SENATE
UNIVERSITY OF GUELPH Tuesday, January 19, 1988
20:00
ROOM 113, MACNAUGHTON BUILDING AGENDA I APPROVAL OF AGENDA II "READING AND DISPOSING OF MINUTES OF THE SENATE MEETING OF TUESDAY, DECEMBER 15, 1987 (attached) III BUSINESS ARISING FROM THE MINUTES
IV READING OF ENQUIRIES AND COMMUNICATIONS
V QUESTION PERIOD VI UNFINISHED BUSINESS
VII REPORTS OF STANDING BOARDS AND COMMITTEES
.1. Executive Committee No Report
,2 • Striking Committee
No Report
3. " B()ard of Undergraduate Studies
(a) List of Graduands: Winter Convocation 1988 (b) Report on Counselling and Advising at the University of Guelph
4." '. Board of Graduate Studies ,(a) Additions to Graduate and Associated Graduate Faculty ,(b) Course Changes to the 1988-89 Graduate Calendar (c) List of Graduands: winter Convocation 1988
, ' 5. Board of Studies for the Associate Diploma in Agriculture List of Graduands: winter Convocation 1988 6. Research Board No Report 2
7. Library committee No Report 8. Committee on Bylaws and Membership (a) Composition of Senate (b) Composition of the Committee on Awards (c) Composition of the Committee on University Planning (d) Rules of Order 9 • Committee on Graduation and Ceremonials' No Report 10. Committee on Student Petitions No Report 11. Committee on Awards New Award 12. Committee on Educational Development No Report 13. Committee on University Planning Responses to the 1987/88 Budget 14. Committee for Information Technoloqy Microcomputer Purchase Procedures/Policy 15. Liberal Education Advisory Committee No Report
VIII NEW BUSINESS C.O.U. Report
~~A),~' B. Abercrombie University Secretary Please note: The Senate Executive committee will meet at 19:45 in Room 121, MacNaughton Building just prior to Senate. .-.;:-w:-:. __ .,•. _:;,
APPENDIX A
DETAIL BUDGET UPDATE - 87/88 for MCU Funds Only
Position at: 31-Aug-87 1. 2. 3. 4. 5. 6. 7. 8. 9.
oo .. oo ... oo oooo ..... oo_ ..... _oo .... oo_ ... _ ...... oo •• _ ... _ ...... oo ...... _oo ...... oo ...... oo ...... - _ .. oooo ...... _ .... ____ ...... 87/88 Reductions 1Inflation Addbacks PERSONNEL 1 RESEARCH OTHER CURRENT Base 1 INFLATION ICARRYFWDSI EXCELL. & 1 ADJUST. & 1 87/88 COLLEGE/DEPT Start 1 1 1 NEW INIT. TRANSFERS 1 BUDGET ...... -_ ..... -- ...... - ...... _ ...... _ ...... _ ...... _ ...... - ...... TOTAL INSTITUTIONAL REVENUE 106,753 o 1 4,608 0 o 1 o 1 0 14 1 111,375 1 1 1 1 ARTS 7,225 1 (214) 1 30 398 1 (22)1 163 37 1 7,617 CBS 8,717 1 (259) 1 30 459 1 143 1 185 240 1 9,515 FACS 3,864 1 (116) 125 230 1 (25) 1 114 20 1 4,212 OAC 10,219 1 (312) 50 528 1 10 1 181 159 1 10,835 OVC 9,451 1 (279) 155 625 1 5 1 162 (119)1 10,000 CPS 9,477 1 (283) 50 491 1 (125) 1 230 55 1 9,895 CSS 7,506 1 (222) 75 402 (29)1 138 46 1 7,916 CONT.ED_ & PARTIME 1,130 1 (38) 0 66 o 1 0 1,158 OTHER TEACHING 492 1 0 (35) 91 65 (183) 430 RURAL PLANNING & DEV. 742 I (23) 37 0 38 81 16 5 896
TOTAL TEACHING UNITS 58,823 1 (1,746) 37 480 3,237 129 1,254 260 62,474 1 LIBRARY- OPS. 4,364 1 (129) 20 228 226 9 4,718 OFFICE OF RESEARCH 1,143 1 (20) 67 202 40 52 1,484 o. OF EDUC. PRACT. 1,201 1 (35) 57 40 38 11 1,312 REGISTRAR 1,796 1 (61) 245 20 80 0 34 2,114 GRAD. STUDIES 564 1 (17) 20 20 32 35 654 OTHER SERVICES 413 I (7) 21 5 25. 0 457
TOTAL ACADEMIC SERVICES 9,481 (269) 265 40 473 505 103 141 1 10,739 1 COMPUTER & COMM. SERVICES 5,066 (165) 465 187 269 o 1 5,822 STUDENT SERVICES 2,631 (79) 15 20 195 (78) o 1 2,704 1 TOTAL STUDENT & COM. SERVS 7,697 (244) 480 20 382 191 0 o I 8,526
Page. 1 ,,~
DETAIL BUDGET UPDATE· 87/88 for MCU Funds Only
Position at: 31-Aug-87 1. 2. 3. 4. 5. 6. 7. 8. 9...... -- ...... _ ...... _ ...... _ ...... ------_ ...... _-_ ...... _ ...... _-_ ...... 87/88 Reductions 1Inflation Addbacks PERSONNEL 1 1 RESEARCH OTHER CURRENT Base 1 INFLATION ICARRYFWDSI EXCELL. & 1 ADJUST. & 87/88 COLLEGE/DEPT Start 1 I I NEW INIT. I TRANSFERS BUDGET
1 1 ADMIN. SERVICES 1,876 (54)1 24 1 116 30 o 1,992 EXECUTIVE OFFICES 2,763 (94)1 48 1 137 7 18 56 2,935 FINANCIAL SERVo 1,881 (60)1 15 1 86 15 o 1,937 PHYSICAL RESOURCES·OPS 14,110 (423)1 100 1 754 339 o 14,880 ······-1 ...... 1 ...... , ...... , ...... , ...... ADMINISTRATION 20,630 (631)1 0 187 1 1,093 391 18 56 21,744 1 1 ALUMNI AFFAIRS & INFORMATION 1,6401 0 1 170 0 1 86 1 (628)1 1 0 1 1,268 LI BRARY· ACQS. 2,134 1 0 1 1 0 1 (90) 1 100 1 0 1 2,144 PHYSICAL RESOURCES·Utili. 3,852 1 0 1 1 0 1 0 1 1 0 1 3,852 RENOVATIONS 634 1 0 1 1 1 664 1 1 ( 11 ) 1 1,287 UNIVERSITY GENERAL EXP. 2,330 1 0 1 140 1 (330) 1 550 1 1 83 1 2,773 UNIVERSITY RESERVES 1,047 1 0 1 610 (626) 1 180 1 38 1 (383) 1 (515) 1 351 RESEARCH EXCELLENCE FUND o 1 0 1 1,092 1 1 1 (1,092)1 0 1 0 PERSONNEL INFLATION o 1 0 1 4,617 0 1 (4,617) 1 1 1 0 1 0 1======1 GROSS MCU OPERATING COSTS 1 108,268 1 (2,890)1 7,411 1 101 1 504 1 1,750 1 0 1 14 1 115,158 1 I ...... 1 ...... 1 ...... I ...... 1 •...... 1 .••.... 1 ...... 1 ...... 1 ...... 1 APPROPR I ATI ONS I 300 I 1 1 1 1 1,750 1 1 1 2,050 1 86/87 PROJECTED SURPLUS 1 1 1 1 1 1 1 1 1 299 1 PROJECTED SURPLUS(DEFICIT) 1 (1,215)1 2,890 1 (2,803)1 (101)1 (504)1 0 1 0 1 0 1 (1,434)1 1======1 ======1======1======1======1======1======1======1======1
Page. 2 VII 3
UNIVERSITY OF GUELPH SENATE Tuesday, 19 January, 1988 REPORT FROM THE BOARD OF UNDERGRADUATE STUDIES a) List of Graduands: winter Convocation 1988
MOTION: that Senate approve the list of graduands for the winter Convocation as presented. b) Report on Counselling and Advising at the University of Guelph MOTION: that Senate receive the report on Counselling and Advising at the University of Guelph from the Acting Associate Vice-President Academic, the Acting Provost and the Board of Undergraduate Studies MOTION: that Senate recommend to the Vice-President the establishment of a committee (i) to examine the recommendations in the report, (ii) to enhance, as and if appropriate, the existing recommendations, and/or develop additional ones, (iii) to complete the assessment of the feasibility of the recommendations, in conSUltation with all affected constituencies within the University, (iv) to prepare a plan for implementation of those proposals deemed feasible, which plan will include considerations of priority, timing, and sequence, and which will facilitate the transmission by Senate of the items for implementation to the appropriate effector units in the University. The composition of the Committee would reflect the diversity of responsibilities of the academic and support units which report, through the Associate Vice-Presidents, to the Vice-President Academic. The Vice-President Academic will report to Senate on progress by July, 1988. Membershi12: J. L. Campbell S. Scadding (Chair) B. H. Sells B. c. Matthews D. R. Murray J. R. MacDonald D. R. Farrell E. C. DalrYmple-Alford T. E. Michaels A. G. Holmes M. Nightingale ~~-C1-15 ~3:~L:5; Student Infor~ation System Report 120 1
SenEta List of Graduznds for: B8-01-19
3~=helor of 6rts - ~ENERAL PROGRAM - College : ARTS *7<***7<********** 3ERNADETTE MARl~ SAOALI CRAIG ANDREW BARLEY SARA!1 ~. 3RO\~N KIM PA.ULYN. CHOI ~INAH ROSEMARY C~ONG RONALD T~~RENCE COLLINS 3ARBARA JAN2 CCON CATH~RINE CUNLIFFE .i>.i\JRd ClxL.OOK. MICHAEL PETER EATS ON PATRICIA GAl:ZIA SUSAN MARGARET GENT!LCORE ELIZA6ETH ANN rl~ALj CATHERI~E MARGARET HICKS CHRISTI~A ANN HUG~~S KRISTA ~ARIT ELIZABETH J0HANSON J2NNETTE CriRIST!~E JO~ES ROSALINJ KELLY JOYCE A. K:NN~LEY CYNTHIA NADIN~ LAKE J~NNIF~R ANN2 LIEF~L2 T?RRENCE ALEXANDER LISTER SCNIA JC5~2 LOUIS MARGARET SU MOHAN K~LLY LYNN NAT~AN JONATHAN ~ICHAEl PAULL r': 1-< AN K ,4 (~i T ;-, 0 t-,! Y ? A G S (, ri CHRISTOFHER 3~IAN R08INSON KARE~ ~LIZA32TH R:SS ANN LOIS STEER CANIELLE GE~TRUDE MA~IE TURCOTT~ JARINE EVE VAN WI~SSEN ?~GGY L. WATKINS SUSAN LYNN WOOC~AN MA~I JAYN~ WCCDYATT BRENDA LEE WALLACE
bachelor of Arts - G~NERAL PROGRAM - Co119ga : SOC.SCI. ***********~**** VE~A ELENA ~A3:Y M. ELIZA3ETH BEAN-KSNNEGY L~wRENC2 PETE~ IRICZ MICHAEL ANTHONY BLACK Sh2LLY LYNN BLAKE WILLIAM ROSS 9RANSTON f'iATTil.!AS SRENN:Q SANDRA LYNNE BROWN C~~N CICK MAN ~RIC CHAN SIU CHUEN ANDREW C~A.N '-(UK. SAF:.~.h PAMELA J~LL ChISHOLM CHIJ YU~ ~~= K~~NET~ G~MA M~LREEN COURTENAY LADISlAV DOEISZ TER~I ~l!ZABETH JUNN SHELL~Y SUSAN FENTON P~TRICIA CAIRN2 JOANNA ~OGARTY WILLIAM G?IES8ACH AUJREY cIJNA rlEATON RJNALC LAMONT HILL LI~DSAY IAN HOFFORD DARR~LL F~EDRICK HURST JE60RArl LYNN JElLICO~ LEAN~E JACCUELINE ~ARSAR~T KANE ~~JIC ~LLAN KELLY ~ICHA~l JAMFS KENEFICK l ~ U ~AN CH EW rlUSH JCHN LUSH PATRICIA ANNE LYCNS PATRICIA ~A~IE MACALUSO J. :=;rCHA·RD ~"ASON CrlRISTGFH~R CAM':.RGk YCl~TaSH LAUP~ JANE MEALEY ?ASLC AL3~RTa MENDEZ ':;1:0;:;(;':. \~O;<:FIDI5 V!NCENT ~IC~A~L MCR0CCO MICHAEL JA~ES ~CR~!S JJUGLAS L~JNARD YG~~ISON J:'N::T :..YNN (\.105::;S ~'L~:''4CY .~NN= h~4LT/J j{:'N:: At~N PAU1ER ST~V~N LEE PATTERSON SHEILA MA~LENE ?E~SU~ J~SO~ LEJN CAINES PGWfLl MBTT~EW 3ERNARJ POWERS PHILIP CRANKL!N REDDeN ThGMAS FRED2~ICK ?~IlLY ~USS~LL ALAN ROWLEY MA~Y ELIZABETH RUSSELL ~ATCY A~L~NE seCTT Syste11 Page: 2
JOHN RC3~~T SINCL~i~ L:~DA MARLENE SPO~G K~THE~INE ELIZ~3ETri STANYON CARLA AILEEN STEFFL~~ JCHN ST~~rOPJULDS K~VIN PETER LA~RENCE STILL J'(\IC~EL:: T.J,KAL.04 SANDRA LILLIAN TAN~ &RENDA CHERYL TOST JOHN ERIC VAN ZANT CnRISTIN~ ~OSE EVELYN V~REECKEN-HART EJ~IN REGINALD WAND JEfFERY ALAN WATK:N JOAN CAROL WATT ~RANCES CATHERINE WHITL:~G LYNDA JANE WINGFIELD YIU \~.AN CHEt..;S KATHLEEN ELIZABETH GLASER 6achalor of Arts - GENERAL PROGRAM - College: PHVS.SCI. ******;':*7<******* KAI~2N Kt,;.1\J N1:; PUr-YIN TRACY LI.ANS HOU "jEE ~HCHELL2 CHOI YU
3achelor ~f ~ClenC9 - G~~EPIL PQOGRAM - College: PHYS.SCI. x*******x********** SC0TT BARTOh AUSER WAl SING CHUNG w~~:· ~LLAN COLt:S PAT~ICK ~NTHONY JOHNSON ~C3~~T CU~TIS 5CH:EREN3E~G TERRY ARTHUQ SC~MICT P~uL K2NNETH ~~RNICB $·:::01,·/ KUEN ~jCNG ~JO;\G YUI-SlE
3achelor of Science - G~~~RAL PROGRAM - College: SIOl.SCI. ******~**********y.* ~C3ERT C~GIL 2~GLEY ANNE LOUIS~ CARLEY CHRIS1C?HER JQHN CJSGRGVE O~RREK MICHAEL DEHAAN MICHELLE LYNN FRATONI O~NI~L A. GABRIELE MAUREEN LOU!SE GAULD :~~I~L WILL:A~ HCW~S KAY riUSTi~IT LISA S~NJRA HY~C!NTh JEF=~~Y DAVID KUP MICHA~L TAYLO? ~ALLOY MARK WILL!AM ~ICHELUCCI ANNE MA~IE VIDYAWATTI RAIL~AH ST~WA~T GL~IST~~ SCUTT CHRISTINf OIAN~ S~AW COLLEEN W. MITCHELL Page:
5achelor aT ~Clenca (A~riculture) - riONORS PROGRAM - College G.A.C.
~ITH DISTINCTION:
MUR~AY DE vas RENEE L. FINN~N HElKe FRICK
WIT~ HONORS:
KATHLE2N MA~I~ 3AK~R JOHN DAVID FITTlER SUSAN ELrZAe~TH GUY WIlLIA~ ANTHONY HE~ETT LISA CHRISTINE IPPGLI~G A~NE ELIZ4B~TH LOEFFLER ~lAI~ JEAN JOSEPH LU5S!~R D:30RAH ANN ~ILN~ LYNNt A. M~T:~~LL STANLEY EUGENE PENNER P~UL ~IlLrAM ~rS2S~00GH TIMOTHY NICHOLAS SANDERSON J~MES TRGUbRIJGE PAUL VANDERwERF MALINCA A. WIERDSM~
WITH ST~~DI~G:
OSIEL ALSE~TJ AGUILERA MARK JERCM~ BCOENHAM ~RTHLR BERNA~~ ~RCUWER STEPHEN EDWARD eRa~N ~C6ERT H~NRY S~ANE CHIN JOYC~ BEV~RLY COTTER wILLIAM STANl~Y CUR~Y STE?H~N MARK DAVIES ANNA C~ MARCHI DE60RAH ANN D~ENIK JJHN CHARLES EDGAQ M!CH~LLE L~~ ~OOJ~IN PAUL DAVIa JAMIESON ~iC~~EL STEWA~T K~LLY LARRY JCHN KROPF c~TER J. LEAHY MURRAY WILFRED LEWIS ~ICrlA~D ~ORMAN LUSK H~ATHER l. MACCONALO KEVIN MURRAY MARSH GGNNA LYNN MCCO?D!C PATRICIA ~ARGARET MCMAHeN TIMOTHY =. E. ~~IJS CATH~~INE ERLENE MCR~AU MARNIE ALSERTl MURR~Y hELEN JANE PRIOR CONAle EJWARD ~AE ~OI?E ~NN ~I~3Y T~iOSCRE SCh~L~AAS STEPHEN SKRYPETZ ~RETT MA~K~AM TE~DALL jEF=~RY LAWRENCE WHITE K~THLE2N JILL WrlIT2L~Y TriO~AS AUSTIN WILlITTS ISM P~UL YOUNG DENISE MARIE CRAIG JOHN ROBERT MCALLISTER cachelor of Scienc8 CEn;ineerin£) - HONORS ?~OGRAM - College O.A.C. **~***~************************** ~ITh HONORS:
SUSA~ L. AlliN HARRY JA~ES HAWKEN V~RNCN CLAYTON LCW~ JO~N ALL5N ZELEM
WIT~ STAND!NG:
~ESLIE RAYM~N: J~. SOYO TERRY K. DAVIDSON ~03ERT Ch~~LES KCK SEK KONG JOSEPH L~UNG ?AUL CH~ISTOP~2~ ~ARS~ R03ERT PERRY SISSON J~NIEL PAUL SCPUCH CHRISTOPHER DAVID VANDERSPANK ?~ge: 4
Qacrelor of A)plied Sci9nce - hONORS PROGRAM - College F.A.CaS. *~***********~************* ~IT~ D:STINCTIC~:
JOAN FRANCES HUNT EARHA~ MA~Y LYNN JACKSO~ MAQSRIT RAGAZ
~ITh HONORS:
?ALPH JAMES eCTTER HILLIG!~NA FREDERIKA DATEMA DENISE ELIZA32TH C:NC3L~ MICH~LLE CLAIRE GABOURY MA~GAR~T GIS~ ~SNC~ DIANE ELIZABETH MIEHM
wITH STAN~I~~:
MA~K EDWARJ AUSTIN ELIZABETH CUMBERLAND N~NCY ~LIZA3~TH D?VOGEL JACQUEL!NE P FORGET LCJISE MARY GIRCLX SUSAN M. HODSON NA~CY ISABEL JOH~STON MIC~El~ MARIE KEENS CONNIE KAM~I LO CAROLYN ~~kSISIA~ KARYN ELIZA8ETH O~R ~AThERIN~ GRAC~ S~ITH LISA E. SUTCLIFFE KENNETH ALSERT WALSH T~AC~Y LE~ WOOD
3achelor of Commerce - HONORS PROGRAM - College: F.A.C.S. **************~*****
JCrlN ANTHOhY GILLESPIE MARK GIRALT
WIT~ STANDING:
01Ch~LLE CHA~LtN2 ~LC!A NAOA DIANA B~STASIC weNDY CATH~RIN~ 2CUR:~~U ANDRES BL~~ED F~!EOERICH MICH~EL JOrlN ~IATT CHRISTI~E MARIE LANGEVIN Ch2RYL LY~N LIVOCK CATHERINE ANNE ~ARIE MALLON Sh~ILA ANNE REI] KRISTINE ANNA RUNG IS MARK ~JwAR) sr~~~ REBECCA TANNER S~~l~Gh ANN WAR] DAVID ~IlL=DM WARREN
Doctor of Veterinary ~edicine - HJNCRS PROGRAM - Cclle~e c.v.c. **********~~***************** WIT~ STANDING: riARJINDER SINGH
6achelor of Arts - ~ONCRS PROGQAM - College : ARTS *************~~* ~ilH DISTINCTION: :,. r- 2', /-. c. ... c.. c!):c, li' -u J..- {} a, /' ;':'lo.. V -\) "I -Ii -n C: ""0 tr ~. (-J .;:)., !n I-.j ni 1.:, i" ill>, };" ~::' )':';.. '1> r- :.\: ;<.1 :10> n' » )0> r r- r" 1-' 1> r". :.1. C' -l ~ .. , (,;:. <:1 !!';. £." ::E ~. tJ~ (.I'; ~, roo :;:;c. )(- u· --1 '1'1 :::-<;. < D :';c: :;L. ::;;: r" ;:>:J » -I Z :.L c: :£: >I l:.; T" -l "., » :if'M I "II I-.j Al ,-- I ) t· ... ,.. !lJ XI N ~l(] ~J 1-'" :1.:1 ,'"-J. G) '-..-U I-'~ C' CJ H OJ 1-' f·... r 1-.\ '" !lI rn n, .... f"p l:'-- -".<. c.::, :r :z:~. 11 r" z * 1-.; :P- It; 'h> t'.,.ej :l';'~ (-) -::< -"I '--l -l -< -I ;.\, 1/) C" n Ai -4 " 7 (,., r- 'X.> U, -~ -I * () --l --' * () * () (") (J' ')\l I .. , """ c.._ :r ::l:. >I :J- fP lTI ~~- T 1';:.\ (;) rf! -< -i ::T ::c T ~. :T nfnZ~'~ T .T :r*::T •...>. );.... ):;,. -.; fl! (_ fl.' :i," r~) -< ~~;: :T: ni t-, fl. C) ):., <...._ t
1.J1 C' "'u ::c 7. U' A n c.... c' '\1 :r \) [K' c. :>;: G' c t-·, v) Li' ).:- r" VI v' v; fl. C) CI ('u {;:. I 'i ::r () \.. , )
t) (U LQ Ii)
0-. .... - " .., '-, U):44:)~ Infor~2tior ~Gccrt 120 7
~NGELA MARY MULL~N LYNN MARTHA PICKERING ~C3ERT DONAlJ ?O~T~R ANDREa LEE WILSCN F~ANK MICriAEL WOCTTON TIMOTHY JOHN YCWORSKI
AITH STANDING:
6A~3ARA L. 3APRI~ULT YVONNE ~aRIE 9ELLUCMINI ~05ERl THOM~S oRAOY DAVID ECWIN 3U~KE O~VIC ROSS CONNERS MEG~AN NADINE CURRY JAMES ELWC00 CUNCAN VIRGINIA LEE FARR Re8ERT GLENN FLurT 5T~VEN SCOTT HALL CRAIG DOUGLAS HANCCCK CAR A SUZANNE HiLL SUSAN ELLEN JOHNSON 3RUCE CCM?Ta~ KNIGhT LAURA FR~NCES KNOWLES RONALC P. K8VACHIK JACQUELINE WRIGHT LENNIE ~~ ChUNG LEuNG ROSERT CORNELIS LINDHOUT LESLIE KAR~~ L0NSG~LE MARK LESLIE MACDONALD SHONA HELEN MCINTYRE MARK MCLEAN MrC~AEL GAVle NOSEWORTHY DE3CRAH LYNNE HAYMAN WENJY MARGAR~T PAGE CARL RICHARD PATON wILLCLGH3Y C FE~CGC~ SONNIE LYNN PERKINS GORIS ~ICCININ DANIEL JOHN ?UDDISTER J2FFREY ANGUS R~rD ANN MARIE ROCCHI ANJRE~ MIC~AEL SE~J~M:N SIMONS SHf~RI LYNN SMITH MARJC;lE FR~NCES T~P!KA 51 AN T JC~ RC6ERT AGCSTI~O TC~US LAURA LYNN TRCKE j~NIC5 RUTH wHAT~OUS~ ANDREW PAUL WIlLS!E
cachelor of Scienca (~umen Kinetics) - HONORS PROGRAM - College BICL.SC
~rT~ HONORS:
JeAN ALiSON SARSaU~
~ITH STA\Or~G:
~~URIE ~LIZAf~Trl S~AF!~LC NANCY ANNE CHESTERMAN LISA ANNE GA~CNER KEV!N THOMAS ALBE~T GOUGH JAMES ?~TEk GQA6A QOBERT CA~ERON HARtL] J~V!C ?AUL K~SS4Y ~ACrlEl CERRICK LARSH KAREN LYNN STEFANISHYN TCGLA JOleS Sy~!:s S~udsrt Infor~2ticn System ~eport 120 8
SIPLOMA PROGRAM - College O.A.C. ***********~******************** MARY JEAN CAMERON JOhN K~NNETH LIGHTLE KE~RY CHA?LES MOSS JA~ES ALEXA~DER WATT Paqe: 9
Sum~2ry Totals fer Ssn2ta List of Gredu5nds
! I I ~ROG7
" 1".J~ ; 1 '-' · V .. . eve e I 1 0 I 1 I I ,., I ! ' , ::> .A. .~ RT S 38 1 b j '" I 56 I I ,-. 1 I sec SC I '35 -!.--i" ' I '''; i 1 08 I I I I ?~y SC 4, 2 0 ,: - I " I I I total 1 27 ~3 I Q 170 I I 1 -,...... ,.... j - .~\,.,.. BIC .)" .. 19 74 I iJ 93 I I 1 ,- r- ,~ ,i sec ,2)\.. ..:.. '.J .::: I \.,; 2 ! I ! .f"'. ,... t:' "'!" :;; PriY "-' ...... J. 22 ! \.. 31 I I I .""'< ..., C.S. C u 6 I u 6, I I I I I I I . , total 2.8 104 I i•... : 1 32 i I I ,~ (' ;-\ r'\ o • .,)'-' . (ri K) t~ I C s::: .. '.J 1 2 I .., 1 2 I I ! ------I I I l TOT,~LS ! 1 55 I 27~ '",~ 432 I I I I 3~-J1-1c :~:L~::~ StLd0~~ !rfor~atior System Report 120 10
Summ3ry 10t215 for Senate List of Graduands 2y Colle';;;e
I l CaLL~G~ I GEN I HeN I DIP ITOTALSI I I \ I I
., :;. ,.. ::<1 S 38 1 ~. C 56
, ... .,.. "'!" ;C S OC ..) ~..... J.. 85 2 :5 .~ 1 1 0
i ,4 ;= to. C S 0 "'+ 2 'v 4 ::.
