UNIVERSITY OF TORONTO MISSISSAUGA

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2 Celebrating 40 Years of History at the UNIVERSITY OF TORONTO MISSISSAUGA EDITED BY JOHN PERCY & SABEEN ABBAS University of Toronto Mississauga 2007

3 FOREWORD John Percy This is an update of the informal history of UTM (then generally called Erindale College, or the Erindale Campus of the University of Toronto) that I put together on the 25th anniversary of the campus. I am proud to be the only member of the 1967 faculty who has not yet retired. Most of the X at 25 entries written in 1992 have been retained (where X is an academic or administrative department) though, in some cases, the 25th and 40th anniversary entries have been merged. Most of the Encyclopedia entries were written in Sorry for any confusion! Once again, I must thank the dozens of colleagues who have succombed to my arm-twisting, and contributed or updated the history of their department or program, or have provided reflections on their experience at UTM. The last 15 years have been complicated, with the doubling of the campus enrolment, the construction of many fine new buildings, and the reorganization of the administration of the campus. These contributions admirably reflect the remarkable changes that have occurred in the campus, and in its student body over the years. Leta Hudson was instrumental in creating the 25th anniversary history, much of which is retained here. The tables of student leaders, athletes of the year, and academic award winners were provided by Nancy Allison, Jack Krist, and Lorretta Neebar, respectively. Alison Dias and Steve Jaunzems provided access to their treasure-chest of campus photographs. Ray DeSouza provided key administrative support. Sue Prior, of the Office of Advancement, a UTM alumna who has taken on the organization of a year of 40th-anniversary celebrations, has provided strong and much-appreciated support and assistance with this publication. To compile a comprehensive and/or scholarly history of UTM would be beyond my capabilities, but this is a start. Perhaps someone else will tackle this larger project in the future, or will at least update it in I realize that there are many deserving and much-appreciated individuals and groups who escaped mention in the various contributions. They are not forgotten! And you are welcome to send me additions or corrections -- just in case. My special thanks to my co-editor Sabeen Abbas who, as a senior student and intern in the Professional Writing Program at UTM, has turned this publication into a very professional one. She is also a graduate of my Science Education course, and it has been a pleasure working with her again on this project. She is a fine example of the quality of our graduates. They are our raison d etre.

4 TABLE OF CONTENTS Thoughts at 40 6 E. A. Robinson, Roger Beck Erindale: The Early Years 7 Mary-Lynn Williamson, John Switzer, Anne-Marie Haig Applin, Tennys McDonald Hanson, Frank MacGrath Alumni Memories 12 Susan Guenther, Brent Johnston, Rob Dunford ACADEMIC DEPARTMENTS Organization and Administration 14 John Percy Anthropology 16 Gary Crawford, R.M.Vanderburgh, Teresa Cabral Biology 21 Robert Reisz, Glenn K. Morris, Paul Maycock Chemical and Physical Sciences 25 John Percy, Peter Macdonald, Peter Robinson, David Dunlop, Harry Taylor, Pierre-Y. Robin Economics 34 Gordon Anderson, John E. Floyd English & Drama 36 Mark Levene, Doug Hill, Stephen Johnson, John H. Astington French, German & Italian 40 Charles Elkabas, M.P. Ducretet, Salvatore Bancheri, John Campana, Michael Lettieri, Guido Pugliese, Stefan Soldovieri, C. Saas, N. N. Shneidman, K. A. Lantz, O. Hegyi Geography 46 Thomas McIlwraith, Barbara Murck, Gordon Gracie Historical Studies 51 Sidney Aster, Desmond Morton, Catherine Rubincam, Larry Elmer Management 55 Len Brooks, Hugh Gunz Mathematical & Computation Sciences 57 William Weiss, Peter Fantham, Jerry Brunner, Olga Fraser, G. Scott Graham Philosophy 62 Amy Mullin, Bill Huggett Political Science 64 Graham White, Richard Day Psychology 66 Mary Lou Smith, Giampaolo Moraglia, Tom Alloway, Kirk Blankstein, Ashley Monks Sociology 69 Barry S. Green, Madeline A. Richard

5 Institute of Communication, Culture & Technology 71 Anthony Wensley, Evonne Levy, Luba Eleen, Guy Allen SERVICES Robert Gillespie Academic Skills Centre 76 Cleo Boyd, Peter S. Saunders AccessAbility Resource Centre 78 Liz Martin Office of Advancement 79 Mary Ann Wells, Jane Stirling Career Centre 81 Joan McCurdy-Myers, Evelyn Paley Computer Centre 83 Gord Cook, Joe Lim Health Services 85 Pat Ash, Vivian D. Degutis Student Housing & Residence Life 88 Chris McGrath, Michael Lavelle Library 91 June Seel The Medium 93 Julie Tyios Physical Education, Recreation & Athletics 96 Peter Baxter, Jack Krist Physical Plant Services 99 Ray DeSouza, John Percy, Alexander Opalinski Police & Safety 102 Charles Helewa Office of the Registrar 104 Karen Younger, Isabel Murray Student Affairs 106 Mark Overton Technical Services 107 Ulrich J. Krull, Arthur Boorman Office of the Vice-Principal Research 109 Ulrich J. Krull AWARDS 110 STUDENT LEADERS 116 OFFICERS OF UTM 118 ENCYCLOPEDIA OF ERINDALE 120 MAPS 128 Cover Photograph/Igor Mazic Typeset/Sabeen Abbas

6 University of Toronto at Mississauga THOUGHTS at 40 E. A. (Peter) Robinson, Dean and Principal As Canada was preparing for its 100th Birthday, a small nucleus of faculty and staff had assembled to found Erindale College (now UTM) as a new constituent college of the U of T sited on a beautiful tract of land of historic significance bordering the Credit River near the village of Erindale in rural Toronto Township. Consequently, late in 1965 while busy building a fledgling career in Chemistry on the St. George campus, I received an unforseen invitation to be Erindale s first associate dean. This proved too seductive to refuse but in retrospect what a wise choice, because it led to my fulfilment in what was to become a lifetime ongoing mission to continue to do whatever I could to further the cause of Erindale (UTM). Now, 40 years on, my Erindale College is formally recognised as the University of Toronto at Mississauga, which finally validates the founders original vision that neither undergraduate college status nor the inevitable independence proposed by some would be in the long term interests of either Erindale or of the U of T. Rather, since the new campus would inevitably be a major growth point in the University for many years and have space to expand, it would be folly if it was not to make a major contribution in fulfilling the University s goal to become the significant research university it is today, which it has; Erindale should start as an integral part of the Faculty of Arts and Science, hire excellent faculty and award degrees that fully met St. George standards, and have students who would enjoy membership in close-knit academic enterprise dedicated to the highest standards of teaching, scholarship and research. The best of the old could be combined with the new on a new campus in a new city at the hub of Ontario. Indeed, we led the way by introducing the concept of three-campus planning and implementing it whenever possible, although it should be noted that it only became official university policy in another era. Despite persistent inadequate budgetary resources and an early rapid growth that always threatened to outstrip the available facilities, together in those golden years we managed always to progress in surprising harmony. Part of our luck in the early days was to profit from the birth pangs of our sister college in Scarborough, initially established on the St. George campus in But perhaps it was the inspired appointment of the distinguished geophysicist John Tuzo Wilson, to succeed the first principal, Carlton Williams, when he suddenly resigned to take up the presidency of the University of Western Ontario, that was our greatest good fortune. Principal Wilson, of tectonic plate fame, was a congenial man of great imagination, energy and vivacity, broad experience, and internationally recognised achievement; yet, the apex of his scientific work was achieved, at Erindale, which he did in addition to planning, occasional teaching, globe trotting and fulfilling all of his other administrative and social duties. Tuzo and Mrs. Wilson (Isabel) welcomed the first full-time students to the campus, founded the Associates, and among many other things, started the valuable ongoing tradition of the intensive use of the Principal s House (Lislehurst) to extend hospitality to the campus and extended community. Space does not allow full justice to be given to the efforts of the rest of the pioneering team and early students, but I do remember with pride and affection all the support that they gave me. Erindale, seen as a confident, forward looking, happy and optimistic community was always remarked upon, sometimes with evident surprise, by nearly all visitors to the campus. In celebrating the milestone of the 40th anniversary and the good reputation and esteem that UTM now enjoys within the U of T and the City of Mississauga, I have focused on the genesis of UTM because being involved in any enterprise from the start has to be a unique experience. But I must end with my sincere tribute to all those who have built on what we wrought. It is no coincidence that UTM s anniversary will always coincide with Canada s Birthday, but always 100 years on. ~~~ Roger Beck, Principal From the perspective of a dozen years on, my transitional year at the helm was transitional for the College in a profounder sense. The planning exercise of that year, Plan 2000, made manifest the structural dysfunctionality and budgetary disadvantage under which the College and my predecessors from Tuzo Wilson to Desmond Morton had laboured: being in but not really of the Faculty of Arts and Science and its St. George departments. Fortunately, this is a story with a happy ending. Thanks to the good work of my successors, Bob McNutt and Ian Orchard, and to the good offices of Provost Adel Sedra, the College now plays and plays extraordinarily well on a level field as a division of the University of Toronto in its own right with its proper departments. I say the College now plays where I should probably say UTM, but I do so not in a spirit of mischief (well, not entirely), but in the hope that we will some day recapture the confidence to recognize that being not only the University of Toronto at Mississauga, but also Erindale College is something to be proud of. 6

7 THE EARLY YEARS ERINDALE GRADUATES DESCRIBE THE FIRST YEARS OF THE COLLEGE Mary-Lynn Williamson have many recollections of Erindale I College, all of which induce a warm, positive feeling. My long association with Erindale began as a full-time student in 1967, the year Erindale opened its doors. Physically, it consisted of the North Building, a small parking lot, a field, and the Principal s residence. We had a cafeteria, library, classrooms and lounges, all in the midst of a peaceful parkland setting. The student/faculty ratio was inconceivably small, which assured us easy access to our young, energetic professors. Tuzo Wilson was our first principal. I can remember he would mingle often in the cafeteria with faculty, staff and students and attend classes occasionally. It wasn t unusual to see Mrs. Wilson walking her dog around the tiny campus. We, as students, knew the nurse, bookstore personnel, registrar, and secretaries intimately. The College had a family atmosphere, partly because of its physical isolation and because of its small number of people. We seemed, in retrospect, to be motivated in those years to pursue an education for its own sake rather than a means to an end. I know I was intellectually stimulated and actually enjoyed my classes, contacts and challenges. Although attendance wasn t taken, you knew your presence would be missed because of the class sizes and therefore, I remember feeling compelled to show up and keep up. The friends I made at Erindale College have remained close over twenty years. We had the predictable parties and political rallies common in the sixties and seventies. As extra-curricular activities, I vividly recall watching excellent movies provided in one of the larger lecture rooms by the Technical Services staff. I guess doors were never locked and security guards nonexistent, because my friend and I remember cramming for final exams in an upstairs classroom all night, surrounded by junk food. Our graduation dinner was given in the cafeteria in the North Building as a formal and personal recognition by the College. Looking at my First Graduation Class picture of 1970, I can recognize all ninety faces which generate many emotions and memories. I would say the experience of Erindale College and my undergraduate years were in harmony with the theory of small is beautiful. It was a unique opportunity to be an Erindale student. All the University of Toronto resources were available to us as well as the intimacy of a satellite campus. We had the best of both worlds as undergraduates at Erindale College in its infancy. ~~~ John Switzer My life at Erindale started in September 1968 when I became a full-time second year student in the class that, in 1970, was to become the first graduating class of the College. I had meandered around St. George campus in pre-med and spent a year or so dabbling in Science studies at Queen s before reaching the conclusion I was barking up the wrong tree. I dropped out of university for a few months to figure out what I wanted to do. Without going into detail, during this sojourn I decided I would pursue some sort of career in economics and ended up at Erindale to get an undergrad degree that would support this vague career interest. After the tradition-rich, ivy-covered campuses of the St. George campus and Queen s it was a BIG step backwards to a high-school setting when I first entered the North Building on Day One of studies that fall. There was a campus at Erindale, but it was in the middle of nowhere (this was 1968, remember Mississauga was centered in Cooksville, Erin Mills had not been built, what is now the Erin Inn was a Basilian monastery, etc.), there was one building on that campus and it looked like a small high school building. There were even school busses outside to deliver the poor souls who didn t have cars to the school and deliver them back to the subway or bus that would take them home. 7

