Room (Room 424) University Centre University of Guelph

UNIVERSITY OF GUELPH BOARD OF GOVERNORS 9:30 a.m., November 28, 1985 Board Room (Room 424) University Centre University of Guelph

- AGENDA - Open

1. Approval of Agenda Motion 2. Approval of Minutes Motion 3. Executive Authority Motion 4. University Centre Annual Report Motion 5. Report of the Planning and Property Committee Motion 6. Report of the Membership Committee Motion 7. Report of the President (a) Status Report (b) Appointments (c) Equine Research 8. Report of the Vice-President, Academic (a) Status Report 9. Report of the Vice-President Administration Motion (a) Physical Resources - Status Report (b) Art Centre - Status Report (c) Status Report 10. Monthly Financial Statements 11. Alumni House Motion 12. Guelph International Development Corporation Motion 13. Report of Committee to Review the Aims Motion and Objectives of the University of Guelph 14. Other Business In Camera 15. Oral Report of the Major Gift Campaign Steering Committee 16. Adjournment Note: A luncheon will be held in Room 441, University Centre immediately following the Board meeting.

APPEND( A

RFPATP COSTS BY TA CK RY PpToPTTY Imm 1-5 85 TOTAL 8FFAIR • sUM SUM SUM SUM SUM CODE DESC AMOUNT AMOUNT AMOUNT AMOUNT AMOUNT

6 1.1' FOUNDATION SYSTEM 24,n0n 24,000 2.1 CAULKTUG 20,000 70,000 36,000 126,000 2.? POINTING 6,000 225,000 Rn , 000 43,000 354,000 n2./. PAINTING 5,000 215,000 19,500 20,500 259,000 FLOP FTNIsHEf. 207,500 7,,027,000 1,164,000 192,100 3,586,600 4.? POOF, TrsULJ,TN, (7q 91,000 982,000 221,11(10 7 14,000 2,028,000 CEILING SrTEM 4,001) 65,000 111,000 84,000 r‘.1 - REMODEL 19,000 19,000 6.2 WALLS - REFINIsB 59,000 71!,500 vp,n00 130,100 1,508,600 .1 WINDOWS - PFPLACF /75,000 fylon 250,000 10,000 641,000 R.1 DOORS - HAPPJAPE 9,noo 101,000 110,000 8.2 DOORS k FRAMES 5,000 5,000 A. DOORS - REFINISH 20,000 20,000 9.1 VENTILATION 0 ,000 15,000 24,500 74,500 9.2 CMUNG/CMIDTTT OWING 225,000 7,400 232,400 9./ VENT/COOL CONTROLS 100,000 50,000 150,000 10.1 HEATING EQUIPMENT 15,000 20,000 5,000 40,000 10.2 BEATING CONTROLs 137 ,non 45,000 182,000 11.1 PIPING 4,000 71,600 1_27,600 11.2 PLUMBING FIYTURFS 75,000 105,000 12.1 SWITC1IGEAR 250,000 ---250,000 12.2 DISTRIBUTION - 6,500 6,500 12. LTGIITTNG 13,500 13,500 1%.1 ELEVATORS 4,000 170,000 174,000 114. 1 sTA IRS , STA Tpwr.Ls 1,000 10,600, 18,600 14.5 M ISCELLANEOUS s.AFETY 20,800 20,800 15.1 ROADS 680,000 6,000- 2.686,000 1 51. 1 WALKWAYS IC GROUNDS 195,000 .195,000 15.5 SANITARY SEWERS 6,000 6,000 15.6 SERVICE DISTRIBUTORS 50,000 275,000 115,000 59,000 759,000 16.0 MAJOR RENOVATIONS 6,140,000 12,957,000 18,997,000 .• 766,500 11,853,500 16,557,500 1,527,600 -39, 705,100 -- PRIORITY

;I • IMM - Deferred maintenance 1-5 - Repairs required 1986-1990 6-10 - Repairs required 1992-1995 85 - Repairs undertaken fiscal 85/86 - 2 -

5) The total cost of Phase 1A is estimated as follows:

Low bid (Ball Brothers Ltd.) $7,460,000. Adjustments (Item 4 above) $ 101,296. Revised low bid and contract amount $7,561,296. Add: - Architectural fees 675,000. - Signage 20,000. - Telephone installation 15,000. - Building controls and instrumentation 220,000. - Furniture and furnishings 190,000. - Equipment 590,000. - Work previously tendered: - Hazardous liquid storage 108,500. - Renovations for temporary relocation of Biomedical Science and Clinic staff 34,000. 142,500. - Contingency 281,204. TOTAL ESTIMATED COST $9,695,000.

6) The $12.75 million project budget approved by the Board in March 1985 allowed $9,415,000 for the work included in Phase 1A. The pre-tender estimate prepared in July 1985 forecase an increase in cost to $9,915,000. with an overall project cost of $13.25 millions. It is now expected that funding from both the provincial and federal levels of government will total $13.5 million, including the $0.5 million provided for planning. Thus costs for Phase 1A are well within funding available and the pre-tender estimate.

September 25, 1985. APPENDIX B

TENDER ANALYSIS FOR OVC BUILDING PROGRAM 1983-PHASE 1A

Phase 1A includes: Package 1 - Physiology Pharmacology Teaching Laboratories and Renovations - Building D.

2 - Large Animal Clinic (Buildings A B) - Structure only.

3 (a) - Large Animal Clinic (Buildings A B) - finishing Sitework and Renovations for Medical Records.

3 (c) - Hazardous Liquid Storage Vault.

2) Firm price, General Contract bids for Packages 1,2 3(a), received on August 29, 1985, were as follows:

Ball Brothers Ltd. $7,460,000. Ariss/Janin Construction Ltd. $7,606,000. Cooper Construction Co. Ltd. $7,676,000. Thomas Fuller Construction Co. $7,724,000. Milne Nicholls Ltd. $7,870,000. Mollenhauer Ltd. $7,918,000. McKay/Cocker Construction Ltd. $8,069,000.

3) These bids included the following stipulated allowances:

Finishing Hardware $ 75,000. Inspection and Testing $ 25,000. Partition Fireproofing $ 5,000. Laboratory Equipment $ 50,000. Electrical Sitework $ 10,000. Air and Hydronic Balancing and Testing $ 20,000. Chilled Water Lines $ 5,000. Laminar Flow Hoods $ 20,000.

4) Additions to low bid: Adjustments 1. To change the subcontractor for Seamless Resin Flooring to Hill Glasser. $ 54,336. 2. Adjustments to the tender for Casework. 9,460. Cash allowances 1. Changes to roofing and metal flashings details. $ 25,000. 2. Final resolution to the Casework tender. $ 7,500. 3. Resolution of services in service drops. $ 5,000. $ 101,296.

/2 UNIVERSITY OF GUELPH BOARD OF GOVERNORS

Rerum GUELPH, ONTARIO, CANADA • NIG 2W1 Cognoscere Telephone (519) 824-4120 Causas

November 19, 1985

MEMORANDUM

To: Members of the Board of Governors Re: University Centre Annual Report

The University Centre Annual Report for 1984-85 is presented to the Board for consideration and approval. The Report has been reviewed by the University Centre Board and has received its approval. Mrs. Rosemary France, Chairman of the University Centre Board, Mr. Marc McManamna, past-Chairman and Mr. Ron Collins, Director of the University Centre will be present to speak to the Report and answer any questions which you may have. The Board is asked to approve the following resolution: RESOLVED, That the University Centres Annual Report for the year 1984-85 be approved as presented.

,g1LLZ,4 R.D. Lockie Assistant Secretary Annual Report 1984-85

University of Guelph 1984-85 University Centre Board (reports to University of Guelph Board of Governors) Marc McManamna, Chairman Graduate Students Association Rosemary France, Vice-Chairman Alumni Association The Roger Jenkins, Chairman, Management and Operations Committee Support Staff John Miles, Chairman, Finance Committee University Administration I lb People Tony Saltou, Chairman, Programming Committee Central Student Association John Bentley Central Student Association Shelly Birnie-Lefcovitch Student Services Dennis Bonney Central Student Association Director Mark Canthal Central Student Association I University Centre Ron Collins Bruce Johnston Central Student Association John King Central Student Association Kelly Kirkland Graduate Students Association Administrative Assistant Nancy Kuntz Secretary to the Central Student Association University Centre Board Eric Martin Heather Heath Central Student Association Don McArthur Alumni Association Shelley McPherson Central Student Association David Overton Stenographer/ Faculty Club Receptionist Carolyn Pawley Nancy DeSero Faculty Club Gladys Phillips Support Staff Jaye Robinson Central Student Association

Game Room and Assistant Boo Sports Bar Director MANAGER Bill Goulden Jim Bates ] and 16 student employees

Building Management Food and Beverage MANAGER Joe Barth Reservations Manager, Licensed Special Events Francis Ronald MANAGER Marilyn Hahn Assistant Manager, Food John Liddle INFORMATION DESK STAFF Supervisor, Beverage Kathi Broadbent Pat Eton Bonnie Shortill Linda McLeod Beverage Staff Jim McKellar, Bob Woods SPECIAL EVENTS CO-ORDINATORS Food Staff Jennifer Reid Nick Boyadjian Craig Martin and 155 student employees and 25 student employees

Programming Business ManagementManagemen MANAGER Wayne Hepburn MANAGER Hazel Assistant Manager Bette Moreton ACCOUNTING STAFF Technical Co-ordinator Paul Holland Marlene Black Marianne Szucs and 12 student employees

Cover photo: Fred A. Curylo, CPS Photo Productions CHAIRMANS AND DIRECTORS COMMENTS

Chairmans Comments Directors Comments

The goal of the University Centre is that it be the This annual report represents the University focus for the University as a community. The Centres eleventh year of service to the Univer- University Centre provides social, recreational, sity of Guelph Community. The year was challen- educational and cultural activities as well as its ging and very rewarding, both in terms of various facilities and services for the enjoyment programs, activities and services provided; and and convenience of students, faculty and staff. In financially. It is my opinion that the University many instances members of the larger Guelph Centre continued to fulfill its mandate throughout community also benefit from the presence of the the year and can only improve over the foresee- University Centre. able future. Individual reports highlighting our It is the responsibility of the University Centre activities and future direction follow my Board to ensure, through the establishment and comments, as do the auditors report and interpretation of policy, that the University Centre financial statements. fulfils its mandate. The Board is comprised of Financially, the goal of the University Centre is to volunteer members representing the various break even over the longer term, after providing campus user groups. As individual for capital expenditures, major repairs and equip- representatives we each provide a perspective ment replacement, and while maintaining a suit- that reflects not only our appointing body but that able level of surplus. The University Centre is of the great constituency we represent, keeping reporting a positive contribution of $126,833 in mind the overall well being of the University before capital expenditures, major repairs and community. This is not always an easy task; replacements as the result of operations over the however, over the years objectivity and unselfish period. This represents an improvement in excess decision making has prevailed. of $90,000 over 1983-84 results. The University This is a fine University Centre and we as its Centres contribution to surplus after capital users are fortunate to have an influence over its expenditures, major repairs and replacements operation and future direction. As Chairman, I totalled $18,475. Compared with the budget have enjoyed presiding over a Board of energetic approved, a deficit of $16,610 and our revised and dedicated members. The directorate is forecast, a deficit of $6,724, our actual financial responsive and committed to making our position has improved by $35,085 and $25,199, University Centre the finest in Canada. The respectively. The University Centres five year University Centre is a flagship for the University forecast, presented with our 1985-86 budget, of Guelph and continues to serve as the focal forecast a less than viable financial picture over point of the campus. For these reasons I the longer term. I must stress that this projection complete my term as Chairman, University was based on our taking no action to address Centre Board with a great deal of pride and relatively static revenue and steadily increasing personal satisfaction. expenses. The Finance Committee of the Univer- sity Centre Board, with managements assis- Yours sincerely, tance, commenced deliberations to address this unfavourable forecast immediately upon its receipt last February. Positive steps will be taken to ensure the financial viability of the University Centre in the longer term.

Marc McManamna (continued) Chairman, University Centre Board The University Centres funding is through user ful it is being considered again for next March in fees and self generated revenues, with no support a modified format. Programs initiated for the from government except small grants in support upcoming year are at least as ambitious as those of Canadian touring performing artists. While a presented last year. Our performance series in great deal of very necessary attention is fixed on War Memorial Hall has grown stronger in spite of the University Centres financial position and physical limitations. Assistance to and co- future viability, the University Centre is not a sponsorship with campus organizations are on purely commercial venture. The University the increase. Centres primary goal is that it be the "living The University continues to be one of the finest in room" of our campus. Many of our events, Canada, offering a diverse program of events, activities, services and facilities are provided at activities, services and facilities to a receptive little or no charge. University Community. It is the focus for our There has never been more activity in and around campus, the hub of University life at Guelph. It is the University Centre than experienced this past with great pride that I submit this annual report to year. Our staff worked even more closely than in you. My personal thanks goes to members of our the past with many University Community organi- University Centre Board for their objectivity; to zations to facilitate their programs. In many the University Centres staff for their diligence instances this resulted in co-sponsorship of and to both for their confidence. events and activities both inside and outside the building itself. The highlight of the year was Respectfully submitted, without a doubt "UC Day", a day-long Tenth Anniversary celebration of the University Centre. All activities were free, all facilities were used and a number of other campus organizations assisted in making this a memorable occasion. A pictorial review of events is included in this Ronald G. Collins years annual report. This event was so success- Director, University Centre

2 PROGRAMMING

Wednesday Noon Concerts Performance Season

Spring/Summer 1984 War Memorial Hall was the venue for our performing arts series. Shows and attendance were: Pukka Orchestra (PoP) For children: Rebel Radio (reggae) Fred Penner 792 Circus Schmirkus (juggling/comedy) Sharon, Lois Bram 1524 Sandy Sanders The Dixielanders Polka Dot Door 1552 City Works (folk) Mr. Dressup 1544 Rob Power (comedy) For Adults: Devils Pipe (Celtic) Jackie Washington (blues/jazz) Jim Carrey 739 "Blake" 368 The Audience (folk) Dale Marcel Band (variety) The Nylons 1194

Fall 1984

The Savoys (swing jazz) Medieval Vignettes The Beverly Sisters (rock) Sneezy Waters (blues) Sidestreet (rockapella) Carlos Lopez (jazz) Edgar Thatcher (pop/folk) The Joy of Dance Scott Merritt (folk) Long John Baldry (blues/pop) James Fry (folk) Mooncoin (jazz)

Winter 1985

John Ottway (humour) The Savoys (swing) Frank Leahy •iddling/step dancing) Rair Air (Celtic fusian) Tamarack (folk) Grapevine (variety) Out of The Way Players (comedy) College Royal Talent Fest Preview Sample Hold (electro pop) Establo Fashion Show Gowan (PoP) The Other Guys (folk/pop) Quiche Eating Contest Johnny McLeod The Young Pioneers (PoP)

3 University Centre Debates Shuttles

Our debate series on Wednesday evenings in Two Show Shuttles took full buses of 44 each to Room 103 grew in popularity throughout the year. the OKeefe Centre for "Sugar Babies" and Debate topics were: "Zorba". "Resolved That The Legal Drinking Age Be 21 Peter Clark Hall Dances "Resolved That Canadian Universities Have Lost Sight Of Academic Excellence" Our Thursday night pubs in Peter Clark Hall "Resolved That Affirmative Action Legislation featured both live and recorded music. Most of Is Fair" them were co-sponsored with campus groups including: OAC 85, 86 and 87; FAGS 85, 86 "Resolved That Jesus Was Just A Great Moral and 87; HAFA 86; College Royal; LA Bash; Teacher" CFRU; Interhall Council; CSA; Agricultural "Resolved That Construction Of The Mechanization Club; Biological Science Student Darlington Nuclear Power Plant Be Halted" Government; Engineering Society; Mac Maids "Resolved That People Survive Bodily Death" Hall; FAGS Week. "Resolved That Capital Punishment Be Reinstated In Canada" Special Programs Lectures Community Barbecue, 1984 entertainment booked included Jackie Three guest lecturers were presented, Ralph Washington, Yorktones Steele Band, the Nader spoke on "Consumer Advocacy in the Canadian Aces and a D.J. We were also 80s". This lecture drew 600 to Peter Clark Hall. responsible for all technical set-ups. The controversial Dr. Henry Morgentaler gave University of Guelph Christmas Party, 1984 his views on abortion to a capacity crowd in War this dinner dance featured music by OPUS Memorial Hall while hundreds of protesters marched outside. And Don Cherrys talk "Behind the Scenes in the NHL" was part of UC Day celebrations in March.

4 Assistance to University Community

The Programming Office is available to advise and assist student, faculty and staff groups in the planning and implementation of their events. Some of the groups and events assisted during the year were: Curtain Call, HAFA 86, L.A. Bash, Mac Maids Halls, The Central Student Association, FACS Week, OAC 86, Mature Students Association, Focus on the North, Information Services, Fergus Optimists, Economics Club, OAC 87, College Fair November Royal, Engineering Society, FACS 85, Inter- this annual craft sale, held November 15 to Varsity Christian Fellowship, HAFA 87, Coun- 18, continued to hold its place as one of selling and Student Resource Centre, FACS 86, Ontarios top craft shows. FACS 87, O.P.I.R.G., S.A.A.C., Interhall Council, Continuing Education, Motor Home Convention, Open House Kids Shows Biological Science Student Government, Guelph for the first time, the University Centre Chamber of Commerce, the Admissions Office, participated in College Royal Open House. the Conference Office, OAC 85, CFRU, We presented continuous entertainment by A.I.E.S.E.C., Marine Biology Club, Agricultural Circus Shmirkus, magician Tom Kubinek Mechanization Club, The Cycling Club, Womens and ventriloquist Mark Crocker in University Resource Centre, Lennox-Addington Hall, College Centre, Room 103. The venture was a of Social Science Student Government, the Music tremendous success with more audience Department, the Registrars Office, Der Keller, than could be accommodated. The Rovers, The Musicians Guild and Alcohol UC Day Awareness Week. our contribution to this 10th anniversary celebration involved the entertainment, the technical set-ups and the promotion/publi- city. Appearing throughout the day were Mike Woods, Circus Shmirkus, Tony Molesworth, the Canadian Aces and "1964" as the Beatles.

Looking Ahead

The Programming Department will continue to provide varied programs and take advantage of opportunities to bring top quality performers to the University of Guelph campus. Co-sponsorship will continue with campus groups, new programs will be explored and some new concepts will be implemented.

5 BUILDING MANAGEMENT RESERVATIONS

Summer 1984 Fall, 1984

Although the summer is less hectic than fall and Return of students in September brings a winter semesters in terms of student-related dramatic increase in use of services and facilities activities, it is the time when the Universitys within the building. Building Management Staff Conference Office increases its use of University were also busy hiring part-time staff for the Centre facilities to accommodate the require- Information Desk and labourers and audio-visual ments of conference groups on campus. In 1984, operators for Special Events. 34 groups used University Centre meeting rooms Also completed during the fall was replacement and other facilities. This generated revenues and of the folding doors in Peter Clark Hall. cost recovery of approximately $13,800.00. Some of the larger groups who visited the Centre were: During this semester, staff continued to work on the implementation of the new computerized Learned Societies-5,000 delegates room reservation system. Information Desk staff Canadian Veterinary Medical Association- worked diligently in an effort to enter the data 500 delegates base and get the new system running while, at Poultry Science Conference-1,200 delegates the same time, maintaining the old manual First International Nematologists Conference- system. 500 delegates American/Canadian Phytopathological Society- 1,300 delegates Fall Semester During the summer, the typing room behind the Special Events Information Desk was renovated and three new typewriters were purchased to expand the - House Advisor Training service. An additional fan was installed in the - Used Book Sale mens shower on "0" level. And refurbishment of - Academic Counselling meeting rooms continued. - Late Registration - Orientation - Aggie Week - Ontario Gerontology Association - Police Auction - Alcohol Awareness Week - Club Days - Convocation Tea -Africa Week - Careers Night - World Food Day - Ontario Music Festival Conference - Red Cross Blood Donor Clinic - Annual Greenhouse Conference - Fair November - Interaction - Staff Christmas Dinner Dance

6 Winter 1985 –A.I.E.S.E.C. Dream Auction – Western Ontario Highland Dancing Association In the break between Fall and Winter Semesters, – Chinese Students Association Table Tennis the parquet flooring in Peter Clark Hall was Tournament completely sanded and refinished. – Chinese New Years Banquet – C.S.A. election campaign In February, implementation of the computerized – College Royal and Open House Weekend room reservation system began. – Health Fair Building Management staff worked closely with – LABASH 85 Conference (1,000 delegates) the students organizing College Royal. Meetings – West Indian Week began in January and close liaison was main- – Games Room Banquet Awards Night tained until the actual events in March. –Annual Athletics Dinner Awards Night – UC Day In April, new carpet was installed and new furniture ordered for some of the lounges. Meeting Room #441 was re-papered and vertical blinds were installed to replace the old drapes. Looking Ahead

High priority for the Building Management Winter Semester department will be the continued replacement Special Events and refurbishment of the University Centre equipment and furnishings. We intend to start – New Student Registration and Counselling replacing A.V. projectors, purchase additional –C.S.A. Used Book Sale video decks, replace folding tables, lounge – FACS Week and meeting room furniture. We will continue – Grad Studies Days the maintenance of meeting rooms and – Red Cross Blood Clinic general University Centre common areas. – 0.P.I.R.G. Displays – Convocation Teas – Department of Residences Conference – China Week

7 FOOD BEVERAGE

Good Eating!