~ - eve ',"; 1 U 1
C uC u 75 "-'-' 8 1
-., Ii , ? HY S ~~ 1 3 24 '-' 7
~:. ! " SCI 1 9 :3 6 '"'.- 1 QS
1 I I TGTALS ! 155 ! 271 6 432 I ! I
I' BOARD Q[ UNDERGRADUATE STUDIES
COUNSELLING ~ ADVISING ~ THE UNIYERSITY Q[ GUELPH
In "Aims of the University of Guelph: Toward 2000" is included a recommendation that "••• the Associate Vice-President, Academic, Provost, and Board of Undergraduate
Studies report to Senate ••• on a study of the counse lling and advisory system" available to students. The study was initiated by the (then) Associate Vice
President, Academic (Dr. J.M. Wardlaw) and the (then) Provost (Mr. P. Gilmor), and completed by the Acting Associate Vice-President, Academic (Dr. E.C.D. Alford) and the Acting Provost (Mr. B. Sullivan), with the assistance of a broadly represenative review committee. The Board of Undergraduate Studies has reviewed and accepted the resulting Report, and now brings it to Senate for consideration.
The Report is comprehensive and far-reaching, and key areas in which action is required have been identified. The thrust of this document is very positive, and it provides an excellent opportunity for improvement of the students' relationship with the University, and, therefore, of the effectiveness of the various academic programs. The recommendations range from those which, in isolation, could be
implemented readily and without delay, to those with extensive ramifications which will require substantial evaluation by a number of groups and constituencies within
the University community. These groups would include, particularly, the Board of
Undergraduate Studies, the Committee of Academic Counsellors, and various groups in the jurisdiction of the Provost. It is prqposed, therefore, that the Report be received by Senate, and that the ~ operandi for action on the Report be established by a special committee. This committee would facilitate full discussion with all appropriate units of the University, and evaluate the feasibility, timing,
and sequence of the implementation procedure. It is suggested that, in the
interests of continuity, the Committee include some numbers of the group which developed the Report. It is proposed that the process take full advantage of the newly-established administration arrangement (whereby the Associate Vice-President,
Academic and the Provost (Associate Vice-President, Student Affairs) will both report to the Vice-President, Academic,) as this will permit most effective communication, use of evaluation resources, and action.
That Senate receive the report on Counselling and Advising at the
University of Guelph from the Acting Associate Vice-President, Academic,
the Acting Provost, and the Board of Undergraduate Studies.
That Senate recommend to the Vice-President the establishment of a
committee (i) to examine the recommendations in the report, (ii) to
enhance, as and if appropriate, the existing recommendations, and/or
develop additional ones, (iii) to complete the assessment of the
feasibility of the recommendations, in consultation with all affected
constituencies within the University, (iv) to prepare a plan for
implementation of those proposals deemed feasible, which plan will
include considerations of priority, timing, and sequence, and which will
facilitate the transmission by Senate of the items for implementation to
the appropriate effector units in the University. The composition of the
Committee would reflect the diversity of responsibilities of the academic
and support units which report, through the Associate Vice-Presidents, to
the Vice-President, Academic. The Vice-President, Academic will report
to Senate on progress by July, 1988.
December, 1987 COUNSELLING AND ADVISING AT THE UNIVERSI'ry OF GUELPH
Report of the Review Committee June, 1987 UNIVERSITY OF GUELPH
COMMITTEE TO REVIEW THE COUNSELLING AND ADVISING SYSTEM
VOLUME A - COMMITTEE REPORT
TABLE OF CONTENTS PAGE
EXECUTIVE SUMMARY 1
INTRODUCTION 5
I. BACKGROUND 6 1. Terms of Reference and Mandate 2. Consultation Process 3. The Current System
II. EXTERNAL NEEDS, OPPORTUNITIES AND CONSTRAINTS 8 1. Enrolment 2. Changes in the Ontario Secondary School System 3. Attrition/Retention 4. Student Expectations 5. Groups With Special Needs 6. Financing Constraints 7. Application of Information Technology
III. INTERNAL STRENGTHS AND CONCERNS 14 1. Student Survey 2. Unit Reviews 3. Summary Assessment
IV. CONCEPTUAL FRAMEWORK 24 1. Definition 2. Domains 3. Stages 4. Resources 5. Network Concept v. ISSUES AND RECOMMENDATIONS 29 1. Institutional Commitment 2. Systemic Processes 3. Human Resources Development 4. Stage-Related Needs 5. Procedural Review 6. Information and Evaluation
VI. CONCLUSION 36
VII. REFERENCES COUNSELLING AND ADVISING AT THE UNIVERSITY OF GUELPffi REPORT OF THE REVIEW COMMITTEE - JUNE, 1987
EXECUTIVE SUMMARY
The University of Guelph made a commitment in its Aims statement to examine the current Counselling and Advising System and bring forward recommendations to help ensure its effectiveness and efficiency. A broadly representative committee was struck in the Spring of 1986 for purposes of this review, chaired by the Associate Vice-president, Academic and Provost. It held meetings with individuals and units engaged in advising/counselling and sponsored a series of open fora for students, staff, and faculty with an interest in this matter. The Student-Environment Study Group was commissioned to undertake and report on a large scale study of student experiences and perceptions related to advising/counselling at the University of Guelph and specific sub-committees prepared detailed reports on "External Needs, Opportunities and Constraints" and "Internal Strengths and Concerns."
The present report draws heavily on these findings and on the experience of Committee members. Most importantly, it proceeds from an understanding of counselling and advising as both a relationship and an outcome. In the Committee's understanding, "counselling and advising" should be a broad network of resources related in a systematic manner to aid students developmentally, at all stages of their undergraduate and graduate careers, in clarifying and achieving their educational goals, be they academic, career or personal.
As the Aims report recommendation states (p. 16), the Advising/Counselling System should "introduce students to the range of the UniverS"ity's learning resources, clarify their educational objectives and support them in their learning experiences." The purpose of advising/counselling is to create a learning context which supports student growth and development with respect to all educational goals, including life and career planning as well as academic achievement. Ongoing and significant relationships between students and advising/ counselling personnel are vital to this objective and the critical role of any advisor is to stimulate the student to think carefully about various educational goals.
The survey of students (58% response rate - 1,132 respondents) indicated overall satisfaction with the system on the part of 50% to 70% and that one-quarter to one-third of students report a significant level of dissatisfaction. There is reason to be heartened and a need for change. This need is echoed in the open-ended comments received.
1 Nearly 40% of the respondents did add comments and they were predominantly negative and displayed a significant sense of frustration.
There was an indication of under-utilization of services by groups which should have used them and a trend suggesting that satisfaction is highest where there is substantial student advisor contact and lowest where that contact is superficial and brief. There is also ample evidence that all areas of our current system are heavily influenced toward instruction and answering at the expense of reflection and exploration. Some of the reasons for this seem to include procedural patterns, resource inadequacies, lack of information regarding referral resources, skill levels, student expectations, and personnel selection. All of these aspects are examined in the full report.
For their part, those working as advisors/counsellors highlighted the variety, skills, and commitment of available resources but lamented the relative lack of collaboration and coordination of effort. While the knowledge and skill levels of many advisors are well suited to their specifically defined roles, those individuals are not always aware of the broader range of services available, of how they interact, and of related academic and other procedures. The relationship between advisors in academic units and those in Student Services was highlighted in this regard.
In the Committee's judgment, advising/counselling at the University of Guelph should operate in a more systematic fashion and deliberate attention needs to be given to the relationships between the parts and to equipping students with the information they need to promote self-responsibility in matters of academic planning, career planning and personal management skills. Different strategies and approaches are appropriate for students at the entering, in-course, and graduation stages and should be developed with specific target groups in mind. In keeping with this, a suggested conceptual framework to guide development of advising/counselling activities is outlined.
The principal issues and areas for recommendation identified by the committee are:
1. Institutional Commitment
The Institution needs to clarify its expectations for the advising/counselling system and commit itself publicly to values, policies, and structures - including Promotion, Tenure and Merit approaches - which reinforce positive advising/counselling interactions and desired student outcomes.
2 2. Systemic Processes Specific actions are required to clarify roles, improve shared understanding, enhance communication and active collaboration, encourage use of advising/counselling resources and help ensure more appropriate referrals.
3. Human Resources Development
More deliberate attention needs to be given to the selection and placement of those advising and counselling students. Training' and development for this function should be provided beyond what is typically available and-recogniton for the efforts of those in these roles should be heightened.
4. Stage-Related Needs
Current advising/counselling services require specific review and enhancements to ensure that they focus effectively on the needs of particular populations and are offered in a fashion appropriate to the stage-related cognitive and personal development attributes of those groups.
5. Procedural Review
Administrative procedures - which can divert attention from other vital advising/counselling tasks - need to be streamlined, improved in consistency and, where possible, handled through alternative means.
6. Information and Evaluation
Individuals and Units planning and delivering advising/ counselling services would find additional information very useful, including demogr~phics of the student population~ their developmental characteristics; available resources for learning opportunities and support; feedback on student achievement of outcomes and the impact of advising/ counselling activities~ and post-graduation employment/education history and retrospective evaluations.
The principal elements of the strategy proposed are:
a more formal institutional commitment to Advising/Counselling;
encouragement of an active Counselling/Advising Network for system-wide education, exchange, consultation and problem-solving;
3 front-end loading of resources to support the needs of entering students; and
distinctive approaches to address the different needs of entering and in-course students.
Specific suggestions include a proposed University Statement of Intent with respect to the Advising/Counselling System, a more public commitment by the University to values, policies, and structures which will reinforce both the relationship and success attainment aspects of Advising/Counselling interaction, and the possible membership for a Counselling/Advising Network and ideas on how such a group might be utilized on some of the topics highlighted as requiring attention.
The recommendations on best ways to strengthen the Advising/Counselling System are primarily directed at University officials, faculty and staff. Yet the Review Committee is very aware that these suggestions will be to no avail if students themselves do not respond. Their involvement, commitment and energy are critical to such a system and the NIE Report excerpt included in Appendix 8 is a compelling invitation to students along these lines. Delibe~ate efforts should be made to invite continued student input as this report is released for wider discussion.
4 INTRODUCTION
The 1980's have been a time of intense re-evaluation for universities (Ender et aI, 1984). The university population, still large in size, has changed dramatically in socio demographic composition, especially with respect to non- traditional student groups interested in part-time study, and advising and counselling has come under increasingly critical scrutiny (DeCoster and Mabel, 1981). Research strongly suggests that caring and professional advising/counselling not only substantially improve the quality of the learning experience (Mabel and DeCoster, 1981) but translate into increased retention and reduced student attrition - in some cases by 25% or more (Farmer and Barbour, 1980; Schotzinger et aI, 1978; Glennen, 1976). In light of these and other data, many North American universities have begun to return to an explicit notion of serving the whole student within a student-centred learning environment (Ender et aI, 1984; see also NIE Report, 1984). In its recent Aims and Objectives ("Towards 2000, 1985") the University of Guelph makes abundantly clear that it is committed to the creation of such a learning environment. (See Reference #1 in Volume B - "Advising/Counselling Review Source Documents"). As an initial step, this. Institution indicated in the Aims document its intention to initiate the research required to collect information regarding the need for and current status of university counselling and advising activities;
"That the Associate Vice-President, 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 University' learning resources, clarifies their educational objectives and supports them in their learning experiences."
A Committee to review the Counselling and advising system was subsequently struck to oversee implementation of this recommendation. The membership is listed in Appendix 1.
5 I. BACKGROUND
1. Terms of Reference and Mandate
The Committee's task was seen institutionally as an important one arising from the Aims report recommendation and the Board of Undergraduate Studies concern for the quality of the undergraduate experience and need to ensure that the teaching and learning objectives at the University are well-supported. The Committee was to establish an inventory of services and programs within the general framework of existing advising and counselling activities, as well as undertake an assessment of student needs drawn from the experience of in-course students. In this regard, the Student-Environment Study Group in Student Services was asked to undertake a large scale study of student experiences and attitudes toward advising and counselling at the University.
At a later stage, the Review ComInittee formed two Task Groups from its membership to undertake initial development of the report for Senate:
A. External Needs, Opportunities and Constraints - This group explored the mandate of the Review Committee in terms of the Report "Toward 2000:Aims and Objectives of the University of Guelph" and other related information which has implications for counselling and advising.
B. Internal Strengths and Concerns - This group reviewed the role and functioning of Units involved in advising/counselling based on student survey data and the-Committee interviews.
2. Consultation Process
A series of meetings was held in late March, 1986 at which time representatives from the different counselling services on campus, including peer counselling groups, met with the Committee to share perspectives on the current services and on student needs. These meetings were open and every effort made through public announcements to encourage the campus community to share in these discussions.
Following those sessions, several additional interviews were held by the Committee on an invited basis with representative providers and users of counselling and advising services. On several occasions during the review period, writt~n submissions and comments were invited from
6 students, faculty, staff, and program or administrative units throughout the University community.
In addition, the Committee, in conjunction with the Board of Undergraduate Studies, sponsored workshops with M. Mentkowski (Alverno College) and T. Miller and S. Enders (University of Georgia) to review a number of concepts, approaches, and research findings in the area of advising and counselling systems with those recognized as expert in the field. In conjunction with these events, current bibliographic material was compiled and circulated.
3. The Current System
As part of its activity, the Sub Committee on Internal Strengths and Concerns identified the various components of the overall system. The components identified were:
Admissions International Students Athletics Mature Students Career Counselling Medical Services Central Student Association Peer Helpers Chaplaincy Personal Counselling Co-Operative Education Program Counselling! Disabled Students Academic Counselling Faculty Advising Departmental Records General Studies Residence Life Staff Graduate Studies Student Awards
It is evident that advising and counselling at the University of Guelph is provided by a wide range of institutional actors. (See Appendix 2 for brief purpose statements supplied by the Units.) Four key staff categories received particular attention: program Counsellors, Departmental Advisors, Career Counsellors, and Personal/Psychological Counsellors. All students are expected to have some contact with Program Counsellors or Departmental Advisors, although they will be directed to one or another, respectively, depending on whether they have selected a specific program or area of specialization (major). The concern of Career Counsellors is with a student's understanding of the potential relationship between educational plans and future career objectives. Personal Counsellors deal with personal matters which tend to have significant emotional content.
Figure I depicts the advising system and role of various personnel within the college academic system.
7 Fig. 1. ADVISING IDLES WI'lHIN COLLEGE ACADEMIC SYSTEM
~ -I'
UNIVERSITY OF GUELPH
UNDERGRADUATE ACADEMIC ADVISORY ORGANIZATION
ONTARIO COLLEGE OF COLLEGE OF COLLEGE COLLEGE OF ONTARIO COLLEGE OF AGRICULTURAL BIOLOGICAL PHYSICAL OF SOCIAL VETERINARY FAMILY AND COLLEGE SCIENCE SCIENCE ARTS SCIENCE COLLEGE CONSUMER STUDIES T 1/ .~ Scho 'OhMl ~ School School of 'I of Eng- Landscape of Hotel and inee ring Architec- Human Food Admin"': ~ ture I Biology istration i
I I B.Sc Biolo- 1/ B.Sc B:L.A., B.SCJ Physical1 (B.A.j Program Counsellors Eng. Agr. H.K. gical B,scl Sciences l, I . Sciences U flli1[IT1 Department Advisors .. ~ht It: t. Propram Counsellor -acts on behalf of the College or school with responsibility for advising at the program level and more generally relating to 'the atudents in terms of academic concerns. Is a member of the admission and review committees. Usually is assistant to the dean or director on academic matters. Department Advisor -acts on behalf of department in advising students on academic matters related to the disciplines associate with the department. Generally, is a faculty member but not necessarily so. Department CO-OR Advisor - same as above and also deals with the specific needs and requirements of co-op students. .11. EXTERNAL NEEDS, OPPORTUNITIES AND CONSTRAINTS A number of factors external to the counselling and advising system present opportunities, constraints and needs which must be addressed as the University concerns itself with the overall development of its students. The main factors which have implications are enrolment trends, including the impact of changes in- the ontario secondary school system, attrition/retention experience, social changes, and the needs of special groups. Financial constraints and technological developments will also exert a strong influence on the Advising/Counselling System. This section of the Committee report highlights these factors and their implications for advising/counselling. The full statement of the Sub Committee which examined external environmental factors has been included as Reference #2 in Volume B - "Advising/Counselling Review Source Documents." I. Enrolment Situation Estimates of future enrolment are necessary to enable the University to anticipate changing needs and identify potential problems or opportunities. The most striking features of the full-time undergraduate enrolment projections prepared by the Council of Ontario universities are the abrupt increases between 1988 and 1990, in response to ROSE/OSIS, large steady declines between 1990 and 1995 due to declines in the high school age cohort, and a levelling off with small declines from 1995 up to 1999. The rise in part-time enrolment is expected to be slight but steady and the number of full and part-time graduate students is likely to increase slightly over the period. The forecast low in 1999 is about 10% below the actual 1982- 83 enrolment. Implications - If these projections hold, undergraduate admission requirements may rise in 1989 and 1990. One result could be a student group that needs more variety in learning styles and has higher expectations for and use of advising/counselling resources. - Spring and Winter applications for admission will likely rise from 1989 to 1991 and the amount of pre-admission, early in-course program planning, and general orientation demands will increase at these periods. 8 / As part-time undergraduate enrolment is forecast to rise slowly but steadily, increased attention to the needs of part-time students (e.g. accessibility to facilities and advising/counsellirig resources) will be necessary. - Projected enrolment declines after 1991, coupled with the recent move to an "enrollment corridor" approach to determination of operating grants, may signal increased competition, lower admission standards, and heightened attention to strategies for increasing retention. All of these features will impact signifi cantly on advising/counselling activities. 2. Changes in the ontario Secondary School System situation Following implementation of ROSE/OSIS in the Ontario Secondary School System, it is expected that many students will be graduating in 4 to 4.5 years instead of the traditional 5. Issues of academic preparation, learning styles and skill levels will· need to be monitored as the new system comes into effect. It is not clear whether students will be any better or worse prepared for university. As the overall age of entering students drops, so will the maturation level of many students and parents may expect universities to act in a more active supervisory role, especially for those living in residence. Given the experience of other jurisdictions without a Grade 13, it may well be that students simply begin their psycho-social and academic preparation for university life earlier and will enter younger, but at a similar stage of development as current students. Implications - The University may be faced with slightly different academic backgrounds and expectations from a younger incoming class. This may change again in several years as application levels begin to drop. - The University may be faced with slightly different social needs from a younger incoming class. - Generally speaking, students may need more pre-admission counselling to help cope with making informed decisions at an earlier age. 9 3. Attrition/Retention Situation North American findings over the past decade suggest that the undergraduate attrition rate is at approximately the 50% level from the time of first enrolment to graduation. Recent experience at the university of Guelph confirms that 30% - 35% of the students who registered in a given Fall do not continue their studies at this Institution in Fall of the next year. The concept of "person-environment fit" offers a helpful perspective on the attrition phenomena. This refers to the characteristics of students and how well these fit with those of the University environment. The fit between the two determines the degree of academic and social integration, which in turn affects student persistence. Most of the factors which seem to contribute to attrition (high risk groups, degree of support for identity formation and for exploring vocational choice, and the quantity and quality of opportunities for co-curricular student involvement) can be moderated by the University and should be deliberately managed to help achieve student success. Implications - Evidence from the studies currently underway at this University and elsewhere strongly suggest that the counselling/advising process can be critical in moderating the factors which are associated with high attrition. - Admission procedures could include diagnostic programs and other efforts to better identify predictors of success and a sound student environment fit. - The costs to the University in time and cash flow related to students who leave are very large. - The problem of improving retention will become even more acute in terms of overall institutional enrolment if, as projected, application levels begin to decline. 4. Student Expectations Situation The relationships between universities and their students have changed greatly within the last 20 years: most 10 universities are making greater attempts to involve students as self-responsible community membersj students are taking a greater variety of paths toward their degreej careerism and the vocational emphasis among students continues to growj and students are becoming increasingly "consumer-oriented" in their educational values and more assertive about their rights. All of this is occurring against the background of a university student population that is becoming less homogeneous. Implications - Responding to students now requires a greater adaptability on part of the university, especially in program and course structure and content. - The current high vocational orientation can give rise to resistance to courses designed to ensure breadth and liberally educated graduates. - As students increasingly challenge university positions, the need for advising/counselling systems that feature sensitivity to the rights of students and appropriate appeal procedures is paramount. - "Standard" and routine responses are increasingly counter-productive in a situation where the variety of student needs and demands is quickly increasing. 