM·26 ENGINEERING· MATERIALS TESTING LAB SECOND FLOOR 400 LEVEL PHYSICS CHEMISTRY• ANALYTICAL LAB H CHEMISTRY· BALANCE RM II 0•2F ELEM LAB II II II II II PREP D ill It II It II II 1,-----.,? JG •2F INSTRU· PHYSICAL PREP MENT RM CHEMISTRY .LAB 400 LEVEL DRAFTING 400 LEVEL FORESTRY CHEMISTRY. ORGANIC LAB·20 0 5 10 20 30 40 50 FT 173 �UNIVERSITY CENTRE BASEMENT ENROLLMENT LEVELS:400.700,1200 WORK RM MUSIC RM DRESSING RM·W D 0 Cl 0 D Q Cl GAMES RM "' IIC Ill) II i.J J: TUNNEL TO :1sc1ENCE a TECHNOLOGY u IIC 0 BLDG SE RV UNEXCAVATED II 1• ,,11 J NOT USABLE a a a a a a UN EXCAVATED 0 174 S 10 20 30 40 SO FT �GROUND FLOOR UNIVERSITY CENTRE ENROLLMENT LEVELS :400, 700, 1200 400 a 100 LEVELS STUDENT ACTIVITIES WORKROOM 700 a STOCKROOM I BOOKSTORE l :l BOOKSTORE 0 1200 LEVELS SERVICE COURT AND ENTRANCE RECEIVING OFFICES II[ 1STAGE ll .,-, ~==;=====o=:::ii::::ioL., ...J'::':;'"=-='~=:;===t=::f~:::!!!:!::===~:!!!:==:! a a C C t;:==""i.J,===a KITCHEN DRY a REFRIGERATED STOR DINING - ---- 0 5 10 20 30 40 50 FT 17.5 �SECOND UNIVERSITY CENTRE ENROLLMENT LEVELS: 400,700, 1200 400 6 700 LEVELS 3 CL· 42 UPPER PART· WORKROOM ART STUDIO STUDENT STUDENT ORGANIZA· ORGANIZA· TION TION HOBBY RM HOBBY RM LOUNGE 700 8 1200 LEVELS UPPER PARTSTAGE NEW ROOF COMMON RM IS0 176 S 10 20 30 40 e0 FT FLOOR �SCHEMATIC PLANS PROPOSED BUILDINGS �ACADEMIC BUILDING BASEMENT ENROLLMENT LEVEL: 1200 unexc.avated ui 1:::1' 32 ..a L. Q) ~ Cl $ lobby bldq. serv. student \ocl(ers, ~ ~ C: ::s +-> -- -20- - 0 5 10 178 30 - 40 50 FT �ACADEMIC BUILDING GROUND FLOOR ENROLLMENT LEVEL: 1200 dean of stud'ts :I r req1 strAC- recep. Tl m d.ofatts pnnci'I 9;E ~--.a.--'-.&l:., L.. asst. deanofa,ts ~ ~ + 1 1 courtyardS:Ct=:ta Comp, adma, t,oller SiOt\S recep. COnf devel, compt opm't alumni files public. compt. rel. JI] rec'v'44 sefv. [I[ ~ ~,fl ~ ► I). A, cl.-60 g ,/1 Janquaqe cl.-zoo ------ 0 5 10 adm. servic.es lab. 20 30 40 50 FT 179 �SECOND FLOOR ACADEMIC BUILDING ENROLLMENT LEVEL: 1200 sem-16 ~! i cl.-40 cl:-.110 II~ cl:40 sem.~d I 11 1 I .. ... ... ~ sem-16 faculty cour1yar<1 in/irm· ary c.r. O·f o-f IJ(;t O·f o-f o,f o-f O·f O·f O·f O·f O·f O·f o-f O·f o-f O·f o-f O·f o-~ O•f O•f O·f o-t o-f o-f 0-f o- ♦ O·f O·f O·f O·f O·f staff c.r. O·f [ILJ LI[ ~ 0 ~ -a ~ L, Q cl.-60 account1n4 calculators t; cl.-100 ------- 0 5 10 180 20 30 40 50 FT d-60 �ACADEMIC BUILDING THIRD FLOOR ENROLLMENT LEVEL: 1200 se.m-16 ~I !. cl.-- ◄ O d.--40 sem.-,, cl. -4'1 I 11 . . ""' ~ O·f : o,f O•f: O·f o-f O·f o-f O,f o-f O·f o-f o-f O·f o-f o-~ o-\ o-t o-f o-f o~f O·t o-f o-f o-i o-f o·• o-f o,f o-J O·f o-f o-~ o-f O·t o+ O·f O·f O·f o-f o-f o-~ coudya(d. st. [IJ o-f st. LC aud.-t.oo ~ spu,h 181:i p~ch. c.1,-60 psychology maps labo(a.tory (eJearch ~ shop anmals ------20 30 40 50 0 5 10 I cl.-60 FT 181 �GROUND ADMINISTRATION WING ENROLLMENT FLOOR LEVEL: 700 adm, seru,es principal dean of stu.dents dean oJ arts adm1ss1on& SECOND FLOOR ,onf. fi le.s Stl11·16 staff c.r. faculty c.(. comptrolle.r devdop't pu.b. rel. THIRD FLOOR maps accountH1~ t ~ t o•f o•f o·f o·f o-f o·f o•f o-f ------- 0 5 10 182 20 30 40 50 FT -~ �GYMNASIUM BASEMENT ENROLLMENT LEV EL: 1200 squuh 11uash squash squtrf, squash 5iUSh lillI - issue and contfoJ ------- __.rl- J/r- ~ : I I I - -- ;J~ JI.A~ 6 \ 11.. t1'11' ~ ~m.M ".l c.::, - I · I .,\oy ,tor •' t, :H w, showers ~ w. loc.~e(s ◄~ ~ m. showers "'> /> ~- ...... I I I I I I visitors I I DE: ~ /' m. locKers -·· 'I'lf'('I ..,.~,u.w, I .. t~9 l ~..-v. GROUND FLOOR '----------~---- _________ l;ot of bleac.ners ....,_. _____...,. I exhibit;on court c:ir:rm. dr:r-m. stor.. ~-------_, __ -- - ---- ~-- ---------.- .... ------ 0 5 10 20 30 40 50 ---.., .. FT 183 �LIBRARY ENROLLMENT -LEVEL: 700 a GROUND FLOOR 1200 lol:Jiy coat.1 penod .. icats stacKs SECOND FLOOR lstacKs -.,1 L I I 7 ,--- 1 stac.Ks I l I : I I t I I I iI I I I I I I I I l I I I I I I I I 1J I I I : I I I : L __ 1 I I .Ls+ac.Ks_ _J_ L __ ------- 0 5 10 I I I I I I 184 Stu.dies --:--1 - 20 30 40 50 I stac.K&_, FT �LIBRARY LOWER LEVEL LOWER LEVEL ENROLLMENT LEVEL: 700 I O·t O•f o-f O-f O-i O·f O·f O·f O•( O·f O·f O·f O·f O·f O·I O·f O·f O·f o-f O·f O·f O·f O·l O·f 0·f O·f O·t - cl-a1 I c.}- ◄O sem-16 staH .-. o-f 111 I t,ld9 se.n, ENROLLMENT LEVEL: 1200 - ,_ :!1 -I Q) - - - :I,. ~ I f - . cl-12O !- study hie]ht stu.dies ~r-------1 --- -- I -- I I I I I ..... I - I - --- - typin(( I I I I I 1 I I I staU I I I eta-, K~ _ _ _ _ I ·blJq. Sl!r'l sem.--16 I r------, I --l • I I I I :-7 I ------ 0 5 10 20 : L - - _5b~~ 30 40 50 FT 18.5 �MAINTENANCE BUILDING GROUND FLOOR ENROLLMENT LEVEL: 700 ...... loc.k'us OHW! ar-ea shops "''"" .... 1- .. ~--1- ...... ...... _...... -- rec.'v•q ,tora~e,e.fc. I vehide 'I I maint. I I I I I I I qroun1s 1a~a1e I I I GROUND FLOOR ENROLLMENT LEVEL: 1200 heatinq plant t;,ld~- e.qup . materra s oHice area -_.._ :: ....... shops \oeKets ........ ......... 1-,- ...------..,.. ........ 1- ..... ijtorag~,<.tc -+--1 re,e.'V''\ Cl.. ~ .. te.h,c.le . I I I I I I I I I I I I 'II I I I II ----------- 0 5 10 186 20 30 40 50 FT ~a;raqe. l I I I ~ C ~ e ~ II) ] I,. ~RI E "' 3! ..a. �CRAFTER 9 THE MASTER PLAN A master plan for a campus may be described as the spatial organization of the physical environment, including buildings, roads, walks, parking areas, playing fields and landscape. The pattern of this organization is dis- cussed in this chapter and is shown graphically in the drawing at the back of this volumeo consideredo Both functional and aesthetic questions are necessarily Although this report is not directly oriented towards matters of design, concepts such as harmony, balance and proportion become essential criteria when discussing the most suitable disposition of physical elements in spaceo The development of the master plan emphasizes the target enrollment of 1200 students. Roads, buildings and other facilities designed to pro- vide for the activities of interim enrollments should be so located as to fit into the pattern established for the College at the 1200 enrollment level. Reference to development after 1974 is also included in this chap- ter. A. Existing Conditions The site of Lakehead College comprises about 190 acres bounded on the north by Oliver Road, on the east by the Lakehead Teachers' College, on the west by the Port Arthur Golf and Country Club and on the south by property held by other institutions. The frontage on Oliver Road is interrupted by a trapezoid-shaped area of 14 acres, which is held privately. This proper- ty presently houses a gasoline service station. 187 �The significant natural features of the campus are as follows: 1) The McIntyre River winds through the property from Oliver Road to the southern boundary, doubl:ing back on itself over part of its route. It forms a natural asset of considerable potential beauty if integrated with landscaping and site development. 2) The property is largely flat. However, running in a generally northeast-southwest direction is a ridge, which drops sharply about 20 feet from a plateau with a prevailing elevation of about 675 square feet. South of the ridge in the eastern part of the property is a marshy area which is not suitable for development unless considerable money is expended :in drainage and reclamation. The river is also about 20 feet lower than the prevail:ing level, with embankments on both sides. 3) The views to the southeast, south and southwest are impressive :in that they enable those at the College to see Mt. McKay, the Sleeping Giant, Lake Superior and other pr:incipal features of the area. Along the southern portion of the College property is a wooded area which provides an attractive landscape background. Access to the College is from Oliver Road, approached either from the northwest or the southeast. No entrance I I from any other point seems necessary. At some time in the future it is likely that an expressway will be built, extending north and south along the western boundary of the property. to the College of 16 acres of property. This will entail an effective loss Another 15 acres adjo:ining and east of the highway will be limited in its future usefulness because of 188 �the noise and distraction associated with such a transportation artery. Nevertheless, it is quite possible for the College to construct on the present property sufficient buildings, playing fields, parking areas and other necessary facilities to accommodate an even larger institution · than is the concern of this study. At present there are three major structures on the campus, plus a temporary storage building and a gate house, which serves as a residence for a member of the maintenance staff. One of the three, the student residence, is located JOO feet from the University Centre and 500 feet from the science and technology buildingo It is well situated as a nucleus for a more extensive residential complexo However, it does not restrict or influence to any important degree the disposition of future non-residential buildings. The existing academic(science and teclm.ology)building and University Centre will remain at the center of College activity throughout the course of development. It is worth nothing that,despite its size, covering a plot approximately 350 by 225 in extent, the academic building does not present a dominating or visually commanding appearance. This is due in part to its diffuseness of form, reflecting construction in four stages over seven yearso The University Centre does suggest, because of its for- mal symmetry, a more monumental aspect. However, this building is at least partially obscured from view by the academic building over a considerable portion of the campus area. The impression received by the Consultants, after careful examination �of the site and the existing buildings, is that the character of the manmade physical environment at Lakehead College has still to be established. It would seem likely that this character will derive more from buildings and site development anticipated over the next seven years than from those of the recent pasto B. Land Use Requirements Before attempting to suggest specific locations for the proposed buildings, it is necessary to extend the programming of physical plant requirements to include elements other than structures. These elements are 1) parking areas, 2) playing fields, 3) other land use ancillary to building occupancy. 1.. Parking Areas Parking is required in some measure by all categories of personnel connected with Lakehead College activities. These categories may be con- sidered as 1) students, 2) faculty, 3) staff and 4) visitors. Based on discussions with the Principal and others at the College, it was established that certain percentages of each of these categories of personnel would require parking stalls. These percentages include consideration of the fact that some members of each category may travel by bus, others may travel together in the same car and still others may be brought to the campus by friends or relatives who will require only unloading space. Table 9-1 indicates the number of personnel involved and also the total parking area required at each enrollment level. 190 �- • 9-1. Lakehead College of Arts, Science and Technology: Percent Requiring AQQQwmoda:tion Number Requiring Required A"~Qwwoda:tj QD Ew:QllweD:t Parkilli: A;c~ad Total Nurnb~;c E;o;t:Qllwe;o:t 100 1Q.Q l2QQ. Requirements for Parking Area lJ.Q.Q 100 l2QQ. ~nrQllm~;ot lJ.QQ 1QQ. l2QQ. (square feet) Students Facul y Staff Visitorsc 5 Total 20 100a 80 100 400 40 10 20 -- 485 839 35 700 64 55 1200 105 75 35 35 32 10 140 64 44 20 240 105 60 30 25600 11200 10240 3200 44800 20480 14080 6400 76800 33600 19200 9600 1413 157 268 433 50240 85760 139200 80 a Probably only 80-90 percent of faculty will require parking spaces. However, the higher percentage is used to compensate for the use of full-time equivalents in estimating the total number of faculty. bApproximate only; includes staff associated with administration, library, maintenance and food service. cEstimate of probable number of visitors' cars on campus at any one time. dBased on average unit area of 320 square feet per parking stall. f....l '-0 f....l �2. Playing Fields ( The College's requirements for outdoor athletic facilities are influenced by a number of factors, such as the long w:inter and severe cold; the lack, at present, of any indoor facilities, except for two squash courts; the isolation of the College, inhibiting intercollegiate activities; and the problem of organizing intramural activities in a small institution. Nevertheless, outdoor recreation is important to the students at the present time, limited though it be to games such as "broom ball", which require little except flat, open space. Typical outdoor activities (football, soccer, etc.) one acre per field. ~,o require about At the 400-student enrollment level it is recommended that four such fields be available. six fields will be desirable. At the 700-student enrollment level At the 1200-student enrollment level, after the construction of the gymnasium, the relative intensity of use of the playing fields is likely to decline. Seven one-acre fields are programmed for this enrollment target. J. Miscellaneous Land Use In attempting to estimate land use requirements a fifth item must be added to the four elements -- buildings, parking areas, playing fields and roads. This last factor is the space between the build:ings. It would be possible, but undesirable, to consider the buildings illustrated in the preceding chapter as a series of contiguous masses. A more likely assump- tion for preliminary planning is that the buildings will form a reasonably compact group with sufficient space between any two to provide light, air 192 �and a sense of individuality to each. Thus the key concept here in esti- mating the land required for a group of buildings is density. ratio to use in estimating is JO percent. A reasonable That is, 30,000 square feet of buildings at ground level will occupy 100,000 square feet of land. The areas of the building site.s proposed for Lakehead, based on the schematic plans, are shown in table 9-2. 4. Summary Land use requirements are summari~ed in ta~le 9-2. In addition to the three categories described above, there is a listing for roads, estimated at 100,000 square feet (5,000 linear feet x 20 feet in width) for the 1200student level. These calculations are meant to provide only an approximation of the amount and distribution of acreage required for the development of a master plan. Additional space will of course be required for student and faculty residence, for expansion beyond 1200 students and for amenities such as informal recreation areas. The pertinent figure is the approximately 26 acres required at the 1200-student enrollment level. This provides a program element important as a basis for the next stage of the planning process, the organization of the elements of the College as a master plan. C. The Master Plan A number of postulates are suggested by the Consultants relative to planning for growth at Lakehead. These are listed below. 193 �9-2. Lakehead College of Arts, Science and Technology: Approximate Requirements for Land Use, 1200-Student Enrollment Level, Excluding Residences Category Ground Floor Area Required Site (square feet) Existing buildings Academic building University Centre Proposed buildings Library Academic building Gymnasium Maintenance building Subtotal 79000a 25500 12100 25000a 16950 12800 171350 571165a Parking fields 138560 Playing fields JoL920 Roads 100000 Total lll46L5° aincludes courtyards entirely enclosed by building. bGround area is converted to required site by assuming a density factor of 30 percent in built-up area of campus. See text. cThis area is equivalent to approximately 26 acres. �1) The new buildings should be located south and east of the princi- pal existing building, rather than between the existing building and Oliver Road. It is felt that, to take advantage of the potential of the site and the views to the south and east, the College should grow in the direction of the principal undeveloped areao This will permit the area between the road and the existing academic building to be used for playing fields and thus serve as a buffer zone between academic activities and the outside comrnunityo 2) The buildings should be clearly detached from one another, so that separate structures can express the complexity and variety of campus life. The quality of the experience of proceeding from building to build- ing in a park-like setting is viewed as a desirable contrast to the character of urban street patterns. 3) Given the desirability of attaining the campus character described above, the climate limits the distances which may practically be interposed between buildings. Further, the cold and snow, extending through most of the academic year, become a time factor in that students and faculty must don boots, hats, and overcoats to proceed outdoorso Therefore, for those buildings which are to be part of the scheduled academic day, interior or weather-protected connections are desirable. 1. Circulation Patterns In planning, the determination of circulation patterns precedes the specific determination of building locations. The classic device for organizing vehicular circulation is the perimeter road. Such a road would 195 �---- enclose all the principal existing and proposed buildings, so that most of the pedestrian inter-building traffic will not intersect the road. Parking fields should adjoin the perimeter road and short service roads will be necessary for a few of the buildings. Otherwise, this one con- tinuous loop can serve the entire area under discussiono It is recommended that the road be 20 feet in width, adequate for two-way traffic, and that a parking lane be omitted. A parking lane would increase the cost of the road and, more important, would contribute to defeating one of the reasons for having such a road; namely, to permit the separation of inter-building traffic from parking and service traffic. For the developed areas of the campus to maintain the serenity and beauty of the surrounding area it will be necessary to enforce regulations permitting parking only in designated areas distinct from the roadway itself. An exception may have to be made for peak visiting days such as the opening of the College, commencement and the like, because no College can afford to design facilities for use on only a few occasions. However, this should occur only rarely and will not alter the basic recommendations. The perimeter road should intersect the present road leading from Oliver Roado For pedestrian traffic among the buildings used most continuously by the greatest number of students the Consultants recommend the construction of tunnels. The tunnels will connect the science and technology building with the proposed library and the proposed academic building. new buildings will be connected in the same manner. 196 The two A tunnel may also be ------=-~ �constructed from the existing academic building to the University Centre. A tunnel connection to the proposed gymnasium is not considered essential. It is possible that, when a central heating system is installed for the College, these tunnels may also serve to contain the steam piping. It is also proposed that, following the path of the tunnels, covered passages connect the buildings at grade. These covered walkways, which would not be otherwise enclosed are in part functional but in part designed as an adjunct to the appearance of the campus. They would form a court- yard enclosed by the science and technology building, the proposed academic building and the library. 2. The Master Plan The required minimum of 26 acres can conveniently be found in the area east of the McIntyre River, south of Oliver Road, west of the present main entrance to the campus and north of the marsh-like terrain described earlier. This area is in fact about Lo acres, so that ample provision for expansion beyond 1974 exists. Included within these boundaries are the existing science and technology and University Centre buildings. The existing student residence is west of this area. The specific recommendations for location of facilities are best understood by reference to the plan itself, but a few of the principal features will be described helo1v. It is proposed that immediately south of Oliver Road, between the present entrance road and the College property line, an area be reserved 197 �for playing fields. This area (excluding the property immediately adjacent to the gate house) will measure about 350 feet by 1,000 feet. This space will provide the seven acres of playing field proposed for the 1200-student enrollment level. The perimeter road can be located between the playing fields and the area designated for all of the principal buildings except the gymnasium and the maintenance building. It is considered better practice to separate the gymnasium from the other buildings by the perimeter road than to divide the gymnasium from the playing fields. The perimeter road describes an area about 900 x 900 feet. Within this area are all buildings except for the gymnasium, maintenance building and student residences. There is room for considerable expansion within the road's circumference, as indicated on the plan. The northeast strip of the road will border the existing parking field, so that the road may be constructed while this field remains operative. As soon as sufficient capacity is provided by the fields indicated on the plan, the existing field should be converted to turf in order to improve the appearance of the campus. The library is located about 100 feet from the science and technology building, and the new academic building is indicated at a distance of 120 feet from the library and 130 feet from the existing structure. The three buildings, with the connecting passages, form a court about 200 x 1.L0 feet in area. Despite the expense of the tunnels, it is felt that these dis- tances between buildings should be maintained and not reduced. The in- tended effect of the scheme is to de-emphasize the science and technology building and shift the visual focus to the open quadrangle and to the two �new buildings at its southeast border. Both these new buildings will be three stories in height, taller than science and technology and, it is anticipated, similar to each other in architectural design. tion to the campus. These new buildings will dominate and give definiIt is felt that their impact should not be compromised by reducing the distances between them, or between them and the science and technology building. The maintenance building is located outside the perimeter road area, on a spur road of its own. The building will not be dependent on pedestrian traffic, so that the distance from the other buildings on the campus does not pose any difficulties in communication. advantages: The site has two principal 1) Although the building need not be unattractive, its use as a center for various types of trucks, tractors and miscellaneous vehicular traffic generally results in a kind of aspect which goes counter to the serenity and order which one associates with a campus. best isolated. Therefore, it is 2) The location indicated is about ten feet lower in eleva- tion than the prevailing level within the perimeter road. Should this maintenance building serve as the site of a central heating plant, which the Consultants consider a desirable eventuality, then the steam condensate can be returned by gravity. The location is also favorable in terms of pre- vailing winds and at least partial concealment of the smoke stack. The building will have its own parking area, for employees and for visitors. Space is allowed for deliveries and truck maneuvering. 199 �3. Future Expansion The development of academic facilities beyond the 1200-student enrollment level has already been described in general terms. A few comments may be added on residential facilities, circulation and athletic facilities. Student residence should develop in the immediate vicinity of the existing dormitory. Such a development is shown on the master plan. An addition to the existing buildinp and a new, larger structure would provide for up to 300 students. Additional residences (not shown) could be added on the high ground south of those indicated on the plan. At some time in the future a faculty residential community might be established on the campus. This could be located across the McIntyre River in the northwest sector of the campus. The road which, on the master plan, is indicated as terminating near the student residence and maintenance building might then bridge the river, turn north and exit on Oliver Road between the proposed expressway and the existing service station. Additional playing fields might be located immediately west of those shown on the plan, if the College acquires the property, and also between the entrance road and the Lakehead Teachers' College site. The latter might serve women students at such time as their numbers warranted separate facilities. The development of the southwest sector of the property will probably not take place until the College has reached an enrollment of many times 1200 students and become a multi-faculty university. �• 4. Master Plan Delineation The plan indicates roads, buildings, parking fields, playing field area and direction of future development. also indicated. Contour and property lines are Only a few footpaths are shown, as pedestrian traffic patterns are difficult to predict at this stage. Such paths can be set after student movement between buildings is defined . 201 �CHAPTER 10 INSTITUTIONAL FINANCES This chapter focuses upon the impact of the various aspects of campus development discussed earlier in the report upon the College's finances. It is divided into two broad sections. In the first, consideration is given to the operating statements of the College; that is, the non-capital expenditure and revenue elements of the College 1 s financial life. The second half of the chapter then deals with the capital outlays implied by the campus development program and outlines a financial schedule consistent with the proposed expansion. Unless otherwise noted, all value data used in describing the College's financial life are expressed in 1962 dollar values. As Expenditures and Revenues Tables 10-1 to 10-6 present the historical data concerning expenditures and revenues at the College since 1957-58. Total expenditures have increased from $98,000 in 1957-58 to an estimated $339,000 in 1962-63. Expressed in terms of expenditures per full-time student, there has been an increase from $793 per student to $1,515 per student during the specified time period. During the same interval, the proportion of total outlays devoted to instruction has increased from 5L percent of the total to 63 percent of the total. The proportion of outlays devoted to administration has also been increasing over the 1958-1963 fiscal span. On the other hand, the propor- tion of total expenditures devoted to plant operation and maintenance and other purposes has declinedo 202 �10-1. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Cat~gorr 125] Summary of Expenditures, Fiscal Year Ending Mai 31 1960 1961 1962 ~ 126l (1962 dollars) Expenditures: summary Instruction Administration Plant operation and maintenance Other b Expenditure: detail Instruction Salaries Instructional supplies Library Travel Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation 98393 53313 6824 120938 74656 17943 20314 18314 20434 18511 34254 z4626 592 968Z2 78174 1638 16388 680 6824 1.511 8031 12856 lZJO·Z 26550 4942 1881 6350 6245 1786 9654 3202 14009 3297 22800 1183 11943 1831l_t 8600 3980 4896 837 18511 9088 3108 5403 911 24161 12204 6361 4640 32421 18035 7504 5773 1110 21300 10000 10000 6100 1200 2041u JlJ154 ~ 1192 42122 3767 14600 19600 11945 21112 7740 23719 7918 33515 15000 40000 23313 47141 2634 3308 230 5333 5831 5446 1332 20314 1490 3966 14858 7533 67505 2389 4171 2592 17842 l2Z6Z2 208404 2ZZ20l 96879 138737 182574 8031 12856 17307 1198 24161 32651 32421 45199 332420 212000 26550 27300 74600 138z31 1822zu 212000 91074 121056 140000 2921 1879 3000 45446 57105 67000 2000 1492 337 956 3750 aProjected. b Items may not add to totals due to rounding. 203 �10-2. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Category ~ Summary of Revenues, Fiscal Year Ending May 31 1960 1961 1962 ~ 196t (1962 dollars) Revenues: summary Grants Student fees Other Revenues: detail Grants Municipal Federal Provincial 114947 190)90 186269 238262 89873 156663 152784 187483 22600 31216 48166 31734 2613 2569 2473 1994 2755 828n 126663 l22:Z8u l~:Z483 202:z43 16026 20101 20921 20243 20471 20428 30600 31888 31140 24841 53419 104603 107472 136640 150754 Student fees Registration Supplementary exams Tuition 22600 1421. 310 20870 Jll3ll Other Miscellaneous Rentals: janitor's cottage Rentals: rooms 343120 246000 94850 2300 246000 20000 41000 185000 1579 476 29679 31216 1310 379 29527 48166 1832 304 46030 81864 2508 337 79020 92000 11..U 1.22lJ. ~ ll.25 ) ) 1605 ) 2613 812 2300 869 902 500 523 745 614 1086 607 1194 603 1250 600 1200 869 726 aProjected. bitems may not add to totals due to roundingo 204 287361 202743 81864 94820 2500 350 �10-3- Lakehead College of Arts, Science and Technology: Percentage Distribution of Expenditures, Fiscal Years 1958 to 1963 Budget Categgri Expenditures: summary Instruction Administration Plant operation and maintenance Other ~ b Expenditures: detail Instruction Salaries Instructional supplies Library Travel Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation Fiscal Year Ending Mai ~l 1962 1960 1961 ~ 126l 100.0 54.2 6.9 10000 61.7 6.2 100.0 6lo4 5.1 100.0 66.6 6.2 10000 6508 6.2 lOOoO 6205 7.8 18.2 20.6 15.1 l6o9 11.7 21.7 11.6 15.7 11.7 1603 8.o 22.0 ~ 61.7 66.6 43.7 .9 21.8 .2 ~ ~ .5 41.2 .9 19.7 .6 47.9 2.7 3.4 .2 55.8 .5 61.4 49.6 1.0 10.4 .4 Qd 6.2 ~ 6.2 6.2 ~ 5.3 4.0 1.1 4.6 1.5 1.2 5.0 6.7 1.1 11°7 5.8 2.0 3.4 .6 11.6 3.1 2.2 11°7 6.5 2.7 2.1 .4 8.o 2.9 2.9 1.8 .4 5.0 2.0 3.4 1.9 1.0 18.2 5.4 5°9 l$ol 7.1 5.5 3.3 5.9 43.6 1.1 20.6 1°4 4°0 o7 20 .. 6 la5 16.9 2~1 ll.:1 15.:1 06 16.3 1.4 ~ 4.0 l5ol 14.8 706 l3o4 3.7 llo4 2.9 12.1 4.4 11.8 .8 .5 5.8 aProjected. b Items may not add to totals due to rounding. 205 �10-4. Lakehead College of Arts, Science and Technology: Percentage Distribution of Revenues, Fiscal Years 1958 to 1963 Budget Categ:Qri Fiscal Year Ending: Ma~ Jl 125.§ 1.25.2 1960 1961 1962 100.0 78.2 19.7 100.0 81.9 16.7 1.4 100 . 0 78 .. 7 20.2 1.1 lOOeO 7006 2.2 100.0 82.3 16.7 1.0 ~ ~ .fil.:.2 lk1 ~ 7.0 11.1 52.5 1L.1 5.8 11.9 53.9 Student fees Registration Supplementary exams Tuition .l2.!.1 1..2 o3 18.2 16.7 .8 .3 15 . 6 16.7 20.2 ~ .1 19.3 .9 .1 27.5 1U2. .2 15.8 --:s Other Miscellaneous Rentals: janitor's cottage Rentals: rooms Z.:1 .8 l.:.Q .LJJ. .5 .l.:J. .3 1..& .3 ~ .3 .6 .5 .2 .2 .3 Revenues: summaryb Grants Student fees Other Revenue: detail Grants Municipal Federal Provincial 13.9 17.8 46°5 ) ) L4 ) 11.0 1604 54.9 .4 .3 .,4 aProjected. b Items may not add to totals due to rounding .. 206 11.0 13.3 57.6 .7 8.5 12.8 57.3 .3 28.5 LO .4 196-:/ 100.0 71.7 27.6 .7 .7 ..1 2608 .1 �10-5- Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Day Student, Fiscal Years 1958 to 1963 Fiscal Year EndinB: Mai 31 Expenditure CateB;ori ~ 1252 1960 1961 1962 196t (1962 dollars) b Expenditures: summary Instruction Administration Plant operation and maintenance Other Expenditure: detail Instruction Salaries Instructional supplies Library Travel Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation 801 66 1198 797 74 1261 830 79 ~ 55 812 501 51 1.JQ1 430 145 164 123 137 153 283 139 188 147 205 122 11Q 801 646 14 135 6 1:ll 523 830 380 21 27 2 501 453 16 28 4 550 ~ 29 260 7 625 13 299 9 55 51 66 lb! 12. 119 40 15 43 52 15 18 55 64 15 102 17 .ll15 43 47 44 11 123 58 27 33 6 1.51 1J.2 70 37 27 1L1 82 34 26 45 5 5 164 12 1J1 17 1..§J 10 188 7 19.S 17 lJJ 87 32 120 120 99 174 44 136 36 152 67 179 12J 8 75 26 45 8 11 261 2 946 119 333 122 45 27 5 II -.. aProjected. b Items may not add to totals due to roundingo 207 �10-6, Lakehead College of Arts, Science and Technology: Revenues per Full-Time Day Student, Fiscal Years 1958 to 1963 Revenue Category Fiscal Year Ending May )1 ~ ~ 1960 1961 1962 196t (1962 dollars) Revenues: summary b Grants Student fees Other Revenues: detail Grants Municipal Federal Provincial 211 725 182 20 .ill 129 165 431 1278 1051 213 13 1SL1 lJ.Q.2 1263 258 21 1077 277 15 1306 922 372 13 1531 1051 140 209 702 1263 169 1Q11 ~ 888 116 176 785 91 145 685 1098 89 183 826 213 11 ~ 2:1.1 J1g ~ 3 3 11 2 359 Student fees Registration Supplementary exams Tuition 182 11 2 168 199 244 11 2 265 Other Miscellaneous Rentals: janitor's cottage Rentals: rooms 20 7 1J 5 gJ_ 15 1J 1Q 4 2 4 5 3 7 3 6 5 ) ) 13 ) 5 aProjected, b 205 1098 423 10 Items may not add to totals due to roundingc 208 11 7 9 5 11 2 411 3 �10-7. Lakehead College of Arts, Science and Technology: Expenditures per Full-Time Student, By Major Expenditure, Category, Selected Years, 1957-58 to 1973-7L Expenditures per Student Year Total Instruction Administration Plant Operation Other ( 1962 dollars) 1957-58 1958-59 1959-60 1960-61 1961-62 793 812 1303 1198 1261 L30 501 801 797 830 1963-6L~ 1966-67 1973-7Lc 171L 19L9 2982 1188 lLOJ 2250 55 51 66 7L 79 1L5 123 153 139 1L7 16L 137 283 188 205 100 112 167 159 151 172 266 282 390 Indexes of growth: 1961-62 1963-6L~ 1966-67 1973-7L c 1.000 1.359 l.5L6 2.365 1.000 1.L31 1.690 2. 711 1.000 1.266 LL18 2.11L 1.000 1.082 1.027 1.170 1.000 1.298 1.376 1.902 aAdjusted to LOO-student enrollmento bAdjusted to 700-student enrollmenta cAdjusted to 1200-student enrollmento 209 �During the same interval, the College's revenues have risen from $115,000 to $3L3,000. Expressed on a per student basis, total revenues have increased from $927 per student in 1958 to $1,532 per student in 1963. By far the largest proportion of the College's revenues are accounted for by grants from various governmental bodies. revenues were derived from grants. In 1958, 78 percent of the After rising slightly in 1959, the pro- portion of total revenue derived from grants declined to approximately 72 percent in 1963. Provincial grants. More than half of the College revenues are derived from The proportion of total revenues accounted for by stu- dent fees has risen from 20 percent in 1958 to 28 percent in 1963. Revenues from other sources account for a negligible proportion of the total College income. What developments can be expected during the course of the College's expansion to the 1200-student enrollment? Considered on a per student basis, expenditures for instruction have increased from $L30 per student in 1958 to $830 in 1962. During the same interval, expenditures per student for administration increased from $55 to $79, for plant operation and maintenance from $1L5 to $1L7, and for other purposes from $16L to $205. In short, the two most pronounced areas of increase in the expenditures of the College in servicing the expanding enrollment were in the areas of instruction and administration. These trends, when projected, yield estimates of expenditures per student which show substantial increases over the current levels of outlay. Thus, total expenditures per student increase to $1,71L in 1963-6L, $1,9L9 in 1966-67, and $2,982 in 1973-'(L. 210 These represent increases of 36 percent, �55 percent and 137 percent above the 196l-b2 level. All of the components of outlay also reveal substantial increases. Thus, expenditures per student for instructional purposes rise from $830 per student in 1961-62 to $1,188 in 1963-6L, $1,LOJ in 1966-67, and $2,250 in 1973-7L increases of L3 percent, 69 percent and 171 percent, respectively. The expenditures per student for administration, plant operation and maintenance, and other categories of expenditure also show marked increases over the 1961-62 levels, although the expansions are all of a lower order of magnitude than the increases in total expenditures per student or instructional expenditures per studento The Consultants believe that these figures are reasonable. There is tremendous pressure in higher educational circles for substantial increases in faculty salaries. Apart from the problem of catching up with past short- comings in the levels of faculty salaries vis-a-vis the earnings offered to persons of comparable competence in non-university activities, the general increases in productivity throughout the Canadian economy will force a sustained upward rise in the level of real faculty salaries over the course of the planning interval under consideration. Moreover, the College in 1961-62 was .26th . among Canadian institutions in average faculty outlays The Consutlants believe that by the time the LOO-student enrollment is reached, outlays for faculty salaries should reach $1,037 per student; and by the time the 1200-student enrollment is reached, outlays per student for faculty salaries should reach $1,3L1. In 1961-62, the comparable figure was approximately $550, reflecting the relatively low salary scale of the College and its relative isolationo 211 �Nor are the other components of the increase in expenditures per student unusual. Increased enrollment and an increasingly varied program of curriculum offerings will require constant expansion in the scope of library acquisitions and in the amount of service offered by the library to the enlarged student bodya The larger enrollment will necessitate a substantial increase in the size and scope of the administrative supporting units, both in central administration and, more importantly, in the supporting administrative units such as business services, record keeping services, typing services, student and staff service facilities and so on. Nor will plant operation and maintenance be left behind in the increased cost pattern. While there may be some economies in plant operation and maintenance costs per square foot of building space over the course of the College's expansion, there is such variety in the additional space and buildings that must be added to meet the College's expansion that the cost per student will rise even though the unit cost of maintenance per square foot of space may fall. By way of example, gymnasium facilities and student center facilities are not even included in the financial data for the 1958-63 fiscal period. In short, increased plant operation costs per student can be rationalized in terms of the increased scope and variety of services and activities being undertaken by the College as it expands from its present enrollment of 220 students to the 1200-student enrollmenta While it may be possible for unit costs per student to decline for brief periods of time, it is characteristic of higher educational institutions that the long-term upward trend in costs per student is usually irreversible because of the constantly expanding horizons in the scope, character and quality of the services provided to the faculty and student body of the institutiona 212 �What revenues can the College expect to offset the expansion in total current operating outlays to approximately 3.6 million dollars that will accompany the expansion to the 1200-student enrollment? It is clear from the financial data that the principal sources of revenue for the College have been grants from governmental bodies and student fees. Together, these have accounted for well over 95 percent of the College's current operating revenues. It seemed to the Consultants that an appropriate assessment of the future composition of the College's revenues should involve an evaluation of how high ·student fees are likely to go, a comparison of the estimated student fee level with projected total expenditures per student, and the treatment of grants from governmental bodies as a residual which reflects the amount of support needed from external sources to offset operating needs. The underlying data on revenues from student fees suggest that the $372 per student received in 1961-62 could rise to $L69 in 1963-6L, $557 in 1966-67, and $900 in 1973-7L. As compared with the 1961-62 level, these represent increases of 26 percent by 1963-6L, 50 percent by 1966-67, and 1L2 percent by 1973-7L. In short, these are very rapid rises in the student fees charged at the College. In fact, they are more rapid than the increases in personal income projected for the country as a whole during the planning interval under consideration. If other revenues per student are treated as a function of student fee revenues per student, a not unreasonable assumption since the components of this revenue category seem to be closely related to the level of enrollment and the over-all size of the category is relatively negligible, then the bulk of the College's revenues must still be derived from grants provided by governmental bodies. Taking revenues from student fees and other sources 213 �10-8. Lakehead College of Arts, Science and Technology: Revenues per Full-Time Student, by Major Revenue Category, Selected Years, 1957-58 to 1973-74 Revenues ~er Student Year Total: Received or Requireda Student Fees Slli1fil: Total: Non-Grants Grants: Received or Requireda (1962 dollars) 1957-58 1958-59 1959-60 1960-61 1961-62 927 1278 1542 1369 1306 182 213 258 277 372 20 13 21 15 13 202 226 279 292 385 725 1051 1263 1077 922 1963-64b 1966-67~ 1973-74 1714 1949 2982 469 30 900 57 499 592 957 1215 1357 2025 1.000 1.312 1.492 2.283 1.000 L261 1.497 2.419 1.000 2.308 2.692 4.385 1.000 lo296 lo538 2.486 1.000 1.318 1.472 2.196 Indexes of growth 1961-62b 1963-64 1966-67~ 1973-74 35 557 aAs indicated by projections of expenditures. bAdjusted to 400-student enrollment. cAdjusted to 700-student enrollment. dAdjusted to 1200-student enrollmento 214 �10-9- Lakehead College of Arts, Science and Technology: Estimated Faculty Salary Outlays at Alternate Target Enrollments, by Rank (in 1962 dollars) Item Rank Instructor Associate Assistant and Lecturer Professor Professor Professor Total Faculty 400 Students Average salary: 1963-64 Number of faculty Faculty salary outlays Total (000) Per student 14024 11 10600 8 8427 10 7202 9 38 154 386 85 212 84 211 65 162 388 970 700 Students Average salary: 1966-67 Number of faculty Faculty salary outlays Total (000) Per student 14 9478 17 8100 15 64 167 238 161 230 122 174 734 1048 15774 18 11923 284 406 1200 Students Average salary: 1973-74 Number of faculty Faculty salary outlays Total (000) Per student N.B. 20751 29, 15685 23 12469 28 10656 25 105 602 501 361 301 349 291 266 222 1578 1315 Faculty salary estimates for Central Canada based upon growth of per annum were used in projecting Lakehead College outlays. 4 percent 215 �and subtracting them from the total revenues required to offset the total expenditures per student already estimated, the College must increase its revenues from grants from $922 per stuqent in 1961-62 to $1,215 in 1963-6L, $1,357 per student in 1966-67, and $2,025 per student in 1973-?L. Relative to the 1961-62 grants, these represent increases of 32 percent by 1963-6L, L7 percent by 1966-67, and 120 percent by 1973-7L. How reasonable are these estimates? It would certainly seem from a review of past experience that the revenue side of college and university financial life tends to be passive; that is, revenues rise only because the colleges go out and seek the means to support and sustain th~ higher levels of expenditure that are associated with the increasingly costly commodity known as education. Thus, if there are any weaknesses in the analysis, they would seem to be on the cost side rather than on the revenue side. Moreover, distasteful though it may be to contemplate; student fees rave been rising, and rising significantly, during the post-World War II period. The increases have been a response to the rapidly rising cost of providing a higher education in the context of an increasing departure from the relatively inexpensive classical education curriculum and the keen competition facing higher educational institutions from non-academic employment sources. Moreover, the increases have been much more rapid than the increases in the levels of total expenditures per student. Indeed, at the College, revenues from student fees have increased relatively more rapidly than revenues from grants; the latter have experienced much more modest increases during the historical interval under examination~ Moreover, there appears to be no reason to assume that governmental bodies will absorb an increasing share of the educational burden, given the vigorous competition for the tax 216 �dollar provided by a whole spectrum of governmental services outside the sphere of education. However, there is the possibility that student fees may not be able to keep pace with the increased costs of education. If this were the case, and student fees could increase no more rapidly than the cost of providing educational services, then it seems likely that the most obvious source to be tapped for making up the difference between what is required and what is available from student fees and governmental grants will be private sources -- benefactions, grants and the income from endowments yet to be made to the College. If student fees cannot keep pace with the cost rise projected above and increased revenues from new sources such as private benefactions are not forthcoming, there is no alternative to increased revenues from government sources, unless a lower scale of services than has been anticipated in the analyses underlying this study is offered to the students at the College during the coming decade. B. Capital Costs and Phasing of Construction 1. Procedure This study includes estimates of the cost and phasing of the building program and master plan. The schedule of outlays and priorities associated with them is presented in table 10-12. These estimates do not include routine maintenance and minor repair projects, which are considered to be incorporated in the operating budget. Sources for determining unit costs for construction work included commercial surveys and indexes and also representative Canadian architects. 