Improvements were made to our sandwich bar and this resulted in increased sales. New display carts, improved lighting and ceramic condiment crocks gave a new look to our lunchtime service. A larger selection of meats plus a variety of fancy cut-your-own breads drew sandwich lovers to the "bar". Another popular addition to our food service was a variety of gourmet soups. Throughout the year, specialty food items were introduced. Footlong hotdogs received such an enthusiastic reception that they have become regular fare; Oktoberfest sausages with sauerkraut, pork-on-a-bun and turkey burgers were also enjoyed by our customers. And our annual Valentines Day "affair" include complimentary pink cupcakes.

Beer Strike Survival

The five week beer strike in February and March Other Highlights was quite a challenge for us. Were glad to say The highlight of November, both at the University that we were "out-of-stock" for only five days and in the Brass Taps, was the succession of even though College Royal Ball and Open House football victories up to and including the Guelph occurred during the strike and presented a very Gryphons winning of the Vanier Cup. As unofficial high demand. Before the work stoppage began, party headquarters for the victorious Gryphons, over 1,000 cases of beer above normal levels of we displayed an assortment of trophies at the stock were in storage. During the strike, 500 stand-up bar each evening after the game. Final cases of American beer were purchased and games were shown, live on both big screen TVs sold. There was none left when deliveries of to capacity crowds and video tapes of each domestic beer resumed. contest were reviewed by players and fans the following week. Prompted by a group of interested staff members, a review of uniform policy was done. A new style of shirt with a monogram of employees name was introduced. Special events included UC Day, College Royal, the big Beach Party, St. Patricks Day, Valentines Day, U.S.A. Day, the Brass Taps Birthday Party and the very successful Staff Reunion.

ALTERNATIVE

Brass Taps • University Centre • University of Guelph

8 Alcohol Awareness Programs Major concerns regarding alcohol abuse among students at Guelph were voiced throughout the year. The Brass Taps generated a series of in- house promotions in an effort to boost alcohol awareness and responsible consumption of alcohol. Free coffee, given to patrons after midnight, was intended to replace the customary last call or one for the road. In co-operation with the Campus Police Department, a key deposit system was set-up to allow patrons to leave cars overnight in areas where they were usually towed away, thus eliminating the need for an impaired person to drive. Alcohol Test Kits were made available for sale at a nominal price to enable customers to measure their blood alcohol level. Marketing of non-alcoholic KE beverages was increased. Featuring premium DEPOSIT ingredients, Alternative Cocktails became very University of Guelph popular throughout the year. As well, light beers lib were offered at reduced prices. Date In addition to these internal activities, the Brass License No Taps placed its support behind Alcohol Make Year Awareness Week and participated fully in advertising and promotional support. Colour Body Style Recognition for these efforts was received from newspaper reviews and television interviews. Location

Looking Ahead

1. Expansion of Food Sales A) Marketing of bag lunches q Brass Taps q Peter Clark Hall q Boo Sports Bar B) Take-out food sales Manager C) New menu items (steak sandwich, Signature Italian sausage) D) Increase service outlets over noon hour 2. Comedy Nights A) Boost mid-week sales slump 1 No. B) Bring people out earlier in the I evening C) Provide a non-video entertainment period 3. Increased Staff Training A) Alcohol Awareness program B) Liquor License Act C) Customer/service interaction

9 Almost 10,000 red UC Day balloons decorated Food Services bakers built a giant birthday the Courtyard. cake in the Courtyard.

Technical experience and experienced University Centre Staff had a heavy days work operators were an important part of the day. setting-up for all the events and entertainment.

Tickets for the fantastic prizes drew long lineups Grand Prize winner Gayla Pollack discussed her at 3 locations. Air Canada Trip with Mr. Sandy Edward, Manager, South West Central Ontario, Air Canada. 10 Competition was keen in the Games Room Jackie Washington entertained Mayor Norm Pinball Tournament. Jary and friends at a special reception.

Provost Paul Gilmour, a member of the original Guest speaker Don Cherry signed autographs in UC Planning Committee, assisted in lighting the Peter Clark Hall. birthday candles.

Comedian Tony Molesworth was just one of the "1964" as The Beatles were a tremendous hit many Courtyard entertainers. in Peter Clark Hall.

photos: Herb Rauscher, Illustration Services 11 GAMES ROOM

With no major Capital Projects planned, the 10th Anniversary Pinball decision to operate the Games Room 7 days per Competition week proved to be a viable move resulting in increased revenues and more satisfaction for The finals of our pinball contest were held in the patrons. Courtyard on UC Day. Closed circuit TV was used The increased attendance on campus of so the audience could easily watch. The ten Conference Delegates further contributed to the finalists competed for great prizes: Games Room popularity. 1. 10 Speed Racing Bicycle All maintenance work was completed during the 2. Sony Walkman AM/FM Tape summer months as also was the preparation and 3. Sony Walkman AM/FM Cassette printing of the Games Room Programmes for 4. Stereo Radio-Alarm Clock 1984/85. Purchase of new style staff uniforms All 10 finalists received suitably lettered T-shirts. and an extensive training programme for employees enabled the Games Room to be well prepared for the ensuing fiscal year.

Program Highlights

During the early part of the Fall Semester, previously planned programmes and tournaments were implemented, resulting in September, October and November being the busiest fall since opening of the Games Room in 1975. Our special programs include: – Snooker League – Championship Snooker Handicap – Bridge Tournament 10th Annual Games Room Awards – English Billiards Banquet – Mixed Doubles Snooker Handicap – Table Tennis Tournament Entertainment by: Magician/Puppeteer, – Pinball/Video Tournament Singer/Ventriloquist, Pianist – First-leg Intervarsity Snooker Table Tennis Special Anniversary Awards were presented to all Winter of 1984 showed no slackening of activity prize winners of Tournaments staged in the with revenues and patron participation in events Games Room during Anniversary Year. continuing at an increasing pace. Awards consisted of suitably engraved pewter tankards and hand-made scrolls by Native Craftsmen. A special 10th Anniversary cake, in the shape of a billiard table, was the centrepiece of the Banquet table.

Looking Ahead

Continued emphasis on presentation of high quality and varied recreational programs which should further increase patronage and resultant revenues. Overall viability of both Games Room and Sports Bar will continue to be the major objective. Possible restructure of management responsibilities due to impending retirement of present incumbent. BOO SPORTS BAR

The year began with new uniforms being issued to all staff. The distinctive "BOO" Sports Bar logo was displayed prominently on the front pocket of the shirt and matching navy blue rugby pants were also supplied. In support of the Universitys Alcohol Awareness program, several programs were introduced. "Light Beer — Light Price", complimentary coffee after midnight and an overnight car-keys deposit, in liaison with the Campus Police were all implemented with the goal of patron awareness. After several months of trying different approaches to food sales, including daily luncheon specials, small 8" pizzas were introduced with great success. Made fresh daily, this product was "gobbled up" by the patrons. During the fall semester, Nevada Club tickets were available in the "BOO" Bar. Proceeds of $1,066.00 were donated to the University of Guelph Gryphon Club. There was also a raffle for an all-leather sports bag with the winning ticket being drawn on Valentines Day. Satellite and television coverage was very extensive with the goal of trying to provide the broadest spectrum of world sporting events possible. Exhaustive coverage of Gryphon varsity sports proved to be well accepted with taped replays of championship games in great demand. To complement video programming, 4 sports personalities made guest appearances in connec- tion with the Wednesday night "Follow the Leafs" series. They were: Bruce Hood— former NHL referee Bob McKenzie — Editor of the Hockey News Frank Mahovlich Maurice "The Rocket" Richard Shuttle trips to various games were also run through the "BOO" Sports Bar: 3 bus shuttles to Toronto Blue Jay baseball games 3 bus shuttles to Toronto Maple Leaf hockey games Looking Ahead 1 bus shuttle to a Buffalo Sabres hockey game Continued emphasis will be placed on All these activities made for a busy yet fun year programming to cover the broad spectrum of in the "BOO" Bar and this was reflected by sporting events and maintain the high level of another year of increased awareness and awareness to the university community. increased revenues.

13 BUSINESS MANAGEMENT AUDITORS REPORT

Highlights of 1984-85

- Preparation of 1985/86 Budget and Five Year Forecast covering the period ending April 30, 1990 for presentation and approval by the University Centre Board and the Universitys Board of Governors.

- Preparation of monthly financial statements for review by the Finance Committee of the

University Centre Board. As P 2E98E9 Of Aram, YOUNG 84488NATIONAL

- Preparation of year end financial statements Cr aelereo Arrouniants PO Box 458 (611/GY/.1411,11,1? 305 Kmg Street West and associated analytical working papers for Kitchener Canada 1420 482 Telephone 1519174a 1171 review by the external auditors, Clarkson, 1519) 653 . 3290 !Cambridge) Gordon (see centre foldout).

- Development of a computerized mailing list and ticket printing program for the University AUDITORS. REPORT

Centres Programming Department. To the Governing Board Members of the University of Guelph - University Centre: - Further development and enhancement of We have examined the balance sheet of the University of Guelph - computerized financial information systems. University Centre as at April 10, L981 and the statements of income and expense and surplus for the year then ended. Our examination was made in - Development of in house training programs for accordance with generally accepted auditing standards, and accordingly Business Management personnel to increase included such tests and other procedures as we considered necessary in the knowledge and understanding of computers circuMStanCeS. and application software. In our opinion, these financial statements present fairly the

financial position of the University Centre as ac April 10, 1985 and the

results of its operations tor the year then ended in accordance with

accounting principles described in note 1 to the tinanciaL statements applied Looking Ahead on a basis consistent uich chat of the preceding year, Conversion of all existing computerized Kitchener, Canada, systems from Lotus 1-2-3 to Symphony June 27, 1985. Chartered AcceanfAnfr. which is a more versatile software package

Further training of all University Centre full time staff members in the use and capabilities of the micro computers. This will reduce the reliance on Business Manage- ment personnel and allow other University Centre staff members to better utilize the equipment and programs already available.

The software package WordPerfect has been acquired and we will be concentra- ting on training the University Centres stenographic personnel in the use of this program. They also will be entering all the University Centres policies, procedures and operating manuals so these may easily be altered and updated as required.

14 BALANCE SHEET/STATEMENT OF SURPLUS NOTES TO FINANCIAL STATEMENTS

UNIVERSITY OF GUELPH UNIVERSITY OF GUELPH

UNIVERSITY CENTRE UNIVERSITY CENTRE

BALANCE SHEET STATEMENT OF SURPLUS

APRIL 30, 1985 YEAR ENDED APRIL 30, 1985 (with comparative figures at April 30, 1984) (with comparative figures for the year 1984)

ASSETS UNAPPROPRIATED

1985 1984 1985 1984

Accounts receivable $ 708 $ 1,651 Balance, beginning of year $ 48,315 $ 55,548

Due from University of Guelph (note 3) 220,010 219,325 Excess of income over expense 18,475 (59,938)

Tickets held for resale 1,880 1,408 Transfer (to) from appropriated surplus 52,705.

Prepaid expenses 2,479 Balance, end of year

Inventories 62,569 49,304

Performance deposits 150 APPROPRIATED

$21L.21 $P1.,836 Balance, beginning of year $200,341 $253,046

Transfer (to) from unappropriated surplus 19,147 (52,705) LIABILITIES AND SURPLUS Balance, end of year 9 all at $ Zajja Accrued liabilities $ 2,900 $ 2,900

Sales tax payable 15,459 16,844

Rental deposits 2,156 3,438

20,515 23,182

Surplus: Unappropriated 47,643 48,315

Appropriated 219,488 200,341

267,131 248,656

$ $

UNIVERSITY OF GUELPH 3. Due from University of Guelph

UNIVERSITY CENTRE The University Centre uses the University of Guelph as its

NOTES TO THE FINANCIAL STATEMENTS banker. Under this procedure all funds are deposited in the Universitys

APRIL 30, 1985 bank account and all expenses of the Centre are paid by the University.

The amount reported as due from the University of Guelph represents the I. Significant accounting policies net cash position of the University Centre as at April 30, 1985. The financial statements of the University Centre have been 4. Space charges prepared in accordance with accounting principles that are considered The University Centre currently pays a charge per square foot to appropriate for universities. The more significant of these accounting the UniJersity of Guelph for the areas of the building under the policies are summarized below. University Centres direct control. This charge is for utilities, main- (a) Inventories - tenance, housekeeping, safety and security, and a share of campus-wide Inventories are valued at the lower of actual cost determined on renovations and grounds care. The annual space charge allocation for the a specific item basis and replacement value. years ended April 30, 1985 and 1986 have been established at $246,100 and (b) Accrual accounting - approximately $260,900 respectively. The accrual basis of accounting for income and expense is 5. Rebates on group functions followed. Rebates on group functions, amounting to $48,336 for the year (c) Capital expenditures - ended April 30, 1985, represent revenue in excess of direct expenses on Capital expenditures are expensed in the statement of income and functions initiated by accredited user groups and operated on their expense in the year of acquisition. No charge for depreciation is behalf by the University Centre. This excess revenue is paid to the made against operations. sponsoring organization following each event. Under operating policy, (d) Appropriations of surplus - direct expenses do not include any cost being charged to the groups Appropriations are made from surplus for future expenditures and function which would represent a contribution to the facilitys space contingencies in such amounts as are deemed necessary upon approval costs or Indirect labour and management costs. of the University Centre Board.

2. The University Centre Board

The University Centre Board reports separately and directly to

the Board of Governors of the University under a constitution approved by

the University Board of Governors.

1 5 STATEMENT OF INCOME AND REVENUE

University Centre University of Guelph Year Ended April 30, 1985 (with comparative figures for the year 1984)

Directors Office and Central Administration Brass Taps Leased Premises 1985 1984 1985 1984 1985 1984

Revenues: Beverage sales $1,087,392 $1,073,375 Cost of sales 360,747 373,337 726,645 700,038 Food sales 267,061 215,988 Cost of sales 114,487 102,943 152,574 113,045 Vended product sales 20,780 24,453 Cost of sales 13,392 16,785 7,388 7,668 Retail sales 255 286 Cost of sales 196 226 59 60 Student fees $247,822 $224,170 Faculty Club fees 12,138 12,072 Event admission sales Income from Fair November Grants Income from leased premises $148,145 $150,423 Commissions from amusement devices 2,732 6,399 Games room table sales Locker rentals Meeting room rentals Photocopier Cost recoveries Miscellaneous 5,000 485 932 414 Gross margin 264,960 236,727 $90,330 827,624 148,145 150,423 Expenditures Personnel costs 189,162 179,801 363,384 341,351 Operating supplies and expenses 45,445 44,621 106,025 100,533 Performers and shows Space charges 15,315 16,962 65,766 72,829 57,240 59,357 Rebates on student functions Total expenditures 249,922 241,384 535,175 514,713 57,240 59,357 Income (loss) before capital expenditures, major repairs and replacements 15,038 (4,657) 355,155 312,911 90,905 91,066 Capital expenditures, major repairs and replacements 17,131 9,535 10,329 37,856 Excess (deficiency) of income over expenses $(2,093) $(14,192) $ 344,826 $ 275,055 $ 90,905 $ 91,066

16 Programming Games Room Building Management Peter Clark Hall Total 1985 1984 1985 1984 1985 1984 1985 1984 1985 1984

$88,255 $ 63,543 $154,999 $137,324 $1,330,646 $1,274,242 32,033 23,064 51,678 52,598 444,458 448,999 56,222 40,479 103,321 84,726 886,188 825,243 267,061 215,988 114,487 102,943 152,574 113,045 20,780 24,453 13,392 16,785 7,388 7,668 255 286 196 226 59 60 247,822 224,170 12,138 12,072 $ 52,058 $ 56,543 53,039 51,005 105,097 107,548 25,580 18,025 25,580 18,025 9,167 4,800 9,167 4,800 148,145 150,423 45,000 45,490 47,732 51,889 48,401 39,154 48,401 39,154 4,200 4,298 4,200 4,298 21,269 11,129 21,269 11,129 4,920 6,616 4,920 6,616 18,579 17,154 18,579 17,154 1,742 2,060 8,972 6,475 16,646 9,434 88,547 81,428 158,595 131,598 48,968 39,197 156,360 135,731 1,755,905 1,602,728

81,891 74,756 81,964 57,784 171,046 154,947 66,462 65,883 953,909 874,522 60,862 54,050 32,965 24,826 33,384 33,216 28,644 20,873 307,325 278,119 44,122 42,044 29,280 13,349 73,402 55,393 53,877 59,662 49,843 77,411 4,059 10,039 246,100 296,260 48,336 62,569 48,336 62,569 186,875 170,850 168,806 142,272 254,273 265,574 176,781 172,713 1,629,072 1,566,863

(98,328) (89,422) (10,211) (10,674) (205,305) (226,377) (20,421) (36,982) 126,833 35,865

1,290 30,612 78,318 15,035 1,290 2,765 108,358 95,803

$(99,618) $(89,422) $(10,211) $(41,286) $(283,623) $(241,412) $(21,711) $(39,747) $ 18,475 $ (59,938)

(see accompanying notes to the financial statements)

17 UNIVERSITY OF GUELPH BOARD OF GOVERNORS

Rerum GUELPH, ONTARIO, CANADA • N1G 2W1 Cognoscere Telephone (519) 824-4120 Causas

November 19, 1985

MEMORANDUM

To: Members of the Board of Governors Re: Report of the Planning and Property Committee

Attached to this memorandum is a report of the Planning and Property Committee relating to the possible development of University owned lands. The Board is asked to approve the following resolution: RESOLVED, That the Report of the Planning and Property Committee on the Administrative Organization for Planning and Development of Non-Core University Property dated November 11, 1985 be approved.

R.D. Lockie Assistant Secretary PLANNING AND PROPERTY COMMITTEE Report on the Administrative Organization for Planning and Development of Non-Core University Property

PREAMBLE For a number of months, the Property and Planning Committee has been discussing steps that the University should take to enhance its capability to develop and implement a plan to use certain land now owned by the University but not seen to be required for its core activities in the long term. Although it is presently thought that these lands, identified in the appendix, are not required for the Universitys core activities perhaps some time during the latter part of the next century this situation may change. Until such time, the primary objective of developing these lands, excluding the Technobusiness Park, will be to maximize the financial return to the University. The Committee is now prepared to recommend: THAT, a specific administrative unit (ancillary enterprise) be established for this purpose. INTRODUCTION In the late sixties, the University proceeded to develop the lands currently occupied by the Stone Road Mall. At that time, the University employed a consultant to advise on the technical matters involved. The bulk of the detailed work, such as assisting University solicitors in drawing up agreements and negotiating with Sifton Properties at the time, was handled by the Office of the Vice- President Administration. All policy matters and the signing of the agreements were approved by the Board of Governors upon the recommendation of the Planning and Property Committee. At its meeting in June, 1984 the Board of Governors discussed the total holdings of the University on the main campus. The lands were classified into three categories: (1) Those lands which were used now or required in the future for the core operations of the University, that is teaching and research. (2) Those lands which the University hoped to use for purposes that would not necessarily return real income to the University, but that would yield benefits from association with the particular tenants whose activities are closely allied with the Universitys teaching and/or research program. (3) Those lands from which the University would seek opportunities to maximize the income to the University in the short and long term. -2- The lands assigned to the second and third category and listed in Appendix A would be the particular concern of the proposed new administrative unit. Further lands may be added as a responsibility of the unit with the approval of the Board of Governors. PROPERTY DEVELOPMENT OFFICE Because of the variety of opportunities that have appeared or may be identified in the future for the use of these particular parcels of land, the Committee believes it is necessary and desirable that more attention be paid on a daily basis, than is possible with existing staff, to the evaluation of the options and to the aggressive search for new opportunities for use of these lands. The Committee, therefore, recommends: THAT, an administrative unit be established (as an ancillary enterprise) to be named Property Development Office, to proceed actively to identify opportunities for the use of the lands in question, and to enter into specific arrangements which would be most advantageous to the University. The Property Development Office would be headed by a Director and would have an Advisory Council. TERMS OF REFERENCE FOR THE PROPERTY DEVELOPMENT OFFICE ■,..- 1. The Property Development Office will be responsible for the development and implementation of a plan for use of the lands to return maximum economic benefit to the University in the short and long term, and in addition will be responsible for the Technobusiness Park lands. The Director will be responsible for direct negotiations with the individuals or corporations in regard to any or all parcels of land. The kinds of arrangements negotiated could include sale, lease, or various kinds of joint ventures. 2. The Director will report to the Vice-President Administration on day-to-day operations and will be advised by the Property Development Advisory Council. 3. The Director will prepare a business plan for the Property Development Advisory Council and any other reports as required.

