FORE\f\TORD
Recent sociological and technological development -- haye created
nevv vvays of living and of earning a living.
These constantly changing conditions present a tremendous challenge
to the college, directly influencing the educational program, and the kind,
number, and location of facilities wi-t;hin which the program must function.
It is imperative that change and its bearing on education, and education
and its bearing on change, be studied, analyzed, and understood as pre
requisites to intelligent planning.
The Consultants express their appreciation for highly valued
advice and cooperation in the development of this report.
THE CHALLENGE FOR HIGHER EDUCATIOM
Education, concerned with the growth and development of the human
mind, must assist each man and woman, to the extent it is possible, in
realizing his or her potentials in order that they may be able to meet the
many and diverse needs of our civilization.
INC!{EASING PROPE:NSITY IN COLLEGE ATTEli!DANCE
The upsurge in enrollments in the institutions for higher educa
tion discloses the growing propensity for educational attainment by a
broader age group range of the population.
In view of a ra.pidly increasing population in the Lower Mainland
Region and the assumption that this trend will continue, anticipating the
grovrth in numbers of college students during the next years represents a
major problem.
:More institutions and new types of educational centers are
needed to serve growing and changing demands for post-secondary education.
THE NEED FOR NE'IN INSTITUTIONS OF HIGHER EDUCATION
IN METROPOLITAN AREAS
Large urban agglomarations are in need of educational institutions
geared to the training of students in skills required by businesses and
industries located in the metropolitan complex.
The bulk of future enroll
ment will have to be located in institutions that are within commuting
distance from the centers of population, if the proportional enrollment
predicted for the future is to be achieved,
z
0
-,:;
H
E-,
,:::i
u�
e::,:
�
u.
:i::
H
0
</)
.H
o
�·,.,,�
v.i
z
....
,P-'!.�
:'.'.1
.
00
0
N
smearus
i
0,
V)
"'
1960
19SO1940
c�
z
�
(i)
BRITISH COUfJ:VlBIA,
•
UC
N
"'NDS IN
IE
N
4
3
- 2 -
THE COMMUNITY COLLEGE AS PART OF HIGHER EDUCATION
The forces which led to the establishment of the. corrnnunity
r:nllAP'A
- ----o- were
·· - --
1)
twofold.
--
Demographic Forces
a,
b.
c,
Rapid growth in the ·college-age population.
A rising rate of the college-age population enrolling in institutions
of higher educ.�{tion, not necessarily for four years or for full-time,
but certainly for a substantial p•.riod beyond high school.
'l'he growing proportion of adults seeking further education both as
an end in itself and as a means for achieving or holding a position
in a competitive society,
2)
Economic Forces
Manpower needs in professional and vocational areas created by the
explosive expansion of technology; the emergence of new patterns of
employment and consumption practices in an ex.panding economy.
For a large number of occupations in today's circumstances a much more
elevated level of general education than in the past is required before
a man or woman can profitably embark on his or her professional training.
Interpretation of the place of this institution in the total educa
tional enterprise is a continuing process.
SOCIO-ECONOMIC SURVEY OF THE NORTH SHORE DISTRICT AREA
POPULATION
More than half of British Columbia's population is concentrated in
the valleys of the Pacific rim - the Lower Mainland Region with Vancouver as
the ceu-bral city,
area.
One of the fastest growing areas in this region is the North Shore
While the population in British Columbia increased by 60 percent and
that of the Lower Mainland Region by 62,4 percent during the fifteen-year
period of 1951 to 1966, the population in the North Shore area increased by
approximately 150 percent during the same period,
TABLE 3
NORTH SHORE fl.EGIONAL COMMUNITY COLLEGE DISTRICT
COMPARATIVE POPULATION STATISTICS IN SELECTED AREAS OF BRITISH COLUMBIA
°
1 951
British Columbia
1,165�210
Percent Increase
Lower Mainland
636,548
Percent Increase
North Shore Regional
College District Area
West Vancouver
13�990
15,687
North Vancouver City
North Vancouver District 14,469
Total No.& West Vancouver 44,146
Percent Increase
Howe Sound
N.A.
Percent Increase
N.A.
