» is ',. W

The evaluation could be a three—phase affair: I 1)-a simple evaluation 'form. .

2) personal interviews with students in the- professor's-course.

‘3) review of data gather- ed before the appropriate committee, with professor present. \

' Several years ago, the faculty supported a

Student, O\biectives Continued From Pu

Special lectures should also—be open and publiciz- ed on local radio stations and in local newpapers to encourage.participation.

There was a general feeling among students present that some method must be found to increase the competency of students written and spoken English.

,This does not necesSarily

\, I i; mean the 1ntroduct10n of a

proposal that there should compulsory English course.

be an opening of the

Budget and Administrative

books to the University ,community. Since that

Past experience with English Comp. 151 has shown it to

be of little use in assist— ing students in discovering

time, they havebeencontentproper methods of collecting

to let their decision be

ideas in the form of a well—

ignored by administration. constructed, readable

Students also feel that books should be open to public inspection and we _feel that this should be a total list of all staff;

paper. An English course .

which was offered to

increase competency among students would have to be a well-researched course

faculty, administration, "With,input as to course

‘and maintenance, afld a

content from all facets of

report of allxmoney, paid the university academic

into the University by the provincial government, donations, Progress Fund, etc.

There was a general consensus that the Univ— 7 ersity should become more,

involved with the community.

The province is not being tapped for it's resources;

i.e. people in the Community

and its facilities. The University remains an educational institution "above" the people, and speCifically geared for high sihool graduates. The university has taken

steps to become inte— ‘ grated with the Island. For example, the Dunk. River Project and the Irish Moss study. It

was suggested that students

could tutor elementary and secondary’school students and give extra help to, children with learning‘ disabilities. These children could be cont- acted through the schoOls and’the Dept. of Social Services. Also, the. _ need fOr more extension courses relivant to

the practical lives of

the people on the Island, Was recognized. Another suggestion was that the professors should visit \the high schools to

~give lectures and attempt to better inform the students.about the variety

-and demands of a University.

education.w ;

To further involve the community in the univer—. sity, lectures should be open to the public; . not only to people:taking full‘oerart—time.courses rbpt to interested parties.

community; i.e. faculty

and students.

Students felt that University departments were drifting further apart into separate factions; completely discouraging any move towards a general arts degree or interdisciplinary studies. This friction is promoted by the fact that departments are forced to compete for students and money. With the present system of tenure, some [departments are becoming outdated because of their archiac teaching methods.

A prime example of this is the English Department- which has watched it's enrollmentdrop drastically during the past few years. ‘ In 1970—71, the enroll— ment inNEnglish courses at U.P.E.I. wasfl400. At present, theenrollmentin

- English'courses is 500.

These figures are only. approximate but are quite I

I 1

close to the actual statistics. 'Unless all departments strive to

improve the quality of their _ material and make it

more relevant to the students of U.P.E.I. in the 1970's, the downward trend in enrolment at U.P.E.I. will continue and those who do attend will choose \their courses on the

basis of the quality of

the professors rather than take the subject or course which is of primary interest to the student.

There were also many suggestions brought for- ward that did not require as much discussion as they were-unanimously agreed upon. The first

recommendation was that credit should be given to Island orientated courses, so that these courses will be recog— nized and these students

may work toward a degree. Secondly, it was felt that there is a need for different degree programs such as a practical Arts

Degree. For example, Small Business Management

Without prerequSites.

Thirdly, that,an anti—cal-'

ander should be written by students for students and professors. This

could be used as an impetus

to professors to improve their teaching and course

content; also to objectively K

give students an idea of

the courses they are enroll—

ing in. This would be an expansion of the present

university calander. Fourth- jly if students are to Ilearn what they want to in

university, they should' be given the opportunity to actively participate in’the planning of Lourses within their faculty. The department Lrepresentatives can still

luniversity.

.1

The cadre, Mar. 18, 1975, page 13

9e .31

be the channel for these

‘recommendations, but

students must be informed that they can improve their courses. fifth§l that

a Canada Council Grant could be obtained for a, visiting professor each year in different depart- ments. This would add variety and stimulation

to the Department offerings and broaden the student perception of their courses.

In conclusion this group of interested students feel that U.P.E.I. is offering too many courses that are common to all Canadian Universities and that we should be striving for the breakdown of this pervading mentality of assimilation. If we, as University graduates, are the "leaders of tomorrow"-' we should be concentrating our education on what we can constructively do with such broad subjects as the future~of the world, of Canada, of the Maritimes, of P.E.I. and the future of students at U.P.E.I.

These proposals were submitted by: Gordon Cambell, Barb Stevenson, Scott Sinclair, Cathy MacNeill, Jean McCardle,. Joanne lngs, Gary Higgins, Bing Ballant, Igor DeVreeze, Eric Patton, Elaine Smithies and Woozy MacDonald.

These recommendations are in no way complete, as all individuals aspire to different goals in We are open to suggestions, and want .your proposals. Come to the Student Union Office if you want to get in contact with any of the above people. If there is the demand, we will hold another meeting to amend and add to the above proposals.

The "teach—in" last Thursday proved to me that there are students at U.P.E.I. who do want a better school and a more relevant education. Please come and help_ with the final draft

' of the-Student Proposals,

as I feel this document is in now way satisfiying 'all the students at

our school. The teach—in was a mere beginning for students and faculty to voice andaiscusstheir opinions, but we can't let this die, Or we will ‘be labelled as "fadists" and essentially uninter— ested in the Objectives of U.P.E.I.