5. Groups with Special Needs Situation Various student groups have begun to request special consideration, among them older students, part-time students, single parents, international students, the physically disabled, the learning disabled, women, francophone students, distance learners, the undecideds, re entry students, and exceptional students. Given the lack of information about these groups and limited understanding of their issues among many members of the university community, those in the advising/counselling systeln can find it difficult to know how to respond. This is particularly the case with undecideds, a large group that can easily be pushed into premature decisions by administrative and careerism pressures. Even were many of these special needs known and understood, at present there is very little available information about certain students and groups. No standardized testing is 11 used system-wide (such as the SAT or ACT in the United States) and little "extra" information is available. Implica.tions - The array of groups with special needs makes it absolutely crucial that the advising/counselling system facilitate cooperation among the many units across campus and promote a good referral network to help students deal with their different needs. - Those involved in counselling/advising activities should be helped to recognize and understand the needs of special groups and interact adequately with such students. - Efforts to identify certain high-risk groups, such as students who were required to withdraw previously and those performing at certain levels at mid-term, are vital for facilitating appropriate assistance. The university can expect increasing pressure from those advising students to supply regular profiles on student characteristics and needs, especially new entering students. 6. Financing Constraints Situation The dilemma is familiar: to do more with less. As outlined, the needs of students will continue to exist even in the midst of pressure to reduce resources. In fact, even though some declines in application numbers or enrolment are foreseen, the increasing diversity of the student body will generate additional demands on the advising/counselling system and the case for more resources will need to be stated clearly. Demands will be particularly acute if enrollment corridors are threatened. Implications - Deliberate efforts will be required to estimate costs: the costs of developing appropriate identifiers, the costs of supporting adequate advising/counselling systems, and the costs, for example in terms of attrition, of not identifying and supporting those with special needs. 12 7. Application of Information Technology Situation In a situation where multiple majors/minors within multiple specializations are being offered and degree and university requirements are changing annually, keeping up with the necessary "regulatory" academic information is a heavy burden for advisors. Computerization can be used to monitor student academic progress, keep students better informed of their status and choices with ongoing, accurate information, and enable counsellors/advisors to interact more personally with students and pay additional attention to those with special needs. Telephone-voice registration, videotext displays, and degree audit programs are examples of such information technology applications. Increasingly, students will also be expecting universities to model such applications in their affairs. Implications - Unevenness of communication and lack of accurate information to students are a growing problem and computer-assisted advising can help rectify this situation. - Used in a complementary fashion, information technology can help permit the counsellor/ advisor more time for persona~ interaction. Developments such as degree audit and telephone voice response systems can improve student satisfa~tion and provide advisors and students with timely feedback on outcomes. 13 I I I. INTERNAL STRENGTHS AND CONCERNS The sub-Committee appointed to look at and identify the strengths, capqbilities and weaknesses of the present system met regularly throughout the spring semester, 1986 to consider findings from the survey of student experiences on perceptions related to advising/counselling at the University of Guelph and materials gathered and information received during the presentations made to the overall Review Committee. student comments from the survey questionnaire were also examined as was a report prepared by the Student-Environment study Group entitled "Counselling and Advising at the University of Guelph:Evaluations and policy Implications." The Review Committee looked at the various components of the· overall system in an effort to evaluate how effectively each unit meets student needs. It was noted that major concerns expressed by those who made presentations to the Committee were also reflected in both the questionnaire comments and in the Student Environment Study Group Report. This seems to indicate that those providing counselling and advising and those using the services share some quite similar views on the effectiveness of the current system. This section of the report presents the survey findings, summarizes strengths and concerns related to each unit which participates in advising/counselling activities, and provides an overview of features seen as common to the entire system. 1. Student Survey The Student-Environment Study Group within Student Services was asked to undertake a large scale survey of student views on advising and counselling at this University. The primary basis for exploring student views was practical: to assemble a body of data that would be helpful in directing the course of future policy concerning the advising and counselling system. The approach taken to investigating these activities was wide-ranging and use was made of psycho social, cognitive development and person-environment fit theories in deciding on the specific sorts of information required and how those data, once acquired, would be interpreted. Objectives - The study had a number of specific objectives in light of practical concerns and theoretical sensitivities: 1. Student Sample Characteristics. very little is currently known concerning the basic characteristics of 14 the students who attend the University of Guelph. Accordingly, it was important to characterize the student population, at least in a limited way. 2. Types of Advisor. Advising and counselling at the University of Guelph is offered by a wide range of institutional actors.* Given that it was impossible to examine the activity of all of them, the study relied on the expertise of key informants and focused on four key groups: program counsellors, faculty advisors, career counsellors and personal/psychological counsellors. In this context, the study sought to determine how these activities were distributed, that is, who discussed what issues with whom. 3. Types of Service. There was a good deal of interest in the sorts of issues discussed in the advising and counselling process, namely, (i) academic concerns, (ii) developing plans and priorities (ego educational objectives, the linkage between these objectives and career, life plans), and (iii) personal concerns. In accord with the view of the whole student, all three topic categories were explored. 4. Student Satisfaction. A service meets the needs of its clients only insofar as the clients say that it does. Accordingly, the study inquired into the extent to which students sampled had used the service and, if so, were or were not satisfied with their experience of it. 5. Interaction Effects. In accord with the notion of "fit", the study sought to characterize the relationship between student and service characteristics, that is, it explored the interaction between such dimensions as which students used which services with what degree of satisfaction. Method - To obtain these data, a survey instrument (Appendix 3) was constructed comprised primarily of Likert-type items. Sent to a stratified sample of 1,945 students * Section 1-3 ("Current System") indicates the full range of actors who offer advising or counselling service to students. The significance of this list is twofold: it highlights the complexity of research in this area and suggests the confusion students are likely to encounter in deciding who to approach with respect to a given problem. 15 in March/April, 1986, it received a response rate of 58% (n=1,132). Cownents from students suggest that informants regarded this subject of the survey as important and worthy of careful attention. The vast majority of respondents answered all items. In comparison with the undergraduate population, the study sample over-represented males, students in the B.A. program and students in years 3 and 4. In other respects - the proportion of full-time and non-co-op students and those with Band C grades - the sample accurately matched the population parameters. For further details regarding respondent characteristics, method,and analysis, see Reference #3 in Volume B - "Review Committee Source Documents." Findings - The data were presented in five parts corresponding to the objectives, namely: (1) student sample characteristics, (2) types of advisor, (3) types of service, (4) student satisfaction, and (5) interaction effects. The findings are summarized in Appendix 4 to this report and reported in detail in I {, Reference #3 ~n Volume B. Of the full range of findings, five sets stand out as especially note-worthy: The Advising/Counselling System appears to be underused, with 45-90% of respondents reporting no contact whatever with particular services in the past 12 months; Of all advisory groups, faculty advisors see more students and discuss a broader array of issues than any other; Across the four advisory groups (program, faculty, career and personal), 15-30% of respondents were consistently dissatisfied; Respondent satisfaction increased as the frequency and intensity of contact rose; areas of service characterized by a high student..:a:-dvisor ratio and relatively superficial contact were typically sources of student dissatisfaction; and Heaviest and most satisfying use of the services was by Year 1 females under 25 years of age whose grade average was C or lower, whereas dissatisfaction was 16 associated with an NS ("have not discussed but feel I should have") category rating. As noted, about 40% of all respondents offered some qualitative co~nent. About 70% of these replies were negative, with lack of time, interest, awareness, or information of/about the Advising/Counselling System being the sources of dissatisfaction most frequently cited. We encourage readers to review the sampling of qualitative comments included in Reference #3 - Volume B. The Student-Environment Study Group prepared a report entitled "Counselling and Advising at the University of Guelph:An Evaluation of Policy Implications." (See Appendix 5 for table of contents; the material is included in Reference #3 - Volume B.) It is their view that, rather than signalling a need for more of the same, the findings call for what, in many instances, would amount to a reconceptualization and reorganization of the system, as it does not seem designed to foster the kind of advisor-student relationship required by the University's objectives. Suggested reforms in the areas of separation of functions, mandatory service delivery, and job description are proposed. The Internal Review Sub-Committee also brought forward comments on the survey, based on their own discussion of the findings, the qualitative comments made by the respondents, and the report prepared by the Student-Environment Study Group. They found that many of the survey results were confirmed by the unit interviews they carried out (see Section III-2 which follows) and concurred generally with the need to address the areas identified in the Student Environment Study Group report as requiring attention. The Sub-Committee's detailed analysis and discussion can be found in Reference #4 of Volume B. 17 2. Unit Reviews The section below highlights the strengths and concerns related to the principal units involved in advising/ counselling activities, and is based primarily on the report of the Internal Strengths and Concerns Sub-Committee, a copy of whose complete report has been included as Reference 4 in Volume B - Source Documents. In some instances, the Sub Committee made general recommendations in response to concerns of students, faculty and staff. These suggestions have been compiled and included as Appendix 6. Admissions STRENGTHS: Centralized; clear procedures; highly computerized; extensive liaison programs. CONCERNS: Student fit sometimes overshadowed by enrolment target concern; liaison efforts limited to traditional age high school group; uneveness in how student-friendly the Office seems to be. Athletics STRENGTHS: Strong coach:student relationships; many developmental opportunities; commitment to holistic approach. CONCERNS: Limited formal counselling training and variable quality; under-referral; tension between winning and development. Career Counselling STRENGTHS: Experienced profess~onals; research base for practice; strong inter-university-network. CONCERNS: Insufficient counsellors; placement function has relatively low priority (personnel and formal testing); physical area congested and confusing; many faculty and other advisors unaware of the services available. Co~Operative Education STRENGTHS: Well trained and committed personnel; good support system, including workshops; counselling available to students in the workplace. CONCERNS: Insufficient resources available at the acadelnic departmental level; considerable variance in the departmental priority given to the co-op program; communication between faculty advisors and Co-Op Office needs improvement; computerized access to student data is a problem for some. 18 Central Student Association STRENGTHS: Natural affiliation with other students; genuine and committed efforts made to help fellow students. CONCEIDIS: Continuity is difficult; officials and advisors have little counselling training; limited use of other resources for backup or referral. Chaplaincy STRENGTHS: Personnel well-qualified; formal and informal approaches used; wide consultation with others; primary allegiance to the individual. CONCERNS: Information about key events in the lives of students often not communicated to the chaplains; space for counselling extremely limited; Christian affiliation of the officially designated chaplains can be limiting; considerable (religious) advising on a club basis is unmonitored. Disabled Students STRENGTHS: university statement of intent in place: formal support coordinated through Counselling unit; faculty generally supportive. CONCERNS: Limited faculty and staff awareness of services available: no additional resources to implement the Statement of Intent: inconsistency in department-level approaches to student problems. Faculty Advising STRENGTHS: Good resource for discipline-related information; sufficient continuity to serve as an informal mentor; current career planning information often available. CONCERNS: Remaining up-to-date on regulations; degree of recognition for faculty advising; training and skills related to advising/counselling vary considerably. Program Counselling/Academic Advising STRENGTHS: Wide range of degree-specific advisors; personnel well-informed and highly experienced. CONCERNS: Overburdened with administrative activities; differing expectations. of counsellors and students; unprepared in terms of skills for certain counselling situations. 19 General Studies STRENGTHS: Highly committed students; personal and career goals often very clear. CONCERNS: Often have urgent issues related to employment, finances, family and course load; evidence that advising/ counselling now offered needs to be more sensitive to the special needs of these students. Graduate Studies STRENGTHS: Faculty and administrative support is strong: intensive advisor:advisee relationships. CONCERNS: Special needs of international students: insufficient coordination between various groups involved with graduate students; limited use of referral resources. International Students STRENGTHS: High level of personal attention and concern; good liaison with and. use of other units. CONCERNS: Low student morale; student self-responsibility and independence often under-emphasized. Mature Students STRENGTHS: Large increase; specific orientation in place. CONCERNS: Demands for assistance very diverse: need additional pre-admission counselling and course selection advisement: inconsistent administrative support. Medical Services STRENGTHS: Highly qualified professionals: offers good coverage and access; communication with academic advisors generally effective. CONCERNS: "Excessive" waiting periods: incomplete shared understanding re documentation of illness: limited progress on encouraging attention to general health and well-being: possible duplication of effort and some mis-communication with others working with students. Peer Helpers STRENGTHS: More service to st~dents at a reduced cost; good training program: positive recognition. 20 CONCERNS: Identity still being established; research results limited; resource growth has lagged behind demand; staff and faculty unsure how to utilize peer helper; peers not sufficiently representative of the entire student population. Personal Counselling STRENGTHS: Well-qualified, committed professionals; strong emphasis on prevention and developmental assistance; flexible use of individual or group counselling. CONCERNS: Limited faculty and staff awareness of the services offered; increased number of students wanting remedial assistance; utilization of self-assessment approaches and formal testing under-developed; heavy student schedules hinder group counselling approaches.- 'Records STRENGTHS: Centralized administration; sophisticated student information system. CONCERNS: Pre-registration and drop/add processes often seen as cumbersome; perception of front line personnel as less helpful than might be expected. Residence Life Staff STRENGTHS: Approachable and understanding; good training program; consistent administrative support. CONCERNS: Demands can exceed level of preparation; experience high level of conflict between academic concerns, job demands and personal needs. Student Awards STRENGTHS: Comprehensive service; budgetary and financial management workshops; high level of staff expertise. CONCERNS: Access difficult, especially after working hours; staff can appear inflexible and uncaring; queuing process for limited bursaries and loans is frustrating. 21 3. Summary Assessment From the review of presentations and other materials, it was possible to identify a number of strengths and concerns common to many of the functions and units throughout the present Counselling/Advising system. A brief overview of the more important ones follows: STRENGTHS: 1. The present counselling/advising system encompasses within it many caring, committed faculty and staff who are sensitive to the needs of students. 2. There is a high level of satisfaction with many parts of the existing system and satisfaction increases as frequency and intensity of contact grows. 3. Among the faculty and staff providing counselling/ advising are a number with excellent training and experience in a wide variety of fields of expertise, giving a wide range of service to students. 4. A number of the individuals mentioned above have been in their positions for a period of time, and know and perform their counselling/advising roles well, thus providing continuity and stability for both the students and the system. 5. A growing number of students are involved in "helping" roles throughout the counselling/advising system, providing a different level of assistance to students. 6. Not only are the various counselling/advising resources available and accessible to all students during regular University hours but there is also a strong network of emergency services to support staff and students after hours. CONCERNS: 1. Various counselling/advising services tend not to collaborate and coordinate their efforts in response to both the universal needs of students and to the needs of special groups (for example, entry, reentry, international, mature and disabled students). 22 2. Counselling/advising personnel are not always aware of services available, of how they interact and of related academic procedures. To eliminate confusion and to ensure consistency, all personnel must be well informed and work from the same information base. This is particularly true for the relationship between the advisors in the academic units and those in Student Services. 3. There is considerable role confusion in certain specific areas of counselling/advising, notably career counselling and general studies. The mandates of the various advisors involved need clarification. 4. University advisors are sometimes uncritical or too enthusiastic with prospective students in their assurances regarding career choice and suitability of this University as an appropriate "fit" for the student. 5. Many students are also unaware of services, networks and procedures. Some have a lack of clarity regarding expectations and some fail to take adequate responsibility. We need to heighten their awareness in order to promote self-responsibility in matters of academic planning, career planning and personal management skills. \. 6. Problems exist for both students and for faculty and staff involved in counselling/advising with current methods of information dissemination on campus. Information about the counselling and advising services available and the roles of various counselling and advising personnel and about academic programs and regulations, needs to b€ readily available in clear and concise forms, possibly in videotape format as well as in printed form. 7. A generally negative attitude toward routine procedures prevails. Elimination of unnecessary procedures and streamlining of essential procedures are needed to facilitate the students' encounters with the system and to promote more positive attitudes towards administrative functions. 8. We currently lack a comprehensive data base about our own student body for assessment and diagnostic purposes. We need this information in order to identify high risk students and to provide reinforcement by building on students strengths. 9. As the system is currently structured, personnel and 23 financial resources are lacking in some areas, opportunities for training and professional development are limited, and assessment criteria for advising/ counselling activities in terms of tenure, promotion and merit are unclear. IV. CONCEPTUAL FRAMEWORK 1. Definition The advising/counselling process is best characterized as a dialogue between advisor and student. Through this, the student is enabled to acquire information about the University and to plan academic and personal educational goals consistent with her or his interests and abilities and the capabilities of the Institution. The advisor becomes better informed about the current needs and expectations of students and alerted to the perceived and actual strengths and inadequacies in the learning environment. This is a mutual process, involving both a relationship and outcomes. The Committee used the following as its working definition for the Advising/Counselling System: "A broad network of resources related in a systematic manner to aid students developmentally at all stages of their graduate and undergraduate careers in clarifying and achieving their educational goals, be they academic, career or personal." The purpose of advising/counselling is to create a learning context which supports student growth and development with respect to academic achievement as well as life and career planning. Ongoing and significant relationships between students and advisors/counsellors are an important source for the achievement of this objective. In an important sense, all members of the University community - faculty, staff, students and alumni - are advisors. While this review centers on the individuals and units with specialist roles and skills related to advising/ counselling, we all have opportunities and responsibilities in this regard and, thus, a place in this network. Many faculty, staff and students are already serving in important ways as informal mentors and advisors. Related to this is the recognition that the Advising/ Counselling System is for all students, not primarily those "at risk". All students' have needs and these needs vary considerably. Advising/Counselling is directed at 24 supporting and encouraging human potential; viewing it largely as scaffolding for those struggling academically or personally precludes much of that system's potential effectiveness. The critical role of any advisor is to stimulate the student to think carefully about these various educational goals, not to tell the student what to do. As the Aims report recommendations states, the Advising/Counselling System should "introduce students to the range of the University's learning resources, clarify their educational objectives and support them in their learning experiences." (See Appendix 7 - SCUE Report excerpt for an excellent advising/ counselling system statement of purpose.) The term "systematic" and "developmental" are key to this definition. In characterizing the desired state of the advising/counselling activities as "systematic", the Committee is recognizing. that they are interconnected and interdependent, especially from the viewpoint of students. One hand should know what the other is doing and policies and procedures should be clear and known. Ideally, the system should be managed according to an overall plan that has emerged through pa.rticipative processes and all parts of the advising/counselling system would be coordinated in their functioning, with persons tending to collaborate across units. Current information on the impact and efficiency of activities would be used to modify plans when needed. Having a system that is predictable, flexible, and collaborative, helps lead to high levels of purposive action by its members. In such an environment, students can find their sense of involvement strongly enhanced and members involved in offering services will feel a stronger sense of community (Conyne, 1986). Advising "developmentally" means advising in a way that recognizes the unique characteristics of each student and encourages student growth. A significant relationship with an advisor can be especially important to the university student. This is true both as an important first step toward recruiting students and also in enhancing student retention. A key aspect of advising developmentally is personalizing the advising relationship. Advisors are in a key position to provide support and facilitate a student's entry into the university environment. Without a concern for relationship, and structures that support this type of interpersonal investment, advisors will be very limited in their ability to help students make sense of their new experiences. The second main aspect of developmental advising is a 25 concern for outcomes and for promoting student growth. As mentioned in the definition above, this refers to working with students to build skills, especially decision-making skills, related to future academic, career and life goals. A process that actively involves students in this fashion also builds commitment on the part of students to the agreed upon outcomes (see NIE Report excerpt in Appendix 8). In this connection, the use of senior students as peer advisors seems particularly promising. Experience has demonstrated that peers can provide specific advising/counselling services at a high level of quality and do it in a very cost-effective fashion. Just as importantly, involvement in this type of role accelerates the peer advisor's own growth and development. The learning they gain is then often fed back to the environment they are working in and leads to improvements in the system itself. 