1966-70 Mohawk President's Report

President's Report 1966-1970 Mohawk College of Applied Arts & Technology

President's Report 1966-1970 Mohawk College of Applied Arts & Technology

PUBLISHED BY THE OFFICE OF THE PRESIDENT 135 FENNELL AVENUE WEST HAMILTON 40, ONTARIO (416) 389-4461

From Concept to Reality

Tns

IS THE first annual report of the operations and activities of Mohawk College. This report is, in fact, a summary of the life and growth of the college since its inception in 1966, and defines more than three years of progress.

Mohawk College is closely related with the communities that surround it. In its academic programs, through the actions of its people, the college is thoroughly community oriented.

Our students are motivated to take their place in the social and industrial life of society. Our faculty and staff direct their energies to the achievement of that purpose. We believe we have achieved much and know we have much more to achieve.

With those thoughts firmly in mind, I take pleasure in rendering this account.

THE

BEGINNING

Participation in a bold, new venture is always an exciting thing ... From concept to reality, the development of Mohawk College of Applied Arts and Technology was an unfolding drama of pitfalls and plateaus, dedication, growth and accomplishment.

On May 21, 1965, the Honourable William Davis, Minister of Education, rose in the Ontario Legislature, and opened his address with these words ... "Mr. Speaker: The introduction 2

J. W . Hazelton, President

His Honour, Judge W. K. Warrender, Chairman of the Board of Governors

of this Bill providing enabling legislation for the establishment and operation of a system of Colleges of Applied Arts and Technology is an historic occasion in education in our Province ... "That was the beginning, and Bill 153-The Department of Education Amendment Act, 1965-received Royal Assent on June 22, 1965.

On September 28, 1966, the Chairman of the Council of Regents, Dr. H. H. Kerr, chaired a meeting at the Hamilton Chamber of Commerce with the 12-man Board of Governors for Mohawk College. His Honour, Judge W. K. Warrender, of Hamilton, was elected chairman of the Board and two Vicechairmen-]. G. Smith, of Hamilton, and H. L. Waterous, of Brantford, were also elected. Other members of the first Board of Governors were: Dr. J. A. Charlton, Paris; Mr. G. M. Clemons, Brantford; Mr. D. 0. Davis, Hamilton; Dr. J. W. Hodgins, Hamilton; Mr. W. F . Lisson, Hamilton; Mrs. K. A. McAuley, Dundas; Mr. J . E. Milne, Ancaster; Dr. James Stowe, Hamilton, and Mr. B. F. Wood, Grimsby.

The new Board of Governors held its first meeting on October 17, 1966 at which the name, "The Mohawk College of Applied Arts and Technology," was chosen, and Mr. J. W. Hazelton, at that time Principal of the Hamilton Institute of Technology, was appointed President.

Prior to this, a plan had been drawn up to create a technical and vocational training centre in Hamilton which would incorporate The Hamilton Institute of Technology, at that time operating at its site at 196 Wentworth Street, North in the city, where it had its early beginning as the Provincial Institute of Textiles in 1946. This plan was "adopted" by the newly created Mohawk College, and in October, 1966, construction started on a large campus complex situated on a 66-acre site bordered by Fennell Avenue and West Fifth Street on Hamilton's mountain.

Meanwhile, Mohawk College quickly moved into being with the incorporation of H .I.T. and the transfer of its student body and faculty from members of the institute to members of the college. The student body numbered 691, of which two were women, instructed by a faculty of 39 men and one woman. Pride in the newly formed college was evident when the H.I.T. graduating class of '67 by majority vote exercised 5

their option to graduate as students of Mohawk College. The academic offering at that time was limited to five 3-year programs in technology and a 3-year program in Business Administration. In technical fact, Mohawk College was the first of the 20 community colleges in Ontario to graduate a class under a college banner. ¡ The college had been formed into three main academic divisions: Technology under Dean S. Mitminger; Business and Applied Arts directed by Dean R. J. Jamieson, and Continuing Education the responsibility of Mr. Alan Gregson, Director.

The commencement of the Fall semester in 1967 was to mark the start of a period of rapid growth in people and materials. Facing an enrollment of 1,197 students swelled by the addition of two more 3-year technology programs and the advent of four 2-year technician courses, and six 2-year business and three 2-year applied arts programs, the teaching faculty was increased to 85 men and women, and a larger administrative staff was acquired to ensure the effective operation of the college. To accommodate this doubling of students and faculty, the college, by arrangement with the Hamilton Board of Education, leased the ground floor of the Adult Retraining Centre at 220 Dundurn Street, South. Extensive renovation was made to the area leased by the college so that it would be ready for student programs in time for the autumn semester. In addition to the building on Dundurn Street, the college leased classroom and office space in the Russell T. Kelley Building on Main Street, East, and the Hoffman Building on King Street, East.

Academic pomp and circumstance also had its place in the fledgling college. On November 27, 1967, Mr. J. W. Hazelton was formally installed in his office as President of Mohawk College at an afternoon Convocation of Installation held at McMaster University. His Excellency, Roland Michener, Governor General of Canada, and Mrs. Michener, were guests of honour at this event.

On the mountain work continued at the new campus site.

Steel emerged from the earth, took shape and clothed itself in a skin of concrete and brick. The contract for the construction had been awarded by the Department of Public Woiks to Ryco-Cape, a consortium of two large constructitm-firms, 6

and the building program was supervised by Anthony Butler, of Gerrie & Butler, who in conjunction with Mcintosh & Moeller, had devised the original architectural plan. Important as bricks and steel may be, it is people who make places, and a growing number of people were to add their skills and spirit through 1968 and 1969.

GROWTH

IS

THE

WORD

When the college opened for the academic year in September, 1968, the student body had grown to 1,900 and the faculty now numbered 150. The first move to the mountain campus was made with approximately 600 students commencing their studies in Brant Hall, (then known as "A Block") the first section of the complex to be ready for student programs. Academic programs now numbered 31-of which 17 were under the Technology Division and 14 administered by the Business and Applied Arts Division.

Academic growth and development during the 1967 and 1968 years were matched by a large expansion of courses offered by the Extension Division of the college. While McMaster University and the Boards of Education in the Hamilton and Brantford areas had long offered people of their communities a variety of evening programs of studies, and a limited calendar of extension courses had been given at H.I.T., the college realized that with the increasing population growth, and a mounting awareness among adults of the need to upgrade their knowledge and further their professional and cultural interests, an expanding scale of creative and credit ceiurses would do much to meet the needs of the total community. Enrollment figures in Extension for 1967 were close to the 2,000 mark, and a year later that total had risen to 2,500 students.

The dramatic rise of the college's student population with each successive year demanded a restructuring of the Administrative processes and strong liaison with the student body through its Student Representative Council. A Student Affairs Division was established responsible for all matters relating to student applications and enrollments, counselling and liaison 7

with student groups. At the senior college level, the President's Executive Committee, consisting of the senior administrators of the college, established a consultative system whereby the Executive Committee met once each month with the executive of the Faculty Association, and also held monthly meetings with the executive of the Students Representative Council.

The year, 1969, was an exciting mixture of frustration and attainment. Plans had been set to commence the autumn term with the mountain campus, designated the Fennell Campus, in full operating condition. But a protracted strike of electricians and plumbers in Hamilton faced the college with the challenge of educating 2,140 day students in a building where laboratories and kitchens were inoperative and many other facilities still required completion. The faculty, then numbering 200 instructors, rose to the occasion and bore with the inconveniences and irritations as did the student body.

The legacy of the strikes was particularly demanding of the Technology Division which was faced with presenting a full semester with inoperable laboratories. Innovating, and making do as required, classes commenced in mid-September at the Fennell Campus, while the Wentworth Campus had been extensively renovated to accommodate a number of apprenticeship courses now being administered by the college.

A further development had been taking place in the field of manpower retraining. Following guidelines set by the Ontario Department of Education, Mohawk College became responsible for the administration and operation of manpower programs in Brantford on September 1, 1969. To do this, and to avoid the growing congestion at the high schools, in Brantford, where the Board of Education of that community had previously carried out manpower retraining, the college constructed a 69,000 square-foot, single story education centre on a lease-back arrangement in the north east section of that city. This building was in operation by October, 1969, and the place, named the Braneida Campus, established a much closer link between the college and the people of Brant County. The Braneida Campus was formally opened on March 5, 1970, by His Honour, L. T. Pennell, High Justice of the Supreme Court of Ontario. Operation of the manpower 8

programs became the responsibility of the Continuing Education Division, and in addition to its primary function, the new campus offered a wide variety of courses in Continuing Education.

To demonstrate the population growth of the college in a little over two years, the following figures speak for themselves: 1969-70 Enrollments Fulltime students Continuing Education Retraining Apprentices

2,140 3,500 600 800

Grand Total

7,040

Indeed, the graduating class in the spring of 1970 exceeded the entire student body of Mohawk College when it emerged from the cocoon of H.I.T. in 1967.

THE

COLLEGE TO-DAY

Heady as rapid growth and expansion of physical facilities can be, Mohawk College placed emphasis on stability of administration and quality of education. In keeping with the college's policy of making its programs of studies relevant to the business and social community (a practice established with the formation of the advisory committees), selection of faculty was done with care and forethought. Professional experience in the world of work was a major criterion in the appointing of individual teaching masters so that, in the idiom of young people to-day, Mohawk's instructors "can tell it like it is."

With the new decade ushered in on January 1, 1970, further growth and development was planned and accomplished.

In line with its advent into the field of retraining programs in Brantford, the college, by arrangement with the Hamilton Board of Education, became responsible for such programs in the Hamilton area on September 1, 1970. Bringing education to the people to the best of its ability is ingrained in the 9

philosophy of the community college. Again on a lease-back arrangement, the college commenced construction of a 106,000 square-foot building in Saltfieet township just east of Hamilton. Local strikes again plagued the building program, but the Saltfieet Campus went into operation in December, 1970.

The unsettled labour situation in Hamilton which had led to a severe curtailment of the completion of the Fennell Campus delayed the official opening of the campus until April 16, 1970, when the Lieutenant Governor of Ontario, W. Ross Macdonald, formally opened the complex in the first major event held in the magnificent 1,100-seat theatre. In June the college hosted the second annual Conference of the Association of Colleges of Applied Arts and Technology of Ontario held June 10 and 11. More than 600 delegates and observers attended this event which was staged at a community college for the first time.

Planning an addition to the Fennell Campus began during the summer of 1970. This addition, a 65,000 square-foot area to adjoin the south-west section of the building to be known as Haldimand Hall, will provide television and radio facilities for Communication Arts students, a nursery school for Early Childhood Education students, much additional classroom space, expanded library resources, and office accommodation. The new addition should be completed in the summer of 1971.

To meet the expansion and sophistication of present day resource and information systems in education, the audiovisual department, computer centre and library resource centres were co-ordinated under a Director of Educational Services. As the college proceeded into the area of co-operative education, starting with the Industrial Management Technology Program and followed by the Communication Arts Program, co-operative education development also was brought under the wing of the Director of Educational Services, and a Chief Co-ordinator of Co-operative Programs was appointed.

September, 1970, marked Mohawk College's first plateau as a major institution of post-secondary education and other educational programs. College enrollment for the year 1970-71 is: 10

Post-secondary Continuing Education ¡ Retraining Apprentices Grand Total

2,350 3,500 1,500 800 8,150

A faculty of 311 now provides the academic leadership for this community of students, and 227 men and women are charged with the administration and support of the collegeits buildings and its people.

OUR

ROLE AND

OBJECTIVES

In the preceding pages, a narrative of growth and development has been presented. But any saga becomes a meaningless chronicle of events and statistics unless there is an underlying philosophy, firmly sighted objectives, and a realization that all human endeavour is rooted in the dignity and worth of human beings.