217 �10-10. I\) 1--l CD Lakehead College of Arts, Science and Technology: Budget Estimates for Site Development Work Q:u.au:ti~ 1QQ. l:t.em bJDC:U.D:t E;arcllmen:t 1ilil Preliminary Qnil l2QQ Unit P;ricea 1m Eni:s;2llm~nt 1QQ. l2QQ (1962 dollars) Parking Parking Parking Parking Parking field (175) field (90) field (90) field (40) field (30) Perimeter road Other roads and service yards -- -- -- 25600 -- 16000 S.F. S.F. S.F. S.F. S.F. 3850 300 -- L.F. 4000 15000 7500 S.F. 57000 -- 25600 ---- 15000 Landscaped areab Playing fields 3.5 4 8 2 --- 4.5 1 Total aAbbreviations: L.F. = linear feet; S.F. = square Acre Acre .60 .60 .60 .60 .60 15 .60 7000 3000 34200 --- 15360 -- 15360 -- -- 9600 -- 9000 57750 4500 2400 9000 4500 24500 12000 56000 6000 31500 3000 130850 99860 63960 feet. bThis item includes planting, footpaths, benches and miscellaneous decorative features. �10-11. Lakehead College of Arts, Science and Technology: Budget Estimate for Utilities Systems AJDQnnt QuaDtlu E;o..:Qllm~Dl:l .L.QQ ~ 1QQ Preliminary ll.Q.Q Un;it Unit . a Price E;c;t:Qllm~nt .1J.QQ 1QQ J.200. (1962 dollars) Electrical distribution systemb Underground distribution 500 Outside lighting 20 Miscellaneous -- L.F. Ea. 1750 10 1250 10 -- L.S. -- 10 350 -- 5000 7000 5000 17500 3500 10000 12500 3500 10000 -- 13500 13500 Water supply system Underground water mains and fire hydrants -- 1500 1500 L.F. 9 Storm drainage system Storm sewers Miscellaneous -- -- 2000 2000 L.F .. L.S. 8 -- =- 5000 16000 7500 16000 5000 22000 68000 60500 -~ == Sanitary systemC Totald aAbbreviations: L.F. = linear feet; Ea.= each; L.S. = lump sum. bThis table excludes the contract for a sub-station and distribution to existing buildings. crt is assumed that a sewer line will be installed by the City; connections to this line are included under project cost in table 10-12. I'\) ~ dUtilities implied by additional student residence are not included. �f\) f\) 10-12. 0 Lakehead College of Arts, Science and Technology: Schedule of Capital Development, Priority Phasing and Budget Outlays Target Year of Co.l[QletLona Item ~ Unit Cost (gross (1962 sq. ft.) dollars/ sq. ft.) (1) 1964 ( 2) Alterations and additions to existing academic building alterations: additions: Cost: Basic Pro~ct (thousands of 1962 dollars) Additional Costs (percent of basic project) Cost: Total Project (thousands of 1962 dollars) (3) (4) (5) (6) ( 7) 18 10.0 126.0 20 7000 20 12.0 151.2 140 . 5 15 161.6 5.0 15 5.8 1964 Site developmentb 1964 Bus station 1965 Library 36300 23 834.9 25 1043 . 6 1965 Tunnels C 1980 11 21.8 15 25.1 1965 Ut i·1·t· 1 1es d 22.0 15 25.3 1965 Admlnistration wing, new academic building 1965 Tunnels e 1966 Maintenance building 1967 Site developmentb (Continued) 19075 21 400.6 20 480.7 3150 11 34. 7 15 39.8 7800 14 109.2 15 125.6 99.9 15 114.9 �10-12. (Continued) Target Year of a Completion Item Area Unit Cost (gross (1962 sq. ft.) dollars/ sq. ft.) ( 2) (1) d 1967 Utilities 1967 Alterations to existing academic building 1967 Alterations and additions to University Centre alterations: additions: I\.) I\.) (thousands of 1962 dollars) Additional Costs (percent of basic project) Cost: Total Project (thousands of 1962 dollars) (3) (4) (5) (6) ( 7) -- -- 68.o 15 78.2 -- -- 95.0 35 128.3 -- -- 25 15.0 79.4 20 40 18.0 111.2 3175 1967 Gymnasium 33900 17 576.3 20 691.6 1967 Academic building 39955 20 799.1 20 958.9 1967 Site developmentb -- -- 64.0 15 73.6 1967 Utilities -- -- 60.5 15 69.6 1968 Addition to maintenance building 5000 14 70.0 15 80.5 1968 Alterations to library -- -- 10.0 20 12.0 -- -- -- -- 4407 .5 d Total t-J Cost: Basic Project ( Continued) f �10-12. I\.) I\.) I\.) (Continued) alt is assumed that each project is to be completed by September of the listed target year. 1964 refers to the beginning of the academic year 1964-65. Thus, b See table 10-10. cincludes tunnels from science and technology building to library and University Centre. d See table 10-11. eincludes tunnels from proposed academic building (administrative wing) to library and science and technology buildingc fTotal excludes student residenc~s, as their construction will depend on College policy, as noted in Chapter 7. For 250 additional residents 58,500 gross square feet would be required over the years 1964-748 At nineteen dollars per square foot the basic cost would be $1,111,500 and the total project cost would be 20 percent higher or $1,334,250. �The Consultants are indebted to the firm of Mickelson, Fraser and Haywood for their assistance in this aspect of the study. Commercial construction surveys proved to be of only limited usefulness, as their data on Canadian cities include Toronto but not the Lakehead area. Nor is their information organized in sufficient detail to permit the various types of projects represented at the College to be identified and differentiated. tects' and Therefore, greater emphasis was placed on local archi- engineers' experience, including the work recently completed at the College. Table 10-12 distinguishes between the cost of the basic project and the cost of the total projecto The basic project cost can be equated with the amount of the general construction contract, which, it is assumed, includes built-in and fixed equipmento The cost of the total project in- cludes the other sums which must be expended by the client before the building can be occupied. These sums include professional fees, movable furniture and certain minor outlays for site and utilities work not covered elsewhere as separate items. The difference between basic cost and total cost is expressed as a percentage of basic cost and varies with the nature of the project. It is assumed that the new buildings will be simple in detail and finish but of materials that are non-combustible and easy to maintain. Equipment is assumed to be of first-class institutional quality. 2. Phasing and Priorities The items in table 10-12 are arranged in chronological order as to 223 �completion dates of construction. Some of the recommendations can be interpreted with flexibility, some are virtually mandatory. The construction of the perimeter road, the large parking field, the west wing of the science and technology building and the library should be undertaken immediately. The maintenance building could also well be built in the immediate future; the workload of the maintenance staff will increase greatly with the expansion of both developed campus area and gross building space. Nevertheless, some deferral of this building's priority would be possible, as indicated in the table. The gymnasium would be an important adjunct to the College at any time. Its lower priority listing reflects the greater emphasis placed on academic facilities and also the long-range desirability of building a gymnasium adequate for over 1000 students in one stage. Advancing the con- struction date of the gymnasium would add greatly to the excess space on the campus at the time of its completion. The area of greatest possible variation from the schedule in table 10-12 consists of the academic facilities to be built subsequent to the construction of the libraryo For an enrollment greater than about 700 ._ students,a building of at least 11,000 net square feet will be requiredo Much of this is for administration and the resulting structure would be about the same size as, or slightly smaller than the administration wing shown in the schematic plans. However, if a larger building were to be built at this time, then the balance of the academic space, listed for completion by September, 1967 in the table, could be deferred. Or, alter- nately, the building could be built in three stages, rather than two, In- stead of a wing of 19,075 gross square feet to be completed in 1965 and a 224 I �balance of 39,955 to be completed in 1967, the total of 59,030 gross square feet might be distributed equally among three target years, probably 1965, 1968 and 1971. student residences are not included in the table, although their potential cost in relation to an enrollment of 1200 students is listed in a footnote. This cost could be prorated over time to provide for housing a maximum of JOO students between 1964 and 1974. J. Site Development This heading refers to parking fields, roads, paths, landscaping and playing fields. A breakdown of costs by item and enrollment level is shown on table 10-10. These costs are then summarized on table 10-12, where the total cost for each target enrollment level is entered at the appropriate point in the priority listing. 4. Utilities Cost estimates for utilities can only be presented in rough terms at this time; preliminary engineering design work would be required to produce more detailed studies of cost for these elementso In general the College will proceed to develop utilities on an institutional, centralized basis over the next decade, rather than as a series of self-contained systems related to individual buildings. For example, instead of separate drainage fields to accommodate sewerage, it is expected that an extension of the city sewer system will reach the campus in the next few years as a continuation of the piping line from Katherine Street. 225 �In electrical power supply, a central sub-station is under contract. In heating, each building to date has been equipped with a package boiler unit. The Consultants believe that in time a central heating plant and steam distribution system will be used; however, quantifying this viewpoint would imply engineering feasibility studies outside the scope of this report.a Therefore, no specific costs on either the central heating plant or the steam distribution system are listed. The unit costs of buildings listed in table 10-12 are considered adequate to include self-contained heating systems. Table 10-11 lists utility system estimates, organized in a similar manner to site development costs. These figures are also incorporated in table 10-12. aThe Consultants prepared questionnaires and received replies from five Ontario universities on the subject of central vis-a-vis individual package heating systems. These replies have been forwarded to Lakehead College separately from this reporto 226 I �I I I I I I I I I I • •I I I I I • APPENDIXES �• • • • • 9 APPENDIX A ENROLLMENT �A-1. Canada and Ontario: Population, Total and 18-21 Years Age Group, Selected Years, 1941 to 1971 TQtal PQ1mla t;i QD Canada ~ a Ontariob Ratio: Ontario/ Canada Canada (000) 1941 1946 19.51 1956 1961 11.507 12292 14009 16081 18238 1966 1971 19518 21643 N.B. Grou~ Ratio: Ontario/ Canada Ontariod lB-21 Years C A~e (ooo) 266.,5 273o3 264.J 6236 5405 .328 .336 .342 n/a 86,5.2 8,51.8 895.1 1016.4 316.7 .316 .310 .316 .312 6990 7898 .358 .365 1222.6 1484-9 418.6 487.6 .342 .328 3788 4093 4.598 .329 .333 282.5 Projections for 1966 and 1971 were taken or adapted from the following sources: a w.c. Hood and Anthony Scott, Output Labor and Capital in the Canadian Economy. bontario Department of Economics, Ontario, Economic and Social Aspects Surve~ 1961. C Dr. E.F. Sheffield, Enrollment in Canadian Universities and Colle~es to 1970-71 {1961 Projection). dnr. R.W.B. Jackson, SecQndacy School and Uniyersicy Eprollment Study; Volume I: Basic Tables. 230 �Canada and Ontario: Undergraduate University-Grade Enrollments, Fall Semester, Selected Years, 1944-45 to 1970-71 A-2. Year a UDder~rag~ate EnrollmeDt Ratio: Ontario/ Canada Ontario Canada 1944-1945 1945-1946 1946-1947 1947-1948 1948-1949 1949-1950 1950-1951 1951-1952 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 38376 61861 76237 79346 75807 69111 64036 59849 60046 61198 62291 66277 72629 80443 88010 96766 107482 121547 12297 20278 25848 27648 26303 23679 21268 19495 19333 19037 19137 20037 21263 23174 24927 27189 29501 32968 1965-1966 1970-1971 169900 286600 57900 107100 N.B. a Non-Veteran Under~raduate Enrollment Ratio: Ontario/ Ontario Canada Canada -348 .347 .343 -332 .326 -322 .311 .307 .302 .293 .288 .283 .281 .274 .271 37859 41861 42237 49746 54007 56062 57910 57385 58921 60665 61886b 66086 72479 80371 87959 96722 0 107450 121524 11335 12078 11818 10446 15127 17082 18159 18677 18453 18239 19137 20037 21263 23174 • 24927 27189 29501 32968 .299 .289 .280 .210 .280 .305 .314 .325 .313 .301 -309 .303 .293 .288 .283 .281 .275 .271 .341 .374 169900 286600 57900 107100 .341 .374 .320 .328 .339 Projections of enrollment are adapted from estimates prepared by Dr. E. F. Sheffield and Dr. R. W. B. Jackson. Fall semester. bEstimate: 191 veterans. cEstimate: 32 veterans. Source data: DBS publications on Fall undergraduate enrollment. Projections from Sheffield publication, 1962 and Jackson estimate #6. See tables V-1 and V-3. N.B. Jackson estimate may be low. 231 �A-3. Canada: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years 1931 to 1962 ' Academic Year Ending: in Ar.!"& Under-graduate Enrollment total: Pure Arts and Pure Science Science All Programs Arts and Pure Science as Percent of All Programs (number) 1931 1936 1941 1946 1951 19.53 1954 1955 1956 1957 1958 19.59 1960 1961 1962 a a a a a a a a a a a a a a 23504 24246 26341 29845 33296 37179 42670 49332 4214 4548 5151 6001 7521 8209 9237 1221.5 16828 17741 17634 31229 29771 27548 27499 27718 28794 31492 35846 40817 45388 51907 61547 (indexes: 1931 1936 1941 1946 1951 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 aNot available. 232 a a a a a a a a a a a a a a .476 .491 .534 .605 .675 .754 .865 1.000 .345 .372 .422 .491 .616 .672 .756 1.000 31.576 33522 34817 61861 64036 60046 61198 62291 66277 72629 80443 88010 96766 107482 121547 1962 = 1.,000) .288 e287 a507 -484 -448 .447 .,450 s468 . 512 0582 .,663 737 .843 .260 .276 ,286 .509 . .527 .494 .503 .512 545 .593 0662 .724 .796 G884 lo000 lo000 0273 0 53.29 52.92 50.65 .50.48 46.49 4.5.88 44.93 44.50 43.44 43.36 44-56 46.38 46.90 48.29 50.64 8 L052 1.045 1.000 .997 .918 .906 .887 .879 .858 .856 .880 .916 .926 .954 1.000 �A-4• Ontario: Undergraduate Enrollment, Total and Enrollment in Arts and Pure Science Programs, Selected Years 1931 to 1962 Academic Year ~ Epdini' in Undergraduate Enrollment Total: Pure Arts and Pure Science All Programs Science Arts and Pure Science as Percent of All Programs (number) 1931 1936 1941 1946 1951 1953 1954 1955 1956 1957 1958 1959 1960 "' 1961 1962 a a a a a a a a a a a a a a 6512 6758 7514 8567 9909 10970 12284 13780 968 1017 1126 1488 1564 1765 2239 3571 5387 5801 5408 9320 9330 7990 7701 7480 7775 8640 10055 11473 12735 14523 17351 (indexes: 1931 1936 1941 1946 1951 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 a a a a a a a .473 .490 .545 .622 . 719 .796 .891 loOOO a a a a a a a .271 .285 .315 .417 .438 .494 .627 1.000 oJlO 0334 0312 .,537 .538 0460 444 0431 .,448 -498 ,.580 .661 0734 .837 1.,000 0 11414 12066 11693 20278 21268 19333 19037 19137 20037 21263 23174 24927 27189 29501 32968 1962 47.20 48.07 46.25 45.96 43.87 41.33 40.45 39°09 38.80 40.63 43.39 46.03 46.84 49.23 52.63 = loOOO) o346 0366 355 .,615 0 G645 a586 .577 .580 0608 0645 s703 0756 ,.825 .895 loOOO .897 .913 879 .873 .834 •785 .769 .743 .737 0772 .824 .875 .890 .935 1.000 0 aNot available. 233 �A-5• Canada: Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 Group and Class l2Jl l2ll l25l l2& 200662 82983 240402 88279 302557 105118 524000 178027 Professors, college principals 3200 4217 5422 11145 Social scientists Accountants, auditors b Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Statisticians Others 29120 17623 217 544 8058 1009 892 ( 138) 777 39695 25887 491 481 8621 1578 1460 60787 30670 2901 834 12088 3439 10855 1177 54092 34151 1000 597 9038 2061 3995 ( 742) 3250 Artists, writers, clergymen Artists, art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers 27426 2618 3344 12678 8786 31007 3492 4580 14474 8461 36243 4896 7217 16097 8033 50676 7451 13030 18924 11271 Life scientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons 37499 899 1046 4039 491 20462 542 10020 47187 1375 1095 4210 935 27114 585 11873 59907 2698 1205 4608 1101 35138 832 14325 95759· 2746 1524 5469 1915 61699 1113 21290 Physical scientists Architects Chemists, metallurgists Engineers Civil Electrical Mechanical Mining, chemical 20434 1298 3318 30017 1313 8203 41775 1740 8574 43244 2940 6142 7524 3937 2859 1498 7470 5118 4870 3043 12168 6349 8328 4616 11917 8763 8137 5345 All professional groups Teachers, instructors aAdjusted total. a ( 327) (b) Items may not add to totals due to incomplete data. bActuaries and statisticians are combined because of the manner in which the data were reported for 1961. 234 ■ I I �A-6. Canada: Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 l.2.3l l2il l25l l2.6l All professional groups Teachers, instructors .383 .466 .459 .496 .577 .590 1.000 1.000 Professors, college principals .287 .378 -486 1.000 Social scientists Accountants, auditors Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Others .479 .575 .075 .652 .667 .293 .082 .653 .844 .169 .577 . 713 .459 .135 .890 1.113 .345 . 716 -748 .599 .368 1.000 1.000 1.000 1.000 1.000 1.000 1.000 a a a a Artists, writers, clergymen Artists, art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers .541 .351 .257 .670 -780 .592 .469 .351 . 765 .751 .715 .657 .554 .851 .713 1.000 1.000 1.000 1.000 1.000 Life scientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons .392 .327 .686 .739 .256 .332 487 .471 .493 .501 719 .488 .439 .526 -558 .626 .983 .791 .843 .575 .570 -748 .673 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 Physical scientists Architects Chemists, metallurgists Engineers Civil Electrical Mechanical Mining, chemical 473 .441 .540 .694 .447 1.336 .966 .592 1.396 1.000 1.000 1.000 .631 .449 .351 .280 .627 584 .599 .569 1.021 .725 1.023 .864 1.000 1.000 1.000 1.000 Group and, Class 0 0 0 .770 0 aData not available. 235 �A-7. Ontario: Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 Group and Class All professional groups Teachers, instructors a Professors, college principals Social scientistsb Accountants, auditors Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Statisticians Others C 1..23l- l.2.hl 1251 l2Q1 74172 23659 80120 25110 116179 30022 164630 56525 687 1089 1424 3052 11598 7382 17398 12409 176 2792 622 626 165 3103 866 855 25503 12885 1598 282 4902 1663 4173 6130 20774 13813 542 196 3388 1037 1798 ( 376) 7089 Artists, writers, clergymen Artists, ,art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers 10758 1317 1465 4303 3673 11956 1710 1877 4827 3542 13928 2362 3189 5132 3245 20018 3603 5739 6195 4481 Life scientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons 15455 256 467 1852 18567 8689 257 3934 11178 299 4698 23328 773 591 1966 515 13693 427 5363 37579 704 633 2299 829 24579 495· ?040 8331 576 1572 15795 570 3998 19614 744 3982 21953 1138 2836 2669 1718 1063 733 2759 2410 2263 3795 4205 3551 4929 2203 7392 4205 4075 2307 Physical scientists Architects Chemists, metallurgists Engineers Civil (including surveyors) Electrical Mechanical Mining, chemical aAdjusted total. 501 1891 Items may not add to totals due to ·incomplete data. ~Excludes actaaries, statisticians, others for purposes of analysis~ cActuaries and statisticians are combined because of the manner in which tl1e data were reported for 196L 236 I I �A-8. Ontario: Indexes of Growth for Professional Workers, by Occupational Groups and Classes; Selected Years, 1931 to 1961 l23l l.21.u. l2.5l l2.6.l Teachers, instructors .4.51 .419 -487 .444 .706 . .531 1.000 1 .. 000 Professors, college principals .22.5 .3.57 .467 1.000 Social scientists Accountants, auditors Actuaries and statisticians Judges, magistrates Lawyers, notaries Librarians Social workers Others .4.56 •.573 .682 .963 .624 . .570 .374 .1.50 •.58 .5 .633 . .521 .20.5 .81.5 1.072 .339 .69.5 .691 .624 .431 1.000 1.000 1.000 1.000 1.000 1.000 1.000 a a a a Artists, writers, clergymen Artists, art teachers Authors, editors, journalists Clergymen, priests Musicians, music teachers •.537 .366 .2.55 .695 .820 •.597 .47.5 -327 .779 .790 .696 .6,56 . .5.56 .828 .724 1.000 1.000 1.000 1.000 1.000 Life s cientists Agricultural professionals Veterinarians Dentists Dieticians Graduate nurses Osteopaths, chiropractors Physicians, surgeons .411 .364 e738 .806 .494 .791 0823 3.54 • .519 -489 .4.55 .604 .,584 .621 1.041 .934 • 8.5.5 .621 •.557 .863 .667 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 .379 .,506 .554 .719 . .501 1.410 .893 .6,54 1.404 1.000 1.000 1 .. 000 .361 .409 .261 .318 .373 • .573 •.5.5.5 1.64.5 .844 .,569 1.000 1.000 1.000 1.000 Group anct Class All professional groups Physical scientists Architects Chemists, metallurgists Engineers Civil (including surveyors) Electrical Mechanical Mining, chemical 0 1.210 .9.55 aData not available. 237 �A-9. Canada and Ontario: Labor Force Post-Secondary School Educational Attainment, Grade 13 and Beyogd, by Occupational Category, 1941 and 1951 Occupational Catei'o;cy All occupations Proprietary and managerial Professional Clerical Agricultural Fishing, hunting and trapping Logging Mining and quarrying Manufacturing and mechanical Foremen Food products Liquor, beverages, tobacco Rubber products Fur and fur goods, furriers Leather and leather products Textiles Textile goods and wearing apparel Wood products Pulp,paper and paper products Printing, publishing, bookbinding Metal products Non-metallic mineral products Chemicals Miscellaneous Electric light and power production and stationary enginemen Construction Transportation Communication Commercial Financial Service Personal Protective Other Laborers Not stated Persons Attaining Grade 13 and Beyond as Percent of Total Labor Force Canada Ontario l2ll 1251 6e76 10 .. 26 a 18,,76 59.72 15"14 L88 48a6l a L24 .52 .,83 2e85 a 6 .. 08 2o73 2 . 56 2o4) 2 77 L45 0 L4l L82 2o37 3,.57 5o04 3°58 2074 4.,57 4°45 8013 3o80 064 L38 3.12 3.64 6"96 2"43 3.. 12 2o)3 3°33 L48 L72 2o39 2o)9 2o62 5°74 4ol3 2"25 4999 5"34 4sl2 l2L.l 13.39 a ,56.14 19.38 1.42 7.99 1..13 3.98 a 7.03 3. 40 4o8l 2,.97 4.,29 2 . 04 2.26 2 . 65 2 .. 65 3.54 a 4e26 3e22 4e89 5.,23 8.48 23.66 68.17 18.,94 2o80 L83 2.59 4.18 4.75 8.88 3,.59 6.81 3.. 20 4.31 2.12 2.72 3 .. 70 3.22 3.07 6.16 4.94 3.20 5.61 5°87 5.50 a 4.18 3e53 3o00 8e54 3.26 2o67 7e)4 lOall 19"32 3"91 2.94 lOo54 2L80 4.95 13.53 32.38 6.60 9a6l 7 964 12 .. 03 12.04 2.37 1.,75 3 . 02 7.46 L79 8.78 2c,91 a 11.13 L29 L27 27 e40 3°34 a 3.63 4 . a.5 3.83 a 4..J2 3.50 9.06 4.50 9.72 anata not available or incomplete .. bnata for 1961 not yet available at time of completion of stud.yo 238 l251 �A-10. Lakehead College of Arts, Science and Technology: Analysis of Enrollment Progression Pattern in University Division, 1952-53 to 1962-63 Conversion Enrollment Coefficient: Total Years la.21 Year Year 2 Years 1 1-2 Year 1 Year 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 1962-63 47 40 35 44 47 76 84 69 81 83 72 18 24 28 47 40 35 44 47 76 84 69 99 107 100 1.32 1.20 aTotal enrollment divided by freshmen enrollment in preceding period. 239 �A-11. l'0 .r::0 Canada: Total, Freshman and Non-Freshman Undergraduate Enrollment and Degrees Granted in Arts and Pure Science Programs, 1952-53 to 1961-62 Total Full-Time ~ Enrollment 1952-1953 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 19.59-1960 1960-1961 1961-1962 aNot available. 27548 27499 27718 28794 31492 35846 40817 4.5388 .51907 61.547 Degrees Granted 6153 5857 5727 6128 6669 7044 7576 8482 9219 11000 Year 1953-1954 1954-1955 1955-1956 1956-1957 1957-1958 1958-1959 1959-1960 1960-1961 1961-1962 1962-1963 Non-Freshman Freshman Conversion Coefficient, Total/Freshman Enrollment Enrollment Enrollment 21395 21642 21991 22666 24823 28802 33241 36906 42688 .50.547 6104 6076 6803 8826 11023 12015 12147 1.5001 188.59 a 4.51 4.56 4.23 3.57 3.25 3.40 3.74 3.46 3.. 26 �A-12. Ontario: Analysis of Enrollment Distribution among First Three Year Levels in Faculties of Arts and Sciences at Selected Ontario Colleges and Universities, Selected Years Institution and Year McMaster 1957-58 Enrollment Year 1 Total, Years 1-3 405 348 381 457 572 920 903 972 1079 1318 Queens 1957-58 1958-59 1961-62 1962-63 347 427 473 617 a a a a Toronto 1956-57 1960-61 1198 1433 3292 1958-59 1959-60 1960-61 1961-62 Median 3582 Conversion Coefficient: Years 1-3/Year 1 2.27 2.59 2.55 2.36 2.30 a a a a 2.75 2.50 2.50 aNot available. II I I 241 �A-13. Ontario: Analysis of Enrollment Distribution between First and Second Year Levels in Faculties of Applied Science and Engineering at Selected Ontario Colleges and Universities, Selected Years Year 1 Year 2 Total, Years 1-2 Conversion Coefficient: Years 1-2/Year 1 52 40 92 1.77 50 64 78 81 42 44 52 61 92 108 130 142 1.84 1.69 1.67 1.75 1961-62 1962-63 314 309 232 236 231 254 208 192 545 563 440 428 1.74 1.82 1.90 1.81 Toronto 1956-57 1960-61 708 408 496 424 1204. 832 1.70 2.04 27 53 51 79 17 17 41 1.63 1.32 1.80 95 93 40 45 44 70 92 123 135 138 1.42 1.48 100 115 130 145 160 175 63 70 80 91 102 112 163 185 210 236 262 287 1.63 1.61 1.62 1.63 1.64 1.64 Enrollment Institution and Year Assumption 1960-6la McMaster 1958-59 1959-60 1960-61 1961-62 Queens 1957-58 1958-59 Western Ontario Actual 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 Projected 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 Median 8Majors only. 242 44 L.56 1.67 �A-14. Lakehead College of Arts, Science and Technology: .Analysis of Enrollment Progression Pattern in Technology Division, 1952-53 to 1962-63 Enrollment Year Year 1 Year 2 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 1962-63 16 19 18 19 26 5 10 10 11 5 9 19 21 12 22 27 Weighted average 39 46 31 63 91 97 Total, Years 1-2 21 29 28 30 31 48 65 52 75 113 124 Conversion Coefficient: Years 1-~l Years 1 1.81 1.47 1.67 1.63 1.85 1.67 1.13 2.42 1.79 1.36 1.68 aTotal enrollment divided by freshman enrollment in preceding period. 243 �A-1_5. Lakehead College of Arts, Science and Technology: 1962 12,QJ ~ Secondary school retirements to further education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nursing 1.000 loOOO 1.000 1.13.5 1.296 1.123 1.269 lo097 1.213 Professional workers in labor force Index of growth: 1961-62 = loOOO Index of trend variancea 1.000 1.000 1.044 1.088 1.012 1.024 First-year enrollment in post-secondary education Indexes of growth: 1961-62 = 1.000 Universities Provincial Technical Institutes Schools of Nur~ing 1.000 1.000 1.000 1°149 1.327 1.136 1.299 1.110 1.242 Lakehead College University Division, part-time enrollment Index of growth: 1961-62 = 1.000 1.000 1.024 1.048 Lakehead College enrollment First-year, full-time University Division Arts program Applied Science program Technology Division Conversion coefficients: total/first-year enrollment University Division Arts program Applied Science program Technology Division Total, full-time University Division Arts program Applied Science program Technology Division Other Nurses University Division, part-time enrollment Summary Total full-time enrollment Total full-time enrollment plus nurses Total full-time enrollment plus nurses and part-time enrollment 71 24 103 82 28 118 1.53 LOO 1.68 1.80 1.00 1.68 86 21 113 109 24 173 148 28 198 85 140 94 143 106 147 220 305 306 400 374 480 445 543 627 62 21 91 aRelative to index of growth in total civilian labor force. N.B. 244 1. Assumes first degrees are conferred in 1965-66. �Projection of Enrollment, by Division and Program, 1961-62 to 1975-76 1966 1225 Academic Year Ending in 12Q1 1968 12.Q2 121Q 1211 ~ 121J 1.597 1.892 1.965 2.042 2.126 2.178 2.213 2.308 2.403 1.545 1.814 1.882 1.950 2.027 2.074 2.107 2.193 2.279 1.430 1.642 1.695 1.749 1.810 1.847 1.873 1.941 2.009 12.ZL. 12.15 121§ 2.498 2.593 2.687 2.365 2.452 2.539 2.077 2.145 2.213 1.132 1.177 1.230 1.283 1.336 1.388 1.440 1.495 1.550 1.605 1.660 1.715 1.036 1.049 1.064 1.079 1.094 1.110 1.126 1.138 1.150 1.162 1.175 1.188 1.654 1.985 2.091 2.203 2.326 1.601 1.903 2.002 2.104 2.218 1.481 1.722 1.803 1.887 1.980 2.418 2.302 2.050 2.492 2.372 2.109 2.627 2.496 2.209 2.763 2.621 2.310 2.903 2.748 2.413 3.047 3.192 2.881 3.016 2.520 2.629 1.072 1.096 1.121 1.150 1.179 1.208 1.237 1.267 1.304 1.337 1.371 1.405 103 130 44 182 137 46 191 144 49 202 150 51 209 155 52 216 163 146 123 42 173 227 2.07 1.33 1.68 2.34 1.67 1.68 2.61 1.67 1.68 2.88 1.67 1.68 3.15 1.67 1.68 3.42 1.67 1.68 3.64 1.67 1.68 213 47 245 288 70 291 339 73 306 395 454 82 339 513 77 321 126 150 146 153 153 157 160 161 631 505 649 795 718 871 793 781 948 1028 35 N.B. 239 180 61 250 189 64 262 198 67 274 3.64 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 3.64 1.67 1.68 593 92 381 622 97 402 655 351 564 87 363 102 420 688 107 440 721 112 460 168 165 174 169 179 173 188 177 196 183 205 187 214 192 223 197 953 875 1043 949 1123 1014 1193 1066 1254 1121 1317 1177 1382 1235 1449 1293 1516 1114 1208 1292 1366 1431 1500 1569 1641 1713 85 55 171 58 2. Assumes second year of Applied Science program is introduced in 1964-65 and is in full swing by 1965-66. 3. Assumes no change in length or depth of Technology Division programs throughout planning period. 245 �II II II II II II II II • • • • • • • • • APPENDIX B INSTRUCTIONAL ACTIVITY STRUCTURE �B-1. Ontario and Lakehead Region: Attendance by Atkinson Students at First and Preliminary Years of Ontario Colleges and Universities in 1956-57 Institution and Institution GrouE Province, Tota,l Colleges and universities in Ontario Assumption (11) 70 Carleton . (8) 135 McMaster (8) 246 Ottawa (4) 29 Queens 456 Toronto 1345 Western (9) 581 RMC 34 OAC, OVC, MacDonald Institute 116 Lakehead 27 Total Lakebeac. Rainy River Kenora 1 13 21 6 Thunder Bay 1 1 2 1 24 3 9 4 2 15 4 2 1 22 Subtotal 3039 66 3 11 52 Colleges and universities outside Ontario Schools of Nursing 256 555 22 8 2 5 15 (23)1258 19 2 1 16 5108 115 7 17 91 Teachers' Colleges Total 248 8 �B-2. Ontario and Lakehead Region: Attendance by Atkinson Students at Institutions of Further Education in 1956-57 Lakehead Rainy Province, Kenora Total River Thunder Bay (number) Total students In colleges and universities In Ontario First year Preliminary year Outside Ontario Schools of Nursing Teachers' Colleges One-year course Two-year course SJ.00 2999 40 256 555 1235 23 l ll 2l 66 3 11 52 22 8 2 5 15 19 2 1 16 8 (percent) Total students In colleges and universities In Ontario First year Preliminary year Outside Ontario Schools of Nursing Teachers' Colleges One-year course Two-year course 1QQ..& 1QQ..& 100.0 58-7 42.9 64-7 57.1 5.0 28.6 29.4 16.5 24.2 28.6 100.0 .8 100.0 10.9 .5 8.8 249 �B-3. University of Toronto: Analysis of Relative Distribution of Course Registrations by Students Enrolled in Arts and Sciences Programs in 1956-57 and 1960-61, by Division, by Year Level and by Type of Program Year Division Languages ~ 1 2 3 4 Total Science - lecture 1 2 3 4 Total Science - • laboratory 1 2 3 Pass and General Honors Humanities 1 2 Pass and I,Q±al l26Q-cl General Honors Total .005 .042 .023 .014 .001 .041 .016 .011 .007 .083 .039 .024 .008 .051 .133 .079 .076 .155 .040 .023 .016 .031 .022 .012 .006 .071 .046 .027 .006 .062 .022 .016 .034 .022 .011 .007 .096 .044 .027 .007 .079 .070 .150 .101 .073 .174 .030 .009 .011 .020 .012 .007 .004 .050 .022 .018 .004 .045 .013 .013 .021 .013 .007 .004 .066 .026 .020 .004 .050 .043 .093 .072 .045 .116 .074 .054 .006 .072 .036 .029 .022 .145 .100 .084 .029 .072 .030 .010 .006 .037 .005 .082 .043 .026 .013 4 Total 125.6-SZ .019 .085 .059 .074 .067 .009 .034 .033 .018 .144 .108 .102 .027 .237 .144 .381 .199 .159 .358 Humanities - studio 1 2 .002 .001 .001 .001 .001 .001 3 .001 .002 .001 .001 .002 .002 .001 .003 .002 .005 .001 .003 .004 .056 .054 .045 .024 .018 .012 .080 .072 .048 .039 .055 .005 .009 .014 .036 .004 .020 .016 .013 .010 .049 .013 .160 .064 .224 .127 .058 .185 3 4 Total .065 4 Total Social sciences lecture Total (Continued) 250 1 2 3 4 .058 .068 �.. • B-3. (Continued) Division Social sciences laboratory Pass and General Honors 1 2 3 4 .006 .004 .002 .002 .001 .008 .006 .001 .003 .010 .00.5 .01.5 • 2.5.5 .193 .160 .014 .163 .100 .072 .042 .622 .378 Total All divisions Total 1256-S:Z Year Level 1 2 3 4 Pass and General ~ l26Q-6l Honors Total .005 .002 .001 .001 .001 .001 .003 .004 .007 .4l8 .294 .232 .0.56 .271 .16.5 .135 .011 .189 .106 .072 .0.52 .460 .271 .206 1.000 •.582 .418 1.000 .063 2.51 �B-4• Ontario: Distribution of Enrollment by Year Level at Selected Ontario Colleges and Universities, Selected Years and Study Programs Program, Institution and Academic Ye5!;r Arts and Sciences Carleton 1961-62~ 1961-62 McMaster 1957-58a 1958-59a 1959-60a 1960-6la 1961-62~ 1957-58b 1958-59b 1959-60b 1960-6lb 1961-62 Queens 1957-58 1958-59 Toronto 1956-57 1960-61~ 1960-61 Median (adjusted) Applied Science Carleton 1961-62 McMaster 1957-58 1958-59 1959-60 1960-61 1961-62 Queens 1957-58 1958-59 Torontb 1956-57 1960-61 Median (adjusted) a B.Arts only. 252 Total Enrollment (number of students) .1st Year Level 3rd ~ 668 1113 .528 .526 .274 .264 .177 .190 .021 .020 1.000 1.000 560 579 668 727 902 953 957 1028 1154 1369 .405 .377 .344 .422 .426 .405 .349 .362 .388 .403 .304 .294 .289 .289 .292 .291 .307 .270 .300 .292 .245 .269 . 292 .237 .235 .230 .246 .275 .222 .238 .046 .060 . . 075 .052 .048 .075 .098 .092 .090 .066 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 902 1078 .385 ~396 C C C C C C 1.000 1.000 .335 .320 .308 .301 .265 .246 .238 .080 .077 .089 .295 .239 .075 1.000 1.000 1.000 1.000 .222 .026 1.000 3578 3879 5098 .369 .372 .390 hth ill 311 .527 .225 47 92 139 190 208 1.000 .543 .460 .411 .389 .457 . 317 .274 . 293 .223 .184 .178 .132 .139 1.000 1.000 1.000 1.000 1.000 998 994 .315 .311 .231 .256 .222 .213 .231 .220 1.000 1.000 2078 1692 .341 .241 .239 .251 .237 .200 .267 .186 1.000 1.000 .371 .221 .241 .206 b B.Arts, B.Corn., B.Sc. cNot available. 1.000 I �B-5. Ontario: Weekly Clock Hours of Meeting Required in University Baccalaureate Degree Programs in Arts and Sciences, by Program and Year Level 1st Program General Science Honors Humanities and Languages Classics East Asiatic Studies English Languages and Literature Latin Modern History Modern History and Languages Modern Languages and Literatures Ancient Near Eastern Studies Slavic Studies Art and Archaeology Music Philosophy Social and Philosophical Studies Anthropology History Philosophy Political Science and Economics Psychology Sociology Natural Sciences Mathematics, Physics, Chemistry Mathematics Applied Mathematics Physics Astronomy Statistics and Actuarial Science Physics and Chemistry Physics and Geology Biological and Earth Sciences Biology Geography Geological Sciences Commerce and Finance N.B. ill Year Level 2nd J.!;9 A/B A[] m 16/4 15/8 13/4 13/9 13/4 13/9 --/---/-- 16/-19/-19/-19/-18½/-17/-18/-17/-18/-21/-19/-18/-- 18/-18/-15½/-15/-15½/-17/-16/-15/-20/-18/-19/-18/-- 14/-22/-15t/-16r/-16-2/-15/-15½/-15/-21/-19/-19½/-15/-- 16/-18/-14/-15/-13/-15/-14/-13/-20/-17/-19/-17/-- 15/2 15/2 15/2 15/2 15/2 15/2 18/-1412 18/-18/-16/3 19/-- 20/-18/-15/-18/-20/-18/-- 24/2 16/-16/-17/-20/-15/-- 17/6 17/6 17/6 17/6 17/6 17/6 17/6 15/3 15/3 13/6 13/6 15/3 12/12 14/12 19t/3 19r/3 152/8 15/8 14/3 12½/15 12½/12 18/-15/-12/9 13/8 14/3 12/10 11½/14 14/15 14/15 14/15 18/12½ 24/4 13/14 15/12 16/5 11/11 11/12 12/8 7½/20 17/-- 16/-- 17/-- 16/-- "A" indicates lecture-classroom-type meetings; "B" indicates laboratory-type meetings. 253 �I\) B-6. Vt .e:-- O~tario: Weekly Clock Hours of Meeting Required under Various Technology Programs at Selected , Tedlhological Institutes, by Year Level ·and Type of Meeting .!. .... , Institution l,, J I Yea;c Year 1st 1st 2nd 2nd 3rd 3rd Lecture/Lab Lecture/Lab Lecture /Lab Lecture/Lab Lecture/Lab Lectu;ce/Lab Aeronautical TechnoloBY 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 23/1 a 16/14 a a --/-- 19/11 a 20/10 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 23/7 18/12 16/14 18/12 18/12 --/-- --/---/---/---/---/-- --/-a --!-Chemical 1. 17/13 Architectu;cal Technology 30/-- --/---/---/---/-- --/---/-- 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead (Continued) 23/7 18/12 16/14 a 18/12 --!-- --!-- 20/5 20/10 20/10 22/8 a 20/10 --/-- --!-- Civil Technology 18/12 19/11 19/11 19/11 --/---/-- 23/7 a 16/14 a a --/-- Elect;cical Technology 1. 2. 3. 4. --/---/---/---/-- --/---/---/-- Technology 20/10 20/10 20/10 20/10 30/-- 30/-- --/-- 18/12 19/11 18/12 19/11 --/-- --/---/---/-- --!-- --/---/---/-- Electronic Technology 18/12 --/-- 18/12 --/-- 20/10 --/-- 23/7 18/12 16/14 18/12 18/12 --/-- 20/10 20/10 22/8 20/10 20/10 --/-- 18/14 19/11 18/12 19/11 19/11 -_ - !-- �B-6. ( Continued) Institution Year Year 1st 1st 2nd 3rd 2nd 3rd Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Gas Technology 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead Instrument Technology: 16/11 19/10 23/7 a 16/14 a a 20/10 --/-- --/-- --/---/-- --/-- --!---!-- --/-- --!-- --/-- Mechanical Technoloa:Y 1. 2. 3. 4. 5. 6. Ryersori Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 23/7 18/12 16/14 18/12 18/12 --/-- 19/11 19/11 20/10 19/11 19/11 --/-- 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead (Continued) f\) Vt Vt 23/7 a 16/14 a a --/-- 22/11 a 20/10 --/-a --/-- --!-- 20/1.0 a 20/10 ~-!-- --/---/-- 20/10 --/---/---/-- --!---!-- Medical Laborato:r:y Technology 15/17 16/14 16/14 16/14 16/14 --/-- Metallurgical Technology 1. 23/7 a 16/14 a a 14/16 --/---/---/---/---!-- 22/8 --/---/---/---/-- 20/14 --/---/---/---/---/---/-- --/---/---/---/---/---/-- Sanitary In§pectors Cour§e 25/-- --/---/---/---/---/-- --/---/---/---/---/---/-- --/---/-- --!---/---/---/-- �~ B-6. ( Continued) \J7. °' Institution Year Year 1st 2nd 2nd 3rd 1st 3rd Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Business Administration 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 28/-29/-- --/-29/-29/-- --/-- I 28/-29/-- --/-- 29/-29/-- --!-- 29/-27/-- --/-- 27/-27/-- --!-- Hotel," Resort and Restaurant Administration 28/-- --/---/---/---/---/-- Merchandising Administration 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 28/-- --!---!-- --!---!-- --!-- 28/-- --/-- --!---!---!-- --/-- 27/-- --!-- --/-- --!-- --!-- --/-- Secretarial Science 1. 2. 3. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead (Continued) 28/-- --!-- --/---/---/-- --!-- 28/-- --/---/-- --!---!-- --/-- 29/-- --/---/-- --!---!-- --/-- 29/-- --!---!---!-- --/-- --!-- Printing Manaiement 30/-- --/---/-- --!---!-- --/-- 29/-- --!---!---/---!---/-- 30/-- --/---/---/---/---/-- Furniture and Interior Design 27/-- --!-- --/---/---!---/-- 30/-- --!---!---!---/-- --/-- 30/-- --!-- --/---/-- --!-- --/-- 30/-- --/---/-- --!---/---!-- �B-6. ( Continued) Institution Year Year ~~ 2nd 2nd 1st 1st 3rd 3rd Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab Lecture/Lab LecturelLab Home Economics - Fashion 1. 2. J. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 28/-- --/---/---/---/---/-- ... Home Economics - Food Administration 28/-- 29/-- --/---/---/---/---/-- --/---/---/---/---/-- 28/-- --/---/---/---/---/-- Journalism 1. 2. J. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 27/-- --/---/---/---/---/-- 29/-- --/---/---/-- --/-- --/-- 4. 5. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton 6. Lakehead 2. J. I\) \Jl. -'3 (Continued) --/---/-- 30/-- a 30/-- --/-- 27/-- --/---/---/---/---/-- Photog~aEhic Arts 29/-- --/---/---/---/---/-- 27/-- --/---/---/---/---/-- Ihdus.tnia1· and ·.Bus.iness Management Techpology~ 1. 28/-- --/---/---/---/---/-30/-- --/---/---/---!---/-- 27/-- --/---/---/---/---/-- Text1.le T~chn0J.0~ --/---/---/---/-- 30/-- 18/12 --/---/---/---/-- --/-- --/-- --/-- --/---/---/---/-- --/---/---/---/-- 30/-- --/-- 18/12 --/---/---/---/-- _2 0/10 or ~~f~: �l'v B-6. ( Continued) \J7. CX) Institution 1st Lecture/Lab Year 2nd Lecture/Lab 3rd Lecture/Lab 1st Lecture/Lab Forest Teclmology 1. 2. J. 4. 5. 6. Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead --/---/---/---/---/-15/17 2. 3. 4. 5. 6. b Ryerson Eastern Ontario Northern Ontario Western Ontario Hamilton Lakehead 21/6 --/---/---/---/-- --/---/---/---/---/---/-- --/---/---/---/---/-- 18/11 18/9 aOffered; detail not specified. b See Lakehead catalogue. --/---/---/---/---!-- 19/10 3rd Lecture/Lab Mining Technology Engineering Technology 1. Year 2nd Lecture/Lab --/---/---/---/---!---/-- --/---/---/---/---/-20/12 --/---/---/---/---/-17/14 --/---/---/---/---/---/-- �II II II • • •II • •II • • • • • • • APPENDIX C STAFF REQUIREMENTS �C-1. Canada and Central Canada: Full-Time Students, Teaching Staff and Student/Staff Ratios, Based upon 17 Universities, Selected Years, 1951-52 to 1961-62 Academic Year 1951-52 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 260 Central Canada Students • Staff , Students Per · staff Member 20109 21955 22904 23886 24748 27063 29499 1258 1502 1548 1663 1862 1961 2186 16.0 14.6 14.8 14.4 13.3 13.8 13.5 Students J6882 44505 48142 51889 55253 61195 67863 Canada Staff Students Per Staff Member 2447 2941 3137 3421 3870 4138 4557 15.1 15.1 15.3 15.2 14.3 ]h.8 14.9 �C-2. Canada: Enrollment, Staff and Students per Staff Member in Technical Institutes, by Province, 1960-1962 Nova Scotia Enroll1'1ent Staff Students per staff New Brunswick Enrollment Staffa Students per staff Quebec Enrollment Staffa Students per staff Ontario Enrollment Staffa Students per staff Saskatchewan Enrollment Staffa Students per staff Alberts Enrollment Staffa Students per staff British Columbis Eilro llmen t Staffa Students per staff All Provinces Ehrollment Staffa Students per staff 1960 1961 30 32 1962 294 24 12.3 member 2 15.0 10.7 member 61 8 7.6 78 8 9.8 member 5063 1490 3.4 5712 1553 3.7 5976 1654 3.6 member 3086 198 15.6 3959 228 17.4 3990 237 16.8 member 105 8 13.1 168 17 9.9 218 21 10.4 member 911 137 6.7 952 149 6.4 197 member 146 28 5.2 6.0 202 27 7.5 member 9402 1872 5.o 11098 1988 5.6 11983 2147 5.6 3 33 149 16 9.3 1154 166 1.0 aFull-time plus one-half of part-time staff. 261 �C-3• Canada: Distribution of Full-Time Teaching Staff at Selected Institutions, by Rank, Selected Years, 1937-38 to 1961-62 nk All Ranks except Dean Academic Year Dean Professor Associate Professor Assistant Professor Instructor and Lecturer 1937-38 1938-39 1939-40 1940-41 1941-42 72 85 73 77 74 503 505 493 507 488 199 198 208 202 203 267 283 264 266 279 335 342 354 341 373 1304 1328 1319 1316 1343 1942-43 1943-44 1944-45 1945-46 . 1946-47 69 75 73 76 84 482 494 490 564 600 201 227 271 352 396 278 264 291 382 514 396 387 421 464 787 1357 1372 1473 1762 2297 1947-48 1948-49 1949-50 1950-51 1951-52 84 85 81 91 90 595 649 676 672 689 420 461 477 488 509 490 575 577 565 590 701 591 669 618 569 2206 2276 2399 2343 2357 1952-53 1953-54 1954-55 1955-56 1956-57 94 92 87 690 695 736 520 566 584 633 660 706 548 576 578 2391 2497 2604 89 796 714 786 556 2852 1957-58 1958-59 1959-60 1960-61 1961-62 93 97 97 98 102 831 868 920 940 987 759 824 930 994 1138 866 984 1166 1298 1449 588 646 735 785 870 3044 3324 3773 404D 4455 28.3 · 2l.7 26.3 23.6 100.0 Percentage distribution: weighted average a -- aNot included in calculations of weighted average distribution. 262 �APPENDIX D EXISTING SPACE AND ROOM UTILIZATION �D-1. Lakehead College of Arts, Science and Technology: Summary of Net Space in Existing Buildingsa Building and Floor level Net Area ( square feet) Science and Technology Basement Ground Second Subtotal L750 21675b 6505 32930 University Centre Basement Ground Second Subtotal 5325 12525 6990 2L8Lo aThe existing student residence consists of 17,6L5 gross square feet, or 339 square feet per bed for 52 students. bExcludes wing under construction in the summer of 1963. 264 �D-2. Lakehead College of Arts, Science and Technology: Scheduled Utilization of Classrooms and Laboratories, 9 A.M. to L:30 P.M., Excluding Saturday, Fall, 1963 Room Number 1 3 L 5 6 7 12 -- 2L 9 23 11 15 18 12 15 2L 1L 16 20 21-22 ' 23 2L 25 26 9 9 7 17 Total Source: Scheduled Hours per Week Lecture Laboratori 118a 101b Data supplied by Lakehead College administration aAverage utilization of seven lecture rooms is 16.9 hours per week. bAverage utilization of seven laboratories is . 14.6 hours per week. 265 �APPENDIX E INSTITUTIONAL FINANCE �E-1. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Cait~g:gr;t ~ Summary of Expenditures, Fisc~l Years Ending: Mai Jl 1252 12QQ 1221 l,2gg 12,QJa (current dollars) Expenditures: summaryb Instruction Administration Plant operation and maintenance Other 16795 19014 Expenditures: detail Instruction Salaries Instructional supplies Library Travel 44124 2465 3096 215 64535 ~ 7202 ~ ~ J.7220 ,6~~ 4626 1761 6071 1131 6101 1745 9538 13939 3281 22800 3164 16z2s 4992 172Q8 8222 5458 5097 4681 2J~71 12058 6285 4584 945 J22~2 17945 7466 5744 1104 2ZJOQ 10000 10000 6100 1200 Administration Office salaries and expense Other Plant operation and maintenance Building Grounds Heat, light and water Insurance Other Extraneous Capital expenditures charged to operations Depreciation a b 22026 49901 6387 l.2201 ll26lZ lSuQ~8 2022QJ 2z611J 71371 94651 137072 181661 7202 7846 12702 17220 17508 19535 ZlJZl 2284 3987 566 18085 33466 23871 32259 JJ2!.~0 212000 26550 27300 74600 32259 44973 21J.6~1 1JZQZ2 1~1661 212000 76376 89981 120451 140000 1600 2906 1856 3000 16011 44901 56819 67000 2000 664 1485 333 3750 1247 Boo 1808S 8879 .3037 5279 890 l2Ql~ 1395 l22JS 2478 JJl.66 1170 ~ ~ 1178 3748 z~6QQ 19600 17057 11670 20626 7647 23434 7878 33347 15000 40000 3712 13907 3805 - Projected. Items may not add to totals -due to rounding. 267 �E-2. Lakehead College of Arts, Science and Technology: Fiscal Years 1958 to 1963 Budget Category ~ Summary of Revenues, Fiscal Year Ending Mai 31 l.29.Q 1962 1961 ~ 1963a (current dollars) Revenues: summaryb Grants Student fees Other Revenues: detail Grants Municipal Federal Provincial a b 1oz520 182013 1822z8 23~03 84121 149770 149270 185233 21154 30338 30498 47588 1906 2510 2315 2582 3~3150 246000 94850 2300 8~121 1~2ZZQ 1~92ZO 185233 • 201222 2~6QQQ 20000 20000 20000 20000 20000 15000 19121 24270 30t33 29770 31729 41000 50000 100000 105000 135000 150000 185000 Student fees Registration Supplementary exams Tuition 2115~ 1330 290 19534 Other Miscellaneous Rentals: janitor's cottage Rentals: rooms nl2 813 ) ) 1502 ) 1.1Z588 1810 300 45478 811.155 2495 335 350 28373 30~98 1280 370 28848 78625 92000 12.Q.Q 694 2510 849 2582 802 nil 2300 897 500 500 600 1061 600 1180 600 1244 600 1200 30338. -i:;ro 455 712 Projected. Items may not add to totals due to rounding. 