Sechel t-Gibsons Landfog
Percent Increase
TOTA� NORTH SHORE DISTRICT AREA
CENSUS OF CANADA
1956
1961
1966
1971
1,876,900
+ 15.2%
1 ., 034,000
+ 11. 6%
2,1631100
+ 15.2%
1,188,300
+ 14.9%
2,498,300
+ 15.5%
1,348,750
+ 13.5%
2�912,000
+ 16,6�Q
31,000
27,300
51,500
36,000
39 ;,500
34 J,800
-1.§..i, 200
178.,,637
1., 398,464
+ 20.0%
1,629,082
+ 16.5%
+ 18. 3%
+- 18. 7%
19,197
19,951
26,252
65,400
+ 48.1%
6,069
25,454
23,656
38!971
88,081
+ 34.7%
4t579
24.6%
7,208
+ 10.7%
+ 24. 7% ·
8,116
+ 77.2%
8,500
+ 11.8%
+ 19 . .351&
10,360*
+ 27' 6 10
9,4SO*
+ 11.S%
38,000
.33,000
73,500
144,500
+ 10. 3%
13,232*
+ 27. 7%,
9,590*
+ 11.5%
99,868
126,416
150,840
167,322
752,983
6,713
78,182
15-YEA.'l PERCENT INCREASE IN POPULATION, 19Shl966
British Columbia
61.0%
Lower Mainland Region
62.4%
North Shore Area
148�7%
Sources:
L.M.R.P.B. ESTIMATES
1976
1981
893,1519
109,800
.31,000
64,000
131,000
1,518,400
+ 12.,6%
1986
1,700,000**
152;,500
+ 5.5%
15,.437*
+ 16 .. 6%
10,, 700*
Census of Canada, 1951, 1956, 1961, and 1966.
1971-1981 Estimates by Lower Mainland Regional Planni.ng Board.
* Estimates by Davis-Macconnell-Ralston, Inc.
·id, I
nterpolation of population projections for 1991 prepared by Lower Mainland Regional Planni:ng Board ..
N.A. = Not Available.
187,000*
- 3 -
ECONOMIC FORCES
Because the Regional College assumes the function of providing to
the people in the District area continuing education for cultural, civic,
and avocational growth, it cannot operate independently of the character
istics of the people and the region it serves.
Metropolitan Var..:ouver.
The broad economic r0gion of which the
North Shore District area is an integral part is the Metropolitan Vancouver
area including the Burrard Peninsula, the North Shore, and the Richmond
South Shore,
The economies of the various sub-areas within Metropolitan
Vancouver are mutually interdependent,
The chief manufacturing industries in Vancouver are food processing,
wood processing, metal fabricating, printing, and publishing.
The service industries play a key role in Vancouver 1 s economy.
Shipping and trade are important employment ··ategories.
NORTH SHORE REGIONAL COLLEGE DISTRICT
The following pages present a brief review of the population and
labor force, employment centers, and occupation categories in the component
sub-areas of the North Shore District area,
CITY AND DISTRICT OF NORTH VANCOUVER
POPULATION:
The North Vancouver area is an important suburban
residential connnunity, vrith many residents employed in the Metropolitan
Vancouver area,
Between 1956 and 1961 the combined population in North
Vancouver City and District increased by 16,424 persons, This figure
represents a gain of 35,5 percent.
Between 1961 and 1966 population in
the North Vancouver area increased by 16,173 persons - a gain of 25.8
percent.
During the same period, population in the Lower i'Iainland Region
increased by 11.6 percent,
It is assumed that the planned third crossing from the Burrard
Peninsula to the North Shore ,Till accelerate future development activities
and population growth in the North Vancouver area.
Labor Force:
Of the 22,264 persons in the labor force recorded
in 1961 in North Vancouver, local industries employed 8,892 persons.
principal sources of employment in North Vancouver are:
The
- 4 -
Service industries
Trade
Manufacturing
Forest industries
Tourism
lJVEST VANCOUVER
POPULATION:
The Municipality's attractiveness us a residential
area caused many people ·working in the urban Vancouver area to move to this
community.
Between 1961 and 1966 population increased by 5,476 persons or
by 21. 7 percent.
Labor Force:
The recorded 1961 labor force in West Vancouver was
9,083 persons; service industries constituted the major employment category
occupying 3,400 persons in comrnunity, business, and personal services.
Employment Centers:
The principal sources of. :employment in West
Vancouver are the service industries and retail trade.
Many residents of
1iifest Vancouver are employed in other parts of the Metropolitan Vancouver
area.