Mohawk College, since its inception, has had a clearly defined role that may be stated in three basic terms: (a) to provide the best education possible at the community college level; (b) to prepare young people to enter employment; (c) to help those already employed to achieve their own self development.

With those three elements in mind, the college is dedicated to the premise that an integral part of education is the development of an appreciation of our cultural heritage and an understanding of human nature to complement the technical or vocational aspects of the students' learning experience.

It is also inherent in the college's philosophy that the major thrust of endeavour must be occupationally oriented so that the graduates may find a useful and satisfying place for themselves in our society.

In this report, the college believes it has maintained this role and accomplished these objectives through all the vicissitudes that beset a new institution based on innovation and evolutionary concepts. Looking back on those relatively simple days 11

just four years ago, all those connected with Mohawk College, including the hundreds of members of the many advisory committees, who have given so much of their time and talents to the college's development, can take pride in the accomplishments that have taken place within a period of a few, scant years.

And this is just the beginning.

12

The New Look

in Business and Applied Arts

::P.IOR TO THE incorporation of Mohawk College in 1966, there were no Applied Arts programs and no two-year Business programs. The Hamilton Institute of Technology provided a nucleus for this division with its three-year Business Administration program, its Liberal Studies department and its library. In the four years since 1966 changes have occurred so rapidly that the part of the original triad remaining is the three-year Business Administration program.

The Division of Business and Applied Arts was created and the Dean appointed in September, 1967. The library has been transferred to a newly-created Division of Educational Services (in 1969) and in 1970 the Liberal Studies Department was re-structured in two departments-Social Sciences and Literature and Language. In addition, there have been Applied Arts and two-year Business programs added each year The growth of this division is reflected in the following chronology of developments in the Business and Applied Arts Division.

13

PROGRAM

DEVELOPMENT

1967 Early Childhood Education Community Planning Communication Arts Accounting Data Processing Marketing Secretarial-Business Secretarial-Medical Secretarial-Legal

1968 Insurance Administration Social Services Recreation Leadership

1969 Liberal Studies Options

1970 Law arid Security Administration Child Care Co-Operative Program in Communication Arts

BUSINESS ADMINISTRATION (THREE-YEAR PROGRAM)

The Business Administration program, which originally began at the Hamilton Institute of Technology, moved to the Dundurn campus of the college in 1967, and then was among the first programs to move to the semi-finished Fennell campus in 1968. From an initial class of 60 Hamilton Institute of Technology students, in 1964, this department has grown until today there are 300 students and a faculty of 83 concerned with this program of post-secondary education.

The program was originally designed to provide students with a general business education, but in 1968 an option 14

system was introduced. The student in his third year is now able to choose either a marketing or an accounting specialty, or, if he wishes, he can decide not to specialize and follow the the general business option. This choice gives wide latitude to the student.

SE CRETARI A L

PROGRAMS

The three Secretarial programs (general, legal and medical), begun in 1967, are administratively part of the Business Administration Department, and this section has grown from a small class with one typing laboratory to six classes with four specialized laboratories equipped with sophisticated shorthand and typing equipment. Graduates are now employed in legal, medical and business offices in the community and the demand for their services continues to exceed the supply.

BUSINESS (TWO-YE A R

PROGRAMS)

The three business programs (Accounting, Marketing, Data Processing) introduced after the formation of Mohawk College, were originally a part of the Business Administration program. However, with the addition of the Insurance Administration program, and a rapid increase in the number of students, a separate department with its own Chairman was created in 1969. This department is located at the Fennell campus of the college, with its own specialized laboratory areas and an expanded faculty to teach specialized subjects.

APPLIED

ARTS

The venture into the Applied Arts field by the college was a new experience in post-secondary education, and its success is evident in the growth of this department and the variety of the programs offered. A Chairman of Applied Arts was appointed in 1970 to co-ordinate the Applied Arts programs and to plan for the future in this department.

15

The facilities now in use include drafting rooms, workshops, radio and television studios as well as classrooms. A new addition to the Fennell Campus (Haldimand Hall) to be completed in 1971, will include television and radio studios, workshops, newly-designed seminar rooms and a nursery school. These facilities will be used by Child Care, Communication Arts, Early Childhood Education, Law and Security Administration, Recreation Leadership and Social Services students while Community Planning will continue to occupy their present space in Brant Hall.

The two-year Communication Arts program became a three-year co-operative education program in 1970. Students will spend their first two semesters at the college, and then in the third semester one-half the students will be employed in the professional communication fields, and the other half will remain in the college. Each student will then alternate between employment and college each semester until graduation. The first Communication Arts students will be placed in field employment in January 1971.

Applied Arts graduates are finding increasing acceptance in their chosen fields, and the college expects further expansion of this aspect of the college's educational program.

SOCIAL SCIENCES AND LITERATURE AND LANGUAGE

The former English Department of The Hamilton Institute of Technology was a department primarily concerned with the ability of a student to communicate in the English language.

When the Liberal Studies Department was created in 1968, the expanded objectives of helping the student acquire a knowledge of society and his place in that society, without losing the need for communicative skills became a major concern of the teaching faculty. Now, with the re-structuring into two departments, the Social Sciences Department offers humanities and social science subjects as electives to second and third year students who choose them, and also supplies a communications oriented Literature and Language courses to all first year students at the college.

16

These departments offer a service to all academic departments in the college and they provide a greater dimension to the educational curricula given to all Mohawk College students.

This area of the college has grown from a small department of four faculty members to two departments with a total faculty of 32 men and women.

MAN

AND

HIS

WORLD

The transition of the college from an institution primarily concerned with the education of people for a technological world to a college that provides further opportunity for learning in business and applied arts has proven to be a demanding and exciting challenge to the administrators and faculty of this division. Much has been said of "the whole Man", and the expression has become a cliche. But in its inter-relationship with the Technology Division, and the concert in which the two divisions co-operate, the expansion of the Business and Applied Arts Division has done much to prepare Man for his world.

17

Transition from Institute to College

T H E FIVE Technology programs offered by the Hamilton Institute of Technology, namely Control Systems, Electronics, Industrial Management, Mechanical and Textile Technologies, their staff, equipment, experience and reputation formed the nucleus of the Technology Division in Mohawk College in 1967.

New programs were begun that year with the introduction of Architectural Technology and Techniques, the Civil Engineering Technology, the Electronics, the Mechanical Drafting and the Industrial Techniques programs.

In September 1968, with the availability of what is now Brant Hall of the Fennell campus, the division further expanded by adding Metallurgical Technology, Computer Systems Technology, Chemical Technology, Instrumentation Techniques and Civil Engineering Techniques programs.

In September 1969, one further program was added, that of Colour Television Service. The division also accepted the responsibility for the training on a continuing basis of 10 classes of apprentices in seven regulated trades.

The Division temporarily halted further addition of new programs in September 1970 although new classes were added to the existing programs and a number of final year options and electives were made available to students.

18

COOPERATIVE EDUCATION

In January 1970, the college launched its first program in cooperative education. The second year of the Industrial Management Technology was divided into two classes, which began alternating their educational progress between relevant, on the job industrial experience and in-college studies.

Current reports on the effectiveness of this program show it to be most successful in motivating and maturing students.

COMMUNITY SUPPORTA N I M P 0 R T A N T F AC T 0 R

The expansion of the Division is controlled by a policy of enthusiastic commitment tempered by experience. This policy demands that a suitable base of community support be provided to the student on graduation. Consequently, a great deal of time is spent by the faculty and administration on candid communication with the prospective employers about ¡ the content, objectives and limitations of the programs offered.

An example of that activity was a seminar arranged in the spring of 1969, whose objective was to alert industry to the attributes and limitations of the technician, and their role in the industrial world.

Advisory committee members numbering 122 professional people from industry, on 16 committees, help the Division in this venture. These committees have stimulated the initial establishment of the program they support. Efforts are being also made, with a substantial degree of success, in obtaining appropriate accreditation from those professional bodies which have the appropriate accrediting facility-for example, the Ontario Association of Certified Engineering Technicians and Technologists . The associations supporting college activities number 43. Their support is demonstrated through joint meetings and other activities with the corresponding student club, prizes offered for student technical achievements (technical research reports, lectures, and presentations), invitations to students to participate in the professional society activity, field trips, provision of speakers 19

on special topics and the like. The Division encourages faculty and staff membership in those societies.

The Division had an opportunity to advise and contribute to the planning of laboratories in the Fennell campus. As a result many unique features were incorporated and excellent equipment of significant educational value obtained.

Mindful of the need for an economical utilization of the public investment in the college, a continuing attempt is made to maximize the use of the physical facilities without detriment to the quality of instruction in the Division's academic programs. Consequently, programs highest on the list of those proposed for incorporation are the ones which will permit more efficient use of already available equipment, space and expertise of personnel. For example, the programs proposed for September, 1971, all have already established laboratories used at present by other courses. Some laboratories are already employed over 90% of the regularly scheduled time.

The Division is involved with other educational bodies in the provision of educational facilities and professional instruction. For example, this September the Division began its second year of instruction in surveying to Civil Engineering students from McMaster University.

COMMUNICATIONS WITH HIGH SCHOOLS

No college program would be successful, unless it was supported by adequate enrolment. Awareness of this makes it important for the Divisional faculty and students to support the Division of Student Affairs in visits to secondary schools.

This year a new venture was begun by the involvement of high school students in college activities for periods of up to two weeks. This activity has the support of the respective Boards of Education. In some programs the effort of information and encouragement is iritensified if in the opinion of the college and the advisory committee a need for graduates is particularly acute and information concerning the opportunities is inadequate. An example of such effort is the bursary program offered by the Textile Industry to all registered 20

students in Textile Technology to the amount of $500 per student each year. In addition, some students receive a full living expense support from certain specified companies. This program began in September 1969, and is continuing. It is successful and has significantly increased the size of classes in Textile Technology.

FACULTY-THE

LEADERS IN EDUCATION

The Division is committed (as is the rest of the college) to the vocational orientation of its programs. Consequently we recruit faculty from people who possess industrial experience of no less than two years duration. The college has been fortunate to engage excellently qualified persons from a very large list of applicants. In practically every case each vacancy had more than 15 qualified applicants. The present faculty of 120 averages 10.275 years of relevant experience in business and industry.

PROGRAMS

OF

THE

DIVISION

The following are thumbnail sketches of the developments in each of the Departments of the Division of Technology.

The Department of Architecture--Since 1968 the department has been using a case study method in the design classes.

Buildings such as the Guelph Health Centre or the Japanese Cultural Centre among many others have been successfully used. Many field trips were made including those to Expo '67, New York, Boston, Chicago and Washington. The department held an annual open house in each year of its existence.

Students are provided with an opportunity of having their work appraised by professionals from the community through invited juries and through an examination of their projects by the building department of the City of Hamilton.

The Department of Chemistry began its activities in the Hamilton Institute of Technology with service instruction to other programs. In 1968 the first class of 25 students were enrolled in Chemical Engineering Technology. Student 21

seminars, plant visit instruction coupled with the use of video tape recorders are examples of some of the experimentation with teaching techniques. A student branch of the Chemical Institute of Canada was formed and quickly became very active. Amongst its activities was a long term sampling and testing program of water quality. The Department became administratively responsible for Hairdressing apprentices in 1969.

The Civil Engineering Technology Department grew from 30 students and two masters in 1967 to 176 post-secondary students, a chairman and 11 masters in 1970. It is now responsible for Civil Engineering Technology, Civil Engineering and Construction Techniques programs, for instruction to three classes of Plumbing and Carpentry Apprentices, for some service instruction in Municipal Engineering and in Surveying including that to McMaster Civil Engineering students. A survey camp is a novel feature of its instruction, as is a controlled program of field trips and individual projects outside the boundaries of the campus.