268 28592~ 201729 81455 2741 9~850 2500 �II II • E-3. Year 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 a Canada: Gross National Product, Current and Constant Dollar Series; 1951 to 1962 Gross National Product Current 1949 Dollars Dollars 21170 23995 25020 24871 27132 30585 31909 32894 34784 35928 36844 39424a 18547 20027 20794 20186 2,1920 23811 24117 24397 25157 25617 26097 27664b 1949 = ImElicit Price Index 19b2 = 1.000 C 1.000 Calendar Year Academic Year 1.141 1.198 1.203 1.232 1.238 1.284 1.323 1.348 1.383 l.403 l.412 l.425 .801 . 841 . 844 .865 .869 .901 .928 .946 .971 .985 .991 1.000 .818 . 842 .853 . 867 .882 .912 .936 .956 .977 .988 .995 Annual rate, 2nd quarter. bEquivalent in 1957 dollars is 36,000. Equivalent in 1949 dollars is derived by multiplying 36,cDO by ratio of 1949 index to 1957 index; or (36,6oO)(l.OOO;l.323). °weighted 7 months for earlier year, 5 months for later year; to take accoupt of May 31 fiscal year end at Lakehead College . �E-4. Canada: Growth Rates in Median Salaries of Full-Time Teaching Staffs, Based upon 12 Universities, All Ranks, 1951-52 to 1961-62 Academic Year 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 Median Salary z All Ranks 1962-Current Dollars Dollars 4797 48to 5249 5423 5864 5772 6154 6255 5892 6713 7445 7979 8404 8646 6461 7172 7788 8167 8506 8689 Average per annum a Average per year, 1954-55. to 1956-67. 270 Percentage Increment over Preceding Year + + 1.6 6.6 1.6 1.6a 11.0 8.6 + + 4.9 + 4.2 2.2 + . + + 4.3 �E-5. Canada and Central Canada: Median Salaries of Full-Time Teaching Staffs Based upon 17 Universities, Selected Years, 1961-62 to 1973-74 Index of Growth Rank (1961-62 Year = l.OOOl Dean Associate Assistant Professor Professor ProfessQr Instructor and Lectu_r_er_ All Ranks Canada 1961-62 1.000 -- 15577 15655 12619 12682 9703 9752 7687 7726 6570 6603 8646 8689 1963-64 1966-67 1973-74 1.061 1.159 1.426 16610 18144 22324 13456 14698 18085 10347 11303 13906 8197 8954 11017 7006 7653 9416 9219 10071 12391 1963-64 1966-67 1973-74 1.082 1.217 1.601 16939 19052 25064 13722 15434 20304 10552 11868 15613 8390 9403 12369 7144 8036 10571 9401 10575 13911 Current dollars Constant 1962 dollars Estimate A: growth at 3 percent per annum Estimate B: growth at 4 percent per annum Central Cana9ii 1961-62 1.000 -- 17063 17149 12896 12961 9748 9797 7749 7788 6623 6656 8887 8932 1963-64 1966-67 1973-74 1.061 1.159 1.426 18195 19876 24454 13752 15022 18482 10395 11355 13971 8263 9026 11106 7062 7714 9491 9477 10352 12737 1963-64 1966-67 1973-74 1.082 1.217 1.601 18555 20870 27456 14024 15774 20751 10600 11923 15685 8427 9478 12469 7202 8100 10656 9664 10870 14300 Current dollars Constant 1962 dollars Estimate A: growth at 3 percent per annum Estimate B: growth at 4 percent per annum I'\) -.J I--' N.B. Unless specified otherwise, figures are expressed in 1962 dollar values. �I • • •I I I I I I I I I I I I I I I BIBLIOGRAPHY �BIBLIOGRAPHY Assumption University of Windsor. Ontario. General Announcement 1962-63. Assumption University of Windsor. of 1960-61. Windsor, Ontario. Report of the President, Academic Year Windsor, Carleton University. 1962-63 Calendar. Ottawa, Ontario. Carleton University. The President's Report 1961-62. Ottawa, Ontario. Carleton University. The President's Report 1960-61. Ottawa, Ontario. Committee of Presidents of Provincially Assisted Universities. Post-Secondary Education in Ontario 1962-70. Report of the Presidents of the Universities of Ontario to the Advisory Committee on University Affairs: May, 1962 (Revised January, 1963). Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1961. Ottawa: Roger Duhamel, 1962. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1959. Ottawa: The Queen's Printer and Controller -of Stationery, 1960. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1958. Ottawa: The Queen's Printer and Controller of Stationery, 1959. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1957. Ottawa: Edmond Cloutier, 1958. Dominion Bureau of Statistics. Fall Enrolment in Universities and Colleges 1956. Ottawa: Edmond Cloutier, 1957. Dominion Bureau of Statistics. ulation". Ottawa, Canada. 1961 Census of Canada. 11 Series 1.2, Pop- Dominion Bureau of Statistics. Salaries and Qualifications of Teachers in Universities and Colleges. Ottawa: Roger Duhamel, 1962. Dominion Bureau of Statistics. Salaries and Qualifications of Teachers in Universities and Colleges 1960-61. Ottawa: Roger Duhamel, 1961. Dominion Bureau of Statistics. Survey of Elementary and Secondary Education 1959-60. Ottawa: Roger Duhamel, 1962. Dominion Bureau of Statistics. Survey of Higher Education 1952-5L. Ottawa: Edmond Cloutier, 1957. Dominion Bureau of Statistics. Survey of Vocational Education and Training 1959-60. Ottawa: Roger Duhamel, 1961. 275 �Dominion Bureau of Statistics. University Student Expenditure and Income in Canada 1956-57. Ottawa: The Queen's Printer and Controller of Stationery, 1959. Dominion Bureau of Statistics. Ottawa: Roger Duhamel, 1960. Engineering News Record. Selected Issues. University Teachers' Salaries 1937-60. New York: McGraw Hill Publishing Company. Jackson, R. W. B. Secondary-School and University Enrolment Study. "Volume I: Basic Tables". Laurentian University of Sudbury. President's Report for the year ending June 30th, 1962. Sudbury, Ontario. McMaster University. The President's Report 1961-1962. McMaster University. Ontario. McMaster University Calendar 1963-6L. Ontario Department of Economics. Survey 1961. Ontario, Canada. Hamilton, Ontario. Hamilton, Ontario Economic and Social Aspects Ontario Department of Education. Report of the Minister 1961. Printed by Order of the Legislative Assembly of Ontario Sessional Paper No. 7. Queen's University. Report of the Princi 1 of Queen's Univ€rsit Board of Trustees 19 - 9. Kingston, Ontario. to the -----------Royal Commission on Canada's Economic Prospects. Industry October, 1956. Quebec. The Canadian Construction Prepared by the Royal Bank of Canaqa. Montreal, Royal Commission on Canada's Economic Prospects. Output, Labour and Capital in the Canadian Economy. Prepared by Wm. c. Hood and Anthony Scott. Royal Commission on Canada's Economic Prospects. Skilled and Professional Manpower in Canada, 19L5-1965. Prepared by The Economics and Research Branch, Department of Labour of Canada. Ottawa, Ontario. Royal Commission on Canada's Economic Prospects. Some Regional Aspects of Canada's Economic Development. Prepared by R. D. Howland. ' Sheffield, Edward F. Enrolment in Canadian Universities and Colleges to 1970-71 (1961 Projection). Ottawa: Canadian Universities Foundation, 1962. Sheffield, Edward F. Financing Higher Education in Canada No. 1. -"Financial Needs of Canadian· Universities .and'Colleges, 1960. 119 Oi-Eawa:· Canadian Universities Foundation, 1960. 276 �Sheffield, Edward F. Financing Higher Education in Canada No. 2. "Sources of University Support". Ottawa: Canadian Universities Foundation, 1961. Sheffield, Edward F. and ApSimon, Claire M. Financing Higher Education in Canada No. L. 11 University Costs and Sources of Support". Ottawa: Canadian Universities Foundation, 1962. University of Toronto. University of Toronto Calendar Faculty of Arts 1958-1959. Toronto: University of Toronto Press, 1958. University of Toronto. University of Toronto Faculty of Applied Science and Engineering Calendar 1957-58. Toronto: University of Toronto Press, 1957. University of Toronto. President's Report for the Year Ended June 1961. Toronto: University of Toronto Press, 1961. University of Toronto. President's Report for the Year Ended June 1957. Toronto: University of Toronto Press, 1958. University of Western Ontario. 1961. London, Ontario. Report of the President Academic Year 1960- Vanderkamp, J. Rosemary. Financing Higher Education in Canada No. 3. : "Provincial Programmes of Aid ' to University Students, l957:-58 · to· l.960~61 1!. I I 277 �)u ~1~~.~4 ~ }_~ ~ 0 ~ 4f",, N,, u)~M,,VV\f-R1 I 1' � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Report to the Lakehead College of Arts, Science and Technology Description An account of the resource Lakehead Report summary, enrollment, instructional activity, staff requirements, teaching station requirements, non-academic activities, finance and building information Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1963 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Report to the Lakehead College of Arts, Science and Technology Subject The topic of the resource Universities Description An account of the resource Report by Taylor, Lieberfeld and Heldman (Canada) Ltd to Lakehead College. The consultants were asked to study the college as it was and make recommendations to encourage future growth. Subjects covered include enrollment, instructional activity, teaching and staff requirements, space requirements, building programs, and finances. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1963 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Identifier An unambiguous reference to the resource within a given context U9 https://digitalcollections.lakeheadu.ca/files/original/3d4267165e5a84f9a90d5dc9688c0ee2.pdf 45aa611b25feadb936a4108be1caa4f3 PDF Text Text /. (,I ~~ u rv 1 u£ RS 1rY L4K£1-/£AO ~ C_ ~ -tl.~t 0 Ll ~ ' s le - {,. l\ \ D ( tOlrO~ jf:f\1"f7-TT'\j' GA ·L L ~ 7 ~ "- CJ / �A C K N O WL E D G E M E N T S ----------~-- ·-Many thanks to my unfortunate victims and partners in crime: Sharon Matchett - AMS Secretary Fiona Karlstedt - Administration Secretary - for the long hours put in that ONE FAITHFUL NIGHT typing this masterpiece. And to: Larry Earl - formerly Arts 11 Jim Hamil ton - formerly Arts 1 Frances Moscoll - formerly Arts 111 - for their help in the tabulation I I l Ii l ! ! ! I I I j ! l And to: Linda Martin,once again for putting up with the whole mix-up before, during and after CUS , and to all the dear friends and enemies that I shall rope into working this week-end to staple th~s calendar. �d We promised the StLtclents 0f Lakehead University an anti-calendar (a course evaluation survey) last year. Here it is. We make no apologies for what is said, no claim that it is a resounding success, no dttempt to measure the weight of its results but rather we accept the responsibility for all that has been said within these pagPs anJ we hope that in some way shape or form that our first anti-calendar will contribute snmething useful to the university for the benefit of both students and faculty. "What needb Lo be set out initially is a brief description uf our experienc~ Jn doing tl1is, our reasons for making it, a discussion of liow sti1211t1fi c it is, some of our reactions to the results, and wh a t lond of picture emerges from ti,~ survL-"Y." Editor's Note: All quotations are taken from tile U.B.C. anticalendar, Songs of f nnocence_?nd Experience, simply because 1 felt that their editor summed up what I hoped to say in a much better way than I ever could. The poorly worded but sincerely meant suggestions and comments will be my own. How To Make An Anti - Calendar Figure out what you want to know and then devise a questionnaire to get the informat1011. Get a lot of willing hands to pass out the questionnaire, hands that will later pick up the same. Phone call reminders are essential for greater response and therefore greater sucless - again more willing hands. Another important factor to note is that all questionnaires should be passed out well in advance of final exams and that work in preparation for an evaluation course should have begun in the early spring of the University year to permit more careful planning of the anti-calendar, and especially more 'people-getting'. By now you have realized one simple but basic need: 'to get an anti-calendar you need the authentic co-operation of people'. There is a start ... more is to come. From Plato To Goodman - A -~~~tl_e Philosophy Thi s section should lie short and it is. An anti-calendar should he free and available. Its purposes are to find out how goo<l the courses and teachers are, to be a guide with informau.on the administration doesn't provide, and to be a force for academ1c reform within the University. �2 Editor's Note: 1 simply cannot resist using a few of the unique subtitles from Songs of l!!_~c~n_£_e and Experience (U.B.C.) as some of you will notice. Science and Bubblegum The format of any evaluation course is constantly under fire by social scientists for its scientific failings accuracy, dependability. Some feel that it should be more than a string of little numbers to check off ... ·others attack different features ... but we shall not be moved. "This anticalendar is not a scientific document - it is a compendium of many opinions - a lot of it is hit and miss - but it doesn't pretend to be anytl1ing else. You could spend days talking about how to make it more scientific; you could spend your days doing better things. Our feeling about anti-calendar is chat it's usefulenough." Results la6, 2a6 1 Ja6, ...... '? ---On looking back now, we find it hard to believe that the anti-calendar can do mor e harm than good as many of its main critics suggest. Quite c learly this survey revealed "the r e sp e ct which most students have for their teachers, both as individuals and as professionals". Profs were treated with fairness, we believe, and few were really burned at the stake by a rdging mob or 'irresponsible' students. Our intention was to let the students know which were the better courses and profs, and to criticize both, in order to improve courses next year. At times students wrote this sort. of comment "I would have gotten more out of this course if I had attended the Jectures or done some work on the course. It was more my fault than ... " (Professor's name will be omitted to save face on all sides) At times it was the other way around. Regardless of what comments were made, however, we feel that taking all thoughts into consideration that the evaluation 'attempt' was definitely worthwhile. "When students put out more anti-calendars here (and they will) maybe the writing and tl1e information evaluating methods wiJl improve. This is a banal hope. What's seldom mentioned is the suggestion that 1f tl1ere were really frank an<l open discussions about courses, tea c hers and changes, we probably wouldn't have to bother w1th anti-calendars." �3 How To Use Tlus The courses have heen listed 1n alphabetical order in their respective years. Faculties have not been separated because in many instances students in different faculties take a few of the same courses, (i.e. as in the case of the English requirement). Time did not allow us, moreover to check with the respective departments re course and professor changes for next year. Therefore out suggestions are: 1. that you check with the profebsors concerned as to the present courses offered hetore you determine the courses that you -wi 11 take, 2. and that you read rhe summary ut the course you plan to take even if last year's prof 1s not returning - in this case for subject material criticism. We stress also the f ch.t that only courses to which we felt there had heen suffiLient response are evaluated in this anti-calendar. Because of tl1is, you will find that the courses evaluated are many for first year students, occassional for second year, hardly for third year and non-existent for Honours and hcyond. Note also that the description of the subject matter of the given courses, in all cases, is taken from last year's Calendar descriptions. Time and che format of our questionnaire have forced us into this situation and we have made only slight adjustments to it - mainly derived trom the Comment section of the questionnaire. And finally all results have been tabulated following the line of the Evaluation Questionnaire mailed to students at the end of last year's term. Please judge accordingly. What It Shows "The anti-calendar conr.a1ns a lot of commentary about teachers and this receives a great deal of attention. It would be a mistake to think this is the important part. What's important, 1t seems to us, is to determine what the university is and isn't doing in education. Th~ university ls successfully putting people through some kind of system - sometimes it relates to learning, often it provides Jobs, often 1c doesn't do anything. The survey shows there are some progressive departments actually doing a good job as far as students arc concerned and that there are some great professors - contact with them changes your life." �4 It shows that problems exist that desperately need solutions: 1. the lecture system which doesn't provide for discussion or thought 2. the grading and examination system based on idiotic notions of competition 3. the minor requirement subject that many students hate to take but are forced to 4. survey courses where content is superficial and meaningless 5. impersonal student-professor relationships because of the system (i.e. the prof with too much administrative responsibility who is not available in or outside of class or perhaps the size of the class). "These are big problems and unless we begin to get some realistic changes, the quality of education here will continue to be dismally mediocre." Where It Leads Hopefully the anti-calendar will lead students and professors to a deeper understanding of what the end of University education should be and perhaps a few suggestions on how to get there. �5 Editor's Note: Courses that were turned in late are evaluated at the end of the calendar. Check the last pages before you write off a course as not having been evaluated. Accounting la6 Mr. Elms lie INSUFFICIENT RESPONSE The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of accounts receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principles; the formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporation Act - 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and nt a discount and the redemption of preferred shares; dividends and appropriations of retained earnings. Accounting Tla Mr . Zablocki, Mr. Crowe SUFFICIENT RESPONSE ONLY TO MR ~ ZABLOCKI'S COURSE The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of accounts receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principlesu Course Evaluation well, Mr. Elmslie managed to hold class interest fairly expressed his material adequately clear, encouraged �6 class participation in discussion and questioning quite often, was always available in and outside of class and was very receptive to ideas other than his own. His lectures met the •about-right 1 level of student comprehensionj his material was well organized and he followed th~ text and reading assignments 'almost' always and he assumed the right amount of prior knowledge of materialv The examination was _very much relevant to class work, reasonably difficult, required both knowledge of the course and reasoning and was marked rather strictly~ Ma r k i n g s c h em e s we r e u s. u a 1 1 y i n <l i c a t e d , q u e s t i o n s generally were clear and the percentage of term work vs. examinations was usually revealed. In general, reading assignments and term papers were usually not considered helpful, although the library holdings were considered adequateo While the course material was considered reasonably close to what was expected and the course labelled a very worthwhile course, the value of the text(s) and the seminars was realized by only half the class while the other half derive<l nothing from them . Accounting 200 The accounting cycle for both service and merchandising enterprises including adjustments for deferred and accrued items; use of special journals and subsidiary ledgers; valuation of account receivable, merchandise inventory and fixed assets; payroll accounting; introduction to internal control procedures with special emphasis on the control of cash; accounting concepts and principles . The formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporations Act - 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and at a discount and the redemption of preferred shares; dividends in cash and in shares and appropriations of retained earnings; longterm obligations of corporations including the treat~ent of bond premium and discount; investments; departmental and branch accounting; statement of source and application of funds; analysis of financial statements ~ �7 Accounting T2a Mro Elmslie INSUFFICIENT RESPONSE The formation, operation, dissolution and liquidation of partnerships; formation of limited companies including the legal requirements of the Canada Corporation Act 1965; the share capital of corporations including the accounting treatment of shares issued at a premium and at a discount and the redemption of preferred shares; dividends in cash and in shares and appropriations of retained earnings; long-term obligations of corporations including the treatment of bond premium and discount; investments; departmental and branch accounting; statement of source and application of funds; analysis of financial statements ~ Accounting T3a Mr " Elmslie INSUFFICIENT RESPONSE The analysis of accounting procedures and principles to show the relationship between methods and reasons; the theory of income measurement; the evaluation of b u s i. n e s s e n t e r p r i s e s ; t h e m i n i murn s t a n d a r d s o f d i s c 1 o s u r e required in financial statements, techniques of budgeting and controls; accounting for parent and subsidiary companies; income tax problems; fund accounting; bankruptcy procedures; the integration of practice material with business cases. Accounting T3b M r ,, Z ab 1 o ck i INSUFFICIENT RESPONSE The elements of cost, material, labour, and overhead; the application of cost to work done under job cost and process cost systems; standard costs, including the analysis and accounting treatment of variances; cost and profit analysis for decision making, including gross profit analysis, break-even analysis; profit-volume and differential cost analysis; budgetary control and the flexible budget., �8 Anatomy and Physiology Tla (Nurses) Mro B., Bristowe Emphasizes anatomy and physiology of the various systems (skeletal, muscle, digestive, excreting, circulatory, respiratory, endocrine, reproductive and nervous) in man. Laboratory work consists largely of the dissection and study of the cat as a representative mammalian type and of experimentation in, and demonstration of basic physiological phenomena. Course Evaluation Mr. Bristowe held class expressed his material quite participation in discussions was usually available in anJ 'Hlmost' always receptive to interest adequately, clearly, encouraged class and questioning at times, outside of class, and was ideas other than his own " His lectures are at the 'about-rightf level of comprehension of his students, they followed the text and reading assignments fairly consistently, his material organJzation was good and he assumed the 'about-right' prior knowledge of material . The examination was fairly relevant to class work but very difficult . It required strict memorization, was marked rather strictly and the value of term work vs. examinations was not usually revealed. However, marking schemes were clearly indicated, and questions usually clearly worded ~ In general, texts coordinated with the course very well, additional reading assignments were always helpful, and term papers extremely helpful, although library holdings were poor ~ Labs proved a great help to the course . On the whole, the course material was very close to what had been expected and the course was rated as worthwhileQ �y Biology la6 Introductory lliology Dr. Ozburn Dr. Magwood Mr. Lindsay An introduction to living matter followed by surveys of the plant and animal kingdoms. The laboratory experiences include experimental biology as well as the study of both plant and animal structure. Editor's Note: Because this course was L:iught by three professors, students found the questionnaire difficult to reply to. Some attempted three separate ratings as we had hoped they would; however, the majority did not. Therefore I have devided to take all replies into account, along with the more specific comments which many students made and from this to evaluate Biology la6 as one section and not three. Course Evaluation The lectures, in general wPre considered adequately effective, expressing their material fairly well. Class participation in questioning and discussion was seldom encouraged, although the lecturers were receptive to ideas other than their own. All were usually available in and outside of class. The lectures were at about the right level of comprehension, 'almost' always following text and reading assignments. Material organization was adequate, although a little too much prior knowledge of material was assumed. The examination was rated fairly relevant to class work, reasonable difficult and requiring much memorization with some reasoning. Marking schemes were 'almost' always indicated, questions usually worded clearly, the marking fairly done and the value of term work versus examinations usually revealed. In general, the text was considered useless and strongly so, additional reading assignments, term papers and labs quite helpful and library holdings fairly good. On the whole the course material was reasonably close to what had been expected and the course was considered quite worthwhile. General comments suggested that too large an area was to be covered in the course, that wlth three different profs, �10 exam questions were more difficult to answer and that most labs did not correlate to the course. Biology Tla (Forestry) Introductory - Mrs. Skula INSUFFICIENT RESPONSE Stressing biological principles. Laboratory study of represtative species in plant and animal kingdoms, with emphasis on forestry application. Microhiology Tla (Nurses) - NO RESPONSE Survey of the physiological and morphological characteristics of micro-organisms. Biology 300 Microbiology (Nurses) - Dr. Lone - INSUFFICIENT RESPONSE Study of the role of bacteria in the biological world and their interaction with man. Special emphasis is given to the study of factors concerned with transmission of infections and attempts to control common diseases. Biology 301 - Physiology (Nurses) - Dr. Magwood (Kathleen) - INSUFFICIENT RESPONSE A course dealing with the function of tissues and organs of the human body using knowledge of scientific principles to assist the student to understand the reactions of the body to disease and to methods of therapy. Biology 2a6 - Developmental Vertebrate Morphology - NO RESPONSE The basic developmental patterns and the evolution of body form (skeleton, organ systems, etc.) of the Phylum Chordate. �11 Dissection of representative chordate types will be emphasized in the laboratory. Biology 2b3 Mycology, Phycology and Bryology Dr. Barclay-Estrup Morphology, life histories and evolutionary relationships of the principal fungi and algae. Course Evaluation Dr. BarcJay-Estrup did not redlly maintain class ~nterest during his lectures although his material was expressed clearJy. He encouraged class partiL1pat1on In discussion and questioning at times, was always available in and outside of class and was usually receptive to ideas other than his own. His lectures were at ahout the right level of comprehen,sion, usually followed text and reading assignments but not too well-organized. However, he assumed about the right amount of prior knowledge of material. The examination was quite relevant co class work, reasonably difficult, requiring almost strict memorization and marked very strictly. Marking schemes were almost always indicated, questions were usually clearly worded and the value of term work vs examinations was always revealed. In general, texts co-ordinated rather well, additional reading assignments and term papers were usually helpful but the library holdings were fairly poor. Labs were rated as very valuable to the course. On the whole, the course material was considered reasonably close to what was expected and the course was considered worthwhile. Biology 2c3 Vascular Plant Morphology Dr. Barclay-Estrup lNSUFFJCIENT RESPONSE Morphology and evolutionary relat1onsh1ps of the vascular plants from ferns to seed plants inclusive. �12 Biology 2d6 Dr. Ozburn Dr. Magwood (Course not descrihed in last year's calendar) The lectureres maintained class interest adequately, were quite easy to follow, greatly encouraged class participation in discussion and questioning, were 'almost' always available in and outside of class and very receptive to ideas other than their own. The lectures were slightly above the student level of comprehension, but followed text and reading assignments fairly consistently. They adequately organized the course material and assumed about the right prior knowledge of material. The examination was quite relevant to the course, reasonably difficult requiring strict memorization and marked fairly. Marking schemes were usually indicated, questions usually clearly worded and the value of term work vs. exams usually given. In general, the text(s) co-ordinated adequately with the course, additional reading assignments, term papers, and especially· labs were helpful and library holdings were fairly good. The course material was very much like what was expected and the course was considered quite worthwhile. �l] Business Law Tla Mr, D Martin INSUFFICIENT RESPONSE A summary of our laws of contract, employment 1 agency~ sale of goods, insurance, ba.i ]ments~ inheritance, real estate, negoiiable instruments, partnerships, corporations, bankruptcy, trade marksi business crimes and torts. BusinesK Organization 100 Mr Mott Forms of ownership, the organizational structure of a business firm; manufacturing, wholesaling; retailing; public utilities and co-operatives; the scope of the office. office organization, procedures, and equipment; location and layout of a business enterprise; personnel and labour problems; consumer and business . finance; financial institutions; business risks and insurance. Course Evaluation Mr. Mott was not consiJereJ effective in cl~ss at all, although he expressed l1is material ad~quatelyHowever, he did encourage c1.1ss participation in discussion and questioning at times, was 'almost' always available in and outsjde of c lass and wass at ti.mes, receptive to ideas other than his own. His lectures were felt to be at the 'about-right ~ level of comprehension~ they tolJowed the text(s) and assignments fairly consistently , The professor's material organization was u<lequate although he assumed a l i t t l e too much prior knowledge of material The examination was very relevant to class work and reasonable although 1t was very <liffi.cult lt required almost strict memorization, but the professorfs marking was considered fair Marking !:,Chemes were hardly ever indicated, but questions were wurded clearly 9 and the percentage value of term work vs. examinations usually revealed. In general, text(s) co 0 1ct1nJte<l adequately with the course, addit1onal reaJLng dssignments were usually l1elpful as were term papers nnd seminars There were fairly good library hoJ.d1ng~ un the cot1rse �14 On the whole, the course seemed to be reasonably close in subject matter to wl1at had been expected and was considered reasonably worthwhile. Business Manageme~t T3a Alexander INSUFFICIENT RESPONSE The princlples and practices of business management and their application to the organization and operation of enterprises; the management of the three major functions of husiness -- production, finance, and marketing . Emphasis is placeJ on the philosophy and general approach rather than on details of technique and procedures, with the aim o[ developing through classroom participation and written assignments on practical business situations the ability to recognize problem~, assemble facts, make decisions, 3nd present recommendations convincingly and conciselv~ Mr, Chemistry Tla Hru l ey, Dr . Braun INSUFFJCIENT RESPONSE A general course in cliemi_stry stressing atomic structure, periodic table, gas laws, liquids, solids, equilibrium, ionizations. hy<lrogenion concentration, a study of the representative elements, and a brief introduction to the chemistry of organic compounds Chemistry Dr .. la6 Hawlon Fundamental concepts of the atoms 1ng,. states and properties o[ mattero chemical bond- C o u r s e __ E v a 1 u a t . i o n Dr . II .:1 v.J t on ma t e r i n 1 c 1 e rl h e I d c l a s -.; ' .1 1 m o s t ' rl y , i nt .1 f! r es t , 1wn y s ex pr c ssed en c o u r a g e d hi s c l as s �15 participation in discussion and questioning, was available in and outside of class at times and was receptive to ideas other than his own usually o His lectures are at about the right level of comprehension and follow the text and reading assignments fairly consistently. His material organization is adequate and his assumption of prior knowledge of material just about right. The examination was quite relevant to class work, and was reasonably difficult and was marked fairly. Knowledge of the course, plus reasoning was essential. Marking schemes were usually indicated, questions usually clear but value of term work vs. examinations was never given. In general, text(s) coordinated very well with the course, additional reading assignments were always helpful, term papers quite helpful, the library holdings fairly good and labs proved valuable. On the whole, the course material was very close to what had been expected and the course was considered very worthwhile. Comments suggested~ - there should be more term tests experiments should be taken after the work has been covered in class and not before as was the case Chemistry 2e6 Inorganic-Analytical Chemistry NO RESPONSE A course dealing with the nature of solutes, vents, and solutions, precipitates, suspensions, general acid-base theory, equilibrium. Chemistry 2f6 Organic Chemistry sol- Dr. Orr An introductory course including the classification �16 and nomenclature of simple organic compounds, nature of the covalent bond, resonancP, stereo-chemistry ,. The following general reactions, together with reaction mechanisms, will be discussed: addition, substitution and elimination. Laboratory consists of preparation and purification of organic compounds. Course Evaluation Dr. Orr was considered to be an excellent lecturer who really maintained class interest, was very easy to follow, encouraged much class participation in discussion and questioning, was always available in and outsi<le of class and was definitely receptive to ideas other than his own. His lectures were at about the right level of comprehension, they followed the text and ~eading assignments almost aJways, his material organization was excellent and he assumed about the right prior knowledge of material. The examination was quite relevant to class work, rather difficult, required strirt memorization, but was marked fairly. Marking schemes were always indicated, questions alway worded clearly and the value of term work vs. examinations was usually given. In general, texts coordinated quite well with the course, additional reading assignments were usually helpful as were term papers, labs were quite valuable and the library holdings fairly good. The course material was very much like what had been expected and the course was considererl very worthwhile. Chemistry 2g6 Physical Chemistry Dr. Hawton NO RESPONSE An introductory course in physical chemistry dealing with, the properties of gases, kinetic theory, principles of thermodynamics anJ properties of solutions �17 Chenistry 3d6 Biochemistry NO RESPONSE /\. general course in Biochemistry including carbohydrates, proteins, lipids, enzymes, and nucleic acids. Chemistry 3e6 Inorganic Chemistry Dr. C0wdell NO RESPONSE Theoretical o1 the fl 1 em en ts , basis of nu c 1 t> n r Chemistry 3f6 the periodic table, chemistry <: hem i ~. l r y . Dr. Wilson Organic Chemistry 1 NS U FF LC I ENT RESP l) 1'1 SE Electrophillc substitution and addition reactions, nucleophilic suhstitution and a<ldltinn reactions, mo l e c u 1 a r r e a r r an g em en t s , o x i d a t i on -- .•t-' d u c t i on re a c t i on s , free radical reactions, p\1otochemical reactions. Chemistry 3g6 Physical NO Co n t i n u a t i o n o f 1~ ESP o NS E t i c c; , ~1 ;i r t o f ch em i s t r y ideal and nqn-ideal systems, t h f> r mo d y r: , 1 1~) i. c s 2g6, with application to r eac t i on k i ne ('.hem.ir;Lry a n d e 1 e c t r o - c- h e 1r. 1 s t ry. �18 NO RESPONSE Descriptive Dendrology 100 (Tlb) A syste.natic identification .::>f th£ important forest trees of Northwestern Ontario in natural and cultivated condition, supplemented by classroom study of the identifying features of the remaining important forest trees of Canada and U.S.A. Descriptive Geometry 100 (T2a) - INSUFFICIENT RESPONSE Instruction and practice in orthographic projection, solution of line and plane problems, method of revolution, curved lines and surfaces, intersection of surfaces. Design Tla - NO RESPONSE Sketching, perspective, shades and shadows, colour; design elements and principles; design and presentation of simpler architectural problems. Drafting Tla - NO RESPONSE The knowledge and skills involved in architectural working drawings and details; reference to building by-laws; standard handbooks and trade literature. Drawing and MappiB&__Tlb - NO RESPONSE Use and selection of drawing instruments, geometry of drawing, elementary mechanical drawing, charts and graphs, map drafting. Engineering Technology T2a NO RESPONSE Fundamentals of D.C. and A.C. circuits with emphasis on practical ~ndustrial, commercial and residential power distribution. The remainder of the Engineering courses did not warrant sufflcient response to merit their write-up. The following courses are in this category. Engineering Drawing Tla, Engineering Drawing T2a, Engineering Graphics 100, Engineering Laboratory Tla, Engineering Laboratory T2a and Engineering Materials Tla. �19 (. Forest Fire Control T2a - INSUFFICIENT RESPONSE Forest Geography 100 (Tla) Forest Management T2a - INSUFFICIENT RESPONSE - INSUFFICIENT RESPONSE Forest Mensuration 200 (Tla) - INSUFFICIENT RESPONSE Forest Meteorology 100 (T2a) - INSUFFICIENT RESPONSE Forest Soils 200 French Oa6 - - INSUFFICIENT RESPONSE Mrs. Rideout Elementary course in the study of the French language and culture. Explanation of French elementary grammar. Class exercises in translation. Dictation. Practice in conversation and pronunciation. Further practice in pronunciation in the language laboratory. In the latter part of the course students will be introduced to some aspects of French literature. Course Evaluation Mrs. Rideout holds class interest adequately, is very easy to follow, greatly encourages class participation in questioning and discussion, is always available in and outside of class and receptive to ideas other than her own. Many called her a 'very good lecturer'. Her lectures were at the 'about right' level of comprehension, her material organization was excellent with lectures absolutely following text and reading assignments. She assumed about the right prior knowledge of material. The examination was fairly relevant to class work, reasonable requiring strict memorization and marked fairly. Marking schemes were usually indicated, questions always clear and term work vs. exams usually indicated. In general, texts were very well suited to the course, additional reading assignments and term papers were hardly needed, and library holdings were very adequate as well as the labs being useful. On the whole, the course material very much like what was expected and the course was very worthwhile. Definitely an interesting course! �20 French la6 /tJ Mr. Vervonde1. Mr. Blin Reading, explanation and appreciation of French literary texts by contemporary authors. Review and application of grammar rules with oral and wriLten exercises. Some laboratory practice in French pronunciation. Course Evaluation --- Mr. Vervondel held class interest adequately, expressed his materiaJ clearly, encouraged class participation in discussion and questioning at times, was 'almost' always available in and outside of class and was 'almost' always receptive to ideas other than his own. His lectures were at about the right. level of comprehension, his material organization was adequate, lectures followed text and reading assignments 'almost' always. His assumption of prior knowledge was ahout right. The examination was 'almost' always relevant to the course, reasonable, fairly marked requiring knowledge of the course plus much reasoning. Marking schemes were given in class (but not i..lear1y indicated on the exam) while questions were 'almost' always worded c learly and the value of term work vs. exams usually given. In general tPxt co-ordin a t ed fajrly well wLth the course, additional reading assignment s wer~ not needed, labs were fairly valuable, and the l1brnry holdings rather good. This was considered a worthwhile cours e and reasonably close in subject matter to what had be en t:'xpe r.. ted. The main comment was that this lecturer would have been better-suited to a conversational language course, at least as far as course presentation was concerned. Mr. Blin held class interest 'dJmost' always, expressed his material adequately, encouraged class participation and was helpful and available at times. His 1 ec turt~S r eac lied the s l uden t level of com pr eh ens ion, his material organization was about right, lectures followed text and reading assignments tairly consistently but he assumed slightly too little prior knowledge of material. The examination was qui.te relevant to the course material, reasonable, but rather strictly marked and required knowledge of the course plus reasoning. Marking schemes were 'almost' always indicated, questions were worded clearly but the value of term work vs. exams hardly ever given. ]n general, texts proved adt>quate, additional reading assignments 'almost' always helpful and library holding good. The content ot the course was reasonably close to what had been accepted and the course was worthwhile. �21 1n general, texts proved adequate, additional reading assignments 'almost' always helpful and library holdings good. The content of the course was reasonable close to what had been accepted and the course was worthwhile. French lb6 Oral French Mrs. Moscovitch The aim of the course is to make the students proficient in the use of French language in every day life and to give them fluency in reading French. Intensive oral grammar and vocabulary building. Reading, conversation, and discussion of French civilization topics. Study of special- difficulties of French pronunciation. Practice in the laboratory. Course Evaluation Mrs. Moscovitch held class interest adequately, expressed her material clearly, encouraged class participation in questioning and discussion, was available and helpful in and out of class, and was rece·ptive to ideas other than her own, at times. Her lectures reached the student level of comprehension, her material organization was adequate with lectures following text and reading assignments 'almost' always. She assumed a little too much prior knowledge of material. Her examination was fairly relevant to the course, reasonable requiring knowledge of course plus reasoning and fairly marked. In general, texts were adequate, additional reading assignments helpful, library holdings fairly good and labs very valuable. The content of the course was not at all like what had been expected; however, it was considered a worthwhile course. The main comments suggested that there was a 'lack of enthusiasm' in her teaching and that the conduction of her class 'too authoritarian'. French 2a6 Eighteenth Century French Literature Mr. Blin INSUFFICIENT RESPONSE �22 French 2b6 - Contemporary French Theatre - Dr. Fonda INSUFFICIENT RESPONSE French 2d6 French 2rn2 The Sage Novel in the 20th Century - NO RESPONSE - Mrs. Moscovitch NO RESPONSE French 2o2 - Oral Practice in Laboratory - Mrs. Moscovitch INSUFFICIENT RESPONSE French 3a6 Seventeenth Century INSUFFICIENT RESPONSE French 3b6 French 3c6 French 3d6 - Twentieth Century Novel - NO RESPONSE - Nineteenth Century French Literature - Mrs. Moscovitch - NO RESPONSE - French Literature of the 16th Century - Mrs. Moscovitch - INSUFFICIENT RESPONSE French 3e6 - French Canadian Literature - NO RESPONSE /{)a. �23 French 3m2 - NO RESPONSE French 3o2 - Oral Practice - NO RESPONSE - The Novel in the 20th Century - NO RESPONSE - Symbolism - NO RESPONSE - Literary Criticism in France - NO RESPONSE - Honours French - NO RESPONSE - Oral Practice - NO RESPONSE French 4a6 French 4b6 French 4c6 French 4m2 French 402 �24 Geology Tlb Mr. Chisholm INSUFFICIENT RESPONSE Elementary mineralology , Crystallography, detailed physical and chemical properties, occurrences and uses of the important minerals; introduction to the study of rocks. Geology T2a NO RESPONSE Petrology, structural, economic and Precambrian geology. A study of rock types and geological structures together with an introduction to economic geology and mineral deposits. The relationship of the foregoing to the Precambrian receives greatest emphasis. Map reading and hand specimen determinations comprise the laboratory work. ' Geology T2b NO RESPONSE Exploration. A study of modern exploration methods including application of geophysical and geological methods, diamond drilling, interpretation of results and evaluation of mining properties . Geology la6 Mr. Page An introductory course in physical and historical geology primarily for Arts students. The course deals with the natural processes of vulcanism, graduation and diastrophism and their part in changing the earth's surface. The development of rocks . and continents to their present stage, past climates and life are dealt with in historical geology . Course Evaluation Mr. Page did not hold class interest at all although he presented his material quite clearly. He �2 .Jr· .f • <, C encouraged very little class participation in discussion or questioning, was hardly ever receptive to ideas other than his own but w~s usually available and helpful in and outside of class. His lectures reached the level of student comprehension, his material was adequately organized with lectures following text and reading assignments fairly consistently. He assumed about the right prior knowledge of material. The examination was quite relevant to the course, very reasonable requiring much memorization and fairly marked. Marking schemes were hardly ever shov.rn, but questions were clearly worrlcJ and the value of term work vs. examinations usually given. In general, th~ text proved adequate, additional rending ·assignments helpful, lab. reports not too valuable and llbrrlry holdings were quite poor. Labs however were fairly valuable. The content was reasonably close to what had been expected and the course was considered worthwhile. Geology 2c-16 Mr. Chisholm INSUFFICIENT RESPONSE Geology 100 (Tla) lNSUFFICfENT RESPONSE Geology 2b3 NO RESPONSE Geology 2c3 !'