8 University of Toronto at Mississauga The place seemed friendly enough and there was a real buzz in the corridors, but as a newcomer to this isolated community and an older guy I felt like an outsider when I first arrived. Well! The underwhelming sense of falling backwards in my struggling academic career into the world of Erin-beria quickly evaporated once I sat through a couple of classes. First, for second year in a major university program, the classes were very small on average there were of us in each class and the intimacy with your classmates and your profs was instantly special. Secondly, the professors were unique individuals. They were top-notch academics: most enjoyed cross-appointments with the St. George campus. And each was a character with a point-of-view points-of-view that I remember today as freshly as they were portrayed at the time. This combination of proximity and character made vivid the academic experience in ways that I so fondly recall. This was Erindale for me and I understand this is how it will always be, as I believe Erindale has continued to operate on this formula to this day. I can recall most of the profs I had over the two special years I spent at Erindale: Bill Berman American History Bill was a raving critic of US foreign policy in 1968, the height of the Vietnam War and his readings were provocative as were his lectures. He was big fan of I.F. Stone and he was as passionate as Stone in everything he said in class. These classes were among the best I had! Bill is now History Professor Emeritus at Toronto George France Economics, Public Finance George was a sessional lecturer who was working on his PhD at Connecticut at the time (something he never finished). George s classes were like graduate seminars with six of us sitting around a table discussing a wide range of topics, generally-related to Public Finance. George smoked like a chimney all through his classes and loved to drink beer with us (outside class, that is; we spent many nights in the Basilian monastery in out-of-classroom seminars that we all enjoyed, over a case of beer). He and I became very close friends. George is an economist in one of the state departments in Rome, Italy. Mike Hare Micro-Economics Mike was a wise man and senior member of the faculty in the Department of Politi- AN ERINDALE CONVOCATION PRESIDED OVER BY DEAN E. A. ROBINSON (LEFT) AND PRINCIPAL J. TUZO WILSON (RIGHT). 8 cal Economy at St. George. He was very serious and his lectures were always content-rich (another small class of 6 or 8 of us!). Mike was a chartered accountant who never made much show of his professional qualifications. He was a big influence for me as I became a CA after I graduated. Mike is now retired Peter Silcox British Politics Peter has been one of the longest-standing faculty members at Erindale. He taught British Politics and was so well-fitted for that subject: he is very British and he stoked and smoked his bent Peterson pipe all through class. It was like sitting in a pub somewhere in London, with the subject, the accent and the tobacco smell all contributing to the multi-sensory ambience. Peter was so engaged in his material he regularly lost track of time and had to wrap up as we were rising to leave for our next lecture. Peter occupied several senior posts over the years and is now retired from Erindale. Frank Mayer International Economist Frank was a sessional lecturer who always seemed to be impatient with his students we just weren t smart enough for him. His real interest was real estate and that s where his career took him, first as a real estate analyst for a couple of brokerage firms, then into property management and development. Good decisions on Frank s part - he was not cut out to be a university teacher. Peter Fantham Mathematics, Analysis Peter was a model for the archetypal mathematician: he lectured to the blackboard while he wrote his equations and as he puffed away on his black Brazilian Nip cigars. He was oblivious to the foolishness that was going on in the classroom which was a real tragedy (the foolishness that is). He was a very fine man who was an excellent teacher. I learned a great deal from him, despite the goofy behaviour of some of my classmates (they defined for me the cowboy culture which Erindale developed over the years). Pete died in the early 90 s. His

9 The Early Years College Alumni Association executive (5 as president I believe) we always focused on Lislehurst as the centre of annual meetings and alumni Christmas parties and graduating student receptions to remind them of that uniqueness which is Erindale. Mike Spigel: Psychology Professor and Gourmand : One of the great pleasures at Erindale was the Cafeteria - believe it or not. In the North Building, of course, the food was most significant. Firstly, my lunch time was always important because the students, staff and professors all ate together. The single most cohesive and catalytic topic at the table was the food - its quality or rather the lack. Mike Spigel always surrounded himself with lots of interesting students and great discussion and I became part of that lunch group. I remember Igor Bolta as another regular. One day in the midst of some grumblings about the daily special, we decided we could do better. Why not bring a good lunch and serve our little lunch group. We organized it very easily each one of us was of a different heritage Scottish, Jewish, Ukrainian, Polish and Italian to name a few and so each week a different person would provide lunch. Mike Spigel arranged for us to have the Colman House Pub corner all to ourselves each week and the Erindale Gourmet Group was born, lasting a good part of that year! How ideal that Spigel Hall, the finer dining area in the new South Cafeteria was named in Mike Spigel s honour! Engineers vs. Erindale 1973: Very early on, Erindale and Engineering locked horns in the school spirit battle. (In the 1980 s, this played out more clearly than ever as Erindale and Engineering were pitted against each other in the Homecoming Float contest - which Erindale frequently carried home in victory!) The LGMB (Lady Godiva Memorial Band for those with failing memories) came out to Erindale to help rev up participation in the Red Cross Blood Donor Clinic. I was sewife was a faculty member on the St. George campus and she donated funds for an Erindale scholarship in Peter s name. Peter Finkle Soviet Politics Peter was a lawyer who happened to be an expert in the law of the sea. He was very knowledgeable on our subject and very entertaining in how he presented his lectures. He was like a comedian in a Catskills night club. I don t know what happened to Peter. Leonard Waverman Economic History Len was a young, earnest, upwardlymobile economist who really didn t think Erindale was the right place for him and his personal ambitions. He didn t take his subject very seriously and it defined the year. Since Len wasn t serious it was hard for his students to be serious. I don t know what happened to Len. Bill Charlton Political Science Bill shared our second year politics course with Peter Silcox. He was a young lawyer who seemed to be a mover and shaker in downtown Toronto. His lectures were very entertaining and fun. At the end of the semester we had the final lecture, then popped a couple of bottles of bubbly to celebrate the end. Great fun and the first time I had champagne (Baby Duck it was, I think). Bill is now deceased. Conclusion I ve been able to re-connect with Erindale over the past ten years, in a number of capacities: mentor, career adviser, tour guide, PAC member, campaign leader, etc. It s amazing to witness what Erindale has become: a full-fledged campus with every amenity a student could wish for; a destination campus for students who want to go to Erindale (it s no longer a campus of convenience, as it was for me and many of my classmates); an architectural delight with a complex of wonderful buildings that blend effec- tively with the natural, green surroundings; a university community connected in many closely-tied ways with the city, major hospitals and commercial firms located in the western GTA, and other schools of higher learning in Mississauga. None of us in those early days could have dreamed that Erindale would blossom the way it has. The branding of Erindale best embodies what the college is for me: The University of Toronto at Mississauga it s truly unique as an integral part of the best university in Canada, but unique in its own distinctive and important ways as the University of Mississauga! ~~~ Anne-Marie Haig Applin September 1970: Mrs. Tuzo Wilson bravely and graciously hosted the freshman year students Freshman Tea in her Lislehurst home. Out came the priceless English china teacups and a very elegant afternoon tea was had by all. The guest list featured an eclectic mix of fashion - leaning mostly to the new Blue Jeans with men and women sporting long hair and their first taste of new found freedom in University life. The student population in total was 750, the same as my old high school. My most vivid memory is of seeing a beautiful deer out the west window and feeling rather in awe to be a student surrounded by stained glass, antiques and Persian carpets. Some years later I would describe this setting to visitors as I helped host the Erindale Frosh Week Tours as an alumna. During my dozen or so years on the Erindale 9

10 University of Toronto at Mississauga lected to ceremoniously accompany the LGMB complete with Erindale Floor Hockey Cheerleading outfit and pigtails. We were to go throughout the campus drumming up business for the Clinic - I acted as chaperone, policeman and cheerleader. At last we came upon the Library, a difficult venue for a loud, raucous, disorderly, rascally band like the LGMB. Undaunted, they whispered a command and promptly marched into the library - with not a sound. Except for the giggling from the stacks and carrels! CFRE: Radio Station in Colman House 1973: I recall various stages of building the CFRE station - and the thousands of egg cartons to create the perfect studio! Everyone was welcome to try their hand. I remember my own short stint as a DJ amidst the mighty talented, ever popular Bun Rab, Gike Walker, Harry and many more. CFRE was piped throughout campus, mostly by request to Colman House, the North Cafeteria, the East Common Room, Georgie Anderson s studio office, to name a few. The swing and the little bridge on the way to Lislehurst: In 1970, 71 and 72, we thought Erindale was quite big, compared to many of our high schools. The delight of any day was the opportunity to enjoy the peaceful surroundings. One day I discovered (in the middle of winter) the most idyllic spot just off the roadway up to Lislehurst. Fluffy clumps of snow bowing down the branches. If I close my eyes I can just about hear the brook babble under the tiny perfect bridge. Friday afternoon Pubs with Tino the Bartender at Colman House: Everyone made a huge effort to arrange their class schedule to free up Friday afternoon for the Pub. Tiny and perfect - a cubby-hole by today s standards, it served us well; with CFRE piped in to set the mood! Expansion: (I believe), 73, 74: As the college expanded, we outgrew the North Building and we began the student life of the portable for many of the Arts and Humanities courses, then gradually shifted into the first part of the South Building - a chilling walk on a bad day. Seven Original Houses: As I understand it, when U of T purchased the Erindale Campus, it came complete with the magnificent historical Lislehurst, and seven faculty houses. One became Colman House (the student centre), one became the girls residence (Hastie House) and five became boys residences (Ackworth House, Dobratz House, McGill House, Robinson House and Thomas Cottage). People: Some people make an impact on your life - I know hundreds and hundreds of students who would all agree. To name a few, they were Georgie Anderson (Graphic Arts), Mrs. Pearson (ECARA office) and Vivian Degutis (Health Service). Together, these three marvellous women knew everyone and everything. They were like surrogate mothers to very green university students, always with an ear to lend, or a good word! Three cheers for them and making our lives a little richer. ~~~ Tennys McDonald Hanson My first impression of Erindale College was actually prior to enrolling. In my senior high school year, I had read of an art exhibit at the Erindale Gallery and decided to foray into the halls of academe to view the show. What I found was art gracing the corridor of the Preliminary Building -- a simple structure located in the midst of much green. When I arrived on campus as a full- fledged U of T student, what I quickly learned was that the structures were less relevant than the people. Erindale wasn t about buildings. Erindale was all about the people. Isabel and Tuzo Wilson hosted all firstyear students to a tea at their home. They were marvelous hosts, trotting out antique tea cups for their guests to use and, therefore, inspiring terror in the anxious students come to tea. But, worrying about the safety of the Wilson tea service was soon forgotten when Dr. Wilson started spinning his tales of frozen landscapes and messages found in bottles and his most recent trip around the world. My Erindale was the Wilsons, Mike Spigel, David Blackwood, Bill Huggett, Andre Stein, Margaret Scarth, Jill Webster, Fergus Craik, Kirk Blankstein, Patty Pliner, Les Krames, Tom Alloway, Joan LeGall, David Trott, Nurtz Degutis, Georgie Anderson, Linda Webber, Lois Seppala, Carol Ellwood, Rudy and Ron the bus drivers, my fellow students, and an Economics professor who insisted on calling me Jessica. The first few years were spent exclusively in the North Building and in what is now the pub. In its previous life, The Blind Duck was a tin building with many small classrooms and offices, including one with a parachute (yes, a parachute) draped from the ceiling and cushions where chairs would normally reside. Murphy s, our pub and the site of the all night movie festival, dancing and much discussion, is now the Residence/Conference Centre. Those were the days of University 100, not that I actually enrolled in the course but everyone knew about Uni 100. Somehow you worked out your own programme and your own assessment (read marks). It attracted the academically challenging and the academically challenged. It worked for the former not for the latter. But, somehow, the impression 10