2. Domains This term refers to the principal areas of student need from an advising/counselling point of view: ( i ) University Life University is a new living environment for students. Persons, resources, and opportunities are novel and it is a period of broad intellectual and social adjustment, development and discovery. The university can deliberately assist students in developing the sense of belongingness and flexibility they need to cope with and profit from their changed life situation. The goal is an enrich'ing total experience - academic, work-related, and social. (ii) Field of Study Students need to select a major from the many academic options available. Ideally, experience from a variety of courses and information about personal interests/ capabilities and prospective majors combine to shape valid criteria for making this choice. Support from mentors and program counsellors is crucial in this process. Career considerations also merit attention, even at this relatively early stage. Once a major is chosen, the department advisor becomes the prevalent source of information. (iii) Learning Skills The development and enhancement of learning skills is itself a goal in the educational process, contributing to the development of literacy, numeracy, and the 26 skills needed for life-long learning. The university can provide information and services to enhance students' learning skills and attitudes so that they can achieve successfully. Advisors in this area can also act as a resource to the university community regarding the learning needs and problems of students. (iv) Personal Growth The university has adopted as a fundamental aim the maintenance of an environment for teaching and learning that advances both intellectual and personal growth. As stated, this includes growth in the emotional, spiritual, social, moral, cultural, and physical aspects of the hunl'an character, as well as in areas of life skills planning such as financial management. Students often need assistance in clarifying their personal goals in these various areas and acquiring the skills to reach them. The university's support services help promote a state of individual readiness for this personal learning. (v) Career Planning This domain of advising/counselling is broader than sometimes conceived. Vocation, avocational and recreational interests, and life-style are all essential elements of student interest and advisor attention in the "career" area. Working out these dimensions of one's life is an ongoing activity phased throughout the undergraduate experience: recognition of personal competencies and choice of a major in the earlier years; development of a career and life plan as an in-course task; and job search in the later university years. The advising goal is to provide opportunities for students at each of these commitment phases to accomplish the appropriate task in an effective fashion. 3. stages Students have changing needs and they access resources selectively during progress through university. For advising/counselling purposes, it is useful to think of a student's experience in terms of an undergraduate or graduate degree with the main stages of interest being: Pre Admission, Entering, In-Course, and Graduating. Thus counselling and advising requires attention to both the developmental status of the student and the stage which the student has reached in his or her university career. 27 While all of the domains of student needs are relevant at each stage in the student's career, the priority advising/counselling concerns as perceived by the student are stage-related and patterned. Of particular intere~t is the general distinction between the needs of entering students and in-course students. Social adjustment, learning skills, discovering how to access resources and keeping academic options open are the concerns at the center of most entering student advising/counselling needs. These are best met through an organized university-wide approach. (See Appendix 9). In-course students typically express an increasing demand for departmental academic advising and career counselling, needs for which a system of more personalized mentoring seems well suited. 4. Resources Students utilize a wide range of resources as ~ley engage needs and concerns specific to the various stages in their university experience. Th~ major resource groupings to be considered are: Self: Family/Community: Secondary School Personnel; Faculty; Staff; Peers/Residence Assistants; and Media. These resources differ with respect to skills, access, accountability, and cOlnmitment. Faculty, staff, student peer advisors, and media sources are viewed as part of the university system and the institutional responsibility for advising/counselling is divided up among those groups. The role, purpose, and utility of a given resource - whether individual, group, or unit - changes as a student's undergraduate career progresses and her/his needs change. The major challenge - in terms of assumption of self responsibility for decision-making, in academic responsibilities and social behaviour - which many students face at the entry point and early stages of their university careers, justifies an intensification of advising/ counselling efforts and resources at this initial period. 5. Network Concept There are a number of ways in which advising/counselling services can work together as a system. Some institutions have emphasized professional advisors and most of the advising/counselling is done on a one-for-one basis between a student and her/his university advisor, an assignment which is intended to be stable throughout the student's career. A second model in use revolves around the 28 establishment of a centralized Advising Centre. Entering students receive a full range of assessments at such a Centre and then are formally referred to other parts of the Advising/Counselling System based on the results. A third approach, and one that seems more tailored to the situation at this University and findings of the Committee, is a network concept. The total advising/counselling experience is viewed as a network: a series of resources operating in an inter-connected fashion and accessed predominantly by students based on their own expressed need. (A possible exception would be an introductory University Experience course for all entering students as discussed in Recommendation #5.) In this network, there would be a group of well-defined resources serving specific functions, yet adhering to common goals and acknowledging, referring to, and communicating with, the other parts of the system .. Over arching goals would revolve around the notions of advising developmentally and advising systematically (Section IV-l above) . One way of envisioning this network is as a matrix as shown in Figure 2, which draws together the aspects of domain, stage, and resources outlined above. A concept similar to this has guided recent improvements to the Advising System at the University of Pennsylvania, and the excerpt from that report included as Appendix 10 describes the way in which ( the resources in an advising/counselling network are typically accessed as a student's undergraduate experience progresses and domain concerns ~hange. It is clear from our findings that the present "system" falls short of this operating concept in several significant respects, while the external environment analysis suggests there will be heightened demands for effective networking. This understanding and desire is fundamental to the recommendations which follow. Ve ISSUES AND RECOMMENDATIONS 1. Institutional Commitment The Institution needs to clarify its expectations for the advising/counselling system and commit itself publicly to values, policies, and structures which reinforce positive advising/counselling interactions and desired student outcomes. 29 Fig. 2 'mE ADVISING/COUNSELLING MATRIX I. OOMAINS/NEEOO I.University Life 2.Field of Study 3. Leanling Skills 4.Personal Growth 5.Gareer Planning 5.Post-Graduation 2.Entering I. Pre-admission II. STAGES We recommend that: 1.1 The University adopt a Statement of Intent with respect to the Advising/Counselling System. A suggested draft is included as Appendix 11. 1.2 The University consider Advising/Counselling initiatives, including" those identified in this report, as a critical part of its current Strategic Plan. 1.3 There be a clear commitment by senior administration to the priority of Advising/Counselling concerns and support of agreed upon initiatives, with the Associate Vice President Academic and Provost taking a central coordinative responsibility in relation to planning and implementation. 1.4 Closer organizational ties and improved cooperation be promoted between Academic Departments, Academic Support Services, the Registrar's Office, and Student Services. 1.5 . The units involved in advising/counselling acti vi ties engage in a review of the suggestions made by the Internal Sub-Committee (see Appendix 6). 2. Systemic Processes ( Specific actions are required to clarify roles, improve shared understanding, enhance communication and collaboration, encourage use of advising/counselling resources and help ensure more appropriate referrals. We recommend that: 2.1 The President establish a formalized Counsel1ing/ Advising Network consultative group that would meet regularly for education, exchange, and problem-solving. (See Appendix 12 for a suggested proposal re membership and terms of reference.) 2.2 The following be reviewed as matters of first priority by the Counselling/Advising Network: - Proposal for a 12 Week Semester Initiatives for entering students (ref. 4.5) Methods of communication with students and among parts of the Counselling/Advising System (ref. 2.3) Preparation of a Counselling/Advising Manual (ref. 2.6) 30 2.3 Current approaches used to communicate advising/ counselling services and information to students, faculty, staff and involved units be reviewed. 2.4 Two separate documents be developed to replace the current Undergraduate Handbook; one for faculty and staff advisors and one for students. 2.5 The Dean of Graduate Studies consider, in consultation with counselling/advising personnel, how the resources of the counselling/advising system might be more effectively utilized by graduate students. 2.6 An Advising/Counselling Manual be prepared for use by faculty, staff and students involved in advising. 2.7 An Advising/Counselling information and referral centre be established in the University Centre to provide a hot line, face-to-face contact, and quick access to specialized advising and counselling personnel. 3. Human Resources Development More deliberate attention needs to be given to the selection and placement of those advising and counselling students. Training and development for this function should be provided beyond what is typically available and recognition for the efforts of those in these roles should be heightened. We recommend that: 3.1 The roles of staff providing various advising/ counselling services be more clearly defined and guidelines established for selection and training of personnel and assessment of services. 3.2 The roles of faculty members who have formal academic advising responsibilities at the college and/or department level be more clearly defined; the Joint Faculty Policies Committee review the assessment criteria for those activities in terms of tenure, promotion and merit; guidelines be developed for appropriate professional development activities. 3.3 Professional development activities for faculty and staff engaged in advising/counselling with students be supported by promoting such activities and providing direct funding. 31 3.4 That the use of senior students as advising assistants (peer helpers) be supported throughout the advising/ counselling system through promotion of such opportunities and expansion of current funding. 4. Stage-Related Needs Current advising/counselling services require specific review and modification to ensure that they focus effectively on the needs of particular populations and are offered in a fashion appropriate to the stage-related cognitive and personal development attributes of those groups. We recommend that: A. Pre-Admission: 4.1 The Secondary School Liaison Sub Committee and the President's Secondary School Advisory Council suggest areas for attention related to advising/counselling. 4.2 The participation rate of new entering students in various types of pre-entrance activities, including March Counselling, New Student Dialogue, and START or possible new initiatives, be increased, especially where those activities will help meet the needs of high-risk students. B. Entering Students 4.3 To reflect the stage-related needs referred to earlier in this report and in keeping with experience elsewhere and the direction suggested in the University's Draft strategic Plan, advising/counselling resources be shifted where possible to support even more strongly the needs of entering students. 4.4 Approaches to advising/counselling maximize opportunities for student involvement, both on the part of advisees in their own counselling interactions and by providing opportunities for trained student peer helpers to assist fellow students as part of the advising/counselling system. 4.5 The Institution establish an entering year experience credit course for all entering students and that the Board of Undergraduate Studies determine an initial design and implementation plan for such a course. 32 C. In-Course 4.6 Academic departments be encouraged to establish or formalize a mentoring program for students in the department. The recent experience establishing a formal program of this type in the veterinary College could be most valuable. 4.7 The implications an~ opportunities for advising/counselling arising from the report of the Task Force on Off-Campus Student Life expected to be available during Fall, 1987 be reviewed. 4.8 Institutional support be continued to further development of an integrated Learning Skills Centre. 4.9 Uni versi ty-wide efforts directed to studen-ts who may be at academic risk, such as mature students, those with low grade 13 averages, and those seeking re-admission, be further expanded. The program offered in Winter, 1987 for re-entry students by the Colleges of Biological Science and Physical Science, in cooperation with the Counselling and Student Resource Centre, offers one exampl_e of such a program. 4.10 The advising/counselling needs of Mature and Part-Time Students be reviewed jointly with the Mature/Part-Time Students organization, School of continuing Education and Part-Time Studies, Counselling and Student Resource Centre, and other involved units. 4.11 The Department of Residences review advising/ counselling functions in the current Residence Life program, with particular attention to ensuring that the selection criteria for Hall Advisors and Area Directors reflect the central advising/counselling roles inherent in those positions. 4.12 That early consideration of career planning be emphasized as it relates to the decision regarding the choice of a major field of study. 5. Procedural Review Administrative procedures - which can divert attention from other vital advising/counselling tasks - need to be reviewed and monitored on an on-going basis to be streamlined, improved in consistency and, where possible, handled through less labor-intensive means. 33 We recommend that: 5.1 units involved in advising/counselling activities and the Advisory Committee of Academic Counsellors be directed to assist the Board of Undergraduate Studies in identifying specific instances of confusion, inconsistency or redundancy in academic rules, regulations and procedures. 5.2 Advice be sought from the Advisory Committee of Academic Counsellors regarding changes in tasks and structure that would reduce the administrative load on program counsellors and departmental advisors and enable them to use a greater proportion of their time focussing with students on individual educational goals and progress of their overall university experience. 5.3 The EDNET Committee suggest possible ways in which that development might be utilized in the future to facilitate student access to advising/counselling services. 5.4 The Student Systems Coordinating Committee review proposed information technology developments coming before it, especially Degree Audit and registration by way of Telephone Response System, with advising/ counselling requirements in mind as a priority. 6. Information and Evaluation Individuals and Units planning and delivering advising/ counselling services would find additional information very useful, including: - demographics of the student population~ - their d~velopmental characteristics~ - available resources for learning opportunities and support~ - feedback on student achievement of outcomes and the impact of advising/counselling activities; - post-graduation employment/education history and retrospective evaluations. We recommend that: 6.1 The Associate Vice President and Provost encourage institutional efforts at increasing knowledge about our students and making that information available to program planners and those involved in advising/counselling activities. 34 6.2 priority be given to information technology applications which seem to offer promise for more appropriately and efficiently providing information to enhance counselling/advising tasks. 6.3 A determination be made of the type of information regarding student achievement and impact of counselling/advising activities needed on a regular basis to review performance of the Advising/Counselling System. 35 VI. CONCLUSION Beyond the recommendation which established the Committee to Review the Counselling and Advising System, the aims of Toward 2000 have a strong impact on that system. The document reaffirms, with the founding object of the institution, that "the U~iversity of Guelph should provide for the intellectual, social, moral and physical development of its members and betterment of society." It stresses the need to educate for change, to have human involvement in the learning process, to reach beyond the strictly academic and include the integrated development of each individual, and to provide opportunities for personal growth. In broad terms, it proposes that the University "maintain a comprehensive environment for teaching and learning that advances both intellectual and personal growth". To take the Aims report seriously means that more attention will need to be focused on providing support to help students develop and grow both academically and in terms of their other educational goals. The University will take a more active, interventionist role in student learning and development. To achieve maximum effectiveness, advising and counselling should be viewed as an educational process, valuable in and of itself. As long as it is regarded principally as a technique for selecting courses and planning programs, its potential as a positive contributor to the learning environment will not be realized. While an advisor and a student or group of students may plan a course of study or develop a schedule of activities during a session, the dynamic and interactive nature of the relationship offers an extremely valuable means for facilitation of growth and development and enhancement of mutual understanding throughout the University system. Both ask questions; both listen; both explore; both offer answers. An advisor, whether a faculty member, student affairs professional, student peer, coach, graduate, liaison officer, or other member of the University community, can serve as a constant in what may otherwise be a fragmented, disconnected environment for the student. The advisor can encourage integration of and respect for what appear to the student to be unrelated or opposing points of view. When the advisor serves as a referral agent to other campus services and experts, she or he also contributes to student empowerment by providing access to the campus systems. Finally, through challenging the student to examine his or her purposes and educational objectives, the advisor encourages movement toward self-direction and autonomy. 36 While there is reason to be heartened by the diversity, strength and commitment of advising/counselling services at the university of Guelph, there is also a strong suggestion of a need for change. Our review identifies ample evidence that all areas of the current system are heavily influenced toward instruction and ,answering at the expense of reflection and exploration. The desire for more of the latter emerged strongly in the student survey and unit interviews and the bulk of the negative comments reaeived related to the perceived superficiality of encounters and thwarted expecta,tions of students wanting more than routing and approvals. The suggested conceptual framework described in this report and specific recommendations brought forward are an attempt to help us move together as a learning community and realize more effectively the potential of the Advising/ Counselling System. Support that is consistent and progressive, carefully structured and flexible, involving and accountable, will be used and valued. A systematic and developmentally-based network can accelerate interaction between students and the educational institution and significantly enhance the ability of students to achieve academic, personal and career success. ( , \., 37 ; , . : * : .~ VII. REFERENCES American College Testing Program High School Profile Report Students Tested 1983-84. Iowa City, Iowa: ACTP, 1984 Astin, W. Four critical Years: Effects of College on Beliefs, " Attitudes, and Knowledge. San Francisco: Jossey-Bass, 1977 j Bowen, H.R. Investment in Learning: The Individual and Social . Values of American Higher Education. San Francisco: Jossey- Bass, 1977 Carstensen, D.J. & Silberhorn, C.A. A National Survey of Academic Advising, Final Report. Iowa City, Iowa: ACTP, ~ 1979 ~. Chickering, A.W. Education and Identity. San Francisco: Jossey ,I 'j Bass, 1969 I t Crockett, o.s. Academic advising delivery systemso In R.B. Winston Jr., s.C. Ender & T.K. Miller (eds.) New Directions I for Student Services: Developmental Approaches to Academic Advising, #17. San Francisco: Jossey-Bass, 1982 DeCoster, D.A. & Mable, P. Interpersonal Relationships. In D.Ao DeCoster & Po Mable (eds.) New Directions for Student Services: Understabdinq Today's Students, #16. San Francisco: I Jossey-Bass, 1981 I,:,~.: I Drum, D. Understanding student development. In W.H. Morrill, I J.C. Hurst with E.R. Oetting (eds.) Dimensions of I Intervention for Student Development. NY: Wiley- I Interscience, 1980 , ·1 '. Ender, S.C., Winston, R.B. Jr. & Miller, T.K. Academic advising reconsidered. In R.B. Winston Jr., T.K. Miller, S.C. Ender, T.J. Grites (eds.) Developmental Academic Advising. San Francisco: Jossey-Bass, 1984 Farmer, R.L. & Barbour, J.R. Attrition reduction through academic advising. Paper presented at the 4th National Conference on Academic Advising, Asheville, N.C., October, 1980 Glennen, R.E.Intrusive college counseling. School Counselor 1976, 24, 48-50 Hab1ey, W.R. Integrating academic advdising and career planning. In R.B. Winston Jr., T.K. Miller, S.c. Ender, T.J. Grites (eds.) Developmental Academic Advising. San Francisco: Jossey-Bass, 1984 Harvey, D.J., Hunt, D.E. & Schroder, H.M. Conceptual System and Personality Organization. NY: Wiley, 1961 38 While there is reason to be heartened by the diversity, strength and commitment of advising/counselling services at the University of Guelph, there is also a strong suggestion of a need for change. Our review identifies ample evidence that all areas of the current system are heavily influenced toward instruction and answering at the expense of reflection and exploration. The desire for more of the latter emerged strongly in the student survey and unit interviews and the bulk of the negative comments received related to the perceived superficiality of encounters and thwarted expectations of students wanting more than routing and approvals. The suggested conceptual framework described in this report and specific recommendations brought forward are an attempt to help us move together as a learning community and realize more effectively the potential of the Advising/ Counselling System. Support that is consistent and progressive~. carefully structured and flexible, involving and accountable, will be used and valued. A systematic and developmentally-based network can accelerate interaction between students and the educational institution and significantly enhance the ability of students to achieve academic, personal and career success. \ 37 Heath, R.H. Growing Up in college: Liberal Education and Maturity. San Francisco: Jossey-Bass, 1968 i· Heath, R. Maturity and Competence: A Transcultural View. NY: Gardner, 1977 Holland, J.L. Making Vocational Choices: A Theory of Careers. Englewood Cliffs, NJ: Prentice-Hall, 1973 Husband, R.L. Siqnificant others: A new look at attrition. Paper presented at the 7th Annual Meeting of the Association for Innovation in Higher Education, Philadelphia, February, 1976 Loevinger, J. Ego Development: Conceptions and Theories. San Francisco: Jossey-Bass, 1976 Mable, P. & DeCoster, D.A. Academic experiences and career orientation. In D.A. DeCoster & P. Mable (eds.) New Directions for Student Services: Understasnding Today's t ~ Students. San Francisco: Jossey-Bass, 1981 I': il, Moos, R.H. The Human Context: Environmental Determinants of i i Behavior. NY: Wiley-Interscience, 1976 ,~ I' Myers, E. Unpublished attrition research studies. st. Cloud . State University, st. Cloud, Minnesota, 1981 Ii!! 111\ ;:\ Noel, L. College student retention: A campus-wide ! responsibility. J. Nat. Assoc. Coll. Admis. Counselors 1976, I .1 21, 33-36 :,1 Noel, L. Increasing student retention: New challenges and ; potential. In L. Noel, R. Levitz, D. Saluri et ale (eds.) I Increasing Student Retention. San Francisco: Jossey-Bass, , .,I 1985 . i ~I Perry, W. Jr. Forms of Intellectual and Ethical Development in , the Years. NY: Holt, Rinehart & Winston, 1970 i ;1 ' '. Pervin, A. & smith, S.H. Further test of the relationship between satisfaction and perceived self-environment similarity. Perceptual & Motor Skills 1968, 26, 835-838 it !; Riesman, D. On Higher Education: The Academic Enterprise in an Era of Rising Student Consumerism. San Francisco: Jossey Bass, 1981 , ; f 39 :" i, Ii i; II I i;' ---.