\O RESPONSE �lo 26 German Oa6 INSUFFICIENT RESPONSE German la6 INSUFFICIENT RESPONSE German 2a6 INSUFFICIENT RESPONSE Greek Oa6 Introductory Hydraulics T2a INSUFFICIENT RESPONSE Instrumentation T2a NO RESPONSE Italian Oa6 NO RESPONSE Italian la6 NO RESPONSE Italian 2a6 NO RESPONSE Survey of Italian Literature NO RESPONSE Latin la6 Miss Hurley The reading of prose: Cicero, Pro Archia and Pro Marcello; Sallust, CatilineA The reading of poetry: a comprehensive selection of the poems of Catullus and the Odes of Horace. Practice in prose composition and sight translation. Course Evaluation Miss Hurley held the classes' interest quite well, expressed her material clearly, greatly encouraged class participation, was always available and helpful, usually receptive to other ideas. Rer lectures reached the student level of comprehehsion, her materia] was excellently organized with lectures following text and reading assignments fairly consistently She assumed about the right prior knowledge of material A The examination was definitely relevant to the course, quite reasonable requiring strict memorization and marked �28 fairly. Marking schemes were indicated, questions worded clearly and the value of term work vs. exams usually given. In general, text(s) coordinated very well with the course, read~ng assignments were usually useful, The library holdings were faily good and the term papers were helpful~ The content was considered reasonably close to what h_ad been expected and the course rated as worthwhile . The only comment was the wish that the course had been taught less ljke high school Latin. Lt1tln 2ah Mr Alleyne I N S LI F F I C i E N T I{ E S P <>N S E Latin 2b6 NO RESPONSE Latin 3a6 NO RESPONSE Latin 3b6 Mr, Alleyne INSUFFICIENT RESPONSE Latin 4a6 Roman Philosophy NO RESPONSE Latin 4b6 Roman Lyric Poetry NO RESPONSE Latin 4c6 Roman Letter-Writers; NO RESPONSE Roman Elegiac Poetry Library Science Editor's Note: These courses were not covered in last year's calendar and insufficient response was received to cover them in the survey. My regrets . Marketing T2a Retail Merchandising INSUFFICIENT RESPONSE Marketing T2b Mr. Alexander INSUFFICIENT RESPONSE Mr. Alexander �29 Marketing T3a Advertising INSUFFICIENT RESPONSE Mathematics Tla Algebra and Trigonometry INSUFFTCIENT RESPONSE Mathematics Tlb Analytic Geometry and Calculus INSUFFICfENT RESPONSE Mathematics Tlc Business Mathematics NO RESPONSE Mathemat1cs T2a Calculus INSUFFICIENT RESPONSE Mathematics T2b Statistics INSUFFICIENT RESPONSE Mathematics T2c Mathematics of Finance INSllFFlCTf.NT RESPONSE Mathematics 100 Engineering Mathematics NO RESPONSE Mathematics 101 Calculus INSUFFICIENT RESPONSE Mathematics la6 Calculus Dr . Marchand, Dr . Whitfield Limits of sequences and functions; differentiation and integration of functions of one variable; applications to geometry and kinematics; introduction to space geometry. Course Evaluation Dr Marchand di<l not holJ class interest thac strongly, was considered a little confusing in expressing her material, seldom encouraged class participation but was 1 almost' always available outside of class an<l usually receptive to other ideas . �30 Her lectures reached the student level of comprehension, were adequately organized with lectures 'almost' always following text and reading assignments . She assumed about the right prior knowledge of material . The examination was quite relevant to class work, reasonable requiring knowledge of the course, plus reasoning but was marked rather strictly, Marking schemes, questions and the value of term work was made quite clearw In general, the text proved adequate, term papers, additional reading and lihrary holdlngs were not too helpful The content seemed to be reasonably close to what students expected , The course is considered quite worthwhile but difficult unless mathematically inclined There was insufficient response to Dro Whitfield's course Mathematics lb6 Algebra and Geometry I Dr . Whitfield Se~s, relations, functions; real an<l complex number systems; algebraic systems; groups, rings, fields; matrices; vectors and vector algebra; determinants; vector geometry ~ Course Evaluation Dr~ Whitfield held class interest, expressed his material well, encouraged class participation quite often, was 'almost' always available outside of class and receptive to other ideas c His lectures were a little ahove student comprehension, although his material organization was reasonable; he assumed too much prior knowledge of material. The exam was relevant to the course, rather difficult requiring knowledge of the course plus reasoning and marked rather strictly. Marking schemes, questions and the value of term work was usually given . In general, the text proved adequate, additional reading, 1.ah. reports, and labs were helpful but the library holdings poor The content was hardly what students expected; however, it was considered a worthwhile course. �31 Mathematics 2a6 Calculus and Linear Algebra INSUFFICIENT RESPONSE Math.ematics 2b6 Statistics INSUFFICIENT RESPONSE Mathematics 2c6 Differential Equations and Vector Analysis INSUFFICIENT RESPONSE Mathematics 3a6 Advanced Calculus INSUFFICIENT RESPONSE Mathematics 3b6 Algebra and Geometry II INSUFFICIENT RESPONSE Mathematics 3c6 Relativity and 0uuntum Mechanics INSlTFFICTENT RESPONSE Mathematics 3d6 Numerical Methods INSUFFICIENT RESPONSE Mathematics 3e6 Theory of Numbers INSUFFICIENT RESPONSE Mathematics 1f6 Introduction to Mathematical Probability and Stochastic Processes . INSUFFICIENT RESPONSE Mathematics 3g6 Mathematical Logic INSUFFICIENT RESPONSE Mathematics 4a6 Functions of a Complex Variable JNSlTFFTCTENT RESPONSE Mathematics 4bn Special Topics Mathematics 4c6 0 u ant um Mech ;1 n i c s �32 Mathematics 4d6 Numerical Analysis Mathematics 4e6 Topology Mathematics 4f6 Statistical Theory Mathematics 4g6 Advanced Algebra ( �Nursing la6 - Sister M. Rarbara - no course description available - Course Evaluation ---Sister Barhara held class interest, presented the course well and was easy to follow. She greatly encouraged class participation, was always available, helpful and receptive to other ideas. Her lectures reached the students, were well organized following text and reading assignments always. She assumed a little too much prior knowledge of fact, however. The examination was relevant to the course, rather difficult requiring knowledge of fact plus reasoning and marked fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general the text proved adequate, additional reading assignments and labs helpful but the library holdi.ngs poor. The content was close to what had been expected and the course was considered very worthwhile. Philosophy la6 - Dr. Doan A study of the traditional problems of philosophy through discussion of selected reading; formal logic and scientific method. - Course Evaluation ---- Dr. Doan definitely held class interest, was fairly easy to follow, encouraged class participation 'almost' always, was always helpful outside of class and receptive to other ideas. His lectures reached the students comprehension, were organized excellently 'almost' always following reading assignments, however, he assumed more prior knowledge of material than was expected. The exam was very relevant to class work, reasonable requjring knowledge of fact and reasoning and marked strictly. Markjng schemes, questions and the value of term work, all were clear. fn general, tlile text was suited to the course, additional reading and term papers were very helpful, and the lihrary holdings were fairly extensive. The content of the course was reasonably close to what had heen expected and the course was very worthwhile. All comments indicated the prof to be excellent and the course interesting. �34 Philosophy 2a6 - NO RESPONSE Philosophy 2b6 - Systematic Ethics - TNSUFFICJENT RESPONSE Philosophy 2c6 - NO RESPONSE Philosophy 2d6 - Elementary Logic INSUFFJCIENT RESPONSE Philosophy 2e6 - Ancient Philosophy - NO RESPONSE - Philosophic Methods - NO RESPONSE Philosophy 3a6 - NO RESPONSE Philosophy 3b6 - Aesthetics - NO RESPONSE - Early Modern Philosophy - NO RESPONSE - The Rationalists - NO RESPONSE - British Empiricists - INSUFFICIENT RESPONSE - Philosophic Systems - NO RESPONSE Philosophy 2f 6 Philosophy 3c6 Philosophy 3d6 Philosophy 3e6 Philosophy 3f6 ( �35 Contemporary Philosophy Philosophy 4a6 INSUFFT CT F.NT Philosophy 4b6 Metaphysics ...: Philosophy 4c6 RESPONSE NO RESPONSE Philosophy of Science NO RESPONSE Philosophy 4d6 Analytical Philosophy NO RESPONSE Philosophy 4e6 The0ry of ValuE> NO RESPONSE Physics Ian Dr. Hart Dr. Warren Vectors, Galilean invariance, particle dynamics, . energy, momentum, harmonic oscillator, rigid-body dynamics, central forces, speed of light, Lorentz transformations, relativistic dynamics, equivalence, particles. The nature of electricity both static and dynamic, dielectrics. The nature of magnetism and magnetic fields. The energy of change and current distributions (capacitance and jnductance). Time-varying currents, simple A.D. networks. Elec tromagnetic waves, Maxwell's equations. Course Evaluation The lecturers maintained class interest quite well, expressed their material clearly, hardly ever encouraged class participation, were available at times but seldom receptive to ideas other than their own. Their lectures were a little above student comprehension, although their material was well-organized. Lectures seldom followed reading assignments. They usually assumed about the right prior knowledge of material, The exam was not really relevant to the course although �36 it was reasonable. Both knowledge of fact and reasoning were essential for the exam that was considered fairly marked. Marking schemes, questions and the value of term work were made clear. In genera~, the text served the course little, additional reading assignments and lab reports were helpful but library holdings were inadequate. The content was reasonably close to what had been expected and the course was considered worthwhile. A strong dislike for TV lectures was often voiced. Editor's Note: The remaining courses in Physics have not been evaluated or described in this calendar because of both insufficient response and of the changes made in the courses. Political Science la6 Dr. Eager A study of the basic principles of government, with reference to the governments ot selected countries. Course Evaluation Dr. Eager held class interest adequately, was fairly easy to follow, at times encouraged class participation in discussion and questionning, was almost always available and helpful in and outside of class and very receptive to other ideas. Her lectures reached student comprehension, her material was very well organized with lectures following text and reading assignments fairly consistently. She assumed about the right prior knowledge of material. The exam was very relevant to the course material, rea~ sonable requiring knowledge of fact and reasoning and marked not too strictly. Marking schemes, question and the value of term work were quite clear. In general the text proved adequate, additional reading assignments and tPrm papers were very helpful ~lthough the library holdings were hardly adequate. The Content of the course was almost as expected and the course was rated as very worthwhile. A useful course for anyone with political ambitions. All other Philosophy courses did not warrant suficcient response to merit their write-up. �37 ~chology lah (T2a) - Introductory Psychology - Mr. Harding Mr. MacDona]d - Course EvaluRtion - --- - - - - - - Mr. Harding def i nit~ly lwJ d cJ ass interest, expressed his material adequutelv, greatly encouraged class partici~ation in discussion and questioning, was 'almost' always available in and outside of class and receptive to ideas other than his own. His lectures were slightly above student comprehension but were adequately organized although seldom following text or reading assignments. lie assumed the right prior knowledge of material. The exam was quite relevant to class work, reasonable requiring knowledge of the course plus reasoning and marked fairly. Marking schemes were a]woys indicat1:d, questions quite clear and the value of term work vs. exam hardly revealed. In general, the text was considered inadequate, additional reading was always helpful, term papers helpful and library holdings f~irly good. Seminars were not considered effective. The content of tlte course wns reasonah]y dose to what had been expected and the course was considered worthwhile. Mr. MacDonald did not strongly maintain class interest although he expressed his material adequately. He seldom encouraged class participation but was usually available outside of class and was receptive to ideas other than his own. His lectures reached strident co~prehension, his material organization was adequatewitli lectures almost always following ·text and reading assignments. He assumed the right prior knowledge of material. The exam was fairly relevant to class work, reasonable requiring much memorization plus a little reasoning and marked rather strictly. Marking schemes, questjon and the value of term work were clear. In general, the ·text was we]J-suited to the course, additional rending assignments were llelpful while essays wer~ not. The library holdings were quite good. Seminars were not ef fectj ve. On the who] c· the course content was considered reasonably close to wh[lt had heen expected and the course thought very worthwhile. Snme students fe1t thnt thP lc,cturer should have put more life into liis lectures. Many felt that he did this in the, second lL·rrn. (1tJier·. s;,id '': 1:1,-!,,),1:1lJ wa~ f•ood." �38 Psychology 2ao A study of behavioral development trom conception to adolescence including physual, emut10nal, intellectual and social aspects. Course Evaludtlun ----Mr. Harding· maintained c ldss 1nLecest, expressed his material welJ, always encouraged c. lass participation, always was available, helpful d i:1d v· t"ry re'""eptive c..o ideas other than his own. His lectures reached sl i ghtly above srudent comprehension but his material was organized adequately. H1s lectures seldom followed the tt:!Xt and r ead1ng dssignn1ents. He assumed ab o u t t he r 1 g h t p r i o r kn cI wl t> d t~ e t) r ma t e r 1 a t . The exam was very relevant to class work, rather difficult requiring more reasoning thc:111 knowledge ot thE: c. oun,e and marked fairly. Marking schtm0b and qu~stions ~ere clear but the value of term work vs. exams was seldom revealed. In general, the text wds adequate, cidd1c1onal reading assignments always helpful, tc~rm paper qul.Le useful, the library holdings adeq0ate and ~eminars t rl trly effective. The course content was hardly wha[ had b e t!t1 l', xpected and the course was considered qu1ce wortllwl11le. Comments suggested the c o u rs P was 'worthwhile because the lecturer made it so.' Others found 1L 'extremely stimulating demanding much reading ~nd 1ndiv1~udl rhoughc.' The lecturer apparently mdde the Lourse the ' ... hallenge that it proved.' Psychology 2c6 - Mt. Melnyk A study of stat1st1~al con~epts and 'cec hn1ques in relation to psychological problems. Representation of data and descriptive statistics. An introduction to Lnterent1al statistics and methods Pmployed 1n the <le3ign and analysis of experiments. Cours~ - - -Evaluation ----Mr. Melnyk held c Jass 1.ncer·1~s t co a great extent, expressed his materlal cit,arly, otten encour ,iged cJ.ass pc:1rt1c1pat1on, was almost alw.:iy avaiL dblt:·, helplul c1nd recept.i.ve to ideas other than his own. • His lee tures r eac.hed s tud e:~11 t comprehension, his material was well-organized with J2Lcur~s full0w1ng reading assignments fairly consistently. He a~s11mec.l coo little prior know- �39 ledge of material. His exam was relevant to class work, reasonable requiring knowledge of the course plus reasoning and marked rather leniently. Marking schemes and the value of term work vs. exams were usually indicated although exam questions were not always clear. In general, the text suited the course, additional reading assignments, essays and seminars were helpful but the library holdings were inadequate. The content was reasonably close to what had been expected and the course considered worthwhile. Comments ranged from a 'great prof' to an 'easy course to pass'. Psychology 2d6 Mr. MacDonald INSUFFICIENT RESPONSE Psychology 2e6 Miss Wray A more advanced study of the physiological basis of behavior including comparative psychology, neurophysiology, sensation and perception, and cognitive processes. Course Evaluation Miss Wray did not maintain class interest strongly, was quite confusing but encouraged class participation at times, was usually available, helpful and receptive to ideas other than her own. Her le~tures reached student comprehension ~lthough her material was not that well-organized. However, her lectures followed reading assignments absolutely and she assumed about the right prior knowledge of fact. The exam was relevant to class work, rather difficult requiring almost strict memorization and marked fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general, the text co-ordinated very well with the course, additional reading assignments, term papers and labs were helpful although the library holdings were poor. The course content was close to what had been expected but the course itself was considered to hardly be worthwhile. Frustration was often expressed in the comments made concerning this course. �40 Psychology 3a6 - Mr. Allen - Science la6 lNSUFF lCl ENI RESPONSE Dr. Hart Dean Hart held clc1s.-, rnterest adequately, tended to be rather confusing but dlways enc0uraged ciass participation. He was usually ava1lahle out of ~lass and was at time receptive to ideas other than his 01-m. His lectures were s11ghtly aho~e st~dent comprehension, his materi.al was fairiy orgc1n12.ed, al.though hit:, lectures seldom followed read1ng ass1gnm~nts. He assumed the right prior knowledge of material. The exam wr.1s ccdevant tl' ,:ldss w,.>rl<, reasonable req1.1lring more reasoning than kuowll~dge oJ c.he course but marked too strictly. Marking sct1ern~s were indicated buc neither questions nor the value of term work ~ 6. exams were clear. In g~neral, the ttxc was s~ldom used and not suited co the course, reading ass1.gnments, te1m papers and seminars were valuable and the library holdings were adequate. On the whole the content was nut whdt had been e:xpected but the course was rated as very wor thwlule. Comments suggested that this would be an ideal science course fur Artsmen slightly interested in science. Sociology la6 Dr. Chen Survey of the field of sociology: culture and society, institutions, organizations, pro c esses, control, ecology and population, disorganization and deviant behavior and other aspects ot group living. Course Evaluat10n Dr. Chen did not maintain class interest strongly, expressed her material well, ac times enLouraged class participation, was available, helpful and recept1ve to 1deds ocher than her own. Her lectures reached sludent comprehension, her material was well-organized with lect~res following reading assignments fairly cons .1 stentJy. She assumed the r.1.ght. prior knowledge of materia]. The exam was quJte relevant t0 class work, reasonabl~ requiring knowledge of the co~rse and memorization and marked �41 fairly. Marking schemes, questions and the value of term work vs. exams were clear. In general, the text suited the course fairly well, additional reading assignments, term papers and seminars were helpful although library holdings were inadequate. The course content was reasonably close to what was expected and the course was fairly worthwhile. Comments suggest that this would be an. 'easy' credit. Sociology 2d6 Dr. Chen INSUFFICIENT RESPONSE Sociology 3c6 Mr. McKee The school as a social institution and i~s relation to other institutions. An examination of cultural values and educational aims; recruitment of students and educators; social origin of students and educators; role allocation in classrooms, with peers, and in the community. Course-Evaluation ---The lecturer did not hold class interest at all but was fairly easy to follow. He encouraged class participation almost always, was available, helpful and receptive to ideas quite often. His lectures were far below student comprehension. Howeve,, his material was organized and his lectures followed reading assignments fairly consistently. He assumed too little prior knowledge of material. The exam was very relevant to class work, quite simple requiring knowledge of the course and reasoning and marked fairly. Marking schemes were hardly ever indicated but the value of term work and questions were quite clearly given. In general, the text was inadequate for the course, additional reading assignments werenot too helpful but term papers and seminars were. Library holdings were also inadequate. On the whole the course content was hardly like what had been expected and the course was not rated as worthwhile. Sociology 2c6 - Mr. Szudy - INSUFFLCIENT RESPONSE �42 Spanish Oa6 - Mr. Colina A beginner's course in the study of the Spanish language and culture. Composition, translation, grammar, readings. - Course Evaluation Mr. Colina held class interest, was always easy to follow, really encouraged class participation, was always helpful, available and 'almost' always receptive to ideas other than his own. His lectures were fairly easy to comprehend with excellent material organization. They followed reading assignments fairly consistently. He assumed about the right prior knowledge of the material. The exam was fairly relevant to class work requiring strict memorization and marked rather strictly. Marking schemes and questions were clear although term work was hardly revealed. The course was reasonably difficult. In general, the text was not suited to the course, additional reading assignments and labs were helpful, and library holdings were adequate. On the whole the course content was reasonably close to what had been expected and the course considered worthwhile. Comments suggested that Mr. Colina was a 'dynamic' lecturer. Spanish la6 - Mr. Colina Advanced grammar, composition, translation. in literature. Readings - Gourse Evaluation Mr. Colina held class interest, was quite easy to follow, always encouraged class participation, was 'almost' always receptive to ideas. His lectures reached student comprehension, were wellorganized following reading assignments fairly consistently. He assumed the right prior knowledge of material. The exam was very relevant to the course, reasonable requiring almost strict memorization and marked fairly. Marking schemes, questions and the value of term work were clear. �43 In general, the text was adequate, additional reading assignments and labs were rather useful, although the library holdings were inadequate. On the whole, the course content was what was to be expected and the course worthwhile. Editor's Note: 1. We hope to put out a supplemental edition of this calendar to cover courses that have not been covered - English, Anthropology, History and Economics. Unfortunately the evaluation have NOT YET been turned in. Perhaps the supplemental calendar can help in course changes and faculty members. This is our hope. 2. A suggestion guide will also be published in the near future listing improvements for next year's course evaluation survey. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Course Guide 1967-68 Subject The topic of the resource Universities Description An account of the resource Lakehead University course and evaluation information, 1967-1968. Produced by students for students. Creator An entity primarily responsible for making the resource Jeanetty Gall Alma Mater Society Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur Identifier An unambiguous reference to the resource within a given context U10a https://digitalcollections.lakeheadu.ca/files/original/ea0edccb02b5835271b993e64e207fa7.pdf 24c3e7336443bc427faa776129cdfe11 PDF Text Text 1 1 : 1 1 g 1 g : 3 J / ! J J J J g 4 AKEHEAD NIVERSITY Presents �D D D D D D D D D D D D 0 D D �i l l l l l 1 LAKEIIEAD UNIVERSITY BUSINESS ASSOCIATION HANDBOOK 1993-94 I J ] J J J J J Student Name: _ __ Student Number: _ _ House Colour: _ __ �TABLE OF CONTENTS President's Message L.U.B.A. Executive L.U.B.A. Events and Activities L.U.B.A. Houses How to Get Involved Things you Want to Know What to do If you Miss an Exam Student Services Available Accounting Designation Requirements The Lakehead Business Supper Club Small Business Consulting Where to Find it in Thunder Bay Academic Dates 1993-94 Calendar Lakehead University Directory Business School Directory Personal Telephone Directory Notes Fall Timetable Winter Timetable Accounting Prerequisite Path Marketing Prerequisite Path Information Systems Prerequisite Path Human Resource Prerequisite Path Advertisements Acknowledgements 1 2 3 4 6 7 10 11 14 15 21 22 23 24 90 91 92 94 99 100 101 102 103 104 105 110 'Show me a man who ia a good loser and I'll •how you a man who i• playing golf with his boss." - NEBRASKA SMOKE-EATER D D �l MESSAGE FROM THE LAKEHEAD l UNIVERSITY BUSINESS ASSOCIATION PRESIDENT l l l l l I On behalf of the Lakehead Business Association, I would like to welcome all new and returning students to the . business school. 1993 marks the year of the second annual L. U .B.A. handbook. Last year, students found the handbook very helpful and interesting. This year we wanted to make it better. Our goal was to make this handbook both practical and professional. The book contains information which we thought would be beneficial to every student in the school. We did not want to reproduce the Lakehead University Calendar. We wanted to give the business students a guide that only pertains to them. year promises to be a very exciting and rewarding J This year for everyone here at the business school. However, good things only happen to those who MAKE thing Get involved and make this school year the best J happen. one yet! I wish you all the best of luck this year and I hope to see J you all at the back to Business Bash on September 24!!! J J J J Jennifer Milne President, L.U.B.A. 1 �L.U.B.A. EXECUTIVES PRESIDENT - Jennifer Milne. The L.U.B.A. president is in charge of the day to day operations and administration of the association. She is the association's chief spokesperson and official representative. VICE-PRESIDENT - Andrew Bird. The Vice-President is the second highest position in the association. He assumes the responsibilities of the President should she be unable to perform her duties in any way. TREASURER - Pinkish Gothi. The Treasurer is responsible for the finances of the association. His duties include preparing an annual budget, monthly financial statements, and records of day to day operations. SECRETARY - Elio Tremonti. The Secretary is responsible for the minutes of the meeting, promotion of L.U.B.A. events, and conduct all offical correspondence for L.U.B.A. VOLUNTEER COORDINATOR - Melanie Kaartinen. The Volunteer Coordinator is responsible for the data base program and finding volunteers for L.U.B.A. events and activities. SOCIAL DIRECTOR - Christine Kolic. Christine is responsible for organizing and promoting all social events and activities. Other duties include the establishment of a social commitee and to maintain records of all events held. 2 0 D �l l l l l l l ) J j J J J J J L.U.B.A EVENTS AND ACTIVITIES INITIATION • SEPTEMBER 24 Look out first year business students ... have we got a surprise for you! On September 24, after orientation in the upper lecture theatre, the official business initiation will begin. Initiation will not only be an experience you will never forget but it will also be a great way to meet new people and make new friends. BACK TO BUSINESS BASH • SEPTEMBER 24 The Back to Business Bash is the biggest party of the year. This party is sure to get everyone back into the partying mode. This year the party will be held at the ORTONA FROM 8pm TO lam. Every year this party has been a sell out so make sure to get your tickets early. You don't want to miss the GREAT EVENT!! HALLOWEEN HOWL • OCTOBER 29 Have you thought of a costume yet? Halloween is soon approaching and the place to party is L.U.B.A.'s annual Halloween Howl! You are sure to run into some shifty characters, maybe even Elvis. WINE AND CHEESE • LATE NOVEMBER This social event is the last chance you will have to do a little brown nosing before you write your dreaded final exams. The Lakehead University Alumni and faculty will be there to mingle and chat with the students. This is a great opportunity to relax and unwind a little before the serious studying must begin. '7f you had your life to live over again, you'd need more money." . CONSTRUCTION DIGEST 3 �D BACK TO BUSINESS BASH II • JANUARY 14 After a few weeks of holidays we need another party to get back into the studying mode. This party is sure to do the trick! The bash will be a lot like the first one ...but only BETTER!!! BOWLING • OCTOBER & FEBRUARY Bowling is one of the social highlights of the school year. Last year everyone had a great time laughing and chuckling at some of the inexperienced bowlers. However, those inexperienced bowlers discovered what they had been missing over all these years. BINGO BINGO!!! Yes we have another winner!!! Bingo is a great way to lose so of that frustration that has built up over the last few months here at L.U. and maybe even win a little money. YEAR-END SEMI FORMAL • MARCH 25 The royal event of the year! This formal is the last event of the school year and the whole business school is invited. The night will consist of great food and music. The night is sure to create lasting memories for all business students and send the 93-94 academic year out with a bang! *· 4 D 0 o D D n �l l l l l l 1 I J J J J J J J L.U.B.A. HOUSES Last year was the beginning of a new comradeship amongst the business students here at L. U. Each year level joined together to form a team rather than competing against one another by year level. this new found friendship was the result of the "HOUSE SYSTEM". For those first year students who do not know what the "HOUSE SYSTEM" is, let's take as moment to review. The system is made up of four different houses, RED, GREEN, YELLOW, and BLUE. Each house consists of the same number of first, second, third and forth year students who are enroled in the 93-94 academic year. Each student will be given a coloured sticker for the back of their students card to identify which house he or she belongs to. Each student will generate points by either organizing or participating in L.U.B.A. sponsored events and activities. For Example: Best Bowler Best Team Funniest Team Participation 15 points 10 points 10 points 5 points Every two weeks the total points earned per team will be displayed in the L.U.B.A. showcase. Students are encouraged to volunteer and participate in L.U.B.A. events because there are many rewards and benefits from doing so. There are chances of receiving discounts on event passes or clothing. The top 3 individuals in each house will also be rewarded for their time and effort put in to making our events and activities a success. 5 �HOW TO GET INVOLVED IN YOUR BUSINESS SCHOOL Lakehead University is constantly looking for new and innovative people to join its clubs and participate in organized events. In the business school, L.U.B.A., ACE (Association of Collegiate Entrepreneurs) and AIESEC (International Association of Economic and Commerce) are the clubs to join. We are always looking for volunteers and class reps to help and participate in the many events and activities throughout the year. Not only is participating fun and a great way to meet new people, it also a valuable asset to your resume. Make sure you contact any member of the L.U.B.A. committee and let him or her know that you are available. Your help will not only be appreciated but improve the success of the events. Only you can make a difference. o o D 0 D 0 D In the days before 10ap 6 �l l l l l l 1 I I J J J J J J THINGS YOU WANT TO KNOW!! ACADEMIC ADVISING The business school is filled with academic advisors ... your professors. They are always willing to help you choose the correct courses and put you on the right track. Each professor has either open or scheduled office hours. Check with your professor to find the most suitable time for both of you to discuss your academic career. If a professor is not available when you need counselling, your program chair, Jan Thatcher (1 & 2yr) or Richard Glew (3 & 4yr) is available. ADDING OR DROPPING A COURSE Changing one's schedule and work load is a serious matter. You must remember that you can only add or drop courses before certain dead lines. The deadline to add fall half courses and full year courses is September 22. The deadline to drop fall half courses without academic penalty is November 8. For winter half courses, the deadline to add is January 13 and to drop is March 1. The deadline to drop full year courses is February 8. In order to drop or add a course, you must fill out a form which can be picked up at the Registrar's Office. After filling the form out, have your program chair sign the sheet and then summit the form to the Registrar's Office. 'The best cure for insomnia is a Monday morning." • SANDY COOLEY 7 �D CHOOSING COURSES The L.U. Calendar supplies each student with a detailed outline of the required courses needed to complete his or her degree. It is the responsibility of each student registering at Lakehead University to be familiar with the specific requirements of the degree, diploma, or certificate which he/she seeks. Each student is responsible for ensuring that the courses in which registration is effected satisfy the program requirements of the degree sought. Advice and counselling for all who need assistance are freely available. For more information regarding either the Honours Bachelor of Commerce Degree or the Bachelor of Administration Degree, please refer to page 113 of the L.U. Calendar. FINAL EXAMINATIONS The final exams schedule is posted on the bulletin boards in the Agora of the University Centre. They are usually posted in late October, early November. If you have a conflict with two or more of your final exams, you must fill out a form and return it to the scheduling office which is located in the University Centre, next to the Registrar's Office. You will then be notified as to when you will write your exams. GRADUATION Students must apply to graduate and obtain their degree. The final date to apply for graduation is February 4, 1994. The applications can be picked up outside the Registrar's Office. There is a $30 application processing fee. ''Speak the truth, but leave immediately after" - SLOVENIAN PROVERB 8 0 o o o 0 0 �l l l l l l l l ] J J J j J J SCHOLARSHIPS Starting on page 227 of the L.U. Calendar, there is list of all the scholarship and bursaries available to the students of Lakehead University. Last year the university was left with an abundant number of scholarships that were not issued to the students. This was the result of a lack of applicants and interested students. It would be in your best interest to take a look at the scholarships and awards available. You may be able to receive an award that may help pay for your university education. SUPPLEMENTAL EXAMS Students must apply to write a supplemental examination. The applications can be found outside of the Registrar's Office. The deadline to apply for special exams written on January 22,24 is January 10. The deadline for special exams written on July 19, 20, 21 is June 17. There is a fee of $27 per exam which is nonrefundable. The supplemental exam schedule will be posted in the Agora on the bulletin boards. Please refer to page 22 and 112 of the Calender to see if you qualify to write a special exam. :~: · -::.·:-:•.~·-:~ s ' "OK, but only until I find someone better." 9 �WHAT DO I DO IF I MISS AN EXAM OR TEST??? PROBLEM: I slept in! My exam has already started! SOLUTION: Immediately call your professor and let him or her know about the situation. A solution will be found based on the discretion of your professor. PROBLEM: I am not feeling very well. I do no think I will be able to write my exam. 0 0 0 SOLUTION: Call your professor and let him or her know that you are feeling under the weather. The next best move would be to get a note form your family doctor. By obtaining a doctor's note you will be able to prove that you were ill and not trying to get out of his deadly midterm exam. You and your professor must then discuss what course of action must be take next. PROBLEM: I have to work! SOLUTION: You should have booked it off!! Most profs do not have any sympathy for the student who has to go to work rather than show up for their exam. Each professor usually gives his or her students enough warning before each exam or test to allow the students to plan their work schedule around their tests. 0 0 PROBLEM: My car would not start .. .I had a flat tire .. .I was in a car accident... SOLUTION: Bring the situation to your professor's attention immediately rather than waiting until a few days have passed. The longer you wait, the worse the situation will become. Call your professor as soon as you are able to get to a phone. In the end, the final decision concerning lost marks will be made by your professor. 10 n �l l l l l l 1 ) J J J j J J J STUDENT SERVICES AVAILABLE AT LAKEIIEAD Lakehead University offers a wide variety of services for its students. These services are designed to help students achieve a prosperous university career. L.U.B.A. has only provided a short description of each service. For more information regarding a particular service, the office and phone numbers are provided after each description. FINANCIAL AID The Financial aid office provides assistance and information to those students in need of money. Information is available regarding scholarships, bursaries, student work programs, OSAP, short term loans and more. Office: SC 0008 (lower level of the student centre) Phone#: 343-8206 HARASSMENT The Harassment office provides counselling and help to any person who has been harassed. Office: Human Resource Department Phone#: 343-8356 HEALTH CENTRE The Health Centre has a doctor on staff daily. Vaccinations, counselling and medical treatments are available to students. Office: Ground floor of the University Centre, across from the Security Office Phone#: 343-8361 11 �LEARNING ASSISTANCE The Centre provides academic support to all students, such as essay writing or tutoring. Phone # 343-8047 NATIVE SUPPORT SERVICES The Native Support Services attempts to promote the academic and personal success of Native students on campus. They provide individual academic tutoring, summer preparation programs newsletters and more. Phone # 343-8085 COUNSELLING AND CAREER CENTRE The Centre offers personal and career counselling, study skill sessions, job placement and job shadowing. The counselling is available at no cost. Office: University Centre, beside the Registrar's office Phone#: 343-8018 OMBUDSPERSON The ombuds office provides an independent and confidential service. The Ombudsperson deals with a variety of complaints. this allows students to have their concerns and difficulties dealt with in a fair and equitable manner by a neutral party. Office: UC 2060 Phone#: 343-8061 LU FOOT PATROL From anywhere on campus you can call the foot patrol and they will come to pick you up and walk you anywhere on campus. Phone#: 346-77 42 12 0 0 0 D n D 0 0 0 0 0 D 0 �l l l l l l 1 1 ] ATHLETIC PROGRAMS The Field House provides students with intramural and club sports, scheduled free gym time, sport workshops, Varsity sports and various other activities. Students receive a 50% discount on service programs such as low impact aerobics and golf. Office: Athletics Department, C.J. Sanders Field House Phone#: 343-8173 LIBRARY SERVICES LU's library not only houses thousands and thousands of research books, but also provides instructional sessions to learn how to use the automated catalogue system, Inter-Library loan service, computerized searches, and the CD-ROM. Phone#: 343-8302 ACADEMIC ADVISING The business school provides students with their own academic counselling. Liaison personnel, the academic chairperson and faculty are all available to discuss individual program/course details. J j J J J Elephant Pffl' pressure 13 J �D LakahHd Unlvaralty School of Bualnau Admlnlatr■tlon ACCOUNTING DESIGNATION COURSE REOUIREt.ENTS (as at Mar/93) Cour ■ a Coura• Name 1012 Financial Accounllng 1013 Mlcrocomputere conun Core Comm CA CIIA X X or 1512 1100 Economic& 2012 Management Accounting :1112 0 X or 1513 61atlotlco 0 il1ct or 1512 1088 CQA 2 X X X X X X X X X X 2013 Compute, Conoepla & Programming 2 2018 Operallona Manage<nent I 2 2018 Organlzallon Behaviour I 2 2019 Finance I 2 X X X 2039 Finance II 2 X X X 2052 lnlermedlale Financial Accounting I 2 X X X 3 or 4 X X X 3012 Advanced Financial Accounting 1 3018 Organlzallon Behaviour II 3032 Advanced Financial Aocounllng II 3051 IJlw 3052 lnlormedlale Financial Accounting II 3053 Operation• Re11Ntch 3072 lnlermedlal• Conlrol 4033 Manage,nenl Informal Ion Syalema 4051 61raleglc Managetnenl I 4 4071 61raleglc Management II 4 X 0 X or 2518 X or 3418, 3 3518 3 or 4 X 3 X X X X X X X X X X X 3 X X X X X X or 4252 X or 34'1 0 X or 34'1 4072 Advanced Corporal• Taxallon 4212 Accounting Theo,y X 4 X X or 4232 4232 Conlrollerahlp X X X X or 4212 4272 Taxallon X X X X 4412 Audilng I X X X X 4432 Audlllng II X X 4452 Information Syate,no Audlllng X X 14 0 �l l l l l l l 1 The Lakehead Business Supper Club The following preliminary ratings and comments have been developed by anonymous restaurant critics here in the School of Business Administration. Any group of at least six business students, faculty or alumni who eat together at any establishments, and who come to a consensus about a rating for the restaurant, are invited to submit their ranking in writing to the School of Business Secretaries to be incorporated into next year's handbook. Approved (and edited) new ratings will supercede old ratings. Ratings: **** One of the best places in town or really something special *** Excellent food or great value and we really like it ** Generally good food or good value, but it's missing something * Roadhouses *** The Outpost - home turf, great crowd (of course), good food, good prices, generally good music, dance floor, hot on Thursday nights, this is our bar-let's make an effort to expand Hot Thursday to Hot Every Night! *** Port Arthur Brasserie & Brewpub - good music, dance floor, good crowd, good food, beach volleyball, outside patio, on-site brew, second or third home to many LU students, Sunday Brunch, moderately priced *** The Keg - more or less like every Keg you've ever seen, great steaks and salads, good casual bar, usually a good crowd, moderately priced ** Casey's Bar & Grill - good music, diverse crowd, good menu, Sumo-wrestling and Casino nights are common I J J J j J J that would make it a 3 star Reasonable place to go, but we don't get excited about it 15 �** N eebing Roadhouse - upscale eatery, the only true roadhouse in town, near ski areas, food is sometimes better than other times, good atmosphere and attentive service, nice setting, surprisingly pricy ** William's Restaurant - good menu, good Sunday brunch, outside patio 0 0 0 Sports Bars *** Ringside - great sports bar, good crowd, good eats (same food as Casey's), lots of small and large screen TVs, great after ballgame, squash or hockey n * ClubHouse/Crest - the Crest used to be the off campus equivalent to The Outpost, now its pretty dumpy, diverse crowd, good after ballgame or hockey D Italian *** Calabria Pizza & Spaghetti House - good Italian food, inexpensive, good panzarottis, cozy atmosphere, old boy's clubroom in back, great for espresso or cappuccino **** Giorg Ristorante - one of the very best, excellent but pricy, somewhat eclectic Italian food, great selection, lots of appetizers, pastas, seafoods and veal, cool atmosphere ** Armani's - new, great brick-oven baked pizzas, other food is hit and miss, pricy, good nightclub attached, brunch, upstairs patio in summer *** Armando's - classic Italian food, simple and good, reasonably priced, gregarious owner *** Giulio's Dining Room - good but not great meals, classic Italian food, service is so-so *** Eastside Mario's - great new restaurant, good Italian American food, great atmosphere and music, interactive satellite trivia game 16 0 0 D �, l l l l l l Chinese ** Golden Lantern - straight-forward, generally good food, with several dishes that are Chinatown calibre, not cheap ** HK Jade Express - small, not licensed, some good Chinatown dishes, including some hot ones like MaPo Tofu, ask if they will prepare something not on the menu, not cheap *** Cumberland Restaurant - great singapore noodles, good food, good variety, dim sum on weekends but without the carts, not cheap, gaudy decor but we like it anyway *** Pagoda Restaurant - more upscale than the others, good Cantonese food, expensive Breakfasts **** The Kestitupa Cafeteria - the absolute best Finnish (thin) pancakes in the city, possibly the world, breakfasts are generally really good, good cured salmon and onions on rye bread (pronounced soola kulla), good value, smoky and dingy atmosphere *** The Hoito - good combination of Canadian and Finnish cuisine, home cooking rather than restaurant style, somewhat over-hyped in town but a great place for breakfast and lunch and you usually see someone you know there, pancakes are good, try the mojajkka (simple soup/stew), bright, clean, friendly atmosphere *** The Scandinavian Home - the second best Finnish pancakes in the city, good food, family atmosphere, good value 1 I J J *** J J ** J J Creative Croissants - get there early for really fresh and delicious croissants (authentic), pain au chocolat, other pastries, pizza, soup and coffee Greek Blue Parrot - good breakfasts and great greek or ceaser salads, for a great takeout meal ask for appetizer size souvlaki (not on 17 �the menu) and ceasar salad to go, other food is so-so, pricy Columbia Grill & Tavern (Greek Souvlaki/Home of Bambi) - not rated yet Legions & Clubs **** Polish Legion on Simpson - lunch, small and homey, good homemade Polish food, lots of bread, perogies, cabbage rolls, roast pork and salad are usually on the blackboard, cheap like borscht, can only handle a small number of people *** Italian Centennial Hall on Algoma - good and plentiful lunch buffet, great bar on weekends Ortona Legion on Dease St. - friendly bar waitresses, cheap beer, food not rated yet 0 0 0 0 D Upscale ** Uncle Frank's - warm, old-boys atmosphere, great steaks, somewhat over-hyped but nice for a quiet evening out, expensive *** Longtails - eclectic menu, combination of Carribean and Continental, good paella and conch soup, lunches are interesting but so-so, moderately pricy Dr. Dewar's Dining Room - not rated yet **** Harrington Court - one of the best, excellent Continental cuisine with an emphasis on French and Swiss, beautiful old home setting with small rooms, service can be spotty but is generally very attentive, seems to be better for dinner than lunch, pricy *** The Unicom - interesting and rustic setting in an old farmhouse/inn 40 minutes away in South Gilhes down Highway 61, low ceilings, bed and breakfast rooms available, first person reserving for a particular evening gets to select the menu for the others who reserve for that same evening, East Indian cuisine on the 1st Thursday of each month or you can 18 0 0 D n �l l 1 l l l request it for a group of 20, wonderful desserts, included in The Best Places to Eat in Canada, pricy **** Airlane Hotel Castilla Dining Room - good, straightforward Continental cuisine, generally considered the best overall food in town, good chicken Kiev, understated atmosphere, pricy *** Valhalla Inn Nordic Dining Room - good food but sometimes better than other times, excellent service, warm stone and wood atmosphere, often evening entertainment Other ** Prospector Restaurant (Good Beef) - good food, reasonably priced buffet, home-raised beef ** McKellar Confectionery (Coney) - great coney burgers and sliders, cheap 1 *** Salsbury Grill (Coney) - great coney burgers and sliders, beans and spaghetti, cheap ) ** Coney Island (Coney) - great coney burgers and sliders, cheap ** The Office (Lunch) - good place for lunches downtown, bar at night, good jazz/blues. Thursday to Saturday during the winter, diverse crowd from bikers to princesses I Perkins (24 hours) - not rated yet J j J J J J Ozzie's Restaurant (24 hours) - not rated yet Andre's Restaurant (Soups & Sandwiches) - not rated yet *** St. Mary's Our Lady of Poland Church (Perogies & Cabbage Rolls) - excellent takeout perogies and cabbage rolls on Fridays and sometimes Thursdays, call in advance to order if you want lots, try the sauerkraut perogies for a change 19 �0 D D EJ 0 D "No way. 111 put my magazine down when you put yours down.. When car-. and allefglee eolllde 20 n �l l l l l l 1 J ) Lakehead University Small Business Consulting Service RB 1006 Contact: Michael Mannisto 343-8660 James Lindsay 346-7732 Small Business operators are constantly confronted with management decisions. In order to succeed, it is essential the the right decisions are made. Lakehead University's Small Business Consulting Service can help. The service is designed to serve small businesses in Northwestern Ontario. The service is also designed to give business students an exciting opportunity to apply the skills they have learned to real life consulting projects. This experience has proven to be extremely valuable in terms of finding employment upon graduation. This fall and winter the Small Business Consulting Service will be recruiting students to work on consulting projects. If you are interested please drop off a resume at our office (RB 1006), or stop in to find out more about the service. r~ I j J J J J J "Experience! Are you kidding? I've had 12 Jobs this year alone!" 