SQUAi\lISH-HOWE SOUND AREA
POPULATION:
Between 1956 and 1961 the population in the Howe
Sound aroa decreased from 6,069 persons to 4,579 persons.
population had increased to 8,116 persons.
Employment:
By 1966, the area's
Continued development of the port of Vancouver.will
undoubtedly result in a spillover into Howe Sound at some future date.
S quamish will be in a position to accept almost any type of port development
and manufacturing facilities.
The Havre Sound area has a favorable tourist potential.
SECHELT-GIBSOJ\lS LANDING
In 1966 the area had a population of approximately 8,500 persons.
This area is a popular SUllh""ller resort district and a favored spot for retired
people.
Sechelt.
Employment:
Forest activities provide most of the employment in
- 5 -
Outlook:
The production of pulp chips from small wood and logging
residue offers a promising avenue for new investment,
Sechelt is one pros
pective locl:l.tion to be chosen for the production expansions of pulp chips.
ENROLLMENT PROJECTIOJ.llS
The premise. upon which the enrollment projections of the Regional
College are based is the fulfillrnent of five major educational objectives.
1.
Universal Opportunity for Post-Hi�h School Education
To have in the school system an educational unit a:t the post-high
school level which channels on to advancement and growth those
who are motivated,
To reduce or eliminate the barriers of cost, distance, social
status, or similar impediments to continued schooling,
2.
Education in Art and Science
To provide opportunity for academic training beyrond the high
school for an increasing number of people.
3.
Vocational Education
To provide programs that prepare people to hold jobs at the semi
professional or technical level.
4,
5,
To provide readily available educational centers for training
and retraining out-of-school youth and adults,
Cultural Education
To provide the means to keep intellectual curiosity alive in
students and citizens alike, to stimulate their quest for learning,
and to improve the quality of their lives as individuals and
as citizens.
METHOD OF STUDY
e..
Enroll ment estimates ,;,rere computed by applying selected enrollment
rates to the college-age group 17-34 years old. The projections were
keyed into fall opening enrollment data,
ment rates would increase in the future,
It was assumed that enroll
At ages 18-19 the college
enrollment rate is expected to be 40 percent by 1980, at ages 20-21
Reg"ional College enrollment projections for academic as,d occupational-vocational progr;;cr:as
are combined in Summary Table 10.
TABLE 10
ENROLLMENT PROJECTIONS - SUMMARY TABLE
1970-1985
NOR'lH SHORE REGIONAL COLLEGE
Type . of Program
19 80
19 70
1985
19 75
�;_,;,;.________..;;::;:�;___--------=;_.....;..________ .____________
General Studies and
Tra.lsfer Programs
Ages 17-.34
Vocational Training
aJl.d
Occupational Programs
Ages 17-64
TOTAL
1,319
2,385
:.; , 158
4,270
6,000
6,848
5,589
8,88S
10,006
2,2.34
The projections in the above table refe_r to total enrollments in the respective years.
An
estimated conversion of t11e total enl'ollment £:iguries to full-time equivalent students indicates 2,000
FTE students in the early 197·0 1 s, 3,500 FTE students in the late 1970's .,, arid an ultimate enrollment of
6,000 FTE students by 1985.
-
,..
u ·-
the rate of 27.6 percent is anticipated and at ages 22-24
b.
a rate of 15.0 percent is expected by 1980.
Enrollment estimates for occupational and vocational training
were computed by applying selected enrollment rates to youth
17-19 years old, and to youths and adults 20-64 ye1:\r s old.
In the area of adult education the regional or community college
is in a position to contribute irn.portantly,
ENROLL.lYJ.ENT PROJECTIONS- PLANNING RECOMMENDATIONS
Based upon the swmnary of potential enrollments the Consultants
see a need for the North Shore Regional College Coordinating Committee
to plan on a total of:
2,000 students by the early 1970 1 s,
3,500 students by the late 1970's.
An ultimate enrollment in the neighborhood of 6,000 students.
OPTIMUM SIZE OF THE REGIONAL COLLEGE
While the specific recommendations for the size of the Regional
College have already been given, the establishment of an enrollment celling
for the planned Regional College might also be.helpful to proper planning
of educational programs and physical plant,
Setti1111; a :Minimwn Enrollment Fii;ure:
A minimum enrollment figure is essential as a guide in deter
mining the need for a new. .college campus in a particular area.
