THE ACADEMIC BOARD FOR HIGHER EDUCATION
IN BRITISH COLUMBIA

February 1 972

ACADBvUC BOARD
REPORT ON CAPIL/1NO COLLEGE
pages
INTROCUCTION

1

COLLEGE DEVELOPMENT

1 - 9

Enrolment and Admissions
TABLE I

Enrolment Pattern 1968 - 1971

1 - 3
2

3

Faculty
College Facilities
' TABLE II Teaching Locations and Available Space
Instructional Programs

3 - 6
7
6 - 8

Student Servicos and Counselling

8

Community Service Programs

8

Relationship s and Liaison

8 - 9

SPECIFIC APPRAISALS AND CCMMENTS

9 - 19

FACULTY

9 - 10

LIBRARY FACILITIES AND STUDY SPACE

10 - 11

SUBJECT-AREAS OF STUDY

11 - 17

ScienoE:s

11 - 13

Humanities

13 - 14

Social Sciences

14 - 15

fareer Programs

15 - 16

Cap 'A' Program

16 - 17

COUNSELLING AND STUDENT SERVICES

17 - 19

pages
]ECO/lMENDATIONS

19 - 25

l.

Faculty

19 - 20

2.

Curriculum

20 - 21

3.

Physical facilities and equipment

21

4.

Library

21

5.

Counselling

6.

Enrolment and Admissions

22

7.

Career Programs

22

8.

The Dispersed Campus

9.

Integration of the Academic and Career Programs

10.

Relations within the College

CONCLUSION

February 1972

21 - 22

22 - 23
23
24 - 25
25

/\CADBvnc BOARD

Report on Capilano College
INTRODUCTION
The Academic Board formally visit ed Capilano College in March 1969,
six months after the opening of the College, and a written report was
prepared and circulated.
The /,cademic Board visited the College a s0cond time on October 21,
1971 by p1'ior arrangement, held discussions with College administrators,
Division Chairmen, Faculty, Students and met College Council at a dinner­
meeting on the same evening. Opportunity was taken on that day to visit
most centres (including some classes) and to have informal discussion with
some faculty members available. Subsequent visits were also made by
individual members and the Executive Secretary to pursue particular matters
and some not previously covered.
The extensive and detailed report compiled by the College in
prep,uation for tho Boa:rd's visit, and based on certain specific details
requested by the Board, was of invaluable assistance. The Board acknowledges
the effort and co-operation of all concerned in its production and expresses
its gratitude to tlwm.
COLLEGE DEVELOPMENT
From the details given in the above report and its own observations and
discussions tho Board commends the considerable progress made in very
diffi.cu1 t cLrcumstances by the College since its last visit. The following
brief summary indicates some of the more prominent developments that have
occurred in the interval.
Enrolment and /1dmission§
TABLE I on the following pag0 is a re-anangement of the details on
page 32 of the College Report; it shows the composition of enrolment and
the pattern since opening. In particular, the table confirms that the
distribution between full-time Academic and Career students has become
increasing! y better balanced and that the total enrolment (by headcount)
has more than doubled since the commencement of the College. The major
increase has been in part-time enrolments and this enlargement is consistent
with nation-wide trends.

- 2 -

T .A.RT F I

__ ___ -------�-----�·
----------- -- -------�-,-·-------�--,-I
..

,_,,

SPRING

FALL

FALL . SPRING

SUMMfR

FALL

SPRING

SUMMER

...----,

FALL

1970
1971
1971
1971
1968 · 1969
1969
1 970
1 970
-------- ---1-----1----- ---·----p=,-----1------ '- -----�---J-...-----1-·�----·-·-�-

FULL-TIME

Academic-2
Caroer 1
Career 2

Fall
Spring
Summer·

Fall
Spring
Summer
Fall
Spring
Summer

: �? I, iiiiI .• •• • }

Academic l
Academic 2
Ca1'eer l

Fall
Spring
Surnrne1'

,

,

. ..... 12 ......

.... ....... .. ....... ,,, .... ... . ....,......454..... .

.. ...........228.....

,,,

,

,

.. ... ..... , ...26....... ......... ........................ ,................. ...... ..........3.4......

42

50

. ...... ........... .... . .. ............. ... ... . ....... 1.7.3......
.8..9,....... ............... . ... . .. .....93......... ..
, ................ ........ ... ..........J.30
.
.
.
....
..
....
..
......
......
.
.....
.
......
.
........... J..Q.4....... ................................ ...............................
...... ....................... ...............9-.t?......... ........................... . .............. !?.�. ...... . ..... ........... . . . .

Fall
Spring
Summer

Fall
Spring
Summer

. . . ii; .

3.9.§.

... ..... ....... .. ......... .... ..... ................................................... .................................... ............. ............ ................. ........................ ..... ..............................................................

:u . . ., ,.

9 .. .. .. ,. ..,........ ..... ······· "'.

....... 1:3,....................... .....

FULL-TIME TOTALS
PART-TIME

??

490

350

305

466

..... ,...,.,.3.7...,.

... .......... ......... 18,, ...................... .
....

563

400

698

..........2.9.4 ..... ............................... .. ....,4.77. ... . .......,......,................ .......,........................ . ....... ;>00 ........ .............. , .. .,.. ......... . ,,.,......................... ..........505 ...... .
. 0.�. ... .. . ... . ... . .. .. . . ..
............................... ..........3.05.......... .
...... 330 ....... ................ ....... ... .. .. ..................... ..... 4

.. ....JU........., ........, .......... . ...... .. ..

.................................................................................4...........................

.......... .................... ,..... .............. .... ............... ........

..............4.4 .....

.............82........... ,....,, .......

,,,.......52 ........

................................ ..... .......33 .. ,....... .............. ..
......... 97.,.. ..

. ,............ 31 .. ................. .

257
,,........ . J5.�... . . ... . ...........
........95....
. . . ....................... ........................... .
.............. . ..................... ,........... .................. ..... .............3.9........... . .............................. .
2
38

Fall
Spring
Summer

Fall
Spring
Summer

. ..... ,

PART-TIME TOTALS

................................2

............. .1.9 ....... .

. . .. ,12,

833
427
512
700
120
99
606
---�.,___,
.___,_____,_____ .___.,_____.....__

305

294

.. .1.2

.. 14,. ..