21 �WHERE TO FIND IT IN THUNDER BAY BEER STORES 212 North Cumberland St. 806 Red River Road 145 West Gore St. 310 North May St. Northwood Park Plaza Mon-Thu: 10pm Fri: 11pm Sat: 10pm Mon-Thu: 10pm Fri & Sat: 11pm Mon-Sat: 9pm Mon-Thu: 10pm Fri & Sat: 11pm Mon-Wed: 9pm Thu-Sat: 10pm LIQUOR STORES 60 South Algoma St. 100 North Cumberland 470 Hodder Avenue 843 Red River Road 620 West Arthur St. 104 East Frederica St. 615 Harold Cres. Victoria Mall Mon-Sat: 6pm Mon-Sat: 10pm Mon-Sat: 6pm Mon-Wed: 6pm Thu-Fri: 9pm Sat: 6pm Mon-Sat 10pm Mon-Thu: 6pm Thu-Fri: 9pm Sat: 6pm Mon-Fri: 6pm Sat: Closed Mon-Sat: 6pm MOVIE THEATERS Capital 1 & 2 Cinema 5 Cineplex 8 Paramont 1 & 2 Victoria 1 & 2 111 Brodie 115 North Cumberland 125 Syndicate St. 24 Court St. 320 Victoria 0 0 0 0 0 623-8612 344-8612 623-3035 345-7151 622-1923 0 0 22 D 0 D �l l 1 1 l l l I I IMPORTANT ACADEMIC DATES TO REMEMBER SEPI'EMBER 10 13 22 OCTOBER 8 J J Thanksgiving NOVEMBER 8 Final date for course withdrawal without academic penalty (half courses) DECEMBER Classes End Examinations 3 7-20 JANUARY 4 10 13 FEBRUARY 8 14-19 MARCH 1 31 j Registration Classes Begin Final date for registration and course additions (full and half courses) APRIL 1 4 5-18 JUNE 17 Classes Begin Final date to apply for special examinations (written on Jan.22,24) Final date for adding half courses Final date for dropping full courses Spring Break Final date for dropping half course without academic penalty Classes End Good Friday Easter Monday Exam Period Final date to apply for special examinations (written on July 19,20,21) *Consult PAGE 3 in L.U. Calender for complete academic schedule* j j J 23 �[] SEPTMEBER MONDAY 13 0 0 D 0 TUESDAY 14 WEDNESDAY 15 0 D 24 n �l l l ~1 l l SEPTEMBER THURSDAY 16 FRIDAY 17 I ) ] J SATURDAY 18 SUNDAY 19 j J J J J 25 �D SEPTEMBER MONDAY 20 0 D 0 TUESDAY 21 D WEDNESDAY 22 D D 26 n �l l l l l l 1 SEPTEMBER THURSDAY 23 FRIDAY 24 ] I J J J J J J SATURDAY 25 SUNDAY 26 27 �SEPTEMBER MONDAY 27 D D D D TUESDAY 28 WEDNESDAY 29 D 28 n �l l l l l l 1 OCTOBER THURSDAY 30 FRIDAY 01 ] ] j SATURDAY 02 SUNDAY 03 J l J J j 29 �OCTOBER MONDAY 04 D TUESDAY 05 WEDNESDAY 06 30 �l l l l l l l • OCTOBER THURSDAY 07 FRIDAY 08 ) ] l J J J J J SATURDAY 09 SUNDAY 10 31 �OCTOBER MONDAY 11 D D D D TUESDAY 12 WEDNESDAY 13 D 32 �l l l l l l OCTOBER THURSDAY 14 FRIDAY 15 l ) ] J J J J J J SATURDAY 16 SUNDAY 17 33 �OCTOBER MONDAY 18 D D n 0 TUESDAY 19 WEDNESDAY 20 D 0 34 �, l l OCTOBER THURSDAY 21 l l l l I FRIDAY 22 ] j SATURDAY 23 SUNDAY 24 J J J J J 35 �OCTOBER MONDAY 25 0 D 0 0 TUESDAY 26 D 0 WEDNESDAY 27 D 36 �1 l l l l l l I OCTOBER THURSDAY 28 FRIDAY 29 ) J J J J J J SATURDAY 30 SUNDAY 31 37 �NOVEMBER MONDAY 01 0 0 D TUESDAY 02 D D WEDNESDAY 03 0 38 0 n �l l l l l l l NOVEMBER THURSDAY 04 FRIDAY 05 ) I J J J J J J SATURDAY 06 SUNDAY 07 39 �NOVEMBER MONDAY 08 0 0 0 TUESDAY 09 WEDNESDAY 10 D 40 �1 l l l l l NOVEMBER THURSDAY 11 FRIDAY 12 1 ) J J J J J J J SATURDAY 13 SUNDAY 14 41 �NOVEMBER MONDAY 15 0 D 0 0 0 TUESDAY 16 WEDNESDAY 17 D 42 �l l l l l l NOVEMBER THURSDAY 18 FRIDAY 19 1 ] J J J SATURDAY 20 SUNDAY 21 J J J J 43 �0 NOVEMBER MONDAY 22 D 0 D D TUESDAY 23 WEDNESDAY 24 D 44 0 n �l l l l l l NOVEMBER THURSDAY 25 FRIDAY 26 1 1 ) j SATURDAY 27 SUNDAY 28 J J J J J 45 �0 NOVEMBER MONDAY 29 0 0 TUESDAY 30 WEDNESDAY 01 D 46 �l l l l l 1 1 DECEMBER THURSDAY 02 FRIDAY 03 I J J J SATURDAY 04 SUNDAY 05 J J J J 47 �0 DECEMBER MONDAY 06 D 0 n D TUESDAY 07 0 0 WEDNESDAY 08 D 48 �l l l l l DECEMBER THURSDAY 09 1 FRIDAY 1 10 J J J J J J J J SATURDAY 11 SUNDAY 12 49 �DECEMBER MONDAY 13 0 0 0 TUESDAY 14 WEDNESDAY 15 50 �l l l l l 1 1 DECEMBER THURSDAY 16 FRIDAY 17 I ] J J J J J J SATURDAY 18 SUNDAY 19 51 �DECEMBER D 0 0 MONDAY 20 D D TUESDAY 21 D WEDNESDAY 22 D D D 52 �l l l l l l DECEMBER THURSDAY 23 FRIDAY 24 1 ] J j SATURDAY 25 SUNDAY 26 J J J J J 53 �DECEMBER MONDAY 27 D D n D TUESDAY 28 WEDNESDAY 29 D D D 54 �l l l l 1 1 DECEMBER THURSDAY 30 FRIDAY 31 I I I I SATURDAY 01 SUNDAY 02 J J J J J 55 �JANUARY MONDAY 03 D D 0 D n D TUESDAY 04 □ □ D D 0 D WEDNESDAY 05 0 D 56 n �l l l l 1 I I I I I I JANUARY THURSDAY 06 FRIDAY 07 SATURDAY 08 SUNDAY 09 J I - J 57 J �c; JANUARY D D D MONDAY 10 n D TUESDAY 11 0 □ D D D D D D WEDNESDAY 12 58 n �l l l l l l l JANUARY THURSDAY 13 FRIDAY 14 I ] J J J J J J SATURDAY 15 SUNDAY 16 59 �JANUARY MONDAY 17 TUESDAY 18 WEDNESDAY 19 60 �l l l l l l l I I J J J J J J JANUARY THURSDAY 20 FRIDAY 21 SATURDAY 22 SUNDAY 23 61 �JANUARY MONDAY 24 r ILJ D ll LJ TUESDAY 25 D 0 D D D D WEDNESDAY 26 C n 62 ,1 �l l l l l l l JANUARY THURSDAY 27 FRIDAY 28 J ] J j SATURDAY 29 SUNDAY 30 J J J J 63 �FEBRUARY MONDAY 31 D D D D TUESDAY 01 WEDNESDAY 02 D 64 �l l l l 1 I I I I I FEBRUARY THURSDAY 03 FRIDAY 04 SATURDAY 05 SUNDAY 06 J J J J J 65 �FEBRUARY • 0 MONDAY 07 D D TUESDAY 08 WEDNESDAY 09 0 66 �l l l l l l I I FEBRUARY THURSDAY 10 FRIDAY 11 I J SATURDAY 12 SUNDAY 13 J J J J J 67 �FEBRUARY MONDAY 14 TUESDAY 15 WEDNESDAY 16 68 �1 l l l l l 1 FEBRUARY THURSDAY 17 FRIDAY 18 J J J J j J J J SATURDAY 19 SUNDAY 20 ' 69 �FEBRUARY MONDAY 21 D 0 0 0 TUESDAY 22 WEDNESDAY 23 D D 70 �l l FEBRUARY THURSDAY 24 l l 1 I I I I I FRIDAY 25 SATURDAY 26 SUNDAY 27 J I J J J 71 �MARCH 0 D MONDAY 28 0 0 0 TUESDAY 01 WEDNESDAY 02 72 0 D �l l l l l I MARCH THURSDAY 03 FRIDAY 04 I I I I SATURDAY 05 SUNDAY 06 I I J J J 73 �MARCH MONDAY 07 TUESDAY 08 , WEDNESDAY 09 74 l �l l l l l I I MARCH THURSDAY 10 FRIDAY 11 J ) J SATURDAY 12 SUNDAY 13 J j J J J 75 �MARCH 0 0 MONDAY 14 0 TUESDAY 15 0 WEDNESDAY 16 76 D �l l l l l 1 I J J J J J J J J MARCH THURSDAY 17 FRIDAY 18 SATURDAY 19 SUNDAY 20 77 �MARCH D 0 0 MONDAY 21 0 D TUESDAY 22 D D WEDNESDAY 23 78 �l l l l l l MARCH THURSDAY 24 FRIDAY 25 1 J ) J SATURDAY 26 SUNDAY 27 J j J JI J 79 �D MARCH MONDAY 28 0 0 0 D TUESDAY 29 WEDNESDAY 30 80 0 0 �l l l l l 1 l J J J J J J J J APRIL THURSDAY 31 FRIDAY 01 SATURDAY 02 SUNDAY 03 81 �APRIL D 0 MONDAY 04 D 0 D TUESDAY 05 WEDNESDAY 06 0 D 82 �l l l l l 1 1 APRIL THURSDAY 07 FRIDAY 08 I ) I J J J J J SATURDAY 09 SUNDAY 10 83 �[: APRIL lJ MONDAY 11 rl ll fl u TUESDAY 12 D D 0 n WEDNESDAY 13 [J ' 84 D lJ rl rl �l l l l l l APRIL THURSDAY 14 FRIDAY 15 ] _) 1 J J SATURDAY 16 SUNDAY 17 J J J J 85 �APRIL l: [J MONDAY 18 rl D [l u TUESDAY 19 D D n fl WEDNESDAY 20 [J n D n 86 D �l l l l l l APRIL THURSDAY 21 FRIDAY 22 1 ] J J J SATURDAY 23 SUNDAY 24 J J J J 87 �APRIL MONDAY 25 D D D D TUESDAY 26 WEDNESDAY 27 D 88 �l l l l l l l J J J J J J J j APRIL THURSDAY 28 FRIDAY 29 SATURDAY 30 SUNDAY 01 89 �LAKEHEAD UNIVERSITY DIRECTORY L.U. SWITCHBOARD ACCOUNTS OFFICE ALUMNI HOUSE ATHLETICS DEPARTMENT BOOKSTORE CAMPUS SECURITY - OFFICE PARKING LOST&FOUND STUDENT PLACEMENT CHAPLAIN FINANCIAL AID HEALTH SERVICES HOUSING OFFICE HUMAN RESOURCES DEPARTMENT L.U. STUDENT UNION LEARNING ASSISTANCE - TUTORING - SPECIAL NEEDS LIAISON OFFICE LIBRARY INFORMATION DESK OMBUDSPERSON OFFICE PRINT SHOP RECORDS OFFICE - ADDRESS CHANGE - TRANSCRIPT INQUIRIES - I.D. CARDS - COURSE REGISTRATION REGISTRAR'S OFFICE RESIDENCE OFFICE STUDENT SERVICES THE ARGUS TUNNEL TECH VERSA FOODS 90 343-8110 343-8140 343-8155 343-8213 343-8335 343-8569 343-8569 343-8569 343-8264 343-8018 343-8206 343-8361 343-8512 343-8356 343-8259 343-8047 343-8086 343-8931 343-8302 343-8061 343-8409 343-8500 343-8500 343-8500 343-8500 343-8500 343-8512 343-8206 343-8803 343-8770 343-8337 �l l l l l l 1 ) ) J SCHOOL OF BUSINESS ADMINISTRATION DIRECTORY ALEXANDER, Mr. D.H. ARCHIBALD, Dr. R.W. CAMERON, Mr. R.A. CHRISTY, Mr. J.P. COLE, Ms. S. DADGOSTAR, Dr. B. ELMSLIE, Mr. H.D. FINE, Ms. M.A. GLEW, Mr. R. HANDFORD, Mr. S.B. HARTVIKSEN, Mr. K.R. HENSEL, Mr. A.C. HONEY, Mr. W.C. ISOTALO, Mr. R.M. NELSON, Mr. R. PHILLIPS, Mr. G.E. RAHMAN, Mr. H. SACCHETTI Mrs. G.E. THATCHER, Ms. J.E. SCHOOL OF BUSINESS SECRETARIES j J J J J 91 343-8386 343-8385 343-8320 343-8637 343-8419 343-8698 343-8423 343-8422 343-8635 343-8217 343-8497 343-8533 343-8543 343-8547 343-8525 343-8636 343-8417 343-8763 343-8534 343-8386 RB 1025 RB 1035 RB 1038 RB 1018 RB 1033 RB 1017 RB 1019 RB 1031 RB 1034 RB 1040 RB 1043 RB 1037 RB 1036 RB 1039 RB 1029 RB 1041 RB 1015 RB 1011 RB 1009 RB 1025 �D PERSONAL TELEPHONE DIRECTORY NAME AND ADDRESS PHONE NUMBER D D ' 92 �l l l l l l PERSONAL TELEPHONE DIRECTORY NAME AND ADDRESS 1 ) J J J J J J J 93 . PHONE NUMBER �NOTES . 94 D D �l l l l l l 1 J l J J J J J J NOTES 95 �NOTES D D D 96 �l l l l l NOTES l 1 ] ] J J J J J J 97 �0 0 ni. third most common cauM o, torett nres "Nothing makes a per11on more productive than the last minute." - UNKNOWN "As If we all ~ where we're going." 98 �,__ ,__ ,__ '- ..... I Ii.... --- i...i.- ......,J -..J ---' --' __, II FALL TIMETABLE TIME 8:30 10:00 11:30 1:00 I.O I.O 2:30 4:00 5:30 7:00 6:30 9:30 MONDAY TUESDAY WEDNESDAY __, THURSDAY FRIDAY ....i �CJ CJ [=:J I II WINTER TIM~TABLE TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:30 10:00 11:30 1:00 0 0 2:30 4:00 5:30 7:00 6:30 9:30 .-1 �L- -;....- -~ t i . . -- _J. . _- 1 . . . . -- - - - - - - - . . . . . __,J - - - - -- ---_,,,J __, __, ACCOUNTING PREREQUISITE PATH . . 10 1 2 2 0 12 ~ 3 0 7 2 SO% • [2052-""--3052 ... ,~. 4 23 2 4252 ,...... 0 ,...... SO% 3 0 12 ... 3032 • 4 2 12 I ~---4272~4072 60% 4412 [SO% BO% 4432 4452 __, ...I �c:J c::::J c:::J MARKETING PREREQUISITE PATH 2014--2034 3014 60% in B - 4014 4034 4054 4074 4214 4234 4254 4274 4414 N 0 n �.__ '-- ~ i..... - - -- ---- ------ ---- ---- -- ...j ...j __. INFORMATION SYSTEMS PREREQUISITE PATH 1013--2013 . 60 % 3073 1----321 3 % 4253 SO% -4273 60 ..., 0 vJ SO% -3233 -----4033 I so% • 4233 __, ...I �CJ HUMAN RESOURCES MANAGEMENT/INDUSTRIAL RELATIONS PREREQUISITE PATH 1011 2018 ao" - 3018/3418 3031 3058 . 4038 c:4218 4018 60 " - 60 " • Transfer students may be exempt; if so, may take another course in lieu. j-4058 4238 4078 ~4278 - 4438 ~4458 &0% 60" 3218 c4258 4418 ,qt 0 ,-I �l l l l 1 l 1 J J J J J J J J 10th AT BALMORAL 344-7235 Largest Inventory New &: Used Cars and Trucks in Northwestern Ontario Special FORD Incentives Always in Effect Special Leasing Programs Half-A-Car Plan • set yourself free Low-rate Financing Full Service&: Body Shop Repairs TALK.TO US TODAY/II KELLY McCRACKEN KARLDELIN DAVE DOUGLAS TONYCHOLIN DON BRUCE RAY PEHKONEN DONMaclVOR GEORGE CULLY BOB NICHOLETTS RICK CURRIE SERGIO SACHETTI LYNN HOARD PAT DOYLE BILL WOODBECK TERR.Y ALLIETT 105 �D D THE SYMBOL OF QUALITY Di.amonds - Eternal as the Sky O'Brien Agency Building (Upatain) 317 EAST VICTORIA AVENUE P.O. BOX 368 THUNDER BAY, ONTARIO Ann Baarts P7C 4V9 TEL (807) 623-8943 Maryann Baarts Matson -Games -Business -Leaming -Magazines -Utilities -CD-ROM -Hints -Videos "11aunder Bay'• Large•t Software Store• 1SStPa~:lf.::"~:e..yNorth 106 D �1 rM Marlin Travel 500 East Victoria Ave. One North Cumberland (807) 623-8353 (807) 345-7737 Fax(807)623-7709 Toll Free 1-800-465-6922 TRE AFULLSERVICETRAVELAGENCY FROM STAND-BY AIRLINE TICKETS TO CRUISE ARRANGEMENTS TRY US!! 1 J J J Experienced Disc Jockeys for any occasion Call Dave Linder J J J 683-CITY 107 t �D D IN-TOUCH CELLULAR Make us your choice for ·quality products and service today and in your future career. Student discounts available. CELL: 473-6342 or 473-7893 OFFICE: 475-8597 IT MAKES "CENTS" TO KEEP IN-TOUCH. 108 D �l l l l l l 1 J J J J J J J J "You gotta check this out, Stuart. Vinnie's over on the couch putting the moves on Zelda Schwartz-but he's talkln' lo the wrong end:' 'The difference between the poBBible and the impoBBible lies in a person's determination" - TOMMY LASORDA 109 �D D ACKNOWLEDGEMENTS L.U.B.A. WOULD LIKE TO THANK THE FOLLOWING PEOPLE FOR ALL THEIR HELP! JACK CHRISTY GLEN ROGERSON EUO TREMONT! MANDY MATSON JENNIFER MILNE MELANIE KAARTINEN RICHARD GLEW 110 D �l l l l l l l I J J J J J J J �D D D D n 916 W. Walsh St. 577-BODS Open MON-SUN 11:00 am to 1:00 am Party Bookings & Fund Raisers Full Menu & Bar Big Screens & Pool Table D D D D D D D D D D � 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 Marcia Spooner collection Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Second Annual Business Handbook Subject The topic of the resource University Life Description An account of the resource Handbook for Business students at Lakehead University, 1993-1994. Includes course and program information, and daytimer pages. Creator An entity primarily responsible for making the resource Lakehead University Business Association Date A point or period of time associated with an event in the lifecycle of the resource 1993 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/5365ac6381f3ec4ba68e18cb8b427c49.pdf ef0095211f048c47cca79618ac7414c8 PDF Text Text �We understand just how much hard work goes into being the best you can be. And we applaud your commitment to realizing your goals. After all, commitment is acornerstone on which we've built our own reputation over the years. Commitment to serving you, our customers all across Canada. At Greyhound we believe that "performance is the ultimate test". We've made listening to your needs our top priority. And we're continually responding by providing the best possible service and amenities - from more schedules to more comforts, such as bigger coaches, expanded leg room and video entertainment. You are the driving force behind our success. We look forward to traveling with you - now, and down all the roads ahead. ~ Greyhound Canada ♦ For schedule and fare information, please call: Toronto (416) 367-TRIP Outside Toronto 1-800-661-TRIP �STU N ANDBOOK 1992/93 EDITION TANYA TOUGAS Editor & Chief of Staff JOSEPH S. LEVINE (JOE) Advertising Manager & Design Coordinator GREG OPPEDISANO Typesetter �The Lakehead University Student Union Student Handbook �Table of Contents INSIDE THE 1992/93 HANDBOOK MESSAGE FROM THE PRESIDENT OF THE UNIVERSI1Y LUSU EXECUTIVES PHONE DIRECTORY LUSU STRUCTURE STUDENT FEDERATIONS LUSUCLUBS LUSU SERVICES LUSU & LU JOINT VENTURE SERVICES LU FOOT PATROL INTERNATIONAL STUDENT ADVISOR OMBUDSPERSON LAKEHEAD UNIVERSI1Y STUDENT SERVICES CHAPLAINCY COUNSELLING & SUPPORT FINANCIAL ASSISTANCE HARASSMENT HEAL TH CENTRE LEARNING ASSISTANCE SERVICES TO SUDENTS WITH SPECIAL NEEDS NATIVE SUPPORT SERVICES LAKEHEAD UNIVERSI1Y SERVICES ALUMNI ASSOCIATION OF LAKEHEAD UNIVERSI1Y ALUMNI BOOKSTORE CAMPUS FOOD SERVICES CANADIAN UNION OF EDUCATIONAL WORKERES DAYCARE THE INTERSECTION LIBRARY RESIDENCE SECURI1Y LAKEHEAD UNIVERSI1Y SPORTS AND RECREATION AQUATICS CAMPUS RECREATION RECREATIONAL PROGRAMS EQUIPMENT AVAILABLE GYM SERVICE PROGRAMS ATHLETICS C.J. SANDERS FIELD HOUSE CLUB SPORTS VARSI1Y SPORTS SIGHTS OF INTEREST IN THUNDER BAY CALANDER BEER & LIQUOR STORES CINEMAS LANDLORT & TENANT ACT MONEY SAVING COUPONS LOCAL BUSINESS DIRECTORY PERSONAL PHONE DIRECTORY HANDBOOK SURVEY CLASS SCHEDULES 3 4 5 7 9 11 13 22 30 30 30 30 31 31 31 31 32 33 34 34 34 35 35 36 37 37 37 38 38 39 40 40 41 41 41 41 42 42 43 45 48 139 139 139 140 144 150 151 152 �Inside the 1992/93 LUSU Student Handbook Welcome to the 1992/93 LUSU Student Handbook. In planning this year's handbook, our goal was to produce a book that would be useful for students as source of information while at the same time attractive as an organizer. Here's a look at what's inside ... This year's handbook makes living on a student budget a bit easier. Try to make use of all the deals on the coupon pages. Also new this year is the great success of the Student Saver discount program. Over 25 local businesses participated in the program this year. They are listed in the business directory section of the handbook with the Student Saver symbol. Show your appreciation to all businesses and organizations which offered these great savings by redeeming your coupons and utilizing the Student Saver Discount Card. The Day Calender section has an improved design and size to help you make planning easy. There is plenty of space to include reminders, assignments, notes and appointments. Important Dates to Remember introduce each month. Included are course registration and drop dates, workshops & seminars, special event dates, exam schedules and holidays. The handbook is your key to information. Throughoutthe handbook is everything you wanted to know about LUSU and LUSU Services as well as the University structure, administration and services. Take the time to read through all the information and you will find it very helpful. The Student Union continues their commitment to encourage a friendly environment by producing this handbook on recycled text paper. Although many changes have been made this year, we appreciate your feedback. We've included a survey for you to complete. We value yours ideas and comments. The 1992/93 Handbook crew put a lot of heart and hard work into this project.We think we did a great job! Cheers to everyone who made submissions this year and a gigantic thanks to all the advertisers who felt our project was a valuable investment. Without your support this handbook wouldn't be possible. �A MESSAGE FROM THE PRESIDENT OF THE UNIVERSITY Dr. R. G. Rosehart I would like to take this opportunity to welcome you to Lakehead University. Lakehead, as one of the smaller universities in the Ontario system, provides a unique environment for learning. A university education should not be limited to the classroom. You will have opportunity to develop not only your research and analytical skills, but become involved in new social activities with the consequence of both personal and academic growth. Over the past few years, the faculty and administrative staff at Lakehead have increased their commitment to enhancing the undergraduate learning experience. The objective is to ensure the years you spend at Lakehead are fulfilling and productive. It is important that students feel a sense of partnership with the university they attend and become involved in the many activities that are a part of university life. As a university in the north, there are many opportunities to take the classroom to the "field". This is true, both in the physical sciences, and in the sessional programs. In leisure time, the region affords many recreational opportunities which may be enjoyed with groups of other students by joining one of the clubs organized through the Student Union. Campus life will provide you with the opportunity to meet new acquaintances from a variety of origins; Native Canadians, students from other countries and from all parts of Canada. Lakehead has just experienced a period of growth, not only in student population, but in the physical growth that accompanies the increased enrolment. In the fall of 1991, a new phase of residence townhouses were completed. Another phase, located near the Balmoral Street entrance will be ready for occupancy in September of 1992. These residences are the first which are designed to accommodate students with families. The Student Centre and main events hall, the OUTPOST, were completed and opened last autumn. The attached academic wing, the Regional Centre, houses the departments of Geography, Economics, Social Work and Distance/Continuing Education. This year, the Music and Visual Arts Centre, near the Oliver Road entrance, was completed and occupied in May. To help celebrate this move of the departments of Music and Visual Arts to an on-campus location, singer and song-writer Neil Young was invited to accept an Honourary Doctor of Music Degree from Lakehead and speak at Convocation. I invite you to visit these new buildings and enjoy the enhanced facilities Lakehead has to offer. As well as new building construction, Lakehead will be offering new programs. Beginning in 1992, a Department of Native Studies will be initiating a new native studies program. As well, a Masters program in Social Work will commence. Lakehead University's Share Our Northern Vision Campaign has successfully raised over $8 million of a $19.2 million goal in just 7 months of a five-year campaign. Individual contributions have come from the University community, the community of Thunder Bay, the Northwestern Ontario region, and several major Ca.nadian corporations. The Music and Visual Arts Centre mini-campaign has had a tremendous success by reaching more than 30% of its goal in only two months. Funds will be used to augment essential equipment needs, provide state of the art labs and implement new and relevant program initiatives. Another fund raising endeavour which impacts students is the Fellowship Residence, whereby donors may target their contribution to furnishing and equipping residence units. Lakehead University is one where community spirit is evident. The faculty and administrative staff strive to enhance the experience for students. Past graduates have made a valuable contribution to the community of Thunder Bay and the region ofNorthwestern Ontario. I welcome you to join this growing community and become a part of Lakehead University. �LUSU PRESIDENT ' - Cassandra Koenen I would like to take the opportunity to welcome all new and returning students to Lakehead University. For those of you who are new to Lakehead and Thunder Bay, you will find our campus hasa friendly, easy-going atmosphere. Being a small university, Lakehead has many advantages that the larger institutions do not: a couple of those being smaller class sizes and an opportunity to get to know your professor. As we venture into our second year of operation of the Student Centre, LUSU strives towards providing new services and improving on our existing ones. The Gender Issues Centre which has a library of several hundred books will now be open full-time, our Radio Station will take on a more active role in campus life and this year we will be starting a peer support hot-line. If you have any comments or ideas about service you would like to see the student union provide, please come and talk to Christine, Tanya or myself and share your ideas. As President of YOUR Student Union, my job is quite diversified. As Chief Executive Officer, it is my responsibility to ensure that all facets of LUSU operation run smoothly including the student pub, The Outpost. As well, the President is the primary spokesperson for the Student Union in all internal and external relations (both Government and Student). I also sit on various University committees. They include the Board of Governors, Joint Management Committee, Space Committee and many others. So, between Christine and myself we cover almost all aspects of administration. If you have any problems during the school year, whether it is academic or otherwise, we will do our best to help you solve the situation. With the impending Federal election, both the National and Provincial student organizations have been busy organizing information packages to ensure that EDUCATION is put on the election agenda. Now, more than ever, it is extremely important that our governments realize what their transfer payment and OSAP cutbacks are doing to the Canadian Educational system. The Ontario Federation of Students (OFS) will be running a campaign in the fall entitled "System Failure", basically attacking the lack of funding provided by the NDP government to Ontario Universities and Colleges. It is EVERY students problem, so be ready to take an active part on Oct. 21, National Student Day. LUSU is here to serve you, the students of Lakehead University, but it is important to remember that we also need your participation to make us a successful organization. Our Board of Directors, comprised of 23 people representing different faculties, meet every Thurs. at 6:00 PM. in the Senate Chambers. I invite everyone to attend these meetings; as we discuss pertinent issues, dealing both on and off-campus that affect the students of LU. Drop by the office anytime to chat. We are located under the skylight in the tunnel. I wish you all the best in the coming year. �I /1 I VP STUDENT ISSUES VP FINANCE Christine Fisher Tanya Tougas Hello there and welcome back to Lakehead University. And for those who are here for the first time, a happy welcome to you also. I want to congratulate everyone on your decision to attend Lakehead. The Vice-President Student Issues is here for you! I am a member of Senate and voice popular student opinion regarding any academic decisions and I'm here for any grievance you may have. Plus along with many volunteers I plan different events, such as Orientation, Winter Carnival and Spring Break ( watch out Texas!). Also, I have started a Peer Support Hot Line! So, if you are interested in volunteering for any of these events just pop down to see me. My door is always open. Be sure to get involved in Orientation '92. Itissuretobethebestever. The theme is Lakehead ... Where Everybody Knows Your Name! It is true! Lakehead is small and personable and everyone feels wel- Welcome back returning students and a special LUSU welcome to all new students. Like the other executive positions, the V .P. Finance office is an position elected by the student body. My term is for one year commencing May 1st. As VP Finance my profile primarily deals with the financial aspects of the Student Union and the Student Union Services . Within this my mandate mainly covers club administration and club budgets, LUSU staff relations and development, contracts and commercial ventures, LUSU handbook and organizer, radio station advisor, as well as Canadian Federation of Students - Services (CFS-S). This coming fall will be challenging for LUSU as a number of new services will be introduced this fall and others will be further developed . Among which include Student Saver Discount (CFS-S), Travel Cuts (CFS-S), Peer Counselling Hotline, Income Tax Return Service, Vol unteer Connection to name only a few. As well, a referendum on the implementation of a student Health Plan will be undertaken, and most importantly the outcome of the Student Union as the restructuring efforts unfold. Good luck in your year at Lakehead . It's a great and rewarding place to be. come. LUSU is located under the skylight in the tunnels so be sure to come and visit. I'd love to meet you! Keep Smiling! �ERGENCV CALLS FIRE POLICE AMBULANCE POISON CONTROL Non-emergency & administrative calls FIRE ADMINISTRATION ......................... 625-2110 RURAL EMERGENCY CALLS FI RE CONMEE Flro Department ......................... EAST GORHAM Fire Department ................... GIWES Fire Dapartment .......................... KAMINISTIOUA Fire Department ................... NEEBING Fire Dapartment •••••••.•..•............. NOLALU Fire Dapartmenl .......................... O'CONNOR Fire Dapartmenl ..................•.... OLIVER Flro Dapartmenl ........................... PAIPOONGE Fire Dapartment .........•.•••••.•••.• PEARSON Fire Department ........................ SCOBLE f"ire Department .........................• SHUNIAH Fire Department ......................... WEST GORHAM (LAPPE) Fire Department .......... 24 hrs. . ......... 473-5200 24 hrs. . ......... 683-3337 24 hrs. . ......... 473-5200 24 hrs.......... 1-933-4444 24 hrs. . ......... 473•5200 24 hrs. . ......... 473-5200 24 hrs. . ......... 473-5200 24 hrs. . ......... 473-5200 24 hru. . ......... 473-5200 24 hrs. • ..•••.•.. 473-5200 24 hrs. . ......... 473-5200 24 hrs. . ......... 473-5200 24 hrs. . ......... 473•5200 FOR OTHER RURAL FIRES CALL O.P.P................•................... 1-800-465-6n7 . . ,. Ontario -~· Provincial· Police Communications Centre Thunder Bay Telephone Only Dlal TDD Only Dial (Telephone for the Oeai) 1 800 465-6777 1 800 465-6778 AMBULANCE ...................................... 911 POISON INFORMATION ....... 1-800-268-9011 HOSPITALS McKellar General ................. Port Arthur General .............. St. Joseph's General ............. Hogarth-Westmount ............... ...... Lakehead Psychiatric Hospital ..... 343-7123 343-6621 343-2431 625-1110 343-4300 MY DOCTOR'S TELEPHONE NUMBER IS ................... . ~0~~~~\i'lifc?XIFICATION UNIT) 24HOURS .; •••••••• 123-6515 TIIUIIOEJI BAY ................................................ 3'5--0801 ciW1~~~g.\1:lGE) ................................. 1~17-7962 llondaJ lO Friday fuOO~ lt.~ ~. ~•.::::::::::::::::::: ::::::::::::::::::::::: ffl:~~; EM!RGEIICYMEASURES ~g~ft~~~1hE~;.W :::::::::::::::: !~ ~'m,~i~it~ 1=~~ SEARCH {NO ·cHAR<iej·::::: REET SlGNS ........................................ 625·2110 NATURAL GAS SERVICE DEPT................................... &23-5155 NURSES REGISTRY ............................................. '2:1-1451 RELAY !1£RYICE fTDO) ...... •• ••• , ......................... 14I00-267-&511 RELAY SERVICE (Hearing People) .......................... 1-800-217-l&Oll RURAL ONTARIO HYDRO TROUBLE .............................. 343-34$6 SEARCH AND RESCUE {LAND AHO WATER) ...................... 3«-$421 SEWER AND WATER moueLE .................................. 625-2110 STREET LIGHT TROUBLE •.•••.•• , ....... , ....................... 625-2110 SUICIDE.PREVEHTION (Teleare) 21 hra.......................... 344-1112 TELECARE (CRISIS AND CARING UNE 24 HOURS) ................ 344-1192 THUNO£R BAY PHYSICAL AND SEXUAL AS$AUlT CRISIS CENTRE (24 HOURS) ......................... 344,4502 �Campus Phone Directory Campus Security L.U. Student Union Lakehead University 343-8569 343-8259 343-8110 Academic Counselling Address Changes Alumni House Athletics Department Bookstore Career Planning Chaplaincy Office Course Registration Employment (all types) Fees Accounts Food Services, Versa Foods Health Services Harassment, Human Resources Dept. Housing (on & off campus) I.D. Cards Intersection (The) Library Information Desk Lost&Found Native Support Services Newspaper, The Argus Ombudsoffice OSAP Inquiries, Financial Aid Parking Printing Services Registration Concerns Residence Inquiries Special Needs Learning Assistance Student Services Transcript Inquires Tunnel Tech Main Store Learning Assistance 343-8500 343-8500 343-8155 343-8213 343-8335 343-8018 343-8018 343-8500 343-8254 343-8140 343-8337 343-8361 343-8356 343-8512 343-8500 343-8335 343-8302 343-8569 343-8085 343-8803 343-8061 343-8206 343-8569 343-8409 343-8500 343-8512 343-8086 343-8552 343-8157 343-8335 343-8047 �LAKEHEAD UNIVERSITY STUDENT UNION (LUSU) LUSU's STRUCTURE The general student body has the ultimate authority of the Lakehead University Student Union (LUSU),a right guaranteed by the Student Union's Constitution and Bylaws. The document outlines the principles of function and organization for LUSU. However, as we all learned in high school history, direct democracy gets complicated as the population grows, so we elect a Students' Council to act on our behalf. The Students' Council is responsible for the proper management and control of the Student Union, its building and resources. Students' Council is made up of 23 voting members - three executive members elected by the general student body. The Executive Committee directs the activities and operations of the Students' Union, subject to the authority of the Council. There are three executive positions: President, Vice-President Student Issues and Vice-President Finance. Where Does My Student Fee Go? Lakehead University Student Union (LUSU) exists to serve the interests of all Lakehead students. The I.akehead University Student Union Inc. is a democratic, non-profit, service oriented organization. It is committed to providing an environment wherein its members can pursue academic excellence as well as personal and social growth free from all forms of discrimination and harassment. Excerpt from the I.akehead University Student Union's Statement of Principles. In real terms, LUSU acts for the students in two main areas - Services and Politics. �MEET YOUR REPRESENTATIVES Students are encouraged to consult their representatives about matters they would like raised at Council or board meetings. Better yet, drop in on a Council meeting or two yourself to see what it is all about. LUSU's Board of Directors meet each Thursday at 6:00 pm in the Senate Chambers, just off the Agora. L USU President - Cassandra Koenen VP Student Issues - Christine Fisher VP Finance - Tanya Tougas Arts Sharen Adamik Laura Beeby Sharon Carroll Chris Chapman Pam Gervais Tony LeBlanc Ian Middleton Rob Rocco Tricia York Science Candina Cheetham Professional Studies Craig Armstrong Sara Friar Rob Jamieson Don Mills Terry Robinson Joanne Shaw Brendan Waye Note: Education (2 Positions elected in September 1992) Graduate Studies (1 Position to be appointed) IN SUPPORT OF OUR STUDENTS THUNDER BAY HARBOUR COMMISSION PORT AUTHORITY �STUDENT FEDERATIONS CFS-S Canadian Federation of Students - Services The Canadian Federation of Students (CFS) is Canada's national student organization. This year the CFS, which represents over 400 000 post-secondary students, marks its 11th year as Canada's only national student lobby organization. Twice a year, representatives from each CFS member campus meet to share information, and to develop policy and strategy for the federation. They elect a national executive who work year-round with a full-time staff to ensure that these goals are met. CFS meets regularly with the Secretary of State, Employment and Immigration, and the Minister of State (Youth) as well as M.P .'sand opposition critics. We are also invited to participate in government. This could determine the amount of your student aid, university/ college funding, and your chances of getting a summer job this year. Be on the look out for campaigns run by CFS and don't forget National Student Day Oct. 21. In addition to its political work, the Federation has a services co-op that sponsors a numberof programmes for students. These programmes, operated through CFS Services are: STUDENT SA VER * The national Student Discount Programme. It offers discounts on over 6000 products and services in Canada to CFS members with their CFS membership cards and to all other students who have purchased International Student Identity Cards (ISIC). Check your STUDENT SAVER Guide for details. SWAP* The Student Work Abroad Programme offers Canadian students work- ing holidays in Britain, Ireland, Australia, Japan and other countries. TRAVEL CUTS * Travel company of CFS, specializes in travel at the lowest possible prices and is internationally recognized as Canada's National Student Travel Bureau. THE CANADIAN STUDENT TRAVELLER * A free tabloid distributed on campuses across Canada to bring students the latest information on travel destinations and the cheapest way to get to them. CANADIAN PROGRAMMING SERVICE * The only agency in Canada which specializes in working with student associations to bring topical, contemporary, even controversial speakers to your campus. �OFS Ontario Federation of Students The Ontario Federation of Students is our student lobby organization that, besides supporting us in our local endeavors, exerts extremely effective and tireless pressure on our provincial government regarding our post-secondary education (PSE) concerns. With a current membership of 250 000 College and University students, we belong to the second largest, and arguably the most respected lobby group in the province. The OFS meets regularly with members of the Ontario Cabinet focusing of course on Premier Bob Rae and Minister of Colleges and Universities,Richard Allen. Included is a close working relationship with the Opposition critics and our various alliance groups. The lobby effort is supported by a research department "second to none": and byconsistentcommercial and campus media work. Day to day operations are overseen by a Board of Directors which is elected and directed by the membership at large (ie. you students) during our two annual General Meetings. Our close working relationship with the federal lobby group, the Canadian Federation of Students is paramount to our educational concerns. With the bulk of PSE funding corning from the federal government tax base, we need the CFS to make sure enough funds are raised in Ottawa and transferred to Ontario. On the provincial level, where PSE spending and policy jurisdiction exclusively lies, we need the OFS at Queen's Park to ensure that the transferred funds are spent and matched to meet our needs. In our struggle against chronic underfunding we will continue to rely heavily on the OFS and the CFS to protect students' interests in their education. At the Annual General meeting, this past June, OFS voted to become what is called a congruent component of the National Student movement. With the transfer payments being only 1% this year, OFS has been actively building with other lobby groups, to have a stronger voice in with the Ontario government. Keep your eyes open on campus for upcoming OFS campaigns. IULILAG~ E0 WEST FORT 475-7443 GROCERIES 1413 BROWN ST. 475-4901 MEAT CURRENT RIVER 361 HODDER AVE. 683-3655 COUNTY CORNERS 336 WARDROPE 767 1 AVE. -454 . 