The enrollment minimum should be based on the type and quality
of education desired and the unit costs involved,
A new campus
should be expected to grow in a reasonable length of time to a
point where costs are in line with comparable institutions and
the educational program is assured of reaching a desired minimwn
offering,
Settini; a Maximum Enrollment Figure:
7,500 full-tDne students appears to be an appropriate recommended
ceiling for Junior Colleges allowing for a maximum of service to
a conm1unity,
The likelihood of the need for larger campuses is
- '7 ••
remote in view of the Junior Colleges' objective to serve a
comrnuting public.
SITE SELECTION STUDY
When determining the placement of the campus in relation to the
region, consideration should be given to the particular functions assumed
by the corrnnw,ity college,
Method of ':S.i'to "Select.ion
Major criteria applied in the selection of the Regional District
College campus refer to:
Site Size
Transportation Network
Community ReJ.ationship
Physical Characteristics
Cost Considerations
Determining Optimum Campus Size
As a result of past experiences, an authority in campus planning,
prescribes a minimum of J.00 usable acres for a corrnnunity college campus
site.
Location Criteria
possible,
be such:
Transportation Net:
Highly accessible to as many people as
Ccimnunity Relationship:
Location of the Corrnnunity College should
that it is, an educational and cultural nucleus of the co:rnmunity;
situated on a level to rolling ten·ain;
protected from through traffic
and incompatibJ.e uses; and have easy approaches to the site,
On-Site-Cost Considerations
Physical Characteristics:
Reasonably level land, for facilities
involving structures, accessory parking, and active recreation areas.
Cost Consideration:
b) improvements upon the land,
access roads to site,
Specific cost items:
a) land acquisition,
c) connection with utilities,
d) cost of
- 8 -
GENERAL CONCLUS IO:NS
The Consultants sincerely hope that in the ultimate size
acquisition the compromise on size vrill not result in a major reduction
from the prescribed acreage.
The Consultants :recommend that comparative
costs of alternate sites be investigated in great depth by a Site Selection
Committee to be appointed by the Coordinating Committee of the North Shore
Regional College,
AN APPROACH TO THE CURRICULUM
A DUAL APPROACH
At this particular point in time, the Consultants feel that
it is necessary to utilize two different approaches.
First, in terms as specific as possible, the Consultants have
projected the square footage needs for classroom spaces based upon a
straightforward type of instructional program,
The man who must spend full time on the neverending task of
curriculum building and modification - the Principal - has not yet been
appointed.
The curriculum as proposed has been structured around the areas
of instruction and is not intended as a guide to the methods of instruction.
The Consultants assume that while the administration of the new College
may indeed encourage experimentation and innovation, it will still be
forced to operate within set budgetary limitations.
THE CURR I CULU.M - FUTURE TRENDS
In the middle and latter part of the Twentieth Century even the
most highly trained scholar can comprehend only the barest outlines of a
tiny portion of the knovm universe.
Higher education has ,reacted to the knowledge explosion in widely
differing ways.
We see at two ends of a continuum St. Johns College,
1faryland in which the Great Books are studied for their eternal verities
and at the other end of the continuum the multiversity with its several
campuses and purposes, coupled with its hundreds of separate departments.
Somewhere in between these two extremes along the same educational continuum
would be such other answers as interdisciplinary courses, the general
education movement, experimental colleges, the cooperative education
- 9 -
movement, honors ;,rograms,. cluster ·Jollege experiments,. manipulation of
the academic calendar, and, the free university.
In considering the
future of higher education Professor Lewis B. Mayhew of Stanford
University has noted the following present and developing curricular
t.rA11nR e
A developing interest in the performing arts as essential
elements of academic life,
The re-establishment of religion and theology as important areas
of study within the curriculum,
Condominiums to combine the strengths of several small campuses,
sometimes with the use of intra and inter-campus telephone and
television.
An off-campus learning experience, usually in a foreign country,
for practically all students,
Further development in living-learning units and in cluster
colleges,
A de-emphasis and in some oases the elimination of conventional
grading systems.
A change from courses which speak primarily to facts and skills
tovrard courses which speak to the development of the student and
his individual needs,
Course work in non-western subjects.
Fewer courses being taken at one time thus allowing depth to
supplant breadth,
An awareness of the change in survival values in modern Western
society.
