It includes opportunities to work on real-world business projects. They train in the development of renewable materials, energy and sustainable land use strategies and in statistical methods, project management, and business and leadership skills. This program focuses on the documentation, conservation, revitalization and reclamation of Indigenous languages and knowledge. Topics include mental and spiritual health, social support and stress management.
Founded University Rankings Browse Schools. Those who remain have volunteered, as far as in them lies, to close up the ranks and do the best they can to maintain academic standards while giving every possible assistance to other forms of war effort.
From the day of the declaration of war, the University has been prepared to put at the disposal of the Government all possible assistance by way of laboratories, equipment and trained personnel, in so far as such action is consistent with the maintenance of reasonably efficient instructional standards.
To do less would be unthinkable. At the outset neither staff nor students were quite sure what their role in the war effort ought to be. The principal channels of communication between the University and Government with respect to academic as distinct from military war work, were the National Conference of Canadian Universities and the National Research Council. At the opening of the session, students were advised by the University — especially those in the sciences — to continue their studies, pending receipt of some authoritative direction.
The N. Thus was avoided, to a large extent, one of the most costly happenings of World War I, the premature sacrifice of highly-trained personnel in the Armed Services. In order to facilitate co-operative research, and a common approach to curricular and other problems, a War Services Advisory Board was set up by the universities of Canada to serve as a liaison between themselves and the Federal Government.
Military training on the campus, regarded with indifference by the great majority of the student body in peace time, suddenly became popular.
Registration in the C. Contingent more than doubled — from 98 in the previous session to in For the first time graduates of accredited institutions were permitted to enlist in the contingent, as were also teachers who desired training to become cadet-instructors in the schools. Approval was given by Senate to allow students enrolled in the C. By intensifying the training schedule of lectures and parades, the Corps made it possible for its members to sit for their examinations during their first instead of their second year of training, as was formerly the rule.
The innovation of granting academic credit for C. Interest in the training provided by the Corps was increased as a result of instructions issued from National Defence Headquarters in June, , requiring all units of the Canadian Active Service Force and the newly-formed Non-Permanent Active Militia Units to select at least half of their junior officers from among qualified C.
Aided by this regulation, nearly all the cadets who passed the qualifying examinations in this first year of the war received appointments in one or other of the Armed Services. With the great demands made on university staff and facilities during the war came fresh recognition of their importance, and it is not accidental that it was during the war that the first money from the Federal Government came to the universities.
The money was earmarked for specific purposes, it is true — War Service Bursaries, ; National Selective Service Bursaries, ; and various specified projects of research — but it was the beginning of those Federal grants to universities which have been so important to us since.
In , having served the University for a quarter of a century as President and for an earlier five years as Dean of Agriculture, President Klinck retired. He had guided the University through its infancy, through depression, and through war.
Our facilities at Point Grey had been woefully inadequate in By the end of the war, faced with a sudden influx of veterans, they were so grossly inadequate that emergency action had to be taken. The emergency action, or rather the whole series of emergency actions — to find staff, institute new courses, open new faculties, perhaps most noticeably to find buildings for teaching and accommodation — made the postwar years the most exciting in our history.
They were also the most exacting in the demands they made upon the abilities, energies and stamina of the teaching and administrative staff. The University was faced with many novel problems in this period.
Nothing but the intelligent planning and grim determination of all concerned, working as a team, could have achieved solutions. Looking back now, I remember many moments when some people must have wondered whether or not we would survive the strains. But I also remember with pride the unfailing courage with which the University, within the short span of three years, accepted and provided degree work throughout a twelve-month session for three times as many undergraduates as it had been used to.
The student population rose from 2, in to 9, in Courses of lectures, lecturers and facilities were found for them all. It should be remembered, too, that the entire cost of these undertakings was met out of an annual operating budget, and that no provision was made for building funds and no bond issues were made, as in business and industrial procedure, to deal with new and necessary financing. But every effort was made to meet the emergency.
Plans for new buildings had been made during the last two years of the war but the most advanced of these were still in the blue-print stage when the tidal-wave of veterans arrived. In the session , the registration was 2, of whom were ex-service personnel ; in , registration more than doubled with 2, veterans in a total student body of 6, A conflict of priorities at once arose between the urgent need for classrooms and for student housing. Surplus Army and Air Force camps supplied both needs.
Fifteen complete camps were taken over by the University in the course of the session alone. Twelve of these camps were dismantled; their huts were brought to the campus on trucks and there erected and equipped as lecture rooms and laboratories; the remaining three were adapted for living quarters, one each in Acadia and Fort Camps, the third on Lulu Island.