11 The Early Years was that the marks were remarkably uniform for all students in the course. They all sat around on the carpet but no one was ever called thereon. One of the Uni 100 students sported bells on his naked toes. At least everyone assumed he was a Uni 100 type. My now-fading images of early Erindale are diverse. Isabel Wilson used to wait for the Bluebird to St. George, in line along with all the students. She was the one in tweeds and occasionally a fur coat. She was also the first to show an interest in what everyone was doing, how the studies were progressing and what the future career aspirations might be. Mike Spigel managed to be professor, administrator, research supervisor and friend to many. There was a core group of Psychology students who were turned on by the discipline and enriched by the experiences, the excitement and the sheer fun of Mike Spigel. Some of us conducted research in the bowels of the then half-completed South Building, working with laboratory rats and learning to habituate to the less pleasant aspects associated with this work. The rewards were sessions with Mike Spigel and participation in his intellectual gymnastics. On occasion, there were even martinis concocted in laboratory flasks in the corner office of the South Building. The hot issue of the day was the right of undergraduates to access the stacks of the Robarts Library. Fort Book was our cause. Somehow it was resolved without major protestations. During the early 70 s, Erindale s enrolment was small and there were great benefits to be gained from this. In our minds, these advantages more than made up for the small library and bookstore. Besides, we could always ride the Bluebird to St. George for major searches through the Sigmund Sam and to use Hart House. (I only learned later that women weren t welcome in Hart House in those days). Our professors were remarkably young, remarkably enthusiastic and incredibly available to interested and keen students. It was an ideal arrangement for a student who truly wanted to learn. There was a great sense of community. It was a firstrate educational experience even in the no frills environment. ~~~ Frank MacGrath Attending Erindale from meant an opportunity to witness a tremendous period of growth at the College, not only in terms of enrolment and course offerings but also Erindale s coming of age within the University and the Mississauga communities. In looking back at those years, many particular events, issues and personalities come to mind. Most of those memories focus not on the classroom but on what was occurring on campus: Principal Paul Fox - participating in every student event from the Orientation dinner to leading the victorious homecoming floats year after year; inevitably some of his colleagues downtown would see him on board the float on King s College Circle, and assume he had been kidnapped! No other college principal of that era was as spirited. Residence - the Phase III expansion being completed and plans for graduate and married students residences put into action. Initiation of the Don programme in 1983, housechecks and a residence orientation programme. Erindale s emergence in the community both in terms of closer links to business and city hall, and in terms of attracting Mississaugans onto campus through science fairs, greenhouse tours, the beginning of events for parents of students. Campus fundraising campaigns - students saw an emphasis first on scholarships through the scholarship campaign and then in 1985 the launch of the library campaign kicked off with the $10.00 student incidental fee. These campaigns, the demand on enrolment and an emphasis on excellence not only improved Erindale s image externally but gave its students and faculty a greater sense of pride in their college. Student politics were as serious as ever: ECSU and the Medium II finally reaching a Memorandum of Agreement in 1986 after years of wrangling about which entity controlled the other. The rebirth of CFRE after near bankruptcy and station turmoil; initiation of the CFRE Roadshow as a revenue-generating campus service. A terrific surge in clubs on campus, from the mainline political parties to the Heavy Metal Club. Controversy surrounded the 1985 appearance of Dr. Henry Morgentaler in an ECSU sponsored forum on abortion. In athletics, Erindale continued to do well in interfaculty sports; interest in rowing surged, including the involvement of the Laumann sisters, Silken and Danielle. Tim Bethune won a bronze medal in 4 x 400 relay at the 1984 L.A. Olympics. Overall, it was a very positive time at Erindale. While the slogan underfunding costs too much became a rallying cry, the campus responded by reaching out to the community and improving its image. 11

12 University of Toronto at Mississauga ALUMNI MEMORIES RECENT GRADUATES REMEMBER UTM Susan Guenther Class of 2001 My time at UTM undoubtedly remains the best time in my life. I can truly say that I found myself and figured out who I was, who I wanted to be, and how I wanted to get there. It was a time of firsts: first time living on my own, first time having a good student job, first time meeting my boyfriend and embarking into a serious life relationship, first time learning to advocate for myself and realizing that I have a right to certain choices in my life. UTM is a place that allows a person to develop themselves and explore their potentials and possibilities. It is the one environment where all the places and people come together to help guide you along the way, even when it at times seemed so hard and impossible. I will always cherish these times as the times that allowed me to grow into the person I am today. ~~~ Brent Johnston Class of 1992 During my time at Erindale, I became a convert of the unofficial religion of Erindale Ball hockey. In , there were 44 men s teams playing in three divisions, and an additional 14 women s teams. The impact of how crazed everyone was for this game, played in the tiny gym in the basement of the South Building, was greatest during the play-offs in Crowding into the gym, day after day, hundreds of students, sometimes standing-room only, would watch these games for hours. Spectators willingly paid a dollar to get in to watch, with proceeds given to charity. The entire college had a spirit that ebbed and flowed with the games. Even if you hated sports, you couldn t help but get caught up in the pages and pages of reviews and highlights written in The Medium. And if you managed not to get caught up in any of the hype surrounding the Ball hockey leagues, then you still likely knew that the best time to find an empty seat in the Meeting Place was between 10 am and 2 pm when other students flocked to the games. It surprises me that many years later when I run into alumni around the city and after identifying as a fellow grad of Erindale I am often asked THE question: What team did you play for? Raiders, Untouchables, RZB, Timberwolves, Devils, Punjab Horsemen, Survey Slashers, Screaming Sheep. Names that invoke vivid memories of a special time in our student life at Erindale College. Something to savour as Erindale celebrates it s 40th Anniversary. Happy Anniversary Erindale/UTM. ~~~ Rob Dunford Class of Cut the Crap, Stop the Gap. It was Word came around to the Erindale (UTM) campus that the finance minister was going to deliver a major speech at Convocation Hall about government funding to our underfunded educational institutions. Now at this time, student activism was at the lowest levels ever seen, so the speech was not expected to create any stir. However, given the importance of the funding issue, Erindale College administration coffers flew open and ECSU (the student government group) was advised that buses would be paid for to carry as 12

13 Alumni Memories many students as we could deliver to the Convocation Hall address. The students rose to this challenge. For five long days, they hurried around campus posting signs announcing the event, interrupting lectures with a two minute Join Us on the Bus recruiting talk, and attempting to motivate the student masses to finally take some high profile action to speak out against the funding slide we had seen for over a decade. The day of the speech came and ten busloads of Erindalians climbed aboard. Suddenly, this event was, in size and scope, second only to Orientation and at that moment in time even more important. As we traveled downtown, the people on my bus began discussing what we would do when we got there. We needed a rallying point for all of the people coming from the other U of T colleges and other universities. We needed a slogan. My brother, Clay, who was also on my bus, came up with the expression that became our mission statement. Cut the crap, stop the gap! Simple, easy to remember, edgy! By the time our bus arrived downtown, everyone was wildly chanting the new mantra. We marched from the bus into Convocation Hall cheering all the way. More buses arrived and then Convocation Hall was at capacity. More late arrivers were forced to stand outside and watch on TVs set up on the steps. It did not take long for Cut the Crap, stop the gap to become the chant of thousands. Inside Con Hall, we directed the students to chant the slogan and perform the odd audience wave so that the minister would say a few sentences until something he said sounded like crap and we would start chanting again. The minister got our message and was forced to reconsider the funding (or lack of funding) choices the government had made. There were 400 students from Erindale that day and several thousand from York, U of T, Ryerson and others. It was an event I will remember as the time my fellow students and I worked together to effect change. It was a wonderous day! STUDENTS RAISE MONEY FOR SCHOLARSHIP FUND. 13

14 University of Toronto at Mississauga ACADEMIC DEPARTMENTS ORGANIZATION AND ADMINISTRATION John Percy The organization and administration of UTM have grown with the campus, and changed with the times. Even the name has evolved. We began as Erindale College, in the Faculty of Arts and Science of the University of Toronto. We later became Erindale Campus, and then Mississauga Campus. Then we were University of Toronto at Mississauga until 2007, when we were branded as University of Toronto Mississauga! We owe a great debt to the founding Principal Carl Williams, Dean John Colman, and Associate Dean E.A. (Peter) Robinson for hiring the original faculty (including me) and getting the campus off to a good start. The second principal, Tuzo Wilson, was a distinguished geophysicist who made UTM known through his professional activities and travels. We have basked in his reflected glory. But it fell to the capable hands of Dean E.A. (Peter) Robinson, and his Associate Deans, and their staff, to look after the day-to-day administration when Tuzo was travelling the world. Early in its history, UTM had a divisional structure called Centres A, B, C, and D (described elsewhere in this history). Through the 1970 s, 1980 s, and 1990 s, it had a more conventional divisional academic structure, based on the Humanities, Social Sciences, and Sciences, with an Associate Dean for each. One of the deans also had responsibility for part-time students (the old Centre D ) who, in the early days, were primarily mature students. Many were schoolteachers, here to acquire a bachelor s degree. Previously, elementary school teachers were not required to have a university degree. When that requirement was changed, they flocked to the universities, enriching our campus -- especially in the evening and summer courses. Now, the boundary between full-time and part-time is blurred, and most part-time students are young people with less than a full course load. As the campus grew and matured, the Associate Deans were given responsibility for specific portfolios, such as academic, administrative, student services, and research and graduate studies. In time, a Chief Administrative Officer was added, recognizing that a professional administrator would be an asset. Indeed, one of the great strengths of UTM has been the capability and professionalism of the administrative and technical staff. Many of them have been with UTM for decades. UTM stands tall on two legs: the academic staff, and the administrative staff. Leadership was challenging. When I hear colleagues criticizing academic principals and deans, I suggest that they should try being one for a day. For most of its history, UTM has been under-resourced, partly because Ontario universities have tradition- 14