PROPERTY DEVELOPMENT ADVISORY COUNCIL The Committee further recommends: THAT, a Property Development Advisory Council be established and to consist of: - The Chairman of the Planning and Property Committee of the Board of Governors, who shall be the Chairman of the Property Development Advisory Council -3- - The President of the University - The Vice-President Administration of the University - and one other member of the Board of Governors - In addition, the Advisory Council would include as a full member the Director of the Office of Property Development. TERMS OF REFERENCE FOR THE PROPERTY DEVELOPMENT ADVISORY COUNCIL 1. The Property Development Advisory Council will advise the Director on all matters pertaining to the Property Development Office. 2. The Property Development Advisory Council will, with the agreement of the President, enter into agreements pertaining to the development, leasing, purchase or sale of lands within general principles and guidelines that may be established by the Board of Governors from time to time. 3. The Property Development Advisory Council will report, at least annually, to the Board of Governors through the Planning and Property Committee. The Property Development Advisory Council will have full authority through the President of the University to complete any agreements for sale, rental, leasing, or joint ventures with respect to any or all of the parcels of land assigned to it from time to time by the Board of Governors. In effect, the Advisory Council with the approval of the President of the University would have full authority to act on behalf of the Board of Governors to implement the development of lands assigned to it within general principles and guidelines that may be established by the Board of Governors from time to time. The structure of the Property Development Advisory Council is considered desirable and necessary in order that it can convene on short notice to make decisions which may be required very quickly. FINANCING The Planning and Property Committee recognizes that in the initial stages there will be costs of establishing and operating the Property Development Office which will not be covered by income derived from the use of the lands in question. It is also understood that income from land from initial leases or rents or sale after repayment of any advance funds will remain with the Property Development enterprise to be used to further the development of the remaining lands. The amount of the funds that may be carried forward each year will be determined from time to time by the Board of Governors on the basis of an annual report to the Board. The Planning and Property Committee is concerned that every effort be made to maximize the return from the lands specified, and this return be used for the long and short term benefit of the University. The Committee is also convinced that present staff resources available within the University are inadequate because of other commitments to perform the necessary planning and negotiations -4- that will ensure the wise and timely implementation for the use of the lands.

CONCLUSION Based upon these factors the Planning and Property Committee is recommending to the Board of Governors: THAT (1) an Office of Property Development be established with a Director who will report to the Vice- President Administration. The terms of reference for the Property Development Office are contained in this report. (2) a Property Development Advisory council be set up consisting of the following persons. - The Chairman of the Planning and Property Committee of the Board of Governors who will chair the Council - The President of the University - The Vice-President Administration of the University - and one other member of the Board of Governors - The Director of the Office of Property Development. The terms of reference of the Property Development ...... , Advisory Council are contained in this report. (3) The Board of Governors assign complete control to the Property Development Advisory Council, the lands as outlined in the appendix of this report.

and (4) the operation of the Property Development Office be reviewed by the Board of Governors on or before June 1988.

November 11, 1985 APPENDIX A

The approximate areas and location of the individual parcels are:

Parcel Location Area (acres)

1 South of Stone Road, between Scottsdale and Edinburgh Road 26.3

2 South-west corner of the Stone Road and Gordon Street intersection 9.5

3 South of Stone Road and west of Parcel 2 26.0

4 South of Stone Road and east of Colburn Street 100.5

5 South-east corner of the College Avenue- Edinburgh Road intersection 7.5

6 East of Edinburgh Road between Wilsonview and Stone Road 22.8

Total - 192.6

PROP Elarr 114 E.--j

4011•1111...... 1 Paacst.. 4

- r

_ t> T. 1 1 1, P2 r— I m ?.F

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I4A4.1 Lc-4

UNIVE R. t rr( OF. J :.: L?it

LA.►t, 4,.■./Ao A.e. LE. Forz. DtVELOPMENT UNIVERSITY OF GUELPH BOARD OF GOVERNORS

Rerum GUELPH, ONTARIO, CANADA • N1G 2W1 Cognoscere Telephone (519) 824-4120 Causas

November 19, 1985

MEMORANDUM

To: Members of the Board of Governors Re: Report of the Membership Committee

The Membership Committee will be convening immediately prior to the Board meeting to discuss filling one of the current vacancies on the Board and to discuss the report of the Planning and Property Committee pertaining to the membership of the Property Development Advisory Council. It is anticipated that the Membership Committees report will contain two motions relating to these items. /Gag dic, R.D.Lockie Assistant Secretary (for information)

UNIVERSITY OF GUELPH BOARD OF GOVERNORS REPORT OF THE PRESIDENT ON FACULTY AND ADMINISTRATIVE PERSONNEL

September 17, 1986 - November 18, 1985

DATE OF NAME RANK DEPARTMENT APPOINTMENT TENURE

FACULTY APPOINTMENTS

1. Dr. Jane Lipson Asst. Chemistry and Biochemistry July 1, 1986 Probationary Prof.

2. Dr. Sunil K. Kadam Asst. Prof. Microbiology July 1, 1986 Probationary

3. Dr. L. K. Ferrier Assoc. Prof. Food Science Nov. 11, 1985 Probationary

Adjunct Appointments in the Department of Chemistry and Biochemistry i) Dr. Masanaru Misawa, Allelix Corp. Sept. 1, 1985 3 years ii) Dr. Bernie Grodzinski, Horticultural Science Sept. 1, 1985 3 years iii) Dr. Steve Safe, Texas A M Sept. 1, 1985 1 year

5. Dr. E. Reinbergs Adjunct Prof. Crop Science Sept. 1, 1985 1 year

6. Dr. R.E.A. Mason Adjunct Computing and Prof. Information Science Oct. 1, 1985 1 year

7. Prof. Dan H. Laurent@ Adjunct (Texas) Prof. Drama Jan. 1, 1986 3 years

8. Dr. E.R. Swart Adjunct Computing Services with Prof. Dept. of Computing and Nov. 1, 1985 2 years Information Services 9. Prof.W.C.Pfeiffer Joint Ag.Ec. and Business with Appt. Rural Extension Studies Sept. 1, 1985 permanent

November 18, 1985 (for information)

UNIVERSITY OF GUELPH BOARD OF GOVERNORS REPORT OF THE PRESIDENT ON FACULTY AND ADMINISTRATIVE PERSONNEL

November 19, 1985 - November 27, 1985

DATE OF NAME RANK DEPARTMENT APPOINTMENT TENURE

ADMINISTRATIVE APPOINTMENTS

1. Dr. H. S. Bayley Chairman Nutritional Sciences January 1, 1986 5 years Professor

FACULTY APPOINTMENTS

1. Dr. J. G. Murray Adjunct Continuing Education January 1, 1986 3 years Professor and Political Studies

Dr. M. OGrady Assistant Professor Clinical Studies September 1, 1985 Probationary

November 27, 1985 UNIVERSITY OF GUELPH OFFICE OF THE PRESIDENT

R eru m GUELPH, ONTARIO, CANADA N1G 2W1 Cognoscere Telephone (519) 824-4120 Causas

Memorandum November 28, 1985

To: Board of Governors

Re: EQUINE RESEARCH CENTRE

At the October meeting of the Board of Governors in 1981, the Board received a proposal to establish an Equine Research Centre at Guelph. The following motions were passed:

1. RESOLVED, That the Board of Governors approve in principle the establishment of an Equine Research Centre as a University Centre, conditional on firm commitments being obtained from outside sources for the provision of the required capital and operating costs.

2. RESOLVED, That since the objective is to develop a high quality research centre, the University undertake within five years of the Centres commencing operations, an assessment of the progress made towards meeting this objective.

At this meeting there was discussion of funding, both operating and capital, as well as the possible location and administrative relationships between the University and the Centre.

At its meeting in October 1983 the Board had further discussions about a likely site and was informed that there was a proposal that the Bennett farm in Georgetown be considered. At that time, October 1983, there was still no decision with respect to operating funds, but it was reported that OMAF hoped that the funding could come 50 per cent from the Ministry and 50 per cent from the Racing Commission.

From January, through 1984, discussions continued with the Ministry of Agriculture and Food, with the Racing Commission, and with the Industry, concerning arrangements for operating funds. In late 1984, an agreement was reached that the funding of the Centre amounting initially

Memorandum to the Board of Governors November 28, 1985 Page 2

to about $800,000 per year for operating would come one-third from OMAF, one-third from the Racing Commission and one-third from the University resources. The one-third share of the University is really accounted for by support already provided by the University for Equine Research.

In 1984 it was decided to concentrate on the on-campus facility (Phase 1) of the Centre. It was decided also that the second phase of the Centre, which would be off campus, would be delayed until the first phase was in operation. It was also concluded that the Bennett farm would not be a suitable site for the off-campus part of the Centre.

Early in 1985 an Advisory Committee for the Research Centre was established with Mr. Robert Anderson as the Chairman. The Advisory Committee has met on several occasions and initiated a search committee to recommend the first Director for the Centre.

In the meantime, the fund raising committee established in 1982 and chaired by Mr. Jack Pemberton and Dr. Don MacDonald was re-activated. Since January 1985 the fund raising program has progressed rapidly toward its goal of $2.3 million.

At the meeting of October 16, 1985 of the Fund Raising Committee, it was reported that 70 per cent of the $2.3 million objective had been reached in the form of cash and pledges. Furthermore, it was reported that there was every confidence that the full objective would be reached by the end of December 1985.

On that basis the Advisory Committee is proceeding to identify the first Director. A building committee has been established and an architect appointed to prepare the design documents for the Centre building. The building will be located on McGilvray Lane in the area of the OVC. It would be my expectation that the tender documents would be available by April of 1986.

The Centre would be an administrative unit within the University with the Director reporting to the Dean of Research. The program of research in the Centre, however, would be under the general jurisdiction and with the advice of the Advisory Committee made up of people from the industry as well as from the University.

B. C. Matthews President UNIVERSITY OF GUELPH

CAPITAL PROJECT STATUS REPORT

1. CENTRAL UTILITIES PLANT - CENTRAL CONTROL

We continue to have commissioning problems with this system. Honeywell have a three-man trouble shooting crew working on the problems but with no indication of how long this will take.

The D.D.C. work has now started and is scheduled to be complete by February 15, 1986.

2. ONTARIO VETERINARY COLLEGE - EXPANSION AND RENOVATIONS

A contract has now been awarded to Ball Brothers Ltd. of Kitchener for Phase 1A. Work is now well underway on underground services and foundation work. Building D is scheduled for completion in June 1986. The balance of the contract is to be completed by June 1987.

The tenders for Building C are expected to be received early January 1986.

3. EQUINE RESEARCH CENTRE

The Equine Research Centre Building Committee has been reactivated.

November 18, 1985. MACDONALD STEWART' ART CENTRE 45 Gordon St rmt, Ontario. Canada , NIG INl (519) K37-0010

Status Report as at November 12, 1985

1. Sculpture Park Fundraising Progressing Weil

To date a total of $73,000 has been raised consisting of cash receipts and pledges. When government grants and the value of donated art and professional services is taken into consideration, a total amount of $285,000 has been raised towards the goal of $450,000 in the second year of the five year campaign. A number of regional corporations, individuals and some selected national corporations and foundations will be contacted during the fall and winter.

2. Annual Report

a) The Directors Report for 1984/85 which was presented at the Centres Annual General Meeting is attached.

b) Financial statements for the year ending April 30, 1985 are also attached.

3. Fine Art Faculty Exhibition

The Centre will present an exhibition of over 50 artworks in celebration of the 20th anniversary of the Fine Art Department. The exhibition, which opens November 21 and continues until January 5, will feature the works of 18 full-time and sessional faculty members as well as paintings by the late Gordon Couling who was the Departments first chairman. The show will be accompanied by a publication containing an essay of the history of the Department by the current chairman, Dr. George Todd.

November 12, 1985 JMN MACDONALD STEWART ART CENTRE 358 Gordon Street. Guelph. Ontario. Canada, MG IY1. (519) 837-00K)

ANNUAL GENERAL MEETING

DIRECTORS REPORT

OCTOBER 30, 1985

During the past year the Art Centre presented 24 exhibitions of which 19 or 79% were organized by the Centre staff and 5 were borrowed from other public galleries. Notable among the exhibitions organized by the Centre were 3 which toured. "Paintings and Drawings" by K. M. Graham premiered during the 1984 .Guelph Spring Festival was shown at the Glenbow Museum in Calgary, the Agnes Etherington Art Centre in Kingston, Concordia Art Gallery in Montreal, the Art Gallery of Windsor and at Hart House at the University of Toronto. "The Stewart and Letty Bennett Collection" of 80 Canadian and European artworks was received for the University Collection on permanent loan from the Ontario Heritage Foundation. This was the largest gift of art to be placed with a public gallery by the Foundation. The Centre with the sponsorship of Canada Packers Ltd. and the Foundation organized a travelling exhibition of the collection accompanied by a colour catalogue. The tour which concluded this past summer at the University of Western Ontario, saw the exhibition travel to Sudbury, Sault Ste. Marie, Sarnia, Peterborough and St. Catharines. Another major project was the exhibition "A Visual Bestiary" - a collaboration between three Curators whose main responsibility is art education. These were Lynn Barbeau of the Macdonald Stewart Art Centre, Meaghan Bice of the Sarnia Gallery and Sheila Greenspanfrom the Art Gallery of Hamilton. Following the opening in Guelph the exhibition was shown at each of these Centres. It was greeted by enthusiastic audiences in each location - the Centres own attendance increased by 120% over the previous year as a result of this popular exhibition.

Two exhibitions featured work by Canadian Indian artists "Ojibway/Cree Legends" by Richard Bedwash from the collection and "Dene Womens Art" presented during the past Guelph Spring Festival. Canadian paintings and sculptures, contemporary photography, Soviet propoganda posters, Ontario folk art, original clothing designs and tapestries were some of the subjects included in the annual programme. A number of artists - Mark Grenville, Don Wright, Werner Zimmerman, Heather Daymond and J. C. Heywood were featured in solo exhibitions. The "Viewpoints" annual juried show was expanded this past year to include crafts and a half hour video interview with the artists was produced by the Centre for the "Subjects and Objects" exhibition rather than a large catalogue.

Close to 3,000 adults and children visited the Centre to participate in organized tours given by our volunteer Docents and a number of artists and specialists from the community gave talks on a range of subjects with complemented the exhibitions. The main thrust of the education programme was the "Visual Bestiary" exhibition with its slide programme on animal art written and narrated by Curator, Lynn Barbeau. -2-

The popularity of the summer week-long art classes resulted in the session being doubled in order that classes could be held in both the mornings and afternoons. The Teen Cartoon Workshop also proved to he popular and will be repeated again this Winter. One of the Centres exhibition catalogues, "Alan Weinstein: 20 Years", won an honorable mention in the Ontario Association of Art Galleries annual design competition.

From the permanent collection 55 works were loaned to other galleries, most notable among these were 25 Inuit drawings which toured two centres in Denmark. The Centre was delighted to receive international recognition for the Inuit Art Collection which is sponsored by Omark Canada Limited. The first showing was held at the University of Aarhus in conjunction with a week long conference on the arts in Canada. The Eskimo art collection was also featured in an exhibition called "A Hostile Beauty" which included sculpture from the collection and photographs of the High Arctic by some Guelph scientists. The show has been organized for touring to County schools.

The Centres art collection grew by 127 artworks during 1984. Featured among these were many outstanding gifts and major purchases. In the area of Eskimo art Omark Canada Limited generously provided a grant of $10,000 for collection development. A number of key works were purchased by Kenojuak, John Kavik and a selectionof prints, drawings and sculptures by artists from Holman and Arctic Quebec. The Centres specialization in Eskimo art has stimulated donations from private collectors who recognize the Centres commitment in this area. K. M. Graham donated 23 Cape Dorset drawings which she collected while working with the artists as , "artists in residence" during the 1970s. We also received from Julius Lebow of the Westdale Gallery in Hamilton, 14 rare James Houston prints which the artist made around 1960 as demonstration pieces for Cape Dorset artists. A grouping of 27 paintings, watercolours and drawings given by Joan and W. Ross Murray of Oshawa focuses on artists associated with "Painters Eleven" group from the 1950s and other examples from the 1960s and 1970s. Lithographs by Ken Danby were given by Dr. Helen Dow and works on paper by Ian MacKay and Mark Grenville were acquired for the Collection. The latter purchase was sponsored by the Guelph Creative Arts Association. Using funds granted by the Canada Council, large canvasses by K. M. Graham and Gathie Falk and a sculpture by Tony Urquhart were acquired.

More than 23,000 people visited the Centre during the year and approximately 20,000 benefited from our extension programme. The Art Centre staff also participated in various other activities including guest lectures and adjudications of juried shows in Ontario and Saskatchewan.

We are very proud of the accomplishments of our Volunteer organization and the many services and projects they run so competently. On behalf of the staff, I thank all of the Volunteers who have worked in the various areas of service and particularly to Pat Watson for the leadership she provided during the past year.

.13 3

I would also like to express my thanks to the Centres dedicated staff who contributed in so many ways to the years activities. Our Trustees are very supportive and we appreciate their providing the necessary resources for the Centre to serve this community and the many visitors who come to the Centre each year.

Judith M. Nasby, Director. THE MACDONALD STEWART COMMUNITY ART CENTRE

FINANCIAL STATEMENTS

FOR THE YEAR ENDED APRIL 30, 1985 ROBINSON, LOTT BROHMAN CHARTERED ACCOUNTANTS

PARTNERS E G ROBINSON. C.A R W. LOTT. C.A. W J. BROHMAN. C A. K W. EDWARDS. C.A. J H SIMPSON. C.A J 0. ARNOLD. C.A. W H MONTGOMERY. C.A. A. PERROTTA. C A. D J WEILER. C.A G C ROBINSON. C A. D H MACKENZIE. C A R E WIGHTMAN. C.A. J W WRIGHT. C.A

AUDITORS REPORT

To the Members of The Macdonald Stewart Community Art Centre

We have examined the statement of unexpended funds and cash position of The Macdonald Stewart Community Art Centre and the statements of receipts and disbursements for the Operations, Deferred Revenue, Capital and Art , Acquisition funds for the year ended April 30, 1985. Our examination was made in accordance with generally accepted auditing standards, and accordingly included such tests and other procedures as we considered necessary in the circumstances.

In our opinion, the accompanying financial statements present fairly the unexpended funds and cash position of The Macdonald Stewart Community Art Centre and its receipts and disbursements for the Operations, Deferred Revenue, Capital and Art Acquisition funds in accordance with the cash basis of accounting applied on a basis consistent with that of the preceding year.

Aw,„„ G?D Guelph, Ontario July 17, 1985 Chartered Accountants. THE MACDONALD STEWART COMMUNITY ART CENTRE STATEMENT OF UNEXPENDED FUNDS AND CASH POSITION FOR THE YEAR ENDED APRIL 30, 1985

UNEXPENDED UNEXPENDED FUNDS, FUNDS, BEGINNING END FUND OF YEAR RECEIPTS DISBURSEMENTS OF YEAR

GENERAL - operations $ 513 $493,868 $492,981 $ 1,400 - deferred revenue 10,500 16,500 10,500 16,500 11,013 510,368 503,481 17,900

CAPITAL 133,925 33,625 145,354 22,196

ART ACQUISITION 37,112 28,959 27,802 38,269

$182,050 $572,952 $676,637 $ 78,365

see accompanying notes

APPROVED ON BEHALF OF THE TRUSTEES

TRUSTEE THE MACDONALD STEWART COMMUNITY ART CENTRE STATEMENT OF RECEIPTS AND DISBURSEMENTS GENERAL FUND - OPERATIONS FOR THE YEAR ENDED APRIL 30, 1985

1985 1984 RECEIPTS (Schedule A) Sponsors $316,434 $293,840 Provincial government 89,548 76,462 Transfers 10,500 9,258 Fund raising and other sources 54,542 39,687 Federal government 22,844 48,776 493,868 468,023 DISBURSEMENTS Operating costs Wages and employee benefits 242,715 245,668 Administration 97,164 82,431 Supplies and service 63,320 63,130 Equipment 2,438 9,802 405,637 401,031 Programme costs Supplies and services 66,447 58,718 Support services 4,397 3,229 Transfer to deferred revenue 16,500 10,500 87,344 72,447

492,981 473,478

EXCESS OF RECEIPTS OVER DISBURSEMENTS $ 887 t (5,455)

see accompanying notes THE MACDONALD STEWART COMMUNITY ART CENTRE STATEMENT OF RECEIPTS AND DISBURSEMENTS GENERAL FUND — DEFERRED REVENUE FOR -THE YEAR ENDED APRIL 30, 1985

1985 1984 RECEIPTS Transfer from programme costs $ 16,500 $ 10,500

DISBURSEMENTS Transfer to operating fund 10,500 9,258

EXCESS OF RECEIPTS OVER DISBURSEMENTS $ 6,000 $ 1,242

see accompanying notes THE MACDONALD STEWART COMMUNITY ART CENTRE STATEMENT OF RECEIPTS AND DISBURSEMENTS CAPITAL FUND FOR THE YEAR ENDED APRIL 30, 1985

1985 1984 RECEIPTS Canada-and Ontario Employment Development program $ 2,464 $ 18,752 Interest 12,736 17,328 Donations and other revenue 18,425 1,015 33,625 37,095 DISBURSEMENTS Leasehold improvements — Sculpture park 145,354 36,545

EXCESS OF DISBURSEMENTS OVER RECEIPTS ($111,729) $ 550

see accompanying notes THE MACDONALD STEWART COMMUNITY ART CENTRE STATEMENT OF RECEIPTS AND DISBURSEMENTS ART ACQUISITION FUND FOR THE YEAR ENDED APRIL 30, 1985

1985 1984 RECEIPTS Donations - Individual 0 $ 3,179 - Business 10,000 10,000 - Foundations and organizations 4,400 15,000 Interest 4,559 2,702 Grants - Canada Council 10,000 20,000 28,959 50,881 DISBURSEMENTS Art purchases 27,802 22,249

EXCESS OF RECEIPTS OVER DISBURSEMENTS $ 1,157 $ 28,632

see accompanying notes THE MACDONALD STEWART COMMUNITY ART CENTRE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED APRIL 30, 1985

1. OPERATIONS AND SIGNIFICANT ACCOUNTING POLICIES

The Macdonald Stewart Community Art Centre is a public art gallery established as a corporation without share capital by an Act of the Ontario Legislature.