------ Schotzinqer, K., Lubetkin, A.I. & Rynearson, R.C. Academic advising can reduce attrition: comprehensive continuing orientation program. Paper presented at the 2nd National Conference on Academic Advisinq, Memphis, Tenn., October, 1978 - stern, G.G. B=F(P,E). Journal of personality Assesssment 1964, 28 (2), 161-168 study Group on the Condition of Excellence in American Higher Education (NIE Report) Involvement in Learning: Realizing the Potential of American Higher Education. Washington, D.C.: Department of Education, 1984 Terenzini, P.T. & Pascarella, E.T. Voluntary freshman attrition and patterns of social and academic integration in a university: A test of a conceptual model. Research in Higher Education 1974, 6, 25-43 Terenzini, P.T., Pascarella, E.T. & Lorgan, W.G. An assessment I of the academic and social influences on freshman year 11 educational outcomes. Review of Higher Education 1982, 5 H (2), 86-109 d Tinto, V. Dropping out and other forms of withdrawal from college. In L. Noel, R. Levitz, D. Saluri et ale (eds.) Increasing student Retention. San Francisco: Jossey-Bass, 1985 Titley, R.W. & Titley, B.C. Initial choice of college major: Are only the 'undecided' undecided? J. Colleqe student Personnel 1980, 21, 293-298 University of Guelph Towards 2000: Challenges and Responses. ;~ Aims of the University of Guelph. October 22, 1985 I iF I,·., widick, C., Knefelkamp, L. & Parker, C.A. Student development. In U. Delworth, G.R. Hanson and Associates (eds.) student Services: A Handbook for the Profession. San Francisco: Jossey-Bass, 1980 40 UNIVERSITY OF GUELPH REPORT OF THE COMMITTEE TO REVIEW ADVISING AND COUNSELLING VOLUME B - SUB COMMITTEE REPORTS AND OTHER SOURCE DOCUMENTS Reference 1. Excerpts from Toward 2000:Aim of the University of Guelph (1985) 2. Report of the Sub Committee on External Needs, Opportunities and Constraints (November, 1986) 3. Counselling and Advising at the University of Gue1ph:Eva1uation and policy Implications (Student-Environment Study Group, August 1986) 4. Report of the Sub Committee·on Internal Strengths, Concerns and Recommendations APPENDIX 1 ADVISING AND COUNSELLING REVIEW COMMITTEE - MEMBERSHIP N. Clendenning, Academic Counsellor, B.A. Programs M. Brown, Central Student Association E. Honegger, Counselling Services, provost's Office M. Jenkinson, Dean's Office, O.A.C. J. Miller, Central Student Association M. Nye, Chemistry and Biochemistry D. Paramskas, Languages P. Richards, Athletics M. Souter, Residences R. Vosburgh, Consumer Studies D. Weaver, Registrar's Office R. Winkel, Dean's Office, Physical Science J. Wardlaw, Associate Vice-President ) Academic, and ) CO-Chairpersons R. P. Gilmor, Provost ) APPENDIX 2 Unit Purpose Admissions To receive and process applications to various undergraduate programs. To provide advice to applicants regarding admissibility to the program to which they are seeking admission and alternative programs applicants might be interested in. To be responsible for the University's liaison programs for undergraduate students. Athletics To contribute to the educational mission of the University, providing physical education opportunities for students to acquire skills which contribute to the total development of the " .. individual. Career Counselling To assist students directly and indirectly with career exploration and decision-making through appropriate skill programs, on campus recrui~ing, and advising. Co-Operative Education To provide an enriched learning experience by formally integrating the student's academic studies with work experience. Central Student To provide student representation Association across the campus on various boards, commissions and committees to ensure student input as well as maintaining the interests and rights of students on all decision making bodies. To act as a lobbying body to provoke change when the rights. and interests of students are not being respected or recognized. To provide services, activities and entertainment to students to make campus life at this University a less cumbersome and more well rounded experience. Chaplaincy To serve God in stimulating, supporting and enabling authentic human development by ministering to the spiritual needs of the community. Disabled Students To assist students with physical, communication and learning disabilities in order that they may achieve their educational Objectives. Faculty Advising To provide advice to students proceeding in programs in the faculty member's department or discipline. This advice is usually specific to the discipline and program and utilizes the faculty member's expertise in the subject matter area. Matters such as preadmission counselling, appeal procedures, academic review matters and readmission are usually referred by the faculty advisor to the program counsellor. General Studies To provide academic counselling to those students who are registered in the General Studies program. Graduate Studies To co-ordinate the administration and delivery of graduate programs in all academic departments of the University. International Students To promote the integration of international students into the University and the broader community. Mature Students To provide assistance·to returning adult students to assist and support them with their personal, social and academic adjustment. This is a client population, not a separate advising/counselling service. Medical Services To provide primary health care to the University community, supporting the University's Aims and Objectives with a health care perspective. Peer Helpers To employ students in para professional helping roles in order to increase the effectiveness, efficiency and range of developmental services available to students. Personal Counselling To assist students directly and indirectly in the process of the"ir learning and personal development. Program Counselling/ To provide advice to undergraduate Academic Counselling students on all matters pertaining to their academic well-being. This includes advice on academic programs prior to admission, the nature of disciplines, post admission advice on program and course selection, graduation requirements, and selection of elective courses. Academic administrative procedures relating to absence from class and examinations, academic review matters and readmission procedures, and appeal procedures are also association with program counselling. Records To maintain undergraduate student records to apply the relevant academic regulations as indicated by the appropriate Program Committee. In addition, Records is responsible for establishing class and exam schedules, providing transcripts, letters of permission and student ID cards, editing the Undergraduate Calendar and Handbook, and counselling Unclassified Students. Residence Life Staff To provide a residence environment which promotes personal growth and the development of students through contributing to and optimizing the use of University facilities and services. Student Awards To administer the aSAP program and select and assist in the selecti.on of candidates for undergraduate bursaries and scholarships. APPENDIX 3 III I Directions The information that you supply on this questionnaire will be kept confidential. The data will be used for research purposes and to help improve the counselling and advising system at this ul')iversity. If, however, any question requests information that you do not wish to provide, feel free to omit it. Please use a soft lead pencil to check ( ..;) the box indicating your response. If you wish to change your r~sponse to an item, erase your first mark completely and then check the correct box. Select only ONE response to each item. :';'," , -"""~'-~~r~"SECTlON t--COUNSELLING AND ADVISING NEEDS - ..• ACADEMIC CONCERNS ".". ";" In PART A. indicate whether or not you have discussed each. of the following issues/topics with an academic counsellor, a faculty advisor, a career counsellor or a personal/psychological counsellor at the University of Guelph. For each topic you have discussed, indicate in PART B which counsellor/advisor was the primary person you discussed the issue or topic. with. In PART C, indicate your level of satisfaction with the assistance your Primary Counsellor/Advisor, for that issue/topic; has provided.. PARTe: SAnSFACTlON WITH COUNSELLOR! ADVISOR'S ASSISTANCE EXAMPLE A: Learning about overseas exchange programs. 0 ~ EXAMPLE B: Setting personal goals. 0 0 ~ 0 0 .cY 0 0 0 0 0 1. Selecting courses. o· 0 0 0 0 0 0 0 0 ,.... ·0 0 0 2. Planning a class schedule 0 0 0 0 0 c -' '-' 0 0 0 0 3. My academic progress. 0 c: 0 c: D. r ~ 0 0 0 4. Course content 0 r:J 0 0 0 0 '-' := 0 >" 0 0 0 5. Choosing electives. 0 0 0 0 0 0 c 0 0 0 0 0 6. University academic policies and 0 0 0 0 0 0 0 0 0 procedures. 0 0 0 7. Identifying possible areas of academic 0 0 0 0 0 0 0 C '- specialization. 0 0 0 8. Course requirements for an area of 0 0 0 0 0 0 C 0 -i specialization. r .-, c- O C C 9. Transferring to another. program. -' C 0 0 0 10. Withdrawing from my program. 0 0 '- '- 0 0 0 11. Obtaining academic consideration 0 0 0 0 0 0 c: "'-' (extensions. deferred exams. etc.). ? COMPLETE PARTS B . ONLY IFYOU HAVE .• DISCUSSED THE TOPIC . -WITH YOURCOUNSELLOR/. _,ADVISOR TOPIC OR ISSUE Meeting program requirements for graduation. 0 0 13. Changing my academic requirements. 0 0 0 0 0 0 0 0 0 0 0 14. Improving my study skills and habits. 0 0 0 0 0 0 0 0 0 0 0 15. Organizing my time more effectively. 0 0 0 0 0 0 0 0 0 0 0 16. Improving my writing skills. . 0 0 0 0 0 0 0 0 0 0 0 17. Acquiring skills for self-directed learning. 0 0 0 0 0 0 0 0 0 0 0 18. Improving my oral presentation skills. 0 0 D- O 0 0 0 0 0 0 0 19. Using the library more effectively. 0 0 0 0 0 0 0 0 0 0 0 20. Improving my mathematical/numeracy 0 0 0 0 0 0 0 0 0 skills. 0 0 21. Obtaining remedial/tutorial assistance. 0 0 0 0 0 0 0 0 0 0 0 22. Improving my English language 0 0 0 0 0 0 0 0 0 proficiency. SECTION Il;....COUNSaLING AND ADVISING NEEDS DEVELOPING PLANS AND PRIORITIES 0 0 0 1. Developing a greater sense of myself 0 0 0 0 0 0 0 0 0 and my potential. 0 0 '0 2. Clarifying my educational/ career goals. 0 0 0 0 0 0 0 0 0 0 0 0 3. Exploring educational/career alternatives. 0 0 0 0 0 0 0 0 0 0 0 0 4. Identifying career areas which fit my 0 0 0 0 0 0 0 0 0 current skills, abilities and interests. 0 0 0 5. Obtaining information about possible 0 0 0 0 0 0 0 0 C career areas that I am interested in entering. 0 0 0 6. Exploring the requirements necessary for 0 0 0 0 0 0 0 0 0 the occupation(s) I am thinking about entering. ~ .~ .-----.-..• '.., -~----,------.-- - --."---' Obtaining information about prospects for employment in the occupation(s) I am thinking about entering. 0 0 8. Obtaining information about current labour 0 0 0 0 0 0 0 0 0 market demands for people with a degree in the career area(sll am considering. 0 0 9. Gaining work experience in my career 0 0 0 0 0 0 0 0 0 area(sl of interest 0 0 Identifying my personal strengths and 0 0 0 0 0 0 0 0 0 weaknesses as they relate to the career area(sll am considering. 0 0 Dealing with doubts about my own ability. 0 0 0 0 0 0 0 0 0 0 0 Discussing the purposes of university 0 0 0 0 0 0 0 0 0 education. '", \': <; .. 0 0 13. Exploring, in depth, my educational 0 0 0 0 0 0 0 0 0 objectives or plans. 0 0 0 14. Identifying acceptable alternatives to my 0 0 0 0 0 0 0 0 0 present educational goals. 0 0 0 15. Exploring job hunting strategies. 0 0 0 0 0 0 0 0 0 0 0 0 16. Formulating a clear plan to get a job after 0 0 0 0 0 0 0 0 0 university. 0 0 0 17. Preparing my employment resume. 0 0 0 0 0 0 0 0 0 0 0 0 18. Seeking admiSSion to a graduate or 0 0 0 0 0 0 0 0 0 professional school. 0 0 0 19. Identifying graduate/professional schools 0 0 0 0 0 0 0 0 0 which fit my educational! career goals. abilities and interests. ...., 0 0 [J 20. Preparing my application to a graduate! 0 0 ~ C CJ C '- professional school. 0 0 0 Developing a plan for achieving the 0 0 0 0 0 0 0 0 0 ,- educational/career goals I have established'. SECTION III-COUNSELLING AND ADVISING NEEDS ..'. - .. PERSONAL CONCERNS r~, .- ."':", .....: .. ' .. PART A: " : -. COMPLETE PARTS S: AND C . PARTS; PARTC: TOPICS DISCUSSED ONLY IF YOU HAVE -+ ~OUNSELLOR/ADVISOR SATISFACTION WITH WITH COUNSELLOR/ DISCUSSED THE TOPIC PRIMARILY DISCUSSED COUNSELLOR/ADVISOR'S ADVISOR WITH YOUR COUNSELLOR/ WITH ASSISTANCE ADVISOR. '.:" .', .', ~ " . .'- .',- ,"... ". .... TOPIC OR ISSUE o o o 1. Adjusting to university life. o o o o o o o o o o o o 2. Becoming more self-confident o o o o o o o o o - o o o 3. Dealing with my lack of motivation. o o o o o o o o o o o o 4. Handling my anxiety. o o o o o o o o o o o o 5. Taking responsibility for solving my own o o o o o o o o o problems. '~------r-~~------~------~------~ o o o 6. Achieving satisfaction in my personal life. 0 o o o o o o o o o o o 7. Dealing with the loss of a family member o o o o o o o o o or friend. o o o 8. Recognizing and dealing with my o o o o o o o o o emotions. o o o 9. Dealing with my feelings of depression. o o o o o o o o c o o o 10. Becoming more independent 0 o o o o o o o c o o o 11~ Dealing with my family. 0 o o o o o o o c o o o 12. Learning to get along with others. 0 o o o o o o o o o o o 13. Developing my own sense of personal 0 o o o o o o o o values. o o o 14. Managing my own financial affairs. 0 o o o o o o o o o o o 15. Letting others know how I feel about them. 0 o o o o o o o = 16. Developing Intimate relationships. c c c o o o 17. Meeting and making friends with o o o o o other students. o o o 18. Learning to handle conflict o 0 o o o o o o c HOW WELL DOES THE ACADEMIC COUNSELLING SYSTEM CURRENTLY MEET YOUR NEEDS? CHECK ONLY ONE. o Exceptionally well o More than adequately o Adequately o Less than adequately o Very poorly o I have not used B. DURING THE PAST YEAR, HOW OFTEN DID YOU MEET WITH YOUR ACADEMIC COUNSELLOR? CHECK ONLY ONE. o Never o Once o Twice o Threetimes o Four or five times o More than five times C. HOW WELL DOES THE FACULTY ADVISING SYSTEM CURRENTLY MEET YOUR NEEDS? CHECK ONLY ONE. o Exceptionally well o More than adequately o Adequately o Less than adequately o Very poorly o I have not used D. DURING THE PAST YEAR, HOW OFTEN DID YOU MEET WITH YOUR FACULTY ADVISOR. CHECK ONLY ONE. o Never o Once o Twice o Three times o Four or five times o More than five times E. HOW WELL DOES THE CAREER COUNSELUNG SYSTEM CURRENTLY MEET YOUR NEEDS? CHECK ONLY ONE. o Exceptionally well o More than adequately o Adequately o Less than adequately o Very poorly o I have not used F. DURING THE PAST YEAR, HOW OFTEN DID YOU MEET WITH A CAREER COUNSELLOR? CHECK ONLY ONE. o Never o Once o TWice o Three times o Four or five times o More than five times I G. HOW WELL DOES THE PERSONAL/PSYCHOLOGICAL COUNSELLING SYSTEM CURRENTLY MEET YOUR NEEDS. CHECK ( ONLY ONE. "-.. o Exceptionally well o More than adequately o Adequately o Less than adequately o Very poorly o I have not used H. DURING THE PAST YEAR, HOW OFTEN DID YOU MEET WITH A PERSONAL/PSYCHOLOGICAL COUNSELLOR. CHECK ONLY ONE. o Never o Once o Twice o Threetimes o Four or five times o More than five times A. AGE 0 18 or under 0 19 0 20 0 21 o 22t025 o 261029 o 301039. o 40 to 61 o 62 or over B. SEX o Male o Female c. WHAT IS YOUR CURRENT ENROLLMENT STATUS? o Full-Time Student o Part-Time Student D. ARE YOU CURRENTLY REGISTERED IN THE CO-OP PROGRAM? o No DYes E. INDICATE YOUR OVERALL CUMULATIVE GRADE AVERAGE = A (80°\, or more) 1 - B (70° 0 to 79°/0) = C (60°\, to 69%) . C 0 (50%1059%) :J Below 0 (49(% or less) ::J Have not received any final grades WHAT ACADEMIC PROGRAM ARE YOUR CURRENTLY ENROLLfO IN? o Bachelor of Science (Agriculture) o Bachelor of Science (Engineering) o Bachelor of Science (Human Kinetics) o Bachelor of Science o Bachelor of Applied Science o Bachelor of Commerce o Bachelor of Landscape Architecture o Bachelor of Arts o Doctor of Veterinary Medicine o General Studies o Diploma of Agriculture o Other G. INDICATE YOUR CURRENT SEMESTER LEVEL 01 02 03 04 05 06 07 08 09+ H. THERE ARE A VARIETY OF REASONS FOR VALUING A UNIVERSITY EDUCATION AND MOST OF US HAVE SEVERAL REASONS FOR DOING SO. ON A SCALE OF ONE TO SEVEN, WHERE ONE MEANS "VERY IMPORTANT" AND SEVEN MEANS "NOT IMPORTANT", HOW IMPORTANT WERE EACH OFTHE FOLLOWING REASONS FOR YOU PERSONALLY? CHECK ONLY ONE BOX FOR EACH REASON. Very Not Important Important 1 2 3 4 5 6 7 (1 ) The chance to develop friendships: the sociaflife, athletics and other extracurricular activities afforded by the University experience ..•.' ...• " .....•.••.•••..•..•..•..•.•..•...... •..•..•... 0 0 0 0 0 0 0 )\ I (2). The opportunity to grow and develop as a person .....•...... •.....•.... 0 0 '0 0 0 0 0 (3) To improve career prospects...••••...•..•••.•.••••..•.••.•••..•..•.• 0 0 0 0 0 0 0 (4) The scholarty pursuit of knowledge, interest in in ideas, and intellectual development ...... 0 0 0 0 0 C .-'-' SECTION VI-COMMENTS AND SUGGESTIONS If you wish to make any comments or suggestions concerning the counselling and advising system, please use the space provided below. . THANK YOU FOR COMPLETING THIS QUESTIONNAIRE. YOUR ASSISTANCE WITH THE SURVEY IS GREATLY APPRECIATED. PLEASE RETURN THE QUESTIONNAIRE, IN THE ENVELOPE PROVIDED, THROUGH THE CAMPUS MAIL. APPENDIX 4 COUNSELLING AND ADVISING AT THE UNIVERSITY OF GUELPH. A SUMMARY REPORT Student-Environment Study Group University of Guelph June 1, 1987 Student-Environment Study Group 1 INTRODUCTION OntariQ universities have experienced the 1990's as a time OT intense re-evaluation. New modes oT accountability, an economic climate oT restraint, and a demographically diverse student population have provided the impetus Tor increasingly critical scrutiny. The University oT Guelph is a case in pOint. In "Towards 2000" (1995), Tor example, the University states its commitment to ~he creation oT a student~centered learning environment • serving the student as a whole person. In this context, research· shows clearly that a developmentally-oriented advising and coun~ellilJg .system can substantially improve the quality OT t'he 1 earni ng expari ence and, i nci dental I y, improve the rate OT student retention. The applicability oT these American data to the Guelph campus, however, is not known. Nor is the relevance and financial viability OT various remedi'al strategies. To address these questions in a systematic way, the Student- Environment Study Group was commissioned by a University review committee to undertake a broad-based study OT the advising counselling system. Operating from a diverse but centrally developmental theor- etical perspective, for purposes oT this study advising and counselling were defined as "the process of forming a relation- ship between the student and some advisor or counsellor, who ·become significant to and for each other, the process facilitat- ing student achievement of self-determined goals, including acad- emic, career and personal goals." Student-Environment Study Group 2 The objec:tives of the study were to profile the undergraduate student body, describe their pattern of usage of the advising and c:ounselling system, determine their level of satisfaction with such usage, and, where appropriate, suggest ways in which the existing system might be improved. To obtain these data, a survey instrument was constructed c:omprised primarily of Likert-type items. Sent to a stratified random sample of 1,945 students, it received a response rate of 58% (n=1132). FINDINGS ~ata aMalysis involved a number of distinctions. For examp le, of all c:ategories of person offering advising or counselling service at the University, four were selected for detailed exam ination: program, faculty, career and personal counsellors. With respect to each category, specific issues were grouped in three topic: areas: academic conc:erns, developing plans and priorities, and personal conc:erns. Further, in each area-three levels of usage were distinguished: "have -di scussed" (HD) , "have not dis- cussed but feel I should have" (NS) , and "have not discussed, no need to do so" (NN). Similarly, satisfac:tion with counsellor contacts were displayed on a five-point scale, from very satisf ied to very dissatisfied. In what follows, the findings are grouped in five categor ies: respondent characteristic:s, ac:ademic: concerns, developing plans and priorities, personal concerns, and qualitative remarks. Student-Environment Study Group 3 Respondent Characteristics In comparison with the undergraduate population, the study sample overrepresented males, students in the SA, program and students in years 3 and 4. In other respects - the proportion o~ ?ull-time and non-Co-pp students and those with 8 and C grades the sample accurately matched population parameters. In addition, respondents were asked why they valued a univ ersity education. O~ primary importance was the improvement o~ career prospects, ?ollowed by personal growth and the pursuit o? knowledge. • Ac'ademi c Concerns Academic advising/counselling was the area oT service most ?requently used and the one about which respondents expressed the most dissatis~action. OT th. 22 topics in this area, the majority were addressed to either program (60-70%) or faculty (20-30%) counsellors or both. Ten topics (eg. elective courses, schedul- 1ng. course content) were rated HD (20-40X) wh~le the remainder tended to be rated NN -(60-85X). HD respondents tended to be freshman males with concerns around study skills. Across issues, satisfaction ranged from 51-83%, neutral from 10-34% and disssat isfaction from 8-26X. Typically, females and freshmen were more likely to express satisfaction thaM males and later year respond ents. Overall, program counsellors had been contacted once or twice in the previous 12 months by 45% of respondents, with 70% rating such contact adequate or more than adequate. Of the 291. of respondents who indicated no contact whatever, 30-40% fell in the Student-Environment Study Group 4 NS category. As for faculty advisors, these had been contacted by 35% of respondents, with 75% rating such contact adequate or more than adequate. Here, 44% of respondents indicated no contact whatever. Developing Plans and Priorities This area of service was in the mid-range with respect to both use and satisfaction. Respondent preference was distributed evenly, with only personal counsellors seldom approached. Faculty • advisors were favored with respect to items such as exploring educational objectives or gaining work experience. Program coun~ellors were preferred with respect to clarifying career goals or .exploring occupational requirements, while career. counsellors were selected with ~espect to. job hunting strategies. Items specific to career planning were often rated HD by up to 20% of respondents. Of the remainder, most were rated NN (40-60%) or NS (40-75%). Users tended to be second or later year males. Satisfaction ratings were similar to those reported above for academic concerns, with about 65% satisfied, 20% neutral and 15% dissatisfied. Grouping items on a "career plan scale" revealed dissatisfaction on 75% of the items by 20% or more of the resp- ondents. In addition, greatest dissatisfaction with career coun- selling was expressed by Arts and Science students. Overall, career counsellors had been contacted by 15% of respondents, with 74% rating such contacts as adequate or more than adequate. Some 82% of respondents indi~ated no contact whatever. ,I Student-Environment Study Group 5 Personal Concerns Finally, this area of service was used least but was the area about which respondents were most satisfied. Items in this area were most likely to be discussed with a personal counsellor (40-90%), with about a third of respondents contacting a program counsellor and about a quarter doing so with a faculty advisor. In total, only 9% of respondents fell in the HD category, a level of use typical across Ontario universities. By contrast, 72-91% of respondents fell in the NN category, with b-23% rated NS. Females under 25 years of age were the typical users. About 75% of respondents were satisfied, 1S% neutral and 10% dissatisfied. _Overall, 0% of respondents had been in contact with a - personal counsellor, with as% rating such contact adequate or more than adequata. Frequent users, those who had had three or more contacts, were more likely to report satisfaction than infrequent users. In total, as% of respondents indicated no contact whatever. Qualitative Responses About half of all respondents offered some qualitative comment. Some 70% of these replies were negative (lack of time, interest, awareness or information about the advising/counselling system). Summary Of the full range of findings, four sets stand out as especially noteworthy: -the advising/counselling systems appears to be underused, StudentrEnvironment Study Group wit~ 45-90% of respondents reporting no contact whatever with a'articular services in the past 12 mon~hs; -across four counsellor grb~ps 15-3i)J1. of respondents were consistently dissatisfied; -respondent satisfaction consistently increased as the frequency and intensity of contact rose; areas of service characterized by a high student-advisor ratio and relatively superficial contact were typically sources of .student dissati faction; and, -heaviest and most satisfying use of the service was by freshmen females under 25 years of age whose grade average was C or lower whereas dissatisfaction was associated with an NS category rating. DISCUSSION study findings highlight severeal areas of concern with respect to the current organization of the counselling/advising system at the University of Guelph, including underutilization, accessibility problems, differential usage as a function of gender and year, and student dissatisfaction. We interpret these findings as suggesting the need to significantly reorganize the e:d sti ng system. Suggested reforms include the following: (1) Shift of the faculty reward system to promote the will ing partiCipation by faculty who show or have shown someaptit ude in relating to students; (2) A narrower range of faculty advising responsibilties in student-Environment Study Group 7 association with the complementary services of other designated professional staff; effectively, this would involve increased role specializ~tion, with a clear separation between service and administrative functions; and, (3) Creation of a mandatory course ("University 101") for all freshman students to orient them, among other things, to the operation of the advising/counselling system. Although the -proposed reorganizati~n of the advising/counse lling system would require significant allocation of time and other resources, such an inves~ment should yield significant dividends. Such - an undertaking seems unavoidable if the University's student-centered learning environment is to be realized. -Apiopriately structured, counselling and advising has a significant role to play in the realization of this goal. 4 .... .,. . . APPENDIX 5 '. COUHSBLLXHG AND ADVXSING AT TBB UNXVERSITY OP GUELPHa .vaLUATION AND POLICY ZHPLlCATIOHS " Prepared by Student-L~irenment study Group August 19'36 « . . " ...... , . TULlI 07 C01l'!D1TS Page No. SECTION I: AN EVALUATION 1.0 The P2:o):)l_ 1 1.1 Background 1 1.2 Advis~q and Counsel1inq: Natura and Objectives S 2.0 ft. study 7 2.1 Theory. 7 2.2 Objective. 10 2.3 Xethod 11 " 3.0 fte •••ults '13 3.1 Student Sample Characteristic. 14 3.2 Types of Ac:lvisor 17 3.1.1 Academic Concarn. 18 3.2.2 Davelopinq Plan. , Prioritie. 19 3.2.3 Personal Concerna 20 3.2.4 Discussion 20 3.3 Type. of Service 21 3.3.1 Academic Concerns 21 3.3 .. 2 Oevalopinq Plans , Priorities 22 3.3.3 Personal Concerns 22 3.3.4 Oiscussion 23 ·3.4 Student satisfaction 24 3.4.1· Academic Concerns 24 3.4.2 Oevelopinq Plans , Priorities 2S 3.4.3 'Personal Concerns 26 3.4.4 Counse1linq/Advisinq Information 26 3.4.5 Qualitative Responses 27 3.4.6 Oiscussion 28 ....cds' .. , ) YO'•• ' , ) 2;: !3 o ••• '·"'0.. . 00.'.- mo·. .., .... _tI'~- TABLE OF CONTEN'l'S (Cont'd) 3.5 Interaction Effects 30 3.5.1 Nature of the Analysis 30 3.5.2 satisfaction by Student Descriptor 33 3.5.3 Satisfaction by Frequency of Contact 33 3.5.4 satisfaction by Uaaqe Cateqory 34 3.5.5 Satisfaction by Usag8 Group, with controls 34 3.5.