15 Academic Departments ally been under-resourced, compared with other provinces and territories, and partly because funds from the university s central administration do not seem to have flowed west at the rate that they should. An increasing area of priority has been student services, and enhancing the student experience. This is especially important, now that the campus has grown to over 11,000 students. Much of the progress has been accomplished in partnership with the students themselves, and their organizations. QSS -- Quality Service to Students -- is a program that stands out. Another is the Academic Skills Centre, which provides high-quality services to students, staff, and faculty in the areas of effective teaching and learning. UTM has led the university in its focus on enhancing student learning, and the student experience. One way that this has been recognized is through major University of Toronto awards to UTM faculty and staff, including the Joan Foley Quality of Student Experience Award, to Leslie McCormick (1996), Guy Allen (2000), Cleo Boyd (2001), and Margaret Procter (2003), not to mention university, provincial, or national teaching awards to a dozen other instructors. A list of winners of UTM teaching awards is given elsewhere in this history. A growing strength of UTM has been its partnerships and enhanced programs with Sheridan College, initially in the areas of Art and Art History, and Theatre and Drama, and later in Culture, Communication, and Information Technology. Programs such as Forensics, Environmental Studies, and Science Education were developed and have flourished, in part because of partnerships within the university, and with the community. Internships were one very effective aspect of these town-and-gown collaborations. Master s programs in Management and Professional Accounting, Biotechnology, and Management of Innovation were developed. In 2007, UTM will offer a Concurrent Teacher Education Program, in partnership with the Ontario Institute for Studies in Education at the University of Toronto. An Academy of Medicine, in partnership with community hospitals, and graduate programs in Forensics, and in Information Security will follow within the next year. At the turn of the millennium, UTM was growing -- doubling in size, in response to several phenomena: (i) the double cohort created as a result of the the elimination of grade 13 in Ontario; (ii) the demographic baby boom echo ; (iii) the increase in participation rate -- the fraction of university-age people who actually attend university; and (iv) immigration, especially to the western Greater Toronto Area. In 2003, the principals of UTM and its Scarborough counterpart were designated as Vice-Presidents of the university. The three divisions were replaced by departments, parallel with those that already existed on the St. George Campus. In many cases, these departments corresponded with disciplines that already existed at UTM, Biology, for instance. But in other cases, they were amalgamations of disciplines. The Department of Chemical and Physical Sciences, for instance, included Astronomy, Chemistry, Geology, and Physics. A Dean was appointed, as the chief academic officer, and has added an Assistant Dean to the present administrative structure. The Officers of UTM, past and present, are listed elsewhere in this history. Incidentally: throughout most of its history, UTM has had discipline representatives (including me) to manage the subject departments at UTM, and to represent the central departments (in my case, for instance, Astronomy and Astrophysics). I ve always wondered whether non-utm academics have the wrong impression of what discipline representatives do! 15

16 University of Toronto at Mississauga ANTHROPOLOGY ANTHROPOLOGY AT 40 Gary Crawford Anthropology is a vibrant, young department in All of its members belong to the larger graduate department whose history can be traced to one of the first presidents of the University of Toronto, Sir Daniel Wilson, himself an archaeologist. The department has come a long way since its humble beginnings in 1967 with one faculty member, Professor R.M. Vanderburgh, who was a specialist in the sociocultural anthropology of First Nations. Soon thereafter Professor A. Mohr, an archaeologist was hired giving the department a faculty complement of two. Despite such a small department they decided to offer a generalist approach to the discipline, an approach that has stayed with the department to the present. A true generalist program adheres to what is known in anthropological circles as the four field approach, that is, an integrated program of sociocultural, archaeological, biological and linguistic anthropology. In the beginning this was an ideal fulfilled by individuals with expertise in two of the areas but by two biological anthropologists, Jerry Melbye and Becky Sigmon, were added as was another sociocultural anthropologist, Loretta Reinhardt, who worked in Africa. Professor Melbye combined an interest in archaeology and human osteology while Professor Sigmon investigated human origins. Gary Crawford, an archaeologist working in East Asia and eastern North America was hired in 1979 and this complement of six faculty members comprised the full-time complement for many years. The department had rounded out its geographical as well its topical coverage and was graduating a strong group of students. By 1980 an Anthropology Technician position was essential to the health of the department and the position was filled by D. Berg. In 1988 Mohr retired and was replaced by M. Kleindienst, a reknowned authority on the archaeology of the African Lower Palaeolithic. The next hire was D.G. Smith (1991) who came on board to fill the archaeology position left by one of the faculty who moved to St. George to take on an administrative role. It was G.W. Crawford who temporarily moved to the St. George campus to become the department Chair, a position he held from After taking acting positions in the Arts and Science Dean s office for another two years, Crawford returned to Mississauga, this time as the Associate Dean, Social Sciences, a position he filled until That year the Associate Dean positions were deleted from the campus organizational structure, a plan actually proposed by the three Associate Deans and Principal Robert McNutt. In 2003 the College reorganized, a process triggered by changes to the Ontario high school curriculum announced in 1997 that would bring a double cohort of graduates to the university in In addition, the rapid growth to the Mississauga region meant that the College would receive an unprecedented number of applications from prospective students and all departments had to be prepared to receive far more students than they were accustomed to teaching. Well before the new organization was established the department began to hire new faculty. The first department members were retiring and most would be gone by the time the double cohort was entering the College. The new faculty members included T. Rogers (2001, Forensic Anthropology), E. Parra (2002, Biological Anthropology, human genetics), J. Sidnell (2002, Linguistic Anthropology), and T. Sanders (2003, Sociocultural Anthropology, Africa). In 2005, M. Evison (Biological and Forensic Anthropology) was hired. In 2000 the faculty complement numbered only four (Crawford, Melbye, Sigmon, and Smith) and had become relatively specialized contrary to what it had originally intended. In 2007 the group is able to offer a solid, four field education. As this history is being written, two searches are under way, one in Linguistic Anthropology and one in 16

17 Anthropology PROFESSOR JERRY MELBYE, AN ANTHROPOLOGIST, WAS THE FOUNDER OF UTM S FORENSICS PROGRAMS (SEE FORENSIC SCIENCE) AND IS AN EXPERT ON HUMAN OSTEOLOGY. Sociocultural Anthropology. By the faculty complement will number 12 and the Mississauga department will be offering one of the best undergraduate anthropology programs in Canada. Crawford became the Chair of the new Department of Anthropology and the Study of Religion, a department that existed for only two years. Crawford didn t actually occupy the position in the first year ( ). Professor David Smith was Acting Chair for the first year and he had the task of establishing the new department and leading the planning exercise that the department would follow for the subsequent five years. In the mid-1990s, Professor Melbye helped establish the first undergraduate program in Forensic Science in Canada. Forensic anthropology has a long history in Canada, but an interdisciplinary program did not exist and the time was right to create one. In addition to the interdisciplinary program, the Department of Anthropology offers its own Forensic Anthropology program. Another member of the department is S. Scharper who was actually a member of the Religion group in the new department. After two years the department reverted to the Department of Anthropology. The Study of Religion program moved to the Department of Historical Studies because plans for the program changed so that it would focus mainly on historical issues. Professor Scharper chose to stay with the Anthropology department. The group was still small yet the popularity of its programs continued to strengthen. Despite the department s desire to offer general education in anthropology it had become specialized in the scientific aspects of the discipline. Our faculty members have conducted field research in Africa (West, East, North), Canada (Ontario, Newfoundland and British Columbia), the Caribbean, Japan, South Korea, China, and the United States. The anthropologists have published several text books. Their scientific papers range from topics on religion, agricultural origins, palaeoethnobotany, Harappan technology and society, Iroquoian archaeology, conversational analysis, human osteology, human origins, human genetics, facial reconstruction, and research methods. Over the twenty-five years of the College s history we have developed five anthropology programmes in both the arts stream as well as the science stream (BA and BSc major, BA and BSc specialist and a minor). The department participates in a variety of programs including Environmental Studies and Communication, Culture and Information Technology. The faculty have appeared on a variety of television programs including The Nature of Things, and have acted as consultants for others, one of which was T.V. Ontario s series on Canadian History in the early 1990s. Crawford helped write a series for T.V.O. on the archaeological field methods called Archaeology From the Ground Up. Sigmon was active in building exchange networks with Eastern bloc anthropologists and organized two international symposia involving these scholars. 17

18 University of Toronto at Mississauga ANTHROPOLOGY AT 25 R.M.Vanderburgh The first anthropologist on campus when classes started in 1967 was R.M. Vanderburgh. Consultation between the Anthropology Department and the College gave Erindale the mandate to innovate in the design of its anthropology programmes, and we chose to go against the trend of increasing specialization evident at the St. George and Scarborough Campuses to focus on the generalist approach to Anthropology. This decision reflects the strong generalist backgrounds of Vanderburgh and A. Mohr, the second anthropologist to come on staff. Our hiring policy from this time was to search for people with research interests in more than one of the four subdisciplines of anthropology. For example, Mohr is an archaeologist and an ethnologist, while J. Melbye who joined us in 1970 is a physical anthropologist with considerable experience in archaeology. By , we were a team of five with two other faculty members, B. Sigmon (human palaeontologist) and L. Reinhardt (ethnology, West Africa). Visiting professor L. Sample (archaeology, ethnology) spent a number of years on staff during the 1970 s. In 1979 G. Crawford (palaeoethnobotany) joined us and in 1980 we established the position of Anthropology Technician, filled by D. Berg. In 1988 Mohr retired and was replaced by M. Kleindienst (Old World Archaeology). Our faculty members have conducted field research in Africa (West, East, North), Japan, Korea, China, the American Southwest, Ontario, Newfoundland and British Columbia. Students in our archaeology programmes have been involved in field schools in New Mexico, North Africa and Ontario. Many, on their own initiatives, have dug in such diverse areas of the world as the Near East, Central America and Europe. Over the twenty-five years of the College s history we have developed five anthropology programmes (two major, two specialist, one minor) and we have cooperated with other disciplines in establishing the Native Studies and Geo-Archaeology programmes. Both of these are unique to this campus in the University of Toronto context. Graduate students who acted as teaching assistants on this campus have gone on to faculty positions at such places as McMaster, Western, Guelph, Lakehead, Calgary, Victoria and Guam. One is Dean of Social Sciences at the University of Western Ontario. Students in our programmes have consistently won academic honours; we have two recent winners of the Robinson medal and a winner of the Governor General s award. Our faculty have appeared on a variety of television programs including The Nature of Things, and have acted as consultants for others, one of which was the recent Television Ontario s (TVO) series on Canadian History. Crawford has designed for TVO a series on the teaching of archaeological field methods. Sigmon has been active in the building of exchange networks with Eastern bloc anthropologists, and has organized two international symposia involving these scholars. The Erindale group consists of two men and five women (including our technician). The preponderance of female staff is perhaps related to the fact that our first anthropologist, Vanderburgh, is a woman. Currently our ranks include one ex-department chair as well as the present chair (temporarily replaced by D. Smith). We continue to carry out our mandate to innovate with our faunal archaeology collection, and our palaeoethnobotany laboratory, one of only two in Canada. At this university we are pioneering the use of computer-aided teaching of archaeological methods, and we 18