These statements have been prepared in accordance with accounting principles generally accepted for non —profit organizations. The significant policy is as follows:

BASIS OF ACCOUNTING

The Centre follows the cash basis of accounting. The Centre deposits its receipts with the University of Guelph and accounts for the balances due to or due from the University as a cash balance. The policy of the Centre to follow the cash basis of accounting requires all assets and liabilities (other than cash and balances with the University) to be excluded from these financial statements.

2. RELATED PARTIES

The Centre is sponsored by the Wellington County Board of Education, the City of Guelph, the County of Wellington and the University of Guelph. These organizations provide funding and services for the Centre. SCHEDULE A

THE MACDONALD STEWART COMMUNITY ART CENTRE SCHEDULE OF RECEIPTS - GENERAL FUND FOR THE YEAR ENDED APRIL 30, 1985

1985 1984 SPONSORS University of Guelph $209,192 $197,621 City of Guelph 75,890 66,743 County of Wellington 29,431 26,167 Wellington County Board of Education 1,921 3,309 316,434 293,840 PROVINCIAL GOVERNMENT Ministry of Citizenship and Culture 73,548 62,262 Ontario Arts Council 16,000 14,200 89,548 76,462 TRANSFERS Deferred revenue 10,500 9,258

FUND RAISING AND OTHER SOURCES Other revenue 37,438 17,896 Donations and memberships 13,780 13,187 Interest 3,324 8,604 54,542 39,687 FEDERAL GOVERNMENT National Museums 19,460 10,500 Employment and Immigration, Canada 3,384 22,813 Canada Council 0 15,463 22,844 48,776

$493,868 $468,023

see accompanying notes UNIVERSITY OF GUELPH

OFFICE OF THE VICE-PRESIDENT ADMINISTRATION

Rerum GUELPH, ONTARIO, CANADA • N1G 2W1 Cognoscere Telephone (519) 824-4120 Causas

MEMORANDUM November 28, 1985.

To: Board of Governors

Re: VOICE-DATA FINANCING

At its meeting in June, 1985, the Board approved the acquisition of the ROLM integrated voice-data system at an estimated cost of $7.665 million for equipment, renovations to space and installation. The University, in its presentation, suggested that this project be financed over a 10-year period. The Board, in turn, asked that the University report back once financing arrangements had been finalized.

Financial Climate

During this past summer, interest rate forecasts suggested that short-term rates would fall marginally and this has proven to be the case. We now find that the forecasts suggest a further modest decline in short-term rates to the end of 1986 and that long-term rates should remain stable. Beyond 1986, the suggestion is that the U.S. Administrations response to its debt problem will ultimately determine whether inflation rises again driving rates up or whether inflation will continue at its current or slightly lower levels, thereby ultimately bringing down both short- and long-term rates. We are inclined to the view that short- and long-term rates will come down marginally from their present levels.

The Universitys Objective

The University intends to finance the acquisition of the telecommunic- ations equipment as cheaply as possible without undue exposure to risk. Industry and government, in addressing debt problems, have a distinct advantage in that they have some control over both costs and revenue. In the Universitys case, revenue is beyond its control. It is ultimately determined by the governments social policy. Therefore, the University must concentrate on costs to make the most effective use of the revenue available. Recent literature suggests that industry and government are becoming much more aggressive in the management of debt, and it would behave the University to take advantage of the same strategies.

/2 = 2 =

Choices

The University was faced first with the choice of lease vs purchase. Our investigation revealed that over a 10-year period the cost of money really determined which was more appropriate. Therefore, we concentrated on obtaining the best rates possible. The second question faced was whether to lock ourselves in now to a fixed rate for 10 years or to seek flexibility with the option of locking in at a later date.

The fixed rates quoted to us over the period July to November have varied from in excess of 12.2% to slightly under 11.2% for a 10-year amortization period (see Appendix A for list of companies). In addition, we received quotes on interim financing for the installation period (July 1985 to July 1987) which varied from the fixed rate quoted down to prime.

The University began seeking other alternatives for the interim financing period and discovered that we could borrow money on bankers acceptance notes for less than prime. Our first $1 million of interim financing will be at a rate of approximately 9.25% including all fees for a three-month period. We propose to continue to use this method during the remainder of the installation period. At the end of installation, we have three choices open to us: (a) select the lowest fixed rate for 10 years; (b) borrow on the basis of a floating rate and at the moment the best floating rate we can obtain is as follows:

- prime for the first two years - prime plus la for the next three years - prime plus 1/2% for the last five years.

In this alternative, the University always has the option to fix at whatever is the then current fixed rate; (c) the third alternative is to continue to borrow on the basis of bankers acceptance notes. One would elect this alternative only if there was reasonable assurance of rate stability out over 12 - 24 months.

By opting for the bankers acceptance note alternative during interim financing, it would appear the University can save up to 3/4 of 1% over the best rate quoted by any of the vendors. Over two years, that would amount to approximately $70,000. By opting for the floating rate approach during the amortization period, provided rates remain reasonably stable, the University should be able to finance at an average of 0.6% to. 0.8% below the fixed rate and that would amount to savings of between $300,000 td $450,000 over the 10-year period. Obviously, there is risk attached to alternatives (b) and (c) above. Given the Universitys tight financial situation, we believe that the moderate risk associated with out proposed Iplan of action is warranted.

Att: Appendix A 1 C.C. Fe son, Vice-President,1-(1664/11%---- Administration. c.c. Dr. B.C. Matthews Mr. W. Moore Appendix A To: Wm Moore From: G. J. Scapinello List of Vendors Subject: VOICE/DATA FINANCING QUOTATIONS

Ertl as requested here are the quotes that we received for financing the Voice/Data project.

Most of the respondents listed under WRITTEN QUOTE also provide an initial VERBAL quotation. Declined Verbal Written Organization Invitation Quote Only Quote

1) CMI Corporation Canada 160 Bloor St. East . Toronto

2) Canada Lease 2 Robert Speck PWY Mississauga

3) Canada Trust Initially provided a written quote but 110 Yonge St. subsequently withdrew offer after takeover Toronto by Genstar.

4) Bank Of Commerce 59 Wyndham St. Guelph

57 Citibank Leasing Cdn LTD 5050 South Service Rd. Burlington

6) Comdisco Canada LTD 1300 Yonge St. Toronto

7) Commerce Leasing LTD 110 King St. West Hamilton

8) FirstCity Capital LTD 217 Dundas St. London 9) Petacar Financial Group LTD 47 Thorncliffe Park Dr. Toronto

10)Greyhound Capital CDN LTD 181 University Ave Toronto PAGE 2 Declined Verbal Written Invitation Quote Only Quote

`Guaranty Trust 200 James St. South Hamilton

12)Lease Underwriting Corp 1069 Wellington Rd South London

13)Roylease LTD 383 Richmond St. London

14)First Priority Financial Services 8 Elizabeth St. South Brampton

I hope that the information provided above meets your needs.

G .J. SCAPINELLO UNIVERSITY OF GUELPH FINANCIAL STATEMENTS OCTOBER , 1985

INDEX Statement Number Operating Fund Account 1. Statement of Revenue, Expenditure and Fund Balance - General Purpose Funds. 2. Statement of Revenue, Expenditure and Fund Balance - OMAF Funds. 3. Statement of Expenditures by Classification.

Ancillary Operations 4. Residences - Statement of Revenue and Expenditures. 5. Food Services - Statement of Revenue and Expenditures.

Trust and Endowment Funds 6. Statement of Fund Balances.

Investments 7. Summary of Expendable Portfolio. 8. Summary of Endowment Portfolio.

15-Nov-85 NOTES TO FINANCIAL STATEMENTS

1. Revenue includes all income, both Institutional and Departmental in conformity with the Universitys annual financial statements.

2. Other grants and fees include grants for municipal taxes, renovations, fees for extension courses, student health and athletics.

3. OMAF budget (Statement 2) represents an amount voted by the Ministry. The estimated recovery on Statement 1 reflects a spending restraint.

4. Renovations of $422,000 were expended by Food Services (Statement 5). To date, $50,000 has been charged to Operations. The remainder will be charged over the balance of the year.

5. Renovations (Statement 3) reflects large re-roofing projects completed early in the fiscal year.

6. Major amendment to budget to date reflects costs of $209,000 in terminating computer lease. STATEMENT 1 UNIVERSITY OF GUELPH OPERATING FUND GENERAL PURPOSE FUNDS(M.C.U.) Statement of Revenue, Expenditure and Fund Balance 6 months to October 31,1985 (in thousands of dollars) Actual Budget 6 months 12 month to Oct 31 1985/86 1984/85

Revenue: MCU Grants:General Operating 72,556 36,195 49.9 50.7 Food Animal Improvement Grant 1,800 1,350 75.0 75.0 Tuition Fees 17,799 6,189 34.8 35.9 Other Grants Fees 2,090 823 39.4 39.6 Interest Income 1,673 823 49.2 57.0 Sundry 5,460 3,197 58.6 47.2 Total Revenue 101,378 48,577 47.9 48.2 Net Expenditures: Teaching Units 59,774 29,152 48.8 47.6 Academic Services 17,304 8,350 48.3 47.6 Student Services 4,076 1,988 48.8 47.2 General Administration 9,888 5,285 53.4 55.6 Physical Resources 18,927 7,885 41.7 40.2 109,969 52,660 47.9 47.1 Transfer of Costs: OMAF Contract 7,058 3,414 48.4 49.2 102,911 49,246 47.9 47.1 University Reserve Unallocated Operating Reserve 259 Total Expenditures 103,170 49,246 47.7 47.0 Net Change for the Period (1,792) (669) To be covered by: Carryovers 1,017 Accumulated surplus, 30 April/85 410 Anticipated shortfall 365

19-Nov-85 STATEMENT 2 ,.... UNIVERSITY OF GUELPH OPERATING FUND

O.M.A.F. CONTRACT Statement of Revenue, Expenditure and Fund Balance 6 months to October 31,1985 (in thousands of dollars) Actual Budget 6 months % 12 month to Oct 31 1985/86 1984/85

Revenue: Claim 23,850 11,489 48.2 48.2 Sundry 1,115 501 44.9 41.2

24,965 11,990 48.0 48.3

Expenditures: Teaching Units (Direct) 17,869 8,576 48.0 49.2 Support Units (Indirect) 7,096 3,414 48.1 49.2

Total Expenditures 24,965 11,990 48.0 49.2

15-Nov-85 N. STATEMENT 3 %ow UNIVERSITY OF GUELPH OPERATING FUND Statement of Expenditures by Object 6 months to October 31,1985 (in thousands of dollars) Actual Budget 6 Months 12 Month to Oct 31 1985/86 1984/85 General Purpose Fund (MCU): Salaries 78,645 38,194 48.6 47.9 Employee Benefits 9,094 4,711 51.8 47.5 Travel 863 472 54.7 50.7 Operating Supplies and Expenses 26,880 12,516 46.6 46.6 Equipment 4,101 1,707 41.6 39.2 Renovations 1,376 975 70.9 38.1 120,959 58,575 48.4 47.1 Transfer of Costs: OMAF Contract 7,058 3,414 48.4 49.2 Other 10,990 5,915 53.8 46.7 .■■•• 102,911 49,246 47.9 47.0 University Reserve Unallocated Operating Reserve 259 Total General Purpose Fund (MCU) 103,170 49,246 47.7 46.9 ======

OMAF Contract: Direct Costs Salaries 13,239 6,458 48.8 48.7 Employee Benefits 1,516 786 51.8 48.3 Travel 154 72 46.8 52.6 Operating Supplies and Expenses 2,713 1,214 44.7 43.1 Equipment 247 46 18.6 29.9 17,869 8,576 48.0 49.2 Indirect Costs Transferred 7,096 3,414 48.1 49.2 Total OMAF Contract 24,965 11,990 48.0 49.2 ======

Total Expenditures 128,135 61,236 47.8 47.1

18-Nov-85 STATEMENT 4 UNIVERSITY OF GUELPH RESIDENCES Statement of Revenue and Expenditures 6 months to October 31,1985 (in thousands of dollars)

Budget Budget % Actual Actual % % of Annual 6 Month of Total 6 Month of Total Annual Budget to Date to Date Revenue to Date Revenue Budget 85/86 84/85

Revenue:

Student Contracts 1,888 68.6 2,063 70.8 6,369 32.4 32.8 Conferences 460 16.7 426 14.6 460 92.6 59.2 Mar. Student Housing 312 11.3 312 10.7 624 50.0 50.0 Miscellaneous 91 3.3 111 3.8 182 61.0 116.3 Total Revenue 2,751 100.0 2,912 100.0 7,635 38.1 38.5

Expenditures: Personnel 586 21.3 616 21.2 1,171 52.6 46.5 Operating 327 11.9 277 9.5 653 42.4 71.9 Internal Charges 1,669 60.7 1,617 55.5 3,338 48.4 45.0 Equipment 163 5.9 330 11.3 325 101.5 24.7 Financing 871 31.6 870 29.9 1,741 50.0 48.1 Renovations 374 13.6 344 11.8 748 46.0 38.8 Total Expenditures 3,988 145.0 4,054 139.2 7,976 50.8 46.9

Excess of Revenue Over Expenditures (1,237) (1,142) (341) ======

15-Nov-85

\.. STATEMENT 5 UNIVERSITY OF GUELPH FOOD SERVICES Statement of Revenue and Expenditures 6 Months to October 31,1985 (in thousands of dollars) Budget Budget % Actual Actual % % of Annual 6 Month of Total 6 Month of Total Annual Budget to Date to Date Revenue to Date Revenue Budget 85/86 84/85

Revenue: Student Contracts 1,019 34.2 1,044 37.6 3,810 27.4 30.4 Conferences 457 15.4 540 19.4 458 117.9 83.4 Cash Sales 1,352 45.4 1,058 38.1 2,933 36.1 54.5 Bar Operations 119 4.0 107 3.9 400 26.8 19.1 Vending 30 1.0 30 1.0 76 39.5 33.3

Total Revenue 2,977 100.0 2,779 100.0 7,677 36.2 43.6

Expenditures:

Personnel 1,286 43.2 1,244 44.8 3,095 40.2 42.1 Food 1,164 39.1 1,035 37.2 3,092 33.5 40.9 Operating 226 7.6 213 7.7 578 36.9 47.6 Internal Charges 352 11.8 356 12.8 744 47.8 38.9 Equipment 70 2.4 61 2.2 218 28.0 59.8 Total 3,098 104.1 2,909 104.7 7,727 37.6 42.1 Expenditures Excess of Revenue Over Expenditures (121) (130) (50) ============ ======

19-Nov-85

STATEMENT 6 UNIVERSITY OF GUELPH TRUST AND ENDOWMENT FUNDS Statement of Fund Balances 6 Months to October 31,1985 (in thousands of dollars) Disburse- Fund Receipts ments Fund Balances 6 months 5 months Balances at May 1 to to 1985 Oct 30 Oct 30 Oct 30 Endowed Funds: Research 540 0 540 Awards and Scholarships 5,060 131 5,191 University Endowment 6,508 0 6,508 Hospitality Fund 536 0 536

Total Endowed 12,644 131 12,775 ====== Loan Funds: 348 1 349 ======

Expendable Funds: 8,442Research 5,149 9,983 3,608 Awards and Scholarships 80 780 636 224 Special Purpose 3,412 1,872 1,706 3,578 Research Fellowship 56 226 147 135 Alma Mater Fund 250 212 109 353 MacDonald Stewart Fund 22 20 1 41

Total Expendable 8,969 11,552 12,582 7,939 21,961 11,684 12,582 21,063

15-Nov-85

STATEMENT 7 UNIVERSITY OF GUELPH SUMMARY OF OPERATING PORTFOLIO as at October 31,1985 (in thousands of dollars) Balance of term to maturity Less than More than 3 months 3-6 mos 6-12 mos 12 month Total Governments Federal Guarantees 125 125 0.71 Trust Companies Guaranty 1,000 1,000 5.70 Montreal 2,500 2,500 14.26 Royal 3,000 3,000 17.11 3,500 3,000 6,500 37.07 `b.■ Acceptance Companies T. Eaton 297 297 1.69 Sears Acceptance 4,400 4,400 25.10 4,697 4,697 26.79 Other Corporations Alberta Natl Gas 600 600 3.42 Bell Canada Ent. 397 397 2.26 Can. Pacific Sec. 396 396 2.26 Export Dev. Corp. 1,583 1,583 9.03 Inland Natl Gas 396 396 2.26 Southam 1,500 1,500 8.56 4,872 4,872 27.79 Banks Nova Scotia Mtge. 1,200 1,200 6.85 Royal Bank 136 136 0.78 1,200 136 1,336 7.63 10,769 3,636 3,125 17,530 100.0 61.43% 20.74% 17.83%100.00% 18-Nov-85 Average Yield 11.12%

STATEMENT 8 UNIVERSITY OF GUELPH SUMMARY OF ENDOWMENT PORTFOLIO as at October 31,1985 (in thousands of dollars) Balance of term to maturity Less than More than 1 Year 1-5 Yrs. 5-10 Yrs 10 Year Total Governments Federaland Guarantees 1,296 74 793 2,163 16.48 Proyincial Guarantee 7 160 69 2,281 2,517 19.18 Municipal 15 15 0.11 7 1,471 143 3,074 4,695 35.77 Trust Companies Canada Trust 200 200 1.52 Victoria and Grey 1,100 1,100 8.38 1,100 200 1,300 9.91 Acceptance Companies T. Eaton 200 200 1.52 G.M.A.C. 1,001 503 1,504 11.46 Simpsons-Sears 125 69 300 494 3.76 ,.....- 1,001 828 69 300 2,198 16.75 Corporations Shares 39 39 0.30 Debentures 1,694 100 76 1,870 14.25 1,694 100 115 1,909 14.55 Banks Barclay 500 200 700 5.33 C.I.B.C. - mtge. 248 115 363 2.77 Royal Bank Realty 200 200 1.52 748 515 1,263 9.62 Mortgages First City #2769 51 51 0.39 Cash invested in Oper. 28 28 0.21 4,578 3,065 312 3,489 11,444 87.20 Cutten Club 1,680 1,680 12.80 4,578 3,065 312 5,169 13,124 100.00

34.88% 23.35% 2.38% 39.39% 100.00%

Average Yield excl. Cutten Club 11.92% 18-Nov-85 UNIVERSITY OF GUELPH 18-Nov-85 ANALYSIS OF NET BUDGET COSTS - MCU FUNDS ONLY Projections for Fiscal Year 85/86

APPROVED OCT. 31/85 FORECAST REVISED 1 B of G. Budg Budget REVISIONS TO 1 Budget 1 1 April 12/85 NET COSTS NET COSTS NO CARRYFWDS 1

MCU Operating Grant 72,599,000 72,556,000 172,000 72,728,000 Tuition Fees 17,799,000 17,799,000 (1,099,000) 16,700,000 OMAF Indirect 7,061,143 7,058,057 0 7,058,057 Interest Income 1,708,000 1,658,000 0 1,658,000 Sundry 1,802,258 1,764,107 (30,000) 1,734,107

TOTAL INSTITUTIONAL REVENUE 100,969,401 100,835,164 (957,000) 99,878,164

INSTITUTIONAL COSTS:

TOTAL TEACHING UNITS 56,287,054 56,381,336 0 56,544,728

TOTAL ACADEMIC SERVICES 10,205,764 10,219,016 (200,000) 9,756,467

COMPUTER COMM. SERVICES 4,310,184 4,555,918 205,000 4,769,824

TOTAL STUDENT SERVICES 2,508,845 2,560,827 (50,000) 2,481,886

TOTAL ADMINISTRATION 21,617,302 21,946,426 (490,000) 21,074,086

PHYSICAL RESOURCES-Utili. 4,313,559 4,313,559 0 4,313,559 RENOVATIONS 641,000 1,165,392 (150,000) 500,000 UNIVERSITY GENERAL EXP. 851,196 1,226,216 1,226,216 UNIVERSITY RESERVES 734,497 258,719 (100,000) 158,719