2225 ROSSLYN RD 939-2911 106 HIGH ST. 345-0202 601 W. ARTHUR ST. 577-1453 333 N. MAY ST. 622-381 l 700 FRANKLIN ST, S. 622-5361 375 SHUNIAH ST. 345-3154 CONVENIENCE IS OUR BUSINESS We're Open 7 Days A Week �LAKEHEAD UNIVERSITY, STUDENT UNION CLUBS Join a campus club! Clubs provide a great opportunity to meet new people with interests similar to yours - not to mention the valuble experience and personal growth. Listed below are the profiles of most of the establish LUSU clubs on campus. The activities of campus clubs can be found weekly in Club News section of the Argus. To find out more about starting or joining a club contact Tanya Tougas at 343-8553. WatchforCLUBSDAYSSeptember21-25 in front of the Main Cafeteria. The Argus The Student Newspaper of Lakehead University CONTACT: EXT 8803 OR CALL 344-6911 The Argus is the student newspaper of Lakehead University. After a rocky re-start about five years ago, the stable of contributors is beginning to solidify and the article quality is improving. But even though we have a capable group of staff and contributors assembled there is always room for one more person at the Argus. Contributing to the paper does not entail a burdensome time commitment as you can make your own schedule with us. Many interesting and varying opportunities are available with the Argus that you will enjoy now and also find to provide practical experience for the near future when you find yourself competing for scarce jobs in today's competitive market. Obviously, if you have a talent for writing and meeting deadlines, you can carve a niche for yourself in either the News, Sports, Entertainment, or Editorial departments. If you have a penchantforcomputersoryou want to find out what publishing is all about, you may find that helping out with the physical production of the paper is your calling. Business students and budding salespeople can work on our Advertising staff selling ad space to local businesses while earning a respectable commission. If cameras are your thing, we provide film, equipment, and developing facilities for all of your Argus related photography work. As you can see, there are many ways tl}at you can contribute to your student newspaper, even if the thought of writing a five hundred word article makesyoucringe. Therearenumerous clubs and many ways to get involved during your time at Lakehead, but we encourage you to check out the Argus if you think you would like to be a part of our team. We are in Room UC0019, past Tunnel Tech and totheleftofthe LUSKI offices, just to the right of the ESS doors. If you have trouble finding us, watch for our table in front of the cafeteria during recruitment week. The first issue of the Argus will be on the newsstands Thursday, September 17th. Watch for it! �ACE - LAKEHEAD AIESEC Association of Collegiate Entrepreneurs CONTACT: EXT# 8850 International Association of Economic and Commerce CONTACT: EXT #8817 Hi! Welcome to all new and returning students to LU. To the new students, we encourage you to get involved in ACE so you can meet some people and make life here easier for you. ACE stands for the Association of Collegiate Entrepreneurs. Although the Club is an entrepreneur club, we welcome people from all faculties, so don't feel that you have to be a business student to join. Members of ACE-Lakehead have the opportunity to go to, learn at, and PARTY with people at the Canadian National Conference in February. ACE has successfully held Risky Business bashes for the past two years. We have also held seminars and a Risky Casino. The money earned from the fundraising ventures contributes to sponsoring seminars and sending people to Conferences. Don't think that we always party, because we also learn about various aspects of business at the seminars we hold and conferences we go to. Watch for our general meetings in September so you can join us. You can also drop by ouroffice at UC 0017B (beside the ESS office and near the ARGUS office0, give us a call at 3438110 ext. 8850 or visit our table outside the Main Cafeteria during Club Days in early September. We hope to see you in ACE this year! "JOIN US NOW OR WORK FOR US LATER!" AlESEC is an international, nonpolitical, non-profit, totally student run organization existing in 71 countries across the globe. All of these countries participate in an international job exchange program. AIESEC believes in respect for culture and equality of people with an overriding commitment to international understanding and cooperation. AIESEC provides interaction between students and business people of different cultures and nations. This interaction occurs through the traineeship program, conferences, seminars and most importantly PARTIES all over the world. We welcome all students from all faculties to come and enjoy an international experience! Give us a call at 343-8110 ext. 8817 or drop by our office for a coffee at UC 2018A (right beside the Radio Station). "In AIESEC there are not strangers, just friends you haven't met yet". BIOLOGY CLUB CONTACT: EXT #8259 CHEMISTRY CLUB CONTACT: EXT #8259 DSAC Disabled Students Action Committee CONTACT: EXT #8259 ECHO)) AFCASA African Students Association CONTACT: EXT# 8815 Environmental Awareness Club CONTACT: EXT# 8800 ECHO)) is Lakehead University �Student Union's environmental awareness Oub. The mandate of the Club is to educate the university community and promote an awareness of environmental problems atthe local, regional, national and global levels. ECHO)) provides an opportunity for concerned individuals to take positive action towards improving the manner in which the university community interacts with the environment. ECHO)) activities include Friendly Fridays in the main cafeteria, manning information booths, encouraging recycling, and organizing an annual Environmental Awareness Week on campus. We urge any students to take an active part in helping the environment, and to come out and see what ECHO)) is all about. EDUCATION CONTACT: EXT #8053 ENGINEERING CONTACT: EXT #8804 ENGINEERING Chemical CONTACT: EXT #8774 ENGINEERING Civil CONTACT: EXT #8557 ENGINEERING Mechanical CONTACT: EXT #8448 ENGINEERING Electrical CONTACT: EXT #8692 GEOLOGY CONTACT: EXT #8814 KAYAK CLUB CONTACT: EXT #8259 LUACT Iakehead University Association for Creative Theatre LUACTwasformedasanofficial Club in the fall of 1991 by a group of students and faculty who saw the need for a more formal association for the development of theatre and related activities on the Lakehead campus. The mandate of the association is to develop and present a wide variety of performance projects. Last year, the association put on a very successful "CabaretO' Fromage" which was compromised of numerous short skits and musical sketches performed by a wide variety of people from the Thunder Bay community. Another exciting enterprise was "Shakespeare in the Halls", which was conceived by a group of Arts and Science students as an opportunity to "expose" the Lakehead community to classical theatre in an innovative style. Watch for them in the future, they will be coming soon to a comer near you! Coming up this fall, the association is looking forward to a special production concerning the very serious topic of AIDS. Also, look for us during Orientation Week. Membership in the association is open to all Lakehead students, faculty and support staff, so we urge all lovers of performance to sign up today. We can be reached through the Lakehead University Student Union (LUSU). We hope to see as many old and new faces as possible. Have a great year! �LUBA Lakehead University Business Association CONTACT: EXT#8850 LUBA would like to take this opportunity to welcome all new and returning Business students. LUBA takes care of business -Business students that is! LUBA represents all students interested in Business at LU. LUBA plans s·ocial and athletic events and liaises with Business professors and the business community. This year, one of LUBA's major activities is to plan the Business Students' Orientation Week. It will be the first of its kind in many years and its success will depend on your involvement and enthusiasm. You will develop countless friendships in that week alone - friendships that will help make the transition to university life easier for you. To top off Orientation We, first year Business students will meet all second, third and fourth year Business students at the first ever, School Spirit Rally, which will be followed by the "Back to Business Bash". For more information about LUBA activities, or the organization itself, feel free to contact the LUBA Executive - the names are on the LUBA display case in the Ryan Building- they will be happy to talk to you. Good Luck this year and have fun getting back to business. LUFA Lakehead University Forestry Assooiation CONTACT: EXT #8805 LUFA is an exciting, dynamic dub representing all Forestry students on campus. There are plentyofactivities for everyone to get involved in. The year starts with a Hayride then a barbeque for new students to meet faculty, staff and other students. The Club supports the Woodsmen teams which compete internationally and hold an intramural competition in January. AlsoinJanuaryistheSymposiumwhich addresses topics of national and international concern, followed by a Dinner-Dance. Other fun events include Crest Night, Bowling and Volleyball Tournaments, the Christmas Party, ice-fishing at Squeers Lake and the famous Folk Nite. LUFA supports the United Way and theFoodbankwith proceeds from selected events. Forestry students also have their own yearbook and smashing wardrobe! Check us out at UC 0015 or call 3438110, ext. 8805. LU FORUM Lakehead University Political Studies Forum Politics,Politics,Politics! Society today is becomingincreasinglypolitic al, affecting every aspect of our lives and demanding a higher degree of awareness than ever before. Are you as politically fluent as you would like to be? Do you want to make informed political opinions? By joining the Lakehead University Forum - the official political studies society of LU the exciting and constantly contentious world of politics and political thought becomes accessible to you. Membership is open to all who wish to temper their university experience through political awareness and understanding and is strongly recommended for Political Studies students! Founded in the spirit of the ancient Greek forum, LUF provides an arena for the expression of diverse and critical political thought; our 1992-93 agenda will focus on a variety of topics �through debates, guest speakers and discussion of current issues on all levels of political organization from Native self-government to international affairs to student politics. LUF is YOUR opportunity to enrich and expand your political awareness of the world today while meeting others with similar interests in this expanding field of study. Carpe diem! Getinvolved, your participation is important! LUSKI Lakehead University Ski Club The LU Ski Club (LUSKD is comprised of skiers who enjoy downhill skiing, but hate to pay the high prices. Run by skiers for skiers, LUSKI caters to enthusiasts of all abilities. There are many advantages of a LUSKI membership. Through arrangements with the four local ski areas (Loch Lomond, Candy Mountain, Mount Baldy and BigThunder), LUSKI members get up to half-price off lift tickets every time they go skiing! Discounts are also available on rental equipment. To beat transportation problems, LUSKI runs a free ski bus to a different ski area each weekend. Watch for our bus schedules on our bulletin boards outside the Cafeterias and across from Security, as well as in our column in the ARGUS. Local ski retailers honour LUSKI membership cards by giving discounts of 10%-20% off all purchases! All that's needed for these incredible discounts is your LUSKI membership card! LUSKI also hosts several free parties during the year. Our first is the begin-the-season "Suds & Snow Ski Show" in November. Here you can meet ski area opera tors and ski retailers, catch a ski movie on the big screen and see what's new in the ski industry for 1992-93. During the ski season LUSKI will be hosting some ski nights with free skiing!. LUSKI also offers many other events. Our Reading Week trip to Lutsen Resort in Minnesota is a fun filled three day getaway at an unbeatable price. Be sure to watch for the ads in early November! We also sponsor a tern in the local Senior Circuit Racing League where you can try to test your abilities against skiers of similar skill in a series of slalom and giant LUNSA Lakehead University Native Students Association CONTACT: EXT #8065 LUPA Lakehead University Philosophy Association The Lakehead University Philosophy Association is glad to welcome back all members and students interested in Philosophy. LUPA is a club devoted to the development of philosophy on campus. Over the year, it features lecturers, films, debates and student presentations of academic work. All persons are invited to attend our events provided they are interested in the topic at hand. · If you have any questions regarding LUP A, you are invited to contact the executive through our LUSU mailbox. Any inquiries will be addressed promptly. This looks like a great year, so come on out and join the heirs of Socrates in their continuing search for both wisdom and a good time. ◄ "7 �slalom races. LUSKI is the largest club on campus. Memberships will be on sale during Orientation Week and in November when the snow flies! Be sure to watch the bulletin boards for details. Memberships are only $10 this year! Have a good year, and see you on the slopes! Just remember come this November: work is for people who don't know how to ski! LU SPA Lakehead University Student Psychology Association Hey all you students enroled in Psychology Classes!!!!!!!! The Lakehead University Student Psychology Association (LU SPA) formerly the Lakehead University Psychology Club (LUPC) offers a huge conglomeration of academic services and social functions for all of its members. From our uproarious socials, to the winter bash, to arranging brilliant speakers from across Canada and the U.S., to helping students who may require assistance with an onerous Psychologycourse,orreferringstudents with conflicts, the LU SPA is here to benefityou. Lots of monumental things are happening in the '92-93 year with the Student Psychology Association. A combination of both exceptional educational opportunities and sensationally good times are the SPA's focus for the '92-93 year - so come on down and join in the fun!! We are phenomenally casual and we are interested in any input you may have. If interested, further details about joining LU SPA, meeting times and locations, events, etc., can be picked up at the Psychology Department (SN 1010) or at the LU Student Union Office. MSA Muslim Students Association MSA welcomes all students to the new academic year. The Association's objectives are to foster healthy relationships between Muslim students and other students from different cultures and nations; to provide basic necessities to Muslim students such as daily prayer room, Friday congregational prayer and information regarding sources of halal dairy and poultry products; to keep students abreast with the current issues in the Islamic World; and to provide an information base about Islam. We have a collection of Islamic literature, videotapes and cassettes for references. Membership is open to all students. Feel free to drop in at UC 2019A or call 343-8110, ext. 8884. Finally, we wish all students success in their studies. MSSA/MCSA Malaysian, Singaporean Students' Association / Multi-Cultural Students' Association The Club is taking on a new look this year by expanding its boundaries to reach students from all cultural backgrounds. In this transitional year, the Club will be operating under the name of MSSA/MCSA. The various functions and activities organized by the Club aim to foster a closer relationship and better understanding with the student community at Lakehead University. This is in line with the increased Canadian spirit of multi-culturalism. For cultural enthusiasts, the Cultural Week offers displays of countries and cultures all over the world. Dine at our Dinner Night and �enjoy foreign delicacies. The Club also arranges free Movie Nights throughout the year for its members. There are also fun bowling nights, a bowling tourney as well as other activities. So come out and join us on this grand tour of the world. Fur further information contact us at 343-8110, ext. 8815, or drop by the MSSA/MCSA office (UC 2016A). MUSIC CLUB CONTACT: EXT #8259 NURSES CLUB CONTACT: EXT #8860 ORSS Outdoor Recreation Student's Society CONTACT: EXT #8259 ORSS would like to welcome all new and returning students to the new school year. For those of you who are not familiar with ORSS, it is an association which is geared towards the Outdoor Recreation, Parks and Tourism Programme. All students registered in the programme are automatically considered members, and those who are not in the programme are more than welcome to join up. Students are asked to purchase an inexpensive ORSS club card in September, which entitles card-holding members to significant discounts on all ORSS-sponsored events. The executive, with the exception of class representatives, are elected at the end of each academic year. In early September, two or three student representatives per academic year will be chosen. Anyone else interested in 10 helping out can participate on the social and newsletter committees. The purpose of ORSS is primarily to promote the interests of Outdoor Recreation, Parks and Tourism. Organizing events of an academic and/ or social nature throughout the year is one of ORSS' s objectives, but one of the more important functions of ORSS is to set up and subsidize numerous certification courses. These courses provide economical opportunities to get the prerequisite certifications necessary for registration in some of the required and elective courses in the programme. In addition, ORSS acts as the liaison between the student body, the School's Faculty and LUSU. For those of you who are not ORSS members, there are numerous opportunities for you to participate in ORSS sponsored events. ORSS encourages everyone to become involved! Questions or inquiries can be left in the ORSS mailbox at LUSU. We look forward to meeting everyone in the fall! PEAL Physical Education CONTACT: EXT #8259 RUGBY CLUB CONTACT: EXT #8259 SOCIAL WORK CONTACT: EXT #8801 VENTRILOQUIST The Ventriloquist Club Magazine CONTACT: EXT #8813 The purpose of the Ventriloquist is to allow English majors and non- �majors alike to read and express ideas on creative arts issues. Through our magazine publication and hosting of events, the Ven offers support, promotion and appreciation to the artists and thinkers of Lakehead University. We encourage you to contribute your works of art - poetry, short stories, book/ playreviews,essays - to our magazine; and if you draw, paint or sculpt, we would be pleased to make your acquaintance and display your creations. Please feel free to stop by the office (UC 2013) to drop off your submissions or deposit them in our mailbox at LUSU. We look forward to serving you as Lakehead's voicebox. WOMEN'S RUGBY The Women's Rugby Team wants you! It does not matter if you have never played before- all you need arecleats,amouthguard and the ability to have fun. We teach you everything else. The Women's Team is entering its sixth year at Lakehead, and although we have a short season (Sept.- Nov.), we cram in as many games and as much fun as most human beings can handle! If this sounds great - come on out - if you're not sure - come out anyway! We begin practices the first week back in the field in front of the Fieldhouse. If you have any questions, call Karen at 623-5483 or contact us through our mailbox at LUSU. ?() LU RADIO The Student Radio Station of Lakehead University Well we're back and this time louder than ever this year! That's right, Lakehead University Radio once again will be saturating the airwaves around the campus. This year CKLU can be heard in more places than ever. Thunder Bay's best alternative and groovy music can be heard this year in: THE AGORA, THE RESIDENCE CAFETERIA, THE MAIN CAFETERIA, THE STUDY, THE BRAUN BUILDING, THE RY AN BUILDING, THE CENTENNIAL BUILDING, and more locations soon to be added, so keep those ears open! We are about a year away from getting our FM Licence and when this happens:WatchoutThunderBay! The city and campus won't know what hit them! Our station is dedicated to playing the best in new and alternative music. We exist for two reasons: to provide the students of Lakehead University with an alternative source of music than what is currently available in the Thunder Bay market, as well as keeping you up to date with all the happenings going on around campus. You will never have the excuse that you never heard that something was happening: because you would have heard itonCKLU! RIGHT! Ourtrafficcopter will keep you up to date with the weather and parking lot situation! (Well actually we don't have a helicopter, but we will look out the window and_tell you what's going on) • This year you can look forward to more CONCERT TICKET GIVEAWAYS, MUSIC GIVEAWAYS, and SPECIAL PROMOTIONS than ever! As well as keeping you up to date with the club and concert scene here at the �OU1POST as well as in the city of Thunder Bay. Just remember: our giveaway and request line is: 343-8881, that number again: 343-8881! ALL THIS CAN NOT HAPPEN WITHOUT YOUR HELP! Our station needs you! We are looking for anyone who has a passion for music, and is willing to dedicate at least two hours a week to a very noble cause! Youarenotrequired to have any "formal" training of any sort, in fact, in the past some of our best shows have come from students who have never done this type of work before! All we ask is that you give it a try! You too can have the prestige of saying: "Hi, I'm a CKLUDiscJockey!" You'llbethehitof every party! Now you are probably telling yourself "But I listen exclusively to GOAT HERDING MUSIC OF THE 17TH CENTURY" that is fine .. .in fact that is what we want! The music you play is your business, we would like this year to have a well rounded schedule, so if ethnic music is your thing buono, if classical music is your ticketvery good indeed, or is soul music is your prerogative - right on brother, in fact any show or musical type is welcome! Weatthestationarealsolooking for some "Spoken Word" programming as well, do you like sports, movies, or just talking about life in general? Get a bunch of your friends and come and talk! Just don't discuss DE BEARS or DE BULLS exclusively! No relatively sane idea will be refused. If you would like to become part of theCKLU family, or have more questions the people to contact are: Derek J.P. Serianni (Station Manager), Spen- cer Spratley (Programming Co- LUSU office. Feel free to stop into the station at anytime through the year, we are conveniently located in the University Centre# 2020 (We are located on the second floor, up from the STUDY, around the corner from the employment centre). Our office phone is 3438882 feel free to direct any comments or questions to this number! I wish all of you a very successful school year, and I hope that when you hear the music around campus you enjoy it (or at least tolerate it). Have a good one and see you around campus! Sporting Goods * Team Uniforms * Hockey Equipment * Skates * Bicycles & Repairs * Sweat Clothing * Skate Sharpening * Cresting ordinator), or, Howie Harshaw (Music and Interview Co-ordinator). There are applications available in the LUSU . office, just fill one out and drop it in the station mailbox which is also in the ' - - - - - - - - - - - - - - SO South Court St. 345-7862 21 �BROUGHTTOYOUBYLUSU Aesthetic Lounge Looking for a quiet place to study, chat with friends or just relax? The Aesthetic's Lounge located at UC 2014 (near Ombudsperson's Office) is furnished with several comfortable chairs and couches. The lounge is open 8am - 6pm daily, and availble in the evenings for group bookings through the Student Union Office. Book Sale The Used Book Sale runs in the month of September only. Bring in your books to the LUSU office. You assign the prices! Current text book only, please. Box Office Starting this fall LUSU will provide Thunder Bay Community Auditorium (TBCA) ticketing services on site at Lakehead University. Now you can have quick access to the prime seats for production hosted by LUSU, TBCA, and the Thunder Bay Symphony Orchestra. Bus Passes & Schedules The Student Union sells adult bus passes and distributes bus schedules during regular operating hours. Car Ride Board - - ~ J...,.,.,,~-•J\ If you're travelling and would like company or someone to share gas -or need a ride home for the holiday ... located on the LUSU bulleton board (outside LUSU) is a Coming and Going Ride Posting. Sign up and safe travelling. CIBC InstaBank A CIBC InstaBank machine is located in the University Centre (UC) beside the Security offfice. �Entertainment LUSU and the OUTPOST present a wide variety of programming. Last year they featured such artists as The Holy Cole Trio, Bare Naked Ladies, Skidiggers, Jeff . Healey, Tragically Hip, Crash Test Dummies, and much much more. The lineup for this coming year promises to be just as spectacular. Be sure to get your up to date entertainment listings from the Argus and Entertainment Hotline. Entertainment Hotline Call your Entertainment & Information Hotline to keep up on the latest Who, What, Where, When and How Much(s) of upcoming special events. Look for the Entertainment section of The Argus. Fax Machines Fax sending and receiving service is available for students only at a great rate. Games Room Time for a study break or feel like challenging your friends to a game of Tetris? Stroll on down to the 24 hour Games Room which is currently located in SC0020 (just down from LUSU). Gender Issues Centre The Gender Issues Centre (GIC) is entering its second year. With a new full time Co-ordinator and many enthusiastic volunteers, the centre will thrive with campaigns, resources and education. TheGICislocatedatSC0019(acrossfromFinancialAid). With the full time co-ordinator, students are welcome to browse through our wide topic library, our series of informational pamphlets or just to chat. The resource centre has a variety of information on health, childcare, accomodation, employment, legal issues, community events and political news. It is a �diverse service to meet the needs of women and men on campus. Stop by and see us. If anyone is interested in volunteering for the CIC please feel free to contact Christine at 343-8602 or sign up on Sept. 21-22 (Volunteer Recruitment Days). Good 1-Sided Paper Help Save a Tree. Stop by the Student Union office and pick up some good one-sided paper. It's perfect for making study sheets, note taking or just doodling. If your have any paper, drop it off, we'd be glad to take it. Graduate Farewell Join your fellow graduates in a farewell celebration. The $2.00 sitting fee levied for grad photos will go towards this great night. Free to all graduates! Your attendance is a must, but be sure to pick up your complimentary ticket early as limited tickets are available. Graduate Portraits Get into the picture! with Photography by Jostens. This year the Student Union has awarded Jostens Canada the opportunity to capture this special moment for you. Our goal in making this selection is to provide you with the best value for your dollar. More appointment dates have been scheduled to accomodate all scholars. The following dates are available for booking appointments: January 25-29, February 15-19, and March 15-19. Booking sheets are available one month in advance. A $2.00 sitting fee will be levied and applied to the Graduate Farewell. Congratulations to all grads. Free Local Calls Don't waste your money at the pay phones. Stop by the Student Union office and use the free phones instead, while you relax in our lobby. Remember the Student Union office is open 8:30 - 4:30. �Outpost LUSU's premier student restaurant/bar boasts a capacity of over 650, bars on both main and mezzaine levels, the largest dance floor in Thunder Bay, a stage that has been graced by the likes of The Crash Test Dummies, Colin James, Holly Cole Trio and the Tragically Hip- to name a few, and a first-class roadhouse-style menu. The OUTPOST management team wants your bar to be a success! Make use of the suggestion box located near the exitto voice your concerns and ideas. Who are they? Clark Moland (General Manager), Liz Melvin (Assistant Pub Manager), Deb MacKay (Assistant Pub Manager), and Bill Orr (Programmer). Peer Support Hotline For the first time ever, LUSU is providing a service for students from students. The Peer Support Service is a number you can call if you need someone to listen or a referral of any sort. The volunteers will provide you with a professional who can help you with any situation or any topic (academics to health issues to social problems). The service will be in effect late October because of the extensive training the volunteers must go through. Please remember that it is a referral and not an advice phone line. The volunteers are friendly and want to listen. Believe me, when it is 4:00am and you have a term paper due tomorrow plus an exam in the same course, you will need someone to help you vent your frustrations. If you are interested in becoming a volunteer for the peer support line, sign up with Christine (343-8602) down in the LUSU office. Photocopiers LUSU provides and operates the only "Unbleached Recycled Paper" photocopy machines on campus. One copier is located across from Security and the other is housed in the Student Union office. Both are for student use and cost 10 cents/ copy. Coins and/ or vendor cards can be used. �Poster Approval Do you have a computer or t. v. to sell? Or would you like to announce a special event? The bulletin boards on campus are an excellent means of reaching your fellow students. Be sure to receive authorization from the LUSU office or risk having your posters torn down by our vigilant patrols. Recreational Resource Centre Planning to venture on a wilderness excursion and realize you're a bit shy on supplies and equipment? STOP! Don't rush out to buy it right away. The Campus Recreation Resource Centre may have just what your looking for. For just a small charge you can rent tents, back packs, sleeping bags, coolers, pots, cross-country sets, and much more. The Campus Resource Centre is located across for the Ombudsperson'soffice. For more information call LUSU at 343-8259. Scholarships & Bursaries Each year the Lakehead University Student Union (LUSU) sponsors a variety of scholarships and bursaries rewarding participation in LUSU events, and students with special financial requirements such as Visa, Part-Time , Spring/Summer, and Continuing students. Speaker's Bureau If you are looking for an educational and motivational speaker for your club or class there is information available for you. Just come down to Christine's office and she'll be happy to help you find that perfect speaker. Spring Break Trips Each year the VPSI' s office organizes a Study Break vacation - better known as SPRING BREAK. Through various tour companies, the VPSI finds the one that will provide for you a safe and economical yet fun vacation. Watch for signs as to when and where you can sign up! ?n �Student Handbook and Organizer By now you've come to know that the Student Union produces an annual handbook/ organizer. Inside this year's book you'll find interesting and useful material as well as great savings coupons and discounts. Be sure to complete the survey at the back of the handbook and deliver it to the Student Union office SC000l. Your participation will assist next year's Handbook Team in developing a handbook that serves your needs best ... after all, this book is for you! The Study LUSU currently operates the Study as a pool and games roombydayandanspecialeventsvenuebynight. Watch for upcoming theme nights, club fundraisers, and games nights. SUDS Alcohol Awareness Committee Students Unified for Drinking Sensibly is once again on the active track. The Committee provides fun activities that initiate responsible drinking. Watch out for PIP! Jill Parry's fantastic.creation of PIP the Porcupine will be around always reminding you how to get out of a prickly situation. There are two Alcohol Awareness Weeks with the first one being from October 19 - 23. Watch out for LOONSTRUCK! The national campaign which is a fund raiser for BACCHUS- the national alcohol awareness organization. All the money raised will go towards awareness of alcohol and violence on campus campaign. Be sure to get involved. You can volunteer for the committee on September 21-22 (Volunteer Recruitment Day). Be sure to get involved and help SUDS bubble over. 27 �Sunday's Entertainment This year the Outpost staff and LUSU executive are extending our programming to a more alternative nature. Different avenues we would like to travel are Murder Mystery Nights, Classical and Jazz Brunches and Dinner Theatres, just to name a few. So for those easy Sundays, come to the Outpost for some fun and relaxation. Typing Services Missing report deadlines because of your "search and peck" method of typing? Or dread the thought of typing your own thesis? Or just rather not? A list of available typists is located in the Student Union office. Keys are available through Security- 24 hours/dayBring your student card. Electronic typewriters are still around on campus for students to use. They are located behind the stairs to the liabrary on the tunnel level. The Volunteer Connection The Volunteer Connection: is a newly developed service created to manage Student Union volunteers. There are many committees, services and special events which rely heavily on volunteers for their success. It is because of these outstanding individuals that Volunteer Services is devoted to recruiting, training, motivating and most of all, appreciating LUSU' s most essential resource - VOLUNTEERS. Come out and be a part of it! Not only do you help your Student Union and the students at large but you gain valuable experience, skills and benefits. As an aside, everytime you volunteer for LUSU through the volunteer connection, your name is put into a draw to win an outstanding prize. To sign up call Christine at 343-8602. Don't forget Volunteer Recruitment Days -Sept. 21-22. �Winter Carnival Winter Carnival is held during the week of January 15 - 23. It is ten days of £unfilled activities to really get to know Thunder Bay's WINTER. During this time watch out for chances to win a free trip for Spring Break. The Winter • Carnival Commissioner application deadline is October 30. So, if you are interested talk to Christine at 343-8602. Wonderful Staff Our full-time LUSU staff are here to assist you in any way that they can. Please feel welcome to drop by the Student Union office and meet Lorraine Harris (Executive Secretary) and Ginny Strey (Office Clerk). LUSU office hours are 8:30 am to 4:30 pm, Monday through Friday or call 343-8259. THUNDER BAY'S LEADING QUALITY JEWELLERS Now Featuring The Lakehead University Watch By Bulova. Only $125.00 JEWELLERS LIMITED DIAMOND SPECIALISTS 344-3548 GLEN M. HAMILTON, B.Sc., G.J. 8 S. CUMBERLAND ST. THUNDER BAY, ONT. P7B 2T2 �LUSU & LAKEHEAD UNIVERSITY JOINT VENTURE SERVICES LU FOOT PATROL national students from different disciplines of study. Through Campus Security, Cindy Steckley organizes her LU Foot Patrol. Fromanywhereoncampusyou can call 346-7742 and they will come to pick you up to walk you anywhere on campus. Theservicerunsfrom8:00pm - 2:00am Monday to Saturday and from 8:00 pm - midnight on Sunday. Be safe this year and use your LU Foot Patrol. OMBUDSPERSON INTERNATIONAL STUDENT ADVISOR The International Student Office, located in the basement of the Student Centre (SC 0015), is open two and a half days a week for international students to visit and discuss their cultural adjustment, academic or social concerns with the International Student Advisor. Ever September an international student orientation and transition support services are available to new international students. Throughout the year special workshops and specific international events are publicised through the International Update newsletter produced every two months. The International Student Office also provides advisory support to the various international clubs on campus. International students are invited to drop in to meet the Ad visor as well as other inter- The ombuds office provides an independent and confidential service to all members of the University community. TheOmbudspersondeals with a variety of complaints as well as requests for information for both academic and non-academic problems. The Ombudsperson helps ensure that you receive fair and equitable treatment within the University system or with community and outside agencies. If you have a problem, the Ombudsperson can often assist in obtaining information and providing an objective, independent review of the facts and if necessary may act as a helpful mediator in reaching a solution. Often students and staff are unsure of where to seek information and our office can act as a referral service. The primary objective is to ensure that your rights are dealt with in a fair and equitable manner. You can reach the Ombudsperson, Armand Colosimo by calling 343-8061. Office Location is UC 2060 �LAKEHEAD UNIVERSITY STUDENT SERVICES CHAPLAINCY The Chaplain is available to the university community regardless of religious denomination. Those who wish may book an appointment or just drop in to talk with Sister Alice Greer. Personal, spiritual direction, addictions, grief and family of origin counselling are the main types of issues Sister Alice attends to. As well, everyone is invited to participate at retreats and weekly mass at Avila Centre. Sister Alice Greer can be reached at the Counselling and Career Centre during daytime hours at 343-8002 and is alsoavailableeveningsand weekends if necessary. COUNSELLING AND SUPPORT PROGRAMS The Career and Counselling Centre is located in the University Centre Building. It is staffed by two Counsellor /Therapists, a Chaplain, and an informationspecialistwho maintains and provides assistance in the Career Information Library. Personal and Career Counselling is available to all students at no cost. If you have concerns, questions or anxietiesaboutthe University, orother matters, please feel free to contact this office. The Counselling and Career Centre offers a variety of programming throughout the year. This includes Study Skills and Academic Success programs, Vocational/Career Planning, Resume Writing, Stress Management, Dealing with the Blues, Eating Disorders,Separationand Loss, and other programs which are offered as required. Students can access these programs through the Counselling and Career Centre. Confidentiality is assured at all times. FINANCIAL ASSISTANCE Through the Financial Aid Office of Student Services, financial assistance is available in various forms: Ontario Student Assistance Program (O.S.A.P.) * The Ontario Study Grant Plan * The Canada Student Loans Plan * The Ontario Student Loans Plan * The Part-time Student Loans Plan (Canada Student Loans) * The Ontario Special Bursary Plan * The Ontario Work Study Plan (a program which offers O.S.A.Peligible students an opportunity to work part-time on campus) O.S.A.P. applications are available in the Student Services Financial Aid Office, SC0008 in the Student Centre. Applications for financial assistance should be made as early as possible as there is a lengthy processing period. �Scholarships (undergraduate) * awarded on the basis of academic achievement * some entrance scholarships are automatically awarded according to the following grid: Average 95%+ 90% - 94.9% 85% - 89.9% 80% - 84.9% Value $2000 x 4 years $1500 x 4 years $1000 x 4 years $ 800 minimum * Some are awarded by application. A listing is available in the LU calendar and the Entrance Scholarship Brochure. * After first year, many in-course scholarships are automatically awarded to eligible students, however an application is required for a numberof program specific awards; applications are available the end of January. * Students nearing completion of a diploma program and planning to enterrelated degree studies at Lakehead University contact the Undergraduate Scholarships Officer Bursaries * awarded on the basis of a student's financial need * student must apply for entrance and incourse bursaries * bursary applications available in September * bursary application deadline is November 27,1992 * check with Financial Aid Office for further information and applications * All students should check the Financial Aid bulletin boards for available Scholarships, Awards and Bursaries. Short Term Loans * limited funds are available to students who find themselves in an emergency situation to help cover educational related expenses * applications are reviewed on a weekly basis. * application forms are available in the Financial Aid Office. Mrs. Phyllis Bosnick is the Financial Aid Administrator at Lakehead University and she or one of the other financial counsellors will be pleased to meet with you regarding your financial situation. If we can help in any way, please do not hesitate to call 343-8206, or stop by our new StudentServices-FinancialAidOffice SC0008 located on the lower level of the new Student Centre. HARASSMENT A student's academic, work and personal life can be seriously damaged by harassment. Effects can include feelings of helplessness, anger, depression and humiliation, as well as loss of confidence and self-esteem. Forms of harassment can be sexual (unwelcome behaviour of a sexual nature) or any other prohibited grounds of discrimination under the Ontario Human Rights Code. These include race, ancestry, place of origin, creed, sex, sexual orientation, age, record of offences, marital status and handicap. Harassment is inappropriate behaviour that can seriously interfere with a student's education--and is prohibited both by law and under Lakehead University's Personal Harassment Policy. In this policy, the Board of Governors of Lakehead University endorses the principle that all members of the University community have the right to study and work in an environment free from harassment. If you are being harassed, contact the designated Personal Harassment Contact Person for the University. Phone 343-8356 or visit the office �located in the HUMAN RESOURCES DEPARTMENT. There is both an informal and formal resolution phase in the Policy. Most students with a concern meet for an informal discussion. Advice on how to handle the situation, support, confidentiality and reassurance are available to you. Do not ignore the problem if you are being harassed. Phone 3438356 or drop into the HUMAN RESOURCES DEPARTMENT. HEALTH CENTRE Lakehead University Student health Centre is located on the ground floor, opposite the Security Office, near the main entrance to the university. Registered nurses staff the Health Centre full time and both male and female physicians offer clinics daily. Appointments can be arranged with the secretary or through extension 8361. If you are unable to keep an appointment please call and cancel so that someone else may be seen in your place. As a student at Lakehead, it is important to remember that your health is a critical factor in your academic, personal and social success. One of the ways in which you can take care of you heal th is by familiarizing yourself with the Student Health Centre. The staff at the Health Centre are available to provide comprehensive healthcare,and to assist you in taking responsibility for your own health. All medical records are confidential. Health Education Health education programs are co-ordinated through the Health Centre. It includes services to promote healthy life styles and wellness through the development of ongoing educational programs and activities. These programs are targeted at raising student awareness about health issues and disease prevention. Print materials, videos, t-shirts, and posters are available on such topical issues as alcohol and drug abuse, AIDS and Safe Sex, nutrition, fitness, weight control etc. Medical Services Include diagnosis and treatment of physical illness, emotional problems, STD's, injuries, referral to specialists, physiotherapy, lab services, lab smears, contraception, pregnancy, AIDS, pre and post HIV test counselling, TB skin tests, physical exam, psychiatric care. Timetable of medical clinics is posted at the Health Unit. Health Insurance Bring your Ontario Health Card (red and white plastic card) with you when you visit the Student Health Centre. If you are from outside the province, bring your own provinces' health insurance number. If you are an International Student, and do not have health insurance, you should apply immediately in order to receive immediate coverage. Photocopies of visa or immigration documents are necessary. Application forms are available at the Student health Centre and on completion, should be taken to the Ministry of Health Office, at 435 James Street South, Thunder Bay. *No premium is required to be paid for Ontario Health Care. *We are available to help you in caring for yourself. �LEARNING ASSISTANCE Course-content Tutoring, Essay Writing The Learning Assistance Centre provides academic support to all students. If you encounter difficulties with a course or need help writing essays, you should contact the Centre forworkshopsorforindividual tutoring sessions, which are free for a limited number of hours. Want to be involved as a support to your fellow students? Then consider applying to be a peer tutor or note-taker and attend our orientation sessions. For further information, visit the Centre or call 343-8047. SERVICES TO STUDENTS WITH SPECIAL NEEDS If you have a special need due to a physical or leamingdisability,contact the Special Needs Assistant, Emily Scott,in the Leaming Assistance Centre. Call her at (voice) 343-8086 or (TDD) 343-8906 or come to the Centre to discuss the specific academic and/ or physical accommodations which would be required. NATIVE SUPPORT SERVICES Native Support Services attempts to promote the academic and personal success of Native students on campus. We provide a link between thestudentand University administration concerning academic issues and other University services. Personal counselling is also available and referrals to other appropriate City services and agencies can be made as needed. The Native Students Centre and the Native Student Association (LUNSA) are focal points for cultural programming such as periodic feasts, PowWows, and Elders' visits. The Coordinator is Gord Bruyere and can be reached at 343-8085. We welcome the whole University community. Best wishes for success in your studies 0 Looking for some great i;:;; energy-saving Tips!? ~ We can help. Call a <:) ~-~ THUNDER BAY HYDRO ~ ,~ 34 N. Cumberland Street f ~HYDRO 343-1111 �LAKEHEAD UNIVERSITY .SERVICES THE ALUMNI ASSOCIATION OF LAKEHEAD UNIVERSITY TheLakehead University Alumni Association's primary mission is to further the reputation of LU and to serve as a continuing link between graduates and the University. The Alumni Association provides you with a way tostayincontactaftergraduation and provides you with an opportunity to help shape the future of your Alma Mater. Founded in 1982 the Alumni Association boasts of over 22,000 graduates living across Canada and the world. People that have been through a very similar experience to you. People who are anxious to hear about life at LU in the Nineties. People who are open and willing to supporting and helping the students of today. The Office of Alumni Services provides administrative supportto the Association and assists with the organization of a variety of social events both on and off campus. Each year the Alumni Association conducts the Annual Fund, and fundraising campaign that touches every area of the University. It is the Annual Fund that provides nearly $10,000 a year in scholarships directly to students and funds a wide range of projects in nearly every area. Last year graduates donated nearly $200,000 to make LU a better place for you to receive your education. The Alumni Association also raises money for the University through the LU MasterCard (Applications Available at Alumni House), low cost group life insurance, and the sale of Lakehead rings, watches, and degree and picture frames. many of these products are on display at Alumni House and the Alumni Bookstore. If you would like to •become involved in the association please contact Scott Fortnum, Manager Alumni Services at 343-8916. Many of our volunteer opportunities will provide you with the chance to gain valuable work experience and to meet a great number of people from the business community. Paid opportunities also exist for student callers to assist in raising moneyfor the Annual Fund. LU BOOKSTORE We carry all your needs for textbooks, trade books and lab manuals. The Bookstore can also special order books which are not in stock. We also have all your school supply needs from binders to pencils. There is also a wide selection of magazines for your reading pleasure. Come in and see what we have to offer. Regular Hours: Monday, Thursday, Friday 8:30 am to 5:30 pm Tuesday and Wednesday 8:30 am to 7:30 pm Special Hours: Longer hours will be posted for the September rush. �CAMPUS FOOD SERVICES Versa Food Services is entering its fourth year at Lakehead University, meeting all the food needs of Students, Staff, Faculty and Visitors. Versa provides service to students in a number of locations: the Residence Cafeteria, Main Cafeteria, Kiosks in the Agora, Ryan Building, Bora Laskin Building and a new service this year, an after hours limited food outlet in the Bartley Residence (formerly the coffee house) for all residence students. Residence Cafeteria The Residence Cafeteria services all students in the Bartley and Prettie Residences, as well as students who have purchased off campus meal plans (a vide variety of meal plans are available). The Residence Cafeteria is also open to guests of meal plan holders; cash meal prices are: Breakfast $3.65 Lunch $5.50 Brunch (Weekends) $5.50 Dinner $6.70 Special Event Meals $8.10 Christmas Formal\Awards Banquet $10.00 *Plus GST and PST Main Cafeteria The Main Cafeteria is the largest