19 Anthropology FORENSIC SCIENCE Teresa Cabral of T Mississauga s Forensic Science BSc Program was the first of U its kind in Canada, when the first classes in the program were offered back in September At that time, there were only 15 universities world-wide offering a Bachelor of Science degree program in Forensic Sciences. Dr. F. Jerry Melbye, Professor Emeritus, an Anthropologist with UTM since 1970, Diplomat of the American Board of Forensic Anthropologists and a Forensic Consultant, was the founder of the Forensic Sciences Program. Over the years, Ontario police came to rely on Dr. Melbye, for his expertise in the identification of victims from skeletal remains. One of Melbye s highest profile cases was the second trial of Guy Paul Morin who was charged with the 1984 murder of nine-year-old Christine Jessop. DNA evidence eventually cleared Morin, who had spent the better part of a decade in and out of jail. Dr. Melbye rallied the Office of the Chief Coroner for the Province of Ontario, along with the Center of Forensic Sciences in Toronto, to support the launch of a dual Bachelor of Science degree at University of Toronto. As forensic science is the study of physical evidence in a modern legal context and is best defined as science in service to the courts, any science used for the purposes of the law, is a forensic science. As such, the field of Forensic Sciences is interdisciplinary in nature and practical in application. As Program Director (1995 until his retirement in 2001), Melbye led a team of UTM faculty members drawn from the departments of Anthroplogy (himself), Biology (W.R. Cummins, W.G. Filion, D.L. Gibo, P.A. Horgen), Chemistry (U.J. Krull and I.W. Stills) and Psychology (K.R. Blankstein and L. Krames), to apply their special expertise, experience and scientific knowledge to criminal investigation. The program began by conferring an Honours, BSc degree with a double major forensic science major combined with one other science major specialty, such as anthropology, biology, chemistry or psychology and has now gone on to include computer science. In 2002, the program introduced its first specialist program in Forensic Science - Chemistry, and went on to add three additional specialist programs the following year in Forensic Science -Anthropology, Forensic Science - Biology and Forensic Science - Psychology. The Forensic Science programs are designed to provide the student with an understanding of scientific analyses, theories, laboratory skills, application, and field techniques - while allowing the student to emphasize one particular area in greater detail. The highlight of the program has always been the Forensic Science Internship course FSC481Y. As Canada s first BSc program in Forensic Science, U of T Mississauga has developed well established partnerships with organizations such as the Centre of Forensic Sciences, the Office of the Chief Coroner of Ontario, the Ontario Provincial Police, the RCMP and numerous other police services and agencies across Canada. In their senior year, each student interns with a professional forensic practitioner at one of these agencies to complete a major research project, monitored by a U of T Mississauga professor. Past projects have involved researching the best methods of lifting fingerprints, examining practices for locating marijuana grow operations, investigating issues surrounding criminal profiling and collecting DNA from firearms. Each year students present their reports in front of an audience of their peers, instructors and forensic science professionals invited from across Canada. Originally, all internship placements were handled solely by the FSC481Y course coordinator, but as the program continued to grow and placement internship numbers continued to rise, the need for help with the course logistics and placements of the students became apparent. In 2003, this task was added onto Jennifer Storer-Folt, Internship Officer, not only for the Forensic Science Program but also for a number of other programs on campus. A new director for the Program was then appointed upon Melbye s retirement in Dr. W. Raymond Cummins, Professor Emeritus, a Botanist with UTM s Biology Department since 1974, a member of U of T s Governing Council since 1998, Coordinator for the Forensic Science Internship FSC481Y course from , and also one of the original faculty members in the Program, was appointed the next Director. His research interests are in stress physiology; forensic botany: case studies and uses; illicit plants: botany, physiology, pharmacology and legal aspects; forensic DNA analyses: case studies and uses; and Forensic Science Education in Canada. He went on to direct the Program until December In January 2006, Dr. Martin Evison was appointed as the new Forensic Science Program Director. A new faculty hire in the Department of Anthropology in 2005, he came to UTM from The University of Sheffield s Department of Forensic Pathology & Medico-Legal Centre. His research interests are in craniofacial identification, computational and molecular methods of human identification, and his field work is in human rights abuse investigation in Brazil. He 19

20 University of Toronto at Mississauga has also served as the Forensic Science Internship (FSC481Y5) Course Coordinator this past year. Since it s inception, the success of the program as measured in graduate student numbers, research internships, professional employment of graduates, and good standing within the forensic science, police and the criminal justice system communities has grown continuously. Also contributing to it s success are the great academics and professionals teaching our courses, who bring their own expertise and unique field experience to the classroom. For example, Professor Tracy Rogers is the lead Forensic Anthropologist at the Pickton pig farm in BC, which is perhaps Canada s largest crime scene, where she worked closely with an elite squad of more than 100 forensic experts, pathologists, scientists, coroners and police investigators. Pickton is now charged with 15 counts of murder and is the focus of an investigation into the disappearance of nearly 70 women from Vancouver s Downtown Eastside. Many U of T Mississauga Forensic Science students helped recover materials at that site. Professor Brent Walker, once a forensic identification police officer and president of the Canadian Identification Society, teaches our courses in Forensic Identification, including the Forensic Identification Field School (FSC306H), which will be taught for the first time this year, in conjunction with the Forensic Archaeology Field School (ANT306H taught by Tracy Rogers) both are a two-week field school, held on the U of T Mississauga Campus, allowing these students to work together in teams to put themselves in the place of an investigator to locate a missing person buried on campus, collect evidence, reconstruct the crime scene, and do a complete analysis of the victim and crime scene. Esteban Parra is a molecular anthropologist interested in the application of genetic markers in the fields of human evolution, epidemiology and forensic science. The main goal of his research is to characterize genetic variation within and between human populations, and to study its role in adaptation and disease. He is also interested in the application of new genotyping technologies for forensic identification. Professor Michael Pollanen is the senior forensic pathologist at the Office of the Chief Coroner of Ontario and teaches the senior course in forensic pathology. Various Toxicology experts from the Centre of Forensic Sciences Toxicology Unit, teach our senior forensic toxicology course every year for the program. U of T Mississauga s Forensic Science program is excellent preparation for graduate programs in Anthropology, Biology, Biotechnology, Chemistry, Molecular Biology, Psychology or Toxicology. Some graduates proceed to graduate programs in Forensic Science in the United States or the United Kingdom. Each year several graduates enter professional programs (e.g. medicine, dentistry, law, pharmacy). Many graduates pursue careers in law enforcement (either as civilians or as sworn police officers). Others take positions in laboratories including the Centre of Forensic Sciences. We are also proud of the Forensic Science Club on campus which has a strong student membership. IVNVI - Forensic Science Society offers workshops on academic skills, careers, lab safety, life saving with CPR, and firearms. It organizes trips to important national and international forensic science conferences (e.g. American Academy of Forensic Sciences). I find it worthy to note that since retiring from UTM, Dr. Melbye has moved on to Texas State University, San Marcos, where he is currently Professor of and Member of Graduate Faculty in the Department of Anthropology and the Director of the Forensic Anthropology Center at Texas State (F.A.C.T.S.). There, he has achieved another milestone in his forensics career, which started here at UTM. Texas State s Department of Anthropology has announced that plans are currently underway to open a forensic anthropological decomposition research center, or as some would call it a body farm, which was spearheaded by Dr. Melbye, and is set to open sometime this coming fall of It would be the third such centre in the US. I myself, have been with UTM since 1991, originally hired on as secretary to the Departments of Anthropology and French, when I eventually took on the added duties for the Forensic Science Program when it began in Today, I am still with the program and currently the Forensic Science Program Administrator. It has truly been a pleasure and an experience working with the faculty, forensic professionals and students in this program. Over the years, I have watched the Program grow from the best and the only Forensic Science B.Sc. Program in Canada to where it is today, still the best Forensic Science B.Sc. Program in Canada, however, just no longer the only Canadian University to offer such a program. I guess UTM started something! I enthusiastically await any anticipated future growth in Forensic Sciences during this period of expansion at U of T Mississauga. 20

21 BIOLOGY BIOLOGY AT 40 Robert R. Reisz Biology at UTM has undergone dramatic changes in the last 15 years. After functioning as a single teaching unit bringing the Biology experience to undergraduate students at UTM in a single united program, Botany and Zoology faculty decided to unite into a single group Biology, with a single leader as a chair, rather than separate Zoology and Botany Associate Chairs. This momentous decision was guided by the two Associate Chairmen of the time, Robert Reisz and Joseph Svoboda. The result was a vibrant, strong group where barriers between botanists and zoologists were broken down. The overall result has been entirely positive, and our initiative proved to be prophetic, with our structure being emulated by all other groups at UTM more recently, in 2003, when we became separate departments from the downtown units of Arts and Science. The transition therefore became seamless for us, and we were able to grow from strength to strength, with an excellent undergraduate teaching program, and outstanding graduate supervision. We currently teach 2,700 undergraduate FCE s and supervise an average of 40 graduate students each year. We also have a vibrant fourth year senior thesis course, that has grown every year since its inception. The graduate students run their own seminar series. Our faculty complement has changed dramatically in the last 15 years, with many of the old guard having retired recently. Notable among these were Peter Ball, Glenn Morris, Joseph Svoboda, and Gary Thaler, people that were at UTM in the early days. We have been very fortunate in having outstanding new faculty join our group, leading to what can only be a called a vigorous, world class department. Recent additions include Marla Sokolowski as a Tier 2 CRC, Bryan Stewart and Joel Levine as Tier 1 CRC s. We are also very fortunate to have Sasa Stefanovic as part of our department. As we move forward, our group continues to grow with recent hires in Landscape Ecology (Helene Wagner), Microbial Ecology (Steve Short), and Biotechnology (Bruce Seet). Our current research funding is the highest on campus, and in was $2,867,450. One of the great achievements of the group is the development and recent enlargement of the M. Biotechnology Program, a professional graduate program that is being run mainly through Biology, but with strong support from the Department of Chemical and Physical Sciences. It is clear that our success has depended on the combination of great faculty and excellent graduate students, postdoctoral fellows, and research assistants. However, none of this would be possible without the dedicated staff, both technical and administrative that have provided unparalleled support throughout the years. PROFESSOR ROBERT REISZ WITH A STU- DENT. REISZ IS A WORLD-RENOWNED PALEONTOLOGIST WHOSE RESEARCH IS FREQUENTLY HIGHLIGHTED IN THE MEDIA. 21