Flexible scheduling to take advantage of lessons learned from
educational psychology,
The establishing of offices of improvement of instruction,
The encouraging of teaching on the part of all upper division
students, not as a device to obtain 'slave labor, 11 but rather
as a method of furthering learning on the part of these studer.t
teachers,
- 10 A dramatic .shortening of the number of hours per week which the
teacher will spend in actual class instruction time and the
concomitant increase in the tin1.e he will spend in individual
student counseling and in course prepara:bion.
The college which chooses to ignore such innovations will almost
automatically be putting itself in jeopardy.
It is extremely important
that fa.culty members and chief administrators alB::.e be aware of the changes
and ferment within higher education and be willing to adopt or adapt the
ideas which seem applicable to a given institution.
CLASS SIZES AND TEACHING METHODS
A combination of large lecture and small discussion sections is
preferable to the common arrangement of several sections of unwieldly
medium size.
While hard and fast rules cannot be given there are indications
that classes, both large and small, and methods of instruction which run
the gamut from straight lecture to student-initiated discussion may well
have a place in the College ts overall pattern of course arrangement.
It ·would be desirable for the College to be able to depend heavily on the
small class.
This is an expensive procedure and it will probably be
necessary to rely on a mixture of large groups, small groups, and
ind!vidual student study.
CLASS SIZES
Basic ideas concerning class sizes have broad-scale applicability.
Assumptions:
(1) a student-teacher ratio of 20 to. one,
(2) a full-time faculty teaching load of nine hours per week, (3) a
student classroom load of 12 credit hours per week.
On the basis of research, a large number of teaching hours spent
in class will not necessarily produce the desired educational results.
In
some cases a reduction in the number of in-class teaching hours may actually
prove beneficial to the learning process.
It is learning on the part of thP
student that is desired by the College. If it is the desired outcome then
it will be vital for the Coordinating Committee to choose a man as Principal and to back up his choices of administrators and faculty - who will be much
- 11 more concerned with the quality of student learning than with the quantity
of faculty instructional hours.
The recommendation that both teachers and students spend less
time in class has implications for physical facilities which will be
discussed later,
Different courses and different parts of the same course inyolve
(1) a certain amount of information-giving on the part of the teacher,
(2) a certain amount of student-teacher and student-student discussion,
and (3) a certain amount of tutorial work and independent study.
A newly-appointed Principal would consider first the kind of
educational effort that is to be made and then to plan the facilities
accordingly.
INNOVATION IN THE CAREER PROGRAMS
While this approach may speak most directly to transfer and
general education courses, there is no reason at all that innovative
planning should not also apply to the career programs. The needs of' the
career programs may often require a richer faculty/student ratio, smaller
classes, and a great deal of opportunity for "hands on" experience with
specific pieces of equipment.
It is not the suggestion that the College teach all of its
courses in this manner but rather that the Committee, along with the
Principal and his staff, be ready to experiment with new instructional
techniques in all phases of the College's program, both as a means of
continually searching out the best in instructional methods and as a
means of stimulating both students and teachers.
AN INNOVATIVE CURRICULUM
An innovative and experbnental approach be taken to the
curriculum and to curriculum planning.
'Wonderful Wednesday",
Types of approaches are:
"No class Course", "New Division", "Triplum 11 ,
"Core of integrated humanities course 11 •
The Coordinating Committee has already decided upon a broad
program of general education for all students.
It is the Consultants'
belief that an approach such as a Core progrrun is far better educationally -
- 12 -
even if more difficult to implement - than is the 11distribution requirement 11
approach which typicall y .fails to speak to the needs of a true general
education program.
THE CLUSTER APPROACH
The cluster approach consists basically of a finite number of
students and three or four faculty members ·with whom these students work.
The professors work together as a team so that the student's work will be
directly related to several of the subject matter areas within one parti
cular assignment. The professors use a team approach which cuts across
traditional time, space, and disciplinary boundaries and accepts the
concept that it may be more important for the student to pursue a certain
idea once he has gotten hold of it than to stick to a particular schedule
simply for the salce of that schedule.
To establish a strong foundation upon which to build that the
Conunittee should seriously consider a cluster approach to be built around
an experimental program which vrill both meet the needs of' the students and
of the College and, as well, the needs of College-Conununity interaction.