cash operation on campus featuring our own "Itza Pizza", "Gretel's Baked Goods", "Gourmet Coffee", "Piccolo's Pasta", "Salad Garden", "Deli Bar" and "Grill Works". Look for our many promotions and contests throughout the year. Snack Carts Located in Agora, Ryan Building, Bora Laskin. Off-Campus-Meal-Plans VersaFoodServicesispleased to offer a vide variety of off campus meal plans. This year sees the introduction of the "SCAN PLUS" system. The "SCAN PLUS" card represents a fast and economical, electronically operated, pre-paid meal plan that can be used at any Versa Food Services outlet on campus. Your account is automatically debited the amount of your purchase - this means no cash or change to worry about. It also offers a TAX-FREE way to eat at Lakehead, no GST or PST. The advantages are many: *Savings With each meal plan purchased, you receive bonus dollars and pay no GSTorPST. *Convenience On campus dining saves you preparing meals and allows for more enjoyable eating time. *Flexibility Options are available to suit your individual needs. *Security Lost or stolen cards can be replaced; the value of your card is never lost, unlike cash. Formoreinformation,meetusat our registration desk during orientation week or visit the Campus Food Service Office or call 343-8142. Have a successful year. �Local are either Master's students or undergraduates, and all members are actively encouraged to participate in the affairs of the Local. This is your voice as an employee of Lakehead University. Drop in and talk with your Local 5 Executive in room UC 2019B on campus or phone us at 343-8438 to find out more about your Union. CANADIAN UNION OF EDUCATIONAL WORKERDLOCALS The life of part-time and fulltime teaching assistants, graduate assistants and tutors is dominated by academic concerns: giving or attending seminars, and classes, using the library, writing papers to name a few. For many, however, the sole or major source of income which enables us to pursue the academic life we have chosen derives from our work relationship, and not as students or academics. Not surprisingly we experience a whole range of conditions in our employment, much of which is enjoyable, but some of which is problematic. Over-crowded classes or tutorials, vague or unrealistic job descriptions, overwork, unreasonable demands by supervisors, late payment, cancellation of appointments, low salaries and benefits, and layoffs are some of the commonly expressed complaints about working conditions which only a Union can address. CUEW/Sctte Local 5 represents approximately 320 full and part-time teaching and research assistants at Lakehead University. The Local has 5 Executive members elected annually in the Fall. Local 5 maintains a Steward's council to represent the various departments in the University. The Local publishes a newsletter and bulletins as the need arises. Local 5 bargains every second year. We have reached a tentative agreement with L. U. management for 1991 to 1993 that will be voted on this Fall. Members of the 37 DAYCARE The Nanabijou childcare centre is located in the Prettie residence across from the tennis courts. The facility is available to students, faculty, staff and residents of Thunder Bay. Thirty-seven children from eighteen months old to five years can be accommodated. For rates, hours of operation and other information, call 343-8369. THE INTERSECTION The Intersection is your Lakehead University clothing headquarters. From boxer shorts to fleece jackets, we have it all and everything in between. We also have all your snacking needs covered for those late night study sessions or for quick snack in between classes. There is also a vast array of gift i terns here including a large selection of cards. For your convenience, The Intersection also includes a Post Office for stamps, parcels and Special Delivery items. a Regular Hours: Monday thru Friday 8:30 am to 9:00 pm Saturday 10:00 am to 3:00 pm �LAKEHEAD UNIVERSITY LIBRARY The University Library is composed of the Chancellor Paterson Library which contains the main collections of the University and the Education Library located in the Bora Laskin Building which serves the needs of the School of Education. The Library collections are made up of books, periodicals, microforrns and audio visual materials. These iterns may be located by using the computerized catalogue situated on the main floor of the Library. In additions to the general collections, special collections such as those found in the Northern Studies Resource Centre located on the lower level of the Chancellor Paterson Library form part of the total library holdings. To familiarize students with the Library and its services, tours are conducted during orientation week and during the first few weeks of classes. These tours are highly recommended as an excellent way to become familiar with the services offered by the Library. Books from the general collection may be borrowed for three weeks . Periodicals and reference material may be used in the library only. Fines are charged for materials kept out past the due date. Materials for which there is a high demand are kept at the Reserve Desk and are circulated for shorter periods of time. The Library has a number of photocopiers available for student use on the main and second floors. Venda-cards to operate the machines may be purchased at the Circulation Desk. Further information on the Library and its services is available at the Information Desk (343-8302) and the Circulation Desk (3433-8225) . Remember, if you have a question, no matter how simple it may seem, don't be afraid to ask for help. The Library staff will do their best to help you find the answer. During the Fall & Winter terms, the Library hours are: Chancellor Paterson Library, Education Library Hours of Operation Monday - Thursday: 8:00 am -11:30 pm 8:30 am - 9:00 pm Friday: 8:00 am - 9:00 pm 8:30 am - 5:00 pm Saturday: 9:00 am - 9:00 pm 10:00 am - 4:00 pm Sunday: 11 :00 am - 10:00 pm CLOSED HOLIDAYS RESIDENCE Lakehead University has accommodations for 1098 students who wish to live on campus. The dormitory style residence consist of two buildings (Bartley & Prettie) of which there are 196 single and 230 double rooms in 12 separatehouses. TheTownhouseResidences have 430 single rooms. Each unit consist of 4 single bedrooms, shared bath, living room, dining room, and kitchen. There are 2 units which are 3 bedrooms, equipped for special needs students. There are 27 single rooms at the Avila Residence which is reserved for upper year female students. There are a number of Residence Assistants (student staff) who attempt to make living in residence an enjoyable experience for every student in their house. They have experience living in residence and are there to help in a wide variety of tasks-from planning �activities, to ensuring respect for individual rights in residence. The Residence Programmer helpsorganiz.eresidence activities. In addition, this team, along with their supervisor the Residence Life Officer, possesses a wealth of experience, both personal and in advising students in matters dealing with life in the University. The Manager of Residence oversees all operations. Residence orientation is really worth attending because of the wide variety of activities which help you meet everyone in residence. Residence Council sponsors these events and provides the residence with many activities throughout the year. Residence Orientation operates in conjunction with the LUSUOrientation. The Orientation is intended to facilitate an open and comfortable atmosphere and to welcome all students to Lakehead University. Our Residence Council is a student run, student-funded body which seeks to balance intellectually stimulating and creative activities with social and recrea,tional programmes, such as residence sports and dances. There are several groups which organize residence activities which include-sports council, food service committee, yearbook committee, security committee and house executive . Houses will compete in certain activities and overall winners will be recognized at the Annual Awards Banquet held in the spring. There are many activities to choose from in residence and they are designed to suit the needs of a diverse student body. Residence offers the unique opportunity to make your temporary home a community where the challenge to live co-operatively is always present. Studentswholiveinresidence have the opportunity to assess and re- spond to the needs and sensitivities of others, as well as themselves. Residence is a place to think, laugh, study, relax, organize, plan and discuss. The Residence Staff welcome you and hope your residence stay will be an important part of your total educational experience. SECURITY The Security Office of Lakehead University is located on the main floor of University Centre (UC) just down from the Agora. Security operates 24 hours a day, 7 days a week. The Security Department is responsible for enforcing parking regulations, collecting fines, the lost and found department, issuing of lockers during registration and squash court bookings. Any problems with lockers during the school term should be reported to Security, who will forward the information to the proper department. IN CASE OF FIRE OR OTHER EMERGENCIES, CALL 343-8569. TUNNEL TECH For all your computing needs, TunnelTech is the place to go. We carry IBM and compatible desktop and notebook computers specially priced for students. There is also a large supply of IBM and MacIntosh software to meet any needs from business to pleasure. Also available are computer peripherals and other electronic items such as telephones and alarm clocks. Regular Hours: Monday thru Friday 10:00 am to 6:00 pm �LAKEHEAD UNIVERSITY UNIVERSITY SPORTS & RECREATION AQUATICS Public Swim Times: Days: Mon - Fri 8:00 am - 4:00 pm Sat & Sun 1:00 pm - 4:00 pm Evenings: Mon - Sun 7:00 pm - 8:30 pm Subject to change-check weekly schedule Learn to swim classes: Semi- and private available Full and half pool rentals available for groups CAMPUS RECREATION "More Than Just Sports" "An activity for every student and every student in an activity." The campus recreation program is designed to provide opportunities for students/ staff/ faculty to participate in various sports and recreational activities as regularly as their time and interests permit. Virtually all of the campus recreation activities are co-ed in nature and provide an opportunity to meet new friends in afriendlysportingenvironment. Regularly scheduled team activities include the following: Aerobics Touch Football Broomhall Inner tube water polo Soccer Volleyball Men's basketball Indoor Soccer Badminton Women's basketball Squash Ladder Aquabics Ball Hockey Curling In addition to these activities the campus recreation program plans on providing opportunities to participate · in a number of one or two day events that will appeal to both the athlete and non-athlete. These include: Slow pitch tournaments Weightlifting competitions Cross-country relay run Cribbage Tournaments Bowling tournaments 3 on 3 basketball tournament Swim meet Hockey tournaments "Couch potato" triathlon Euchre tournament Ball Hockey tournament Volleyball Tournaments Biathlon To find out about these and to bring forward any activities that you want to see included, please stop by the �Campus Recreation Office (UC 2014) and talk to the Campus Recreation Coordinator, Bill Keeler or call the Field House (343-8585) and ask for our campus recreation handbook. RECREATIONAL PROGRAMS Infonnation line: 343-8173 foropen gym time and pool times, and special events, e.g., next varsity game. Pool office Hours Mon to Fri 8:00 am - 4:00 pm Equipment room: 343-8585 Squash court bookings: 343-8160 Gym & field bookings: 343-8585 Mon - Fri 9:00 am - 4:00 pm Lockers: Available for yearly rental fee or $.25 for coin operated daily use. Weight room & Indoor track: Mon - Fri 8:00 am - 10:30 pm Sat & Sun 8:00 am - 8:30 pm The above hours are subject to change during April to September, December, special events, varsity games, swim meets and University classes. Schedules will be posted in the Field House on a weekly basis. Membership cardsorstudentIDcardsmustbeshown when using the facilities. Daily or weekly passes are also available. EQUIPMENT AVAILABLE Racquet ball racquets & balls Tennis racquet & balls Basketballs Skipping ropes Volleyballs Soccer balls Baseball & bat Footballs Weight clips Badminton racquets & shuttlecocks NOTE: Students must sign out equipment and leave student ID cards at equipment room while using equipment. GYM SERVICE PROGRAMS Full time students receive a 50% discount on service programs (upon presentation of ID card). Members receivea25% discount. Available services include low impact aerobics and golf. ATHLETICS The athletic program at Lakehead University is regarded as an essential element of the total educational program, and the Athletic Department provides a balanced program of intercollegiate (varsity), club, intramural, and recreational activities. Lakehead University participates in the Canadian Interuniversity Athletic Union, and in the Ontario Universities' Athletic Association (men) and Ontario Women's Interuniversity Athletic Association. Presently, four varsity programs compete in the OUAA and OWIAA; men's basketball, women's basketball, women's volleyball and wrestlinl!. Club �sports participating in the OUAA and OWIAA include indoor track and field, cross country running, and Nordic skiing. The Alpine ski team will be competing in the National Collegiate Ski Association. Many Lakehead faculty and students have competed nationally and internationally in a number of sports over the years and the University is committed to helping athletes achieve that competitive level. Other club sports include men's and women's rugby, soccer and hockey. There is also a wide range of campus recreation sports such as ice hockey, co-ed touch football, soccer volleyball, basketball, curling, slow pitch, golf, aerobics, broomball and inner tube waterpolo. ATHLETIC STAFF: Director Dr. Nonn LaVoie Ext. 8649 Coordinator John Garland Ext. 8601 Secretary Sharon Kozak Ext. 8213 Facility Supervisor Bill Keeler Ext. 8585 Pool Manager Peter Dika Ext. 8656 C.J. SANDERS FIELDHOUSE The C .J. Sanders Field House houses a large multi-purpose gymnasium which accommodates approximately 2000 people for athletic events; and auxiliary gymnasium/wrestling area; weight training room; change rooms with lockers and saunas; a 50-metre, eight-lane pool; squash courts; and playing fields. A complete sports medicine clinic is also housed in the complex. The Field House in located northwest of the river. Full-time students have FREE use of the Field House facilities upon presentation of a Student ID Card. Part-time students may purchase a membership at a REDUCED RA TE. CLUB SPORTS ThereareanumberofCLUB SPORT PROGRAMS on campus which participate at a competitive level in Thunder Bay, Manitoba, Northern United States, and to a limited extent, in the Ontario University leagues/championships. The majority of these clubs have their own executive, coaches, and faculty advisors. Club sport programs in operation this year include (men's and women's unless indicated): Alpine skiing Nordic Skiing Indoor Soccer Cross-country running Iridoor Track and Field Rugby Hockey Any student interested in participating in a club sport program are encouraged to contact the Athletic Coordinator (C.J. Sanders Field House, 343-8601), or inquire at the Campus Recreation office for specific club contacts. �VARSITY SPORTS 1992/93 N or'Wester Home Schedule OCTOBER 02/03 17 30/31 PIZZA HUT HIGH SCHOOL GIRLS BASKETBALL TOURNAMENT JOHN ZANA TIA ALUMNI BASKETBALL WOMEN MEN PIZZA HUT WOMEN'S & MEN'S BASKETBALL TOURNMENTS NOVEMBER 12/13 13/14 20/21 27/28 MEN'S BASKETBALL VS GEGEBIC WOMEN'S VOLLEYBALL VS MCMASTER WOMEN'S BASKETBALL TOURNAMENT WOMEN' S VOLLEYBALL VS U WESTERN DECEMBER 02 MEN'S BASKETBALL VS WISCONSIN-SUPERIOR JANUARY 08 09 15/16 22/23 29/30 FEBRUARY 05/06 12/13 7:30PM 7:30PM WRESTLING VS MCMASTER GORD GARVIE MEMORIAL WRESTING FESTIVAL WOMEN'S BASKETBALL VS WILFRID LAURIER MEN'S BASKERBALL VS WILFRID LAURIER WOMEN'S VOLLEYBALL VS WATERLOO WOMEN'S BASKETBALL VS BROCK MEN'S BASKETBALL VS BROCK WOMEN'S VOLLEYBALL VS GUELPH WOMEN'S BASKETBALL VS WINDSOR MEN'S BASKETBALL VS WINDSOR ·8 6:00PM 8:00PM 7:00PM 10:00PM 6:30PM 8:30PM 7:30PM 6:30PM 8:30PM 7:30PM 6:30PM 8:30PM We've entered an exciting new age of telecommunications ... ... and telephones that hold, redial , speed dial and transfer your calls are only the beginning . Every year telecommunications are becoming more exciting as new products and seNices lead us closer to our dreams and expectations for the future. Call Thunder Bay Telephone at 623-4400 for more information. 'i-'1 Thunder Bay Telephone IT'S FOR YOU. �1095 Barton Street Thunder Bay Ontario P7BSN3 Tel (807) 623-4444 Fax (807) 623-8460 DUNWOODY WARD MALLETTE Chartered Accountants "Helping Clients Succeed" Whether you require help planning your tax strategy, advice regarding human resources management, assistance with financing, computerization, bookkeeping or accounting systems, we listen, we understand, and we help you succeed. Can us today, and become #1 in our books. Contact: PARTNERS *John Aiken, B. Comm. C.A. John Barber, C.A. Dennis Battigelli, F.C.A. Ken Chase, C.A. Brian Randle, C.A., M.C.A.B.V f R BAY r114/Jb "V& ~ 1892·1992 · Gary Garner, C.A. *Bill Mork, B. Comm., C.A. Dave O'Brien, C.A. Bill Plunkett, B.A., C.A. *denotes LU Graduates. Providing safe and econornical transportation for 100 years. Ride the bus, you save money and the environment. 1992-93 BUS FARES Exact Cash- $1.25 20 Ride Pass- $24.00 Monthly Pass- $50. 00 (Unlimited Rides) 2 Routes Serving Lakehead University Crosstown 2 and the Balmoral 16 Maps and Schedules are available from Student Union or Security Office. �SIGHTS OF INTERESTS IN THUNDER BAY Prince Arthur Park and Marina is located in downtown Thunder Bay North at the foot of Red River Road. The park has an abundance of aesthetic qualities to accommodate picnics, walks, recreation and skating. With a number of lookout decks you have a wonderful view of the lively harbour activities. Centennial Conservatory is a fascinating place to visit. It is a tropical and seasonal house filled with peace and serenity for those hectic, stressed out students. The Conservatory is open 7 days a week from 1:00 pm - 4:00 pm and is located in Thunder Bay South on Dease Street off Balmoral Ave. International Friendship Gardens is filled with unusual gardens created by Canadians of varied ethnic origins as a Centennial gift to Canada and their community. The gardens cluster around two beautiful man-made lakes. It is located in Thunder Bay South in Chapples Park off Victoria Ave. Terry Fox Monument is located on Hwy 11/17 east of the city. It has a breathtaking view overlooking the Sleeping Giant. This monument stands at the end of his "Marathon of Hope". Old Fort William provides you with a unique furtrade experience. Meet real life characters form the North West Company and learn about Canada's past. It is open from 10 am - 5:00 pm and is located off Broadway Ave. from Hwy 61. "We're offering a level of service never seen before in this region." m Quality Door Hardware LIMITED ~ I IM QualitJ Door Hardware Misk,lly/Summit S,curitJ are th, Murrell Group Limit«/, m,mb,rs of & Ekctronic, I n c. and S, nx>-1.ock Ltd. Inc. 1156 Alloy Drive, Thunder Bay, Ontario P7B 6M9 Phone (807) 623-2314 (807) 345-9562 �The Bluffs Scenic Lookout is located in Thunder Bay North just above Boulevard Lake. There is a wonderful view of the Black Bay Bridge, Boulevard Lake and the Sleeping Giant. Kakabeka Falls Provincial Park is located 18 miles west of Thunder Bay on Hwy 11/17. The picturesque falls plummet 390 metres into a rugged gorge in the Kaministiquia River. Come and enjoy the natural beauty. Mount McKay is the best view you can get of the city and Lake Superior. You can explore the Native legends and the traditions ofour area. Mount McKay is located in Thunder Bay South on Hwy 61/B. Boulevard Lake Park is located in Thunder Bay north at the end of North Algoma Street. There are two swimming beaches with dressing and washrooms, tennis courts, mini golf, concession and complete picnicing facilities. Centennial Park covers approximately 147 acres along the shores of the beautiful Current River in the heart of the city's north side. It is located in Thunder Bay North near Boulevard Lake off Arundel Street. Hillcrest Park has a panoramic view of the harbour and the Sleeping Giant. Don't miss the Sunken Gardens with a display of 70 varieties of flowers from early spring to late fall. It is located in Thunder Bay North on High Street. FURNITURE INC. Futons Desks "Book Cases Unique Easy to Afford Easy to Assemble 345-1978 �E'RE D SP RTS Special Offer to LU Students Memberships only 149.00. Bring this ad along with your Student Identification and receive $20.00 discount off a student membership. * No Refunds * No Cancellations * Offer Good Until September 30/92 ~ Call 625-3344 for further information. Cinada Games @ ~P-!_ex pa - 420 WINNIPEG AVENUE, THUNDER BAY ONTARIO P7B 6B7 (807) 625-3311 Dave Wilson Vicki Slater 620 Simpson Street Thunder Bay, Ontario P7C 3J7 623-5778 Wishingyou • success m your academic endeavours. From your friends at: f~ Canadian Pacific Forest Products Limited ~_:::s Our resources are growing. �September "Orientation Septc,mbc,r 7-19 "Cla6ee6 b~ln Sc,ptc,mbc,r 14 (c,xcc,pt fon,5try) " Fore5try cla66e6 b~ln Septc,mbc,r 21 " Final date for late, r~l6tratlon & courec, addltlon6 Septc,mbc,r 23 (c,xcept fon,5try) " Final date for late, r~l6tratlon & couree addltlon6 Septc,mbc,r 30 (Fore5try) " Final date, to apply for 6pc,clal exam6 wrlttc,n durln0 exam period (Dc,c. 7-19) 30 "Watch for Sunday Brunchc,5 " LUSU U6ed Book Sale, the, entire, month 8 11 12 14 16 17 18 21 21-22 21-25 24 25 250cto!,c,r2 28 29 Mike, Wood6: The, 0utpo6t Strc,c,t Dancc,-~ora Circle All Good Children-The, 0utpo6t Effective, Rc,adln0 1:30-3:30pm, 6:30-8:30pm -100 people 1lmc, Mana0emc,nt 6:30-8:30pm-100 people Notc,takln01:30-3:30pm 6:30-8:30pm-100 people, Stran0e Day6-The 0utpo6t Effective, Study 1:30-3:30pm, 6:30-8:30pm -100 people, LUSU Voluntc,c,r Rc,crultmc,nt Day Club Day5 Exam Preparation 1:30-3:30pm, 6:30-8:30pm -100 people, Powwow Canada Week Effective Rc,adln0 1:30-3:30, 6:30-8:30pm -100 people, The Skydl00ere, The, 0utpo6t �Monday, Aug. 31 Tuesday, Sept. 1 f.1 TunneI T.leeh l!JQ *educationally priced hardware and software *computer supplies and documentation *laser and colour printing services I Look for upcomino specials Open Monday to Friday IOarn to 6prn I Saturday, Sept. 5 �Wednee;day, .Sept. 2 Thureday, Sept. 3 Friday, Sept. 4 Sunday, Sept. 6 Lakeb.eaJ Universily Alumni Bookslore *supprtcs, kttapsacks, LU yilts • trade bggks, tellt ts a"d lab '"a"uals • wide \lariety gi '"ayaimes Mon, Thu &Fri 8:30 -5:30 Tue, Wed 8:30 -7:30 Sept 8-11 8:30am to 9pm; Sept 12 10am to 3pm Sept 14-18 8:30am to 9pm �1~1IIIIIIIII C~The Essentials Monday, Sept. 7 Tuee;day, Sept. 8 P The Intersection P Loc.um m~ttm !coon f00.1t LUU lij Ttlt rn~~u • Official LU clothing (rugby shirts, boxers, jackets and l-<lhirts) • Stamps and post service (including money orders) • All kinds of snacks and personal supplies Open 8:30am to 9pm Monday to Friday 10am to 3om Saturdavs Saturday, Sept. 12 �Wedneeday,Sept.9 Thureday, Sept. 10 Friday, Sept. 11 - - -- Sunday, Sept. 13 Thunder .Bay Art Gallery NORTHWEST COAST NATIVE ART Brilliant examples·of basketry, carving, masks, and more! September 11 - October 18 Bring in this ad.for a 10% discount at Gallery Gifts, our famous gift shop ADMISSION FREE (807) 577-6427 CONFEDERATION COLLEGE CAMPUS �Monday, Sept. 14 Firet day of Fall term classes LUSU USED BOOK SALE Saturday, Sept. 19 6r <::,..,.::> n "SI , Bring your books In and you name the prices!! ... All September ** 10 am to 4 pm Located In the LUSU office SC 0001 �Wedne0day, Sept. 16 Friday, Sept. 18 ., Sunday, Sept. 20 5' walk Monday, Sept. 21 8 p.m. Call 343-2300 See coupon at back Thunder Bay Community Auditorium �The Essentials See our BIG Selection of SONY Sounds ...at Small Prices! SONY. •Sports Walkmans •Portable Stereos •Tapes •Discmans •Mini Stereo Systems •& More! •flor#fS-tdr * 'We Service Everything We Self• Open Mon. to Sat. 'til 6 Visa & Master Card accepted NORTH STAR VIDEO ANO STEREO 495 Memarial A~NJe 345-3466 Saturday, Sept. 26 �Thursday, Sept. 24 l<oc~ Bo CX)apl rPS+of Co ll Dr - 1 1') 0 - 5, 01 .10, c1 • s 7 e,.hr9, 3 ✓ . ~-ts. ~ ,cA) W 0ft. Go Friday, Se?t. 25 +b&J. O t 8 Il t:!K Sund~y. Sept. 27 -.1..o 'b tV R r '"Yn0)1i,L ./ - ~4:.-'/e:. V ~k, Gh / y �! Saturday, Oct. 3 ! gearup •4• for outdoors ud. Your One Stop Shop tar Ille OUtdaar Enthusiast Student Discounts Avalablsl .; > < Balmoral Ave.LU 345-0001 ,:;; l - - - - - - - - - - - 1 ~ Alloy Pl. OnlySmln.walkfromLU. 89,{AJI Pia LLJO<~ R �Wednee;da.Y, Sei:,t. 30 ()t Cb o?oa- {;ll lnw. o16r 1cs t.,0 P D~ ~ [;.(o . H ,ar\.t;, tr-.L>K linal date for late reglstraY? tin and cour5e additions In . orestry FaH and Fall/w1nter COUr6e6 LA. Jovr'- L\-8 Sunday~ Oct. 4 'P. I+. /V'\agnus THEATRE 77, e Prnfessional 771eatre of Narihweslem Ontario IT AIN'T NO MOVIE IT'S LIVE! Subscriptions for the I992/93 season arc now on sale. Studen t Disrounts availahle. Call the Magnus Th.:atn: Box O!Tic.: at 623-1321 �~ WHEN YOU NEED EXCITEMENT OR SEEK ADVENTURE CALL ALPAMAYO EXPLORATION AND ADVENTURE SERVICES LTD. "NORTHERN ONT ARIO'S PREMIERE ROCK & ICE CLIMBING SCHOOL" - COURSES IN ALL LEVELS OF ROCK CLIMBING - GUIDED CLIMBS TO LOCAL FORMATIONS - COURSES IN ALL LEVELS OF ICE CLIMBING THUNDER BAY, ORIENT BAY, AGAWA CANYON THE NORTH OF SUPERIOR ORIENT BAY ICE FEST CANADA'S ONLY ICE CLIMBES FESTIVAL MARCH 11-14, 1993 INDOOR CLIMBING WALL, TRAINING FACILITY, CLIMBING STORE - OPENING SEPTEMBER, CALL AND WATCH FOR DETAILS - STUDENT DISCOUNT 10% FOR BROCHURE ANO DETAILS PHONE SHAUN PARENT P.O. BOX 2204 THUNDER BAY ONTARIO, CANADA P?B SES �October • Watch For Sunday Brunchee 1 1 3 5 5-9 5-9 8 19-23 23 30 Notetaklne 1:30-3:30pm, 6:30-8:30pm-100 people John Harrock6 The 0utpo6t 3 Piece Sult The 0utpd6t Effective Study 1:30-3:30pm, 6:30-8:30pm -100 people LU Accee6lblllty Week National Ald6 Awarene55 Week Exam Preparation 1:30-3:30pm, 6:30-8:30pm -100 people Alcohol Awarenee6 Week tFinal date for book return Final date for appllcatlon6 for Winter Camlval Comml66loner �i:::::;:il iRRii::::::::::::::::::;: The Essentials :s' : M :m:i= =vi: ::m=:i: :#::: =s:,=: : ·-··•- ·.•.•-·- ·•.•-•-• .•- ·-·•·❖-•'• ' ••·····•- · .•-· . . Monday, Oct. 5 ck, Cofx10 ii~ /, , :, v1 ~M r.,,J CHANGING CONCERNS INTO GOOD HEALTH Saturday, Oct. 10 ~V' \<- RQ0~~ - 11-:S _.p ~+ - B The AIDS Committee of Thunder Bay L/ 1-:z...7q 217 South Algoma Street · +-l- ---~"'"'"-::~~:;:;:::;::... ();r. .dJ v-~ .t)J V~"'\ A.IDS lnfoline 345-SAFE .• ·? o· ' ,r c.,.A~ -JConfidential counse lling ~ ; (.)0;" ~C::O~r . .,...:i .11., (0vrur<s Free condoms & literature available VT" / ~~ i • G,-,CtVy M r -@; �W~dne0day, Oct. 7 ~ ::'.'u f k c ~ o'ii - c b'i.V ~ - ~neJ (Sb l ~oul-iio P ~ ::!1 e.8.d c ,d(\9 W -{ (p -ec onovvd (_~ c ovn() ,JQ.JS- :;s 0 ::::t>: Oro p ( ; f'E :::h:> lqb~ E4C !0-pp~ -/3 Sunday, Oct. 11 Birth Control Tues. & Thurs. 3:30 - 7:30 p.m. Sexually Transmitted Disease Mon . & Fri . 4:00 - 6:00 p .m. Tues. 11 :30 a.m. - I :00 p .m. <.;\I.. BAY O ~Oifs -s-,-,l TH u-s"-C,- Hea1t1ifor l lft" Clinic Services 625-5900 �The Essentials Univen;ity Clo0ed Monday, Oct. 12 l.:...,.)br'K LAKEHEAD UNIVERSITY PRINTING SERVICES located in the Ryan Building Bsmt. A full range of copying/duplicating/printing and bindery related services • Posters • Thesis binding • Folding • Cutting • Reports • Brochures • Business Cards • Menus • Tickets • Newsletters • Stapling • Numbering • Let1erheads • Bulletins • Paper Supplies • Labels •Transparencies • Resumes • Drilling • Books • Envelopes • Flyers • Invoices • Stickers on 800ovY\ 1cS Saturday, Oct.17 �Thureday, Oct. 15 ~J~ s\0.--\-5--. (2,8/Yl I ~10, ,.~~--~~ 'F\o; sh s+, d { G--u 1di- Sunday, Oct. 18 i'etrie's Cycle and Sports "Serving Your Sport Need" Specialists in Cycling and Hockey 623-7221 �Tue6day, Oct. 20 THUNDER BAY'S BICYCLE SPECIALIST! *' ,--·- -P--=-----_ Saturday,Oct.2+ =-,_ 3,~!:1~~5 I . I I �~i..,..+u:....._+-~ ...J.I..L...J~ ~"---"Tl •• ✓ ~.ti✓ 0)5 8 k.(hnrsh , qJolc {) ·- d ----=~...____.__._"'--=--"-_________~ _- ! -, ) / / I ~ \ ) "a 8 /~ y T-QJl tO/"l_ otfoou4· s, k ,u r - - --- - - - - - - 1:30 ~ ? ·,2Lc Sunday, _Oct. 25 ·st CJ O v t I I Ch1 LL+ 3 ,·¾ ALGOMA LAUNDRY ~MAYTAG ~- EQUIPPED SELF ·SERVICE Free Soap on Wednesdays 10% off Dry Cleaning 213 S. Algoma St. Thunder Bay 345-0401 •epot For Dawson Dry Cleaners -- �The Essentials ~~ llllf~ {J.,u,,iu,,1 ~~ All Natural Ingredients &"'-', 233 South Algoma Street Open Tues.-Sat. 344-8588 Saturday, Oct. 31 �Wedneeday,Oct.28 - ~ LXX/ ~\' ___JL...lS.JJ..l._.:__~.J......!:...l.l!'.!:~---1=.~ n tclo +()l 1 -At'\,; 1·-e., 5 :-c..,., i'(. ) r ·O yVL<...,,G/,..) Ct f;J-.'· u· . }~, Cl-8 Friday, Oct. 30 0-brh ~ Sunday, Nov. 1 ~ Hogarth West mount Hospital Welcome Lakehead Students "caring is our profession" N. Liiue St.. Thmde< Bay ON P7C Ml Phone ffJ7 62~ 1110 FAX ffJ7 622- 1173 3l) �We provide both reliable, personal service and cost savings. TRY US! T~under Bay Travel limited · 345-2535 623-7473 202 Red River Road 122 Centennial Square 1-800-465-3939 Toll Free �November 9 11 14 23-24 27 Final da~ for courac, withdrawal without academic pc,nalty ( half-credit cour606) Deadline, for the, Monroe, Priu for Proec, & Poetry Open Mind, The Outpoet Print Sale, A0ora 9:00am-5:00pm Bureary Application Deadline �The Essentials McKellar General Hospital Joins in Welcoming Students to Lakehead A~~ McKellar General Hospital 325 S. Archibald Street Thunder Bay Ontario P7E 1G6 Saturday, Nov. 7 �day, Nov. 8 , -sn~¥'To~,c .- ivv-,. (Y' 0,t-\- 0 C+- t-lc-he,\ J\-f=:O s+- =F,. . ,r-finlandia club of port arthur ,_ ' Finlandia Bar Open Noon 'til 1:00 am Sunday Noon 'til 6:00 pm 314 Bay St Just.Above the Hoito �The Essentials IRON RANGE BUS LINES Saturday, Nov.14 Highway CoachH ·courteous Drivers •sate Equipment •Reasonable Rates BUSES FOR CHARTER Price Quotes: 345-7387 294 Memorial Avenue �- - - - - _0 acf ~~] lonv. k2 . Sunday, Nov. 15 ICIDEIY uQS HAIR lD Hair Cuts • Colours and Penns • Solana Tanning Bed • Ear Pierc.-i, Appointments not always necessary 10% Discount 558 Beverly Street 344-1551 or 344-6571 �~:: :;iim111111:lltm]:: ~:: m:::m: w:: i:::i.: s !55 Tuesday, Nov. 17 NictoriAvill~..t, •i\/illAGC~ CENTER t ,. WlctoriAvilb l': ®VillAc..e~ 11' , t CENTER The Essentials �~-t Wednesday, Nov.18 ---le5 - i3co,a=,1L-'.':> st:~ft~~'I ~ <&~ GO,r~ Thun;day, Nov. 19 ely/V ~ . ~p --Jon1 ~nf- / ~- ~~ I r,-~~~u~ \q:t: • ~ L ' b.. , 1 ~ u£/S ,r, = = t ~ n!At. t ~oq. a 1{' ' ( '• ~··, ' ;:'( i., • F~ ~ov.20 • ,.{ J.if>,..., Sunday, Nov. 22 + {) &d-CQe>5h u • . - I I v::>or ~ L-l - ~ K~ E ~~ tot')-, A(c-J. ~- - I ~h) r OYV) r:J/'cp+~ ~ S', Wor¥, c/- 8 'K'l-E KESTITUPA CAFETERIA canadlan & Mnnlsh Home Cooking "Best Mnnlsh Pancakes" 309 Bay Street 545-5981 �The Essentials CAN'IEL CELLULAR PHONES a: PAGING roR THUNDER BAY ~ SERVICE CENlRES• . �- - - - - - lc'or k J l60 ~ fXPfR/f/YC *Bicycles * Sales and Repairs *Cross Country Skis *Roller Bladt:;s * Swim Suits *Squash * Tennnis * Sports Wear 623-9393 311 Victoria Ave E. �Quality Insurance at the Right Price. WILDERNESS SHOP & EXPEDITIONS THUNDER BAY'S PADDLE SPORT HEADQUARTERS FOR OUALITV CANOES - KAYAKS- BOATS • Specialists In lf'blle Waln- Ii, Canoe Trip Equipment "ALUMINUM, KEVLAR, WOOD-CANVAS, FIBREGLASS & ROYALEX" SEA KAYAKS Centennial Square 623-9022 DISCOONTS ON AU REGULAR PRKIIJ PURffiA5FS TO ML LU. S1UDENTS W11H lD. CARDS PERCEPTION .. WC'•llO•nah Scott Monthly Payments Available! , ,;,. SELECTI ·- ··- ~ OF WILDERNESS GEAR • OUTDOOR CLO " EUREKA" TENTS "CAMPTRAILS" PACKS & BAGS • ST SNOWSHOES & WINTER GEAR aJMBIN() • HIKING BOOTS R Y Kl E IP ·our Name Means InsuranceJ· SHOPPERS DRUG MART McIntyre Centre Northwood Park Plaza 1196 Memorial Avenue 623-3601 Store hours: 9:00 am to midnight. 425 Edward Street 475-5385 Store Hours: Mon to Sat 9:30 am to 9:30 pm Keskus Mall 230 Park Street Keskus 345-0885 Store hours: Mon. Tues. Sat 9:00 am to 5:30 pm. Wed to Fri 9:00 am to9:00 pm. Centenial Square 142 Centenial Square 632-2390 Store Hours: Mon to Fri 9:00 om to 9:00 pm. Sot 9:00 om to 6:00 pm, Sun 11 :00 am to 5:00 pm. Grandview Mall 640 River Street.. ... ...... .............................................................. 345-8012 Store Hours: Mon to Fri 9:00 am to 9:00 pm, Sat 9:00 am to 6:00 pm, Sun 11 :OOam to 5:00pm. Everything You Want in a Drug Store �December 4 5-6 7-19 9 12-15 16-19 21 Cla66e6 End Chri6tma6 Study Period (except Education) Exam6 (except Education) Flnal date for late appllcatlon6/r~l6tratlon6 & coure addltlon6 In Winter-term 1993 Dl6tance Ed. Chri6tma6 Study Period-Education Education Examlnatlon6 Examination Contl~ency Date �THE BEST PART OF YOUR DAY! == M"ming, n""n and night , R"hin's Donuts is "J.1Cn 24 h"ur,; a day \\'ith l"cati()ns <Kross Canad,1tu serve ynu. • • • I • ... Saturday, Dec. 5 �Thursday, Dec. 3 S:lc,A ;:'} c;ifa:· ass 1ertnen+ oLe__ Friday, Dec. 4 Sunday,Dec.6 Final day of clae;e;ee,. ~ Olal 1Jutth foods ltd. ' "Everybody's Flavour , Favourite" _ �Monday, Dec. 7 Examlnatlona begin (except A cc.. 12vAk~for Education) ~ { Y ) ·=:>q4n-:-, lc0,Qn V c. Bo I l 3hr-s _________ .;:;...._ iue0day, Dec.8 Spec,al,sr " COMPUTCR (ORMS Muu, PART sw.r>Sus ON[WRI![ ACCOUNTING Saturday, Dec. 12 vo L,r O VY.'!" p'VI ~ h . /_ JJ/..AYY1 ~~ 1 - L / ~~ SYSTEMS (l3 Cf , BUSINESS FORMS LIMITED ~ J 5 · _ ~~~K"Y'\o /ab 15%STUDENTDJSCOUNT ~ 2606 Victoria Ave ., Thunder Bay Ontario P7E 1E7 phone: 623-2749 or fax: 623-7227 ( (2 ~ Pa·/7\) \ -~ ( \ ~ ~\<::>0 . L n ~ . / I'-W.._ <D dT - �Wedne6day, Dec. 9 s_,--tqt1( •~ ~\,y) "3J":5 Cl Jµ!P: •? IQ'& .J)t&GOti q: ~-'":) \d·.ro uC d0\\ .. ,-. q -moslty Ch ,o rl>)A Thureday, Dec. 10 ~erk. en<d-'1 ~0 YY'J p:X/ ch {o - 9 I . LC_cefc D ' ()..5 Friday, Dec. 11 ~VY) (~ - 'a:x~ on di~ · r0; ~ ~ oi> q so~ Pnvli. d◄ 1:. lp - 9 0 F~ let fk~ '· ~ -D::::c> I I. ,j. . . •, ···,. Qµ ~ ~-\ ' I I \'"-~- _./_I Sunday,Dec.13 Orop ~ of--(7 1e @; ,o-..'2-:::J:Jrl@c(1rpo ~i,ld~ter5 :d WILDERNESS SHOP & EXPEDITIONS $10 off of any purchase over $30 ~,270.µ 41JL)-18 (Regular Priced Items Only.I 345-0111 Expires Dec. 31/92 119 Cumberland St. N �Monday, Dec. 14 Tuee;day, Dec. 15 I • _.. / " Intercity orthopaedic & sports medicine ~ \... I.t.4? I 623-2101 ~ 1165 Barton St. Thunder Bay, Ont. ,f Saturday, Dec. 19 Exame; end. (now that wae;n't e;o bad wae; it7....wae; 1tm) �Wedne6day, Dec. 16 Education e;tudent'6 exam6 b~ln. -S Thureday, Dec. 17 ?1-J- 0 Friday, Dec. Sunday, Dec. 20 ~ ~ Trow CONSULTING ENGINEERS Specialists in Geotechnical Engineering Building and Environmental Sciences TROW ONTARIO LTD. 807 Harold Crescent 623-9495 �Monday, Dec. 21 Tueeday, Dec. 22 ~~A /Tr(>ch1/?Nlu-1A ,,.J;wiemi✓A CHARTERED ACCOLINTANT5 205-620 Victoria Avenue East 623-2141 Saturday, Dec. 26 �Wedne0day,Dec.23 ?Hcl-R Thureday, Dec. 24 ~ ?~d-LJ Friday, Dec. 25 . Sunday, Dec. 27 ~O">a,\.)l IO~..i S ~\ '~ ~c-? THE SKI ACADEMY ~ Dominion =tttoton 683-8441 91o :30 HOURS MON-FRI l 0:00 AM - 4:30 PM SAT-SUN 9:00 AM - 4:30 PM WED, FRI, SAT NIGHT 7-10 PM WE GIVE STUDENT DISCOUNTS �Monday, Dec. 28 Tueeday, Dec. 29 CHRISTIAN REFORMED CHURCH (FIRST) 939-1207 8KM WEST OF THUNDER BAY MAU ON ARTHUR STREET "' cl SUNDAY WORSHIP 10AM &2:30 PM CHRISTIAN REFORMED CHURCH (BETHLEHEM) 767-3961 75 WALKOVER STREET SUNDAY WORSHIP 10:30AM & 7:00 PM CHRISTIAN REFORMED CHURCH (HOPE) 473-0726 SERVICES AT BROADWAY UNITED CHURCH, COR FRANCIS & BROADMORE SUNDAY WORSHIP 9:30 AM & 2:30 PM Saturday, Jan. 2 �ec.30 t¾- • P G/-B �If •.• '< t PROGRESSIVE ® MARTIAL ARTS TRAINING CENTRE 712 N. Vickers Street (corner of Northern) Classes offered in: Tae Kwon Do Tai Chi Women's Self Defence Thai Boxing/ Kick-Boxing Kali/ Jeet Kune Do ***All classes are taught in a friendly, relaxed atmosphere, under the direction ofMitz Bandiera (5th Degree Black belt and apprentice under Dan lnosanto). Come experience our new fadlit:y and the 20 black belts ready to help you.*** **We'd also like to announce the addition ofour rock-climbing wall, "Edge of Superior". Courses and drop-in available.** FOR ALL TIDS AND MORE CALL: 623-KICK 623-9184 Free Introductory Classes and Student Rates Available !! �January 6 11 14-25 15 18 18-19 25 25-29 Zl 31 Cla55c,e Beeln Final date to apply for 6peclal ~m6 written on January 23-25 Winter Carnival Final date for ~l6tratlon of Winter Coui-ae6 & Couree Addltlon6 Self E6teem Part 1, 6:30-8:30pm -15 people Nomlnatlon6 for Executive Electlon6 Self E6teem Part 2, 6:30-8:30pm -15 people Grad Photo6 Candldat"6 Forum Final date to apply for OSAP for 92-93 �The Essentials Monday, Jan. 4 Tue6day, Jan. 5 (P.J-1- t-{- /0 CHARTER\1\/AVS Saturday, Jan. 9 CANADIAN DIVISiON @ 1220 Commerce Street Telephone (807) 475-4500 -w.c"""°"""''- �Wednesday, Jan. 6 (E!§issesre~ (ff/ if-JJ Thursday, Jan. 7 . ~ L/--:>D Friday, Jan. 8 -(4?4~ V Sunday, Jan. 10 n08 11.-__ f.'JOSTENS. CANADA L TD. Graduation is a very special time in your life, it deserves a very special portrait. January 25 to 29 February 15 to 19 March 15 to 19 Sign up times at LUSU office. Sitting Fee $2. 00 �lE!IJ •: ,•: •; Open 7 day /week Night Skiing at Loch Wednesday to ~-_!: Saturday Snow Condtiom & Hrs of ~eration General Administration Candy Mounto:n 475-8135 475--7787 475--5633 Saturday, Jan. 16 �Final date for Winter term r~l6tratlon and couree - - - - - - -·- - - -_ additlor.i Friday, Jan. 15 ◄X► Sunday, Jan. 17 . Hongkong Bank of Canada 28 Cumberland Street North Thunder Bay, Ontario P7A 4K9 "Personal Bamking With World Wide Connections" �~ II Saturday, Jan. 23 FOR YOUR APPLICATION CALL 343-8155 �ThD ~y, ~V '1ll ~o +o P,,.J. .:. 0 Friday, Jan. _22_\ ~o U, o, 'r Sunday, Jan. 24 CmM- I#&-~~~///$/&- w1-m @MIRN □ ® �The Essentials i < V ~ Tueeday, Jan. 26 . -'-~'a~· <',<¢J~ 0#~~ .:frV Architects & Consulting Engineers 179 S. Algoma St. 344-5721 Saturday, Jan. 30 �-S Friday, Jan. 29 Sunday, Jan. 31 Sill, ~ Photography f""\ 643 Simpson Street rf ~'!._~,, . .~ , Thunder Bay Ontario, P7C 3J9 Bus: (807) 623-6256 Fax: (807) 622-2252 Professional rhotography Bill DavisL.P.P.O �I I oor ~ u ~, ~~~ ~ ~ , §1t �February 5 8 10 11 15 15-19 15-19 18 22-27 Rm;umc, Wrttln0 6:30-8:.30pm -40 people, Fc,1,ruary claa6e5 !,~In Fc,1,ruary/Wlnter Orientation Elc,ctlona for Exc,cutlvc, (Tentative,) Final date for R~latratlon & Courec, Addttlona for Fe,!,. term cou~ Final date for e;ul,ml66Iona for appllcatlona to 0raduate Effective, Readln0, 6:30-8:30pm -40 people, Final date for couree wtthdrawal from full-year couree wtthout academic penalty Notetakln0, 6:.30-8:30pm -40 people Effective, Study, 6:30-8:.30pm -40 people, Romance, & Rm;ponall,lllty Wc,c,k Grad Photoa Exam Preparation, 6:30-8:.30pm -40 people, Sprln0 Break �Tueeday,Feb. 2 # - - , : - - r - - - , - - - - - - r - - - '....... rp -1---1-U J)'-":i_ 5 1-cib d c__n - - J~ 109:~v""':_:, ~ - - - - - - - - - .---,::;:.::--- :;t:.5c:tq CY'\ ,o') THE TRAVEL SHOP T.T.I• • op Ltd. 1020 DAWSON RD. COUNlY FAIR PLAZA 767-6411 767-5654 (Fax) �ds Thureday, Feb. 4 Final date for February term r~l0tratlon and couree addition Friday, Feb. 5 t- ALAN DICKSON PHOTOGRAPHY For graduation photography see page 111. �Monday, Feb. 8 ~ell[ Ch h,~n Tuee;day, Feb. 9 -'5 ~~ G, u o..,..o..,,r y}--\Ci n o .Thunder Bay Art Gallery Saturday, Feb. 13 REGIONAL JURIED ART EXHIBITION January 15 - February 14 THE ART OF ALEX JANVIER February 19 - April 4 Bring in this ad for a 10% discount at Gallery Gifts, our famous gift shop ADMISSION FREE (807) 577-6427 . CONFEDERATION COLLEGE CAMPUS Vt l.,;a:.. 1/ ..\ f;+-ur _c 1_ , 1 - I + �Thureday, Feb. 11 rn,d ckrrY; _Fr_id_ay_, Fi_eb_. 1_2 _ ___.S '"""--'--~ f _ _ _ _ _ _ _ _.3 - 5 c.p/QJJ/' _ _ _ _ _ _ ___,_,e cJ.ur,t ~ uc:_.,. cf"Y") Lr) /OJl))olj ) ;3 Sunday, Feb. 14 Edwards ~ Car(agnini \ &lrrvtRr cl Solicitan ROBERT C. EDWARDS B.A. LL.B. Litigation, IAbolll' Law ANTIIONY B. CARFAGNINI B.A. LLB R~ &tau, Wilu d: Estatu, Commucial Law 69 Court Street North. P.O. Box Zl:37 Postal Station "P" Th~ Bay, Ont. P7B SE8· 345-0711 345-3571 (fax) �lLJY I J Monday, ~.eb.15 ~ ~ fD QoCi~--¥n<eUL 7) 1 J:Sf.{}O . r· , _ - - 1 ...__... 1 , i = - h""ue0day, Feb.16 I l Brodie Resource Library , 623-0925 Saturday, Feb. 20 Waverly Resource Library 344-3585 I ' Sharpen Your Research Skills I " �- Wednee;day, Fe~. 17 &.OD7:fb05 m ld ~..fu-m t'J - Thured~ Feb. 18 (J c.,,h 1n C-,/ei~~ IG.'·3Q- I ·,30 - r,1,.i I-/,, p).e C J,,-,,D 1·e,e !O •d ~ ft<\ rY\ I - Uf'5 j OJ l I; )° ci.) J 3 no v.-)o .,- Friday, Feb. 19 \z:: t.J -B ; \~ o,a~ t17 £_~£ci t!.J; ':s ~~4\ Bc.hh @_, Ibo \ r.p€-2...,le:,.__._) Ic,0 c:Lo mcKoJJer Sunday, Feb. 21 ..-·.··· ANONYMOUS HIV TESTING THUNDER BAY For Appointments Call 625-5981 . �The Essentials r Monday, Feb. 22 ~ '.- 30 OJ -- Kot b9:1f' Study Week beglne (except Education and February term couraee) Tueeday, Feb. 23 GRADUATES ~,~a~ A Graduation Present From Ford. For mo!! Information and detail, comt In and a us. K=- =· 6 tttt{J:Q saJ~s llft'H ted Saturday, Feb. 27 ·' �Wedneeiday, Feb. 24 Thuroday, Feb. 25 Friday, Feb. 26 �Attention Grads ALAN DICKSON PHOTOGRAPHY G\Vhen Qua[it1 Counts! 1186 ROLAND STREET SUITE 201 THUNDER BAY, ONT. P7B 5M4 623-5542 *Cap amf gown supp[ied" *-A_[ pftotowapft! done in studio *<;Pe-rsonruiEea settings *<)?Poofs reaa1 in one week *<;[>hotowaphe-r of~ ~rsing Grads since 1987 OOnutes from Slakeheacf <Uni-versit1,just down from the~ Vending Machines Located in the: Centennial Building 2nd and 4th floor, Faculty of Education Cafeteria, Field House, Old Games Room, The Out Post, The Study, Health Services Building, and in Residences. TWIN CITY REFRESHMENTSua A Growing Local Company serving Thunder Bay and the Surrounding Area for 30 years. Telephone: (807) 344-8651 Fax: (807) 345-2946 637 Squier Street Thunder Bay Ontario, P7B 4A7 �March 1 3 3 8-12 15-19 15-20 19 23 5trc,e6 Manaiaement Part 1 6:30-8:30pm -40 people Strc,e5 Manaiaement Part 2 6:30-8:30pm -40 people Final date for cour5e withdrawal without academic penalty (winter-term cour6c,5) BOD Nomlnatlon6 Grad Photo6 Education Study Break Final date for cour5e withdrawal without academic penalty (Feb cour6c,5) BOD Electlon6 �The Essentials Monday, Mar. 1 Tue6day, Mar. 2 10 coos ~a\\~· \(I\;:::).~•'' 'Specializing in Finnish Pancakes" (807) 344-708 l 314 Bay Street, Thunder Bay Ontario, P7B lSl �Final date for Winter term courae withdraw! without ac~demlc penalty Friday, Mar. 5 Sunday, Mar. 7 f<e o.. d u-. IS. PSfU) ~-ea{.,Ch 3)~~ <j_l.O $--JG?r+ rn ~ntt~ \QiJ00vys PARSONS, WILSON AND MILTON LTD. ONTARIO LAND SURVEYORS SQUIER STREET THUNDER BAY, ONT. P7BW 345-0574 �Monday, Mar. 8 Tue0day, Mar. 9 SrdY::n ~ Ro~~ B i rUhdc.v 5-b+s ,A:-,:5 l§b Ybl2/)t xrwooo ' SHAW, LABINE BARRISTERS AND SOLICITORS 501 Donald St. P7E 6N6 623-4342 ~ g Gh l L../ J Saturday, Mar. 13 Geo -u p~3 ~ �Wedngday, Mar. co -u p FRQD°' ~ - Thured~Mar. 11 · ~ c.__h J,<, 'J ( l ] ~ c~ Lo -Ch 16 v t-.: : :> ...io G eo - c3,·✓ ¥ PU6 ( 60 '--... F~:;;~a:;12 D ~~3 . aQ [H 0v-Q. ~~~ Q)II ~~rch COrY) J-e__ie_ +DY (Y/otna ~ +- u..:)o,k R""f.<--S lr -~ Sunday, Mar. 14 8-o (_,/p <i)o,l'i: lD -s5 ~r-p VMor°'~ P1 z:::,0- ~-b - t \ ·, O) Fort William . . Gardens ............ . ..........-~·= ....... . . . :)...,1:..: ..• . ..·:':).,~:·. 901 East Miles Street , 625-2929 A Parks & Rec Facility .. - �----------------------, Mo~ a - vrc,V"'<~ c..h Id ~ VBCOOKCO. \::, LIMITED CONSULTING ENGINEERS POST OFFICE BOX 936 THUNDER BAY, ONTARIO P7C 4X8 623-0461 Week for Education 6tudenta Saturday, Mar. 20 PH l/-3 �Friday, Mar. 19 Final date for February term coun;e withdraw! without academic penalty Sunday, Mar. 21 j.½...----..:Jl I ~ ~ ~ (0 na'o/) ic5 !~ · 0 . • OCJ lY\ ~tf 3c/~35 ( Fine Supplies and Studio Gallery MON. - FR I. 10:30 - 5 :30 P.M . SATURDAY 10 :30 - 3 :30 P.M. 344 -4636 IJ,,J Sl..o.p 10% Off �The Essentials Monday, Mar. 22 . (, o onomt<-<"=' ~ s+ ----~ Vb .l...4'c~,.1P --l'!= A "<! : :;,.s.... ;1 ~ 3D-3_5 Ch \ ~ Saturday, Mar. 27 M_ fMcfni. 4 LOCATIONS: 201 W. Arthur St. 853 Red River Rd. ~ C-r') 1186 Memorial Ave. 81 North Cumberland Mc;Oonaldt1 Community Relatlont1 Rep. Kathy fSukovy 623-1220 �. . . . . , , , C . . . . - - - - + - - - -~-..._ 1)-\-- f e=; ·{J?, nih'7 ,/16/ J0/1 rn .--.. fl c.QCono rn1cs Ch 2>b Thureday, Ma.r.-25 , Y5'(C .b ~ \7 Friday, Mar. 26 Sunday, Mar. 28 +Jo.~ man cJ6~yS corn P p t+ O:~ o ~ lo ~A. R. MACLEAY LIMITED ENERALINSURANCEADJUSTERS 115 S. MAY STREET 1HUNDER BAY, ONTARIO RJ. JARVIS (MGR.) 623-3468 �The Essentials Monday, Mar. 29 Tuesday, Mar. 30 B t l ~ l lm>PLY Saturday, Apr. 3 cemPlm.Y 1019 NORTHERN AVENUE THUNDER BAY ONTARIO P7C5L6 BUS: 623-8476 FAX: 623-8264 , 7 �Wednee;day, Mar. 31 ~ ro~~ - dJ i.~~DD Drr..ic_~ Thuroday, Apr. 1 ~ Ch ~~ s ctA. ~B ~ IS @~-8 Friday, Apr. 2 I I ~ on-lhJ pf-/ ~-- s Sunday, Apr. 4 !!~!! Peat Marwick Thorne Chartered Accountants 0~ /0 30 __ (a Providing personalized professional advice to small independant businesses on: *Accounting *Auditing *Data Processing *Taxation *Bookkeeping *Business Advice. 345-6571, 584 RED RIVER ROAD TIIUNDERBAY,ONfARIO �THUNDER COUNTRY TRAVEL 301 BAY STREET "Across the street from the Hoito" PHONE 345-5432 Priority Service for Lakehead University Students Book Here and Save Free Ticket delivery anywhere In Thunder Bay • • • • • The Offer • • • • • The GM Graduate Program offers recent graduates of post-secondary institutions a rebate of $750 on the purchase or lease from Canada's largest selection of cars, light trucks, & vans. 1992 GENERAL MOTORS GRADUATE PROGRAM s75 Ge,@ �April 7 14-27 16 27 27 28 28-29 30 Cla66e6 End Final Examl11atlOl16 Final date for appllcatlo11/r~l6tratlo11 & courec, addltlo116 111 5prlne/Summer 1993 Dl6ta11ce Ed courees February cla55e6 end Final date for both Entrance & Co11tl11ul11e Ed 5cholarehlP5 Examination Co11tl11ee11cy date Study period for February term examination Exam6 for February Stude11t6 .. �The Essentials Monday, Apr. 5 ______ c,Q ....._c;;;.._ o _n_ ~----'- \ _ _ _ _ __._W ...........91 ......n-+-o......, ,,;~f"'t-~ L~ ~ ~ ~C{ + CK) ,-, o r Tue6day, Apr. 6 BIG Selection of SONY Portables & Walkmans ...at Small Prices! SONY. Saturday, Apr. 10 • Sports Walkmans • Portable Stereos • Tapes • Discmans • Mini Stereo Systems • & More! Nor#fS-tar* We Service Everything We Sell• Open Mon. to Sat. 1til 6 Visa & Ma,te,r Card accepted NORTH STAR VIDEO AND STEREO 485 Memorial A\'t'rue 345-3466 ... 