The Department of Computer Systems is responsible for the instruction in computer utilization and data processing to the college. It started a Computer Systems Technology program in September 1968. It assisted the Data Processing Management Association with the development and instruction of courses leading to a CDP (Certificate in Data Processing) courses. The Department acquired its distinct identity when it separated from the Mathematics Department in September 1969. The first Canadian student chapter of the Data Processing Management Association was established in 1970.

The department further carried the task of instructing most of the technology and business masters in computer programming.

The Department of Controls and Instrumentation entered Mohawk College in 1967 with a Control Systems Technology program and a new advisory committee. It was a unique program in Canada at the time, and the only one equipped with a minicomputer. The availability of the Instrumentation laboratory, in 1968, and the remainder of the Control Systems laboratories in 1969 made the physical facilities second to none. The Department is currently responsible for students 22

in Control Systems Technology and Instrumentation Techniques and for Electrician apprentices programs. Work was recently completed and a program in Electrical Systems Techniques approved for a start in September 1971. Graduates of the program have been able to find positions in many areas hitherto not open to community college graduates; for example medical and psychiatric research among others. Among the activity related to community organizations is the close cooperation between the post-secondary students of the programs and the Instrument Society of America. The Department has consistently provided a display at the annual ISA shows.

The Electronics Technology Department has grown from 132 students in 1967 to 285 students in the current year. The programs offered are Electronics Technology, Electronics Techniques and a one year Colour Television Service. It originated summer make-up courses in electrical and electronics fundamentals. The Electronics Technology program provided its third year students two course electives in 1969.

This was enlarged to four electives in 1970. To its well equipped laboratories, printed circuit facilities were added in 1969, which permitted a substantial increase of its educational activity.

The Industrial Management Technology Department added an Industrial Techniques class in 1967. From its first graduating class in 1964 the programs had a ready acceptance among employers in Ontario. Several management and industrial engineering associations in the community are closely cooperating with the department and provide a substantial supporting activity. The students Management Technology Association annually provides significant seminars, the last of which featured the Hon. William Davis, Minister of Education, as its after dinner speaker. The Alumni of the programs is organized in a very active association which gives input to the undergraduate students and promotes the college.

The Mathematics Department, which provides instruction to all academic divisions of the college, carried the difficult task of providing service to most programs in the college. Its mathematical topics range widely from business mathematics, to statistics, from analytic geometry to Fourier analysis, from nomography to boolean algebra. Its faculty serve in a 23

number of organizations and provide frequent counsel to the Mathematics Departments of the area high schools.

The Department of Mechanical Engineering Technology is responsible for the administration of two post-secondary programs: Mechanical Technology, Mechanical Drafting Techniques and provides instruction to five classes of apprentices (Automotive Mechanics, Refrigeration & Air Conditioning and Sheet Metal Workers). The latter were introduced in 1969/ 70. Its present faculty numbers a chairman, two assistant chairmen, 15 masters and two technicians, and is the largest in the division.

The Metallurgical Department is responsible for the administration of the Metallurgical Technology Program, and provides service instruction in its specialty to Mechanical Technology and Industrial Management Technology students, and in welding instruction to apprentices and a number of post-secondary students. Its present enrolment is 34 students and its faculty consists of a head of the department, three masters and a technician.

The Physics Department, which also gives academic instruction on an all College basis, gives instructional service in physics and electricity to a number of programs and to apprentices. It also provides administrative responsibility for the first year of engineering technology classes. It is involved with third year (together with the Mathematics Department) instruction to students of X-ray Technology in Brantford.

Among its pedagogical developments is a very interesting approach to the teaching of first year electricity on a project basis.

The Textile Department, the oldest department in the college, experienced substantial development in its facilities and equipment. In the department at the Fennell campus are some of the finest textile laboratories available. Many women students are now attracted to this program. The department is strongly supported by a number of professional associations and a very active Advisory Committee.

24

Educationa Continuing Process

~Y

no PEOPLE elect to become involved in continuing education? They admit to the advantage of becoming involved in a learning process alongside others who contribute by their maturity and related experience. They are motivated by the opportunity to achieve an academic goal leading to a more significant career or by a desire to improve their role in the community by developing their mental or manual skills which will, in part, enable them to make a more meaningful use of their free time.

Continuing Education courses at the predecessors of Mohawk College date back to 1946 when the Provincial Institute of Textiles offered evening classes to adults. Now, as then, the philosophy is to provide " . . . learning experiences which are pertinent to the personal needs and interests of the learner . .. " and " .. . an educational experience in which they may acquire the basic knowledge, the modern techniques and the responsible attitudes necessary for success in challenging, evolving careers."

The Continuing Education Division is established to meet the educational needs of the adult community of our area.

These identified needs embrace full-time Retraining Programs, part-time day or evening studies, half-day English Language Classes, five-day residential courses, one-day seminars, film series, three-week afternoon and evening summer festivals, 25

in fact, a galaxy of experiences. If the Continuing Education Division is to continue to promote the self-realization of individuals in our community the college shall be offering many different types of courses at different hours of the day and evening, and in all seasons of the year.

TECHNOLOGY, BUSINESS AND APPLIED ARTS

Listed in the division's current Technology, Business and Applied Arts folder are 263 course offerings in these areas of education; the folder is also an indicator of the college's involvement with: Canadian Association for Production and Inventory Control Canadian Council for Non-Destructive Technology Certified General Accountants Association Association for Early Childhood Education, Ontario Industrial Management Clubs of Canada Insurance Institute of Canada Instrument Society of America Radio Electronics Technicians Association The Society of Industrial Accountants of Ontario In addition, it should be noted ¡t hat we also co-operate from time to time with: Automotive Transport Association of Ontario American Foundrymens' Society American Society for Quality Control Canadian Industrial Management Association Chemical Institute of Canada Hamilton Chamber of Commerce Association of Professional Engineers of Ontario Drug and Alcohol Addiction Research Foundation Brant County Board of Education Board of Education for Hamilton Wentworth County Board of Education, and other groups 26

CREATIVE

AND

LIBERAL

ARTS

In the Creative and Liberal Arts folder for 1970-71, the college lists 97 course offerings. Many of these courses are part of evolving certificate programs such as: Creative Fashion Design Certificate Home Furnishings Consultant Certificate Urban Man Study Certificate Communications Study Certificate Plastic and Fine Arts Certificate The division also offers Performing Arts courses in Acting, Drama Production and Opera and a number of special interest courses ranging across Yoga, Gourmet Cooking, Effective Speed Reading, Basic Carpentry for the Handy Woman, Psychology of Love, Acceptance and Respect, and the like. The "Civilisation" film series is offered too. The fall of 1970 saw the division present a proposal for craft Teacher Education to the Youth and Recreation Branch of the Department of Education. The proposal was accepted and plans are proceeding with the design of courses and facilities which will advance the state of craft teaching in the province. It was in 1967 that the division was able to make a broader interpretation of the college's terms of reference; the college offered some general interest "credit-free" courses. These courses covered a wide range of interests and involved 250 people. A number of these people responded to this program because of the "different approach to the course content" or because "this type of course is not being offered elsewhere in this area". The good initial response and the low attrition rate ( 4%) in this phase of the program justified an annual increase in the offerings. Experience now shows that the eight or ten week series is preferred to the twenty week programs.

TECHNOLOGY

AND

TECHNICIAN COURSES

For several years Mohawk College (and its predecessor) has offered a very wide range of technical subjects for those 27

aspiring to become technicians, technologists, or professional engineers. Many of the Advanced Technical Evening Courses were pioneered here; currently, they are gradually being replaced by a variety of courses which have equivalent standing with our full-time programs. The variety, scope and enrolment increases each year.

BUSINESS ADMINISTRATION PROGRAMS

Business Administration Certificate Programs were added to the Textile and the Advanced Technical Evening Class Programs in 1965. One of those programs was a six-subject Mohawk College Certificate in Business, while the other program involved three Ontario Department of Education Certificates requiring twenty-one subject credits for the award of the final Grade 3 Certificate. In 1968, the Business Administration Department assumed the task of writing its three-year, full-time program in terms which will permit the part-time student to be awarded the Business Administration Diploma of the college. Now, with the three-semester year, it is possible to successfully complete the credit requirements for a Business Administration Diploma in a period of six years.

Following the philosophy in which it is stated "The colleges must endeavour ... to co-operate with representatives of ... professional associations ... of the area in the strengthening and enrichment of the college programs and services," the college began at H.I.T., in 1961, to extend its program of co-operation beyond the textile courses already under way.

The co-operation, involving the organizations and associations listed earlier, ranges from the provision of room facilities to the recommendation of staff and the design of the appropriate course content.

APPLIED

ARTS

PROGRAMS

Fire Science and Police Science Certificate courses were offered in 1967. In 1970, 21 and 33 certificates respectively were awarded.

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Applied Arts courses of the full-time program were introduced in 1968. A very successful summer evening course in Community Planning was completed. During the same summer the Nursery Education Association of Ontario, Part I program, was offered in an intensive six-week, full-time course. Facilities were enhanced for this program by the cooperation of the Hamilton Health Association and the Psychiatric Department of McMaster University. This course was offered to mature women with previous experience in working with young children, including Canadian Indians from Walpole Island to which they returned to set up the first Indian-operated nursery school for Indian children.

The expansion of medical facilities in the area served by Mohawk College suggested a need for appropriately trained secretaries. Married women wishing to work in the field of medicine responded to the extent that the division had to acquire and retain the services of a second highly competent teacher. Library Technician, Child Care, Social Services and Recreation Leadership courses are also included.

COLLEGE

PREPARATORY COURSES

The counselling staff of the college have become aware of the desire of an increasing number of young men and women, to qualify for entrance to the two or three-year college fulltime programs. Some of these people have not gone beyond Grade 10. For this reason, College Preparatory Programs in mathematics, English, science, and history are offered.

RETRAINING

PROGRAMS

On September 1, 1969, Mohawk College assumed responsibilty for administering the Retraining Program from the Brant County Board of Education; 362 full-time students, many supported financially by the Canada Manpower Centre, moved to our contemporary designed and built, lease-back facilities on Elgin Street in Brantford. This centre is named the Braneida campus. September 1, 1970, marked a similar occurence with respect to the Hamilton Retraining Program by 29

joint agreement with the Hamilton Board of Education.

Late in 1970, 643 students moved to the college's new Saltfleet campus on Barton Street, Saltfieet Township.

The Retraining Program Co-ordinators, along with their faculty, bring to the college no small amount of educational philosophy and practice which serves as an excellent example of program flexibility and student counselling. The additional inter-relationship with business, with industry, and with the other departments of the college will enable the college to engage in still more meaningful dialogue and so better serve the community.

ENGLISH LANGUAGE

CLASSES

Following agreement between the Minister of Education and the Provincial Secretary and Minister of Citizenship, the Board of Governors of Mohawk College agreed to the Continuing Education Division administering the English Language Classes using the COSTI premises on King Street East in Hamilton. 125 students and six faculty engaged in this program transferred to the college.

TRAINING IN

BUSINESS AND INDUSTRY

The TIBI program is a three-way cost sharing programstudent, employer and department of education (through the college) designed to meet the upgrading needs of business and industry employees. The courses are located on or off one of our campuses, in a company plant, or wherever it will most effectively enhance the upgrading process . From a small beginning, this program is growing rapidly and currently involves 597 students in 33 courses.