And for the purpose of establishing a valid and workable model which will
relate to all of these needs, the Consultants recommend that the Experi
mental Freshman Year Program be examined.
THE EXPERD.IBNTAL FRESill:1AN YEAR PROGRAM
The Experimental Freshman Program causes the student to take all
of his general education course.work for the year with the same group of
professors and the same group of students.
The intention.of this experimental program is to develop the
student, the curriculum, and the College-Conununity relationship.
The Coordinating Committee does not intend to oversee the
establishment of "just another college, 11 but that it rather intends to
plan an educational institution which, while not rejecting the lessons
learned in the past is dedicated to trying new and innovative �pproaches
to meet the educational needs of the community.
- 13 -·
THE EXPERTIA:ENTAL FRESHHAN AND SOPHCMORE PROGRAM
The Experimental Collegiate Program is made up of five
professors from different academic disciplines and five 'teaching assist
ants who began their work with 75 freshman men and 75 freshman women who
were selected at random from a group of 325 intrested freshman.
Its essential structui·al feature is that it abandons the course
system and instead organizes the educational life of the student around
the study of significant themes and problems.
THE CLUSTER APPROACH
The Cluster approach has proved successful and effective
PROGRAMS TO BE OFFERED
General Education
General Education Examination Program
Transfer Courses
Career Programs
Cultural Programs
Consultants' Recommendations for the Curriculum
GENERAL EDUCATION
General education should play a significant role in each
student's curriculum.
The College as a. comprehensive institution of'
higher education must be concernod with the student 1 s entire curriculum
as well as his future success and well being.
The College should design a11d institute a special course or a
series of courses which will have as their objective the development,
within each student, of a deep and lasting awareness of himself, of' others,
of the. society in which he lives, and an understanding of the ways in
which all of these interact in terms of their history and values.
GENERAL EDUCATION EXAMINATION PROGRALI
The general education program suffers from the same kinds of
problems which plague other general education courses.
The major potential
problem concerns the student who is either quite advanced generally or who
already has competencies and abilities in a certain area covered by the
general education program,
Alternatives are open to the College in handling
-
1 a
..L':i.:
-
such a problem including advanced placement, waiver of course require
ments, granting of credit through tests.
TRAl\lS FER COURSE3
The College has decided to adopt the single-track type of
pl )gram so that each basic course in English, math, physics, etc., will
be so designed as to accomplish both the transfer and the terminal
functions and, more importantly, will speak directly to the College's
ovm requiremen-bs in tho given instructional area,
CAREER PROGRA1IB
Consideration must be given to (1) the demand for a pavtioular
program, (2) the gainful employment opportunities available upon completion
of a course, (3) and the total cost involved in offering the course.
It is possible to ascertain clusters of career offerings that may serve
to encompass any particular course.
The assumption is made that mo:st
young people, and virtually all yotmg men, should see themselves as
developing a career rather than as merely getting a job or follovring an
occupation and that the College vrill, as a part of its career training,
help its students to see this difference,
Business Related Oc cupations - The area of business is being
one of the two major areas of occupational concern for the College both at
the beginning of its operation and a decade or tvm into the future,
Data Process inr~ --------
Current developments in data processing serve
to integrate vrork processes that have, for some decades, been performed
separately,
In this area the three distinct fields are:
the operator, and the programming aide.
the progranuner,
It is felt that an intensive
growth in these occupation areas will continue.
Para-r.iedical -
A full-fledged program in the para-medical
services would be a logical major section of the career program curriculum
at the College.
Programs in this area would include nursing, biomedical,
dental technicians, and X-ray and laboratory technicians.
Personal Services - These services will almost certainly increase
as the economy becomes even more affluent and more people can afford the
luxury of travel, leisure time activities.
- 15 This would seem to behoove the College to offer courses in
fields such as hotel management, restaure_nt management, nutrition and
other f0od services, resort operation and management, and other tourist
related activities.
Electronics and Computer Technicians - According to information
available ..,here ·will be, in the future, an increasing need for technicians
in the areas of operation, maintenance, and trouble-shooting of electronic
equipment,
Construction Trades
- Until specific needs arise and are
identified by the College, the College Consultants would not undertalce
specific courses in these areas at this tirn.e.