BENEFIT ADJUSTMENT (300,000) (300,000)

TOTAL INSTITUTIONAL COSTS 101,469,401 102,627,409 (1,085,000) 100,525,485

TOTAL NET MCU OPERATING: (500,000) (1,792,245) 128,000 (647,321) APPROPRIATED SURPLUS: 1,016,924

PROJECTED SURPLUS/(DEFICIT): (500,000) (775,321) 128,000 (647,321) UNAPPROPRIATED SURPLUS: 410,000 410,000 410,000

PROJECTED UNAPPROPRIATED SURPLUS: (90,000) (365,321) 128,000 (237,321) UNIVERSITY OF GUELPH Notes to the Analysis of Net Budget Costs November 15, 1985 1. The statement "ANALYSIS OF NET BUDGET COSTS" describes the changes that have occurred and are forecast in the Fiscal 85/86 MCU funded University budget. All amounts are presented by organizational unit and except for Institutional Revenues are presented NET of all organizational revenues. 2. The first column is entitled "APPROVED B of G. Budget, April 12/85". This is the original budget as presented to the Board on that date and contains the projected deficit of $500,000. 3. The second column contains the budget existing at the end of October, 1985. The major differences between the April and October budgets are as follows: Institutional Revenues were adjusted primarily in the Interest and Sundry accounts to reflect revised estimates of interest rates and contract overhead recoveries respectively. Most organizational units were allowed a "Carry Forward" under current policy. This amount totalled $1,016,924 (of which approximately $520,000 was for renovations projects in progress). This amount was appropriated in the 84/85 fiscal year forms part of the 85/86 funded allotment. There is an increase in the planned deficit contributed from 85/86 operations in the amount of $66,000. This represents a loss in projected recoveries from OMAF for indirect costs due to anticipated reductions in 85/86 OMAF contract activities. 4. The third column is entitled "Forecast Revisions to Net Costs" and details the major changes to the budget that have been planned as the result of two events: the reduced enrollment in fall 85/86 and the replacement of central computing mainframe. Highlights of these revisions are: Of the net drop in MCU Operating grants and Tuition fees $700,000 was caused by .a reduced enrollment of both foreign and Canadian students. An additional $300,000 reduction in estimates was due to a refinement in the Universitys enrollment reporting techniques for the Spring and Summer semesters. The replacement of the central computing mainframe incurred additional net costs of $414,000 for 85/86. Of this amount $209,000 is for 85/86 only and is included in the October 31, 1985 budget column. The balance represents on going lease and maintenance costs. -2- The balance of the revisions are general reductions in funding to non-academic units. These reductions were implemented for the 85/86 year only. An additional item labelled "Benefit Adjustment" is an estimation of institutional savings due to a reduction in employer contributions to benefits for 85/86. 5. The final column is the revised budget for the fiscal year ending April 30, 1986. The total net operating budget deficit after "Carry Forwards" or Appropriated Surplus is $647,321. Of this total it is proposed $410,000 be covered by the current balance of the Unappropriated Surplus account leaving a projected net year end deficit of $237,321. UNIVERSITY OF GUELPH OFFICE OF THE PRESIDENT

Rerum GUELPH, ONTARIO, CANADA N1G 2W1 Cognoscere Telephone (519) 824-4120 Causas

Memorandum November 28, 1985

To: Board of Governors

Re: Further Development of the Alumni Carriage House

In 1981, the O.A.C. Alumni Association proposed that it renovate the building then known as the Sheep Barn to provide a meeting space for the Alumni. Other uses for the building were not identified specifically.

By June 1984, the centre section (first floor) had been renovated. The exterior of the building was designated as being of historical architectural interest.

During the past year, there has been extensive discussion about the future development of the building. At the same time, it became clear that larger and more suitable quarters were required for the Department of Alumni Affairs and Development. As a result, a proposal was made jointly by all of the College Alumni Associations and the U.G.A.A. that the remainder of the existing building be renovated and an addition be built to provide a total of 6,000-7,000 sq. ft. of space to house the Department of Alumni Affairs and Development and headquarters for the Alumni Associations.

The completed building will be known as "Alumni House".

MOTION: THAT, the Alumni House project be approved on the basis of understandings described in the letter to Mr. Ross Parry from President Matthews dated November 15, 1985. (attached).

B. C. Matthews President

Attachment UNIVERSITY OF GUELPH OFFICE OF THE PRESIDENT

Return GUELPH, ONTARIO, CANADA N1G 2W1 Cognoscere Telephone (519) 824-4120 Causas

November 15,, 1985

Mr. Ross Parry President University of Guelph Alumni Association 140 Carlton Avenue Apartment 1205 Toronto, Ontario M5A 3W7

Dear Ross:

I have considered the proposal "A Project in Tradition and Progress" which you submitted to me with the endorsation of the Presidents of the several College Alumni Associations. The proposal related to the further development of the Alumni Carriage House to house the Department of Alumni Affairs and Development and the headquarters for all of the alumni associations.

Further discussions among us have resulted in agreement to proceed with the project with the following understandings:

1. That the total capital cost of the project will not exceed $800,000. This maximum cost will include all renovations of the existing building and the cost of a new addition. It will also include basic equipment, e.g., kitchen. The University will provide, in addition, the office furnishings required by the Department of Alumni Affairs and Development. Other furnishings required will be provided by the Alumni Associations.

The cost of $800,000 will also include the costs of bringing additional utilities to the building, all landscaping and parking facilities as required.

2. That the Alumni Associations will provide $500,000 of the above cost of $800,000 and the University will provide $300,000.

Mr. Ross Parry November 15, 1985 Page 2

3. That the University will assume the annual operating costs for the renovated and expanded building.

4. That a Building Committee be established as soon as possible composed of:

Mr. W. A. Brown, Chairman Mr. A. S. Blanthorn, Secretary Ms. M. Millar, Director of Alumni Affairs and Development Mr. Larry Argue, Alumnus Ms. Nancy Brown-Andison, Alumnus Mrs. Jean Hume, Alumnus , Dr. Arthur Ferguson, Alumnus

This Committee will be responsible for all of the planning and design of the project and making its recommendations to the President and to the Board of Governors as appropriate. The specific duties of the Building Committee are listed in Attachment "A" dated October 30, 1985.

5. That every reasonable effort will be made to achieve the schedule, Attachment "B", leading to completion of the project by summer 1986.

6. That the Alumni Associations will provide their share of the funds to meet the cash flow requirements for the project.

7. That the building design, materials, etc., will meet the normal standards set by the University.

8. That the $800,000 is a maximum figure. It is hoped that 6,000-7,000 square feet of space can be provided. If not, the space must be reduced to fall within the $800,000.

On the basis of this agreement, the President of the University will recommend to the Board of Governors approval, in principle, on November 28, 1985.

When the drawings and contract documents are available and financing is confirmed, the President will recommend final approval by the Board of Governors at its meeting on March 27, 1986.

Mr. Ross Parry November 15, 1985 Page 3

I believe the foregoing to be an accurate statement of our understandings. If you agree, would you sign the original of this letter and return it tome, keeping the copy for your files.

Yours sincerely,

B. C. Matthews Attachments President

Agreed on behalf of Alumni Associations

Ross Parry, President University of Guelph Alumni Association ATTACHMENT "A"

OCTOBER 30, 1985.

DUTIES OF BUILDING COMMITTEE

Monitor the entire sequence of programming, design, construction and occupancy. The sequence in outline will be as follows:

1. Preparation of a Building Program and Brief to the Architect. This document will describe what is required, where it is to go, what it will cost and when it will be completed.

2. In conjunction with this document, the architect will prepare sketch plans to confirm that the spaces proposed can be accommodated within the structure and to serve as a basis for budget estimates.

3. Upon approval of the program and sketch plans, an application, as required by the Heritage Act will be made to City Council for permission to alter the existing structure.

4. If approval is granted by Council, working drawings will be prepared.

5. Completed , drawings and contract documents will be submitted to an invited list of general contractors for competitive firm price bids.

6. Upon approval of the award of a contract for construction and the total project budget, construction will proceed.

7. The work will be supervised by the Construction Department of the University of Guelph, reporting on progress periodically to the Buildin g Committee. As construction approaches completion, the Committee will ensure that all arrangements necessary for the occupancy of the building have been completed.

8. On completion of occupancy and a final report on costs, the Building Committee will be dissolved. ATTACHMENT B

TIMETABLE

Presentation to the President of the University October 25

Response from the President November 1

Proposal to the Advisory Council November 8

Building Committee Named November 15

Board of Governors November 28

Presentation to City Council re: Heritage Building November

Request Architects for Proposals November 30

Hire an Architect January 3

Preliminary Drawings February 15

Construction March—June

Occupy Facilities July To: Members of the Board of Governors Re: Proposal for the Guelph International Development Corporation

GUELPH INTERNATIONAL DEVELOPMENT CORPORATION The Universitys Aims and Objectives document requires that "we increasingly will incorporate an appropriate international perspective into all parts of the University." In order to achieve this objective, individual faculty members, departments and colleges must gain international experience. While this can to some extent be achieved through participation in international conferences and workshops, through the presence of international students - both graduate and undergraduate, and through relationships with international agencies such as we now have with the United Nations University, there is no better way than that derived from, active participation in programs and projects in developing countries. Guelph has an enviable record in this respect, though linked almost entirely to CIDA funding. For a number of years now the University has been involved in international consulting, research and service activities through the Centre for International Programs. In 1981, a small unit was created within the Centre for International Programs, and called External Projects International. As a result of this units activities, formal arrangements were made whereby the University became an international consultant to a number of international agencies, notably, the World Bank, the Asian Development Bank, the Inter-American Development Bank and the United Nations Development Program, etc. This move was prompted by the need to respond to a whole variety of requests for consultant advice and expertise in very specific projects in developing countries. Unfortunately, this type of institutional consulting in no way guaranteed employment or any direct participation in the execution of projects. In general, operations of this kind are very much in the hands of the private sector and may be at variance with the overall functioning of a University in international affairs. How then does one rationalize an increasing demand for services from the University, while at the same time maintaining the overall objectives of the University in international activities and the integrity and quality of the Universitys program? The advice received from contacts in Ottawa and Toronto, from trade counsellors, from a number of Canadian consulting firms, and from the development banks, was that the University should seriously consider establishing a non-profit corporation to develop, promote and market the Universitys expertise internationally. The feasibility of such a venture has been discussed within the University, and with the Universitys solicitors and tax advisors. As a result, it is now proposed that -2- a non-profit corporation be established to be known as Guelph International Development Corporation. It is intended that this new unit will work with the private sector although not exclusively. Partnership arrangements will be developed which will give the Corporation access to the comprehensive marketing networks which the larger private consulting firms have established. Joint approaches in Southeast Asia and Africa have already been embarked upon and are demonstrating the wisdom of this approach. The Corporation will be modest in size but will recruit and employ as necessary in relation to specific projects. The University will advance operating funds to the Corporation of up to $35,000 in 1985-86 and up to $230,000 in 1986-87 with the full expectation that it will recover all advances by June 30, 1989. Every effort will be made to secure up front costs from the Federal Governments Program for Export Market Development (PEMD), CIDAs Industrial Development Program and the Success Program of the Provincial Government. The University has already secured such support for one potential project. It is proposed that the affairs of the Corporation be conducted by a Board having the following composition: - President of the University or his designate - Vice-President, Academic - Vice-President, Administration - Director of the Centre for International Programs - President of the Corporation - at least two other members whose appointments are approved by the Board of Governors of the University; and with the following terms of reference: (a) to establish By-laws (b) to hire the President and Chief Executive Officer (c) to approve the Business Plan and Budget (d) to monitor operations (e) to report annually to the Board of Governors. To maintain quality in the Corporations activities and offerings, it is proposed that the President of the Corporation establish appropriate advisory and consultative structures made up of senior persons from within and without the University, who have had extensive experience internationally. Individual projects will be discussed with the Universitys Deans and Directors to ascertain their interest and, subsequently, their commitment. This will ensure that activities will harmonize with college and department strategies within the overall Aims and Objectives of the University, and that the University is not over- extending itself. On occasion, the Corporation may be forced to -3- hire services elsewhere, although every attempt will be made to utilize internal capabilities. University departments will be reimbursed for the services of faculty and staff on an agreed basis, bearing in mind that those employed by the Corporation will do so as an integral part of their University responsibilities. Although the Corporation will be established as non-profit, it will inevitably have surplus revenue from time to time. It is anticipated such revenue will be applied to further develop the Universitys international activities and expertise through the Centre for International Programs. It is expected the establishment of the Corporation will materially add to the international strength of the University and that it will be greeted as a bold, innovative and rewarding step. Attached as Appendix A is a list of projects which are in various stages of discussion/negotiation. These would become the responsibility of the new organization once it is established. The Board of Governors is asked to approve the following resolutions: RESOLVED: (a) That the President, Vice-President, Academic and Vice-President, Administration be authorized to seek Letters Patent to incorporate the Guelph International Development Corporation as a non- No..., profit Corporation, under the Laws of the Province of Ontario effective January 1, 1986. (b) That the objectives of the Corporation be: (i) to develop, promote and market the Universitys expertise internationally; (ii) to represent the Universitys interests with outside agencies, governments and the private sector internationally; (iii) to provide international experience for Guelph faculty, staff and students; and (iv) to enrich the Universitys teaching, research and service capabilities through international activities.

(c) That the Board of Directors of Guelph International Development Corporation be comprised of: - the President of the University, or his designate -4- - the Vice-President, Academic - the Vice-President, Administration - the Director of the Centre for International Programs - the President of the Corporation - at least two other members whose appointments or elections are approved by the Board of Governors of the University. (d) That the University be authorized to advance to the Corporation for its internal operations up to $35,000 in the balance of 1985-86 and up to $230,000 in 1986- 87. All funds advanced are to be repaid in full on or before June 30, 1989. (e) That the operation of Guelph International Development Corporation be reviewed on or before June 30, 1989.

November 19, 1985 APPEND( A

Potential Projects

Country Project Funded by Amt.of Loan Total Value Action Taken Implementation Date

Livestock Poultry World Bank US$100 million US$300 million Letter of interest China Summer 1986 filed

Lavalin: Indonesia Agrie.Extension World Bank US$ 60 million Letter of interest 1986-87 filed Indonesia Irrigation Asian Develop.Bank US$ 25,000-30,000 Letter of interest May 15- Sept. 1/86 Training (5 wks) filed Indonesia Agric.Res.Devel. World Bank US$ 65,000 Letter of interest 1986-87 filed Indonesia Feed Mill Plants to Asian Develop.Bank US$1,050,000 Letter of interest Summer 1986 Utilize Agric.Waste filed Indonesia Irian Jaya Regional World Bank Lavalin short listed April 1986 Develop.Plan Indonesia Artificial Insemin- Asian Develop.Bank US$475,000 Letter of interest 1986-87 ation

Indonesia Biological Products Asian Develop.Bank US$375,000 Letter of interest 1986-8T

Indonesia Dairy Development Asian Develop.Bank US$100 million US$65 million Letter of interest 1986-87 Indonesia Livestock Project Asian Develop.Bank US$ 65 million US$100 million Short listed 1986 Indonesia Feasibility Study Asian Develop.Bank US$ 650,000 Letter of interest 1986-87 to establish an Animal Disease Investigation Centre Indonesia Livestock Develop. Asian Develop.Bank US$110 million US$132 million Letter of interest 1986-87 Indonesia Irrigation Land Use World Bank US$ 50-100 million Under discussion with Lavalin Indonesia Irrigation Training Indonesia Second University World Bank US$147 million Letter of interest 1986-87 4

- 2 -

Country Project Funded by Amt.of Loan Total Value Action Taken Implementation Date Indonesia University of Asian Develop.Bank US$ 65 million US$100 million Prequalification mid-1986 Sriwijaya (with documentation the involvement of Waterloo, McMaster and Windsor) Malawi Agric.Ext. World Bank US$ 6.2 million US$ 20 million Prequalification, 1986-87 Planning documentation Thailand Information Broad- Letter of interest 1986-87 casting Project

Deloitte, Haskins Sells: Ethiopia Livestock Develop. World Bank US$ 1.5 million Short listed 1986-87 Zambia Agriculture

Acres: Indonesia Aquaculture

Note: Dr. Howell is following up on all the Indonesian projects and as a result, further prequalification submissions will be made where appropriate. UNIVERSITY OF GUELPH BOARD OF GOVERNORS

Rerum GUELPH, ONTARIO, CANADA • N1G 2W1 Cognoscere Telephone (519) 824-4120 Causas

November 19, 1985

MEMORANDUM

To: Members of the Board of Governors Re: Towards 2000: Challenges and Responses Aims of the University of Guelph

Attached with this memorandum is a report from the Committee to Review the Aims and Objectives of the University of Guelph. Senate will be meeting on November 19, 1985 to discuss this report for the second time. It is hoped that Senate will give final approval on November 19 which will enable the President to present a resolution for the Boards acceptance of the report at the Board meeting.

R.D. Lockie Assistant Secretary REPORT OF THE AD HOC COMMITTEE TO REVIEW THE AIMS AND OBJECTIVES

of the

UNIVERSITY OF GUELPH

TOWARD 2000: CHALLENGES AND RESPONSES AIMS OF THE UNIVERSITY OF GUELPH

Membership: H. C. Clark, Chairman F. A. Dahms J. B. Derbyshire R. P. Gilmor R. Hall T. J. Hulland M. B. Lapping R. D. Lockie, Secretary J. R. MacDonald F. L. McEwen D. R. Murray D. Odegard S. K. Pfeiffer J. Randall M. C. Robinson

October 22, 1985 CONTENTS

Introduction

1. The Aims of a University 2. The University and its Future Role 2.1 External Challenges 2.2 Internal Challenges 3. The Universitys Response 3.1 Undergraduate Education 3.2 Intellectual and Personal Growth 3.3 Graduate Education 3.4 Research 3.5 Community Interaction 3.6 Education Thoughout Life 3.7 International Perspective 3.8 Institutional Change 4. Aims of the University of Guelph 5. Recommendations

Notes Appendix Bibliography UNIVERSITY OF GUELPH TOWARDS 2000: CHALLENGES AND RESPONSES AIMS OF THE UNIVERSITY OF GUELPH

