MAD HATTER PAGE 2

 

 

Attached to this memorandum is the third draft of our college
governance proposal.

| intend that the Board should have this under consideration at its
meeting on Thursday, November 19th.

As a result of the two reviews of the document, there are many
substantial changes from the first draft. There will be many more
changes before a finally satisfactory model evolves.

The essence of our approach is that the college is a joint enterprise,
and | believe that the time has now come to implement the system in order
that we can collectively discover the ways in which it should be changed
and strengthened.

Many changes were suggested by the divisions of the college as a
result of the college-wide second review, which has just finished. Some
of these proposals were contradictory. Most were complementary.

| have accepted most specific proposals for change. Some significant
examples of these changes are:

A. It is clear that there must be a maximum of flexibility at the ’
departmental level. Therefore, variations from the ''standard model"'
as shown in the attached paper will likely be more common than not.
The principle upon which variations can be established is simply that
the superordinate committee must approve proposals for change. Thus,
variations from the standard model of the Departmental Curriculum and
Planning Committee would be approved by the Divisional Curriculum and
Planning Committee. Similarly, the Divisional Management Committee
would approve structures at the departmental level on the administrative
side. The ideal model is that of the committee of the whole. Some of
our departments may well achieve that state.

B. Community education sponsored by a department or a division is clearly
under the curricular jurisdiction of that department or division.
This clarification has been at the behest of the Community Programs
and Services Division, and thus signals a clear affirmation of our
cooperative approach to community education.

C. Adjudication of responsibility for curriculum offerings has been
clearly assigned to the management side of the system. Thus, college-
wide decisions relating to curriculum responsibility reside with the
Management Committee of the college, and intradivisional assignments
of curricular responsibility similarly would be the responsibility of
the Divisional Management Committee.

D. Student representatives have been provided for at the departmental
level, as it is at this level that program review and assessment
will be carried out.

E. Staff representation on Departmental Coordinating Committees has been
left as a decision of the Divisional Management Committee, taking into
account advice from the Department. .

Certain recommendations were made which are in conflict. or which, in
my judgment, are premature.