MANAGEMENT DEVELOPMENT CERTIFICATE PROGRAM

In co-operation with the Department of Education and other community colleges, the MDP Certificate Program has been 30

designed to contribute significantly to the needs of the relatively small businessman and the supervisory staff in the management of larger industrial concerns. The program content ranges across all of the supervisory-management concepts and applications, and varies in presentation between ten, two-hour weekly sessions to five day residential seminars.

The college will be offering a Planning for Profits course in the winter of 1971 in collaboration with educational television (ETVO Channel19).

BRANCH LOCATIONS

Surveys of students and of the college area indicated the possibility of the college contributing educational programs in both the Brantford and the Grimsby districts. In 1967, the college accepted from the Brantford Board of Education the responsibility for continuing to offer the A.T.E.C. program in that area; these courses, supplemented by business courses, were operated in the Pauline Johnson Secondary & Vocational School until the college's Braneida Campus in Brantford was opened in 1969. Business Certificate and A .T.E.C. courses were also offered at the Grimsby and District High School until1970. More locations will be investigated as time and fiscal policy permits expansion.

AREAS OF

SPECIAL

CONSIDERATION

Shift Workers-Shift work is an inevitable part of our modernized industrial and business society. For the people caught in this time-change of our working habits, Mohawk College is concerned that courses be available which enable these people to improve their adaptability in either necessary skills or general education. Because of the irregular shift involvement of this increasingly large segment of people in our industrial and business sectors (approximately 20,000 of the 152,000 employees in Area 9), courses will be duplicated within one semester, one being offered in the evening and the other at a time, be it morning or afternoon, which is considered to offer the greatest opportunity to most of the people 31

involved. The college has already run a successful duplicated course in afternoons and evenings in co-operation with industry. More of this is expected to follow in the future.

Advisory Committees-Ad hoc advisory committees have served the Continuing Education Division program in the past and will continue to make positive contributions in the future. Four committees are mentioned to indicate our awareness of the value of these and similar groups: Electronic Technician Upgrading Committee; Mental Health, Psychiatric Nursing Committee; Education for Retirement Committee, and the Creative Fashion Design Committee.

STATISTICS

During the academic year, 1969-70, the division registered a total of 4,737 students. With reference to the 1968-69 academic year the following survey figures are significant.

Of the continuing education students in attendance, only 22% were women while 68% of the total were married; 7% were 20 years of age, under 49% were between 21-30 years, 20% were between 31-40 years while the remainder were over 40 years of age.

In the occupation area, 27% classified themselves as skilled workers while 23% were professional and derived their incomes from salary, while only 2% were professional deriving their income from fees, 5% were in sales, 16% were clerical while 7% were proprietors or managers. 15% of the students were shift workers.

39% of the students replying had completed grade 12 studies successfully, 12% had completed grade 13 successfully, 12% had some other post-secondary education while 15% held a college diploma or degree.

In answer to the question "what is the most important reason for taking your course?" the replies were as follows: 8% anticipate an increase in income, 30% expect an increase in ability to perform in present occupation, 19% anticipate a better rate of advancement, 3% see an increase in job security, 13% anticipate a change to a better occupation, 7% expect an improvement in their ability to do better in 32

another occupational role, 6% anticipate increase in enjoyment of life. 2% find the classes enjoyable in themselves while 5% attend because of employer's encouragement.

On November 1, 1970 the division of continuing education had students registered in the following areas: Special interest Technology, Business & Applied Arts Creative and Liberal Arts Retraining Program (Braneida) Retraining Program (Saltfieet) Training in Business and Industry Program Management Development Program English Language Classes "Civilisation" film series Special Business Total

240 2,177 391

443 694 647

38 125 350

124 5,229

A LOOK AHEAD

Initially, the publicity which will be given to the new facilities housing our Brantford, Hamilton and Saltfieet campuses, with their increasing variety of full-time programs and subsequent registration, will boost the participation in corresponding continuing education programs in Hamilton, Brantford, and the Grimsby areas. Business and industry, too, are significantly aware of the college's potential relative to its full-time employees. Our ability to become involved in specially designed courses is another factor which affects our estimates for the future.

The Saltfieet Community Development proposal, a "satellite city", which is planned to grow to accommodate 60,000 people by approximately 1975 is scheduled for a 1970 start .

This is an indication of the anticipated expansion of business and industry both along the Lake Ontario shoreline and in the industrial area between Hamilton and the new city. The demand for places in all areas of the continuing education program is inevitable.

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Development of the 200 million dollar steel plant at Nanticoke, with its expected 500 employees by 1973, will attract an increasing number to the area and to our programs.

This influx of heavy industry will create a need for techniciantechnology education and also for increased business administration, secretarial, applied arts, and general interest courses.

CONCLUSION

Much remains to be done. Adult education, philosophy and practice for the part-time teacher and learning leader; lecture and film series; seminars and short courses; courses involving more women; retirement and its preparation studies, summer program for all age groups having common interests and concerns; self learning courses are among the diverse range of programs to which this division could direct its attention. It must be noted that the Continuing Education Division is aware of the need to locate this involvement, in some instances "on campus" and in other instances, "in the market place".

Quotations in this section are acknowledged from: 1. Living and Learning, Hall-Dennis Report, Department of Education, Province of Ontario, 1967.

2. Basic Documents, Colleges of Applied Arts and Technology, Department of Education, Province of Ontario, 1966.

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Development of Educational Services

MOHAWK COLLEGE's commitment to creating a modern educational environment at Mohawk College for both students and faculty was reflected in the establishment, in 1967, of educational service in such areas as the AudioVisual Department, the Library, the Computer Centre and Faculty Development. Due to the organizational structure existing at that time, the Computer Centre was located in the Technology Division and the Library in the Business and Applied Arts Division, while the Head of the Audio-Visual Department and Faculty Development reported to the President. This arrangement recognized the involvement of personnel of the two post-secondary academic divisions in laying the foundations of some of these services. However, all these services were available on a college-wide basis.

After the first two years of operation it became clear that with the growth of the college, and the steady emergence of new educational methods and facilities, the demand for these services would steadily increase in volume as well as in scope.

There were also indications that future development of these services would have to focus not only on their individual growth, but also on opportunities for developing interactions between these services where such interaction can amplify their effectiveness. The development of the Library into a Library Resource Centre, where the students may use a computer controlled audio-visual device along with reference books, is but one example of such interaction.

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Based on these considerations, the college considered that further development of the various educational services would best be assured if they are linked together in a new organization under centralized and co-ordinated management. This led to the establishment of the Division of Educational Services in September, 1969, with the following departments: 1.

2.

3.

4.

Faculty Development and Audio-Visual Department Computer Centre Library Resource Centre Department of Co-operative Programs

The services of these departments were made available to all divisions of the college and also to our branch campuses.

The following provides some details concerning the individual development of the departments of the Educational Services Division.

THE

AUDIO-VISUAL

DEPARTMENT

The information explosion of the past few decades posed a tremendous new potential for human development as well as a serious challenge to educators charged with the responsibility to transfer information, and the essential skills for its maximum use.

Along with the vast increases in information came technological developments which created new media for the storage, retrieval and transmission of information. The college recognized that it must make a judicious use of the new media to achieve an effective transfer of information and skills to the students.

The Audio-Visual Department was established to provide the necessary equipment and services for the support of a multi-media approach to teaching and learning. In the early days of its existence the department had about 40 pieces of equipment located in four campuses. Its services were limited to the co-ordination of the use of the available equipment. From these humble beginnings, the development of the department showed rapid progress over the past three years.

36

Significant investments were made in equipment and facilities, including: -the purchase of six Y2 inch television mini studios for classroom use by the academic departments, and -the establishment of facilities for professional quality duplication of audio tapes.

With the improved facilities came the development of a variety of audio-visual services ranging from the production of transparencies and photographic services to the off-air recording of television programs and the transmission of programs through a closed-circuit distribution system to classrooms.

The department also developed a workshop and administers an equipment maintenance program on a college-wide basis.

The rate of use of these services and facilities has grown rapidly. To mention one example, the faculty used 15,000 overhead transparencies during the 1969-70 versus the 2,000 requested in 1968-69.

The establishment of Mohawk College and the rapid expansion that followed in terms of enrollments and academic programs required the yearly addition of a great number of new teachers. These teachers brought with them academic learning, professional training, and in most cases, years of business or industrial experience. However, many were novices to the teaching profession and particularly to college level teaching.

It was clear they would appreciate guidance and support in adapting to their new profession.

The Head of the Audio-Visual Department of Mohawk College was appointed to carry additional responsibilities as Faculty Development Officer and a general program for the training of new teachers was adopted. This program provides pre-service orientation and in-service training. It was made compulsory for all new faculty members who had no previous teaching experience.

The pre-service orientation program has the following general objectives: -to acquaint new teachers with the general policies, procedures and facilities of the college; -to involve them in discussions of teaching methods and principles, and in practice teaching.

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Following the orientation sessions are a number of in-service meetings during the academic year. These meetings bring together experienced and new teachers in group discussions, provide further training in teaching methods, and focus attention on experiments and on new concepts in education.

The Faculty Development Officer also provides the faculty of the college with the following additional services: -classroom counselling of new instructors; -organization of special professional up-dating courses in co-operation with academic departments; -arrangements and information concerning programs, summer institutes, post-graduate studies and seminars available at other educational institutions.

The faculty development program in its four years of operation served 203 of our new teachers, and has supported in general the professional development efforts of our faculty.

THE

COMPUTER CENTRE

The Computer Centre became operational with the installation of the 1130 Computing System in August 1970.

The installation was designed primarily for mathematical and engineering computing with some limited facilities for business data processing and was well suited to the needs of the college in the first year of installation when most of the computing load came from the Technology Division.

At the same time a punched card Data Processing Laboratory was established at the Dundurn campus, primarily to support the instruction given to students in the Business programs. Desk-top computers were introduced into Mathematics courses in both divisions during this time.

During the 1967-68 academic year, the Computer Centre, with a staff consisting of a Manager (half-time) and an Operator processed approximately 15,000 student programs, provided special academic services such as Co-ordinate Geometry, Critical Path Method, Structural Stress and Business Games calculations via the computer. A multiplechoice test-scoring system was developed and implemented by the Computer Centre staff and several dozen tests were scored 38

for faculty members. A number of demonstrations were also conducted both for students of the college and for neighbouring secondary schools, and a full program of computer courses in Continuing Education was supported.

In 1968-69, the Computer Centre expanded both the volume and the scope of its services, processing 20,000 student programs in a wider variety of computer languages, developing and offering demonstrations of scientific computing and business data processing, preparing class spread sheets for the business department, scoring more tests and offering more specialized computing services to faculty and students.

In order to accommodate the requirements of the second year Data Processsing students for instructions in the COBOL programming language, a language not available with the College's 1130 Computer System, arrangements were made with McMaster University to process such programs at minimal expense to the college.

With the increasing requirements for instruction in business Data Processing, the introduction of the Computer Systems Technology program and the need to offer services in the registration, student records, financial and other administrative functions in the college, the decision was made to install a more general purpose computer system for the beginning of the 1969-70 academic year.

A number of significant changes to the Computer Centre took place in 1969-70: -the Centre was moved to the new Fennell campus, and was charged with the resposnibility of offering processing services to the adminoistration of the college; -The installation of the new System 360 Model 25 significantly expanded the scope of computer services of the college; -two new key positions were created for assistance to students and faculty in the use of the computer, a Student Student Programming Co-ordinator and a Software Specialist; -A desk computer laboratory was developed as part of the Computer Centre, providing students and faculty with facilities for direct use of computer equipment on a "hands-on" basis; 39

-The punched card Data Processing laboratory was relocated at the Fennell campus, available to students in both business and technology programs.