Introduction From its inception, the University of Guelph has taken an active and continuing interest in identifying the goals it should pursue as an institution. To some extent, this interest was a product of the Universitys origins. It was created on May 8, 1964, by an Act of the Ontario Legislature that provided for the federation within a university of three eminent and longstanding colleges, the Ontario Agricultural College, the Ontario Veterinary College, and the Macdonald Institute. That action created the need to study in some detail how the well-established and professionally-oriented goals of the founding Colleges could be preserved and enhanced within the broader framework of a university, the remainder of which had no historical traditions of its own. The need for careful planning became even more urgent with the Universitys rapid growth in the late 1960s. New programs had to be developed; the well-being of an expanding body of students, faculty, and staff had to be protected; and a healthy balance between the old and the new had to be preserved. Largely in response to the need for balance, the University reorganized its administrative structure in 1969, creating the seven colleges that exist today. Its decision was based on the belief that it could achieve its aims as a university only if it accorded equal academic and administrative status to seven broad areas of study: agriculture, arts, biological science, family and consumer studies, physical science, social science, and veterinary medicine. Rapid growth eventually forced the University to consider its overall size as well as its balance. In December, 1970, it established a committee to study the question of the Universitys aims and objectives. The Committee submitted a report in 1972, and the decision to accept the report had a profound effect on the institutions subsequent actions. The 1972 Report recommended that the University "maintain a primary focus on a liberal undergraduate education of superior quality; in graduate studies, concentrate on areas in which it has special knowledge and expertise or can expect to make a unique contribution; in research, give particular attention to the problems man - 2 - encounters and frequently himself creates in his continuing efforts to live in harmony with and as a part of nature; become more actively engaged in meeting the growing need for education throughout life; and continue its dedication to using its particular strengths towards international co- operation and understanding." These recommendations permeated the Universitys operations during the next decade, sometimes in tangible ways, sometimes in ways too subtle to record. The Report also called for regular reviews, both of the goals and of the institutions progress in achieving them. To prepare for the first review in 1978, the Vice-President Academic invited the Colleges, the Library, and the Office of Continuing Education to submit five-year plans for the period 1978-83. These were considered by the Committee on Academic Priorities as a part of its review of the Aims and Objectives. The Committee recommended a five-year plan for the University that was approved by Senate in November, 1978. In its report, the Committee recommended that the 1972 Aims and Objectives "continue to provide the basis for ongoing planning purposes of the University of Guelph." The Committee on Academic Priorities also identified three areas for major attention: rural planning and development, work- study internship programs, and liberal education. The University School of Rural Planning and Development was subsequently created, and work-study patterns in various undergraduate programs were initiated or expanded. On the recommendation of the Committee on Academic Priorities, Senate created an ad hoc Committee to examine the nature and quality of liberal education in the Universitys academic programs and to propose measures for strengthening the liberal component. In 1980 the ad hoc Committee recommended a contemporary definition of liberal education and indicated several ways in which the University fell short of achieving its stated liberal aim. The Committee recommended a series of remedies, one of which was the appointment of an Advisory Committee on Liberal Education. The Advisory Committee began its work in February 1981. It undertook an extensive examination of all undergraduate programs and promoted liberally oriented courses, symposia, and conferences. The Advisory Committee reported to Senate with further recommendations in December 1982, June 1983, and December, 1984. On December 20, 1983, the Senate established a Committee to Review the Aims and Objectives of the University of Guelph, chaired by the Vice-President Academic. The Committee invited written submissions from the University community at large and, on the basis of submissions and its own deliberations, it drafted - 3 - an interim report on Aims and Objectives. The interim report was distributed for discussion in October, 1984, and responses were elicited both from the University community and from the general public. Written submissions were received, seminars were held, and oral presentations were heard during the early part of 1985. The present report is the outcome of that process. In submitting a new report, the Committee is not recommending a radically different set of aims, but rather that the original set be modified in certain respects. The Universitys aims must be reshaped in a way that addresses contemporary concerns, reflects new circumstances, and recognizes future directions and challenges that the institution must face. Moreover, the aims must clearly indicate not just our characteristics as a university but the qualities that uniquely identify the University of Guelph in todays society. The belief in the potential value of a new report was confirmed by the extent and nature of the responses to the work of the Committee. Many respondents agreed that a new report could define the Universitys role more sharply, produce a better basis for effective planning, and serve as a catalyst for renewing and reinvigorating the contract that exists between the University and society. More importantly, however, the very existence of the responses was evidence that the submission of a new report would occasion the kind of debate that must be conducted regularly if we are to achieve our aims. Such a debate is needed both to produce a better understanding of what we should be doing and to promote a deeper sense of common purpose. In submitting this report, the Committee hopes to contribute to that important ongoing process. 1. THE AIMS OF A UNIVERSITY The 1972 Report correctly identifies the ultimate goal that any modern university should set for itself when it says "The University...must aFply its unique resources to the good of society at large." There is no such thing as a system of academic free enterprise in which each university can operate primarily for its own good, in the expectation that the collective result will in fact be of the greatest benefit to society. Universities have to serve society as an end, not simply welcome their contribution to the good of society as a side effect. The University of Guelph shares that moral goal with all other universities. The Report assumes, again correctly, that a university can benefit society most effectively by providing an educational resource that satisfies the highest possible standards of excellence. In so doing, a university must perform three - 4 - functions: it must educate its students (its teaching function); it must contribute to the advancement of human knowledge (its research function); and, as far as possible, it must shape its teaching and research in ways that will meet specific societal needs (its service function). The three functions are acknowledged in the University of Guelph Act, as amended in 1965. The Act stipulates one of the institutions goals to be "the advancement of learning and dissemination of knowledge, including, without limiting the generality of the foregoing, the advancement of learning aid the dissemination of knowledge respecting agriculture." and thereby recognizes that the Universitys general educational functions must be performed in a manner that also meets societys specific need for teaching and research in agriculture. The practice of combining education with service to society is well established in Ontario universities. As a complex and democratic body, the Province needs to educate the general populace and it needs graduates who are trained for a wide range of specific roles. This need was recognized in 1967 by the Honourable William Davis when, as Minister of Education, he asked the universities to provide the "skills and knowledge that will allow graduates to play a vital role in our society." The need was reaffirmed in 1981 when the Fisher Committee on the Future Role of Universities in Ontario recommended that the universities "develop a more educ ted populace" and "educate and train people for the professions."-a It is essential to remember, however, that the goal of meeting specific societal needs cannot be pursued independently of the goal of teaching students and conducting research. A university cannot provide long-term benefits to society if it responds to specific needs in ways that seriously compromise the quality of its teaching or research. Service to society must be seen as an integral part of its basic educational goal and not as something separate. For much the same reasons, it is important not to treat teaching and research as completely independent functions. Good teaching at a university cannot be pursued without regard for good research. Teaching requires taking ideas that are worthwhile when judged by the most demanding standards and offering them to students for critical consideration. Such standards cannot be applied, and superior programs of study cannot be devised, unless faculty collectively have a first-hand acquaintance with recent major developments in their fields. On the other hand, research should not be pursued within a university without considering how its results might be incorporated into teaching programs. It is therefore important - 5 - for an institution not to draw a sharp line between the two activities. In the words of Northrop Frye, "The University has to be a mixture of teaching and research functions, gnd the two functions have constantly to update each other." Since teaching and research are interdependent aspects of university education, and since specific services to society must be offered in ways that support teaching and research, the three functions should be integrated within a single educational goal. Whenever teaching decisions are made, their impact on research and service should be considered, and similarly for research and service decisions. The three functions should be treated as three inseparable parts of the Universitys educational function, not as three independent aims. Any university that is dedicated to promoting the good of society must be concerned with the moral development of its members. The 1965 Act recognizes this fact when it stipulates that the University of Guelph should provide for "the intellectual, social, moral and phxsical development of its members and betterment of society." But as the Act also recognizes, a university cannot pursue this goal effectively unless it too functions in a morally responsible way, indeed unless it acts as a model both for its members and for society at large. It must look to the welfare of its members - its students, faculty, and staff. It must also heed the impact of its research on society and on the general environment. As the 1972 Report says, a university "has an obligation to assume greater responsibility for the research and scholarship car ied out within its jurisdiction and for their conseguences.0r Since questions of moral responsibility often generate legitimate disagreement, a university should address them in a collegial fashion, creating an atmosphere in which issues can be openly debated and reason can be used to find the best solutions. By providing a forum for open debate, a university can both preserve the freedom of its members to contribute to the search for rational solutions and reassure society that the institution is not indifferent to the morality of its actions. The Committee therefore proposes that we adopt the following as precepts that should guide any modern university. Strive for excellence in all activities and sustain excellence when it is achieved. Provide society with an educational resource that - 6 - integrates teaching, research, and specific services. Exercise a moral concern for the members of the University and for the effects of the institutions actions on society and the environment; and maintain a collegial atmosphere in which free and open debate on major issues can contribute to their resolution.

2. THE UNIVERSITY AND•ITS FUTURE ROLE In order to identify the aims that should apply specifically to the University of Guelph, the main outlines of the institutions future development must be sketched. Society is changing rapidly. Not only are its answers to basic questions concerning the nature of a university less sure than they once were, but the general direction in which society is moving is obscure. Moreover, within the universities, preoccupation with growth in the 1960s and with resource limitations in the 1970s and 1980s has created an uncertainty concerning purpose and role. The present task is to predict the future role of the University as a background to establishing the aims it should set for itself and the actions it should take toward achieving those aims. Part of the Universitys future, of course, will depend on the aims it adopts. We think it should play an active part in shaping its own future. Indeed, such a pro-active spirit is essential if the University is to be a leader in society. But we also think that important developments can be predicted that are beyond its control and that such developments should be taken into account when its aims and consequent actions are decided. When one peers into the future, a single constant emerges: the acceleration of the rate of change affecting all our lives and the prospect that this acceleration probably will continue indefinitely. A principal demand on the University, therefore, and one that has not been stressed sufficiently in our traditional understanding of its role, will be to educate for change. The task will be to educate for a future that cannot be described well except to say that it will continue to change. The ability of our graduates to cope successfully with change may be the best measure of our success as educators. Within this broad framework, a number of major influences on our future can be discerned, although only their general impact can be assessed. They fall into two rough categories, one containing challenges that originate largely outside the University, the other containing challenges that originate largely within. - 7 - 2.1 External Challenges (a) New Technologies A dominant element driving the rate of change in modern society is the rapidity of technological development. Information technology represents just one aspect, and it will be joined by the sweeping influences of genetic manipulation and other forms of biotechnology and by advances in applied physical science. To use information technology as an example, the rapidity with which information can be accessed through a network system will significantly change what a person must assimilate and remember. The traditional emphasis on retention will be replaced by an increased emphasis on thinking and creativity. There will be an opportunity to inculcate less and educate more. What is taught will change, and how it is taught will also change as new technologies are developed. It will remain important, however, to stress the need for human involvement in the learning process. The responsibility of the University for developing critical, analytical, and moral judgement will still have to reside in the hands of dedicated and talented teachers whose questions and arguments cannot be answered solely by turning to a computer. As the University adapts to technological innovation and learns to use technology for educational purposes, it will have to guard against the creation of a stratified society in which class divisions emerge between those who are technologically sophisticated and those who are not. One of the classic roles of a university is to confront myth and prejudice with reason and knowledge. There are myths associated with technology, and the University has much to accomplish if it is to place the emerging and, for some, frightening technologies in their proper societal context. (b) Global Interdependence We live in an age in which we can no longer act independently in our personal, corporate, or national affairs. Communication technology makes reported events instant and removes the diffusive and softening influences of space and time. Travel and trade are integrated world-wide, as are manufacturing and resource use. We have pushed the recuperative allowance in our ecosystem so far that trees felled in one part of the world have a direct influence on life on the opposite side of the globe. And, of course, the ultimate human folly, war, can no longer be comfortably contained in either scope or effect. Those facts will lead to a multiplicity of increasing tensions: East- West, North-South, rich-poor. The easing of such tensions will be one of the Universitys greatest challenges. Universities share responsibility for developing the characteristics of the interdependent world and they will have to contribute to finding solutions to the resulting problems. In so doing, they will have - 8 - to address serious moral issues, such as the issue of whether specialists in agriculture should be trained eifclusively to guarantee the food supply for the developed world. There will be a need for a clear international perspective in the Universitys activities, for a recognition of the moral issues it will confront, and for a concerted effort to develop projects that embody a judicious resolution of those issues. (c) Stewardship of Our Resources Traditionally, Canada has depended upon its natural resources to sustain and nurture its economic growth and development. Although reliance on the resource base may be reduced through greater economic diversification, our natural resources will still constitute a major source of national wealth and represent a significant component of our future opportunities. The stewardship of our resources has long been a feature of the Universitys educational programs and this effort will have to be continued, especially in the areas of water, soils, land, plants and animals. New technologies will have to be enlisted for this purpose and, in some cases, steps will have to be devised to protect our resources from misapplications of technology. The well-being and effective management of the resources of the nation, indeed of the world, will have to remain a central concern. (d) The University and Human Development Universities have traditionally understood that their formal and informal learning environments must ensure opportunities to develop in ways that reach beyond the strictly academic. At a time of accelerating rate of change and of increasing moral challenges, the University will have a growing responsibility to help individuals cope with an uncertain future. Of particular concern will be the changing nature of work and the type of skills needed to prepare for meaningful and productive careers. This increase in responsibility will influence how the University approaches a variety of subjects, including liberal education, student life, faculty and staff development, and instructional methods. The institution will have to attend to the broad and integrated development of each individual, providing opportunities for its members to realize themselves as complete human beings, not just as seekers of truth. (e) Non-Traditional Students In a dynamic society marked by rapid change, the University will have to serve and educate a different clientele. There will be an increase in the number of adult learners, of disabled students, of students from Canadas native peoples, and of the retired and elderly who wish to benefit from the institution. Changes in the makeup of the student body will - 9 - create a need both for flexible methods of education and for careful study of the requirements of each group. As a leader in the community, the University will have to provide facilities and resources to meet their requirements. It will have to continue to adapt its physical facilities to ensure that its buildings are readily accessible to the disabled, and it will have to continue to encourage minority groups to attend the institution. The increasing proportion of older people in society will present special challenges and opportunities. Their education will demand careful attention. The questions that will have to be addressed range from a general concern for their role in society to a specific concern for the Universitys role as a support system for their needs. (f) Bilingualism Within Canada there will be continued movement toward bilingualism, a movement that will be increasingly reinforced by French immersion programs in the schools. Such a trend will influence the Universitys undergraduate curriculum by shaping entrance requirements, course requirements, and the language in which specialist courses are taught. It will also add to the multicultural dimension of the institution. (g) The University and its Communities Canadian society is clearly indicating that it expects universities to be more involved, to relate more directly to the communities they serve, and to be more active partners in the countrys economic, social, cultural, and intellectual development. As Lynton suggests, we must "rethink our current conception of the university as a substantially detached and isolated institution... We must, in a conscious way, develop a more symbiotic interaction with the world around us." Since universities are publicly funded institutions, they will have an obligation to co-operate more extensively both with the scholarly and artistic community and with government, business, and industry. Such interaction will bring greater benefits both to the universities and to their communities, and it will enable society to appreciate more fully the relevance and value of what the universities are doing. The Universitys involvement in the local community will have to remain extensive. Individuals, community groups, and local government will continue to need facilities, time, and expertise provided by the institution, by its various units, and by its. individual faculty and staff. There will be a need to organize and host meetings and conferences on a wide range of topics of mutual interest. Courses will still have to be - 10 - designed with the special needs of the local community in mind: regular courses must be scheduled in the evening, on weekends, and in summer sessions; short professional courses must be offered for updating or accreditation; and general-interest and non-credit courses must be designed to remain relevant and valuable to the public. New technologies will have to be incorporated to make this service even more effective than it is now. The University must maintain and strengthen its historic links with the rural community, both in Canada and abroad. It has a longstanding commitment to provide services and advice to Canadian farmers and it will have to play an increasing role in the general development of rural resources, both nationally and internationally. More interdisciplinary efforts will be needed to address some of the complex problems faced by residents of rural areas. The University will have to explore tangible ways of strengthening its relationship with the artistic community. In addition to offering suitable courses and library facilities, it will have to consider ventures similar to its participation in the Macdonald-Stewart Art Centre and its co-operation with the Guelph Spring Festival, both in the local community and perhaps even further afield. At a time when creative artists find it difficult to obtain government support, they will look more frequently to the universities, and means of ensuring closer co- operation and mutual support will have to be found. The need to work closely with business and industry will become more urgent as the demand for specialized graduates increases. Yet the demand for specialists will also be a demand for graduates who are able to respond effectively to rapid changes in the workplace. New techniques are quickly outmoded, and many graduates hired for specialized roles are soon promoted into management positions that require a much broader set of skills. Business and industry will be looking for graduates who are both well-trained and well-educated. There will also be an increasing demand on universities to conduct contract research in co-operation both with industry and with government. The University will be well placed to meet this demand, partly because of its long experience with the Ontario Ministry of Agriculture and Food and partly because of the development of its "Strategy for Industrial Interaction". Society in general will want to be assured, however, that research conducted under such contracts satisfies appropriate moral and educational standards. Interaction among universities will become increasingly important as they come to realize the benefits of real co- operation. But co-operation will require a mutual understanding of aims and objectives and, as far as possible, a sharing and distribution of goals. More work will have to be done at institutional levels to bring about this type of understanding and agreement. Again, the University is well placed to develop new forms of co-operation with other universities. Its faculty are active in collaborative research; they make important contributions to academic councils in the provincial and national systems; and the Universitys joint graduate programs and research centres serve as models for future developments. The University will have to become more involved with primary and secondary institutions in Ontario. Our liaison with secondary schools will continue, and there will be a need for an increasing involvement in curriculum development and continuing education for teachers. Also, the University will have to ensure that, as far as possible, its aims and objectives complement those of primary and secondary institutions, as part of a general movement toward making the total system coherent. Other nations will still look to Canadian universities for educational assistance. They will send us their students, make use of our teachers, seek specialized information and skills, and draw on our research capabilities. Moreover, the University must continue to play an active role in international aid programs funded by government agencies. It is in a good position to provide faculty expertise in several areas, such as food production, water resources, animal care, and rural development. Although most of its students will still be from Ontario and other parts of Canada, significant numbers of international students will be attracted to the institution because of its reputation, its worldwide alumni, and its uniqueness in many respects. Its activity in the international arena will therefore have to increase rather than diminish. Despite our commitment to international involvement, there may be continued obstacles to students in the form of differential fees. We shall have to take steps to persuade government not to erect indiscriminate financial barriers to international students, and we may have to provide additional special scholarships for deserving students as funds become available. 2.2 Internal Challenges (a) The Pursuit of Excellence The University must seek excellence as a university and must therefore seek excellence across a range of programs, both in traditional arts and science disciplines and in the founding disciplines of agriculture, veterinary medicine and family and consumer studies. Although it need not achieve excellence in every part, there must be excellence in a sufficiently diverse range of its parts to warrant calling the institution as a whole an excellent university. - 12 - Just where the excellence will reside at any given time will to a large extent depend on the character and activity of the faculty, staff, and students at the time. It will not depend merely on the allocation of new resources. Excellence is as much a matter of motivation, initiative, and an esprit de corps, as it is a matter of the acquisition of new resources. Indeed, an excellent unit is one in which there is usually a scarcity of resources, since it usually generates ideas for challenging and creative projects that require more resources than it can reasonably expect to have. The pursuit of excellence is thus partly a matter of creating an environment in which faculty, staff, and students have the opportunity to, and are challenged to, realize their full potential. The pursuit is not rendered futile by the fact that the institutions resources probably will remain limited. The University must maintain a special responsibility for agriculture and veterinary medicine. It will be the only Ontario university to offer teaching, research, and extension programs in agriculture and these programs probably will remain the largest and most diverse in Canada. The University will be one of four Canadian universities to offer programs in veterinary medicine and probably will continue to be the largest participant. As a result, it must undertake a specific commitment to ensure the necessary level of excellence in these two founding disciplines. Excellence in their programs will have to be a responsibility of the University itself, not just of the colleges and departments to which the programs are assigned. Should the colleges or departments fail to maintain the necessary level of excellence, the University would itself have to take appropriate steps. Again, the steps need not consist in simply adding new resources. But the University would have to adopt whatever measures might be required. The specific commitment to agriculture and veterinary medicine is a challenge to which the University must respond in its general pursuit of excellence as a university. But it is not an obstacle. On the contrary, a commitment to excellence in the areas of special responsibility entails a general commitment to excellence as a university. There is ample evidence, especially from the land-grant universities in the United States, that agriculture and veterinary medicine will flourish best when they exist alongside a reasonably broad group of disciplines of equal stature. A discipline can sustain excellence only if its programs are subject to critical examination by peers from other disciplines and only if its students are constantly challenged by equally qualified faculty from other disciplines. The University must therefore maintain its commitment to excellence across a range of disciplines. And it must welcome excellence wherever it is achieved, as something that helps promote the institutions general goals. Excellence in the areas outside the areas of special responsibility will be just as - 13 - important to the University as excellence in agriculture or veterinary medicine. The only difference is that, whereas excellence in an outside area helps the institution achieve its general aim of being an excellent university, excellence in agriculture or veterinary medicine also helps it achieve its specific aim of ensuring excellence in those two fields. The University has made considerable progress towards achieving excellence in its various operations. The accomplishments of many of the students who have graduated from the institution attest to the quality of its educational environment. The results of internal and external appraisals employing standard measures of research excellence have disclosed strengths in all the major disciplines. Programs are generally well-designed, and they are supported by solid library holdings, developed by one of the most efficient libraries in the university system. There is much to be proud of in the institutions progress thus far. Yet there is no room for complacency and the University will have to retain excellence as a fundamental aim, both to preserve its strengths and to build on them in future.

