Loyola of Montreal: Report of the President 1969 to 1973 Index 1969-1971 1972-1973 Report of the President . 5 Report of the President ... ... ..... .... 41 Reports Reports Registrar .... ... .. .. ..... .. ... 11 Registrar ..... .. .. ..... .. .. .... 46 Evening Division ... ...... ... .... 12 Evening Division ... .. ......... 47 Chief Librarian .. .. .... .... .. .. 12 Chief Librarian . .... .. .. ... ...... 48 Physical Education and Athletics . ..... 14 Chaplaincy .. ... ... ...... .. .. .. 49 Financial Aid . .. .... ... .... .. 15 Physical Education and Athletics . .. 49 Development .. ....... .... ... ..... 15 Alumni ... .. ...... .. .. ... ... .. 49 Financial .. .. .. ..... .. ....... .. 15 Financial Aid ..... .. .. .. .. .. 50 Senate Committee on Visiting Lecturers 16 Development ... .... ... .... .. .. ... 50 Faculty Financial ....... .... .. .. .. ... .. 50 awards . ... ... ... ... ....... .. ... 16 Senate Committee on Visiting Lecturers 51 publications, lectures, speeches . .... 17 Faculty doctorates, appointments, promotions . 20 awards .. .. ... ..... ........... 51 new faculty, faculty on leave of publications, lectures, speeches .. ..... 51 absence, departures . ..... .. ...... 21 doctorates, appointments, promotions . 53 new faculty, faculty on leave of absence, departures . ... .. ... ... 54 1971-1972 Report of the President . 24 Reports Registrar . .. .. ... ..... .. .. .... 31 Evening Division ..... ... ......... .. 32 Chief Librarian .... ........ ... ... 32 Chaplaincy . .... ... ... ..... 34 Physical Education and Athletics ..... 34 Financial Aid .. .. .. .................. 36 Development . .. .............. .. 36 Financial .. .... .. ...... .. ... .. .. 36 Senate Committee on Visiting Lecturers 37 Faculty awards ... ... .. .. ............... 37 publica.tions, lectures, speeches .. .... 37 doctorates, appointments, promotions . 39 new faculty, faculty on leave of absence, departures ..... ....... .. 40 3 4 The growth trend experienced in the sixties enrolments. The calm that followed the dis­ Many of the changes that were initiated fol­ continued into the 1969-70 academic year. ruptive period saw Loyola emerge as an in­ lowing this report were aimed at streamlining The rise in student numbers from 3680 to stitution in which members of the college procedures and updating systems: 4233 represented a 15% increase in the day community were working together to find division. The year also saw a record number answers to their problems, to regain the spirit of 860 graduates. of co-operation that is vital to harmonious The Procedures on Appointment, Rank and co-existence, and to stabilize Loyola for the Tenure were revised. The year 1970-71 saw an expected decline challenge of the seventies. A newly-established Review Board and a re­ in day enrolment to 3868, but convocation constituted Appeals Board went into effect. saw another record-breaking number 942 The year 1969-70 saw both the peak of the A task force to study and make recommenda­ graduates. violent rebellion and the beginning of what tions for the reconstitution of Senate was put into motion. could best be called "the quiet revolution ''. The Evening Division also experienced con­ Instrumental in the return to normal college Provisions were made for stronger feedback siderable growth. In 1969-70, the Summer life was the Meyer Commission Report, pub­ from students through departmental associa­ tions. Session enrolment climbed from 1734 to lished April 1970, following Professor 2542. Enrolment in the winter session grew Meyer's inquiry into the situation at Loyola. In Student representation on Senate was in­ creased to 25%. from 3349 to 4001 . The growth continued addition to arbitrating the cases of 29 lectur­ into the 1970-71 year, with a Winter Session ers who had received notice of non-renewal A joint Senate and Trustees task force was enrolment of 4579 and a Summer Session of contract, the Report made a variety of established to study and report on "The Fu­ ture of Loyola" . enrolment of 2995. A new emphasis on cur­ observations and recommendations. These riculum development during this period re­ included the division of structures at Loyola; Changes in both administration and the sulted in an improved range of academic the re-composition of Senate with a clear policies behind it were designed to programs, and a well-balanced, diversified definition of its authority; the re­ selection of courses. By 1970-71 , courses establishment of clear and open li nes of strengthen and stabilize the backbone of offered numbered 268, some of which were communication that could facilitate an effec­ Loyola: unique to Loyola. tive exchange of ideas and, importantly, the future of Loyola itself. The objectives outlined Search Committees for a permanent