During that year, the Computer Centre processed 36,000 programs in six different programming languages, offered a wide variety of special purpose programs to business and technology students, scored several class tests, conducted a number of demonstrations, provided instruction in computer operations, provided program testing facilities to 23 classes of Hamilton High School students and developed and processed a number of administrative systems.

In the coming academic year 1970-71 , the Computer Centre will offer Timeshared Computer Services to students and faculty. A new system of program entry will be available to technology students permitting the student to code programs using a pencil and special purpose card, cirumventing the need for key punching cards. In administrative systems, the following are under development or planned for the coming year: -an expanded and improved test scoring system capable of processing aptitude and knowledge inventory tests; -a complete records system for Continuing Education students; -a capital equipment accounting system; -a record system for Retraining students.

THE

LIBRARY RESOURCE CENTRE

A modern Library Resource Centre should not only offer up-to-date information storage and retrieval facilities, but should also be a place for the meeting of minds, for the exchange of ideas, and for the appreciation of human ideals and emotions often expressed in musical and other art forms.

This concept of a Library Resource Centre has guided the college in its development since 1967.

In 1967, Mohawk College started with a book collection of 3,000 volumes housed in two classrooms and under the care of a professional librarian and two library technicians. By 1969, when the new Library Resource Centre opened on the 40

Fennell campus, the size of the collection has grown to more than 11,000 books. The new library, though relatively small in size, (5,000 square feet) provided accommodation for private study, for seminar groups, for microfilm services, and contains a music listening area. The services and facilities of the Library Resource Centre were supplemented by small scale library operations maintained at the Dundurn and Wentworth campuses, for the benefit of applied arts and apprentice students.

A significant expansion of facilities took place in 1970 with the opening of a branch library at the Braneida campus in Brantford.

The expansion of library facilities was matched by rapid growth in our collections and in the utilization of the available services by students and faculty, particularly during 1970. The book collection has grown to 15,000 volumes and a good start has been made on a collection of audio-visual materials including microfilms, films, slides, tapes and records. The growing use of the facilities of the Library Resource Centre has demonstrated its contribution to the educational programs of the college.

In response to student requests, and to accommodate Continuing Education Programs, the open hours in the main library at the Fennell Campus were extended to include evenings as well as weekends. A similar extension of hours is planned now for the branch library at the Braneida Campus.

Plans for the further development of the Library Resource Centre of the college include a significant expansion of floor area in 1971, providing for additional seating and shelving space, for new seminar rooms and for highly improved facilities for audio-visual services. 1971 will also mark the opening of a second branch library at the new Saltfleet campus.

THE DEPARTMENT OF CO-OPERATIVE PROGRAMS

The basic educational objective of Mohawk College is to train people for the world of work. This objective led to a preliminary investigation of the co-operative form of education in 1968.

41

The Industrial Management Technology Department first studied the feasibility of introducing this approach in its program. Study of the experiences of other institutions with co-operative programs made it clear that this approach, joining outside agencies such as industry, business and government with educational institutions in a shared and co-ordinated administration of educational programs, could produce a superior total educational experience for the students. The response to a survey of companies was also promising enough to warrant the development of the first co-operative program in Industrial Management Technology in 1969. This first program provided for two semester length work periods alternating with the regular academic semesters and for the career related employment of half a class of students in any work period. The first group of 14 Industrial Management Technology students started their first work period with ten companies in January 1970. To ensure the long term planning, development and implementation of co-operative programs, a Department of Co-operative programs was established with the appointment of a Chief Co-ordinator of Co-operative Programs.

The first 14 Industrial Management Technology students employed received evaluation by their employers with satisfying results. Perhaps the best indication of the acceptance our students gained in industry is the fact that in all 14 cases, the employers requested the student's return to the company for his next work period. The same group of students showed a marked improvement in their academic performance after their return from employment. They were better motivated and approached their studies with a greater sense of responsibility and maturity.

In view of the encouraging initial results, plans for the adoption of the co-operative system for two additional programs, Computer Systems Technology and Communication Arts, received approval and a second co-ordinator was appointed to the staff of the Department of Co-operative Programs in May, 1970. The program pattern was reviewed and the number of work periods for three-year programs was increased to three.

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To date, over 140 companies have been visited by our Co-ordinators, and the number of positions already obtained clearly signifies the concern of many of our leaders of business and industry for the education of young people, as well as their particular interest in the co-operative approach. By January, 1971, 65 of our co-operative students are expected to be employed with approximately 45 companies.

In the years ahead Mohawk College will further develop co-operative programs for the benefit of its students and the community.

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Student Affairs for Student Development

sINCE THE INCEPTION of Mohawk College in 1966, the Student Affairs Division has developed as a vital element in the structure and life of Mohawk College. In its evolution, the division has had to contend with a rapidly expanding student body and has had to react to a variety of changing needs. In the growth period since 1967, the division has had to bring together often diffuse and uncertain elements so that the consolidation of function and philosophy will benefit the student body as a whole.

The Student Affairs Division is concerned with the processes and services that engage and sustain the students in their work at Mohawk College. In fact, it aspires beyond these functions in striving to engage students in such a way as to facilitate the greatest possible benefit to them and assist them in achieving their maximum potential.

Toward the close of the Hamilton Institute of Technology era, the responsibilities of student activity that were to unite in the Student Affairs Division, were borne by the Principal, Mr. J. W. Hazelton, (now President of Mohawk College), the Vice-Principal, Mr. Samuel Mitminger, (now Dean of Technology), heads of departments and instructors. In 1966, the office of Registrar was created and was assigned the responsibilities of admissions, student records, student financial aid, scholarships, ceremonies, examination scheduling, high school liaison, counselling, extracurricular athletics and some publications.

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In the following year, 1967, an Admissions Officer was appointed, and the division assumed responsibility for all athletic programs, and a student service came into being with the appointment of a Registered Nurse. In addition the Admissions Officer also bore responsibility as Awards Officer. Post-secondary enrollment reached 1,197, an increase of nearly 500 students over the previous year's enrollment.

THE

DIVISION TAKES

SHAPE

In 1968, with the appointment of a Director of Student Affairs, the Registrar assumed responsibility for the development of a student record-keeping system and the co-ordination of admissions and other procedures. The Registrar was located at the Wentworth Campus, the Admissions Officer continued at the Dundurn campus and the Director of Student Affairs moved to the newly-opened Brant Hall, of the Fennell campus, a split campus operation that brought with it a measure of administrative headaches. This condition was terminated toward the end of 1968, when all three officers were brought together at the Fennell campus.

In anticipation of a substantial increase in enrollment and the need to formalize student counselling, three counsellors were appointed. These counsellors were available to students with problems, often of a confidential nature, outside the sphere of their academic programs. Expansion of the Athletic Department also took place and an expanded physical education program in inter-mural and varsity sports was implemented.

The Health Clinic was transferred from the Dundurn campus to the Fennell campus, and a local physician was selected to serve as college doctor. The doctor undertook to visit the college on Thursday mornings to provide service for staff and students and to provide emergency and office service throughout the college year. On going health service came under the supervision of a Registered Nurse.

The Student Placement Office, an appointee of the Canada Manpower Centre, moved from the Dundurn campus to the Fennell campus. With an enrollment of 1,900 students, the 45

challenge of job placement of the college students had become a formidable task.

As the academic year 1968-69 drew to a close, the division assumed responsibility for the bookstore of the college and appointed a Bookstore Manager together with an assistant.

The officers and staff of the Student Affairs Division moved into their permanent quarters in the administration wing of the Fennell campus during the summer of 1969. The burden of applications for admission and student financial aid had become unsupportable by one officer. It was decided to relieve the Admissions Officer of the latter responsibility and to engage an Awards Officer. This was done, and the newly appointed Awards Officer was also given the responsibility of high school liaison officer to strengthen the lines of communication with the 40 secondary schools in the area the college serves.

EXPANSION

OF SERVICES

The opening of the Fennell campus to a full student operation required the establishment of food services for the Fennell campus cafeterias. Beaver Food Service Associates were selected to provide this service. Because of local labour strikes, which delayed the completion of kitchen and serveries, Beaver Food was compelled to improvise and managed to do so to the satisfaction of students, faculty and staff. In February, 1970, the cafeteria was at last completed and no time was lost in introducing hot-food service. Napolean once said that an army marches on its stomach. It might be said that students learn on theirs!

By September, 1969, full-time enrollment at the college had increased to 2,141 post-secondary students, and with the college's assumption of responsibility for the retraining programs at the Braneida campus on the outskirts of Brantford, the Student Affairs Division was ready to provide assistance to relevant services. Following a study of the procedures of the Braneida campus, the Registrar recommended the appointment of an Admissions Officer at that campus and an appointment to that position was made.

46

The Division of Student Affairs had been assigned responsibility for the equipping of the Fennell campus theatre, and implementing stage furnishings, lighting and sound equipment.

Many problems developed in this area and six full months were to pass beyond the target date of completion before the theatre was fully dressed and ready for stage productions.

As (he academic year 1969-70 drew to a close, the position of Theatre Manager was established and an appointment to this position was announced on August 1. The Theatre Manager began establishing a schedule of theatre engagements for the college and the community.

With increases anticipated in the full-time and evening enrollments, approval was given for the appointment of a fourth counsellor to provide a testing service and counselling evening students of the Continuing Education Division.

On September 1, 1970, Mohawk College assumed responsibility for adult retraining programs from the Hamilton Board of Education and three counsellors, who had served with the Board of Education, joined the counselling staff of Mohawk College.

The beginning of the 1970-71 academic year marked a zenith in the development of the Student Affairs Division. The officers of the division and their staff, tempered in the crucible of rapid growth of student activities and the increasing complexities of student needs, have developed the capability to deal with the division's heavy administrative demands, and an understanding of the problems and aspirations of the thousands of men and women who make up the student population. The division is fully prepared to adapt to future growth and to ensure that this important sector of the college life runs efficiently and well.

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Education Becomes A Business

TIE

BUSINEss OF EDUCATION, depending on funding from public sources, has had to make great strides with the expansion of post-secondary and adult retraining programs in Ontario. The formation of the Colleges of Applied Arts and Technology created a new dimension in the financial and economic organizations of education.

It was apparent that with the closing of the Hamilton Institute of Technology, and the removal of direct provincial jurisdiction, there was a need to serve and support the plans already prepared by the officials of the new Mohawk College for the necessary buildings and equipment, staff .and faculty, and an overall revision of the policy, practices and procedures of this function were necessary. It was to that purpose the college established a Business Administration Division. The fundamental concern of this division is the justification for the expenditure of public funds for proper and adequate administration, forecasts and controls. The immediate tasks facing the Business Administration office were the establishing of capital and operating budgets, and autonomous purchasing, accounting, personnel, and ancillary procedures. The division would be immediately responsible for analysing, presenting and reconciling the budgets necessary to the new and dynamic programs planned. Secondary, but equally vital considerations, were the preparation of pay-

48

roll accounting and cheques, trade accounts, banking and full internal accounting and related procedures.

To achieve this, the accounting department was formed as a priority consideration, to establish a firm basis on which to structure the ensuing developments, not only in the administrative area, but throughout the college. An accounting machine was obtained, to handle the payroll and trade accounts, capable of absorbing the expansion anticipated over the next three years. Previously the majority of these functions had been carried out by the Department of Education in Toronto.

The purchasing department was established: its first duty, to handle the initial equipping and furnishing of additional facilities of the college.

YEAR

TW0-1968-1969

In June 1967 the administration offices moved to the newly acquired and renovated lower floor of the Dundurn building.

