Remember Mal-U?

Thanks to wayback I can link to these pages thought to be lost. Nothing on the net is lost!

Malaspina University-College (now VIU) History

Stories of how Malaspina came to be. The building above is no longer.

Introduction:

Chapter One: Early History

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Chapter Two: In the Hospital

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Chapter Three: A Site to See

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Chapter Four: Under One Umbrella

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Chapter Five: College and Community

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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.

Publisher: Marianne van Toor | Editor: Bob Lane |

| Researcher/Writer: Brian Schmidt |

Link to the complete document here.

7 thoughts on “Remember Mal-U?

  1. What a find! Good on you, Bob! I like this: ” In the melding of the two institutions, some saw their similarities and thought it could work. One of these people was Dr. Carl Opgaard. Others were skeptical about the proposal because of the different approaches to education. Donna Pearce explains:

    I don’t know whether you can ever take a pre-employment philosophy and integrate it with an academic philosophy, which is to perpetuate learning. We are preparing people with skills for a job and that is were they go when they leave here. It’s a different philosophy, but I’m not saying that this doesn’t mean that we’re one faculty. Why can’t we have different philosophies and still live under one umbrella?

    Indeed, why not? Today the academic, technical, and vocational divisions fall under the same banner of Malaspina College, making it a truly comprehensive institution. And, of course, with the addition of upper division academic courses there is one more layer of philosophy added to the mix.

    Bob Lane, as an academic instructor at the College, thinks that having vocational classes makes it a more well-rounded institution. Although the meld is, as he calls it, a “shotgun marriage”, he believes that the situation has potential:

    From the very beginning, the word “comprehensive” has been a part of our definition. A comprehensive community college which included vocational, academic, technical, and continuing education; the whole gamut of stuff. There are a number of positive things about the comprehensive community college that need to be remembered. There has always been this ideal in my mind of the academic student who takes vocational classes and vice versa. There really ought not to be a barrier between the two faculties. Art students taking welding, welding students taking philosophy – that sort of approach.

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  2. Ian Johnston asks: What I want to know is what happened to all the photographs? I went looking for some a couple of years ago, and almost all of them seem to have disappeared, and yet, as I recall, pictures were being taken and appearing in the press all the time. I want to see pictures of faculty with big hair and bell bottoms!

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  3. Cool: The Navigator and Opportunities For Youth

    Student government in the early years depends upon volunteers from the student body and from the faculty. From the beginning there is a tension between Student government and the student newspaper as can be seen in these excerpts from stories in the issues of the early 1970’s:

    – the Nav knocks poor student government; out of $4,000 budget, $3,000 went to clubs and sports groups, leaving very little other activities; two poorly attended dances were held; Lance Farrel, Social director turned some students away who were not dressed properly; Farrel suggests that student council members have their fees paid for them; most student government members have quit, there are only two remaining: Bert King, president, and Chris Calverly, vice-president.

    – poor turn-out at student general meeting on February 3,1972; only 58 out of a possible six or seven hundred show up.

    – Memo Wars: newly appointed Dean of Student Services Bob Young sends a letter to the Navigator: “…support will continue only as long as the Navigator practices the ethics, duties and responsibilities of the regular press. This practice must also apply to the Omniverse [a literary supplement to the paper] if it is to receive finacial and circulation support through the Navigator. If you are unable to practice the ethics, duties and rsponsibilities of the regular press, then financial support will be discontinued.”

    – a memo from Bob Lane to Dean Young reads as follows: “As faculty advisor for the “Omniverse” I must protest your threatening letter to the student editors on these grounds: 1) The tone of the letter is demeaning and reactionary; 2) There are no facts given. What, specifically, are you objecting to?; 3) Before writing to the students, why didn’t you talk with Dave and me?; 4) I thought Dr. Opgaard was directly responsible to the College Council. Has there been an organizational change that the faculty does not know of?; 5) What guidelines of taste are you alluding to? Remember Mr. Trudeau’s famous “manger la merde” and his other expletive both made the papers and “MacLeans”. To which century do your “guidelines” belong? 6) I saw a job opening in the AAJC for a dean of students.”

    – a response from Dr. B. Whittles who sends a letter to D. Harrison and R. Lane (CC: Navigator Staff, Dean Young, Dr. Opgaard, and Mr. Neaves); he also sends a letter to the Navigator telling them that he does not give them permission to print the letter; they print it: “…You seem to indicate that you are amazed that anyone would dare object to the style of the College newspaper. Well, stand by to be amazed again — speaking stricly as a private member of the College Faculty — I find this issue objectionable on several accounts. There are many who agree with me (both students and faculty) so perhaps your ‘style’ reflects the thinking of a smaller group then you would have us believe.”; he objects to the personal attack against Dean Young on a resolved issue; he finds the poems by A. Mitchell objectionable; he overtly threatens to go to the College Council if the Navigtor does not clean up its standards; he objects to the drawing on page 3 of the February issue; he objects to Bob Lane’s items (1) and (6) of the previous memo; he does not believe that public funds should support this kind of newspaper.

    It was an active and formative time for the student government and for the publications of the students. Problems of ethics, taste, autonomy, standards, censorship, and challenges to the new institution were all over the place. The responses were almost always rational.

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  4. Pingback: Presidential Stories – 3 | Episyllogism

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