-./

-------------------·--....-----.--- ------�---·--·.-----�-----·SUMMARY

:ull-time totals

Part-time totals

GRAND TOTALS

350 . .. .............
466
563
......................
.......................... 400
....., ..490
.. .............. .. .... 305
.., .. ,, ............... , .. ,.......,.. ,, ...,.............. .............
,, .., .......... ...,,, .. .......... .............. ...
,

305
.. . .... ,.,,,.,,......... .-..,,,,,,,
.................
.....294
,

784

,,

,

,

,,,, ,,

,

655

...,, ..512
..................
,,,

978

,

,,

427
... .. ,,............. 700
..,, .. ............... .......,,,,, .99

,, ,,,,,,,,,

,

732

,

99

,,,,,.,,,,,,,,,,,,,.,.,,,,,,,,,

1263

,

,,.,,,,,,,

,, ................ ...
......................... .........698
,

,

120.. ,,.,,,,., ....... ,, ......833
, ............... .,.,,
,......... ,...,,,,...................
... ,.,,...606
,

1006

120

1531

- 3 -

hs well as the extension of Academic and Career programs into the second­
year in most cases, new disciplines such as Geology, Anthropology,
Sociology, Music and Philosophy have been added and the range of Career
programs now offered is much broader.
r\dmission standards shown for the full-time students are in
accordance with those recommended by the Academic Board and are fully
satisfactory,

In the first year of operation the faculty consisted of one full­
time person and the remainder (approximately 88) were part-time. The
number of full-time faculty members responsible for College programs has
and the overall ratio of full-time to
been substantially increased
part-time instructo1°s is now .l :2o I recoc;inizin_g thJ:.s _\<Velcgrn� improve- ()
ment _tl1_e _El()aTd suggests that the movement towards increasing the propor.- f
tion_o_Lf_tJll-time to part-·time faculty should continue.
Coll.Q_g§ Faci.l_it ies
Because of tho pressure in enrolment, addition of second-year
offerings in most academic and career programs and extension of the range
of programs, the College has been L:icec:l with acute, problems of space.
=::.::::_::.:,,;=;- and the need for a wide 1°ange of faciliti0s nnd equipment. The
original temporary, shared facilities at West Vancouver High School
(Mnthers), .largely restricted to evening use, have been extended as far
possible and, with added facilities elsewhere� the Jvlathers Centr��"-·
no�-��rves is the main campus. The College Report indicates that a
different approach has governed the more recent expansion:
"Over the .last year a somewhat new concept has developed
regarding the development of new facilities. The basis of this
new concept has bean the appreciation that a College community
some two miles wide and eighty miles long requires a groat deal
more dec0ntra.lb:ation of service than we had originally envisaged.
This view has been enhanced by the facts of demographic diversities
in the community ,·rnd tho resu.ltant differences in educational need,
which in turn affect the locating and types of facilities
required c o . ' ° " ° 11 ( Section X, pll 9)
The fol.lowing out.line of tho facilities available at various .locations
illustrates the nature and extent of the development.
Mathe;� Ceotr� (West Vancouver Secondary School and adjacent buildings)
Support services und laborato:ry areas have been expanded at this
location beyond the original classroom space in the high school and the
administrative offices and media centre which were located in separate
portable buildings. The College Report explains:

) !
(/,, I

'

- 4 "This has been necessitated by our concern to maintain central­
ization of major administrative and media facilities and by the
reality of the absence of suitable land to which we could move our
co1'e operation. 11
Eight relocatable buildings are now available at Mathers - three
Media Centre buildings housing respectively: tho main collection of
library books and reference materials; audio and language laboratory
equipment; and periodicals and visual equipment. h two-storey Science
laboratory building was located here in the Summer of 1969 and has since
been fully equipped and used for Chemistry and BioloGY laboratories. The
Report continues:
"Both Media Centre and Science Laboratory frtcilities are extreme! y
cramped and these wil1 have to be considerably expanded by Septomber
1972. In Summer 1971 the Co.llc,ge was unsuccessful in an attempt to
add a new 3,000 sq. ft, media building to the Mathers campus. As a
result the major student study area, with study carrels, is now in the
high school library; and, as such, is a 4.00 ·- 10.00 pm operation at
this centre."
Faculty/1\dministration offic0s, Media Centre, T0chnica.l Services,
Col .lege Bookstore and a College meeting room occupy separate buildings.
Twenty-three classrooms are in more or less steady use between 4 pm and
10 pm, four days a week.
St. David'� Centre
In response to a prime need for daytime classes this centrally
.located campus was opened in January 1971. In Fall 1971 approximatoly
250 students were enrol.led in 53 sections.
There are 5½ classrooms and a .library/lounge area with a capacity
for 50 students. Library services are under the co-ordination of a full­
time library clerk at the centre.
Carson. Gr.aham Centre
In 1969-70 the College offo.red some classes in a school portable
building on the grounds of the Cnrson Graham Secondary School, North
Vancouver. In September 1970, the College opened its own two-classroom
relocatable unit on this site. Major factors in choosing this location
were accessibility in the west-central area of North Vancouver, ncnr
Lonsdale, and the availability of free rental land. 1\lso, the P:rincipals
of Carson Graham and tho Colleg� were interested in the advantages that
could accrue to senior secondary school students from the ready avail­
ability of College courses which they could audit in co-ordination with
their regular school classes, as we.11 as their association with the
College Career Programso
In Fall 1970

and Spring 1971, a mixture of academic and career

- 5 -

courses were offered at this centre. In the Fall 1971 term the program
comprised Business, Business Management and Retail Fashion courses and
a new relocatable building has been added as a Library Lounge with
Library services. With an additional enlargement of the faculty office
area in the original building some ten 11 resident faculty u are housed at
the Carson Graham Centre.
Welch Street Centre
Along with Carson Graham this campus is another major satellite
centre having resident faculty. At a relatively central location, this
centre opened in Januaxy 1971 with office and warehouse space to house
the College Art Program; the latter had been moved out of West Vancouver
Secondary School to permit day classes and to overcome problems with
shared space in the high school. The accessible area has now been doubled
to nccornrnodate Early Childhood Education and Audio-Visual Progxams also;
approximately 200 students are served under this new arrangement.
A small reference library and a library clerk are available at
the centre.
Smaller centres are located at:
Lonsdale
In September 1971 prov1s1on was made for students to take a
complete first-term academic prog.ram at this centre. A library-lounge
and library clerk were avail able. (It is understood that this facility
is no longer in operation.)
Lyn ValJ.ev (Argyle Secondary School) and Sevmour Heights (United
Church Hall)
Evening academic courses have been offered at these locations at
the eastern end of North Vancouver since September 1970. As yet no
direct library services have been extended to these evening centres.
Faculty assist in procuring media resources and students attend the
College Library weekly.
Capilano Highlands (Highlands United Church)
Two evening academic courses were advertised for the first time in
September 1971 but only English 100 was sufficiently subscribed.
No special services are provided.
Sauamish
Evening academic courses have been offered h&re sinco September 1969.