Still another camp, situated on Little Mountain, in Vancouver, was converted into suites for married students. Registration continued to mount. In the Summer Session of , there were 2, students as compared with in the previous summer. A special short Winter Session from January to April in had 1, registered students. In the regular Winter Session of , the numbers rose to 8, and reached their highest point of 9, in the following year. Gradually from this summit registration subsided: in , it was 8,; in , 7,; in , 6, In the process of settling back to what might be considered, from past experience, to be a normal student population, an unexpected feature made its appearance in the remarkable increase in non-veteran registrants.
In , the veterans numbered 4, and composed Even so, the remaining At this point, we felt safe in estimating that the normal enrolment of the next ten years, when the educational needs of ex-servicemen had been met, would be 5, to 6, students. In the next year, , these predictions began to appear to have been too conservative; registration of non-veteran students numbered 5,, or more than double the total registration 2, ten years earlier.
The number has never since been below 5, Registration of veteran students dropped sharply at the rate of 1, a year from their maximum number of 4,, in , to in in a total student body of 5, In the following year the low point of post-war registration was reached, numbering 5, From this date the number of undergraduates has increased each year, at a slow rate to begin with, more recently with almost alarming acceleration, until today, five years later, the registration for the session of has reached 8,, less than short of the highest post-war registration, in This increase in student registration is to be ascribed to the rise in the birth-rate and to the greatly increased immigration into the Province, to a high level of prosperity, and to the growing demand for university education.
Moreover, the growing reputation of the University increasingly brings students from abroad. The years since the veterans left us have been a time of steady expansion. They are close in memory, however, and I do not intend to repeat the details of our development.
They are easily available in my Reports and in Tuum Est. The campus changed radically between and with the erection of twenty new permanent buildings.
As the funds from the Development Campaign become available, we shall be able to implement the new Development Plan. It is trite to say that buildings do not make a university, but we must remember that they are very necessary.
As a list of buildings makes tedious reading, I have included in this Report many photographs showing the development of the campus. To appreciate the growth of the University, however, each building must be peopled by the imagination with the many students who have spent four or five years in it. Students contribute to the construction of the first student union building, Brock Hall.
Campus army unit reaches maximum strength of , and many faculty members are on leave for special war-time duty. Federal government funding for defence and other research purposes increases. Few students were able to complete their studies after the war because their family or financial circumstances no longer made this possible; others ended up at universities in eastern Canada. Norman A.
First student residences opened at Acadia and Fort Camps. To accomodate the new programmes and expanding enrolment, fifteen abandoned army and air force camps are dismantled and shipped to Point Grey, where the huts serve as classrooms, laboratories, and residences for both students and faculty. A few are still in use today, mainly for storage purposes. During the ceremony, First Nations carvers Ellen and Ted Neal presented a twenty-two foot totem pole which served to sanctify the occasion.
Faculty of Graduate Studies established to administer masters and Ph. First Museum of Anthropology opened in the basement of the Library. Faculty of Forestry — formerly a department in Applied Science — established, along with the School of Nursing. Brock Hall partially destroyed by fire.
Restoration funded by donations from students and alumni. Schools of Commerce and Education promoted to Faculty status.
UBC incorporates the Sopron School of Forestry from Hungary, after students and faculty flee their homeland in the wake of the failed anti-Soviet revolution of They formed the Sopron Division of the Faculty of Forestry, with their own curriculum taught primarily in Hungarian. Koerner, completed, housing an undergraduate library later named the Sedgewick Library, after former English Department head and Shakespearean scholar Garnett G.
Sedgewick and a Special Collections Division. William Holland arrives to head the new Department of Asian Studies, bringing with him the library and records of the Institute of Pacific Relations, which had closed its New York office in the wake of allegations of Communist influence. Alfred J. He later becomes the first Indigenous lawyer called to the B.
Provincial Court. John B. A new university and a network of community colleges are among the recommendations. Provincial government passes new Universities Act , which provides for the incorporation of the University of Victoria formerly Victoria College and Simon Fraser University.
Faculty of Arts and Science splits. First class enrols in new Faculty of Dentistry. This coincides with the decentralization of Library system, eventually leading to establishment of thirteen branch libraries around the campus and elsewhere in Vancouver, housing over three million books. University begins largest expansion programme in its history, building South Campus research area.
Other campuses would later be established in Penticton, Vernon, and Salmon Arm. Brock Hall turned over to student services and administration. Occupation ends without violence 22 hours later. Walter H. Gage appointed President. Enrolment in credit and non-credit programmes at Point Grey and throughout British Columbia totals 66, students.
Douglas T. Kenny appointed President of UBC. Partially funded by the Canadian government, the Museum features outstanding collections of Northwest Coast Indigenous art. The Koerner Pavilion, named for Walter C. Koerner, includes an Acute Care Hospital. Discovery Park UBC established in South Campus area, on land leased to the provincial government for use as a research facility.
George Pederson appointed President. Robert H. Smith appointed President pro tem.
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