CULTURAL PROGRAMS
The North Shore Regional College should provide a total educa
tional. fJnvironrnent, dovetailing educational and training activities ·with
occupational needs, and also providing educational opportunities in the
more humane aspects of cultural life to.which all people are entitled by
their rights and nature as human beings.
This will provide the means to
keep intellectual curiosity alive in students and citizens alike, to
stimulate their quest for learning, and to improve the quality of their
lives as individuals und as citizens.
RECOI.TI.IENDATIONS FOR THE CURRICULUU
An equitable and effective "mix" of large and small class sizes
should be employed at the NSRC and this mix should relate, insofar as it
is possible, to· all class levels und all disciplines.
General education courses should be offered and required
throughout the two year sequence,
The College should offer no majors in departments which consist
of less than three full time faculty members.
Majors should represent a joining rather than a separation of
capabilities.
The course offerings at the NSRC could well be at the four or
five hour level of offering rather than the traditional three hour level.
The 12 hour teaching load rather than the 15 hour teaching load
should be the norm for the N3RC.
- 16 ..
FACILITIES AND COSTS
----------------
DesiP"n Tmnl:icFJtiorni
- 0
-
--- -,.. - � - -- - -- - ---
Space Considerations
Building Costs
Operational Expenses
DESIGN H:IPLICAT IO1\lS
program.
It is the flmction of the building to facilitate the educational
The concepts which must receive detailed consideration in the
planning of all educational facilities would include the following items.
1.
Adaptability, Flexibility, and Expansibility,
3,
Display Areas.
5.
Communication System.
7.
Basic Teacher Res_uirements.
9.
Auxiliary Servico Areas and Conditions.
2.
4.
6,
8,
Enviro11J11.ental Control.
Amninistrative Facilities,
Use and Occupancy.
Basic Student Requirern.ents,
SPACE COl\lS IDERATIONS
For the space adequacy survey the subject areas were divided
into faculty of arts, faculty of science, cormnunications, home and
practical arts, technology, business education, para-medical, cultural
arts, and physical education.
BUILDING COST
Construction costs vary for several reasons, including:
(1) size of the project,
(2) locality,
done by project architects,
activated,
(6)
(3) time of bidding,
(4) planning
(5) promptness with which construction is
availability of labor, and (7) number and.type of special
facilities constructed,
OPERATIONAL EXPEI\lSES
For the first year or trro, it is nonnal for a new and rapidly
expanding college to experience 25 to 30 percent additional cost.
FIGURE 5-1
PROJECTED OPERATHIG EXPENSE PER STUDENT
~
~
First Year of Operation
i
$
900 ~~
'
i
Ii
n
,.
l-f ·Ij\
· ~I.
850
r21..ti·.
~g·ll
~ ··1,
-d
4!l
...,
B
'O
:;
.µ
C/j
H
<l.)
p..
if)
M
,-,;
0
0
'
800 l!
'
N
".
750 1
I
650
,.. ..,..
!..........
~
e-r.'C..
-d"_
I
'
1
I
!j
· _., ,.~::-.·
. ,'
1
._-,: >
e-< , e
4
__ _,_
r
r a :.ma«r•.,,..
1968-69
1969�70
•
I
j
.......:
1
.-
f
1'
l
..j
1
·1
.r
!!
i; ·I·
'r
rrJ·1
!' . · l1
i
t
.
1
I .
.
l
!r li
1
I I.
t I
i1
.......
-
i
/
1
r- r
1 . •l
,
t
'
,I . -I, __ .,
l l
,
.· .
i
.I
,.. -' ye-i:C
10->-<
,.
t i'...
r-,
I -
[ .
.f.-· .l
·1:
600
« e
1·
, ..... "'[ ·("
I
700 ~
.,.;
J
r 1
1
.}
'
i.
..
'
1"'""-'1"'j
1
Year
r .
,.
!·
11
i :
i -I
f ··1 '1. . ·lj
I
O
t .
j;
t' . 'I ''
ti
1
I
I
I
i1·, -\1I
I
'
I
J
'.l
i
l .. .
r.
_, ·.
Ll[
1
'[
l
. 1
J
t' Il
l'
i,: Ij
I 1,·
1
·I
·,1
i ___,..,.,,/ ..J
II
• •' •....... .. -..-·-···
iI .i. ___ .,.__ ) ! �-�·-.',
·'
1973-74
1972-73
1971-72
1970-71
-•
r·1:
,,
1974-7S
..,