- 0 -

Media Centre
Facilities, personnel and serviceshave been extended to provide
better service and to handle the increased demand. Library resources
have been greatly improved and are, in general, nearing the level
appropriate for the courses being offered.
Successful end0avours have been made to make resources available
to the whole community and to develop a sense of participation for a
wider public.
Science Laboratories
Facilities established in Fall 1969 were located at the main
campus in separate portable units. These are much more suitable for
College courses than those in the high school used during the previous
year; an additional advantage is that the new facilities are available
in the daytime.
TABLE II (on page 7) provides a summ;:ixy of tho teaching locations,
classroom, study and laboratory space.
Instructional Programs
Extension of the range of academic programs offered has become
broad enough to allow students to take a full program at the College
and, subject to acceptable grades, to proceed to the Universities in
both academic and professional programs without hindrance or delay in
the majority of fields. These arrangements have been developed in
co-operation with the respective departments at Universities and,
almost without exception, all courses are accepted for credit by B.C.
Universities. Different approaches at UBC and SFU in the field of
Modern Languages apparent! y have led the College to offer two programs
in French. Because of small enrolments it has not been possible to
make similar arrangements for German and Spanish.
The Board commends the College for its oncouragcmont of the
liaison that is necessary to establish and maintain mutual understanding
and confidence with instructors and administrators at other educational
institutions. Continued support along these lines will assist the
College departments to exchange ideas and information and will help to
avoid many potential difficulti0s.
In addition to the strictly academic courses offered, academic
departments contribute a number of academic electives to Career programs;
these electives allow students to enlarge their cultural and intellectual
interests as well as to acquire technical skills in specific aroas. A course
specially designe:d by tho Chemistry Department was conducted on the premises of
Hooker Chemicals Ltd. for the Company supervisory personnel and there
have been other educational services rendered in the Community.

- 7 CAPILANO COLLEGE - TEACHING LOCATIO!iq�
Cf.ASSROOvl. STUDY ::inrl T L\RnRl\TnRV C:PL\r.P

lABLJ...Jl

------------,,,,---·-----,--------�--·--------·-r----------

Number of
Location
·--· ----------�ssrooms

Date
Hours open
Study spac
---->----�----------��Jilfllencru:L._......

,<- Mathers (West
Vancouver Secondary
School - main campu)
......................................... ,,,...

90
(student
carell s)

'

23

,.,,,,

St. Davids

5

2
(plus 2 high
school rooms
in evening)

Carson Graham

l'lel ch Street

4

Lonsdale

1

Lyn V�lley

15**

4.00 - 10.00 pm
Monday - Thursday

September 1968

8.30am - 5.30pm
Monday - Friday

January 1971

8.30am - 10.00pm
Monday - Thursday
8.30am - 6.00pm
Friday

September 1969

8.30am - lO�OOpm
Monday - Thursday
8,.JOam ·· 5.00pm
Friday

January 1971

8.30am - 10.00pm
Monday - Thursday
8.30am - 5.00pm
Friday

September 1971
(now closed)

1

Evening

September 1970

Seymour Heights

1

Evening

September 1970

Capilano Highlands

1

Evening

September 1971

Squarnisb

1

Evening

September 1969

*

_____

(Classroom capacity varies between 25 and 40)

High School Cafeteria has served since September 1969
as the College student lounge, open from 3 - 10.30pm each day.
** Library-lounge area in all cases.

Biology
Chemistry
Physics
Language laboratory

20
20
24
18 (per 3/4
hour period)

Photographic
Typing (2 areas)
Business Machines
Editing - filming
Physics/Electrical

Extracted from College Report

25
32
25
25
24

and

34

.. ,.,

- 8 -

Career programs in the fields of:
Art (Fine and Applied)
Audio-Visual Resources
Business and Commerce
Business Management

Early Childhood Education
Electrical and Electronics
Medical Laboratory
Music Teacher (Private)

OJtdoor Recreation
Leadership
Retail Fashions
Secretarial Science

appear to be welJ.-designed, in conjunction with broadly representative
advisory committees (in addition to links with faculty at B.C.I.T. for
their transfer options), and to offer a reasonable scope and variety for
student choice. At the same time, opportunities for suitable employment
are carefully monitored and follow-up studies have been initiated with
graduates from these programs.
Student Service,s and Counselling
This area has been considerably expanded and follows a 'broad
spectrum' philosophy under which attempts are made to meet all counselling
needs of students. Although the Counselling complex is centred at the
College headquarters, counsellors are tending to move away from the office­
bound concept of counselling and efforts a1'e being made to serve the
students in all centres.
Community Service Program
The objective of this program is:
"(for the College) to bM:ome> t.hf'! centre for the Clll tu11�1;
intell ectual and social development of people from all walks of
life and all ages ••••• "
This aim is reflected in the broad range of activities sponsored by
the College in which the community-at-large has been involved. In view
of the 1 arge number of continuing education courses offered by the North
Shore Adult Education Department, unnecessary duplication has been care­
fully avoidedo
RelatioJl.shiQs and LiaJ�$QlJ
The development of relationships with respective University
departments has been largely the responsibility of the Division Chairmen
and subject Co-ordinatorso These contacts appear to have been effect­
ively initiated and continued so that students can be advised beforehand
and given assurance of recognition on transfer in the case of virtually
all academic cour-SBs. Liaison with B.C.I.T. for well-identified career
programs is also being pursued diligontly.
The developments have occurred over a period during which members of
the College Council, faculty, staff and students have also been very much