~ Interest Scale .by Student Oe.criptor 38 3.5.7 Student Oescriptor by Interest Scale by usaqe Level 39 3.5.8 Discussion 39 4.0 The Summary 43 SECTION II: policy Implications 1.0 PreamJ:)le 47 2.0 Xsplications 47 Reterences Appendix A Appendix B Appendix C APPENDIX 6 SUB COMMITTEE RECOMMENDATIONS FROM UNIT REVIEWS ADMISSIONS RECOMMENDATIONS: 1. The University of Guelph shou.ld continue using innovative methods in order to attract a higher proportion of quality applicants. In the balance between quality and quantity, we recommend that more weight be given to the quality concerns. 2. The Admissions Office should be encouraged to find ways to target the growing number 6f adults wishing to return to University and ensure that they are provided with pre admission counselling. 3. We should ensure to the best of our ability that all students are treated with respect and interest and that the admissions procedures followed are streamlined and efficient. ATHLETICS RECOMMENDATIONS: 1. Coaches should become more involved in the network that provides counselling and academic advising for students. 2. Workshops should be designed to assist coaches with their basic counselling skills. 3. Coaches should be given adequate information about all the services available to students both on and off campus and about the nature of the,referral process. 4. The Athletics Department should review its philosophy related to counselling and advising their athletes and provide an educational theory base to support their endeavors. CAREER SERVICES UNIT CAREER COUNSELLING - RECOMMENDATIONS: 1. We suggest that a "career" person or liaison person be established in each department in order to increase faculty and department knowledge of the available services and of 1 the need for career planning. New methods of information dissemination should be encouraged to ensure that faculty, staff and students are all aware of the services provided. CO-OPERATIVE EDUCATION - RECOMMENDATIONS: 1. We recommend that goals, enrolment targets and direction be firmly established for the co-op program. 2. Following from #1, we recommend that appropriate funding be allocated to participating departments. 3. We re~ommend that efforts be made to improve the interaction between faculty advisors and the co-op office. CHAPLAINCY RECOMMENDATIONS: 1. A procedure should be established which will ensure that appropriate people, including the Chaplains, are informed of a student's death or other trauma. DISABLED STUDENTS RECOMMENDATIONS: 1. A more co-ordinated approach should be taken by the University in order to help disabled students adjust. 2. All facul ty and staff should become aware of services available to disabled students. 3. Appropr ia te resources should be allocated in order to support and carry out the University's Statement of Intent regarding disabled students. FACULTY ADVISING DEPARTMENTAL RECOMMENDATIONS: 1. The University provide formal workshops and seminars in counselling skills, campus resources, referral procedures, and academic policies. Informal sessions promoting interaction are also suggested so that faculty advisors are incorporated into the broad network. 2. The University review and revise its reward structure to recognize faculty who perform the academic advising/ 2 counselling function well. 3. The faculty providing academic counselling be carefully chosen for their knowledge of the academic system and for their willingness to work with students. 4. To ensure uniformity and consistency, it is essential that all faculty advisors are working from the same information base. Thus we suggest that a counselling handbook be developed. 5. Faculty involvement in a Freshman Year orientation course such as University 101 would not only encourage faculty student contact outside the classroom but would also do much to reduce the problem of misinformation. GENERAL STUDIES RECOMMENDATIONS: 1. A physical centre in the Counselling and Student Resource Centre with a professional staff available should be set up to assist these re-entry students with their academic and personal difficulties. (Please see Recommendation No. I, c) Mature Student Review). Not only would assistance for mature students/re-entry students/General Studies students be coordinated, but such a centre might provide a drop-in space where networking is possiple and a learning centre designed especially for the needs of this student group. 2. All counselling and advising provided should be sensitive to the unique situations of these students. GRADUATE STUDIES RECOMMENDATIONS: 1. The Vice President Academic (or designate) should convene a meeting of appropriate personnel from Graduate Studies, Counselling and Student Resource Centre, Department of Residences and representatives from other key units who work with graduate students to review programs and resources, to identify and resolve areas of dual responsibility and to clarify roles. INTERNATIONAL STUDENTS RECOMMENDATIONS: 1. The University should develop an International Student Policy in order to clarify the various roles and functions of the International Student Advisor, of others working with 3 .1 international students, and to increase faculty and staff awareness surrounding the needs of the international student. 2. We should encourage international students to become independent and self~responsible and to become an integral part of their new community. 3. Faculty and staff should become aware and sensitive to the various needs of international students. MATURE STUDENTS RECOMMENDATIONS: 1. We suggest the establishment of a central facility for mature students offering: a) Pre-admission assessmen-t, career and personal counselling, provided by personnel sensitive to their needs. b} Issue specific workshops on topics such as time management, adjustment to University, and study skills. PERSONAL COUNSELLING RECOMMENDATIONS: 1. There should be better advertising of the nature and availability of the service and of the procedures for making appointments. 2. More group workshops deal ing with frequently encountered problems (for example, relationships, family breakdown, decision making and problem solving), would free up some staff time. PROGRAM COUNSELLING/ACADEMIC ADVISING RECOMMENDATIONS: 1. In order to help students better understand the system,the tenus "faculty advisor", "academic counsellor" and "program counsellor" be reviewed to clarify roles and alleviate confusion. 2. Formal workshops or seminars be provided in "counselling skills" for all program counsellors. Development of such a 4 workshop sponsored by the Office of the Vice President Academic would give credibility to the profile and importance of the effort. 3. The Board of Undergraduate Studies and the Office of the Registrar establish a group to review all current undergraduate procedures and regulations with a view to simplification, clarification and reduction of regulations and procedures that confound the process. 4. Steps be taken to ensure that accurate information regarding academic procedures is given to students in a format that students would find useful. Video-text and increased computer use as well as a weekly planner are among the ideas suggested. 5. Peer Helpers be utilized in the counselling/advising system to help students with pre-registration, timtabling, drop and add, program approval, etc., thus freeing the advisor to spend more time counselling students. 6. An early warning "risk assessment" scheme to detect those students experiencing academic difficulty. 7. A Freshman Year Orientation course such as University 101 which would enable program counsellors to meet with large numbers of students and to provide essential information on regulations, procedures and resources. RECORDS RECOMMENDATIONS: 1. The increased use of technology to process administrative tasks would free up staff to work with students needing their help to problem solve. 2. Workshops should be designed for front-line staff to sensitize them to students developmental and academic needs, their stresses and concerns, and to ensure that they are treated with courtesy and respect at all times. 3. We should devise new methods to better educate students about University policies and procedures, for example interactive computer programs, day book with pertinent printed information. 5 RESIDENCE LIFE STAFF RECOMMENDATIONS: 1. In light of the accessibility of the House Advisors to the residence students, the staff should have a better understanding of the Undergraduate Calendar and Handbook to enable them to make appropriate referrals (e.g. procedures for pre-registration, deadlines, forms, approval and add/drops). 2. The residence environment provides an excellent opportunity for faculty-student interaction and we encourage the development of such opportunities either formally or informally. STUDEN'r AWARDS RECOMMENDATIONS: 1. Additional staff should be available at peak times to meet student demand without undue frustration: extended hours should also be considered. 2. All staff should be encouraged to be polite and sensitive to students and their needs, serving them in a friendly and courteous fashion. 3. Student Awards should inform the University community of the types of financial assistance available and procedures for accessing those funds. 6 APPENDIX 7 EXCERPT FROM STUDENT COMMITTEE ON UNDERGRADUATE EDUCATION POSITION PAPER (UNIVERSITY OF PENNSYLVANIA, 1985): CREATING A NEW ADVISING SYSTEM Advising should be an accessible, individual process that is not so much instructive as reflective. Both advisor and student need to ask questions, and both should give answers. The advisor should not tell the student what to do. Rather, he or she should act as a catalyst, initiating discussion, asking questions, and explaining options which cause the student to think carefully about educational goals. The advisor must stimulate students to think actively about their academic decisions, must lead them to spheres of choice they might consider, and must help them manipulate their choices into reality~ In order to investigate the creation of an ideal system of advising based on the specific academic concerns of Penn undergraduates and the resources that should be made available to them, we first need to define its responsibilities in view of the broader scope of educational values. The advising system must allow each student adequate time for self-definition. By verbally clarifying needs and interests iri the advising situation, providing sufficient access to all available resources, and guiding the student to course choices that further aid such clarification, advising can better equip students to find and take full advantage of the academic path that best fits these interests. Because the development of attitudes and interests which influence decision-making are reflected in changes in students' chosen curricular, academic, and career goals, advising must be prepared to deal with all stages of redefinition and choice the student might encounter in four years at Penn. Individual advising is successful when students understand why they make the choices they do, are encouraged to clarify needs and interests upon which they can base their decision and feel free to redefine their goals if necessary. Students do-not go to an advisor to hear them read the catalog; it takes responsive encouragement to guide students as they turn their ideas into realities. • APPENDIX S EXCERPT FROM INVOLVEMENT IN LEARNING, REPORT OF THE NATIONAL INSTITUTE OF EDUCATION, 1984: To Students • t e could offer hundreds of recommendations to college W officials and faculty on the best ways to increase student learning. and they could implement all of our Ia f l suggestions-all to no avail if students themselves do not respond. It is your involvement. your commitment, and your energy that will determine the extent to which the Nation achieves excellence in undergraduate education. For this reasOn, we end this report with some advice to you. based on our thoughts on effective learning and our If recommendations to faculty members. administrators, and i other policymakers. This advice is not exhaustive but suggests the type of actions you need to take to make the most of your undergraduate opportunities. Our first suggestions concern your involvement-the most critical of the conditions for excellence discussed in this report. The following steps strike us as the most important that . you can take: • Seek out a faculty member who can be an intellectual mentor, an advisor, and a friend. If that person is engaged in research or public service projects, get yourself involved in one or more of them. • Take particular advantage of the advising and counseling services during your first two college years. Insist that faculty and other advisors be accessible and that their advice evidences comprehensive knowledge of your abilities. needs, and goals. l 77 .. • Make every effort to involve yourself in some campus activity, club, or organization that will req~ire you to draw upon what you have learned in your course work . •.. Give some thought to how you can contribute to the life of the campus. Your college experience provides a wide variety of opportunities to make such a contribution through peer counseling and tutoring, student government, service organizations, and other student activities. If you are an older student, recognize that you have unique contributions to make to the learning environment. You bring an experience and a quality of mature discernment to collegiate life that can be used creatively in your institution. • Try to attend college full time for at least part of your student career even if you are currently employed full time and/or have family responsibilities. You may be eligible for a variety of financial benefits from your employer or from the government that ~11 enable you to do so. We believe that the experience of being a full· time student entails greater gains than costs. • Do not work simply to enhance your economic life-style while you are in college. If you are a full·time student and have to work to support a family or to pay tuition, fees, and other college costs, find a job on campus. If you cannot find a job on campus, look for one nearby, in a business or establishment frequented by students. Try to limit your employment to no more than 15 to 20 hours per week. • Make sure that you take at least one independent study course and one internship during your college career, and that these experiences involve research and the opportunity to apply theory to problems in the world beyond the campus. Insist that your institution provide these opportunities. 78 I 2 We value strongly breadth and integration in higher education, particularly because of our deep concern for the <. relevance of college to your life's work-and not just to your first job. The data indicate that today's workers will probably fe change jobs five times before they are 40 and that they will change careers three times before they retire. Colleges and . universities treat you as responsible adult consumers, but their undergraduate curriculum is not a supermarket where generic brands and cost per unit are the best guides to your life's work. )u Here are some tests that you can use at certain points in your college careers to judge the adequacy of your education, and depending on the results-some steps you should take to assure that your program meets the high expectations inherent in these tests: • At the end of your sophomore year, pick up a recent issue of one of the comprehensive science magazines, such as Scientific American, and see if you can explain to some mends not only the theories, methods, and conclusions covered in the major articles but also the implications of the findings for the qualitY of human life, health, behavior, the economy, the environment and hence-public Policy and the law. If you cannot Ie offer that explanation, use your subsequent electives to advance your knowledge to the point at which you can. • At the beginning of your junier- year of college, pick up a foreign newspaper-preferably one in a language you have studied-and see if you can recount to a friend the o world, national, and cultural issues presented in that paper. If you cannot do so, use your discretionary time during the next two years to master the language and y the cultural point of view that frames those issues. • In the middle of your junior year of college, see if you can describe a high quality analysis of a particular set of ! data, texts, or artifacts in your major field. Then descril?e a high quality synthesis of information and 79 • theory from your major and minor fields. If you cannot perform either task, and if you cannot describe the criteria for tiJtigh quality~ demand that your college give you the opportunity to reflect on and integrate your i previous learning during your senior year. t The strong implication of this advice is that you should use your elective courses to explore academic fields in which your knowledge is limited and to integrate what you know from various disciplines. Do not use your electives to develop nonacademic skills that you can learn just as easily from peers and family or on your own. It is a waste of your credits, time, and money to take nonacademic courses, and it cheapens the degree for everyone. Our last suggestion goes beyond issues of involvement and expectations to your role in the assessment of higher education. You are not only the primary beneficiaries of higher -_education, you are also the most important source of information and evidence as to how wen colleges and universities are doing their job. They cannot easily improve their programs unless you participate seriously in assessments and offer advice based on careful reflection. Thus we suggest that you: • Insist on participating in regular evaluations of your institution's program offerings and environments. When you do, think critically about the textbooks used, course sequences, instructional methods, and ways to make the-environment more attractive and responsive to your needs for involvement. Don't merely criticize. Suggest alternatives and defend them. Would three books, each taking a different approach to a subject or issue, have been better than the single textbook? Would a field research project have been better than one conducted in a laboratory? Faculty and administrators will listen very seriously if you ask and answer such qu~ons. 80 ~ . • • • Over the next 15 years and into the next century, our Nation will require citizens who have learned how to learn who can identify, organize, and use all of the learning resources at their disposal. It will depend on creative people who can synthesize and reshape information and who can analyze problems from many different perspectiVes. And it will require people who wUl share their knowledge and intellectual abilities in famUy, community, and national life. . Becoming one of those people will entail risks on your part. In all of our recommendations we have urged you to get as involved as you can in your own education-and getting involved is a risky ~usiness. Accept the challenge. The rewards are worth it. I, t - 81 Il .l A ..... • APPENDIX 9 UNIVERSITY ENTERING YEAR EXPERIENCE COURSE Such a course would be an institutional response to entering student learning needs. It should be designed in response to our understanding of a) the value of involvement in one's learning; b) the importance of balancing the challenging of entering higher education with a supportive environment; c) the gap between typical high school student preparation and basic critical thinking, research and cognitive skills required to make best use of the university as a learning resource; and d) the importance of some form of personal goals and plans in fostering persistence. The goals of such a program would be: helping new students adjust to the university, develop positive attitudes and appropriate skills improving the persistence rate of students providing faculty with exposure to alternative ways of facilitating student learning sharing with students information re the University's philosophy, obje~tives, policies and procedures Thus, such an institution-wide-program shoUld provide the following elements: an experiential learning component: providing exposure to campus resources and facilities basic research. and cognitive skills career and academic planning basic learning skills: communication, composition basic study skills This program could be designed in a number of ways, but should emphasize: small group learning active involvement team teaching structured learning for credit as part of regular curriculum There has been considerable discussion of possible Freshmen Year Experience programs in the Senate Committee for Educational Development and the University's new Strategic Plan includes a recommendation for an organized institutional effort to address entering student learning needs. ,I APPENDIX 10 EXCERPT FROM SCUE REPORT (pages 22-24): Horizontal Summary of the Advising Needs Chart: The Needs, Goals, Emphases, and TrendS-or-Each ~ The Freshman Year: Freshman year is a time for intellectual and social adjustment, development, and discovery. It is also the year in which "the student's ideas about his or her own education are most vague • . It is the responsibility of effective "advising to help the freshmen recognize intelligently his or her academic ideas and ~goals. The freshman should be greeted by an advising system which is supportive, informative, and responsive to his or her needs. In the summer before the freshman year, the freshman would use the advising handbook for selecting courses and tentative academic planning, and would be introduced to Penn and the purposes of education through it. If the individual was able to visit the campus, he or she would also be able to meet with the appropriate academic advisor, who would be the main advising resource for the freshman once he or she arrives at Penn. The advisor's work would be supplemented by the special faculty advising program for freshman. The goal of the advising system in the freshman year is to help the student actively and enthusiastically create a meaningful yet flexible academic plan. The freshman should not feel pressured to find a major early on or to rush to get rid of requirements. Once aware that the many academic options available at Penn are there to .be indulged in and enjoyed, he or she has valid criteria for deciding which will afford the richest academic experiences, and take a variety of courses to supply a firm basis for the major decision or exciting follow-up courses. 22 The Sophomore Year: Although the sophomore may return to campus thinking that he or she knows everything about Penn, decisions that he or she must make during the year will require active investigation. The advising system must provide the full availability resources to help the sophomore decide on a major and keep informed about the declaration process. Networking comes into playas the parts of the system start to work together to help guide the undecided student toward the right department. In our overall effort to estabish continuity within the system, it is important that the support offered to students as freshmen is maintained as they enter sophomore year. Advising should afford sophomores the opportunity to look back at their freshman year as well as forward to the upcoming year. Students should follow up on courses that interested them to see how an interest may turn into a possible major. The goal of advising in the sophomore year is to make the major decision an informed one. Academic advisors must have access to information about departments for the prospective major, know what types of interest may. lead to particular fields, and know of professors and students to contact for more information in each department. Sophomores should be encouraged to explore the options available to them, and to familiarize themselves with specific majors through publications, faculty, and academic advisors. Advisors must stress that it is not too late to change short or long te~m academic goals formulated during the frshman year. At this time, advisors might mention the possibilities available for internships and overseas study. Sophomores take advantage of the academic advisors to help them narrow the interests they pursued their freshman year into one major field of study. Faculty advising through departments becomes immportan-t, as academic advisors begin to refer undecided students to one or more departments to find out more about each possible discipline. When the sophomore declares his or her major, a member of the faculty of his or her chosen department becomes that student's major advisor for the remainder of the college career. Thus, a transition slowly occurs as the major advisor becomes the prevalent source of information when the student begins to specialize in a major. The Junior Year: The junior may be going through the "mid-life crisis" of his or her college career, questioning the accomplishments of freshman and sophomore years while beginning to think about the future. Just as freshman experimentation prepares the student for the major decision in the sophomore year, the junior must take steps which will enable himn or her to go through another decision-making process in the senior year. Advising should emphasize to juniors that they should begin to use their time carefully. They should be reminded that college is a time to satisfy cuiosity, and choose electives which interest them. As they proceed into the major they will require 23 .. closer relationships with faculty and departmental advisors who may also be sources of recommendations. And they may begin to further define post-college plans. Information about possible careers and graduate school options should be available, and juniors must be informed about how these resources can be used. They may need adequate advising to help them sort out their interests if they are unsure of what to do after graduation. Although the advising office is still available to help out the junior in this look back at the two previous years and make sure he or she understands what the next two years should entail, the major advisors are the main academic information source. Juniors also begin to look to the Career Planning and Placement Service. When he or she understands what the next two years should entail, the major advisors are the main academic information source. Juniors should also begin to look . to the Career Planning and Placement Service. When the student enters the senior year, he or she should become familiar with the process of choosing and preparing for a career or graduate school. The Senior Year: The senior must complete his or her college goals while beginning to set postgraduate goals. The goal of the advising system is to lessen the frenzy of worrying about the future- by helping seniors to find out about and apply for jobs and graduate schools. Emphasis is on options: information about conventional and unconventional opportunities should be available, and advisors should have access to resources such as the alumni networks which will help them find special programs. Once again, all decisions should be informed ones. Seniors 'should explore options, think carefully about their future, and -;·be selective enough to make plans with which they will be happy. The Career Planning and Placement Service will be of the most use to the senior, although the academic advisor must make sure that all graduation requirements are fulfilled. Major advisors help seniors by referring them to alumni, and may be knowledgeable about good programs for those who wish to continue in their major field of study. Vertical Summary of the Advising Needs Chart: Turning the Theoretical into the Practical Academic Advising and the Advising Center: The ideal academic advising facility would integrat~ advising for all four schools in a central location. Because of the sheer size -or-a physicar-structure which allows for most advising needs to be met in one place, the advising program itself must be structured to maintain unity for al~ undergraduates while catering to specific needs, programs, and problems. 