22 University of Toronto at Mississauga BIOLOGY AT 25 Glenn K. Morris The early years of Zoology and Botany were shaped by the decision to emphasize ecology in a biology curriculum. Initially each discipline mounted its separate courses. The first botany lectures on campus were given by Rod Harle and Gary Thaler in ; Phil Pointing (ZOO 100) and Dave Mettrick (ZOO 110) lectured in introductory zoology. Dr. Mettrick later became the chairman of the zoology department, the first of two Erindale expatriates to do so: Dr. Betty Roots being the other. With much debate and some acrimony a biology curriculum was created by the midseventies, together with a cooperative botany-zoology committee structure unique to Erindale. Early ecology-related courses were Freshwater Biology (practical surveying of ecological structure in lakes and ponds), initiated by Bill Geiling, Field Biology (plant and animal identification) and Man and Environment (an examination of humankind s ecological problems which has only gained in relevance over 25 years). Many initial appointments were in the area of ecology: Bill Geiling, (later Nick Collins), Roger Frost, Paul Maycock, Peter Ball, Gary Sprules and Joseph Svoboda. And there was interest in the campus itself as an ecological laboratory. In 1978 Professor Maycock and the Ground User s Committee produced a report advising on campus use and development. The area we have here is twice the size of the St. George campus and this report gives an exhaustive list of the plants and animals to be found on campus, while stressing the need to preserve habitats for the future use of teaching and research. The graduate programme has been especially important and more than 200 students have obtained advanced degrees. To name a few: Roberta Bondar, who will become Canada s first female astronaut this year (1992) completed her doctorate in neurochemistry at Erindale with Professor Roots and is now a professor at McMaster. Tony Resnichek, doctoral student of Professor Ball is a world expert in the systematics of sedges working in Michigan. David Blakey began with Prof. O Day, did his MSc with Professor Filion, went on to a PhD at Oxford, and is presently head of the mutagenesis section of Health & Welfare Canada. Blair Holtby, studied with Professor Sprules and is now working in the federal fisheries lab in Nanimo, British Columbia. Greg Henry, one of many students that Dr. Svoboda sent north to the arctic, studied meadow systems and their productivity and is a professor in Alberta; Ron Aiken who studied the sound signals of aquatic bugs in my lab is a professor at Mt. Allison. Remarkably, biology at Erindale now has two professors who attended as undergraduates: Darryl Gwynne and James Fullard. Erindale is known for its expertise at the molecular level through the work of Paul Horgen, and more recently Jim Anderson and Linda Kohn. Biotechnology techniques developed here are now being used to achieve practical hybridization of commercial mushrooms. There is also a significant herbarium: what began as a modest collection of local plants donated by Dr. Coventry 20 years ago, has grown to more than 80,000 specimens. 22

23 Biology BOTANY AT 25 Paul Maycock In his message to students, faculty and staff at the beginning of the academic year 1973, Dr. J. Tuzo Wilson, Erindale Principal, informed that the college grounds included an arboretum, open fields and forests along the scenic Credit River, that it formed a happy environment for a college especially one just 20 miles west of Toronto and provided an exceptional site for field studies in the natural sciences. Many years later this statement still holds true and is perhaps more realistic than ever. The development and progress of Botany during the first 25 years in the life of the College would seem to bear witness to Dr. Wilson s predictions because as a natural science its advancement has been impressive and interesting. The influence of the campus on the development of Botany is clearly indicated in the hiring of faculty at that early period as well as in the appointments of initial discipline representatives. Those who organized the disciplines during the early years were not called Associate Chairmen, they only did the work of chairmen, without the title, the salary or the recognition. One of the early representatives had worked at McGill for 12 years and was asked to transfer here because there was to be a strong emphasis in ecology and field biology. He refused on several occasions but was finally persuaded to, just come down and have a look at the campus and the scenic setting. On his arrival on a sunny Saturday in October 1968, Principal Wilson suggested that no time be wasted on buildings or other facilities (essentially non-existent), but that a tour be organized through the forests and grounds. The candidate was so favourably impressed that he was not yet off the campus when he impulsively accepted the post. In the following years an involved and demanding faculty-hiring process took place and the natural amenities of campus continued to play a dominant role. One should recall that in the early 70 s many Ontario universities were attempting to enlist faculty and the process was difficult. Prospective candidates here were shown the facilities or an open space, a gaping excavation, or an emerging building where they would eventually be established, and then were taken on a royal tour of the campus - across the meadows and old fields, down onto the flood plain of the Credit, through the old growth forest systems, given a taste of the remarkable view northward up and over the Credit valley, walked past the Principal s residence and thence down into the arboretum parkland. These excursions were carefully planned to end somewhere between Lislehurst and the ring road so that Principal Wilson could be intercepted on his way home to lunch. This was always a fruitful ploy because Dr. Wilson could meet the prospective faculty member and invariably invite them home to lunch. Isobel Wilson always obliged and another couple of unexpected luncheon guests never seemed to faze her. The excursion and a fine lunch in the great dining room of Lislehurst was always a very impressive introduction to what was then Erindale College. Of the candidates selected for many interviews for a number of positions, not a single one failed to indicate a desire to take up a position. In that early period there were many social events organized by the Principal and frequently hosted by him and his wife in their home and this social interaction contributed very significantly to the early academic development of the College. The academic qualifications were being handled efficiently by faculty but the social life added an additional lustre. It is unfortunate that this disappeared as the College community increased greatly and the financial resources began to dwindle concurrently. In the initial 25 years, the Botany group has grown to ten full time faculty and represents eight of the major fields. The appointments made in the initial years were concerned primarily with introductory courses but in 1969, faculty were added to 23

24 University of Toronto at Mississauga provide the teaching and research basis for the expanding program. From 1967 to 1969 a geneticist, plant physiologist and plant geographer comprised the staff. An aspect of planning from then on was to include diversity so that all of the major fields could be represented and a wide ranging program could evolve. It was decided that areas of interest in specialized fields represented in the department on the St. George Campus, Plant Pathology as an example, would not be developed at Erindale. An ecologist came on staff in 1969 and in the following two years, a taxonomist and autecologist. Since that period a geneticist, cell biologist, two mycologists and more recently a molecular biologist have been added. These fields throughout the 25 year period have remained an integral part of the program. In this time there have been only six changes in faculty. Two did not succeed in gaining tenure and the others went on to advanced positions elsewhere. Such modest changes in faculty over two and a half decades speak highly of the quality of those who have been attracted to this department, as well as their degree of satisfaction. The service and dedication of the 10 faculty now serving totals an astounding 170 years. Excluding the last replacement in 1990, nine members have an average of 19 years service. In 1967 a single introductory course was offered and in the session botanists were involved in the teaching of 16 courses. In the session a full program was mounted, one of the first in the College, and it included 18 courses. These offerings have continued to expand until in this session 30 are listed in the calendar and include more than 1600 course enrolments. Botany pioneered joint courses with other disciplines. This was not so unusual with Zoology with which a very extensive joint program is now in place. Fully eight joint courses have emanated from this cooperation, most of these involving large core subjects. Botany has also had joint courses with Chemistry, Psychology and Geography and attempts with other groups have taken place. Graduate training has also comprised a major undertaking of the Botany academic program. The first graduate degree was conferred in 1970 and in the period since a total of 44 M.Sc. s and 14 Ph.D. s have been supervised representing 44% of all graduate degrees (133) completed in Biology. Botany graduates have become faculty in many other institutions including Edmonton (Henry), Montreal (Bouchard), St. Louis (Ford), Ann Arbor (Reznicek), Guelph (Hale), Lethbridge (Mawson), Memorial (Vaisius), and bear witness to the standards of training received at Erindale. Faculty have always been active in their respective professional associations and a number have served on the executives of National-Canadian Society of Plant Physiologists (Secretary - Cummins), Canadian Society of Cell Biology (Treasurer-Horgen) and International Societies-Association for Ecology (Secretary-general - Maycock). Many are involved as editors, and associate editors of journals in their respective fields. 24

25 CHEMICAL & PHYSICAL SCIENCES ASTRONOMY AT 40 John Percy It s 2007, and we are still here, though now part of the Department of Chemical and Physical Sciences. We have astronomy programs on the books but not the resources to offer the specialist courses. We are now looking forward to developing new programs that build on the interdisciplinary strengths of our new department. And we concentrate on offering courses of broad interest. Our largest, AST101H (Solar System Astronomy) and AST201H (Stars and Galaxies), are for non-science majors with an interest in astronomy, who want to fulfil their science distribution requirement. AST110H (Practical Astronomy) covers the observations that provide the foundation for the science of astronomy, for students in the mathematical and physical sciences. AST252H (Cosmic Evolution) integrates the physical, life, and earth and space sciences, and attracts students from all these areas. John Lester and his students continue their research in computational and observational astrophysics, frequently using facilities at the US Naval Observatory and elsewhere. John s doctoral student Christopher Tycner was the first astronomy graduate student to be based at UTM. And Inese Ivans, who began her studies at UTM, went on to a doctorate at Texas, and a Hubble Postdoctoral Fellowship at Caltech. And Rupinder Brar, after com- pleting our program, and a doctorate at McMaster, was a finalist in the 2007 TVO Best Lecturer competition (and a candidate for the NDP in UTM s riding, in the most recent federal election). John Percy s research on variable stars and stellar evolution makes use of data from both professional observatories, and from skilled amateur astronomers. It involves students through the Research Opportunity Program (AST299Y) and, in the case of outstanding senior high school students, through the University of Toronto Mentorship Program. John has also developed Science Education programs that are described in a separate entry. Since 2003, we have hosted the Mississauga Astronomical Society (now the Mississauga Centre of the Royal Astronomical Society of Canada) at UTM -- one of many ways in which we continue to serve our community. ~~~ ASTRONOMY AT 25 In the beginning (1967), there was John Percy (lecturer), Peter Jackson (TA) and eight AST 100 students. And the College saw that it was good, and in 1968 hired Rene Racine. Since then, 2.0 astronomers (surely the minimum viable unit!) have provided courses to enrich the education of both science and non-science students, and to support a major program and the beginning of a specialist program. Erindale astronomy graduates have gone on to a variety of careers including research, planetarium and museum work, school teaching, meteorology and law. There have been modest curricular experiments such as Rene Racine s involvements in the infamous University 100 program. The 2.0 astronomers have maintained a strong research program, mostly using facilities at the Dunlap Observatory in Richmond Hill, and at other observatories on the ground and in space, so they are constantly on the move. A proposal for an Erindale Astronomical Observatory was put forward in 1970, and developed over the years. It came close enough to fruition that an elaborate scale model was constructed in the late 1980 s, but the project remains elusive - despite the fact that it would be an excellent and versatile resource for teaching and research by faculty and students, and a major attraction for the local schools and for the general public. One of John Percy s interests is in astronomical education, and Erindale has become widely known in this regard. 25