- 9 -

pre-occupied with more general, and fundamental, concerns. The College
as a whole has been very actively engaged in seeking to work out the
Toles it can best se1;ve in its own community, to determine and foster
its own identity and to establish its own central campus •
. J.l2El_§CJc1.r•_d wishes to commend_ the CoUege for the ingenuity displayed
s
!5.ernbli_11g
.JbEl 1;esou1;ce_s of the community to serve the educational
JD c1
objectives which are being identified and defined more clearly. Much
effort has been exerted and there have b�en many disappointments in the
process. In the light of the many difficulties encountered the present
position of the College is, on the whole, much better than it might
have been.
§PECIFIC APPRAISALS AND COV1MENTS
The following appraisals have been made with the over-riding
constructive purpose of assisting the College's healthy endeavour to
take stock of its own strengths and weaknesses at this time.
FACULTY
In general, the faculty, both full-time and part-time, appears to
be well qualified and determined to provide for students the best
learning opportunities in difficult circumstances.
The Board believes that in a CoJJE?\;J,El__ :tj1E?_J:'.E::.i:!:f_El gertain adv_c1rrl:ages
tn h_8:Vl:Q<a____c1_2._rg_p9:r,i:jc.9D__of_J:)art_:-_t_:i,_i:i:i__e_j:nstructo1;_s. This arrangement allows
the College to respond to immediate needs more effectively and to
diversify its programs without the necessity of making full-time
commitments. It is useful and stimulating also to be drawing new people,
even on a part-time basis, so that there is a continuing enthusiastic
input as the College matures and its full-time faculty ml;mbcrs tund to estab­
lieh thcir attitudes and procudu1;os and th0rcfore.adopt more conservative
roles; the engagement of part-time faculty sometimes avoids problems of
too many courses for one person. However, the proportionate si?.e and
the rate of turnover within that proportion are important considerations
because they affect the degree of commitment to the College, to particular courses and programs and the continuity in instruction. This is not
to say that several of those employed on a part-time basis have not
shown other than commendable dedication to the College in its early
formative years, but rather to underline the need for a substantial
faculty-core to build and continuously review College programs, provide
significant input for the development of the College and assist in the
establishment of College identity. All part-time faculty members should
expect to spend time outside the classroom on College premises and to
participate actively in College affairs.
Because of their concentration on teaching the responsibilities of
faculty in community colleges differ to some extent from those in

- 10 -

universities. In universities the major responsibilities are shared
between teaching and research while contributions in the administration
of the university and in the community are al so conside:r0d. In a
community college the opportunities for Te search arn clearly consido:r­
ably reduced since library resources and experimental facilities are
necessarily more limited. Further, assistance in research by the use of
graduate students is unavailable and the number of staff in any
particular discipline is very limited. Howe:ver, who,ro the faculty
member has the background and interest to continue research work and
where the required facilities are relatively modest or available within
a university setting, tho Board believes that continued participation
in research may be �dvantagcous for the faculty member and hence the
College, by p1'oviding a continued updating of material together with the
excitement engendered by participating at the frontier of knowledge.
NE?v_e_:rtheless $ the main. :responsibility of the c9Uege .instructo:r will
clearJy be :i.n his teaching role.
Ihe_Board is plo2sed to note that every attempt is being made to
incorporate a val'iety of methods for evaluatil)s:J the teaching effect_ivqnes�pf individual inmu�ctors. However, an opinion was exp1'ossed
during Board discussion that it is always wise to avoid undue emphasis
on any single method or gl'ouping. The whole question of evaluating
teaching effectiveness is being actively pursu0d on many campuses; the
difficulties encountel'ed in developing effective mechanisms for teacher
evaluations elsGwhE,l'G suggests that caut.ion should be applied_ in this
Evel'y effort should be made to include additional pl'ovisions
relating to determination of tho quality of thought and the creativity
of tho instructor.
The Board believes that those in the College will recognize the
dangers of l'elying too heavily on any particulal' source or channel, to
the exclusion of others.
LIBRARY FACILITIES AND STUDY SPACE
The libral'y is centralized, with some reserve books provided at
each teaching location. Such an arrangement causes delay in some cases
but as a_-:t:5:rnpol'ary expes:Jient it is wol'king l'Gc1_so
_ nably VJop.
Some misunderstanding appal'ently arises l'egarding the availability
of subject-material resources fol' pl'Ogl'arns offcl'ed E:ntirely at a centre
away from the main campus. Although it would appear logical to have
these resources shelved at the specialist centl'e, such material (eg
HistorY. of Art at Welch Street, Economics fol' Business Programs at
Carson Graham) is hold at the central library because 'it is also
l'Oquired for othel' courses. If single copies only are available this
decision is probably correct but some thought might be given to reduc­
tion of the inconv0nience and delay caused under this arrangement.
Provision of additional copies at each location might be the best
solution. Despite the increased cost, it is very desirable to have
relevant books and other material l'eadily available for courses offorod
at each centre.

- 11 -

The collections are being developed well, for the Humanities,
Social Sciences, Sciences and Career programs. It is always a problem
bow best to supplement a basic teaching collection with chosen works
which will encourage students to read beyond the formal areas of
requirements. Such supplementary materials in a library can have a
very great interest in arousing enthusiasm and fostering interests.
There is evidence that some purchases of this kind are already being
made and, no doubt, as the College catches up with the problem of
building its basic collection, it will be able to devote more of its
resources to this aspect of the collection.
Suitap)e_study-space for students is very restricted, particularly
cltuit}g thg_c:!fil,',:time_at_"th� centr�l--cam�l:\J3_• At other locations attempts
have been made to make the very limited space available for both
student-lounge and study arec1s. Tl}_ese two functions are quite
incompatible and provision of adequate, separate areas for study at all
locations is essential. Until such space is made available, perhaps
greater use of empty classrooms for study purposes is worth consideration.
At this stage of the library's growth a full-time professional
person, whose expertise is in cataloguing and bibliographical services,
is needed. Certain features of the library service itself could be
improved including the following itemsi
i)
ii)

iii)

Cataloguing of volumes, xeroxed articles for course readings
and audio-visual materials by subject is much slower than
that by author and title.
Satellite campuses do not provide card indexes for total
holdings, hence students may miss the sort of training in
preparing their own bibliography, an experience which is most
desirable for them to have in the College.
Consideration might be given to preparation of duplicate card
indexes located in or close to reading rooms at satellites,
particularly where programs for liberal arts are offered.
In view of the special seminar course in local history the
McGregor collection of newspaper clippings and memorabilia
concerning Vancouver's past should be made readily available
without delay.

SUBJECT-AREAS OF STUDY
Sciences
Courses are offered in the first two years in Biological Sciences,
Physics and Chemistry. Capilano College has been successful in recruit­
ing a good faculty team in the Sciences. These faculty show enthusiasm
for the subjects which they are teaching and recognize the specific role
that the College must play in instruction, Their academic backgrounds
are satisfactory and the courses being offered seem app:ropriate and well
thought out.