24 APPENDIX 11 STATEMENT OF INTENT - Advising and Counselling The University of Guelph is committed to an advising and counselling system which introduces students to the range of the University's learning resources, clarifies their educational objectives and supports them in their learning experiences (Toward 2000:-1985). To this end the University of Guelph recognizes as a major institutional responsibility the support of a broad network of counselling and advising services. These services are linked together in a systematic way and address the developmental needs and educational goals of students at all stages in their undergraduate and graduate careers. Because these needs and goals may be academic, career-oriented or personal, the advising and counselling system requires the coordinated involvement of faculty advisors and program counsellors in the academic units and staff in Student Services, the academic osupport units, and senior stu<;1ents functioning as peer advisors. Advising/Counselling is viewed as an integral part of the University's learning environment. ° We seek to provide a context for these activities that promotes: active involvement by students, a mutual relationship and dialogue between advisor and student, increasing self-responsibility, personalized interactions, and a recognition that advising/counselling activity is an educational process which is valuable in and of itself. APPENDIX 12 SUGGESTED FUNCTIONS AND MEMBERSHIP FOR PROPOSED. COUNSELLING/ADVISING NETWORK 1. SCOPE: a. Information-sharing b. Consultative resource c. problem-solving on request d. Professional development activities e. Promotion of Advising/Counselling 2. MEMBERSHIP a. Selected Program Counsellors b. Selected Departmental Advisors c. Coordinator Counselling Unit plus one Counsellor d. Career Counsellor e. Medical Services representative f. Admissions Counsellor g. Athletics r~presentative h. Central Student Association representative i. Board of Graduate Studies representative j. Residence Life representative k. Chaplaincy representative 1. International Students Advisor m. Student Awards Counsellor n. Records representative o. Selected Peer Helpers Co-Chair: Associate Vice-President Academic and Provost VII 4 UNIVERSITY OF GUELPH SENATE TUESDAY, JANUARY 19, 1988 REPORT OF THE BOARD OF GRADUATE STUDIES (a) Additions to Graduate and Associated Graduate Faculty MOTION: that Senate receive this report for information. (b) Course Changes for the 1988-89 Graduate Calendar MOTION: that Senate approve the deletion of courses 3606220 and 3606420, and a change in course title for courses 3606220 and 3606400. (c) List of Graduands: Winter Convocation 1988 MOTION: that Senate approve the list of graduands for the Winter Convocation 1988 as presented. Membership J.B. Black B.C. Matthews G. Stelter S.R. Blecher L.P. Milligan G. Humphreys J. Milner D. Stewart M.R. Moss N.!. Kaushik E. D.-Alford J.R. MacDonald D.P.Ormrod P.K. Basrur R.A.B. Keates D. Douglas J.H. Burton M. Law B.A. Ryan K. Copeland (a) Additions to Graduate and Associated Graduate Faculty Provisional Graduate Faculty Moccia, R. BSc, MSc Guelph - Assistant Professor/Animal and Poultry Science Lindinger, MI. BSc Victoria, B.C., MSc, PhD McMaster - Assistant Professor/ Human Biology Waltner-Toews, D. BA Goshen College, Indiana, DVM Saskatchewan, PhD Guelph - Assistant Professor/V.M.I. Temporary Graduate Faculty Quinney, T.E. BA Toronto, BSc, MSc Acadia, PhD Western Ontario - Contractual Position/Zoology Associated Graduate Faculty Jorch, H.H. BSc Waterloo, MSc, PhD Guelph - Wilfrid Laurier/(GWp)2 (Wayne Dimaline) Hubeis, A.V.S. MSc (Ir), Agricultural University, Bogor (I PM), PhD Bogor Agricultural University Graduate School (Pascasarjana IPB) - Bogor Agricultural University /USRPD (Janet Sillifant) Elfving, D. BS, MS California (Davis), PhD California (Riverside) - OMAF, Simcoe/Horticultural Science (ldo Schecter) Carey, C.K. BSc, PhD British Columbia - Technician, Horticultural Science/Botany (W. Cole) Smi th, R.E.H. BSc Guelph, PhD McGill - Dept. Biology, University of Waterloo/Zoology (Russ Hopcroft) Ellis, R.J. BA Carleton, MA, PhD Waterloo - Department of Business, Wilfrid Laurier University/Psychology (Mary Simpson) McCann, C.A. BMath Waterloo, MASc Toronto - Defence and Civil Institute of Environmental Medicine/Psychology (Justin Holland) Roy, R.C. BSc, MSc Guelph - Agriculture Canada, Delhi/Crop Science (Marie Therese Voutsinos) Associated Graduate Faculty without term Sabry, J. BA, MA Toronto, PhD Pennsylvania State - Retired/Family Studies MOTION: that Senate receive this report for information (b) COURSE CHANGES FOR THE 1988-89 GRADUATE CALENDAR Division II - Social Sciences ECONOMICS Delete the following courses: 3606420 Public Finance II 3606220 Economic History II Reason for deletion: Both of these courses have not been offered for the past ten years These deletions will necessitate a change in title for the followins two courses: Current Title New Title 3606220 Economic History I 3606220 Economic History 3606400 Public Finance I 3606400 Public Finance MOTION: that Senate approve the deletion of courses 3606220 and 3606420, and a change in course title for courses 3606220 and 3606400. 88-01-06 23:30:38 Student Information System Report 806 Page: 1 Faculty of Graduate Studies Graduation List: 88-02-05 DOCTOR OF PHILOSOPHY A. DIANNE BALFOUR Zoology SOCIAL RELATIONSHIPS IN LITTERS OF DOMESTIC DOGS, (CANIS FAMILIARIS) ANTHONY DANLAMI BARAU Agricultural Economics & 8usiness A SIMULATION ANALYSIS OF THE EFFECTS OF CREDIT TERMS, DEBT, AND FARM SIZe ON FINANCIAL PERFORMANCE ON ONTARIO DAIRY FARMS RONALD FREDERICK CARTER Pa~hology CELL TYPES IN CANINE LYMPHOMA: MORPHOLOGY, MORPHOMETRY, PHENOTYPES, AND PROGNOSTIC CORRELATIONS HOWARD A. ceVANT Biomedical Sciences AN INVESTIGATION ON THE SITE OF RETINOID ACTION IN THE INDUCTION OF GLANDS FROM THE HAMSTER CHEEK POUCH STEPhANIE ANNE TERESA DE GRANDIS Microbiology THE DNA RELATEDNESS AND PLASMID PROFILES Of STRAINS OF YERSINIA RUCKERI SUZANNE MARIE FILTEAU Nutritional Sciences THE INFLUENCe OF SUPPLEMENTAL TRIIODOTHYRONINE ON THE IMMUNE SYSTEM OF MALNOURISHED MICE VICTOR PETER JOHN GANNON Vet. Microbiology & Immunology VERCTOXINS OF ESCHERICHIA Cell FROM PIGS OUSMANE GUINDO Agricultural Economics & Business BENEFIT-COST ANALYSIS OF ONTARIO CORN RESEARCH AND EXTENSION ACTIVITIES, 1951 - 1981 JIANG SHUFEN Engineering FINITE ELEMENT SIMULATION OF HEAT TRANSFER IN FARM TOWER SILOS EDWARD JOSEPH KENDALL Crop Science (Biophysics) PHYSICAL AND CHEMICAL ALTERATIONS IN WINTER WHEAT MEMBRANES ARISING FROM FREEZE-THAW INJURY 88-01-06 23:30:38 Student Information System Report 806 Page: 2 faculty of Graduate Studies Graduation List: 88-02-05 DOCTOR OF PHILOSOPHY BONNIE ALLORENE MALLARD Vet. Microbiology & Immunology THE INFLUENCE OF THE SWINE MAJOR HISTOCOMPATIBILITY GENE COMPLEX (SLA), AND OTHER GENETIC EFFECTS ON IMMUNE RESPONSE IN MINIATURE SWINE DEBORAH CHARMAINE POfF Philosophy THE PRINCIPLES OF FEMINIST METHODOLOGY JANIS AVRIL RANDALL Family Studies (Applied Human Nutrition) EVALUATION OF SERUM, URINE, AND HAIR CHROMIUM LEVELS AS INDICES OF CHROMIUM EXPOSURE AND THE RELATIONSHIP OF THESE INDICES TO SERUM LIPID AND INSULIN LEVELS PAOLA ROZZI Animal & Poultry Science INTERNATIONAL COMPARISCN OF HOLSTEIN FRIESIAN DAIRY SIRES PROVEN IN ITALY, CANADA AND THE USA JEFfREY PETER SZABO Chemistry & 6iochemis~ry CHARACTERIZATION OF THE ELECTRODEPOSITICN AND PHOTOElECTROCHEMICAL PROPERTIES OF CADMIUM SELENIDE DEPOSITED FROM SELENOSULFITE SOLUTION 88-01-06 23:30:38 Student Information System Report 806 Page: 3 Faculty of Greduate Studies Graduation List: 88-02-05 DOCTOR OF VETERINARY SCIENCE BRIAN ROBERT 8ROXUP Pathology (Veterinary Science) MAJOR PAPER: A MORPHOMETRIC EVALUATION OF HEPATOCELLULAR PROLIFERATIVE LESIONS IN THE RAT LIVER WALTER INGWERSEN Clinical Studies (Veterinary Science) MAJOR PAPER: CARDIOPULMONARY EFFECTS OF KETAMINE/ACEPROMAZINE AND HALOTHANE/OXYGEN IN THE NORMOVOLEMIC AND HYPOVOLEMIC FELINE DELWYN PATRICIA KEANE Pathology (Veterinary Science) MAJOR PAPER: AGENTS OF EQUINE VIRAL ENCEPHALOMYELITIS: CORRELATION OF SERUM AND CEREBROSPINAL FLUID ANTIBODIES THERESE LANTHIER Clinical Studies (Veterinary Science) MAJOR PAPER: LASER DOPPLER FLOWMETRY TO DETERMINE BLOOD FLOW IN ISLAND AXIAL PATTERN SKIN FLAPS AS AN INDICATOR OF VIABILITY PETER JAMES O'BRIEN Pathology (Veterinary Science) MAJOR PAPER: COMPENSATORY ADAPTATION OF MYOCARDIAL MEMBRANES TO CHRONIC METABOLIC OVERLOAD JACQuELINE SINCLAIR RAND Clinical Studies (Veterinary Science) MAJOR PAPER: CEREBROSPINAL FLUID IN THE CAT 88-01-06 23:30:38 Student Information System Report 806 Page: 4 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF ARTS SHAWN JOSEPH BARRY Economics degree by courses ANNETTE JUTTA BAUMAN Psychology ATTITUDES TOWARD THE ELDERLY: THE ROLE OF INTERPERSONAL CONTACT SHEILA A. CAVANAGH Philosophy POETIC THINKING CONSTANTINE PAUL COSTOMOUDIS Economics degree by courses JOHN CRISTESCU Psychology THE ROLE OF CONSEQUENCES IN ALCOHOL USE: A MULTIVARIATE CORRELATIONAL STUDY MELODY A. DONALD Psychology LOGICAL LIMITATIONS IN THE RAT: A FAILURE TO SHOW TRANSITIVE REASONING GREGORY THOMAS ELLIOTT Philosophy THE CONCEPT OF EQUALITY: A COMPARATIVE STUDY OF MARX, RAWLS, AND NIELSEN WILLIAM JAMES FARQUHAR Sociology & Anthropolcgy degree by courses PHILIP GERARD FRIEDMANN Economics degree by courses RUTH E. HAPPY english Language & Literstur~ GENDER AND EMPIRE: SARA JEANNETTE DUNCAN'S VIEW FROM THE MARGINS JANET-MARIE HUDDLE Political Studies PRODUCTION AND DISTRIBUTION OF FOOD: A STUDY OF THE GREcN AND SLUE REVOLUTIONS 88-01-06 23:30:38 Student Information System Report 806 Page: 5 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF ARTS M. CLAIRE LOUGHHEED English Language & Lltersture THE THEATRE OF IDEAS SOME RCYAL COURT THEATRE PLAYWRIGHTS 1904-07 LOW CHWAN CHYI Economics degree by courses KATHLEEN J. MACDONALD Psychology THE COGNITIVE CORRELATES OF CHILDREN'S SOCIAL STATUS MELFORO JAMES WILLIAM MACPHERSON MACLEANPsychology A DISCRETE MULTIVARIATE APPROACH TO SUICIDAL INTENT SUZANNE ELIZABETH MAHEU Psychology AN EXPLORATORY STUDY OF THE IMPACT OF ADULT DAY CARE ON CAREGIVERS TUI MELE MENNING-MCRAE Psychology OFFENDERS AND VICTIMS: OBSERVERS' ATTRIBUTIONS OF RELATIVE RESPONSIBILITY WITHIN RELATIONSHIPS SCOTT MICHAEL NEVIN Geography THE ECOLOGICAL VIABILITY OF ENVIRONMENTALLY SENSITIVE AREAS IN THE REGIONAL MUNICIPALITY OF HALTON, ONTARIO MICHAEL P. OSMANN History ENGLISH AGRICULTURAL WAGES IN THE EARLY FOURTEENTH CENTURY LAURIE L. PEARSON Psychology INTEGRATION OF ORTHOGRAPHY AND PHONOLOGY IN BEGINNING READERS HARRY H. PERETS Political Studies degree by courses MARZA PATRICIA PROTZ ~ural Planning & Development VISUAL EDUCATION MEDIA FOR RURAL DEVELOPMENT: A COMPARISON OF PROFESSIONAL AND PARTICIPATORY MATERIALS IN ST. LUCIA 88-01-06 23:30:38 Student Information System Report 806 Page: 6 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF ARTS RICHARD A. RINALDO Psychology WORD LENGTH EFFECTS IN PICTURE NAMING AND READING ALOUD: A DEVELOPMENTAL STUDY MARY ROSSI Psychology THE APPRECIATION OF HOMOGRAPHIC RIDDLES: A DEVELOPMENTAL STUDY OF THE PROCESSING OF AMBIGUOUS WORDS CATHERINE VRINIOTIS Psychology THE DEVELOPMENT OF CHILDREN'S SOCIAL COMMUNICATIVE COMPETENCE AND ITS RELATION TO CLASSROOM PARTICIPATION MARGARET ANNE WHEATSTONE Economics degree by courses 88-01-06 23:30:38 Student Information System Report 806 Page: 7 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF SCIENCE S.M. MAHBUBUL ALAM Crop Science GROWTH ANALYSIS OF A SPRING CANOL A HYBRID, ITS PARENTS AND A HIGH YIELDING CUlTIVAR GHISLAIN AUGER Agricultural Economics & Business ADAPTED HEDGING STRATEGIES FOR EASTERN CANADIAN HOG PRODUCERS JOHN DOUGLAS BAKER Horticultural Science PARAMETERS INFLUENCING THE BEHAVIOUR OF EVENING PRIMROSE OENOTHERA BIEN~IS TANNIS LOUISE BERRY Crop Science ROLE OF LIPID SOLUBLE ANTIOXIDANTS IN THE DESICCATICN TOLERANCE OF GERMINATING SOYBEAN (GLYCINE MAX (L.) HERR.) SEEDS KELLEY RUTH CAVAN Nutritional Sciences THE EFFECT OF T-2 TOXIN ON NEUROCHEMISTRY AND AMINO AClD METABOLISM IN THE RAT LOUISE CHERCUITTE Horticultural Science EVALUATION OF THE 'WAITING-BED' SYSTEM FOR OUT-Of-SEASON STRAWBERRY PRODUCTION IN QUEBEC AND ONTARIO ELROY RODGER COBER Crop Science ANALYSIS OF A GAMETOCLONAL VARIANT RESULTING FROM ANOTHER CULTURE OF THE HARD RED SPRING WHEAT CULTIVAR SINTON lUIGI A. COPPOLA Family Studies RELOCATION AND THE ITALIAN ELDERLY: TRANSITION FROM COMMUNITY TO AN INSTITUTION DEBORAH MARGARET CRAIG Rural Extension Studies INSTRUCTIONAL DESIGN FOR MANAGEMENT TRAINING NECeSSITATED BY RAPID TECHNOLOGICAL CHANGE VALERIE ROXANNE ESZES Engineering THE ENHANCED PRODUCTION OF VOLATILE FATTY ACIDS FROM CELLULOSE 88-01-06 23:30:38 Student Information System Report 806 Page: 8 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF SCIENCE CECILY ANNE FLEMMING Environmental Biology COPPER CHEMISTRY AND TOXICITY IN FRESHWATER SEDIMENT DEBORAH GION Biomedical Sciences THE EFFECT OF oeXAMETHASONE ON GONADOTROPHIN AND TESTICULAR STEROID PRODUCTION IN THE BOAR JOHN ROSS GLOVER Botany PURIFICATION AND CHARACTERIZATION OF METHIONINE: GLYXYLATE AMINOTRANSFERASE FROM BRASSICA CARINATA BRAUN. PETER ROY GRAHAM Extension Education degree by courses E. IRENE HAY Horticultural Science THE TRANSPLANTING AND REFRIGERATED STORAGE OF TISSUE-CULTURED ASPARAGUS OFFICINALIS L. MARIA DE LAS MERCEDES R. HERNANDEZ FERNANDEZ Crop Science INHERITANCE OF SOMATIC EMBRYOGENESIS IN ALFALFA (MEDICAGO SATIVA L.) DEAN JAMES HUBBARD Mathematics & Statistics APPLICATION OF THE SEQUENTIAL PROBABILITY RATle TEST TO THE NEGATIVE BINOMIAL DISTRIBUTION DAVID GAVIN HUMPHREYS Crop Science A COMPARISON OF IN VITRO AND IN VIVO RESPONSES OF BIROS FOOT TREFOIL (LOTUS CORNICULATUS L.) TO FUSARIUM OXYSPORUM NANCY MIR!AM KALLIOMAK! Land Resource Science (Agrometeorology) THE WATER RETENTION CHARACTERISTICS AND RESISTANCES TO WATER LOSS AND WATER UPTAKE, OF DEAD WINTER WHEAT TISSUE, TRIT!CU~ AESTIVUM. DANIEL CHARLES KENNALEY Rural Planning & Development degree by courses LORENE KOZELUK RAJHARD Family Studies SELF-ESTEEM IN CHILDREN AND PERCEPTION OF FAMILY FUNCTIONING 88-01-06 23:30:38 Student Information System Report 806 Page: 9 Faculty of Grsduate Studies Graduation List: 88-02-05 MASTER OF SCIENCE LORI CHRISTINE KRIEG Environmental Biology REGULATION OF BASAL AND TRICLOPYR-INOUCED ETHYLENE AND POLYAMINE 8IOSYNTHESIS 8Y THE TRIAZCLE $-33C7 CORINNE LACEY Vet. Microbiology & Immunology FACTORS INFLUENCING MACROPHAGE FUNCTION IN SLA DEFINED MINIATURE SWINE COLLEEN LENORE LATTA Pathology THE EPIDERMAL PERMEABILITY BARRIER IN THE BOTTLENOSE DOLPHIN, TURSIOPS TRUNCATUS HOYUN LEE Microbiology IDENTIFICATION AND ISOLATION OF AUTONOMOUSLY REPLICATING SEQUENCES IN THE GENOME OF A BACULOVIRUS CHORISTONEURA fUM!FERANA MULTIPLY-ENVELOPED NUCLEAR POLYHEDROSIS VIRUS R. TODD LEUTY Horticultural Science LIFECYCLE OF GRAPE PHYLLOXERA, DAKTULOSPHAIRA VITIFOLIAE (FITCH), LEAF FORM, AND ITS EFFECT ON FRUIT QUALITY AND LEAf PHOTOSYNTHESIS OF DE CHAUNAC GRAPES STEVEN ANDREW LOEW=N Horticultural Science EARLY SEEDLING SELECTION fOR VIGOR IN ASPARAGUS FRANK J. LOUWS Environmental Biology DEVELOPMENT Of ASPARAGUS SEEDL!NG TESTS FOR VIRULENCE AND TOXIN PRODUCTION OF FUSARIUM OXYSPORUM F. SP. ASPARAGI AND FUSARIUM MONILIFORME LU SHEN Land Resource Science (Soil Science) THE ROLE OF MYCORRHIZAE IN THE ABSORPTION OF P AND ZN BY MAIZE (ZEA MAYS L.) IN FIELD AND GROWTH CHAMBER EXPERIMENTS SILVIA R. MANZANILLA-NAIM Zoology EL NINO SOUTHERN OSCILLATION AS A NATURAL MARKER IN THE TEETH OF DUSKY DOLPHINS (LAGENORHYNCHUS OBSCURUS) FROM PERUVIAN WATERS PERRY ANTHONY MARTOS Chemistry & Biochemistry HORSERADISH PEROXIDALE CATALYSED OXIDATION OF 3-METHYLINDOLE (SKATOLE) 88-01-06 23:30:38 Student Information System Report 806 Page: 10 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF SCIENCE JAMES JOSEPH MILLER Physics CHARGE INDUCED ABSORPTION IN PROTON IRRADIATED SOLID HYDROGEN DEUTERIDE EVERSON JAMES PETERS Engineering A fINITE ELEMENT MODEL FOR DRAINAGE IN A BROOKSTON CLAY MARY PATRICIA PETLEY Nutritional Sciences EXERCISE AND POST-EXERCISE ENERGY EXPENDITURE IN GROWING PIGS JEAN-PIERRE PRIVE Horticultural Science EFFECTS OF PACLOBUTRAZCL, GIBBERELLINS AND CYTOKININS ON PEDICEL GROWTH, FRUIT DEVELOPMENT AND VEGETATIVE CHARACTERISTICS OF APPLE WENDY ALISON RAE Animal & Poultry Science THE EFFECT Of LEANNESS IN PIGS ON GROWTH PERFORMANCE, CARCASS TRAITS AND MEAT QUALITY ReBERT W. REED Chemistry & Biochemis~ry THIAZYL AND SELENAZYL RADICALS AND DINERS JAMES MICHAEL SCALLY Agricultural Economics & Business A FINANCIAL ANALYSIS OF THE EGG QUOTA MARKET IN ONTARIO ALAN GEORGE SEECh land Resource Science (Soil Science) DENITRIFICATION IN SOIL AGGREGATES OF DIFFERENT SIZES JOY MINETTE SHINN food Science MEASUREMENT OF RHEOLOGICAL PROPERTIES OF SELECTED CHEESES BY INSTRUMENTAL METHODS SAMUEL WAI-KUEN TANG Engineering degree by courses DENNIS WAYNE TOKARYK Physics VACUUM ULTRAVICLET EMISSION FROM CRYOGENIC HYDROGEN AND HELIUM DEUTERIOE 88-01-06 23:30:38 Student Information System Report 806 Page: 1 1 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF SCIENCE ERNA H.K. VAN DUREN Agricultural Economics & Business THE IMPACT OF SUBSIDIZED BONELESS MANUFACTURING BEEF IMPORTS FROM THE EUROPEAN ECONOMIC COMMUNITY ON THE CANADIAN CATTLE INDUSTRY IAN JAMES VAN WESENBEECK Land Resource Science (Soil Science) SPATIAL AND TEMPORAL DYNAMICS OF SOIL-wATER CONTENT UNDER A CORN CROP RONALD SCOTT VEENSTRA Zoology ECOMORPHOLCGICAL COMPARISONS OF EARLY DEVELOPMENT IN AN ALTRICIAL (LUCANIA PARVA) AND IN A PRECOCIAL (LUCANIA GOODEI) CYPRINCDONT JESKO ADE VON WINOHEIM Chemistry & Biochemistry THE ELECTRODEPCSITION OF CADMIUM TELLURIDE FROM TRI-N BUTYLPHOSPHINE TELLURIDE AND THE CHARACTERIZATION OF A CDS/COTE HcTEROJUNCTION MARINA MAY WATSON Consumer Studies THE QUALITY OF WORKING LIFE IN THE KNITWEAR INDUSTRY OF SOUTHWESTERN ONTARIO MARIE LOUISE WEINGARTSHOFER Family Studies THE EFFECT OF DIETARY PROTEIN ON CHCLESTEROL AND BILE ACID METABOLISM IN THE MONGCLIAN GERBIL LAURA JEAN WILKINSON Human Biology DISRUPTION OF MESENCHYMAL-EPITHELIAL INTERFACE IN THE DEVELOPMENT OF EPIDIDYMIS IN MICE OF THE MUTANT GENOTYPE XXSXR ROONEY GLEN WILLIS Environmental Biology SEASONAL VARIATIONS IN THE TOLERANCE OF JACK PINE AND WHITE SPRUCE TO ThE HERBICIDES GLYPHOSATE AND TRICLOPYR ANNE M. WINKELMAN Animal & Poultry Science HETEROGENEITY OF VARIANCES AMONG HERDS AND ITS EFFECTS ON DAIRY SIRE EVALUATION DAVID GEORGE WOOD Crop Science THE INHERITANCE OF LEAF ANGLE, LEAF CURVATURE, AND LEAF LENGTH, IN WINTER WHEAT (TRITICUM AESTIVUM L.) 88-01-06 23:30:38 Student Information System Report 806 Page; 12 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF SCIENCE JAMES P.A. YOUDEN Physics DEVIATIONS FROM THE PAIR POTENTIAL CONTRIBUTION TO THE STRUCTURE OF KRYPTON AT 237 K 88-01-06 23:30:38 Student Information System Report 806 Page: 13 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF LANDSCAPE ARCHITECTURE MARIUS F. M. DE 8RUYN Landscape Architecture degree by courses 88-01-06 23:30:38 Student Information System Report 806 Page: 14 Faculty of Graduate Studies Graduation List: 88-02-05 MASTER OF AGRICULTURE IAN DEAN COWS ROUGH Agricultural Economics & Business degree by courses RALF ERIC DIETERT Agricultural Economics & Business degree by courses SUZANNE PATRICIA FOWLE Agricultural Economics & Business degree by courses LINDA MARIE FREW Agricultural Economics & Business degree by courses SCOTT BEV GRAY Agricultural Economics & Business degree by courses RONALD A. GULKA Agricultural Economics & Business degree by courses CATHERINE EDNA LOWRY Agricultural Economics & Business degree by courses KATHERINE MERRIMAN Agricultural Economics & Business degree by courses JAMES MARTIN SANDERSON Agricultural Economics & Business degree by courses DAVID A. STAUFFER Agricultural Economics & Business degree by courses 88-01-06 23:30:38 Student Information System Report 806 Page: 15 Faculty of Graduate Studies Graduation List: 88-02-05 GRADUATE DIPLOMA WAYNE DOUGLAS COLE Pathology PATHOLOGY TOTALS PhD 1; DVSc 6 ~IA 26 NSc 53 MLA. 1 MAg 10 Diploma 1 Total: 112 VII 5 UNIVERSITY OF GUELPH SENATE Tuesday, 17 January, 1988 REPORT FROM THE BOARD OF STUDIES FOR THE ASSOCIATE DIPLOMA IN AGRICULTURE List of Graduands - Winter Convocation 1988 MOTION: that Senate approve the list of graduands for Winter Convocation 1988, as presented. Membership: A. E. Austin A. G. Holmes R. Ball P. Holmes D. J. Blackburn J. R. MacDonald S. Bowley B. C. Matthews M. Brown F. L. McEwen E. Dalrymple-Alford S. Sidlofsky H. Ferguson J. Tsujita w. H. Harris VII 8 UNIVERSITY OF GUELPH SENATE Tuesday, January 19, 1987 REPORT OF THE COMMITTEE ON BYLAWS AND MEMBERSHIP (a) Composition of Senate The Committee on Bylaws and Membership has received a recommendation from the Senate Committee for Information Technology that the Executive Director for Information Technology occupy an ex officio seat on Senate, as this position carries responsibility for information technology affairs directly connected with the University's academic programs. Granting a Senate seat for this post would obviate the frequent necessity to obtain speaking privileges for the Executive Director in Senate whenever a S.C.I.T. report is presented. Senators should note that approval of this motion will lead to an increase of one in the number of elected faculty members on Senate, in accordance with Bylaw A.l(b) (ii). MOTION: that Bylaw A.1(a) under I'COMPOSITION OF SENATE" be amended to include among the list of ex officio members following "The Director for International Programs" : The Executive Director for Information Technology. (b) Composition of the Senate Committee on Awards The Committee on Bylaws and Membership was asked by the Committee on Awards to give some consideration to the appointment of a student Senator to Awards, which is the only Senate Committee without student representation. Bylaws and Membership recognized that many of the Awards Committee's proceedings were confidential and of a somewhat delicate nature; nevertheless, students are involved in equally sensitive discussions on the Senate Committee on Student Petitions, where stUdent members have near parity. The Committee is satisfied that the Committee on Awards has thoroughly considered the issue of confidentiality, and it agrees with that Committee that the benefits of obtaining a student's point of view outweigh any conceivable risk arising from a conflict of interest. Given the already large size of the Committee on Awards, Bylaws and Membership was reluctant to recommend to Senate that the membership of that Committee be increased by one. It therefore decided to request the Striking Committee when it selects slates of nominees to propose to the Senate annually to ensure that one of the "six elected members of Senate" is in fact a student 2 senator. MOTION: that Senate receive this report for information. (c) Composition of Committee on University Planning The Committee on Bylaws and Membership considered the following motion which was referred to that Committee by the Senate at its meeting of November 17, 1987: "Be it resolved that the Senate Committee on Bylaws and Membership change the membership of the Committee on University Planning as follows: The Committee on University Planning shall consist of the Chancellor, the President, the Vice-President Academic, the Vice-President Administration and twelve members of Senate appointed by Senate, up to four of whom may be ex officio members of Senate, one of whom shall be a graduate student Senator and one of whom shall be an undergraduate student Senator. Senate appointees shall not be simultaneously members of the group annually appointed by the President which is charged with developing a strategic planning discussion paper. The Chairman shall be elected by the Committee from among the members of Senate on the Committee to a two-year term which is renewable. All Deans shall have the right to attend and speak at meetings of the Committee and to receive agenda material and minutes." The Committee directed its attention to the proposal's specific prohibition against naming Senate appointees on C.U.P. to the group annually appointed by the President to develop a strategic planning discussion paper. This stricture presumably was dictated by an apprehension that the Strategic Planning Group could influence the Committee on University Planning in its deliberations on the strategic Plan. Nonetheless, members of Bylaws and Membership felt that there was an advantage to having some overlap between the Strategic Planning Group and the Committee on University Planning. Moreover, they were concerned about inserting in Senate's bylaws a statement which had a negative connotation. Given that the strategic planning process is relatively new and untried, the Committee suggests that Senate should have more experience with the process before agreeing to major changes. The appointment of a new President also might influence Senate's view of C.U.P.'s composition and terms of reference. Finally, it was noted that C.U.P. itself has not submitted any request for a change in its membership to Bylaws and Membership. The Committee therefore recommends to Senate that no change be made at the present time to the composition of the Committee on 3 University Planning. MOTION: that Senate receive this report for information. (d) Rules of Order In June of 1987 the Committee on Bylaws and Membership advised the Senate that it was contemplating amending Senate's Rules of Order to include a reference to a Parliamentary authority, which would govern in emergency situations not covered by the Bylaws and Regulations approved by Senate. After considering the advantages and disadvantages of the proposal, Senate requested the Committee to prepare and present a recommendation for the incorporation of a reference to a Parliamentary authority in Senate's Rules of Order. The Committee accordingly recommends: MOTION: that Bylaw 0.1 under "RULES OF ORDER" be changed to read liThe Chairperson shall conduct the proceedings in conformity with the bylaws and procedures enacted by the Senate, and in all cases not so provided for, the practice of the House of Commons of Canada shall govern." The standard reference manual on Canadian Parliamentary practice is Bourinot's Rules of Order, as revised by J. Gordon Dubroy (McClelland and Stewart Ltd., 1963). MembershiQ L. w. Abbott C. Gray H. Robinson o. S. Atwal P. Kevan P. Wilson w. R. Frisbee G. P. Lumis E. Upton R. A. B. Keates B. C. Matthews P. Wilson UNIVERSITY OF GUELPH MEMORANDUM TO: Senate FROM: B. Abercrombie, Secretary DATE: January 19, 1988 SUBJECT: Pending Motion Concerning