In September, the accounting department terminated the affairs of the Hamilton Institute of Technology, and transferred the assets into the college. The complement of the division which had started as four with the H.I.T. personnel, now numbered eight people.

Plans were made for one block of the Fennell campus to become available to overcome the serious shortage of space.

In the summer of 1968, the purchasing department was moved to a temporary location in the Fennell building to be on the spot for the equipping and furnishing of this large complex, working directly with the Department of Public Works. In this year the function of internal communications received attention: a mail handling room was created as a separate section, this work being done, prior to this date, by office staff. Planning commenced for a comprehensive telephone system, covering present, and making provision for additional future buildings. The college acquired a delivery van, and inter-building mail collection and delivery was organized.

In the autumn of 1968, the operation of physical plant was removed from the control of Business Administration and set 49

up as an independent division. The administration complement at this time totalled eleven people.

YEAR THREE-1969-1970 In the spring of 1969, a separate personnel department was formed to handle the required administrative responsibilities for the non-academic and academic staff.

The administration offices moved from Dundum street to the Fennell campus in the summer months. This year also saw the advent of the non-academic bargaining unit under the Civil Service Association of Ontario. Two major events were the transfer of responsibility of retraining programs, in Brantford, from the jurisdiction of the Brant County Board of Education, and the inception of the Apprentice program at Mohawk College.

Following these events, a revision in the organization of the business office was made, on four counts: (a) the financial structure for retraining and apprenticeship programs required differing accounting procedures, as costs were recoverable from the Federal Government; (b) as these programs were functioning independently to some degree in separate buildings, arrangements had to be made for adequate representation of this office at these locations; (c) the acquisition of the large Fennell campus required a re-disposition of work forces; (d) additional staff in the administration offices was necessary to handle the day to day details relating to the three different programs and shared costs, spread over four buildings.

The administration staff now numbered 21 men and women.

By 1970, the rapid growth of the college and its people had reached a levelling-off, and consolidation of business functions became the main concern of the Business Administration Division.

The major event of 1970 was the transfer of retraining programs in Hamilton from the city's Board of Education to the administration of Mohawk College, as of September.

50

Financial machinery was set up to look after the operation of the 1,100-seat theatre at the Fennell campus. This would be of immense benefit both to the college and the community.

The mail room became a fully fledged, registered post office, offering all the usual services and facilities. The addition of the extension to the Fennell building, planned for completion in 1971, promised to overcome many problems relating to space inventory. A larger and different type of accounting machine was obtained to handle the increased volume of financial movements, and to provide summarized information and analysis. Arrangements were now under way for computerizing inventory and fixed assets control: This was the first step in the use of the computer facilities for administration purposes.

From financial and administrative history of the Colleges of Applied Arts and Technology, formula guidelines were forthcoming from the Department of Education, in Toronto. In the spirit of co-operation between the twenty Ontario colleges, detailed analyses were begun on accurate course costing and other aspects of the budget programs.

This is an essential part of the function of the Business Administration Division, necessary to preserve the optimum benefit to the community in future planning, and at the same time reflect a properly balanced and fully accountable expenditure structure.

51

Growth of a Complex

WEN MOHAWK coLLEGE came into being in 1967, its operations were in one building, the Wentworth campus at at 196 Wentworth Street North, Hamilton. This was a three story building with approximately 38,000 sq. ft. of floor space constructed in the early part of this century. A one-story wing at the rear was added at a later date. There were classrooms, laboratories, shops and limited office space. Parking space for faculty and students was small. Janitorial staff consisted of four janitors and two cleaning ladies.

Later in 1967, space was rented in the remodelled Hoffman Building at the corner of King Street East and Sanford, and in the Kelley Building on Main Street East, in Hamilton, to accommodate an increased student body and academic programs.

In August, 1968, the ground floor (35,000 sq. ft. of floor space) of the Hamilton Board of Education's Adult Retraining Centre at 220 Dundurn Street South was rented to accommodate an ever increasing number of students. This brought with it the hiring of an additional four janitors and two cleaning women. The operations of the Physical Plant until September of 1968, came under the direction of Mr. R. E .

Heath, Business Administrator. To plan and maintain the growing needs of the college, the Physical Plant Division was formed in September, under its own Director.

52

The old Wentworth building had its own small power plant which was used only to provide heat for the cooler fall and spring days; its main source of heat came from the Hamilton Board of Education's Central Secondary School next door.

In 1966, the Department of Public Works started construction of a new 420,000 sq. ft. campus complex on the mountain. Mcintosh & Moeller and Gerrie & Butler were the architects and the construction contract was awarded to Ryco-Cape by the Department of Public Works.

The Fennell campus, as it is now known, has 58 classrooms; 69 laboratories; 14 shops; 79 office areas; 86 laboratories and shop service rooms; 5 lecture theatres; a large theatre with a seating capacity of 1,100; a gymnasium with bleacher seating for 1,300; a library resource centre; a well equipped kitchen with a staff dining room and two cafeterias seating a total of 670 people. Other facilities include a student lounge; a computer centre; wash and rest rooms placed throughout the complex, and various smaller service centres. The Fennell campus is designed to meet the needs of handicapped students. The building is a combination of one and multiple story wings, constructed of reinforced concrete, masonry walls, precast concrete floors and wall panels, structural steel elements and a host of other building components. New furniture was purchased for most areas, together with a tremendous amount of various technical teaching equipment and machinery.

Construction progressed and in September, 1968, the first section of this building, Brant Hall, was opened for students.

With it, the college also hired additional maintenance and service personnel. Also, in September, a new division of the college, Plant and Property, was created, and a Director of Physical Plant was appointed to head this division. The consolidation and co-ordination of the college's plant and property growth ensured proper administrative control of current and future expansion programs.

In February, 1969, bids were opened for the new 70,000 sq. ft. adult education centre in Brantford. The successful tenderer was Ball Brothers Limited, Kitchener, and this company had completed construction by October, 1969. This building is leased back to the college for a 10-year period, and 53

is used for retraining programs and courses in Continuing Education.

NEW

GROWTH-PEOPLE

AND

BUILDINGS

The Fennell campus went into full student operation in September, 1969, with the exception of certain laboratories, the auditorium and the kitchen services in the two cafeterias, which were completed later. The Physical Plant Division now employed 25 janitors and 13 cleaning ladies in the Fennell campus, in addition to one Chief Operating Engineer, five second and two fourth class engineers who operate and maintain the highly sophisticated and very expensive heating and cooling plant. Also, the Special Projects department came into full operation. This section maintains and makes repairs to all buildings and its furniture and equipment. In addition, Special Projects also maintains the campus grounds.

Special Projects employs a supervisor, one secretary, three carpenters, four electricians, one plumber, one painter, one grounds keeper and two labourers. This department has to be versatile to carry out all the various tasks directed to it by faculty and staff, and for the differing aspects of maintenance demands.

In the early spring of 1970, bids were opened for yet another campus to accommodate adult retarining programs in MetroHamilton. A location in Saltfleet Township was selected and tender was awarded to Ball Brothers Limited.

Construction started soon afterwards, and the new campus was completed by December, 1970. The building is a 105,000 square foot, one story construction which will be leased back to the college for a 15-year period. This biulding, like the Braneida campus, in Brantford, is a simple and practical design, with a functional layout of corridors, classrooms, shops, library and office space. As is the case in Brantford, cleaning services will be done by an outside contractor, requiring only the services of one janitor to take care of moving furniture and small repairs. The Lessor maintains the major mechanical and electrical systems, leaving the 54

day-to-day maintenance to a carpenter and electrician in the employ of the college.

Further expansion of the Fennell campus was approved in 1970, and a contract was awarded to Pigott Construction Company Limited to build a 1.5 million dollar, 65,000 square foot addition adjoining the south west section of the campus.

By the year's end, construction of this new wing, to be named Haldimand Hall, had started.

Since the formation of a Plant and Property Division, the Director and his staff have had to face a multitude of problems and contingencies that occur when new and sophisticated equipment and buildings first go into operation. The Fennell campus, in particular, required a full year of "tuning up" systems to a state of maximum efficiency.

Hard work and the goodwill of staff, faculty and students were instrumental in problem solving, and creating for the people of the college an environment in which they can be proud.

55

The Board of Governors The higher policies of Mohawk College are directed by a group of public spirited members of the communities served by the college. It is to the wisdom and dedication of the Board of Governors that the college owes so much in attaining a position of respect in the structure of Colleges of Applied Arts and Technology in Ontario.

Members of the Board of Governors of The Mohawk College of Applied Arts and Technology are:

K. WARRENDER, Q.C., B .A ., LL.B., Hamilton, Chairman J . G . SMITH, Hamilton, Vice-Chairman H. L. WATEROUS, Brantford, Vice-Chairman J. A. CHARLTON, D.V.M., Paris G. M . CLEMONS, Brantford J. W. HoDGINS, B .A .Sc., Ph.D. , F.C.l.C., P.Eng. , Hamilton W. F. LISSON, Hamilton K. A. McAULEY, (Mrs. G. C.), Dundas J. E. MILNE, Opt.D., M.A.!., Ancaster J. H. MoORE, B.A., Hamilton JAMES STOWE, LL.D., Hamilton J. S. GILLESPIE, Grimsby J. W. HAZELTON (ex-officio), B.A., M.Ed., F.C.l.C., P.Eng., President His HoNOUR, JUDGE W.

Standing Committees of the Board of Governors ADMINISTRATION COMMITTEE JAMES STOWE, Chairman J. A. CHARLTON G. M. CLEMONS J.

E.

MILNE

J . G . SMITH

56

W.

K. WARRENDER, ex-officio

J. W. HAZELTON, OPERATIONS

ex-officio COMMITTEE

MRs. G. C. McAuLEY,

Chairman

W. F. LISSON JAMES STOWE J. G. SMITH W.

K. W ARRENDER, ex-officio

J . W. HAZELTON, STUDENT

ex-officio

AFFAIRS COMMITTEE

J. W. HoDGINS,

Chairman

MRs. G. C . McAULEY H. L. WATEROUS J. G . SMITH

Standing Committees and Associations of the College THE

EXECUTIVE

COMMITTEE

Members President Dean of Technology RoBERT J. JAMIESON, Dean of Business and Applied Arts ALAN GREGSON, Director of Continuing Education DAVIDS. LEISHMAN, Director of Student Affairs ANDREW I. VERTESI, Director of Educational Services Resource Consultants RAYMOND E. HEATH, Business Administrator CHARLES T. McNAIR, Director of Information Services SIEBREN J. DEJONG, Director of Physical Plant J. W. HAZELTON,

SAMUEL MITMINGER,

CHAIRMAN AND HEADS ADVISORY COMMITTEE

Chairman Vice-Chairman FITZGERALD, Secretary

DAVID DEAN,

GEORGE PAL, WILLIAM A.

57

COUNCIL

ON

ACADEMIC

AFFAIRS

A. FARRUGIA, Chairman The membership of this Council comprises the academic staff of the college.

JOHN

THE FACULTY ASSOCIATION

R.

President Vice-President BASIL M. HALL, Secretary RoBERT PATERSON, Treasurer LAVERN

PICH,

BRUCE WOODRUFF,

PRESIDENT'S FACULTY ADVISORY COMMITEE

This committee comprises the Executive Committee and the Executive of the Faculty Association.

PRESIDENT ' S STUDENTS ADVISORY COMMITTEE

A joint committee comprising the Executive Committee and the Executive of the Students' Representative Council.

TECHNOLOGY

DIVISION

COUNCIL

SAMUEL MITMINGER, Chairman Members are the Chairmen and Heads of Departments of the Division.