- 12 -

Biological Science
The College has identified three groups of students which should
be served by appropriate courses. Two courses are designed specific­
ally for those intending to take no further Biology and these appro­
priately feature current concepts in Biology as they relate to the
interests and problems of contemporary society. The introductory
Biology designed for those going on into Biological Sciences is trad­
itional in general orientation and in line with what is available at the
same level in the universities. The College has identified the career
students as the third element in its clientele and offers four one-term
courses that seem well-designed.
Courses at the second-year level are well chosen and diversified
so as Lo have something of interest for a broad spectrum of those going
on into Biological Sciences at the university level.
The single laboratory is attractive, neat and well-ordered., It
seems to be adequatE' in equipment and in layout for the students at
present enrolled. It could be too small within a matter of a year or
two to offer appropriate time and space for a larger and perhaps
slightly more diversified group of users. The laboratories have gone
part-way in using the open laboratory system inasmuch as they have
unitized the exercises, opened the schedule, and put much of the material
on tape available to the individual student. The department has not yet
been able to take the next step into adding visual support material for
the individual student. Presumably this is a matter of cost and the
step will be taken in due course unless soma more satisfactory method
of presenting this material can be devised.

The Chemistry laboratory appears adequate in layout and equipment
but suffe:rs from a shortage of storage space. IVuch of the glassware
has to be brought from a location in the main building which clearly
requires extra time, energy and forward planning by the instructors.
The equipment seems up-to-datu and of good quality and for the presont
enrolment of students appears very adequate, As in Biology, courses
are designed so that students can proceed directly to sequential courses
at the university.
Phvsiq2
The Physics laboratory appears less adequate both in space and
equipment and is a much less attractive room. Again there is clearly a
need for adequate and effective storage space within or close by the
laboratory. The lack of space inhibits the acquisition of further
equipment and the _tqb9rai:;_gry apJJe_9re_d marginally equipp��to provide an
adequate job of toaching a two-year program of Physics.
Mathematics
Capilano College is represented on the provincial Mathematics

- 13 -

Articulation Committee, which provides for regular exchange of ideas
and information on current and pxoposed new courses. Mathematics
courses are of a high standard.
In general, a xeview of the Science facilities and faculty suggests
that students are being well prepared for further work in the disciplines;
although the facilities are small, they can cope with the present student
ty,do however, seem excessive
f
enrolment. _,-,____,,_,,_,,,,, _-,___�,,.,,
when .. one,ta)s(3y 11to _account,_� -, ---·--- ,.--_ .i9_l.lp:-datG_material.,, revis_§ augJo
,_tc1p9_§ ,§!}cl conttrmally l'eview the laboratory exercises.
Humanities
English
Instructors in English are adequately qualified to teach at the
College level; it is understood that all department members without an
M.A. are actively engaged in completing their higher qualifications.
Apart from courses concerning the techniques of study or
communication (including English 100 - Writ ing at SFU) and I English 158
- History of Children's Literature', which is not academically oriented,
credit is allowed for English courses towards their lower division
requirements by the Universities.
The number of English courses at Capilano makes it possible for a
student to enter upper level English at SFU with a more varied background
in English than if he had begun his studies at SFU. A student with a
satisfactory standing in English from thd College is adequately prepared
to begin upper levels work there.
At UBC, six courses at first-year level and two at second-year
level are acceptable for assigned credit, others for unassigned credit.
History
The faculty is excellent and enthusiastic; the course offerings are
imaginative, well planned and supported by library resources which are
particularly suitable fol' College students at the fil'st and second year
level. The weekly l'eadings assigned as the basis for discussion reveal
a grasp of the literature available for beginning students.
Modal'n Languages
All langu-atie courses involve 5½ hours contact pex week, distributed
as follows: 3 hours of lectures, l hour of conversation pl'actice
monitored by native speakers and 1½ hours of language lnboratory drill.
There_ is an 1� po§ition lang uage? li3.borat�ry which seems entirely adequate�
jar CapilanQ' s _curr:enj;_en:rolment requirernents.
On the whole, there has been no difficulty in equating Capilano's

14

courses with those at UBC or SFU respectively. Members of the faculty
have maintained reasonably close contact with colleagues at B.C.
Colleges and Universities through articulation committee meetings and
other opportunities for liaison.
The only full-time faculty member teaches French and acts as Co­
ordinator; part-time instructors teach French, German, Spanish and
Japanese (no credit). Current enrolments in language programs are low,
as elsewhere in B.C., and this makes it rather difficult to appoint
more full-time faculty (and to appoint part-time faculty on a more
permanent basis).
Th(.-) Humanitics faculty do not meet as a division and the area
lacks cohesfot1and aEroalphiiosophy becau;e the faculty have not been
ir!'Lofv�d Jn�()vexallplannirig as a group. The course in Philosophy, for
example, is in jeopardy because of low enrolments but there appears to
have been no faculty discussion on the desirability of keeping it in
the Humanities program. There is no 'overview course' for Career
program students, comparable to thoso offered in Science and Social
Science.
Some areas in the Humanities, such as Art and Music, present
difficulties in evaluation for a Co-ordinator who is not a specialist
in th�se fields. The range covcr0d by one co-o:rdinator is thorefo:r.'e
too broad. Although a separate College Co-ordinator for these subjects
is not necessarily needed, some provision should be made for the
evaluation prooedure to involve appropriate sp0cialists.
Social Sciencc·s
The Social Sciences division at Capilano covers and to some extent
co-ordinates work in Anthropology, Political Science, Psychology,
Sociology and Economics. The offerings provide a basic transfer program
approximately equivalent to first and second year instruction in the
disciplines in the Universities. The College has, quite rightly,
backed away from offering the equivalent of third and fourth year courses
at a more elementary level.
The faculty are keen, attempt to innovate within the course require­
ments without losing standards, are building up interesting library
holdings, and have discussions about standards and the proaram. Only
in this year has it been possible for the faculty to detach themselves
from the problems involved in beginning basic work, and to look further
ahead towards the special characteristics which might apply to a
Social Science program at the College. Active discussions are now
going on towards this end, with the possible outcome of interdisciplinary
courses directed toward the special interests of students from the
participating communities, yet communicating basic discipline techniques.
It is to be hoped that this will lead to tho establishment of Social
Science courses for the 'general' student, for which Universities will
give general Arts credit rather than discipline major credit. In addition,