26 University of Toronto at Mississauga The College was fortunate to have Tom Bolton on staff in (replacing John Percy who was on leave) when he published a famous paper relating to the discovery of the first black hole in space Nature Vol. 240, 124 (1972) - surely one of the most significant research papers bearing the Erindale affiliation. There is also astronomy-related research in other departments ranging from Geology (moon rocks, meteorite craters) to Surveying Science (geodesy) and even Classics (astronomy and astrology in Roman religion)! The astronomers, along with other Erindalians, are also proud that CHEMISTRY AT 40 Peter Macdonald The decade of the 1990 s was one of change and challenge for the Department of Chemistry. This period saw the retirement of many of the remaining original Erindale chemistry faculty, including E.A. (Peter) Robinson and Tony Poë in 1994, Juta Reed in 2001 and Ian Still in In addition, Mitch Winnik transferred his teaching responsibilities to the St. George campus in 2001, where his research laboratories had been located for some time. Adding to this efflux was Masad Dhama who departed in 1993 to assume a faculty position in the Department of Chemistry at McGill University, his alma mater. The particular challenges faced by Chemistry at Erindale were similar to those facing all universities in Ontario during this decade: rising enrolments compounded with restricted funding levels. Recruiting new faculty to replace those retired or departed became a major ongoing effort, made more challenging by rising expectations regarding start-up funds and facilities for the high-quality Roberta Bondar, Canada s first woman in space, is a graduate of Erindale (PhD Zoology 1974). Rene Racine left Erindale in 1976 for a professorship at Montreal, and eventually the directorship of the Canada - France - Hawaii observatory, but returned briefly in 1990 as Snider Bequest Lecturer at Erindale. He was replaced by John Lester, who has developed a strong research and graduate program in the observation and theory of stellar atmospheres. He has also made substantial contributions to enhancing the computing facilities at ~~~ chemists who were our recruitment targets. In this regard, Erindale was fortunate to hire Scott Taylor (1994, bioorganic chemistry) and Michael Denk (1995, inorganic chemistry). Of course, such high quality candidates are equally attractive to other institutions, and Scott Taylor accepted a position at the University of Waterloo in 1999, while Michael Denk departed for the University of Guelph in Chemistry at Erindale would not have been able to maintain its teaching commitments during this interlude of reduced faculty if not for the excellence and commitment of a series of stipend teaching appointees, amongst whom Dr. Juris Strautmanis deserves particular mention. Towards the end of the 1990 s there began to occur a sea-change in the attitude of both federal and provincial governments towards post-secondary education and university research funding, in belated recognition of the importance of both to Canada s future economic and social well-being. This manifested Erindale. Steve Eales arrived in 1989 to replace John Percy while he was in the dean s office. As Erindale celebrates its 25th birthday, its 2.0 astronomers look forward to another 25 years of research, teaching, and service to the College and its community. itself in the establishment of various new competitive funding programs such as the Ontario Research and Development Challenge Fund (ORDCF) and the federal Challenge Fund for Innovation (CFI), amongst others. Erindale College, now re-branded as the University of Toronto at Mississauga (UTM), and the Department of Chemistry at UTM, were able to compete successfully for our share of these funds in large part due to the leadership of individuals like Ulrich Krull, who, in his capacity as Associate Dean of Science proposed establishing a Centre for Applied Bioscience and Biotechnology (CABB) that was funded by the CFI/ORDCF. The new laboratory construction, infrastructure and equipment purchases that resulted from this success literally transformed chemistry research at UTM, permitting chemistry researchers to conduct their research entirely at UTM without the necessity of traveling to the St. George campus for essential measurements. This is not to say that such researchers were not eager 26

27 Chemical & Physical Sciences to continue to avail themselves of the rich diversity of expertise and equipment available on the St. George campus. With the advent of the new millennium, and in anticipation of the enrolment bulge expected with the onset of the so-called double cohort expected to emerge from Ontario secondary schools, UTM commenced a hiring spree that saw the arrival of new chemists Michael Georges (2001, polymer chemistry), Scott Prosser (2002, NMR and biophysical chemistry), Jumi Shin (2002, biological chemistry), Ulrich Fekl (2003, inorganic chemistry) and David McMillen (2003, biophysical chemistry). The high quality of these new hires may be judged from their propensity for winning CFI New Opportunities funding and Premiers Research Excellence Awards (PREA), in addition to regular NSERC Discovery and Strategic research funding. This recruitment process continues to this day as chemistry at UTM seeks to add to its critical mass of excellence and to expand in anticipation of yet further growth in CHEMISTRY AT 25 Peter Robinson Chemistry has always been strong at Erindale and has attracted loyal and dedicated faculty and staff. Its development has served the College and University well and has met high standards of achievement in teaching, research, administration and in sustained high levels of volunteerism and service to the College community. *First year of U of T appointment, and research interest. In 1991, the faculty includes E. A. (Peter) Robinson (1961, general chemistry, structure and bonding)*, Jacques Deckers (1961, chemical physics), on long enrolments at both the undergraduate and graduate levels. No history of chemistry at UTM would be complete without mentioning the chemistry teaching program innovations unique to this campus, and especially their strong biological emphasis and focus. One example is the hugely successful Masters of Biotechnology (M. Biotech.) program, yet another initiative of Ulrich Krull, which is a collaborative effort between the chemistry, biology and management departments. A further example is the Biological Chemistry Specialist program, running alongside the Chemistry Specialist program, which uniquely among chemistry programs at U of T permits direct entry into either Biochemistry or Chemistry graduate programs. And we are fortunate and proud to have Judy Poë who has won local, provincial, and national teaching awards and provided leadership in Chemistry education at every level. In 2003 the undergraduate departmental administrative structure at UTM was ~~~ term disability since 1986, Ian Still (1965, organic synthesis), Tony Poë (1970, organometallic chemistry and kinetics), Judith Poë (1970, bioinorganic chemistry), Mitch Winnik (1970, polymer chemistry), Juta Reed (1975, neurochemistry), Ulrich Krull (1985, chemical sensors), Masad Damha (1987, nucleic acids and biochemistry), Peter Macdonald (1988, NMR and biophysical chemistry), and Laura Billard (1986, part-time, physical chemistry). An able and dedicated technical staff, with a reputation for providing more than technical help to students, has been led since 1968 by Vivian Sterne. radically reorganized. As a result, at the undergraduate level, chemistry combined with physics, astronomy and earth sciences to form the new Department of Chemical and Physical Sciences. At the graduate level, chemistry continues to be administered as a single department across the three campuses of the University of Toronto. While at the time of writing the consequences of this reorganization are still being played out, it has become apparent already that the established biological focus of chemistry at UTM will be augmented and strengthened by the rejuvenation of physics and biological physics in particular, that has resulted to date. Simultaneously, chemistry will maintain its strong ties to the St. George chemistry faculty, and thereby receive a double dividend. Looking forward, the continued and growing strength of chemistry teaching and research augurs well for the future of the UTM community and for chemistry at UTM. In the past, David Clark ( , physical chemistry) returned to England, Geoffrey Ozin ( , physical inorganic chemistry) and Martin Moscovits ( , chemical physics) both transferred to the St. George Campus, and Ricardo Aroca ( , molecular spectroscopy), David Legatt ( , analytical chemistry), and Tony Vander Voet, ( , analytical chemistry) took up appointments with the University of Windsor, Rice University and the Ontario Government. All served the College well. While notable for its strength in research, 27

28 University of Toronto at Mississauga the faculty has been dedicated to excellence in undergraduate teaching and has developed and sustained vigorous programs in Chemistry, Chemistry and Biochemistry, Biochemistry, Physical Chemistry and Chemistry and Geology. Led by Judith Poë, a scholarly, friendly and helpful environment for students has grown over the years. There is sustained good rapport between students and faculty and continuing good enrolments in the upper years. Chemistry has the distinction of having two faculty with more than 25 years service to the College: Ian Still and Peter Robinson (the first Associate Dean, later Dean, and Principal). The late James J. Rae ( ) was the first Registrar in 1967 when the College first enrolled fulltime students. Judith Poë is the current Chair of College Council and a winner of the first College Teaching Award. Barbara Pieroni (a technician since 1972), Robinson and Krull, are all winners of the College Award for outstanding contributions to the quality of life at Erindale, first awarded in Faced at first by what seemed a daunting task, emulating and surpassing if possible the standards and academic vitality established in the mature St. George Department over more than a century and a half, we can claim in our short history to have progressed far. Our goals of good teaching, research and harmonious intercampus cooperation have been achieved and many blind alleys avoided in the tortuous path towards them. It is perhaps regrettable that better inspiration and guidance was not offered from the centre, but perhaps that would have cramped the Erindale style. Whatever success we have achieved is due to the tenacity, good humour, thoughtfulness and loyalty that are to be found in good measure among the cooperative Erindale chemistry fac- LEFT TO RIGHT: PAUL FOX, DAVID STRANGWAY, ISABEL WILSON, TUZO WILSON AND PETER ROBINSON, STANDING IN FRONT OF THE J. TUZO WILSON RESEARCH LABORATORIES. 28 ulty, staff and students. The name of the game has been to have the best of two worlds - being an integral part of the University of Toronto and living in a close-knit environment of our own design - where we control the crucial decisions. After 25 years, although constantly challenged by inadequate budgets and benevolent neglect, we are winning the game and anticipating the future with hope and determination.

29 Chemical & Physical Sciences PHYSICS David Dunlop & Harry Taylor The first students enrolled at Erindale College in the fall of There were 53 students in Physics 110, the basic course for science students, and a few more enrolled in Physics 100, a course for humanities students. An undergraduate physics laboratory was created in the North Building, patterned after the laboratory program started in 1965 at Scarborough College (now UTSC). The complete physics offerings at that time consisted of five courses. A nuclear physics research laboratory was established the same year, also in the North Building. After operating for three years in the North Building and what is now the Studio Theatre, the Physics Department transferred to the newly opened South Building in the fall of A much expanded program of undergraduate work and research now became possible. New laboratory facilities for first, second and third year students were created that fall. The third year laboratory program was determined largely by the research interests of the physics staff and included experiments in optics, nuclear magnetic resonance and nuclear physics. In addition, new physics research laboratories were opened in the Research Wing of the South Building, housing research programs in nuclear physics, nuclear magnetic resonance and quantum optics. A geomagnetic research program had been started earlier in a separate building on the north campus, the Rock Magnetism Laboratory. Erindale was chosen as the site for this laboratory because of its low magnetic background noise. Graduate students in all four areas of physics research began to arrive over the next two to three years. By 1973, there were three experimental physicists on staff with interests in quantum optics. A theoretical physicist joined the group a few years later. Unfortunately, this strong Quantum Optics group fragmented, two members transferring to the St. George campus and one left for another university. In , a 14 MeV neutron generator was installed in the basement of the Research Wing. For the next eight years, short-lived isotopes were made and studied in this nuclear physics laboratory. In 1980, a joint biology-physics project was started to study fallout of 137Cs along a line of fixed longitude in Canada. This project later evolved to studying the nuclear contamination of mushroom species in Europe following the Chernobyl accident. The geomagnetism research program was much expanded with the arrival in the post-apollo era of instruments from the NASA Johnson Space Center magnetics and electromagnetics laboratories. These were housed in extensive laboratories in the Geology Department. As well as the gain in instrumental capabilities, one new Geology faculty and one postdoctoral fellow had interests in rock magnetism. In the 1990s, magnetically shielded magnetometers and workspaces made it possible to move all remaining rock magnetic research from the remote laboratory on the north campus to space in the South Building Research Wing (renamed the J. Tuzo Wilson Research Laboratories in honour of Erindale s first Principal and the inventor of plate tectonics). With the attrition of faculty that affected most departments in the 1990s, the Physics Department at UTM decided to focus its future development on planetary physics and biological physics. The latter area was novel and was not covered at that time by other faculty or programs on the other two U of T campuses. It now has two faculty members who take advantage of synergies with strong biology and biochemistry programs at UTM. This has been facilitated by the recent move to a Department of Chemical and Physical Sciences, incorporating the physics, chemistry, astronomy and geology disciplines. The grouping together of physicists, astronomers and Earth scientists will favour a strong and varied program in planetary science. The physics undergraduate program is gradually developing toward graduate-entry programs in biophysics and planetary physics. Second and third year laboratories are being incorporated into studio courses, enriched versions of courses in electromagnetism, vibrations and waves, and biophysics in which the students gain hands-on experimental experience during lectures and tutorials. 29