BUSINESS AND APPLIED DIVISION COUNCIL

ARTS

RoBERT J. JAMIESON, Chairman Membership comprises Chairmen, Department Heads, Assistant Chairmen, and Supervisors in the Division.

CONTINUING EDUCATION DIVISION COUNCIL ALAN GREGSON, Chairman Members of the Council are the Program Directors and Co-ordinators of the Division.

BUDGET REVIEW SAMUEL MITMINGER,

58

COMMITTEE

Chairman

ROBERT JAMIESON ALAN GREGSON RAYMOND HEATH BUILDINGS

PLANNING COMMITTEE

SIEBREN DEJONG,

Chairman

SAMUEL MITMINGER RoBERT JAMIESON RAYMOND HEATH BUSINESS ADMINISTRATION DIVISION COUNCIL RAYMOND HEATH,

Chairman

CHARLES WEISS LLOYD LAWRENCE JEAN ST. DENIS LEo CHUBB

(Braneida Campus)

SUPERVISOR'S COMMITTEEPHYSICAL PLANT DIVISION SIEBREN DEJONG,

Chairman

FRANK WoJNAR CHARLES SMITH BRIAN ALLICK ATHLETICS COMMITTEE

S.R.C. delegate, Chairman S.R.C. delegate, Secretary TONY SANTUCCI, S.R.C. delegate JoE BARBERA, S.R.C. delegate WANDA EVANS, Women's Athletic Representative LARRY SNAIDERO, Men's Varsity Representative RALPH OMEROD, President of Men's Intermural Committee DAVID LEISHMAN, Director of Student Affairs JOE MARKO, Director of Athletics BoB TOMLINSON,

CAROLINE BLANCHE,

THE STAFF

ASSOCIATION

JOANNE WoLFARTH

(Mrs. R.), President 59

STUDENTS UNION CORPORATION BOARD OF DIRECTORS J . W. HAZELTON SAMUEL MITMINGER DAVID LEISHMAN ROBERT JAMIESON

First Vice-President Second Vice-President RAYMOND HEATH, Secretary CoLIN GAGE,

GREGORY CooK,

THOMAs CocHREN JOSEPH BARBERA JAMES WEBER,

Treasurer

This committee is composed of students and college administrators.

STUDENTS' REPRESENTATIVE EXECUTIVE

COUNCIL

President Vice-President, Internal Affairs JosEPH BARBERA, Vice-President, External Affairs DouG CURTIS, Vice-President, Service Affairs SHARON BROWN, Secretary GREGORY CooK, Treasurer CoLIN GAGE,

ToM CocHREN,

STUDENT/FACULTY COMMITTEES

In all the academic departments of the college there are committees comprised of students and faculty that meet regularly to discuss the curricula of their particular programs.

The Advisory Committees An important and continuing link between Mohawk College and the community exists in the Advisory Committees that work with faculty and administration in providing advice and guidelines in the presentation of academic programs at the college.

These committees comprise men and women from the community whose professional backgrounds and interest in the college development of post-secondary education provide invaluable service in the implementation of new courses and an 60

ongoing updating of methods and techniques used in established programs. A significant step taken by the Advisory Committees of the college is the introduction of Mohawk College alumni as members, and the participation on committees by members of the Board of Governors of the college.

This consortium of people ensures a strong bond and line of communications to assist the faculty in maintaining a high degree of excellence of academic content in the presentation of their programs.

The committees and their members are: COMMUNITY EDUCATION CO-ORDINATION COMMITTEE D. 0. DAVIs,(Chairman) Dominion Foundries and Steel Limited J . W. HAZELTON, Mohawk College R. P. GRAHAM, McMaster University W. J. McCALLION, McMaster University LEONARD G . EcKEL, McMaster University L. J. HEWITT, Hamilton Board of Education J. L. DAVIES, Hamilton Board of Education B. W. SWITZER, Brantford Board of Education L. R. MUMFORD, Wentworth County Board of Education F. DUFFY, Cathedral Boys' High School S. MITMINGER, Mohawk College R. J. JAMIESON, Mohawk College A. GREGSON, Mohawk College C. T. McNAIR, Mohawk College COMPUTER SCIENCE ADVISORY COMMITTEE

(Chairman) McMaster University Gates Rubber Company W. G. RATz, Canadian Westinghouse Company Limited R. SANSONE, International Harvester Company Limited RoBERT HARKNESS, Hamilton Board of Education H. A. KEUR, Dominion Foundries and Steel Limited D. REGAN, City of Hamilton J. W. FARLAM, Steel Company of Canada Ltd. G. I.

KEECH

BRUCE HODGSON,

61

BUSINESS APPLIED CHILD CARE

AND ARTS

DIVISION

ADVISORY

COMMITTEE

(Chairman) Canadian Mental Health Association MRs. MARY BLUM, Mental Health Clinic for Children and Adolescents ANGELO DIFRANCEsco, Mount St. Joseph Centre L. LEVINE, McMaster University WM. J. MORTON, Lynwood Hall Children's Centre Mrss MARRION TAYLOR, Mental Health Clinic for Children and Adolescents NANCY BEATTIE, Hamilton RAY DAIGLE, Hamilton Psychiatric Hospital J. 0. HuGHES, St. Eugene's School, Hamilton P. A. MANSFIELD, The Children's Aid Society of Hamilton-Wentworth J . W. RoBERTS, Sprucedale School, Hagersville T . W. A. VAN 0VERDIJK, T{le Children's Aid Society of Brant KEN JUPP

COMMUNICATION ARTS ADVISORY COMMITTEE

(Chairman) Dofasco The Hamilton Spectator FRANK DEN ARDIS, CHCH-TV Hamilton B. W. GILLESPIE, Hamilton Chamber of Commerce J.D. McNm, Russell T. Kelley Company PETER PRESTON, The Brantford Expositor HEWITT L. WATEROUS, Board of Governors MRs. F. M. BucHANAN, CKPC Radio, Brantford ANGUS FRASER, Massey-Ferguson Limited DoN JOHNSTON , CHML Radio, Hamilton J. D. WILLIAMS, The Burlington Gazette JEAN CoRMIER

G . BULLOCK,

COMMUNITY PLANNING ADVISORY COMMITEE

A. S.M. PoUND (Chairman) Hamilton-Wentworth

Area Planning Board

62

City Hall Hamilton Abbotsford Homes Limited L. KRISTOF, Wyllie, Ufnal, Weinberg & Scheckenberger GEORGE RicH, University of Waterloo GRAHAM ADAMS, Department of Municipal Affairs ALEX GREAVES, Niagara Falls and Suburban Area Planning Board P : H. PIRIE,!. M. Tomlinson and Associates Limited JoHN WOODWARD, Central Mortgage and Housing Corporation

RoBERT BAILEY,

C. B. CAMPBELL,

EARLY CHILDHOOD EDUCATION ADVISORY COMMITTEE

(Chairman) Hamilton Board of Education STEWART E. ARMSTRONG, Ontario School for the Blind Miss BETTY MARSH, Hamilton Teachers' College MRs. H. RAFTERY, Hamilton Nursing Education Association MRs. G. C. McAULEY, Board of Governors MRs. I. HOFF, Sunnybrook Nursery School MRs. D. A. LEMKE, Hamilton Nursery Education Association MRs. ANN FELDMAN, Chedoke Nursery School Miss BRENDA MoRRIS

EDUCATIONAL RESOURCE ADVISORY COMMITTEE

TECHNICIAN

The Wentworth County Roman Catholic Separate School Board TAS GUNDEL, Hamilton Board of Education J. HowALD, Haldimand County Board of Education ART FREEMAN, Hamilton Board of Education LEN HEWITT, Hamilton Board of Education ERNEST HUTTON, Hamilton Board of Education L. R. MUMFORD, Wentworth County Board of Education ERNIE SMITH, Haldimand County Board of Education GEORGE PEw, Brantford Board of Education PETER BURNS,

FOOD SERVICES ADVISORY MRs.

COMMITTEE

A. D. CAMBRIDGE, Hamilton Sheridan College

B. COOPER,

63

Miss

A

College of Education Carters Fine Foods Service Versafood Services Limited

WARNER,

W. R. CARTER,

J. C.

KEMP,

INTERIOR

DESIGN ADVISORY

COMMITTEE

The Design Centre HUGH ELLIS, Architect SAMUEL DouGLAS, Farquharson-Giffard Furniture Company HAROLD RosNIK, Society of Interior Designers of Ontario MRs. M. BENNETT,

LAW AND SECURITY ADMINISTRATION ADVISORY COMMITTEE GoRDON TORRANCE

(Chairman) Hamilton Police

Department W. G. LAMBERT, Royal Canadian Mounted Police I. L. MENNILL, Ontario Police College R. A PETERSON, McMaster University F. W. THOMPSON, The Steel Company of Canada, Ltd. G. H. KERR, Brantford Police Department LEONARD G. LAWRENCE, Hamilton Police Department G. OsMOND, Township of Saltfleet Police Department K. SKERRETT, Burlington Police Department A. WILSON, Ontario Provincial Police LIBRARY TECHNICIAN ADVISORY COMMITTEE

A.

HALL (Chairman) Brantford Collegiate and Vocational School Miss C. M. LEIBOLD, Hamilton Board of Education W. READY, McMaster University MRs. I. SKELLY, Hamilton Public Library C. A. BRISBIN, Hamilton Public Library G. F. POWELL, The Steel Company of Canada Limited Miss IDA REDDY, Hamilton Public Library MRs. BEATRIX RoBINOW, McMaster University RECREATION LEADERSHIP ADVISORY COMMITTEE

A.

MURRAY DICK

and Steel Ltd. 64

(Chairman) Dominion Foundries

Hamilton Board of Education Corporation of the Town of Burlington J.P. AsHWIN, Ontario Department of Education Miss FLORENCE MElLER, City Hall, Hamilton T. J. GALLAGHER, Catholic Youth Organization EDWARD GAMBRIEL, Brantford YMCA/YWCA A.

J. SWEENEY,

ALLAN ARGENT,

SOCIAL

SERVICES ADVISORY

COMMITTEE

Hamilton McMaster University E. PENNINGTON, Social Planning and Research Council of Hamilton & District T. W. A. VAN OVERDIJK, The Children's Aid Society of Brant JACK FINLAY, Children's Aid Society of Hamilton-Wentworth E. E. NEWCOMBE, Hamilton Board of Education NANCY BEATTIE,

L.

LEVINE,

HARRY WILLEMS ACCOUNTANCY ADVISORY JoHN W. Ross

COMMITTEE

(Chairman) Society of Industrial

Accountants Hamilton Board of Education Society of Industrial Accountants DONALD H. BRADLEY, C.A., Millard, Rouse & Rosebrugh VERNE A. WILLIAMS, The Steel Company of Canada Limited A. SKINNER, MacGillivray & Company RoBERT HARKNESS, D.

0.

WILSON,

FINANCE

ADVISORY

COMMITTEE

L. BROCKBANK, The Toronto-Dominion Bank The Hon. ELLEN L. FAIRCLOUGH, P.C., F.C.A., Hamilton Trust and Savings Corp.

F. JACOB, Wood Gundy Limited T. R. McCULLOUGH, The Royal Bank of Canada A. R. CREASOR, The Royal Bank of Canada M. J. B. HARTMAN, The Bank of Nova Scotia B. F. LEROY, Bank of Montreal D . C. WooDIWISS, Canadian Imperial Bank of Commerce D.