- 15 with University understanding, more flexibility in the substantive
content of majors equivalent courses should be possible, provided this
is not confused with general interest approaches.
Increased flexibility should be the strength of College programs.,
However, such a goal is limited by the small numbers of faculty. It is
disturbing to note that the problem of small size of staff is exacerbated
by having the staff repeat the instruction of numerous sections in order
to -meefan ar�Ifidalt1/high requ1rement for
teaching load. Repeti­
tive 1nstruchon;-�wEYle�-noTyet dampening nstiuctor enthas1-asrn, will
assuredly do so before long, and it is unnecessarily restricting
curriculum innovation.
Most students in the Social Science courses will not become Social
Science majors in University programs. New developments in the Social
Sciences should be based on this characteristic of the student body,
while maintaining the goal of communicating the highest possible stand­
ards of objective analysiso
Geography_
An excellent program, suited to the needs of the College and the
area it serves, and involving the interaction of the physical environ­
ment and society, could well be put together within the framework of
Geogi'aphy. The Board is, however, concerned that the full potential is
not being met.
Littl0 attention appears to have been given to the development of
Geography on a sustained and focussed basis. For example, since the
opening of the College Geography has been included with Economics under
the direction of a person who is primarily an economist with other
considerable administrative responsibilities.
Since the beginning no regular appointments have been made in
Geography, the courses having been given by a series of graduate
students and faculty from neighbouring universities. Although from time
to time these staffing arrangements may well have led to well-taught
courses, they do not lend themselves to a serious development of tho
subject. Recent conversations with members of the administration suggest
that the intention is to change this.
Career Programs
The enrolment of full-time students in these programs has increased
over seven
s n Te-s-s--than --three years and now fol'ms. over 37% of the
total full-time students 0nrolled inthe Col(ege. The Board comme-nds-­
Theofforts of thc--c;.ii_i 9_ e, -faculty and s-t�ff which havo made this
possible.
At the time of the Board's earlier visit, in Spring 1969, all
instructors in Career programs were part-time. At the present time 60%
are qualified, competent, full-time staff members. Because of the

- 16 -

variety of community demands for special career programs, a large turn­
over of other part-time appointments is probable and, in many respects
desirable. A category of 'permanent part-time staff' in Capilano
College faculty classification should assist the College in retaining
qualified instructors.
The scope of Career Programs is being enlarged and individual programs
!aro J:eing capably developed by enthusiastic instructors. The College is
to be complimented in particular for the earnest attempt to appraise
the on-the-job performance of career program graduates, although some
time may elapse before any firm conclusions can be drawn. Both the
establishment of program advisory committees and continuous liaison
therewith are very commendable.
Capilano Business Programs are flourishing under able leadership@
The Board also wishes to acknowledge the role played by faculty from
Capilano College and Malaspina College, with the co-operation of the
Faculty of Commerce, UBC, in initiating, about a year and a half ago,
the province-wide Business Programs Articulation Committee of the
Academic Board. This committee provides very good liaison among
representatives and is a suitable forum for discussion of mutual
concerns. Individual reports have been received from B.C.I.T. and from
the Faculty of Commerce, UBC, on those students transferring from the
CColloge; tht:sG are most helpful.
Two specialized centres at Carson Graham and Welch Street are
considerable improvements over the former arrangements and enable the
courses offered to be developed with fewer constraints. Nevertheless,
aJ?l?,::c'_()jJ:r'Jc1.!� .�pc1cE: -for SE:.pa:r:g,it�_. _.!§Ju_<:ly.ci_ncl ...lo_u11_ge-a.reas ...s.ho.k1ld b.e. provJdi�='­
Lack of opportunities for involvement in (some) extra-curricular College
activities is a cause of some concern for many students.
In career-oriented programs where new ground is being broken,
time and opportunity to identify demand and develop programs to match
community needs are especially necessary. Recognition of faculty-time
spent on this component and the significance of field-work for both
faculty and students in such courses should not be overlooked.
Cap '/,' Program
Since the first visit of the Academic Board the Cap 'A' program
has been inaugurated. This appears to be serving a significant and
useful purpose and it is understood that all students are fully advised
of the transfer status at each public B.C. University before undertaking
the program. There are, however, some concerns:
i)
ii)
iii)

Humanities faculty have not, as a group, been involved in the
overall planning;
Goals are not clearly defined, nor are the techniques for
determining the degree of success in attaining such goals;
Fc1cut:tY jD'{QJvecl tntbJ..S.J:>rogram have heavy teaching loads,, The
program mak�s extra demands on faculty and it may be inadvisable

- 17 to calculate teaching loads without taking this element into
account.
The Board would be very interested to receive a report from the
College, after there has been an opportunity to evaluate this program.
COUNSELLING und STUDENT SERVICES
The Dean of Student Services is responsible directly to the
Principal for tho areas of Counselling and Student Services.

Full-time Counsellors have backgrounds other than high school
counselling and were apparently selected to provide diverse expertise,
in addition to their generic ability. In order to retain corrtact with
the classroom situation, counsellors occasionally teach a section. The
roles covered are indicated by the following headings and brief
do scriptions i
Counsel] ing
Fivo counselling functions aro served: a) Student Personal
Development; b) Program Counselling; c) Educational plans; d) Career
plans; o) Mental health. All advisors tend to servo the first three
functions, those counsellors with appropriate expertise tending to
concentrate on the latter two. In general, counselling is carried out
on a referral and/or a voluntary basis. All students withdrawing from
the College prior to completion of a program are interviewed by a
counsellor.
Counsellors pay visits to the various College centres, particularly
early in each semester, in order to establish relationships with students
and encourage students to seek assistance from counsellors at tho main
centre. MJch informal referral of students to counsellors is made by
facuit y.
There is no referral system of serious student m ental health
problems to outside psychiatTists. Such a system did exist but was found
to be unsatisfactory; instead it was decided that such probloms should
be
,, referred to the advisor with expertise in clinical psychology.
All students seeking admission arc in tE:·rviewed either by an advisor
or other faculty used fo1' interviewing at peak periods. For some Career
programs students arc also interviewed by a faculty member from the
department involved.
Recruiting
/\ regular program of visitations to Guidance 11 classE: s in the
feeder high schools has been established. Furthe� a mobile information

:.. 18 unit has been in operation in the feeder areas.
Testing
A testing service was initiated in September 1971 and appears to
be utilized extensively. (The scope of this service is indicated in
Section Eleven, page 134 - 135 of the College Report.)
Follow-up is undertaken to determine whether graduates from
Career programs have found suitable employment.
Student Activitie�
Advisors are involved in student government and athletics on an
advisory basis •
.Records
Computers are employed for the records and old records are being
microfilmed.
CavtMENTS
Facilities
Although easil y accessible in the Student/Faculty building the
counselling centre is not visually distinguishable from the administra­
tive office.
Present facilities at the main campus are adequate for individual
counselling, although it is not certain that students from other centres
make as much use of the available services as they should.. There are no
areas suitable for group work •
.fil._udent Orientation Program
At present little, if any, orientation is provided for new students.
While a ne0d for further developmont is recognized, no definite plans
have been formulated. The counsellors apparently intend to develop a
video-tape in the near future to begin serving this function.
Group Program
At the moment, almost no group counselling is being undertaken owing
to a lack of suitable space. A strong interest in establishing a group
program was expressed, as soon as facilities are available.
A start is being made in group sessions with mature students and