(b) Training and Education In many cases, students will attend the University because they want to be trained for a position in society, whether it be training in the narrow sense of becoming qualified in a professionally accredited program, or training in the broader sense of acquiring credentials that will be recognized by members of a profession. Unless that desire is combined with a desire to learn for the sake of learning, it will create pressure to subordinate the institutions teaching practices and programs to the end of training and not to the larger end of education. Whereas training, as a specific service to society, is an important part of education, it is not by itself enough. The pressure to train students at the expense of education will grow as the time and energy required for training increase. Deliberate efforts will be needed to offset that pressure. Some traditional programming patterns will have to be reviewed and consideration will have to be given to breaking down discipline boundaries. As Dunn wrote, "over the past300 years, the curriculum has been organized largely in terms of disciplines, the number of which has grown greatly. This division promotes the tendency to view the world, nature, life and work as segmented, differentiated into different parts... an approach that will be detrimental to the citizens of the information society, who will need to know much mcge about the interactions of various bodies of knowledge .11 - 14 - The University has made a concerted effort to blend training and education. However, there will be an even greater need in future to explore what this union involves, both in general terms and in specific parts of the institution. More attention will have to be paid to the general concept of a university education and to the practical implications of deciding to educate the students we train, analogous to the attempt the University already has made to define a liberal education and to trace the impact of that ideal on practice. Although pressures have been created to maintain a liberal education in each of the institutions undergraduate programs, those pressures may be inadequate to offset the growing pressure to set aside "the development of intellectual, moral, and aesthetic maturity" as nothing more than an educational luxury. (c) Research, Teaching, and Curriculum Review Universities will continue to play a leading role in the generation of new knowledge. Sometimes their research will lead to spectacular new discoveries. At other times, the advances will be more modest. But in both cases, research will continue to create an atmosphere of excitement and purpose that stretches the mind of the scholar and generates foundations on which society can draw for its knowledge. Research will have to remain an essential component of a universitys educational practices. Individual achievement in advanced research does not come easily and the difficulty will become greater as the body of knowledge increases. In some cases researchers will have to spend increasing amounts of time and effort to get significant results, and in many cases they will have to concentrate their efforts more narrowly. In that event, they will have less time for teaching, especially for teaching across broad areas. Thus the pressure that inclines faculty to do advanced research may well become a force that works against their undertaking or maintaining a fundamental commitment to teaching. Unless steps are taken to reduce this tension, it may become an increasingly serious obstacle to first-class teaching in the University. The majority of faculty aspire to be successful in advanced research in a discipline. They are usually trained in graduate programs that reinforce such aspirations and they retain much of that value system when they are appointed to the institution. Although non-research activity is recognized as important, the highest forms of esteem - including self-esteem - are usually reserved for success in advanced research. If the University is to counteract this pressure, it will have to take steps to promote a new shared system of academic values. Even when tenure and promotion committees adopt enlightened policies concerning the relative value of teaching and research, their appraisals will have little impact if the University sets objectives that emphasize the importance of international reputation in research at the expense of teaching excellence. - 15 - Administrators in particular will have to show leadership in this regard both by supporting values that give teaching equal status and by adopting those values themselves. The design of academic programs will be an important factor in determining whether those programs achieve desirable learning objectives. The quality of a students education will be to a significant extent a function of the quality of the students program. Yet designing suitable programs will be an increasingly demanding task, as the service needs of society, and hence the training needs of students, change. Technological developments, changes in the student population, and changes in conceptions of what an education means, will add further complications. Faculty will have to approach the task of curriculum review with a seriousness that matches their commitment to research and teaching. Yet, if left unchecked, the forces that incline faculty to favour research output will equally incline them to treat curriculum review as a chore rather than as an opportunity to make important contributions. Effective curriculum design will also be hampered if the faculty who serve on program committees are guided primarily by the interests of the discipline-based departments to which they belong. Curriculum decisions will then be the product of an equitable resolution of competing departmental interests, rather than a disinterested attempt to identify the best form of education the University can offer its students. Again, administrators will have to provide leadership if loyalty to a department is not to take precedence over a concern for the quality of educational programs. This view of what the future may hold for teaching and curriculum design in the University is a view that the American Association of Colleges thinks is true of most of the colleges and universities in the United States at the present time. In a report published in February, 1985, it describes the central problem with baccalaureate programs in the United States as "the transformation of the professors from teachers concerned with the characters and minds of their students to professionals, scholars with Ph.D degrees with an allegiance to academic disciplines stronger than their commitment to teaching 9T to the life of the institutions where they are employed." If the University is to avoid letting this view become true of its own operations, it will have to shape its objectives and consequent actions in ways that obstruct such a harmful "transformation". (d) The University and Social Issues The University will have to address a variety of issues - 16 - concerning both its internal operations and aspects of society on which it can exert an influence. Its role as a leader in society will depend upon the sensitivity and wisdom it displays in approaching issues that otherwise might prove divisive. For example, it must continue to face the complex, and sometimes difficult, questions associated with the use of animals in research and teaching. And it will have to ensure that policies governing faculty, students, and staff abide by principles of justice and fairness. In so doing, it will have to maintain a forum for debate in which all interested individuals have an opportunity to contribute fully: members of the public, alumni, board members, staff, faculty, and students. opportunities for full participation will be especially important given the heterogeneous and multicultural composition of the institution.

3. THE UNIVERSITYS RESPONSE The University can meet the challenges it faces by adopting suitable general aims and taking concrete steps to achieve them. In this section, the Committee identifies the aims that make the most sense for an institution in our circumstances and with our traditions. They are the goals we should set for ourselves if we are to provide society with an educational resource that integrates teaching, research, and service, and that preserves both a dedication to excellence and a deep moral concern. 3.1 Undergraduate Education The University should continue to promote and sustain excellence throughout a broad range of undergraduate programs, encompassing both basic arts and science disciplines and the founding disciplines of agriculture, veterinary medicine, and family and consumer studies. Although it has a special responsibility for agriculture and veterinary medicine, it has a general responsibility to maintain the breadth and quality of undergraduate programming that is necessary for a first-class university. Excellence in undergraduate education is in large part a matter of the qualities students come to possess as a result of completing an undergraduate program. The search for excellence is therefore largely a search for the kind of environment in which students can develop the necessary qualities. The following are qualities that the Committee believes any well- educated graduate should possess. (a) Love of Learning. Well-educated students should have a strong desire to learn for the sake of learning. Their desire should be reinforced both by their formal studies and by their general university experience, and it should be durable enough to remain with them for life. - 17 - (b) Depth of Understanding. They should have mastered material in at least one discipline in considerable depth, approaching the frontier of knowledge as closely as the nature and the circumstances of the discipline allow. They should understand the basic foundations of their discipline, not simply accumulate unstructured segments of information. (c) Independence of Thought. They should be able to think clearly and rigorously for themselves, not simply follow the direction of others. Although responsible inquiry requires respect for established authority, it also requires an ability to criticize and to create, in the event that established positions are defective. (d) Sense of Historical Development. They should be aware that even well-entrenched ideas are subject to change, indeed that much of human thought has undergone significant transformation over the centuries. They should therefore understand the history of their own discipline and how, in broad terms, it relates to the history of other disciplines. (e) Breadth of Understanding. They should be able to take a broad perspective on the material that occupies the centre of their attention. They should understand how the basic ideas and approaches in their own discipline relate to similar elements in other disciplines, especially in disciplines that differ strikingly from their own. Science students should understand the main forms of inquiry characteristic of the arts and arts students should have a similar understanding of science and technology. (f) Global Understanding. They should appreciate both the national and the international dimensions of their disciplines and be prepared to apply their knowledge in ways that promote national dignity and global harmony. They should have an understanding of the natural and social environment that extends well beyond national borders. (g) Moral Maturity. They should be able to make sound moral judgments: they should be able to identify moral questions, weigh competing considerations in complex situations, assess criticism, and determine when an inquiry is sufficiently advanced to warrant drawing a conclusion. And they should have the strength of character to do what they judge right, regardless of social pressure or personal sacrifice. (h) Aesthetic Maturity. They should have a critical appreciation of the fine and performing arts, in a way that enables them to understand the role of artistic expression in the development of human civilization. They should also be able to extend their appreciation of the different forms of human creativity to an appreciation of the value of the natural environment. - 18 - (i) Literacy. They should be highly literate, possessing an ability to locate, and to read with full comprehension, the most demanding materials, whether in a book or on a computer terminal. They should be able to develop a position orally and present it effectively in writing. Their writing skill should include not only the ability to write correctly, but the ability to advance a readers understanding in a style that is as pleasant as it is rigorous. (j) Numeracy. They should understand the nature of mathematical forms of inquiry, at a level that will overcome any feeling of alienation from a technological society and that will enable them to appreciate the-significance of numerical and statistical data. (k) Additional Language. They should have a knowledge of more than one language, including an understanding of the culture and world view embedded in its literature. The University can meet many of the educational challenges it faces by adopting the above list of qualities as an ideal governing its various undergraduate programs. Students who measure up to the ideal will be well-equipped to live and work in a society characterized by rapid change. They will understand the value and limitations of new technology, recognize the global implications of given policies and practices, and appreciate the importance of protecting natural resources. In short, in addition to being well trained in a special field, they will be well educated, in a way that enables them to realize their full potential as members of a vigorous and developing society. Granted, the Universitys undergraduate programs cannot all be expected to graduate students who display every quality listed here. And there may be qualities that should be added to the list. But the list is sufficiently complete to give content to the notion of an educational ideal, and every program in the institution can be expected to adopt the ideal as something to be approximated as closely as the circumstances allow. In that spirit, the Committee proposes that we place a fundamental emphasis on developing an undergraduate education of the highest quality, where quality in this context is to be understood in terms of the qualities that should be displayed by all students who graduate from the institution. 3.2 Intellectual and Personal Growth Students in university do not simply take courses and enroll in academic programs. Much of their life is spent outside the classroom, laboratory, or study. It is important that this part of their experience be enriched and that it contribute to their educational development. Broadly conceived, education is not simply a matter of intellectual growth. It also includes growth in the emotional, spiritual, social, and physical aspects of the - 19 - human character. For example, maturity in moral judgment and aesthetic appreciation often depends as much on how ones feelings develop as it does on how one exercises ones reason. And a desire to acquire knowledge for its own sake does not itself originate in the intellect, even though it has intellectual discovery as its object. There are several nonintellectual dimensions of a students education that must be addressed. While faculty members must contribute substantially to the development of such dimensions, it is important that the nonacademic parts of the University play an active role in this process, as well as the process of stimulating the intellect. Just as the training function of academic units should be combined with an educational function, so the functions of nonacademic units concerned with such things as counselling, residences, chaplain services, student governments, general lectures, cultural events, and athletics should be designed to promote broad educational objectives. By creating opportunities for personal growth, the University will help students develop the flexibility they need to cope with a complex and rapidly changing society. Also, graduates will be in a better position to translate what they have learned into practice, whether it be in a job, in community service, or in a private setting. The institution can develop this sort of flexibility and practical wisdom only if it attends to ways in which its academic and nonacademic domains can co- operate and interact. Activities in the two areas should complement one another, and their effects should be mutually reinforcing. Accordingly, the Committee proposes that we maintain a comprehensive environment for teaching and learning that advances both intellectual and personal growth.

3.3 Graduate Education It is vital that the University maintain a set of strong graduate programs. Graduate education challenges faculty to develop their research capabilities to the fullest and graduate students make a valuable contribution to the research activity of the institution. Graduate education is continuous with undergraduate education and the need to satisfy standards appropriate at the graduate level often leads to an improvement in quality at senior undergraduate levels. An increasingly technological society requires highly qualified specialists in a number of disciplines. Both the maturity of the institution and the needs of society make it imperative that graduate work be sustained and, wherever possible, strengthened. The University has a special responsibility to maintain excellent programs in agriculture and veterinary medicine. These programs must be among the outstanding programs of their kind in the nation. But it also has a general responsibility to maintain - 20 - excellent programs in several areas. It must have a graduate faculty composed of peers from a varied range of disciplines, to ensure that its programs meet the standards appropriate to a major university. In the foreseeable future, however, the University cannot expect to develop and maintain a full set of graduate programs to match the scope of its undergraduate programs. Although faculty who operate first-class undergraduate programs must have some expertise in advanced research, the demands on faculty, and on supplementary resources, are significantly greater at doctoral levels. Consequently, new resources are often needed, and it may not be possible for the institution to make the additions necessary for large-scale expansions in the next decade. The University should therefore remain dedicated to sustaining excellence in its present programs and add new programs when both a significant need and the required excellence in faculty achievement and auxiliary support have been demonstrated. The Committee therefore proposes that we emphasize graduate studies in our areas of special responsibility and in those areas of need in which we have the necessary level of excellence.

3.4 Research A fundamental responsibility of the University is the acquisition of new knowledge in all its disciplines. Active research programs are necessary for the intellectual stimulation of faculty and students, and they are a prerequisite for excellent graduate programs. Students educated in a research environment have the depth of understanding needed for productive citizenship in a contemporary society, and they are the architects of tomorrows technology. The institution must ensure that its research atmosphere promotes excellence both in conception and in execution. If the University is to meet its various challenges, it must maintain a suitable balance and diversity in its research activities. The challenge to become more sensitive to the specific needs of society is a challenge to conduct applied and contract research and to ensure the appropriate transfer of technology in these areas. On the other hand, the challenge to provide important new discoveries and foundations for practical inquiry is a challenge to conduct basic research. The University must rise to the combined challenge by maintaining its basic research programs and undertaking applied and contract research in ways that both complement its basic programs and stimulate new initiatives in basic research. The challenge to lower discipline barriers in order to broaden educational perspectives is a challenge to develop research projects that will cut across different disciplines, - 21 - especially disciplines that thus far have had little to do with each other. The interdependence of global events creates a challenge to marshal the efforts of researchers from several areas to promote international welfare, justice, and harmony. Multidisciplinary and interdisciplinary initiatives will become increasingly important, both for their practical benefits and for the theoretical value of their results. Yet such initiatives must remain sensitive to the need for continued research within established disciplines, and they must be governed by the same high standards that govern disciplinary research. Research initiatives should also be undertaken with respect to the educational process itself: not necessarily by specialists in education - since the University does not have a separate faculty of education - but by faculty in specific disciplines who are interested, for instance, in learning objectives for their discipline, in morality and education, in affirmative action policies on student admissions, or in the special needs of seniors as students. Research will have to be developed that has application within the institution as well as outside. The Committee believes that many of the research challenges that confront the University can be met if we encourage scholarly and creative research in as many different forms as possible: individual and group, basic and applied, and disciplinary and multidisciplinary. An emphasis on diversity should bring about the necessary innovative patterns while preserving, and building upon, existing strengths. In emphasizing the importance of research in the Universitys development, the Committee is aware of the need to preserve a balance between research and teaching. The challenge to maintain a fundamental commitment to teaching and curriculum review will be met to some extent if we adopt the general goal of integrating research with teaching and service and make it one of three dimensions of the institutions educational function. That decision will create some pressure to keep research and teaching on an equal footing, at least at an institutional level. But much of the challenge for individuals will still remain, and faculty will have to shape their own decisions in order to keep their priorities in balance. Their personal goals will have to reflect the Universitys goal if the challenge is to be met completely. 3.5 Community Interaction (a) The Local Community. The University should continue to encourage and promote individual and institutional activities in the local community, emphasizing those for which it has special expertise and suitable facilities. Some activities will be the direct responsibility of administrative units such as centres, schools, and the library. Others will involve individual faculty, staff, and students as participants or advisors in local - 22 - activities. The public must be kept informed of the extensive resources available for continuing education, private study, cultural enrichment, recreational activity and professional advice. The need to maintain a strong continuing education program is especially important and will be considered in a separate aim concerned with education for life. (see 3.6) (b) Government, Business, and Industry. The University should be aware of national employment needs and adjust its programs and enrolments as appropriate. Closer co-operation with both the public and the private sectors can keep it informed and sensitive. Work-study programs are particularly effective in bringing about a match between the Universitys efforts and societys requirements. The institution should also encourage those who already hold positions in the marketplace to return periodically for refresher courses and updating programs. The University will remain dependent on government agencies for much of its research funding. It should work closely with such agencies to develop policies generating research that will combine maximum benefits to society with maximum educational significance. And it should co-operate in the development of moral standards governing the conduct and application of research. The institution should be sensitive to the general moral standards of the public when it sets its own specific standards governing research, and contact with government agencies can help sharpen that sensitivity. The University should continue the initiative it recently undertook when it adopted its "Strategy for Industrial Interaction". Increased co-operation with industry can produce decided mutual benefits. But as the policy statement approved by Senate makes clear, industrial contracts must be carefully managed in ways that clearly support the institutions educational function and avoid compromising its moral standards. The Universitys contract research must be integrated with its teaching and basic research, and contracts must protect the institutions freedom to function as a critic for the public it serves. (c) Other Educational Institutions. The University should strengthen its efforts to co-operate with primary and secondary institutions. It needs to work more closely on educational topics such as curriculum design and continuing education for teachers. In general, it should work toward the formulation of a coherent set of goals that govern the complete educational process from elementary to advanced stages. A sense of common purpose should characterize institutions along the whole educational spectrum, not just institutions at a given point in the spectrum. The University should take every opportunity to co-operate with other universities in the educational process. Faculty exchanges, shared informational services, joint research centres, - 23 - and joint graduate programs are all important devices for making the best use of available resources. Joint efforts do not simply ,....., reduce unnecessary duplication; they bring different institutional experiences and standards to bear on both research and teaching patterns, thereby strengthening the outcomes. Although they can face distinctive problems (since boundaries between universities can be just as hard to lower as boundaries between disciplines), the considerable educational gains make the extra effort worthwhile. (d) Alumni. Close links with the Universitys alumni will become increasingly valuable, not only for their continuing financial support, but for the information alumni can provide to society, and the advice they can offer concerning the full range of the institutions operations. The Universitys reputation is to a significant degree a function of how it is perceived by its alumni; and they must be kept informed of its development if they are to serve as representatives. Moreover, their accumulated experiences should influence the institution when it shapes its educational practices to fit the needs of its students and of society. In view of the above considerations, the Committee proposes that we interact with the wide range of communities we serve in ways that will make us increasingly responsive to societys needs and that will support our educational initiatives. 3.6 Education Throughout Life The need to provide opportunities for life-long education will continue to challenge the institution. Early retirement, increased leisure time, educational leave, retraining, and upgrading are all well-established features of our society. Moreover, greater numbers of students in formal programs will be educated in ways that stimulate them to continue their personal studies after graduation. The University must design its offerings to meet this heterogeneous demand for extended opportunities. In some cases, the demand can be met by making suitable adjustments in regular degree and diploma programs. But much of the task will fall to the University School of Part-Time Studies and Continuing Education. It will have to continue its efforts to mount imaginative courses that satisfy the general educational requirements of the public, making use both of faculty who want to offer the results of their research to a wider audience and of individuals with comparable qualifications who have expertise in areas of special need. In so doing, it should co-ordinate its efforts with extension programs administered by the boards of education, colleges of applied arts and technology, other universities, and O.M.A.F. Distance education is an important component of the attempt - 24 - to reach a wider public. Some of the hard questions connected with distance education still need more attention, such as whether distance-education students and campus students should be treated uniformly and whether they should be allowed to take the same courses. Moreover, the possibility of developing or utilizing new technologies to increase the effectiveness of distance education must be studied carefully. The Committee therefore proposes that we continue to develop imaginative and innovative programs for education throughout life and, where possible, adapt these programs to new and emerging technologies. 3.7 International Perspective Because of the activity in its areas of special responsibility, the University has more of an international flavour than most universities, and this flavour should be enhanced. International activity helps address the moral challenge of meeting the basic survival needs of the worlds population, promoting equality, improving mutual understanding, and easing world tensions. It also meets the educational challenge of broadening the perspective of our faculty and students, exposing research and teaching to tough international standards, promoting multidisciplinary and interuniversity initiatives, and enriching our learning environment by attracting students from all parts of the world. We have a responsibility to develop a world view in our students and to encourage foreign students to participate in our undergraduate and graduate programs. Our international involvement has reflected our traditional strengths and this involvement must be maintained and strengthened; and our activity in other areas should continue to be expanded. It is important that every part of the University develop an international perspective that fits its own character and circumstances. Accordingly, the Committee proposes that we gradually incorporate an appropriate international perspective into all parts of the University. 3.8 Institutional Change If the aims proposed in this report are to be pursued successfully, there will have to be important changes in the University. Discipline boundaries must become less rigid; the institution must enter into closer relationships with its various communities. Various parts of the University will need to co- operate more closely with the Library to utilize the most recent developments in information technology. There must be closer collaboration between the academic and nonacademic parts of the institution in shaping the learning and teaching environment. And there will have to be innovative patterns of research and international involvement. - 25 - One of the most important changes will concern the use of the concepts of institutional neutrality and academic freedom. `%11.1 In Section 1 we proposed, as a basic precept for any university, the adoption of a moral concern for the members of the University and for the effects of the institutions actions on society and the environment. We subsequently recommended that attention be paid to specific moral issues, connected with the interdependent world, the stewardship of our natural resources, and the conduct and application of potentially harmful research. If such proposals are adopted, they will require a subtle change in the way the concepts of institutional neutrality and academic freedom are sometimes applied. The 1915 Declaration of the American Association of University Professors defines the principal components of academic freedom to be "The right of professors to speak their minds freely as teachers and scholars; the guarantee of tenure, with its protection from dismissal except for incompetence or moral dereliction, - and the right of flqulty members to have a hearing before being disciplined." ` Although the rights referred to in this definition are extremely important and must be protected, the definition can be wrongly taken to imply that universities should avoid adopting a position on any social issue. In the early part of the century, the view was held that, while faculty members should be able to speak freely on controversial subjects, universities should exercise strict neutrality on all political, social, and economic issues. Subsequently, the understanding of academic freedom expanded to incorporate the belief that universities should be autonomous in determining educational policy, while institutional neutrality became more entrenched as a concept. The latter entrenchment paralleled the growth in influence of science- oriented disciplines in universities, with their tendency to equate the notions of objectivity and neutrality. As a result, institutional neutrality sometimes has conveyed to society an impression of institutional aloofness and detach- ment. This is an unfortunate, and avoidable, development. Although the principal components of academic freedom set forth in the 1915 Declaration are sound, they do not oblige an institution that is committed to academic freedom to remain aloof or detached. Faculty can retain the right to express their considered views, even though the university to which they belong adopts a position on moral issues. The university has to remain "neutral" only in the procedural sense that, in resolving issues, it must provide a forum for an open and balanced discussion. The 1979 Canadian Association of University Teachers (CAUT) position on academic freedom goes some way towards separating the - 26 - concept of academic freedom from the concept of neutrality. After saying that "Academic members of the community are entitled, regardless of prescribed doctrine, to freedom in carrying out research and in publishing the results thereof, freedom of teaching and of discussion, freedom to criticize the university and the faculty association, and freedom from institutional censorship." the CAUT document goes on to say that "Academic freedom does not require neutrality on the part of the individual. Rather, academic freedom makes commitment possible. Academic freedom carries with it the duty to use that freedom in a manner consistent with the scholarly obligation to b4ge research and teaching on an honest search for knowledge."-- We might similarly add that academic freedom does not require neutrality on the part of the institution. The faculty in a university can use their freedom to arrive at a consensus on a moral issue, even though their eventual collective judgment constrains their own actions. If the research of a faculty member can be constrained by the duty to conduct an honest search for knowledge, the actions of a faculty member can be similarly constrained by other duties, established by the faculty themselves in a forum for open and free discussion. The University has used just such a forum to develop moral rules concerning the use of human and animal subjects in research. In so doing, it has adopted a moral view, not by undermining the freedom of its members to express their own views, but, on the contrary, by encouraging them to speak freely in the course of searching for the most reasonable solutions. The "institutions" position is simply the position arrived at by a representative group of its members after a free and open debate. The freedom of its members is constrained only to the extent that they must respect the rules developed by such a pluralistic and democratic process. By ensuring that this process is followed in each case, the University will reaffirm its involvement in society, while preserving its historic mission to give serious consideration to opposing views. The concept of academic freedom must similarly not be allowed to obscure the nature of a faculty members responsibility to the University. The demands made on faculty by their disciplines or their departments sometimes conflict with the demands made on them by the University to ensure that its educational programs are of the highest quality. Other things being equal, their responsibility for preserving the quality of the institutions programs should take precedence over their responsibilities to their discipline or their department. The - 27 - privilege bestowed upon faculty by academic freedom also carries with it the ultimate responsibility for the institution that has been entrusted to them by society. And it is an incorrect use of the concept of academic freedom to apply it in a way that alters this fundamental priority. Changes in the way the concepts of institutional neutrality, academic freedom, and institutional responsibility are applied will only come about if administrators maintain a firm grip on the necessary distinctions and display strong leadership. More than anyone else in the University, they must work hard to produce a collegial atmosphere in which moral issues are seriously addressed and reasonable solutions can be found, and they must try to establish the quality of the institutions educational practices and programs as a paramount value in the minds of faculty and students. Their efforts can be the difference between a research institution that simply does a competent teaching job and a university that excels in education in its broadest sense. 4. AIMS OF THE UNIVERSITY OF GUELPH In view of the proposals made in Sections 1 and 3 and the challenges identified in Section 2, the Committee recommends the adoption of the following basic aims: 4.1 We, the University of Guelph, will strive for excellence in all our activities and sustain excellence when it is achieved. We are especially committed to excellence in our areas of special responsibility. 4.2 Since teaching, research and service are integral to university education, we will strive to integrate these functions in every academic unit. 4.3 We will continue to place fundamental emphasis on high quality undergraduate education, as characterized in this document. 4.4 We will maintain an environment for teaching and learning that advances both intellectual and personal growth. 4.5 We will emphasize graduate studies in our areas of special responsibility and in those areas of need in which we have the necessary level of excellence. 4.6 We will encourage research, including scholarship and creative activities, on an individual and group basis, in areas both fundamental and applied, within and across academic disciplines. N. - 28 - 4.7 We will strengthen our interaction with the wide range of communities we serve so that we may be more responsive to societys needs. 4.8 We will continue to develop imaginative and inventive programs for education throughout life. 4.9 We increasingly will incorporate an appropriate international perspective into all parts of the University. 4.10 We will continue to foster a collegial environment, and be sensitive to the well-being and integrity of our students, faculty and staff. 5. RECOMMENDATIONS The Committee makes the following recommendations as measures that should be taken to achieve the Universitys basic aims. 1. Undergraduate Education 1.1 That the Board of Undergraduate Studies, in consultation with the Committee for Educational Development, prepare within one year a set of learning objectives common to all undergraduate programs. (see Section 3.1) 1.2 That subsequently each program committee develop a statement of learning objectives, and modify its programs to be consistent with University objectives. 1.3 That the learning objectives place the educational quality and objectives of the undergraduate programs ahead of the interests of any discipline or department. 1.4 That the learning objectives foster independent learning and active involvement by students in the learning process. 1.5 That the learning objectives increase the emphasis on problem solving skills and making value judgments, with less emphasis on rote learning. 1.6 That the learning objectives incorporate the various aspects of information technology into the education process. 1.7 That the Liberal Education Advisory Committee, in consultation with the Office For Educational Practice, report to Senate within a year on how best to mount and maintain multidisciplinary courses. - 29 - 1.8 That the Committee on University Planning report to Senate within one year on how best to sustain interdisciplinary programs (both graduate and undergraduate) that fall outside current administrative structures. 1.9 That the Board of Undergraduate Studies report to Senate by December 31, 1985, on how and in which disciplines best to offer discipline courses in the French language. 1.10 That the Associate Vice-President Academic, Provost and Board of Undergraduate Studies report to Senate within one year on a study of the counselling and advisory system. The goal of this study and its recommendations will be to ensure that the system is as effective and efficient as possible and that it introduces students to the range of the Universitys learning resources, clarifies their educational objectives and supports them in their learning experiences. 1.11 That each department require all teaching assistants at the commencement of their employment to attend a program on instructional methods offered by the Office for Educational Practice, or its equivalent, and subsequently monitor their teaching effectiveness. 1.12 That the Vice-President Academic ensure that our admissions policies be sensitive to changing demands for the graduates of our professional programs. 2. Graduate Education 2.1 That the Board of Graduate Studies ensure that new graduate programs be undertaken when a significant need and necessary level of excellence are demonstrated. 2.2 That the Board of Graduate Studies require all departments to report by December 31, 1985, on how they develop, or intend to develop, the communication skills of their graduate students. 2.3 That the Board of Graduate Studies, in consultation with the Liberal Education Advisory Committee, consider ways in which the general education objectives described in this report might be extended to our graduate programs and report to Senate within one year. 2.4 That the Dean of Graduate Studies and the Board of Graduate Studies actively encourage cross-departmental cooperation on this campus and cross-institutional cooperation, wherever such action will improve our graduate programs. - 30 -