65

INSURANCE

ADVISORY

COMMITEE

(Chairman) Canada Life Assurance Assurance Company J . C. BRYAN, Sun Life Assurance Company MRs. A. JoNEs, Canada Life Assurance Company C. E. McVIcAR, Read-McVicar Limited W. F. LrssoN, Board of Governors E. S. BEAT, Beal, Doering and Mean Ltd. J. L. H . LANCTOT, Cuna Mutual Insurance Society A. C. PARK, London Life Insurance Company S. M. FLETCHER

MARKETING ADVISORY

COMMITTEE

W. F . McMACKON (Chairman) T. Eaton Company Ltd. E. W. FARRAR, Wm . Farrar & Company Ltd. W. J. P EARCE, Dominion Stores Limited R. C. VARAH, Dominion Foundries and Steel Ltd. MRs. JoYCE CoMEAU, G. W. Robinson Company R. HARKNESS, Hamilton Board of Education H. G. ScAIFE, Russell T. Kelley Company Ltd. BUSINESS ADMINISTRATION ADVISORY COMMITTEE

(Chairman) Dominion Foundries and Steel Limited RoBERT HARKNESS, Hamilton Board of Education J. A. SARJEANT, Management Consultant A. SKINNER, Chagnon, MacGillivray & Company F. P. DoYLE, Canadian Association of Purchasing Agents J. H . MOORE, Board of Governors D . D. PANABAKER, Otis Elevator Company Limited J. C. WHITE, Agnew Surpass Shoe Stores D . B. TAYLOR, Greening Donald Limited T . J . HAWES

BUSINESS SECRETARIAL ADVISORY COMMITTEE

(Chairman) Association of Administrative Assistants or Private Secretaries ROBERT HARKNESS, Hamilton Board of Education Miss KAY KERR

66

National Secretaries Association Association of Administrative Assistants or Private Secretaries Miss MARY HIGGINS, Brantford Collegiate and Vocational School MRs. CHRIS STEWART, Canadian Westinghouse Company Ltd. Miss EDNA JAQUES,

MRs. MoLLY ALLEN,

LEGAL SECRETARIAL ADVISORY COMMITTEE

(Chairman) Legal Secretaries Association Hamilton Board of Education FLORENCE GREENWOOD, Legal Secretaries Association MARY NETHERBY, Legal Secretaries Association

MRs. KIT EVANS

RoBERT HARKNESS, MRs. MRs.

MEDICAL SECRETARIAL ADVISORY COMMITTEE

Hamilton Board of Education The Chedoke-McMaster Centre Miss EMILY HENDERSHOT, Medical Arts Building RoBERT HARKNESS,

Miss HELEN 0TROSINA,

MEDICAL LABORATORY ADVISORY COMMITTEE

TECHNOLOGY

(Chairman) The Chedoke-McMaster Centre Hamilton & District School of Medical Technology MRs. D. ScHNEIDER, Hamilton and District School of Medical Technology J. C. ALLISON, TheHamilton Health Association M. BRAIN, McMaster University A. SHEARER, Canadian Society of Laboratory Technologists J. SIBLEY, The Chedoke-McMaster Centre K. M. LESLIE, The Chedoke-McMaster Centre C.

ScHWARTZ

E. BisHOP,

OCCUPATIONAL THERAPY ADVISORY COMMITTEE

(Chairman) The Chedoke-McMaster Centre The Chedoke-McMaster Centre MRs. BARBARA TOWNSHEND-CARTER, Ontario Crippled Children's Centre

JoHN SIBLEY

KEN M. LESLIE,

67

The Chedoke McMaster Centre The Hamilton Health Association MRs. JoY HUSTON, Ontario Hospital Commission Miss HELEN JENSEN, W.C.B.H. and Rehabilitation Centre PETER ELDER, Chedoke-McMaster Centre W. PALLIE,

JAMES C. ALLISON,

PHYSIOTHERAPY ADVISORY

COMMITTEE

(Chairman) The Chedoke-McMaster Centre J. ALLISON, The Hamilton Health Association W . J. WALSH, McMaster University K. M . LESLIE, The Chedoke-McMaster Centre JAMES ANDERSON, The Chedoke-McMaster Centre Miss MARY MARTIN, Canadian Physiotherapy Association Miss RuTH 0. F. BRADSHAW, Division of Rehabilitation Medicine JoHN SIBLEY

RADIOGRAPHY ADVISORY

COMMITTEE

The Chedoke-McMaster Centre DAVID TREW, The Chedoke-McMaster Centre J. C. ALLISON, Hamilton Health Association IAN MIDDLEMASS, Hamilton & District School of Radiography RITA SMITH, St. Michael's Hospital PETER CocKSHOTT, The Chedoke-McMaster Centre J. R. EVANS, McMaster University K. M. LESLIE, The Chedoke-McMaster Centre ERNEST W. EDMONDS, Hamilton & District School of Radiography JoHN SIBLEY,

TECHNOLOGY

DIVISION

ARCHITECTURAL ADVISORY

COMMITTEE

Prack & Prack Architects Gerencser & Russell Architects WM. C. SoUTER, Bell, Howard and Souter BALYS KRONAS, Kronas, B. Real Estate & Insurance Ltd. IRA RoBERTSON, City Hall, Hamilton L. V. AUGER, McMaster University L. D. KYLES, Kyles, Kyles and Garrett MARTYN DABNJ;:R,

I.

68

T . GRIFFITH,

R.

Hamilton Board of Education Steel Company of Canada Limited DoN RoBERTSON, Moffatt, Moffatt, and Kinoshita Eo CHERNYSH, Ontario Hydro-Electric System R. WATSON, Robertson-Irwin Limited B.

BRAcE,

JosEPH McCARTHY,

AUTOMOTIVE TECHNICIAN ADVISORY COMMITTEE

T. TADESON, (Chairman) Hamilton Motor Products

R.

International Harvester Co. Ltd. KEITH FIRTH, Dominion Foundries and Steel H. L. BECKER, Department of Labor G.

McBRIDE,

BUILDING ADVISORY

CONSTRUCTION COMMITTEE

B. PAULIN (Chairman) Canadian Engineering and Contracting Company B. R. BRACE, Hamilton Board of Education PRIMO PENNECHETTI, General Concrete Limited BILL SCHWENGER, Schwenger Construction Limited NoEL GEORGE, Sheafer Townsend Limited H. E. NuNN, Schultz Construction Company Ltd.

K.

CHEMICAL ADVISORY

COMMITTEE

(Chairman) McMaster University FRASER G. KERR, Sternson Limited G. W. MAsTIN, Hamilton Board of Education 0. E. HILEMAN, M.C./.C., McMaster University W. G. LINKERT, M.C.J.C., Canadian Westinghouse Company Limited A. V. FoRDE, Corporation of the City of Hamilton C.

M. CROWE

CIVIL TECHNOLOGY ADVISORY COMMITTEE

(Chairman), M. R. Byrne Assoc. Ltd. Ontario Department of Highways B. R. BRACE, Hamilton Board of Education P . J. McNALLY, Frid Construction Company RoNALD MIDDLETON, City of Brantford M. BYRNE

R.

BRITTON,

69

W.

L.

PHILLIPS,

JACK MOWBRAY,

City of Hamilton Frid Construction Company

CONTROL SYSTEMS ADVISORY COMMITTEE

R. L. DUKE (Chairman) Canadian Westinghouse Company Ltd. J. R. BOYLE, Canadian General Electric Company KEN NOBLE, Steel Company of Canada, Limited JoHN BELL, Digital Equipment Corporation A. BISCI, Dominion Foundries and Steel, Limited V. D. SHUTE, Ontario Hydro C. BERNARD, Digital Eqipment of Canada ELECTRONICS

ADVISORY

COMMITTEE

W. S. CHICK (Chairman) Canadian Westinghouse Company Ltd. A. VANDER BRECKEL, Northern Electric Company Ltd. J. W. LUCYK, Aerovox Canada Limited G. MARASKO, Dominion Foundries and Steel R. KITAI, McMaster University A. A. VAN FLEET, Hamilton Board of Education CECIL CROFTS, Crofts Radio DAVID ToZER, Imperial Oil Company Limited INDUSTRIAL MANAGEMENT ADVISORY COMMITTEE

L.

TECHNOLOGY

F. PARKHOUSE (Chairman) Canadian Westinghouse Company Ltd. H. K. EMBREE, Embree Industries Limited R. A. McDouGALD, Otis Elevator Company Limited G. WILSON, Procter and Gamble Company A. KITCHEN, Stanley Steel A. A. BURKHILL, Steel Company of Canada Limited NEIL McCARTHY, Canadian Westinghouse Company Limited ALLIN DEACON, Brantford P. J. PHOENIX, Dominion Foundries and Steel, Limited F. CARLSTROM, The Steel Company of Canada Limited

70

MECHANICAL

ADVISORY

COMMITTEE

(Chairman) International Harvester Company Limited A. C. GRAY, Steel Company of Canada Limited B. R. BRACE, Hamilton Board of Education J. HARRIS, National Steel Car H. HousTON, Slater Steel Limited ALBERT SEARLE, Otis Elevator Company Ltd. M . C . DEMALHERBE, McMaster University RoNALD PENFOLD

M E DICAL ELECTRONICS ADVISORY COMMITTEE

E . J.

Engineering Research Service McMaster University W. PETER CocKSHOTT, McMaster University JOHN C. SIBLEY, The Credoke-McMaster Centre BRACH,

J. W . HoDGINS,

METALLURGICAL TECHNOLOGY ADVISORY COMMITTEE

McMaster University Atlas Steels Limited H. THOMASSON, Burlington K. B . YouNG, International Nickel Company T. BRADBURY, The Steel Company of Canada, Limited H. FULLARTN, Hamilton Board of Education C. OHENNESIAN, Alex L. Clark Limited R. J . WEAVING, Massey Ferguson Limited W. W. SMELTZER,

F . DOWDING,

QUALITY CONTROL ENGINEERING TECHNOLOGY ADVISORY COMMITTEE

Brantford Stoney Creek NEIL McCARTHY, Canadian Westinghouse Company Limited JOHN PLATT, Ontario Hydro Miss MARG BASKERVILLE, Dominion Foundries and Steel PHILIP HUFFAKER, Koering-Waterous Limited PHILIP GuiT, Harding Carpets Limited

ALLIN DEACON,

PERCY BROWNING,

71

STATIONARY ENGINEERING ADVISORY COMMITTEE G. SMITH

(Chairman) Chedoke Hospital

F . HALLETT, Hamilton Board of Education J. W. MATHEWSON, Procter & Gamble Company of Canada Ltd. A BARBOUR, George Brown College G. WM. ZosKEY, Steel Company of Canada Limited K. A CONNOLLY, Dominion Glass Company Limited

TEXTILE TECHNOLOGY ADVISORY COMMITTEE

Cosmos Imperial Mills M . M. BAYNE, Du Pont of Canada Limited E. P. CARNEY, Reliable Chemical Products A LAURIN, Montreal R. W. MIDGLEY, Penmans Limited J.D. Woos, Harvey Woods Limited W. C. WELTON, Borg Fabrics Limited J. G. SMITH, Mohawk Mills Limited J. A CAMELFORD, Dominion Fabrics Limited C. V. GRANTHAM, Hamilton W. F. McCORMACK, Galtex Company Limited J. M. RoBERTSON, Canadian Textiles Institute W . FoLEY, United Textile Workers of America GoRDON LAWRENCE,

INSTRUMENTATION TECHNICIAN ADVISORY COMMITTEE

E. A

(Chairman) Steel Company of Canada Limited Hamilton D. WRIGHT, Hamilton E. R. REEVES, Gulf Oil Canada Limited WM. W. SPEIGHT, Honeywell Controls Limited B. J. WIACEK,Canadian Westinghouse Company Ltd. M. STARODUB, Sir Winston Churchill High School G. A JoNES, Canada Centre for Inland Waters 72

KozARY

TAYLOR,