- 19 group work is planned for foreign students in the near futuree
Student Government
The student organization in the College is not functioning
satisfactorily. Possibly this is because the student government does
not adequately represent tho student community at the College.
The enrolment is widely distributed in terms of part-time/full­
time commitment and the total age-structure; this suggests it is
unlikely that a body can be developed similar to one appropriate for a
large majority of young full-time students. It is not clear which
proposals for change have been defined and are being actively consider­
ed.
Student Activities (Athletic)
Although an athletic program has been initiated and two gymnasia
have been provided at the Mathers Campus, the program has met with very
limited success. This is attributed to the lack of facilities and
competition with similar activities sponsored by other agencies in the
community.
RECCMMENDATIONS
Many improvements in Capilano College are in accordance with
recommendations made by the Academic Board in its previous report. A
number of others have emergod from the experience and insight of the
College itsolf. Even with these improvements, two major areas of concern
__ s,till remai_n:_ the absence of the College Is -�oyvn co�tiai _promises and- t h- -� _ }'c1_th":_r slgw dovvlopment· of Col10�c identity and spirit.
The Board is well aware that the College Council, faculty and
staff have made strenuous efforts to overcome the many problems
inevitably confronting a new College and that substantial progress has
been mode. The Board offers its comments and advice in order to aid the
College in formulating its own general and specific goals and plans for
future development.
In the previous section a number of suggestions were made and some
specific recommendations were put forward. While the former should not
be neglected, it might be worthwhile to summarize, and in some cases
augment, the latter in order to provide a survey before making final
comments.
1.

Faculty

a)

A further increase in the proportion of full-time to part-time
faculty should be sought;

- 20 -

b)

It is essential for instructors to maintain continuing contact
with their peers and new developments. Participation in, and
active contribution to, professional and scholarly associations is
an important way of keeping up with current developments and new
horizons in the respective fields. Many members of Capilano
Colleqe do accept this responsibility but the patterns, priorities
and opportunities are not yet generally recognized. Part-time
faculty members equally need to be encouraged to maintain
continuing contact; this liaison is particularly important for
those who arc not at the same time graduate students at one of
the Universities;

c)

Al though the main responsibilitity of a College instructor is for
teaching it might be desirable, in certain circumstances, to
encourage resaarch work by a faculty member;

d)

Some of the Articulation Committees are developing programs ·
concerned primarily with the substance of subject areas rather
than pedagogical methods. The Board welcomes this development
and hopes that Capilano College will be able to support financially
the participation of its faculty in these programs.
Continuing effort should be made towards increasing faculty
opportunity to participate in Professional Development schemes in
subject-areas. Pe1°haps a com petitive scheme, involving some leave
and re-inbursement every two or three years might be explored,
with other alternatives;

e)

Caution should be exercj.sed in the use of mechanisms for evaluation
of instructors.

a)

There is evidence of considerable initiativG in the development
of courses now being offered and of innovative proposals for the
future. The Board is concerned, however, at the absence of an
overall policy of curriculum objectives against which future
course proposals could be judged. The process of defining an
ove:rnll curriculum philosophy should involve College Council,
faculty and students. All these groups have an interest in
ensuring that the curriulum is more than either: a) the sum of
those individual courses proposed by present faculty; or b) the
residue left, after special interests have been promoted. Each
should learn to develop and maintain a healthy respect for other
participants, while taking full advantage of its own right to
participate. In addition to a need to devise a framework and
criteria for curriculum development, it might also be wise to
make provision for i eview by a committee of Division Chairmen
which could report curriculum proposals to the Principal.
0

- 21 -

Tho Board oncouragcs co-opurativo efforts to work out a
curriculum philosophy, if only to rusolva thu kinds of difficulties
that havo occur:rod in the past becauso those criteria have not
buon understood by those porposing and approving new courses;

b)

In the light of the College's experience during the past year
with the Cap 'A' Program, a careful review of this program
should be made in order to clarify objectives, identify methods
of evaluating attainment and define suitable faculty loads for
such a program.
Phvsical facilitiel) and equipme!Ji

a)

Faculty-offices should be improved to allow privacy for more
effective faculty-student interviews and individual prof8ssional
and academic pursuits;

b)

Adequate and effective storage space is needed for both Chemistry
and Physics laborato1°ies. Equipment in the latter is below the
standard necessary for adequate teaching in a two-year program of
Physics and should be improved;

c)

Adequate space for separate study and lounge-areas for students
is essential at all centres.

4.

Librarv

a)

Certain features of the library service should be improved:
cataloguing of reading and audio-visual materials by subject and
provision of card indexes at satellite campuses for total
holdings;

b)

In order to provide better library service at the centres some
thought might be given to duplication (perhaps multiplication) of
holdings in order to provide ready access at dispersed campuses
and encourage usage, rather than depend on a single copy held at
the media centre.

5.

Counsel ling

a)

Especially as material from testing services becomes available
for more than individual counselling, a general review of the
Counselling Service should be undertaken with the object of
developing more definite goals, both general and specific, and
criteria to measure progress. An increase in data collection and
follow-up studies appears desirable for analysis in formulation
and evaluation of specific objectives;

b)

Development of a detailed orientation program fo1' implementation
during the summer months could help to decrease errors in student
selections of programs;

- 22 -

c)

A ca.reful study of student government in the College is needed as
early as possible to make the structure and function viable and to
bring focus upon the distinctive problems inherent in a College
with a student population having an extensive age-range and a high
proportion of part-time students;

d)

Analysis of athletic programs in the community and implementation
of a complementary program at the College seem to be indicated.

6.

Enrolment £!,nd Admissions

a)

An analysis of the reasons for low enrolments in second-year
programs would be very useful. The sharp drop in second-year
continuation is a problem faced by all Colleges, especially in
early stages of development, but a better understanding of the
contributory factors in the local situation might suggest
feasible corrective measures;

b)

Since the enrolment-variable sets acute problems for the admin­
istration, in terms of staffing and facilities, it would be
useful to obtain greater insight into the constituent-variables
represented in the College population. For example, in the
College Report no indication of the standing of part-time students
on admission is given. Relevant detail of this and other kinds
might be collected in conjunction with an age-distribution.

7.