3. Research 3.1 That the Dean of Research and the Research Board prepare a plan for the further development of research in areas of special responsibility or distinction and report to Senate within one year. 3.2 That the Dean of Research and the Research Board actively encourage and facilitate cross-departmental, cross-institutional and University-industry research collaboration. 3.3 That the President ensure that the Universitys research accomplishments and commitment be communicated more effectively to society.

4. International Commitment 4.1 That the Board of Undergraduate Studies and program committees, when defining learning objectives and modifying programs, devise mechanisms to develop a global perspective among our students. 4.2 That the Senate Committee for Educational Development examine ways in which the University can improve its response to the living and learning needs of its international students and report to Senate in one year. 4.3 That the Centre for International Programs develop strategies to increase the opportunities for student involvement in international learning projects, and report to Senate within one year. 4.4 That the Board of Graduate Studies encourage departments to admit sufficient international students in our graduate programs to maintain a strong international presence.

5. Community Involvement 5.1 That the Office of Alumni Affairs offer suggestions to the appropriate units of the University on ways in which our alumni can become more involved in the life of the institution. - 31 -

5.2 That an ad hoc committee of Senate, which will include community representation, review the effectiveness of the various mechanisms by which the University interacts with the wider community and, after appropriate consultation with its communities, consider whether expansion, modification, or closer co- ordination of such activities should be undertaken. 5.3 That the President ensure the continuation of efforts to adapt our educational• programs and physical facilities to those with special needs. 5.4 That the Committee for Educational Development develop methods to strengthen our involvement in curriculum development and educational goals in elementary and secondary education. 5.5 That the University School of Part-Time and Continuing Education, in consultation with the Colleges, formulate a five-year plan for consideration by the Board of Undergraduate Studies and the Committee on University Planning within one year.

6. Institutional Excellence 6.1 That the Vice-President Academic and Provost, in collaboration with program committees, identify ways to strengthen the learning environment to promote the interaction of students with faculty and with other students. 6.2 That Department Chairmen, Deans and the Vice-President Academic ensure that hiring practices adequately reflect the Universitys aims and objectives. 6.3 That the Joint Faculty Policies Committee, in reviewing the departmental statements of criteria governing tenure, promotion and selective increase, ensure that the criteria adequately reflect the Universitys aims. 6.4 That the University Administration, in consultation with the Faculty Association, place a high priority on faculty development and renewal. Consideration should be given to mechanisms which will provide for flexibility across responsibilities within the University, career alternatives and re-training. - 32 - 6.5 That the University Administration, in consultation with the Professional Staff Association and other bargaining units, place a high priority on staff development and renewal. Consideration should be given to mechanisms which will provide for flexibility across responsibilities within the University, career alternatives and re-training. 6.6 That the University Administration establish procedures to ensure that all new academic administrative appointees be given formal training to equip them to handle their new role. 6.7 That the University Administration establish procedures to ensure that all new faculty members be given a formal orientation to teaching at Guelph. 6.8 That the University Administration, in consultation with the appropriate groups, devise incentives and support mechanisms to reward innovations and initiatives by faculty and staff in their teaching, research and service.

7. Implementation and Planning 7.1 That the President ensure that this document be discussed formally within each unit of the University so as to include faculty, staff and students, by December 31, 1985. 7.2 That the Committee on University Planning present to Senate recommendations for a continuing planning process for the University, based on this document and with due regard to the work already completed by Working Groups I and II. 7.3 That the Committee on University Planning report annually to Senate on the steps taken to implement the aims and recommendations outlined in this document. 7.4 That Senate ensure that a review of the Aims of the University be undertaken no later than 1995. NOTES

1 University of Guelph, Report on the Aims and Objectives of the University, September, 1972, pp.4-5.

2 Report on the Aims and Objectives of the University, p .3.

3 An Act to Amend the University of Guelph Act 1964, Bill 152. Queens Printer, 1965.

4 Report of the Committee on the Future Role of Universities in Ontario, 1981, pp.1-2.

5 Northrop Frye, "Definition of a University", in Alternatives in Education, OISE Fifth Anniversary lectures, ed. by Bruce Rusk, p.80.

6 An Act to Amend the University of Guelph Act 1964.

7 Report on the Aims and Objectives of the University, p.3

8 See E. Massaux, Commencement Speech for the University Catholique de Louvain, Fall, 1980.

9 Ernest A. Lynton, "Re-examining the Role of the University", Change, October, 1983, p.53.

10 Samuel L. Dunn, "The Changing University: Survival in the Information Society", The Futurist, August, 1983, p.58.

11 Integrity in the College Curriculum: A Report to the Academic Community, Association of American Colleges, February, 1985, p.6.

12 Derek Bok, Beyond the Ivory Tower: Social Responsibilities of the Modern University, Harvard University Press, 1982.

13 See "Model Clause on Academic Freedom for Collective Agreements and Faculty Handbooks", in Handbook of Policy Statements, Guidelines and Model Clauses, 1979, p.46. BIBLIOGRAPHY

Anbar, M. "The Bridge Scientist and His Role," Research/Development, 24:, 1973. Arns, Robert, and Poland, William. "Changing the University through Program Review," Journal of Higher Education, 51:3, 1980. Ashby, Eric and others. On the Meaning of University , edited by Sterling M. McMurren, University of Utah Press, 1976. Association of American Colleges. Integrity in the College Curriculum: A Report to the Academic Community, Project on Redefining the Meaning and Purpose of Baccalaureate Degrees, February 1985. Atkinson, R.C. "Point of View. Reinvigorating the Contract Between Science and Society," The Chronicle of Higher Education, March 19, 1979. Axelrod, Joseph and others. Search for Relevance, Jossey Bass Inc., 1969. Baldridge, J. Victor. "Managerial Innovation," Journal of Higher Education, 51:2, 1980. Berman, Paul, and McLaughlin, Milbrey. "Implementation of Educational Innovation," Educational Forum, March 1976. Bok, Derek. Beyond the Ivory Tower: Social Responsibilities of the Modern University, Harvard University Press, 1982. Bresvinck, Sidney L. "Integrity and the Future of the University," Journal of Higher Education, 54:4, 1983. Brower, Florence B. New Perspectives on Personality Development and College Students, Jossey Bass, 1973. Bruner, Jerome S. The Process of Education, Harvard University Press, 1963. Burnbaum, Robert. Maintaining Diversity in Higher Education, Jossey Bass Inc., 1983 Cameron, J.M. On the Idea of a University, published in association with the University of Saint Michaels College by University of Toronto Press, Toronto, Buffalo, London, 1978. Canadian Association of University Teachers. Handbook of Policy State- ments, Guidelines and Model Clauses, edited by William Goede, The Runge Press, 3rd edition, 1979. Caruthers, J.K. and Lott, G.B. Mission Review: Foundation of Strategic Planning, Boulder National Centre for Higher Education Management Systems, 1981. Centre for Educational Research and Innovations. The University and the Community: The Problems of Changing Relationships, OECD, Paris, 1982. Chait, R. "Point of View. Mission Madness Strikes our Colleges," The Chronicle of Higher Education, July 16, 1979. Chickering, Arthur W. Education and Identity, Jossey Bass, 1971. Chickering, Arthur W. and Associates. The Modern American College: Responding Diverse Students and a Changing Cross, K. Patricia. AdultsIncreasing as Learners: Participation and Facilitating Learning, Jossey Bass, 1981. Dunn, Samuel L. "The Changing University (Survival in the Information Society)," The Futurist, August 1983. Cyert, Richard M. "The Management of Universities of Constant or Decreasing Size," Public Administration Review, July/August 1978. Faculty of Graduate Studies. Area of Origin of Graduate Students Registered at the University of Guelph, University of Guelph, Winter, 1984. Feldman, Kenneth A. The Impact of College on Students, Volume 1, Jossey Bass, 1970. Frye, Northrop. "Definition of a University," Alternatives in Education, OISE Fifth Anniversary Lectures, edited by Bruce Rush. Frye, Northrop; Illich, Ivan; Postman, Neil; Suppes, Patrick, and Vanier, Jean. Alternatives in Education, edited by Bruce Rush, General Publishing Co. Ltd., Toronto, 1971. Frye, Northrop. By Liberal Things, Clarke Irwin Co., 1959. Global 2000. Implications for Canada, Toronto: Pergamon Press, 1982. Heath, Douglas H. Growing Up in College, Jossey Bass Inc., 1968. Involvement in Learning: Realizing the Potential of American Higher Education. Final Report of the Study Group on the conditions of Excellence in American Higher Education.

ii Knefelkamp, L. Lee. "Faculty and Student Development in the 80.. Renewing the Community of Scholars," Current Issues in Higher Education. Levine, Arthur. When Dreams and Heroes Died, A Portrait of Todays College-Student, Jossey Bass, 1980. Light, Walter F. Brainpower: Our Neglected Resource, a speech by the Chairman and Chief Executive Officer, Northern Telecom Limited, April 26, 1984. Lynton, Ernest A. "Re-examining the Role of the University." Change, October 1983. Martin, Warren Brian. College of Character: Renewing the Purpose and Content of College Education, Jossey Bass, 1982. Massaux, E. Commencement Speech for the University Catholique de Louvain, Fall, 1980. McConnell, John W. "Educating for Change," in The Role of the University in Promoting Change, Ithaca, N.Y.: Cornell University Press, n.d. Mill, John Stuart. Utilitarianism, Everyman edition. Miller, Theodore K., and Prince, Judith S. The Future of Student Affairs, Jossey Bass Inc., 1977. Ministry of Colleges and Universities, The Report of the Committee on the Future Role of Universities in Ontario, 1981. Moos, Rudolph H. Evaluating Educational Environments, Jossey Bass Inc., 1979. Muller, S. "The Post-Gutenberg University," Current Issues in Higher Education, 1983-84. Newman, John Henry. The Idea of a University, edited with introduction and notes by I.T. Ker, Oxford at the Clarendon Press, 1976. Office of the Registrar. Registered Undergraduate Students by Home Address, University of Guelph, Winter, 1984. Pace, C. Robert. Measuring Outcomes of College: Fifty Years of Findings and Recommendations for the Future, Jossey Bass Inc., 1979. Reeseman, David. On Higher Education: A Report for the Carnegie Council on Policy Studies and Higher Education, Jossey Bass Inc., 1980. iii Reeseman, David. On Higher Education: The Academic Enterprise and An Era of Rising Student Consumerism, Jossey Bass, 1980. Romney, Leonard. Measures of Institutional Goal Achievement, National Centre for Higher Education Management Systems, 1978. Ross, Murray. The University, the Anatomy of Academe, McGraw-Hill, Toronto, 1976. Rubin, Irene. "Retrenchment, Loose Structure and Adaptability in the University," Sociology of Education, 1979. Russell, Bertrand. Education and the Social Order, Allen and Unwin, 1932. Sanford, Nevitt. Where Colleges Fail, Jossey Bass Inc., 1969. Senate of the University of Alberta. Report of the Commission on University Purpose, Edmonton, 1982. Senate of the University of Guelph. Report of the Ad Hoc Senate Committee to Study Liberal Education, May, 1980. Senate of the University of Guelph. Centre for International Programs Annual Report to Senate, June, 1983. Senate of the University of Guelph. Report Aims and Objectives of the University, September 1972. Senate of the University of Guelph. A Strategy for Industrial Interactions, January, 1982. Shorten, Sarah J. "The Bovey Commission: An Update," CAUT Bulletin, May, 1984. Sinsheimer, Robert. "General Manipulation: Now is the Time to Consider Controls," Science Forum, 33(6) (1973). Whitehead, Albert North. The Aims of Education and Other Essays, New York: Macmillan, 1959.

iv APPENDIX

List of Submissions Received by the Aims and Ob-jectives Committee

Henry Kock B. G. Wilson Hugh Lehman R. C. Anderson J. M. Hay Department of Languages and Literature J. M. Wardlaw David Copp Andre Auger Jean Steckle Ernie McFarland College of Social Science Larry J. Martin Lorelie Mitchell J.C.M. Shute Bruce A. McCallum Stan R. Blecher Kenneth W. Graham Jay Newman R. D. Downey Fred M. Presant Office for Educational Practice T. C. Wilson Dilip K. Banerji Jackie Wolfe J. G. Buchanan-Smith University of Guelph Staff Association John R. Evans D. M. Woolcott M. W. Waldron Wayne C. Pfeiffer O.A.C. Alumni Association Board of Undergraduate Studies College of Biological Science D. W. Stanley K. W. Hammond Liberal Education Advisory Committee J. H. Burton College of Arts O.V.C. Deans Council Working Group I and Working Group II on Budget Priorities D. A. Swayne J. C. Majithia R. W. 011erhead Centre for International Programs Bill Graf and Jorge Nef G. G. Van Beers J. H. Hulse Ontario Agricultural College Department of Mathematics and Statistics Counselling and Student Resource Centre Mature Students Association Stanley Saunders Department of Veterinary Medicine and Immunology University Chaplans - Ed Den Haan, Dorothy Barker, Dawn Reynolds The Canadian Scientific and Christian Affiliation, (Guelph Chapter)

A joint submission was received from: J. I. Bakker, H. R. MacCrimmon, J. C. Shute, E. A. Cebotarev, A. L. A. Middleton, K. C. Tan, W. Graf, J. Nef, J. Thorsen, R. B. Hunter, J. H. Sabry, G. G. Van Beers, H. Wiseman. The following, by invitation, attended a session held at the Arboretum in January 1985, to discuss the Interim Report: K. G. Murray, Margaret Moon, Archdeacon Peter Moore, J. H. Panabaker, Jim Hay, J. U. Joseph, W. A. Stewart, William James, Fraser M. Fell, John B. Hague, R. Kerr, R. W. D. Hanbidge, W. Forsythe, C. H. Franklin, E. C. Bovey, A. R. Marchment, D. M. Adams, C. J. Corcoran, S. N. Gelberg, W. C. Hamilton, J. Burns, Peter Hannam, W. A. Cochrane, J. H. Hulse, E. E. Walker, John C. Wilson, G. H. Thomson, J. R. Evans, Malcolm Rowan, Barney Wilson, William A. West.

ii CONFIDENTIAL

Terms of Reference for Campaign Advisory Committee

1. Set principles and objectives and establish the major policies under which the organization is to operate.

2. Provide leadership — recruit, stimulate, encourage and help manage work of volunteer chairpersons.

3. Accoutable to the Board of Governors for the execution of the entire campaign.

4. Select and appoint chairpersons of the major divisions of the program.

5. Participate with the President of the institution and the executives of the development staff in planning, organizing and operating the program.

6. Deliberate with the Director of Development on major policy decisions affecting development.

7. Receive all pertinent reports, communications and briefings from the Director of Development.

8. Review campaign literature.

9. Assist in the development of promising contacts and strategic approaches to major sources of financial support.

/cs November, 1985

DRAFT

THE GUELPH PLAN - TOWARDS 2000

1986-90 Campaign Menu

I. Capital Projects Environmental Biology 8.5 Horticulture, Greenhouses Athletic Facilities 5.3 Library Addition 4.8 FACS Addition 3.3 OVC Building 2.5 24.4

II. Academic Enrichment 3.0 Endowment for faculty positions III. Research and Innovation 2.0 - Guelphs growing research agenda includes:

- Guelph Centre for Equine Research 2.3

IV. Scholarships .3 Financial aid for outstanding undergraduate and graduate students

TOTAL 32.0

Fund Goal 32

Anticipated Government Grants 17

Program Total 49

October, 1985