1,8 �Wednesday, A p ~ c.~ Friday, Apr. 9 Sunday, Apr. 11 ~ '" ~lasses End ~ University Closed Thunder Bay Art Gallery · LAKEHEAD UNIVERSITY JURIED STUDENT EXHIBIDON April 8 - 25 YOU'RE INVITED TO THE OPENING RECEPTION and AWARDS PRESENTATION Thursday, April 8, 8:00 p.m. ADMISSION FREE (807) 577-6427 CONFEDERATION COLLEGE CAMPUS �The Essentials Monday, Apr. 12 Univereity Clo6ed Tue6day, Apr. 13 Gateway Building & Supply 1085 Carrick, PO Box 248 Thunder Bay Ontario phone: 622-9639 or fax: 623-9050 Saturday, Apr. 17 �Thureday, Apr. 15 Friday, Apr. 16 Sunday, Apr. 18 fJ it ·~-? THUNDER BA Y'S PEOPLE PLACE �Monday, Apr. 19 Tueeday, Apr. 20 WANSON LUMBER CO. (1957) LTD. WANSON MILLWORK LTD. 227 JOHN STREET THUNDER BAY, ONTARIO . P7B 1W8 FAX: (807) 345-2768 PHONE: (807) 345-6589 �Wednet?day, Apr. 21 lf-1 J Thursday, Apr. 22 Friday, Apr. 23 Sunday, Apr. 25 EnjO\' @sg" CLASSIC �Monday, Apr. 26 Examination0 End, and laet day of cla00e0 for February term couraee; Tueeday, Apr. 27 TOM JONES~ •J-,c__,. CONSTRUCTION~-;::;=~~ ~ ~·1, ii ,teCinc Building svstems 560 SQUIER ST .... 345-0511 Saturday, May 1 �Wednee;day, Apr. 28 Thureday, Apr. 29 r February term Examlnatlone; b~ln Friday, Apr. 30 Sunday, May 2 } yr p.-nn & ~ -1 JJJ)Jl -BONIN· DOBIE ·JACKSON FIRE, AUTOMOBILE & LIFE INSURANCE REAL EST ATE Limited_ " I 345-7309 . FAX. 345-3719 268 RED RIVER ROAD P.O. BOX 3166, THUNDER BAY, ONTARIO P7B 5G6 �t ti Games VIDEO GAMES P OLTABLES JUKEBOXES PINBALL HINES SALES AND RENTALS Servicing the entertainment needs of the Students of Lakehead University. See our fine games in the Lakehead University Games Room, the Outpost and the Study. RONSU'RES owrmR 581 .. 11TH AVENUE P7B2R5 PHONE: (807) 345-4151 FAX: (807) 345-6984 �May 1 3 3 3 15 21 25 26 28 Fe!;,ruary eeeelon exame Claeeee !;,~In for Sprln0 Seeelone & 1et term 1/2 coureee and full coureee Computer Sclence/Chemletry-lnduetrlal Experience Option claeeee !;,~In Dletance Education claeeee !;,~In Full-term Sprln0 eeeelon coureee end Claeeee End for 1/2 couree Sprln0 Seeelone Flret-term Sprln0 eeeelon exame Second-term Sprln0 ee66lon 1/2 coureee !;,~In Final date to withdraw from Sprln0/Summer Dletance Education coureee without academic penalty 29 31 Convocation Final date to r~leter In Sprln0 6"66Ion coureee which 31 !;,~In May26 Final date to withdrawal from 1/2 coureee which l;,e0ln on May 26 without academic penalty �May I MONDAY TUESDAY I The Essentials WEDNESDAY FRIDAY THURSDAY 31 SUNDAY SATURDAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 28 30 �June I MONDAY TUESDAY I The Essentials WEDNESDAY FRIDAY THURSDAY SUNDAY SATURDAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 �July I MONDAY TUESDAY I The Essentials WEDNESDAY FRIDAY THURSDAY SATURDAY SUNDAY 1 2 3 4 6 7 8 9 10 11 13 14 15 16 17 18 19 20 21 22 23 24 25 29 30 31 5 ~ / l, - - -,J �August I MONDAY TUESDAY I The Esoontials WEDNESDAY FRIDAY 1 2 SATURDAY 3 lHURSDAY SUNDAY 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 30 31 ,. 29 �BEER/LIQUOR STORES & CINEMAS BEER & LIQUOR STORES BEER STORE 212 Cumberland St N Monday, Tuesday & Wednesday 12noon-8pm Thursday & Friday 10am - 10pm Saturday 9:30am - 10:00pm 806 Red River Rd & 310MayStN Monday - Friday 10am - 10pm Saturday 9:30 - 10pm 145 Gore St Monday, Tuesday & Wednesday 12noon-8pm Thursday & Friday 10am - 9pm Saturday 9:30am - 9pm 417 Edward St N Thursday & Friday 10am - 10pm Saturday 9:30am - 9pm LIQUOR STORES 620 Arthur St W 100 Cumberland St N Monday - Saturday 9:30am - 10pm 60 Algoma St S 843 Red River Rd * 470 Hodder Ave CINEMAS Capital 1 & 2 111 Brodie Street 623-8612 Cinema 5 115 Cumberland St N 344-3451 Cineplex8 125 Syndicate Ave 623-3035 Victoria 1 & 2 320 Victoria Ave 622-1923 Paramount 1 &2 24 Court Street 345-7151 LANDLORD AND TENANT ACT KNOW YOUR RIGHTS! Protect yourself with the knowledge of the Landlord and Tenant Act. You can get a copy from the Ministry of Housing. If you are having a conflict with your landlord, you should seek legal advice. The Kenna-Aweya Clinic offers FREE legal to services to qualifying students. Ministry of Housing Rent Control Program 475-1595 Kinna-Aweya Legal Clinic 344-2478 �SEE THE SHOWS FOR NEXT TO NOTHING! $ $ ROCK-BOTTOM PRICES FOR BUDGET-CONSCIOUS STUDENTS $ . $2.00 OFF THE ALREADY LOW STUDENT TICKET PRICE ON ANY $ TBCA PRESENTS BROADWAY SHOW. ONE COUPON PER SHOW. $ $ $ $ This coupon entitles the holder to one bag of 55g chips GI{ and one can of 355 ml drink from ~ \\lU The Intersection for $1.00 }jlfi=V Bikes By: Specialized, Scott, Cannondale New & Used Skates: CCM, Bauer, Daoust Repairs by Real Mechanics, Skate Sharpening Store Hours: Mon, Tues, Wed, Sat, 9:00 am to 5:30 pm Thurs, Fri, 9:00 am to 9:00 m • Hunting & Fishing Apparel • Camping ~pplles & Accessories • Hildng & Backpacking Gear • .Custom Sul'llival Kits • Winter 1:c¥.Jlpll100t • All Season Outdoor Footwear, ~ & Oolhlng, (Snowihoes). • Professional Equiptment & • Supplies k>r Geologists, Foresters & Su,veyors 894 ALLOY PLACE (5 Min. Walk From L.U.) 345-0001 OPEN DAILY: MON - FRI 8:30 - 6:00 * SAT 9:00 - 5:00 Re.dee.mab\e. for one 5~5." or 3.5" Tunnel D5 DD di5k at a \ow price of ,$0 .;25 Gooduntil September 30\92 • Tech Please presentcoupoilattime of purchase • JUST BRING THIS COUPON IN & TELL US WHICH LU. ORGANIZATION YOU'RE FROM AND RECEIVE A FREE SCREEN CHARGE. 910ALLOYDRIVE THUNDER BAY; ONT. P7B 6A4 623-8700 �This coupon tntitla tht holdtr to ont d{ and on, can of 355 ml drin MU . Tht lnttrstdion for $1.00 tr• 's ~ Bicydes~:!!1!2~kate Cycle and Sports Sharpening / Footwear / Clothing 125 North Archibald Street, 623-7221 gear up for outdoorsud ·20 0//0 . Regular Priced Merchandise Re.de.e.rnab\e. for one. 525 "or 3.5" Tunnel .05 DD disk at a tow ,:2rice of J025 Tech Good until September 30\92 Please present coupon at time of purchase JUST BRING THIS COUPON IN & TELL US WHICH LU. ORGANIZATION YOU'RE FROM AND RECEIVE A FREE SCREEN CHARGE 910 ALLOY DRIVE Tf-lUNDER BAY, ONT. P7B 6A4 623-8700 �Name: Address: Phone: THIS COUPON ENTITLES PRESENTER TO PRESELECTED RESUME PAPER AT NO ADDITIONAL CHARGE WHEN COPYING YOUR RESUME AT PRINTING SERVICES Coupon Valid September f, f 992 to April 30 f 993 lireyhound Canada ♦ Offer Expires May 31, 1993 IN THUNDER BAY CALL 345-2195 ••••••••••••••••••• This offer is valid on Greyhound Lines of Canada Schedules only. Not valid in conjunction with any other discount offer. '.'. lireyhound Canada ♦ Offer Expires May 31,1993 IN THUNDER BAY CALL 345-2195 •••••••••••••••••••• ~ lireyhound Canada ♦ This.offer is valid on Greyhound Lines.of Canada Schedules only. Not valid in conjunction with any other discount offer. Offer Expires May 31,·1993 �Rclum Ticktl Purchas~' E"<~ F=& IE=. .. I •"Iii II.ii", A "II" -• • !. • �LOCAL BUSINESS DIRECTORY The following businesses have made the 1992/93 Student Handbook possible by purchasing advertisements. Please show your appreciation by supporting them. Be sure to mention where you saw their ad! .studentsaver ARTS & CRAFTS Painted Turtle 344-4636 1-204 Red River Road World of Hobbies [SJ 345-2882 198 South Algoma Greek Orthodox Greek Orthodox Community Holy Trinity Church 475-7032 112 Moodie Street West Jehovah's Witnesses Jehovah's Witnesses 345-3016 1034 Oliver Road CHURCHES Anglican St. George's 345-8202 298 Mclntryre Street St. Luke's 622-1243 213 Cameron Street St. Thomas 623-3608 1400 Edward Street South Baptist First Baptist Church 345-8536 308 Red River Road Christian Reformed Christian Reformed Church 767-3961 75 Walkover Street Church of Christ Church of Christ 577-2213 501 Edward Street North Free Methodist Free Methodist Church 622-7686 920 Sprague Street Full Gospel Thunder Bay Christian Fellowship 623-1338 451 Syndicate Ave. North Victory Family Church 344-4574 591 JoL, Street Lutheran Bethel Lutheran Church (LC-C) 344-8322 264 Wilson Street Calvary Lutheran Church (LC-MS) 623-8735 2820 Donald Street East Christ Lutheran Church (LC-C) 767-3361 47 Walkover Street Pentecostal Assemblies of Canada Elim Pentecostal Church 344-3391 326 Red River Road Presbyterian Lakeview Presbyterian Church 345-8823 278 Camelot Street Roman Catholic Corpus Christi Church 345-6541 664 Red River Road St. Andrew's 345-5202 292 Red River Road St. Mary's Our Lady Queen of Poland Church 344-1066 93 Algoma Street North United Trinity United Church 345-5621 30 Algoma Street South Westminster United Church 767-2781 650 River Street �ENTERTAINMENT & RECREATION Alpamayo Exploration & Adventure Services Ltd. 344-9636 Box2204 Cruiseship Welcome Ltd. [SJ 577-7875 Box 83, Vickers Heights Galaxy Lanes [SJ 577-6222 636 West Arthur Loch Lomand/Candy Mountain 475-7787 1800 Loch Lomand Road Magnus Theatre 623-1321 137 North May Street Mount Baldy 683-8841 322 Hartviksen Street Selectomatic Games 345-4151 581 11th A venue Thunder Bay Art Galary 577-6427 Confederation College Thunder Bay Community Auditorium [SJ 343-2310 450 Beverly Street FASHION Atkinson Jewellers 344-3548 8 South Cumberland Street Ham's Vision Centre [SJ 623-2020 700 East Victoria A venue (VictoriaVille Mall) Fort Optical [SJ 623-3678 506 East Victoria A venue Sport Top 623-8700 910 Alloy Drive Sunglass Club 623-1749 126 North Brodie Street Thunder Mountain Store [SJ 345-7345 28 South Cumberland Street FOOD Coca-Cola Bottling 577-6406 615 Beaverhall Place Harri Bakery 344-8588 223 South Algoma Street Hostess Frito Lay 623-9000 870 Tungsten Street Robin's Donuts 623-4453 725 Hewitson Street Old Dutch Foods 623-8665 P.O. Box 145 Pizza Hut 767-8848 All Locations Raymor Foods Ltd. 623-2686 P.O. Box 751 Shaw Baking Company Ltd. 345-7327 240 Algoma Street South GENERAL BUSINESSES Canadian Pacific Forest Products 475-2110 2101 NeebingAvenue Gateway Building & Supply Ltd. 622-9639 1085 Carrick Gillmor Supply 623-5556 175 Norah Crescent Hong Kong Bank of Canada 343-6300 28 North Cumberland Intercity Ford Sales Ltd. 344-7235 P.O. Box 3076 Mari 1 Furniture Inc. 345-1978 264 Bay Street Port Arthur Motors 345-5437 45 South Cumberland Quality Door Hardware Ltd. 623-2314 1156 Alloy Drive Rogers Cantel Service Centre 345-2900 285-B Memorial Avenue Smirnoff Vodka 475-3224 611 Rosewood Crescent Thunder Bay Harbour Commission 345-6400 Box 2266 Tom Jones Construction 345-0511 P.O. Box 2446 Trans Canada Pipeline 345-5222 91 South Cumberland Street Victoria Centre 623-4944 500 East Donald Street Wanson Lumber Company (91957) Ltd. 345-6589 277 John Street HAIRSTYLING Academy Hair [S] 344-1551 558 Beverly Street Apollo Unisex Hairstyling [SJ 623-9335 129 South Brodie 145 �Michael's Hair Design [SJ 622-2101 or 622-3457 1715 E. Victoria Ave./2826 W. Arthur St. Salon of Beaute [SJ 767-3161 St. Joseph's Heritage - 63 Carie Street HEALTH & HEALTH CARE Aids Committee of Thunder Bay 345-1516 P.O. Box 3586 Hogarth Westmount Hospital 625-1110 300 Lilie Street Intercity Orthopaedic & Sports Medicine 623-2101 1165 Barton Street McKellar Hospital 343-7123 325 Archibald Street South Shopper's Drug Mart 623-3601 1186 Memorial Avenue Thunder Bay District Health 625-5900 999 Balmoral A venue MUSIC & VIDEO North Star 345-3466 485 Memorial Avenue Colosimo's Music [SJ 344-4020 176 South Algoma PHOTOGRAPHY Alan Dickson Photography 623-5542 1186 Roland Street Bill Davis Photography 623-6256 643 Simpson Street Japan Camera Centre 1 Hour Photo [SJ 623-2660 1000 Fort William Road (Intercity Mall) Josten's Canada Ltd. 767-9404 209 London Drive PROFESSIONAL SERVICES A.R. Macleay Ltd. 623-3468 115 South May Street Atwood, Shaw, Labine Barristers & Solicitors 623-4342 501 East Donald Street' B.D. 0. Dunwoody 623-4444 1095 Barton Street Edward & Carfagnini 345-0711 69 North Court Street Fitzpatrick, Trochimchuk, Siemienivk 623-2141 205-620 Victoria A venue East Graham, Bacon, Welter 344-5721 179 South Algoma Street Parson, Wilson, & Milton Ltd. 345-7574 550 Squire Street Peak, Marwick & Thome 345-6571 979 Alloy Drive Philpot & Delgaty 623-9022 114 Centennial Square Trow Consulting Engineers 623-9495 807 Harold Crescent V.B. Cook Company 623-0461 P.O. Box 936 RESTAURANTS & BARS Domino's Pizza [SJ 475-4222/767-1111 772 North James Street/863 Red River Road Finlandia Club 343-7081 314 Bay Street Hoito Restaurant 345-6323 314 Bay Street Kestitupa Cafeteria 345-3981 309 Bay Street McDonald's Restaurants 623-1220 All Locations Pizza Hut [SJ 767-8848 All Locations SERVICES Algoma Homestlye Laundry [SJ 345-0401 213 South Algoma Barb's Laundromat & Drycleaning [SJ 622-1945 1200 East Victoria Avenue Bonin, Dobie, Jackson 345-7301 268 Red River Road Grandview Service 344-4761 590 River Street Lakehead University Alumni Services 343-8155 Lakehead University Lakehead University Printing Services 343-8172 Lakehead University Mr..Lube [Sl 475-8121 645 West Arthur Street �SRC Shel/Don Reproduction Centre Ltd. [S] 623-1265/345-5711 107-1265 E. Arthur/16 St. Paul Thunder Bay Hyc:lro 343-1111 34 North Cumberland Street Thunder Bay Telephone 625-2663 129 Syndicate A venue Twin City Refreshments 344-8651 637 Squires Street Waverly&: Brodie Resource Library 344-3585 285 Red River Road STUDENT & OFFICE SUPPLIES Allied Computer Centres 767-9000 121 East Avenue Business Supply Company 623-8476 1019 Northern Avenue Lakehead University Book Store 343-8130 Lakehead University Systems Business Fo~s [S] 623-2749 2606 Victoria A venue TreeTop Toys Inc. [S) 623-6313 831 North May Street SPORTS & FITNESS Bailey's Sea & Ski [S] 345-3191 105 Villa Street Canada Games Complex 625-3311 420 Winnipeg Avenue The Creators Post 345-7862 50 South Court Street Dave Wilson Sports 623-5778 620 Simpson Street Fort William Gardens 625-2929 901 East Miles Street Fresh Air Experience 623-9393 311 Victoria A venue Gear Up For Outdoors Ltd. (SJ 345-0001 894 Alloy Place High Country 345-1565 40 South Cumberland Street Petrie's Cycle & Sport 623-7221 125 North Archibald Street Progressive Martial Arts 623-5425 Box 31 Station "F" Wild Waters Wilderness Shop [S] 345-0111 119 North Cumberland Street 1.ll7 TRAVEL& TRANSPORTATION Otarter Ways 475-8450 1220 Commerce Street Greyhound Lines of Canada Ltd. (419) 594-0343 184 Front Street East Suite 601 Iron Range Bus Lines Inc. 345-7387 1141 Golf Links Road Roach's Taxi (1988) Ltd. 344-8481 20 A North Cumberland Thunder Bay Transit 344-9666 570 Fort William Road ' Thunder Bay Travel 345-2535 202 Red River Road Thunder Country Travel 345-5432 301 Bay Street T.T.I. Travel Shop Ltd. 767-6411 1020 Dawson Road (County Fair Plaza) �Notes ��Personal Directory Name Addre66 ,· ➔ c:n Phone �Notes nu(k_Qjr ~~(o...>Y.~ SurvivYOry ~ 1 SY)/ lt/nOV ~~ ~ ~ v YY\l'Y>c.,:r1...1 q (Sno 3 (n -,;, ~ lb/ciD t D Bo �Notes �Notes I °I I Jq~ l o,l Qo; ~~~ d~1 'd-~3 ()00(\Q~+ - T't'."'s+~I - T--es+.'f;) - .-<15 CCt?d2-~y- pet 'i'O I- {-X\ ( ). ix:;-~\) ~ ---§\J cQSSC>-l? S __, ri· Y"\Ot 15',0 ~D n /6 153 �cto - 100 f;(OhO~\C ~ - Te<o+ ~ l ,-e <.::>-\-~@ IY\'1cl~yY) 1'-e'j--t ~3 r-~+~ - - �: ! ! i :11~1l!i llllll1l:l:lIIIIII 1 TIME 1 MONDAY 8:30 .. 9:20 9:30 --10:20 1 -rn· . I _I ~ 1 TUESDAY ~ i WEDNESDAY t=~ : ,~ () LLJFV' \!.)f~ ' A I !"Yr'),::'\I\J':I I I·' . - - =-» ·t< ..---,,-- ~1 10:30 -- 11:20 I =--- < ,/',- ,L 0 4 j._ ~-1.P"' &>\ \ G \Oa~ ... 11 11 109.L 11:30 -- 12:20 12:30 .. 1:20 Y< h--\ I o" 1 -- - - - - = = - - - - 1 1:30 .. 2:20 !J,OO"i'l, ,.., ------------------- .,,,,, , .. . ~ 1 I B ·' I ~ IV'"" ,P.g:,._.r\ 'Svil~ ,-v-,,d r=-llf 'f?. 6 ·1p.-11 l\ ~t-, l -~\--\- ' fy., -, \ ~ 2:30 -- 3:20 --- 3:30 -- 4:20 u ;,•· --. ... 1- - - - = - - - 1 ~-----.......... ··--. 4:30 -- 5:20 6:30 --9:20 ..................... --. ....._, __ �lllll:11:111■11:il!IIHi!lll::r.111 ' -·-· __ TIME 1 1111 ! ,.,..,, MONDAY 10 11 LC) (__ 8:30-9:20 9:30 -10:201<.? ~ •. 10:30 - 11:20 11:30 -12:20 12:30 - 1:20 1:30 -2:20 2:30-:3:20 3:30-4:20 4::30-5-20 6::30-9:20 - =-- I • "' " ·- .:__ l I - ·:::---- I, ,::;--.-, .. . I �~ VVl c., nWA" \ 11 1 I ::!:: ::! 1::1: 1:1 IJ10c;.,1 C i -K( \ :S 1 n ::1111~11:111■li1!~:: lll l:ll■ 1 TIME WEDNESDAY 8:30-9:20 9:30-10:20 10:30 - 11:20 'I \,,,.; 11:30 - 12:20 1 ~d-1 . - , <= 11 A I 12:30- 1:20 1:30-2:20 2:30-3:20 3:30 -4:20dtJD -t--_..;;;;---..P-===::;;;;~-!ib.-====='----...;;;;;;;~===:l 4:30-5:20 6:30-9:20 �Exceptional Flat Rates for Students LU to the Airport ........................... $12.00 LU to the Golden Nugget ........... $11.00 LU to Gilley's .................................. $11.00 Leading the competition in: *Comfort *Reliability *Quick Service Air Conditioned Cabs / 24 Hour Service �... ..,, .. .. ......... ............ PIZZA HUT WELCOMES ALL LAKEHEAC UNIVERSITY STUDENTS LAKEHEAD UNIVERSITY STUDENT SPECIAL LARGE -14" PEPPERONI AND CHEESE PAN PIZZA ,:AND A 2L BOTTLE OF PEPSI ·, $_12.99 *PLEASE MENTION THIS SPECIAL WHEN ORDERING *MUST PRESENT VALID STUDENT CARD TO DRIVER *OFFER VALID UNTIL MAY 31 , 1993 RECEIVE A SECONC LARGE PEPPERON PIZZA FOR ONL ~ $8.00 EXTRA THUNDER BAY FOR FREE DELIVERY CALI 767-8848 ONE NUMBER SERVES ALL LOCATIONS HOURS MON-THURS NOON-1 :00 AM FRI-SAT NOON-2:00 AM SUN 11.lr\r\ll.L 1 ?•rY'l ,HA � 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 Marcia Spooner collection 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 Student Handbook, 1992-1993 Subject The topic of the resource University Life Description An account of the resource Student Handbook produced by LUSU for 1992-1993. Includes campus, academic, and social information, as well as daytimer pages. This book was used by Marcia Spooner in the Business program. Creator An entity primarily responsible for making the resource Lakehead University Student Union Date A point or period of time associated with an event in the lifecycle of the resource 1992 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/71ac477e706daf8e3bdb6e521992a6e2.pdf 6987e19718e04e5ea64182d9fa29684c PDF Text Text C 1ffi HR. ][IE 1P' 'I[' (0) 'Il' 1HI.IE $ JE: Im"A 'lr .IE «» 1P' IL.AJK.EIIII.IE A.1ID UIJ:Im" IIWlE liL$ II 1r W cc:@:im- <em: moo nooG 'Il' 1HIE IL. AJK..IE 1HI.IE.A\. ID> lIDOOIIWlE ffi.$ II'Il' W m.m; W 1I1E Wl �The Lakehead University Review was conceived some five months ago by the authors of this brief. We reflected on the apparent lack of success of previous attempts to produce a journal 9 the then Chairman of the Publications Committee having deemed the task "impossible". We further reflected on the somewhat embarrassing situation created by the fact that the students had taken the initiative in this field by publishing the widely-circulated Essays from Lakehead. By mid-August we had decided that the publication ( of a scholarly journal at Lakehead University would not be impossible. We agreed that in the short~run, the Review would contribute to the academic life of the University and the intellectual development of t he area; in the long-run, it could take its place among the major Canadian interdisciplinary reviews o Having decided that the idea was academically feasible 9 we then had informal discussions with a commercial printer to determine the approximate cost of printing and binding a journal of some one hundred pages. With this data 9 we prepared a preliminary budget which we then presented to the President who encouraged us to pursue the idea even further. �-2- We decided not to involve the University officially until we were certain that the content of the first number would warrant Senate endorsement. Therefore, we decided to undertake the preparation of the Review independent! y with the intention that when the first number was ready to go to press, we would seek the support of the University by requesting that the Senate select an editorial board. We also decided that the Review should be a biannual publication. With a target date of March, 1968 (the second number to appear in October, 1968) in mind, it seemed pointless ( to invite manuscripts from the entire faculty of the University. Firstly, many were not available in the late summer and were not expected back on campus until mid-September. Secondly, we felt that many potential contributers would be unwilling to devote time and energy to preparing a scholarly paper for a journal which at this stage existed only in our minds. Thirdly, if we were to adhere to the somewhat strict timetable imposed by the printer, we needed to know who was willing to contribute for the first number and provide them with rather exacting deadlines. With this in mind, we approached several members of the faculty whom we knew had recently completed some research ( �-3- and discussed with them the idea of publishing their results in the Review. We were further encouraged by the enthusiasm with which the idea was received, and we greatly appreciate the efforts put forth by these persons on such short notice. As a result, we now feel that we have assembled an excellent initial number, one which will undoubtedly set the standard for future issues. The contents of this number would include the following articles: Elizabeth Arthur - The Landing and the Plot John G. Rideout - Shelley's Image of Methe r and Child ( Lewis Smith - The Indian and Negro in Mark Twain: Stereotype or Reality') Douglas R. Lindsay - Migration and Persistence of Certain Arctic-Alpine Plants in the Lake Superior Region of Ontario George J. Merrill - The Pre-Armada Years: Sentiment Literature of Patriotic We also contacted numerous publishing companies and invited them to contribute books for review. The book review section will include: T. B. Miller - Canada -- Unity in Diversity, by P. G. Cornell et al P. G. Panikar - Economic History of Europe, by M. Postan �-4- A. Alexander - 1867: Disraeli, Gladstone and Revolution, by Maurice Cowling E. Eager - Mitch Hepburn, by Neil McKentey I. G. Davies - Pullman - an Experiment in Industrial Order and Community Planning, by Stanley Buder A. 0. Menhart - Cry Ararat, by P. K. Page G. J. Merrill - Fools of Time, by Northrop Frye Initially we had intended to have this first number published at Lakehead University, but now that the contents have been assembled and negotiations with the printer completed, we sincerely feel that it is worthy of publication~ Lakehead University. We now solicit the support of the Senate of Lakehead University for this undertaking. In addition, as we should like to send out requests for manuscripts for the second number to all faculty in the very near future, we ask that the Senate appoint an Editorial Board to review the quality of future submissions to ensure t hat standards remain high. Respectfully submitted, A. ALEXANDER. J. D. LEACH. ****************************************************************** � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Brief to the Senate of Lakehead University Concerning the Lakehead University Review Subject The topic of the resource Universities Description An account of the resource Brief by Alan Alexander and James D. Leach regarding the Lakehead University Review, an academic journal that they hope to establish with the formal support of Lakehead University. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1967 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Port Arthur https://digitalcollections.lakeheadu.ca/files/original/9b2a5f9f40284219d46d0d77649d5b53.pdf b08e5452ac4fc157e5a9c07c473b778b PDF Text Text �GRADUATE NEWSLETTER, issue No. 1 FEB. L969 HELLO~!! We hope that you will welcome the very first issue of "Technology Tidings." This publication is the idea and effort of the graduates of the first class of Library Technology at Lakehead University. This Graduate Newsletter was contemplated and produced by the second year students (Potential Graduates) and by the Graduate themselves. This medium will keep us "in touch" with each other. You see, many of our fellow graduates have accepted positions in other parts of the province, and, as well, in other Provinces. It is hoped that each .gradu- ate at some time will contribute a "Regional Report", a book review, or an editorial. Neectless to say--our publication policy will be as follows: WHENEVER THE CONTRIBUTIONS HAVE BEEN PLENTIFUL~~ANOTHER ISSUE WILL BE COMPILED AND DESSEMINATED. With the co-operation of the Potential and Actual Graduates, this Newsletter will thrive and will be continued to be mailed out to those interested. --C. E. Notes and Reminders N.B. The OLA 1968 Conference at Sudbury will be hel~ at Laurentian Univ ersity from May 2-4, 1969. 00 Are you interested?????????????????????????? )E )E )C )C X )E lC )C >< >E )( )C >E X DID YOU KNOW? The thought that a library is indeed to be considered as an arsenal of democratic freedom within our society, was instilled within us during our two years of training and orientation. However, words always connote beautiful thoughts or ideas, yet it is action that solidly enforces REALITYo It was interesting to note the following in Vol. 14, No. 1, 2, 3, issue of "Feliciter". Library Associations around the world, including the Canadian Library Association, sent letters of protest, through diploma.tic channels, regarding the occupation of the State Library of Czechoslovakia and the obstruction of all activity by the occupation of the UoSaSoR. The protest was effective and the library was permitted to resume occupations. --C. E. ~ Mrs. Dorothy Reid has accomplished another amazing feat! Our multi-talented story-teller has her Tales of Nanabozho on record. We all know that her book won an award for Book of the Year for Children presented by the CLA. This recording is produced by the Provincial Library Service. Congradulations! ~ The Library Technology Department is pleased to announce that Mrs. Dorothy Reid has established "The Nanabozho Bursary", for the amount of $100.00 to be paid at the conclusion of the first year to a successful student and to one who is in finaf1cial need. �ENROLEMENT THIS YE.AR Many of you in the Region are acquainted with our Second year Students so you are aware through their Practice Work training at the local libraries that there are 21 females in the class that will be graduating this May. HOWEVER, a few words should be said about our new class of students. There"are 22 enrolled at present. 8 are from Port Arthur 4 are from Fort William OTHERS hail from-----------London Hunta Port Elgin Fergus Dundas ONTARIO Richmond Hill Fort Frances Hillsport Smooth Rock Falls and one young lady is from Mt. Ste. Hiliare, Quebec~ This distribution is quite good as there a.re six other programs in Ontario, 3 or 4 in Quebec and one in British Columbia as well as one in Alberta. It may interest you to know that in Ontario, this school is so far the ONLY one certified by the Minister of Education, as the following regulation stipulates. (OLR, Dec. 1968, p. 222) = GRADUATES FROM THE LAKEHEAD SCHOOL OF LIBRARY TECHNOLOGY MAY BE ISSUED A CERTIFICATE 2 UPON COMPLETION OF SIX MONTHS, CONTINUOUS SATISFACTORY SERVICE IN A LIBRARY, TO BE CERTIFIED BY A QUALIFIED CHIEF LIBRARIAN OR REGIONAL DIRECTOR. ~ ~ SPOTLIGHT Mrs. Debby Krupa, assistant to the Childr1:ll 1 s Librarian, Miss Betsy English, at the Fort William Public Library, have embarked upon a new program--Puppet shows. Miss English's groups of children will present Tom Sawyer and the Princess and the pea whereas Debby's groups will present The Emperor's new clothes and Cinderella. Debby also goes out to the Public Schools on Tuesday afternoons and Wednesday mornings to tell all school cbildren about the Fort William Children's DepartmEnt and its services. Zori, has formed a Library Club this *September at the Atikokan High School. How about a report about members----Kind, Sweet Zori--we ·want to know????~ This club has extended an invitation to Charlotte to speak about the Library Technology Program on February 28. • Interest has been shown about our Program as Charlotte has already spoken to three Guidance classes at Selkirk High School. * Barbara Davison moved to Kingston in July and now has written that she and the family are happily settled Although Barbara. is not working at present, we hope that she wi.11 send in contributions for our Newsletter. We all know that her ideas were always good ones after our two years of studying with her. In addition, have a wonderful time in England this spring., Barb., just think you might even visit the British Museum--then you can report to us~ o Library technologists may work for CUSO. A letter was received at the end of January which stated that we are needed .. Wonderful isn't it???? Information can be obtained through the local Committee at the Lakehead. TRAVEL AND HELP OTHERS THEREBY HELPING YOURSELF. �Miss Iris Conchie 341 Nortn Brodie Street FORT WILLIAM, Ontario Miss Charlotte Elwert 282 Pearl Street - Apt. 3 PORT ARTH1.JR, Ontario Mrs. Helen Fowler (Fedor) 131 Autumnwood Drive PORT ARTHUR, Ontario 623-0651 Northwestern Regional Library System 344-7877 Department of Library Technology, L.U. 345-2416 Northwestern Regional System 623-6701 Mrs. Agnes Harris 1414 Isabella Street FORT WILLIAM, Ontario Confederation College Library Mrs. R. Ke:cr ( Shirley Hall) 2225 West Eigth Ave., 212 v1mc0UVER ~9' B. C. McGee High School Library, Vancouver Mrs. Debby Krupa (Bryant) 609 Avondale Place FORT WILLIAM, Ontario :fort William Public Library Miss Carol Lee Park 60 Gordon Avenue PORT ARTHUR, Ontario Port Arthur Public Library Miss Zori Podbrscek c/o General Delivery ATIKOKAN, Ontario Atikokan High School Library Mrs. Ruth RoseP~eld (Murdoch) 241 Redpath Avt. ~, Apt. 604 TORQNTO, Ontario Toronto Public Library Branch (Gerrard) Miss Deirdre Smythe 12 Prospect Ave. (Basement) PORT ARTHUR, Ontario Lakehead University Library Mrs. Denise Watson (Humphrey) 11 Ruddington Drive, Apt. 931 WILLOWDALE, Ontario c/o Scarborough Public Library Mrs. Joan Zachary (Perry) 363 Brock Street FORT WILLIAM, Ontario Fort William Public Library .L �e l!A.PPmESS IS ........................................................ . knowing a delightful young lady like Charlotte. knowing her friend Zori. Frustration is getting up enough courage to ask for Sex and the teenage revolution. Frustration is finding that it is outo going to the library every night not in the pursuit of knowled 5e but in the pursuit of that cute little blonde page. reading Winnie the Pooh in the stacks during your lunch hour. is n---ing in the stacks standing under the sign SILENCE. is taking your little brother to Story Hour. is being on the reserve list for Brown's Sex and the single girl. Frustration comes after reading it when one decides that the title was very misleading. is paying ten ~ents for a now library card. Frustration comes a week later when the lady at the Circ. Desk calls to tell you that Mr. :Honest Citizen has returned the lost card. DO YOU OTHER BRIGHTLIGHTS WANT TO SHARE YOUR HUMOUR WITH US???????? MAY I MAKE A SUGGESTION? For the next issue, send your contributions to the following address: Library Technology Dept. LAUGH-IN, c/o Good Hunour, Lakehead University, PORT .P.RTHUR, Ontario . , ' �A REPORT ON BUSINESS ADMINISTRATION Tle Upon looking at the revised L~brary Technology Program, you will soon not ice that all first year students are taking a NEW course which was added to our program in September 1968--------Business Administration Tle. The sessional lecturer is Mr. M. Zobata.r, Accountant at Abitibi. This is a tri-p~t course. Each part is simply an introduction to one of the specialized areas of Business Administration, in essence, a survey of concepts and techniques. Up until the month of December, the students have lectures in Data Processing. An outline of this introduction is as follows: Def in.it ions Basic Operations Manual & Mechanical methods punched cards p~per tape computer methods systems development decision tables progra.nnne flow charts computer demonstrations typical library 1applications This topic is dealt with according to the stages of mechanization since each level entails progressively greater proportions of machine work to puman effort. So a study of the type of equipment now available for processing dat~an be grouped into a look at Manual data processing, mechanical, punch card or paper tape and computer data processing equipment o You see, the different kinds of equipment related to human effort involved often must be considered in choosing a system which best suits a particular institution or operation. A natural reaction of yours may be to question the necessity of such a course as this in our Library Technology program, however we are all aware that the computer is indeed the most powerful and flexible tool available to mankind. No doubt, the computer will touch man everywhere and in every way~ Technol9gists should be AWARE of progressive steps being made in library service. Automation in libraries is a well discussed topic in the "Professi~:mal literature." Let's face it------Technologists should be more knowledgeable about this subject. For all libraries themselves as information and intermedia centers are feeling the effects of the informational '. explosion and technological changes which may be termed as the second Industrial Rovolutiono The ultimate, we conceive today, in automatic data processing systems is to have all files in ma.chine readable form available for direct access and updating on a real time basis o The students will consider the "How" "Why" and "importance of" computers in library operations. Consider the following: a central processing unit can contain master files as a computer can be programmed for a certain operation. ieo Upd~ting files budget re-ordering materials serials - in Periodicals, possible library operations for a computer are purchase, payments, scheduling for the bindery, shipments, printed lists, subscription renewals, inventory. �BUSINESS ADMINISTRATION Tle In Reference work, a regional network is possible in future, co-operation between many libraries and resource , centers. Interest profiles of people r doing research may be };: .~pt, instructions for search among special materials (held in logic area) Memory-tr~nsferred to ma.chine readable form on cards, print out can contain citations of current materials valuable to those engaged.in research. There are many other areas where a computer system could assist. As a follow-up, students will-be given additional lectures about the computer in a library in the Communications course. Reference is made to MARC, MEDLARS, CBIP, and CHEM ABSTRAC'rS ( the latter two are computer produced). In essence, this introduction in Data Processing is part of each Lib. Technology student's Orientation as a technologist must be familiar with the whole aspect of library service. The second part of the course deals with an introduction to Accounting principles. Lectures deal with the discussion of the necessity for accounts, history of the development of business transactions, credit and debit, and of course, time is devoted to studying specialized accountso Short practice sessions in drawing up journal entries and trial balances completed the last few weeks of the study. Human Relations study completes the three topic course. Mr. A. Seuret of the department of Business Administration is the Sessional lecturer. The emphasis is placed on "groups" and upon the "individual" making up these groups. The questions: "What does each individual bring to his job and working environment?" and "What does the job give in turn to the individual concerned?" a.re discussed and studied thoroughly. Factors affecting the individual at work---impersonal influences, social and cultural, interaction and activity from others, and the interaction and activities to others, a.re looked at via case studies of certain Human Relations situations. All in all, this course is very valuable for a Library Technologist!! NEWS NEWS NEWS News about PROFESSORS X )E )( )()OE X X Maynard and Nancy Bjorgo will be going abroad for six weeks from July 2 to August 14. They are planning to spend one week in swinging London and also on in Paris o Ireland will capture their fantasy for four weeks as Nancy and Maynard plan to tour the Western area via bicycles!!! Our "speculated" Sept. Newsletter should carry a stimulating "Reflections of our trip" by who(who-M & N) I am sure that Mr. B. will bring back a great deal of information • which he will no doubt impart to students in his History of Libraries class next year o o �NEWS NEWS NEWS NEWS STUDENTS Bookmobile Trips : Reports by Susan Willia.ms and Mary Nation Jim Pounder and I ler.t Monday morning January 27 in the Bookmobile for a week lOng exchange trip. Our first stop was the community of Seine River where we exchanged books with an Indian Schoo 1.. The first two nights were spent in Fort Frnaces. Wednesday morning we left for Rainy River stopping at schools on the way exchanging 50 - 300 books at each stop. Nestor Falls was our stop for Thursday night and Friday we returned to Fort Frances. All the way along our trip we were enthusiastically received by the children and made welcome in their homes. -- s. w. )< X )( X )( )( >EX X )( )( X )( )( XX The bookmobile trip in January was an experience I will never forget. My feet were cold much of the time but whereever we visited we were enthusiastically welcomed by the adults and. children. The libraries were located in one room JYH.an Reserve schools and new Centennial buildings (Atikokan ~ Emo) in Comminity· Centers (Rainy River) and in a High School (Rainy River). The bookmobile, a converted. school bus was stocked with 2,000 books, 100 records, half a dozen sculptures and a dozen pictures. At each stop we exchanged 50 to 300 books and a few of the other materials. The largest library, at Fort Frances, took the longest time as it needed. 700 books. We occupied the evening hours by reading or watching television or sleeping. The W8rk involved moving piles of books in fairly cold weather made us quite tired at times! However by the end of the week, we were accustomed to it ane only the -22 temperature in Fort Frances on our last morning really "frosted" us. A worthwhile trip that I only wish I co:uld repeat! -- m. n. )( )( )( )( )( )( )( )( )( )( )( )( )( )( )()( YEARBOOK PROGRESS REPORT 1969 will see the second class of Library Technologists graduate and as well the production of the second Yearbook of the Library Technology graduating class. 'This year's Committee consists of Lynda Barker, Nancy Marks and Lois Pentney. Students have had their pictures taken by Pouncy's Stud.i9. By the end of this month, the cuts will be received and once all the text has been compiled, groups of students will descend upon the Graphic Arts Department at the Northwestern Regional Library tu burn the plates and to embark upon a learning experience under the supervision of a very good instructor, Mr. George Sproule (who is also a very patient man, as I was one of the graduates that worked with him last year). �NEWS ,JDYO"WS NEWS STUJ.IDENTS Sleigfa Ricle @n Janl:llaxy 11, 1969, first a~id seco:m-d year stua.entg had a sleiglil rii~ and party. T'he sleigh ride was helm at Centennial Park wb.Gr~: we ren:te!ft tw0 sleighs.. Th-e rites were eventful to say the lea8t " Stu<lients aN<ii theil? 4!ates' ~ Mr. Sharp and Mr. Su<dar were pushe-fi off' the sleighs an€!. made to run to catch up. Rarely did a sleigh r:;top for slowpokes: Mr. Sudar lost his pipe but regained it_ when one of Mu.e ki0.s f0~nd it buriesii in the snow. We had one unfortunate accident when a second year stu0.ent had her foot run over, but this however did not stop her from attending the party which followed at Bjorgo' s house o There, the barn had been cleaned out for our use. There was hay on the. floor and logs on which we could rest our bones. The wooca stove that we lit for heating purposes caught fire and so did Mr. Sharp's pants: All but six stalwart students am1 their dates retired to the house where Nancy Bjorgo had hot cinnamon buns as well as our hot dogs, Qonuts anG hot chocolate reaQyo T'he 12 from the barn soon joined the group as it was rather cool out there. A while later some courageous aQ'Venti1rers trie\jl out the tobogganing across the roaa. What a hill!!! Anyone \.rho wer,it el.own looketil as if may not retur-n. Tryi,nr: to climb IDack up the hill was really a challenge! ·rf a step was taken -w-11.ere the possessor tf t 'b e leg tdhl. not sink to the waist, I per.s olilally wi!.l carry t.,hat person. up the hi.'.H. So was oar P.aRi'"~ Y! ~ Wery nice amd ~ wet!! ...,_ j " }3;., "Cnristma.s G€t..-!T0gether" A me-e ting was planE.ea f0r ghe evening of January ~, Mrs. ]Debby Krupa for the grads.. Shirley had the furthest to come home for Christmas - all the way from Vancouver. She arrived in the La.kehea.~ on December 2oth and we were all very happy to learn that she would be here with us for the meeting. Helen, Debby, Deirdre, Shirley a.nd Charlotte met. for an ev-ening of friendly chatter, discussion about our jobs, and of course the Newsletter, but this so.called. "Scheduled Meeting 11 provided us with an opportunity to see each other again - believe it or not, there are those of us although remaining in the La.kehead have not aeen each other again since graduation!!! lJnfortunately the "15" were not there as Denis·e and Ruth were in Toronto, others were ill and still others had previous engagements or comm.itmentso Later in the evening we devoted a short time to selecting a title for the Newsletter, (those not present were asked to vote on their preference for a title by letter) an€!. discussion considered Circulation, publication policies as well as long range goals. At this time we would like to thank Debby for the use of her house for a meeting place and to say a simple "thanks" to you for everything Debby and what a hostess you are! 1969, at the home 0f I,.. �This rock within the sea; a heritage lost by Farley Mowat. Photography by John De Visser. Boston: Little, Brown & Co., $12.50. The large island of Newfoundland, with an area of 42, 735 square miles and population of 500,000 provided the Jublect of study for the perceptive, talented Canadian author, Farley Mowat. His text deals with the history of the island; in essence, a perceptive account of trie way of life of its inhabitants and the rare qualities that these people possess. Their way of life i.P controlled and profoundly affected by the sea. A penetrating p 01 t rayal of this concept is relat e · a j_; Mowat writes about the inhabitants of the outposts on the Sou~.l'n,ri?st Coast. For them, their world and existance is the sea. 11 For those who lived by it and upon it, the sea is the ultimate reality in their existance. They accept it as their master, for they know that they will never master it. ThP. cea is there. It is their way of life: it gives them life and somethimes, in its moments of fury, it gives them death. They do not struggle against its imponderaple stre ngth, nor do they stand in braggart's opposition to its powers." Mowat I s nostalgic record of a way of life is complimented by the truly magnificant photography of John De Visser. Each photog~aph captures the scenes of this way of life which Mowat has descrfoed so intensely in words. The message and feeling in E~act·._ of their arts and forms of expression is readily apparent and 1J.nderstood. This way of life i s passing--but why--Mowat attributes this threat to the arrival of King Joey. "The day that Smallwood ca.me to i;:ower, the continuity and evq1.-·1tion of the Newfoundlan d way of life was disrupted, probably forE:ve.r ... Progress dictated t hat the men of the sea forswear their ancient ways of life and move, as rootless migrants, to the alien mileau of industrial and mining towns. ' 1 Now centralization is the goal of the government. This planned process accompanied by financial assistance to people in small villages has as its goal, the movement of these people to larger canters which in turn form new economic and social unit.: . But, the unity and secu.rity experienced in the outports can never be foun1 in these large industrial towns~ The poignancy of the plight of these people is well expressed by a young Newfoundlander herself: "The wor;:;test thing I know is that we have got t·o go away. I watches the gulls following the boats out there and I wishes I was a gull sometime s , because nobody makes them go away from where they belongs. T.1ose fulls are some lucky~ They ca.n stay and live in Bergeo until they dies. It won't be very long before they's nobody here exce~t the gulls at all~ " �*SPECIAL * ANNOUNCEMENT *xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx~ ANNOUNCINGXXXXXXXXXXXTechnicians in Reference Servic~---another view by MAYNARD BJORGO--in Canadian Library, v. 26 No. 1 January-February 1969. May a suggestion be made--- Grads--Read this article about Mr. Bjorgo's speculations about the value of a Library Technician in Reference Service, as a member of the team and as an "ally of the experienced librarian." COMMENTS'l??'l'l??'l How about an answer or a comment from any of you involved in Reference work----Joan?'l???? TO ALL X >< X >EX X X >< XX X WE WOULD APPRECIATE YOUR COMMENTS ABOUT THIS FIRST ISSUE OF OUR NEWSLETTER. *----* Charlotte Elwert OVERALL CO-ORDINATOR CONTRIBlJrORS TO THIS FEBRUARY I s s u E GRADS Agnes Harris & Zori Podbrscek (Ideas and suggestions for set-up) Charlotte Elwert(Book Review Report on Business Admin. Cover Design) POTENTIAL GRADS Lynda Barker Mary-Lou Di Giacomo Janet Hebditch & Yearbook Report Design and Typing Sleigh Ride Report Lorna Hill Mary Nation ' & Susan Williams / Bookmobile'- Reports � Dublin Core 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 Technology Tidings 1969 Subject The topic of the resource Universities Description An account of the resource Technology Tidings, publication of Library Technology at Lakehead University. Newsletter for graduates of the programme. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format 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 U7b