Malaspina’s history is published as an electronic document by the Media Relations & Publications department.

The original work was produced as a “Challenge ’93′′ project and was researched and written by Brian Schmidt.

Vancouver Island University

Vancouver Island University (Photo credit: Wikipedia)

Read the early history of Malaspina College Malaspina_History  [now Vancouver Island University].

Enhanced by Zemanta

16 thoughts on “Sunday

  1. “Two requirements are fundamental to the promotion of excellence in British Columbia’s higher education. These are: first, diversification of opportunity, both in the respect of the kinds of educational experience available, and the places where it can be obtained; the second requirement is self – government of individual institutions in respect to setting objectives,standards, admissions, selection of staff, curricula, personnel policies, and all the things that go
    to make up the operation of the college.” – from the McDonald Report 1962.

    It was this report that signaled the beginning of community colleges in British Columbia.


    • “…the second requirement is self-government of individual institutions in respect to setting objectives, standards, admissions, selection of staff, curricula…”

      In the hands of wise faculty and administrators, this is a recipe for success and institutional excellence. In the hands of the unwise, it spells disaster. Perhaps the risk is a necessary evil? I’m still not sure!


  2. I love this anecdote: This disarray set the stage for adventure in the first
    couple of months at the College. Bob Lane recalls some funny things happening to him as a result of this initial environment:
    On the first day of classes, I was running up to meet with my first class. I was slightly nervous so I had to go to the bathroom. I look around and I see a place that looks like it’s the right kind of place. I burst in through the door and there’s a second door. I pushed on through there and open a third door to get to the commode and there, indeed, is a young woman sitting on the pot who also needed to go to the bathroom before class. When I opened that door I was terribly embarrassed, but she was more embarrassed and she turned red. I apologized and left and found the other place. All of this happened because there were no signs on the doors yet. I find the correct place and then I go to class. I open my briefcase and get my books out and all that stuff. I look up and in the front row is this young woman. We both turned brilliantly red simultaneously.
    It seemed the only thing to do was to tell the story to explain it to the class why it was that we were sitting there in this strange colour. So I explained that and everything was going quite well for awhile until we hear this God – awful noise. This big drill bit comes through the wall about three feet from my head. The students start laughing. I jump back and the bit protrudes several
    inches into the space where my head had been. They were putting in the pipes for the sprinkler system.
    It was exciting teaching in that place – you didn’t know what was going to happen.


      • It really sounds like fun times! I can easily imagine the excitement: not knowing quite what was going to happen or how things would turn out or exactly what one ought to do at every moment, but being keenly aware that it’s up to you to keep things going and to roll with the punches as they come, doing one’s best to muddle through. The anecdote conveys the impression beautifully.

        I… know this guy who… worked in a department at VIU more recently. His idea of a good job seems pretty close to yours, given the above description. But by the time he arrived on the scene, some decades had passed and he was scolded for not falling in line with the long Malaspina/VIU ‘tradition’. How refreshing it would have been to work there when there was no tradition yet, or when nobody cared to mention one! I’d take a drill bit protruding into my classroom over a stifling status quo any day. Odd to think that the oldest members of the school are also the most youthful.


        • “To stifle really sucks”, Bob said professionally.
          Can you say more about the “stifling status quo”? Are large institutions capable of creative change?


        • I seem to recall that Thomas Jefferson felt this concern when he looked into the future and saw the dreary (to him) prospect of long generations of Americans stifled by the ideas he and the other founding fathers had arrived at, which might not be the most suitable for them. Jefferson’s solution, as I recall, was that every generation or so there should be another revolution to keep things fresh.


  3. Pingback: Sunday again. | Episyllogism: philosophy and the arts

  4. Pingback: Presidential Stories – 3 | Episyllogism

Please join the discussion!

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s