Although the increase seen during the sixties in this report continue to act as guidelines for Academic Vice President and Dean of Arts was remarkable in terms of size, the growth the future of Loyola. were set up with elected members from the at Loyola was not only in enrolment and op­ " It may be hard to hold a middle moderate faculty, the student body, and the administra­ erations generally, but in a broadening of course, said Professor Meyer in his report. " It tion. Under this new system, the unanimous traditional frontiers. Both teaching staff and is difficult to avoid the simplistic perceptions choice of the search committee and the student body expanded from a homogene­ of opposing views, or simplistic attempts at Board of Trustees resulted in the appoint­ ous community of Jesuits and traditional the solutions of problems. ment of Dr. Joseph Burke as Academic Vice Catholics, through the spectrum of political, However, the only way that Loyola will President, the first layman to hold this posi­ religious and ideological commitment. survive as a viable institution is if it shows the tion at Loyola. Following the same selection capacity to make accommodations within system, a new Dean of Arts was appointed, Loyola did not escape the questioning and reasonable limits, with all elements of the Reverend Dr. Russell Breen, a former rebellion that occured on campuses particu­ community, radicals and conservatives, member of the Department of Theological larly in North America, during 1969-1970. Al­ Catholics and atheists. Loyola could serve as Studies who had been serving as Acting though this period may have seemed at first an example to other universities by its display Dean prior to his permanent appointment. to indicate a great separation of ways and of realism in the face of acute problems, its presented significant hurdles to overcome, recognition of the fragility of order and the the period was not without its positive factors. value of civilized academic life, its reliance on In many cases, the demands of students the rule of law and not of individuals. were for new vistas that teachers and ad­ Ultimately, the solutions of Loyola's ministration were also eager to see intro­ problems must be sought, with intelligence duced, but were sometimes unable to bring and perseverance, by the members of in with desired speed because of spiralling Loyola themselves and in the last analysis, no answers from without can have the same positive results." 6 The Board of Governors, which had served Loyola for several years in an advisory capacity, was succeeded by an enlarged Board of Trustees, consisting of fifteen laymen and an equal number of Jesuits. A thorough and prolonged review of pro­ grams at Loyola resulted in a curriculum which gave students a greater say in their study programs by eliminating compulsory courses. A major change in the structuring of under­ graduate education in Quebec saw the intro­ duction of the CEGEP system which featured a two-year collegial program preceding a three-year university program. In 1969-70, Loyola began its first year collegial program with an enrolment of 1158, necessitating an extension of teaching facilities. The second­ year program, together with the three-year university program, was begun in 1970-71 . The structural changes, which were im­ plemented in 1971 as a result of the 1969-70 turmoil , encouraged a new sense of free­ dom, responsibility and involvement on the part of the students. Student leaders discov­ ered that in order to obtain reforms, they themselves had to co-operate with those making the reforms. An example of this new sense of responsibility and involvement was the course evaluation program, developed and directed entirely by students to act as a barometer of teaching effectiveness. At Loyola, questions of value are central to its existence as a college with a long tradition of liberal education. Here, students seek to ex­ plore, to analyze, and to find solutions to today's and tomorrow's problems. During its history, Loyola has steadfastly remained an institution of liberal education and an under­ graduate school. Its past traditions and pres­ ent accomplishments flow from this identity. Its future hopes depend on both forward­ thinking flexibility and preservation of its trad­ itions, its liberality, and its dedication to un­ dergraduate teaching. 7 9 10 Report of the Registrar 1969-70 Report of the Registrar 1970-71 Faculty of Arts - Day Division 1969-1971 Total Students: 10,776 Total Students: 11 ,442 Number of Departments 13 Day Division Breakdown: Day Division Breakdown : Number of Courses: 404 College: 1,158 College: 1,833 Number of Faculty: 175 (full-time) University: 3,075 University: 2,032 Total : 4,233 Total: 3,865 Faculty of Science Evening