Ca:reer Programs

a)

Follow-up studies on student graduates should be continued and the
results used in the development of programs and assistance in
placement of students;

b)

Consideration might be given to increased recognition of field­
work for both instructors and students in some programs.

8.

The Dispe:i;:_sed Carno1.12

The Board appreciates the difficult situation within which Capilano
College has been contending since its inception. However, as the
construction of its own facilities approaches it is important that the
College think through very carefully the educational objectives and the
best possible means of achieving these.
The present situation whereby courses of instruction are given at a
number of different locations were seen as causing a great deal of distress
both to the faculty and to the students. Very few regarded it as academic­
ally desirable and many spoke of the problems it introduced into the
efficient discharge of their responsibilities, both as students and as
faculty, and the manner in which it inhibited the building of any kind of
College identity.

- 23 -

The College quite properly seeks to reach out into the community
as broadly as it can, to arouse interest there, and to seek to establish
as widely as possible a recognition of the College as a valued part of
the life of the community. It would seem that this outreach can best be
achieved in the development of evening programs and courses designed for
the general cultural enrichment of the community it serves. O n the other
hand, the burden of experience strongly su6gests that tho central academic
program should bo located, in tho first instance, on a single campus so
that the College can muster its resources in a manner best designed to
servo the introduction and development of academic and career programs in
depth as well as in breadth. Centralization of rnsourcos p01,mits tho
most effective use of pooplo and physical resources and also facilitates
in tho Collogo tho addition of vital and diversified ancillary activitios.
It follows that de-centralization of academic offerings, if it is to be
carried out effectively and appropriate standards arc to be maintained,
will be appreciably more costly in terms of capital and operating funds.
_.Tho c:levolopmont o_f _ a st_ro11_g _cec_11tl'aj�c:;.§m_pus §OE)fnS_ to be one of tho ..
most vital activities .lying imm0diatcl ah0ad for Capilano College. This
1 ·11ave
beyond th-8 mere acqulsTflor1-·of-aclequate,- suitable
space. It will present the opportunity for a 'new start' to be made in
building lsprit among faculty and staff and establishing a College iden­
tity towards which ove:ryone is striving. Once the central campus is
firmly established it will then be possible to look forward to the
opportunities for devGloping supporting programs in other community
centres. Programs at other locations might, in some cases, be planned to
provide a more or less complete program for a suitable student population
but these should be developed in an orderly manner as an outgrowth of
central strength.

:i..mpo:rtanc�

9.

Integration of the Academic and Career Programs

The increase in the proportion in the total full-time enrolment of
students in Career Programs since the College was opened is a healthy
trend. Although useful for purposes of such comparisons, the distinction
betw8en these programs and others should not be over-emphasized. A very
useful objEoctive, recognized as such by many Colleg,? faculty, would be
to furth.-;r break down thu sepaTate orientation of the career and academic
programs. It is desirable to have as much opportunity as possible for
students to transfer from one program to another. It is also efficient
to make use of faculty in providing instruction in both areas, insofar as
thd r capability pe rrnits.
Capilano College has already gone a long way in this direction.
The purpose of this comment is merely to endorse the trend and to urge
further study of effective ways of integrating the total CollGge prog1,arµ
at the instructional level and avoiding polarization. Because it would
be inconsistent with the overall objective, the Board would advise against
the establishment of a separate campus or centre for Career programs.

- 24 -

10.

..E§lations within the CollegEl

The Board is concerned with the gulf of misunderstanding which has
developed between and among the faculty, the administration, and the
Council. This is no doubt the most important issue to be faced by the
College in the immediate future. It is of the greatest concern that the
growing tensions be alleviated. It is urgently necessary that a careful
review be made of administrative attitudes and practices, with the end
in view of increasing the understanding of respective roles of the three
bodies, and of thereby increasing the respect in which each of the
interacting groups holds others.
One of the more difficult aspects of CollE.;ge administration, as
viewed by the Board, is the designation and encouragement of the propel'
role of Faculty in the development and implementation of academic
programs. Here, it may be useful to attumpt to distinguish those
matters which relate more directly to the academic programs of a College,
such as courses and curriculum, from those which have more to do with a
staff member's relation to his institution - though it must be recognized
that there are other matters, the expected teaching load is an example,
with implications for both areas of concern. The Board believes that all
recommendations to a Council with respect to academic programs should
come as the recommendations of a senior academic body. A Committee
composed of the directors of academic divisions might well act in such a
capacity.
The respective roles of the College Council, the Principal and the
Deans in terms of tho responsibility for decision-making should also be
carefully roview0d in the light of the experience gained so far. It is
most unfortunate, in our view, that the Council has sometimes found
itself in the position of acting as arbiter between competing academic
:recommendations coming to it, on the one hand from the Principal and, on
the other hand, from faculty representatives. The normal chann0l by
which such matters are brought boforu the Council should be the Principal
acting on the advice of a senior academic committee, as set out above.
Where this is not done, the result must be a breakdown in the Principal's
authority and tho placing of the Council in a position which it should
not accept.
The :rolo of the faculty in tho hiring of now faculty is another
contentious area and should :receive careful attention to ensure procedures
which will avoid misunderstandings and confrontations. While the final
responsibility for recommending academic appointments rests with the
Principal, the faculty in the subject-area concerned certainly has a
major contribution to make and the Principal will normally act on the
advice of his faculty. In this matter,as in other academic concerns, a
senior staffing committee composed of expe1'ienced and well-qualified mem­
bers might be appropriate to act as the final advisory body to the
Principal.
While the Board believes that recommendations to the Council on
matters pertaining to academic affairs and staff appointments should be
transmitted through the Principal, the Council should be prepared to hear

- 25 -

representatives of the faculty where other matters relating to the
general terms and conditions of employment are to be decided. In this
way 9 Council will kE:·ep itself informed of a:r.0as of potential difficulty
and so be able to forestall major problems.
CONCLUSION
In compiling this Report the Academic Board has been sh'iving to
arrive at an objective assessment of the present state of Capilano
College. A College is a most complicated organism and thus difficult
to appreciate in relatively short contact. The Board trusts that this
report on its assessment will be helpful to the College at this
important stage of its life.
The College is almost at the end of its fourth year of operation and
now has the advantage of considerable expe1'ienco of its own on which to
draw. While it would not claim to have reached all its objectives 9 or
any one completely, at this time much has been achieved in the face of
many difficulties and constraints outside its own control. The College
has madE: genuine advances during the last thre8 years and the Academic
Board is confident that it will surmount its immediate problems and
will continue to move forward to even greater success.

February 1972