a Proposed Change in the Membership of the Committee on University Planning At the November meeting of Senate, J. J. Simpson moved, seconded by J. R. Stevens, "that the Senate Committee on Bylaws and Membership change the membership of the Committee on University Planning as follows: 'The Committee on University Planning shall consist of the Chancellor, the President, the Vice-President Academic, the Vice-President Administration, and twelve members of Senate appointed by Senate, up to four of whom may be ex-officio members of Senate, one of whom shall be a graduate student senator and one of whom shall be an undergraduate student senator. Senate appointees shall not be simultaneously members of the group annually appointed by the President which is charged with developing a strategic planning discussion paper. The Chairperson shall be elected by the Committee from among the members of Senate on the Committee to a two year term, which is renewable. All Deans shall have the right to attend and speak at meetings of the Committee and to receive agenda material and minutes.,n Following debate in which it was pointed out that the motion as it stood restricted the Committee on Bylaws and Membership to a pro forma exercise, the Senate approved a resolution referring the motion to the Committee on Bylaws and Membership. The minutes record Senate's understanding that Bylaws and Membership would be instructed to consider the proposal put forward by Professors Simpson and Stevens and to return to Senate with advice on their motion. The'Committee advises in its report to Senate this month that no change be made to C.U.P.'s composition at this time. The motion as originally proposed accordingly is before senate for debate and resolution. ~A~ B. Abercrombie VIllI UNIVERSITY OF GUELPH SENATE Tuesday, January 15, 1987 REPORT FROM THE COMMITTEE ON AWARDS NEW AWARDS 1. Francois Cleyn Scholarship An annual undergraduate award of $500 tenable with other Senate awards to a student who has completed six semesters in clothing and textiles (option I or II) within the Department of Consumer Studies. The student must have a high academic standing and be involved in extracurricular activities. Application to the Assistant Registrar, Awards by April 1. The Selection Committee is the BASc Awards Sub Committee. Donor - The Canadian Textiles Institute. MOTION: that Senate approve the above-mentioned new award. Membership: D. Andrew B.C. Matthews P. Brigg J.L. Mottin R.G. Davidson D.P. Ormrod R.S. Downey W. Parker W.R. Frisbee J.B.M. Rattray J.M. Hilliker T.K. Warley F.D. Horney R.G. Winkel I' VII 13 UNIVERSITY OF GUELPH SENATE Tuesday, January 19, 1987 REPORT OF THE COMMITTEE ON UNIVERSITY PLANNING Responses to 1987/88 Budget (i) During Senate's discussion of the 1987-88 budget at its meeting of March 17, 1987, C.U.P. undertook to provide a report to Senate identifying the response of teaching and non-teaching units to budget cuts and to outline any new initiatives taken including research initiated through the Research Excellence Funds. Information was subsequently requested by C.U.P. from both teaching and non-teaching units. Specific information provided in the response to this request is available in the office of the University Secretariat. MCU funds totalling $1.654 million were distributed among teaching and non-teaching units on a one-time only basis. Teaching units received $1.514 million of the total. The distribution of these MCU funds was as follows: funds totalling $320,800 directed to specific New Initiatives funds totalling $179,000 distributed under President's Special Fund - Equipment Research Excellence Funds totalling $1,153,900 distributed to units in 1987-88. The distribution of addbacks and one-time only budget additions across all units is given in Appendix I. Details on the allocation of these funds are provided in Appendix II. Salary settlements in 1987/88 reflected a percentage increase which was greater than the percentage increase in University income. The University MCU base budget in 1987/88 was reduced by $2.789 million. The distribution of MCU budget cuts across all units is given in Appendix I. A corresponding reduction in the budget derived from OMAF totalled $0.294 million. The response of teaching and non-teaching units to budget reductions included the following: 2 20.25 faculty or professional positions cancelled or frozen in 1987-88 and 2 semesters lecturer positions terminated in teaching units 20.7 technical staff or academic support positions cancelled or frozen in 1987-88 in teaching units 23.7 positions cancelled or frozen in 1987-88 in non teaching units reduced number of graduate teaching assistantships 2 majors dropped, 74 courses dropped or not offered in 1987-88 (tentative - accurate numbers only available at end of the winter semester) diminished services offered by the Library, 20% cut in General Serials Renewals Budget base diminished services available in Student Resource Centre, Residence Life, Medical Services and Office for Educational Practice diminished support available from Personnel services, Financial Services, Physical Resources and Administrative Services increased proportion of operational costs in non teaching units being charged to teaching units innovations in a number of teaching programs delayed It is clear that the Research Excellence Funds have strengthened specific components of the University's research program. The President's Special Fund and the New Initiatives Fund contributed in a very positive way to academic programs. However there would appear to have been a net decrease in the diversity and richness of academic programs and the learning environment at the University of Guelph in the current year. Many teaching units referred to the introduction of innovation being delayed and conveyed a sense of opportunities being lost. Several units also acknowledged that their responses were being prepared before the academic year began and that additional impacts may be experienced. (ii) At the time it assumed the responsibility for reviewing the effects of the budget on the academic programs, C.U.P. pledged to comment on areas where the allocation of funds was clearly impinging on the academic welfare of the University or on one of its functions or units. In the budget year in question, the ability of the Library to 3 continue to meet the needs of its users has surfaced as a serious issue prompting widespread concern. The serials reduction exercise is but one symptom of the erosion of the Library's purchasing power and its ability to maintain services in the University community. Over the past 5 years the percentage of the University MCU budget expended on the library has changed from 6.68% to 6.03% (or in total dollars from $5.50 million to $6.83 million). The proportion of the library budget spend on acquisitions (books and non-print resources as well as serials) has fluctuated between 32 and 34% over the past 5 years (the current allocation is 31.3% or $2.13 million). Over the last four years the price of periodical material has increased by 100%. In order to maintain the level of acquisitions equal to that of 5 years ago, the current acquisitions budget would have to be increased by about $1.5 million. The Library has responded to shifts in budgets and cost of materials by reducing staff (5 support positions and 6 professional positions cancelled between July 1983 and July 1987) with a corresponding reduction in service. In order to balance the acquisitions budget and prevent the cost of renewing serials from taking over the entire acquisitions budget, the library is cutting 20% ($200,000) from the 1987/88 General Serials Renewal Budget base. The Serials Reduction Project has focused concerns on the possibility that cancellation of serials and reduced acquisition will result in a serious deterioration of a resource which is fundamental to teaching and research at the University of Guelph. In other parts of the University, resources (space, equipment, human resources) which are also essential to teaching and research at the University are not at an optimum level. The problems in the Library should be addressed as part of an examination of the adequacy of all resources in the University. The problem facing the University of Guelph with respect to library resources is common to all universities. The degree to which the problem is greater or lesser at Guelph and the degree to which solutions exist which are unique to Guelph are not clear. In examining the problem and possible solutions, several questions such as the following must be answered: Are the current holdings in the library adequate for the nature of our teaching and research programs in comparison with (a) current holdings in other universities with comparable programs and (b) in 4 comparison with the current level of other resources at Guelph which are essential to our teaching and research programs? If the current holdings are inadequate what level of additional budget is required to restore holdings to an adequate level? What strategies can be implemented to maintain future accessibility of teaching and research programs to adequate library resources (strategies might include indexing an adequate acquisition budget to inflation in the cost of books, serials and non-print materials, assessment of any opportunities to enhance the current "Regional University Library System" in conjunction with neighboring universities, and assessment of any opportunities to improve the effectiveness of the current system for identifying new books, monographs and serials to be purchased)? Answers to such questions would be useful to the Strategic Planning Working Group. The Group should be expected to include comments in the next Strategic Planning Discussion Paper on the adequacy of current library holdings relative to other resources supporting teaching and research programs, possible courses of action to remove inequities, and strategies for maintaining a balance between competing needs for library resources and other resources within the University. CUP has asked the Vice-President Academic to strike an ad hoc committee (made up of the Chief Librarian and a representative from each of CUP and the Senate Library Committee) to: - assess the adequacy of current library resources for teaching and research programs in comparison to other universities with similar programs by using macro indicators and - outline alternative strategies for maintaining future accessibility of teaching and research programs to adequate library resources. The ad hoc Committee would be expected to report to CUP and the Senate Library Committee by February, 1988. MOTION: that Senate receive this report for information. APPENDIX I DETAIL BUDGET UPDATE - 87/88 for MCU Funds Only Prepared for C.U.P. Committee Position at: 31-Aug-87 1. 2. 3. 4. 5. 6. 7. 8. 9. ______.. --_ ...... - ---_ ...... _ ...... _--- ...... - .... ------_ ...... -_ ...... oO .... - ...... _ ...... _ ...... 87/88 Reductions Inflation 1 Addbacks PERSONNel RESEARCH OTHER 1 CURRENT Base 1 INFLATION 1CARRYFWDS 1 EXCEll. & 1 ADJUST. & 1 87/88 COllEGE/DEPT Start 1 1 1 NEW INIT. 1 TRANSFERS 1 BUDGET ...... _- ...... _-- ...... _ ...... _--- ...... __ ...... - ...... TOTAL INSTITUTIONAL REVENUE 106,753 0 4,608 0 0 o 1 0 14 I 111,375 1 ARTS 7,225 1 (214) 30 398 (22) 1 163 37 1 7,617 CBS 8,717 1 (259) 30 459 143 1 185 240 1 9,515 FACS 3,864 1 (116) 125 230 (25)1 114 20 1 4,212 OAC 10,219 1 (312) 50 528 10 1 181 159 1 10,835 ove 9,451 1 (279) 155 625 5 1 162 (119) 1 10,000 CPS 9,577 1 (283) 50 491 12 1 230 55 1 10,132 CSS 7,506 1 (222) 75 402 (29) 138 46 1 7,916 CONT.ED. & PARTIME 1,130 1 (38) 0 66 0 o 1 1,158 OTHER TEACHING 492 1 0 (35) 1 91 65 (183) 1 430 RURAL PLANNING & DEV. 742 I (23) 37 o 1 38 81 16 5 1 896 1 ----.-- 1 TOTAL TEACHING UNITS 58,923 (1,746) 37 480 1 3,237 266 1,254 260 1 62,711 1 1 LI BRARY - OPS. 4,364 1 (129) 20 1 228 226 9 1 4,718 OFFICE OF RESEARCH 1,043 1 (20) 1 67 65 40 52 1 1,247 O. OF EDUC. PRACT. 1,201 1 (35) 1 57 40 38 11 1 1,312 REGISTRAR 1,796 1 (61) 245 20 1 80 0 34 1 2,114 GRAD. STUDIES 564 1 (17) 20 1 20 32 35 1 654 OTHER SERVICES 413 I (7) 1 21 5 25 o 1 457 1 TOTAL ACADEMIC SERVICES 9,381 (269) 1 265 40 473 368 103 141 1 10,502 1 COMPUTER & COMM. SERVICES 5,066 1 (165) 1 465 187 1 269 1 o 1 5,822 STUDENT SERVICES 2,631 1 (79) 1 15 20 195 1 (78) 1 o 1 2,704 1 TOTAL STUDENT & COM. SERVS _ 7,697 1 (244) 1 480 1 20 1 382 191 1 o 1 o 1 8,526 Page. 1 DETAIL BUDGET UPDATE - 87/88 for MCU Funds Only Prepared for C_U_P. Committee , ... -.--" Position at: 31-Aug-87 1. 2. 3. 4. 5. 6. 7. 8. 9. 87/88 ReductionslInflation 1 Addbacks PERSONNEL 1 1 RESEARCH 1 OTHER 1 CURRENT Base 1 1 INFLATION ICARRYFWDSI EXCELL. & 1 ADJUST. & 1 87/88 COLLEGE/DEPT Start 1 1 1 1 NEW INIT. 1 TRANSFERS 1 BUDGET ...... _-- ...... -- ...... __ ...... _----_ ...... --- ... - .. --- .. -_ ... _-_ ...... _-_ ...... 1 ADMIN. SERVICES 1,876 (54) 1 24 116 30 o 1,992 EXECUTIVE OFFICES 2,763 (94) 1 48 137 7 18 56 2,935 FINANCIAL SERVo 1,881 (60) 1 15 86 15 o 1,937 PHYSICAL RESOURCES-OPS 14,110 (423) 1 100 754 339 o 14,880 ------1 ADMINISTRATION 20,630 (631) 1 o 187 1,093 391 18 56 21,744 1 ALUMNI AFFAIRS & INFORMATION 1,640 1 0 1 170 1 0 1 86 1 (628)1 1 01 1,268 Ll BRARY - ACQS. 2,134 1 0 1 1 1 0 1 (90) 1 100 1 0 1 2,144 PHYSICAL RESOURCES-Utili. 3,852 1 0 1 1 1 0 1 0 1 1 0 1 3,852 RENOVATIONS 634 1 0 1 1 1 1 664 1 1 ( 11 ) 1 1 ,287 UNIVERSITY GENERAL EXP. 2,330 1 0 1 140 1 1 (330) 1 550 1 1 83 1 2,773 UNIVERSITY RESERVES 1,047 1 0 1 610 1 (626)1 180 1 38 1 (383)1 (515)1 351 RESEARCH EXCELLENCE FUND o 1 0 1 1,092 1 1 1 1 ( 1,092) 1 0 1 0 PERSONNEL INFLATION o 1 0 1 4,617 1 0 1 (4,617> 1 1 1 0 1 0 ======1 GROSS MCU OPERATING COSTS 1 108,268 1 (2,890) 1 7,411 1 101 1 504 1 1 ,750 1 0 1 14 1 115, 158 1 1 ------1 ------1 ------1 ------1 ------1 ------1 ------1 ------1 ------1 APPROPRIATIONS 1 300 1 1 1 1 1 1,750 1 1 1 2,050 1 86/87 PROJECTED SURPLUS 1 1 1 1 1 1 1 1 1 299 1 PROJECTED SURPLUS(DEFICIT) 1 (1,215)1 2,890 1 (2,803)1 (101)1 (504)1 0 1 0 1 0 1 (1,434)1 ======1 ======1======1======1======1======1======1======1======1 Page. 2 I ..\PPE:;D I X I I / -f DISTRIBUTION OF SPECIAL FUNDING Summary 1987-88 1988-89 1989-90 , , New Initiatives Fund 320,800 163,200 91,000 1jV President's Special Fund - 141' . Eaui1lJllJtnt 179,000 Research Excellence Awards 1,153,900' 429,000 75,000 Total .....•. L653.700 592.200 16 6 . 0 0 0 ..;Z 1jI~ ~ f I , { /-/ ( • C.C. Ferguson June 16, 1987 1987-88 DistTibut~on - ~ew tnitiati~e F~~~ Area Pro;ect 1. University CINTRE 18,000 18,000 French Language Instruction 25,000 Undergraduate Toxicology 15,000 15,000 15,000 2. O.E.P. Instructional Development Grant 35,000 35,000 35,000 3. Soc.Sc. Cognitive Science Project 13,700 Political Studies Yorkshop 2,000 Economics and Pol. St. Seminar 8,000 8,000 8,000 4. O.V.C. Computer Assisted Learning 25,000 (3rd of 3) International Vet. Medicine 8,600 5. O.A.C. Landscape Arch. Video/Computer 20,000 H.Agr. in Pest Management 5,000 5,000 5,000 6. Arts Department of Drama (3rd of 3) 15,000 Ethics Journa11 3,500 4,000 4,·000 Phil. Grad. Sem.in Epistomolgy 4,000 CAl Development, 74-210 12,000 8,200 7. BioI. Sci. Chairman, Dept. Botany 40,000 (3rd of 3) 8. Phys. Sci. HPC2 Courses 35,000 30,000 20,000 9. F.A.C.S. I.T. Personnel (2nd of 3) 25,000 25,000 Computer Applications Lab. 15,000 15,000 320,800 163,200 91,000 1. Joint proposal be~Neen faculty in the Philosophy and Animal and Poult~J Science Depar~ents President's Special Fund - Equipment 1987-1988 College /Dept. Equipment Amount Awarded FACS Fam. Studies Freezer capable of 8,800 70C- Upright model R3820-l-A 8,800 ARTS Languages Replace lang. lab 10,000 Music Yamaha Studio 5,200 English Computers & Printers 4,000 19,200 ( CSS Dean's Office Microcomputers 7,400 Psychology Replacement of Oscilloscope 6,600 14,000 CBS Zoology Zeiss Microscope 20,000 and video equip. Botany Stereo Microscopes 10,000 30,000 OAC Land. Arch & Rur. PI. ARC/I~FO system 25,000 Engineering Computer equip. 12,000 37,000 - 2 - CollegelDept. Equipment Amount Awarded OVC Pop. Medicine Ambulatory Clinic 10,000 Teaching Info. Online Network Clin. Studies Slit Lamp Ophthalmoscope 20,000 30,000 CPS Mathematics Upgrade of facilities 20,000 in micro lab Physics Oscilloscopes 10,000 30,000 ( OTHER. Office for Educ. Replacement of 10,000 Practice teaching equip. TOTAL 179,000 y .. ';~:'-, ~ 57/88 11==em:h [Hellene Awards 2Cl -"ay-B7 ..-F - .'-- REPQRT NEil DEPT. DEPi. PROG. PROG. Alount Allour.t A,ount :Od;1 f NAI'1E NUll. NU~ NAI1E Allard Na::e 87/8a 88/B9 89,'90 .. ------( \! ARTS ARTS - Research ExceII, 340 98 87/88 - Stelter Scottish Conn2cticn 65,000 30,000 97 87/88 - Kill il Eneyi. of COI~~ Lit. 7,500 17,000 96 87188 - Lane Canadian Theatre 30,000 30,000 30,000 9S 87188 - Ruse ScienceUech. 10,000 10,000 10,000 2S1 92 Excellence Fund Dean's Fund 20,000 ------. TOTAL ARTS 1~,500 87,000 4C,OOO !<7 Researc~ 98 STt~ 35,000 -. ' CBS CBS - Excell. 341 87188 - Beveridge Infrastruct. 35,000 35,000 97 87/88 - Bayley Cell "etabol, Facil. 20,000 '6 B7!BS - Massuth Mell Faculty costs 20,000 9S 87188 - Bertrand Bertrand-Start-up 40,000 35,000 94 87188 - Blecher Blecher-Mew Faculty 30,000 ------TOTAL CBS 145,000 70,000 X~5 CPS CPS - R2searc~ E~tell. 342 98 87/8S - S"lTH Research lM 50,000 20,000 97 87/88 - HAUETT High ResDlutiGn 6rap 40,000 30,000 96 87188 - IlElLORS hino Acids 20,000 95 87188 - IICLElSH YeterinirY Expert 30,000 SUN 5 lee! '4 87188 - HENRY Henry Chtl. Start-up 40,000 .I:,.;IIII£D TO .••• _·___ • ( 253 9: t~c!llente Fund Dean's Fund -----15,000 ------TOTAL CPS 1",000 50,000 ~~~ CSS CSS - Researeh Excell. 343 87/88 - !lOSS Rural Resource 40,000 "97 87/88 - JOSEPH Housing for Elderly 12,000 14,000 96 87188 - ftATlHEMS Hulan Display Intera 42,000 10,000 254 92 ExCllIlIICI Fund Dtan~, Fund 20,000.. ------TOTAL CSS 114,000 24,000 ° H2 FAtS FAtS - Research Excell. 344 98 87188 - WATTS "eat Consulption 40,000 '7 87188 - 61850M tinc In Diet 12,000 tO,MO 9b 87/88 - KUCZYNSKI Falily Interaction 22,000 TOTAL FAtS 74,000 10,000 0 llO OAe O~C - Research Excell. 345 98 87188 - "ARTlN Intervention in Agr; 36,000 3b,ooO 97 87188 - "IllER Yesicular- Arbuscula 40,000 40,000 IJb 87/88 - BARBUT Low SodiWi "eats 20,000 9S 87188 - PAUlS Agrobacteriul 35,000 35,000 94 87/88 - C. S"ITH Biotech Beef Cattle 25,000 ------TOTAL OAt 156,000 111,00Q () X' . "- l- OVe - rie;~ar~h E~cell, 346 qe 87/8S - BASRUR Bovine Dccyt2s 20,000 '1-: , , B7fS8 - WILKIE Porcine I.lune Resp. 2'1,000 % ~7/e8 - PORTER Gonadal Petlce lab 32,000 32,O()O '15 87/88 - HAYES Spectrofluoroleter 8,000 \ :!)! q: E~:211e~c2 ;und ~e~~' 5 ~ur,~ f ::~ q: E.cellenc2 ~und Porter -E:lu:p. forAl ove 113,400 32,000 o :'':7 qe 87!BB - TOESELL Food Se~urity 25,OI){) 25,1)1)0 97 Bilse - 6£R~NTOLOSY Quality of Ll~e ZO,OOO 20!OOO % 87!Se - GALT C~£:K Galt Cre!~ Study 20,000 ae 92 &l:!lle!lce Fund Me_ Facultv Sra~t 40,000 ~1 n E~celle!!!:e Fund Studel'1t Enl'Htion 3,000 326 liZ Excell ence Fund Subscriptions 100,000 ':8 92 Excellence Fund Plan Canada 88 8,000 48 92 E:(ce!le!lce Fund Agr. Use Evaluation 8,000 ------TOTAL MON-COLLESE SR~~TS 224,000 45,0(1) o TOiAL ALL GRANTS ( I e \ VII 14 UNIVERSITY OF GUELPH SENATE TUesday, January 19, 1988 REPORT FROM THE INFORMATION TECHNOLOGY COMMITTEE Microcomputer Purchase Procedures/Policy MOTION: that Senate receive the Microcomputer Purchase Procedures/policy for information. Membership: M. Beckman J. Law J.B. Black J.R. MacDonald L.N. Christofides B.C. Matthews E.C. Dalrymple-Alford J. Majithia F. Evers N.O. Nielsen J.P. Liefeld G. Sequin c.w. Forsberg J.B. stone H. Gordon C.S. Hunter T.F. Herrmann A.H. Meek R.A. Keates 1 MIPAC Microcomputer purchase procedures/policy. Revised, January, 7, 1988. 1. Preamble. In 1984 the University of Guelph, began a personal purchase program through the Purchasing Department for microcomputers on behalf of faculty, staff and students. This program began with modest but satisfactory arrangements with Radio Shack (for Tandy 200 and 1000 computers) and an Advisory Committee, with ·membership shown below, provided guidance for the program. Advisory Committee: J. Law C. Gorman R. Elmslie M. Tolton M Beckman G. White The personal purchase program was coordinated with policies and procedures developed by SCIT for Computing Services, with respect to both hardware and software which Computing Services would be able to support. Early in 1987 Computing Services was approached by a vendor (Kama Electronics) with a proposal for a very attractive price for a PC clone marketed as Micro-universe. Due to the volume of purchases anticipated. the Purchasing Department felt it could not handle the program, and separate arrangements were made for Computing Services to assume responsibility for the personal purchase program relating to the Micro universe computer. A similar price was offered by Kama for departmental purchases, and these continued to be handled by the Purchasing Department. In the summer of 1987 IBM Canada requested that the University become an Educational Institutional Dealer (E.I.D.) for IBM microcomputers and related products. The Advisory Committee felt that Computing Services was the logical unit on campus to assume responsibility for the E.I.D. program, primarily because of the service/maintenance procedures involved. Under the E.I.D. arrangement Computing Services would expand on campus maintenance, through either financial arrangements with the vendor for machines under warranty, or a cost recovery basis. Such maintenance arrangements would be extended to all vendors associated with the personal purchase program. As well, negotiations are proceeding with a second vendor, Zenith, for similar arrangements as with IBM. 2 The concerns that have arisen due to this division in the purchase of microcomputers between Computing Services and the Purchasing Department are as follows: (i) In the Micro-universe project, the computers bought under the Personal Purchase program were handled differently by Computing Services than those acquired as departmental purchases through the Purchasing Department. The Computing Services staff were able to provide additional quality control and consulting services as part of the personal purchase program than were possible for Purchasing Department staff. It was felt that such services would be useful for all microcomputer purchases. (ii) Computing Services is guided by Senate policies which limit the variety of microcomputers which can be supported and which suggest direction in the selection process. The Purchasing Department has been responding to requests for every make of microcomputer suggested by faculty or staff. (iii) There is considerable duplication between Computing Services and the Purchasing Department with respect to maintaining currency in developments in microcomputers, their software and related peripherals. Computing Services is obligated to maintain that competency in any case, and the Purchasing Department workload is such that they are finding it extremely difficult to keep abreast of this field. In order to address these issues, it has been proposed that Computing Services become the sole agent on campus for the purchase of microcomputers and related peripherals. The following procedures would obtain: (i) All purchase requests for microcomputer items (software, hardware and related peripherals) will be channelled through Computing Services, whether in the personal purchase program or University purchases. (ii) Computing Services will fill orders, including replacement parts, from the selected product list (e.g. IBM, Zenith). Orders will be filled directly, without a purchase order, using an LT.L Other orders will be routed to the Purchasing Department by Computing Services. (iii) If the requested product appears to be technically deficient .or incompatible with campus plans or networks, the selection will be, discussed by Computing Services with the requestor before routing the purchase order to the Purchasing Department. Computing Services will ensure that purchasers recognize the university direction toward compatibility in office applications. 3 (iv) Maintenance after warranty will be provided on a time and material basis for whatever microcomputer is selected through the personal purchase program. In order to implement this program, the following actions will be taken. (i) Computing Services will propose accounting procedures for the program which can be approved by Financial Services. (ii) Computing Services will provide a list of all microcomputer stock, and alternate microcomputer products, which will be available and maintained in Computing Services. (iii) Computing Services will publicize a list of alternative computers, including hardware, software and peripherals. (This is an update/expansion of the document presented to SCIT annually.) (iv) Computing Services will develop a list of qualified maintenance technicians. (v) Computing Services will pursue discussions with other vendors with a view to expanding the product line. (e.g. Apple, etc.) No expansion is planned before May 1, 1988. (vi) Computing Services will establish mechanisms to expedite the time-cri tical orders (e.g. microcomputers supporting lab equipment). (vii) The possibility of post-warranty maintenance for aU microcompu ters on a cost recovery basis will be explored and reported to SCIT. The above microcomputer purchase procedures/policies are proposed for a trial period of one year, with a review presented to SCIT in December, 1988. COUNCIL OF ONTARIO UNIVERSITIES 130 ST. GEORGE STREET. SUITE 8039 TORONTO. ONTARIO MSS2T4 CONSEIL DES UNIVERSITES DE L'ONTARIO (416) 979-2165 Resume of the 186th Meeting of Council 10-11 December, 1987 On the afternoon of 10 December Council met with the Hon. Lyn McLeod, Minister of Colleges and Universities, and the Deputy Minister, Dr. Thomas Brzustowski. In her remarks, the Minister stressed her commitment to accessibility to university study, excellence across a broad spectrum of academic disciplines, and the need for relevance in the university's relations with its surrounding society. She also emphasized her preference for a consultative process in achieving these objectives. That evening COU hosted a dinner to recognize the contribution that the Hon.Gregory Sorbara, now Minister of Labour, had made as Minister of Colleges and Universities. As the date also marked the twenty-fifth anniversary of the first meeting of a group later to become the Council of Ontario Universities, a number of former executive heads and administrative officers who had served the collectivity were invited to join Council and the two ministers. On December 11 Council reviewed the general outline of proposed government and public relations activities for the coming year. Council also received a progress report on the externally commissioned study of the compensation of academic and senior administrative staff. The report will be released early in the new year. Reports were also received from the Ontario Commission on Interuniversity Athletics, from the Council of Senior Administrative Officers, and from the COU Committee on Space Standards. The last-named report will be published shortly. Council passed a motion, without dissent, to send a letter of disapproval to the University of Toronto Faculty Association over the unprofessional behaviour displayed in the process adopted for recent public criticism of the President and senior administration of the University of Toronto. 1987 12 21