30 University of Toronto at Mississauga SCIENCE EDUCATION John Percy decade ago, I developed an undergraduate Science Education A course SCI398Y for upper-year science and math students, to introduce them to education as a challenge, as a career, and as part of the discipline in which they are majoring. Science education is, of course, a large part of UTM s mandate, but students are usually just consumers of education. In SCI398Y, they can become reflective practitioners. It covers both core concepts, and special topics. The last quarter of the course is devoted to 10-minute presentations by the students. By , the course enrolment had grown to over 50, a limit set by the size of the room. Then a fourth-year Science Education Project course was added. This, together with SCI398Y and existing courses such as Philosophy of Science, and Philosophy of Education, makes up a Science Education Minor Program which students can combine with their other science program(s). There are typically 15 students in the project course, carrying out projects with a variety of supervisors from UTM, or elsewhere in the university or community. They have created dozens of research projects, reports, resources, and events which are of value to UTM and its community. One is the annual Girl Guide Science Day, in which a team of a dozen or more SCI398Y students develop and deliver hands-on activities to introduce the 125 girls to the excitement and possibilities of science. Teaching Opportunity in the Sciences (TOPS, SCI498H) was added in It provides an opportunity for senior science students to work with an experienced instructor in a large introductory UTM course -- not as the sage on the stage, but as the guide on the side, monitoring and facilitating learning. This is excellent preparation for further work as a graduate teaching assistant, or as a university instructor. ROBERTA BONDAR, ERINDALE GRADUATE, AND CANADA S FIRST WOMAN IN SPACE. SEE ENCYCLOPEDIA FOR MORE INFORMATION. In 2003, we introduced the Early Teacher Program (E.T.P.), a partnership with the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT), wherein UTM students who complete five stringent requirements, including SCI398Y and 110+ hours of suitable placement experience, are guaranteed admission to the OISE/UT BEd program in science or math. ETP was patterned, in part, on a similar program which has existed at the Scarborough campus for over 15 years. In addition to attracting and preparing more and better teachers in science and math, it provides a needed opportunity to forge links between OISE/UT and other divisions of the university. In 2007, UTM s 40th-anniversary year, we are initiating a Concurrent Teacher Education Program ( CTEP ), also in partnership with OISE/UT. There will be two streams: science/math, and French. This is one of several new graduate and professional programs which are springing up on the UTM campus. These programs are an excellent fit to the five main priorities of the University of Toronto s current academic plan, Stepping Up. They enhance the student experience by providing engaging, satisfying courses. They promote interdisciplinary connections by bringing together students and faculty from all branches of life, mathematical, and physical sciences. They provide strong research connections because the courses are heavily based on assignments, projects, and placements, with emphasis on the development of oral and written communication skills. They connect with the community through projects and placements, and through the many extra-curricular outreach activities that our students participate in. And equity and diversity issues are an important part of the core course SCI398Y, from beginning to end. But I did not create these programs alone. I can count over 20 UTM faculty members and librarians, even the Director of the UTM Health Service, who, along with other professors and teachers, have contributed to the Science Education courses and programs, as presenters and/or supervisors. Over 50 local teachers hosted our ETP students in , thanks to the fine work of our placement co-ordinator Jennifer Storer- Folt. And these programs would not have succeeded without the knowledge, skills, and enthusiasm of over 200 inspiring students who have passed through the courses, and enriched my golden years at UTM. 30

31 Chemical & Physical Sciences GEOLOGICAL SCIENCES Pierre-Y. Robin The Early Years In 1969, Professor J. Tuzo Wilson, a world-famous geologist, chief discoverer of Plate Tectonics, then Principal of Erindale College, started a program and an academic discipline that he called Earth and Planetary Science (EPS). Over the next four years, Professor Wilson attracted a number of geologists who were either already famous, or would become so, for (mostly short) stints at the College: David Watkinson (Economic Geology, moved to Carleton U, where he is now a University Professor), Alan Oldershaw (sedimentology, moved to U of Calgary), Roger MacQueen (sedimentology and petroleum geology, moved to U of Waterloo, later to the Geological Survey of Canada in Calgary, became President of the Geological Association of Canada, Editor of Geoscience Canada), Kevin Burke (Tectonics, moved to U of Albany, President of the US National Science Foundation in 1992), Bill Kidd (structural geology, also moved to U of Albany). Professor Henry Halls (geophysics), who joined in 1970, is the only one of these early appointments (in fact the only one of all pre-1990 appointments) who remains at Erindale. Professor Digger Gorman, appointed on both the St. George and the Erindale campus, taught Mineralogy until his retirement in At any one time, between three full-timers and Digger Gorman, as well as teaching by professors from the Royal Ontario Museum (ROM) and the Departments of Geology and of Physics on the St. George campus would offer a significant if somewhat piecemeal set of courses. In October 1969, Professor Wilson also arranged an exhibition in the North Building of lunar samples freshly collected by Apollo 11 astronauts in July 1969, the first lunar samples to come to Canada. That exhibition happened thanks to a friend and former colleague of Professor Wilson, Dr. David Strangway, a Ph.D. Graduate from Physics at U of T and then Chief Scientist of the geoscience program at NASA in Houston, Texas. In 1972, David Strangway became chair of the Department of Geology on the St. George campus. While he had no appointment at the College, David Strangway had a major impact on the development of geology here. He arranged for a formal connection between the Department of Geology and EPS. In the fall of 1973, Mike Kimberley (sedimentology), Bill Pearce (geophysics) and Pierre Robin (structural geology) replaced Kevin Burke and Bill Kidd. The number of full-time teaching appointments thus rose to 4.5, and in addition, six or seven one-term courses were also offered by Geology, Geophysics, and ROM staff, as well as by three assistants Brian Bornhold (sedimentology), Andrew Hynes (structural geology and igneous petrology) and Carol Williams hired by Professor Wilson to work on a series of 12 movies on Planet Earth for the Ontario Education Authority. Professor Wilson also shared in the teaching of a first-year course. This was a particular challenge to his co-teacher: the Principal was mostly away, bridging the gap between drifting continents as often as he could, and his departures and returns were usually surprises. Also in 1973, with David Strangway, lunar samples arrived in the Rock Magnetism Laboratory, newly built along the road to the Principal s house: the Moon Lab. The name and the event are recalled by the unique crescent Moon light which still shines outside of the laboratory. For several years afterward, the yearly College Science Open houses exhibited lunar samples that were at the college for research purposes. In the 1973 Open House, more than 4,000 visitors lined up to see fragments of Earth s natural satellite. A large amount of scientific equipment also came from Houston with the lunar samples, as well as David Redman, a technician in charge of the lab, and a significant contingent of graduate students and post doctoral fellows working with David Strangway. Equipment and people were mostly housed in two large labs on the third floor of the science research wing. David Strangway would go on to become Vice-President, then Acting President of the University of Toronto ( ), President of the University of British Columbia ( ), of the Canada Foundation for Innovation ( ) and now of Quest University, in British Columbia. In 1974, Bob Stesky (structural geology and geophysics) and Raul Vicenzio (paleontology) joined the professorial staff. Anil Vyas first came to the College as assistant to Dave Redman. Later on, John Malcolm and then Paul Milne joined as technicians in Bob Stesky s high pressure laboratory. Anil, John and Paul went on to become prominent members of the College community: Anil Vyas is presently the manager of the Micro- Electronics Department; John Malcolm became Manager of the Academic Machine Shop until his retirement in 2004, and was succeeded in that position by Paul Milne. Changing Mandates, Changing Names Arguably, the discipline matched but 31

32 University of Toronto at Mississauga never exceeded the teaching power it had from 1973 to Our mandate at that time and until ca was the same as on the St. George Campus that is to teach geology to future geologists. Erindale provided the first three years of a four-year programme and students moved to St. George for their fourth year. The years from 1973 to 1981 saw a gradual increase in enrolments and a gradual replacement of the stipend and volunteer teaching by regular full-time appointments. Thus, there were in 1978, 6.33 appointed staff members. Professor Jack Currie (structural geology and petroleum geology) was the one-third appointment, shared with the Department of Geology. Instruction no longer relied on any other St. George staff. In the bumper years of 1979 to 1982, third-year Geology classes exceeded 70 students on the St. George Campus, and 20 at Erindale, most of them committed to a geology degree and a geology career. Various members of the Geology department started arguing that EPS should develop a full four-year program at Erindale and stop sending students to the main campus. Teaching loads were already quite heavy here and we could not do that, but we did the best we could and did teach some fourth-year courses, which some students from the St. George campus came to take. We are proud of the significant number of geologists that we taught over these years, many of whom have gone on to industry and academia. A severe and world-wide decline in undergraduate geology enrolments started around 1983, but we continued sending to the St. George campus four to eight students every year until In the early 90 s as more and more students were choosing multidisciplinary programs, our mandate gradually turned to instruct a broader audience hailing from many other fields. In we no longer taught any of our previous, classical third-year geology courses. Later, other third-year courses were reintroduced to serve our new listeners. We still send one to three students each year to the St. George campus to finish their geology education there, and many go on to do graduate work. In 1986, the name of the discipline was changed from Earth and Planetary Science (EPS) to Geological Science (GSC) in recognition of the fact that Professor Tuzo Wilson s dream of an all-inclusive discipline had not realized. Geology (GLG) could not be adopted because of the large number of Erindale courses that would have to be renumbered in order to avoid numeral conflicts with GLG courses on the St. George campus. In 1996, in partial reversal of the 1986 name change, we became Earth Science (ERS), in order to include environmental aspects of our discipline that we felt would not be recognised by students under the sterner geology label. The 2003 reorganisation of the academic structure of the college away from Divisions to more conventional and more independent academic departments saw our discipline incorporated into a new Department of Chemical and Physical Sciences, together with Astronomy, Chemistry and Physics. Course monikers AST, CHM, ERS and PHY, remain in use in successive academic calendars, and, four years later, no joint programme has emerged from that union. Individual Discipline Representatives have now become Associate Chairs, and they defer to a department Chair rather than to a divisional Dean, but there has arguably been little significant change in the actual operation and decision process of each discipline. Wax and Wane From 1970, the number of permanently appointed geology professors at the college rose from 3.5 to 6.33 in 1978, as mentioned earlier, and, in 1987, to a historical peak of seven, a high that was maintained until But then, from 1992 to 2007, while student enrolment at the college has about tripled and probably more than 10 times that of 1969 the number of geologists teaching these students has gone from seven back down to three. However, this simple curve hides many staff changes over the years. Tuzo Wilson left the college in 1974 to become Director-General of the Ontario Science Centre. He was given a major send-off party, with humorous and moving stage performances by many college members. Jack Currie retired in Raul Vicenzio (paleontology, ), Mike Kimberley (sedimentology, , to U of North Carolina in Raleigh), Bill Pearce (geophysics, , to Queen s U), Bob Stesky (structural geology and geophysics, , to Brockville, Ontario) left, as did Dave Redman ( ). Pierre Robin (structural geology) retired in Others also came and went: Bruce Haugh (paleontology, , to American Museum of Natural History), Ian Campbell (igneous petrology, , to Australian National University), Don Dingwell (igneous petrology, , to Max Planck Institute), Judy Patterson (structural geology, , to Concordia U). Alexander (Sandy) Cruden (structural geology) joined in 1989, became chair of the newly formed Department of Chemical Physical Sciences and in 2003, and left the college to become chair of the department of Geology on the St. George campus in Jeff Fawcett, while serving as Associate Dean (Sciences) from 1979 to 1986, taught a half-course in the department. Barbara Murck joined as stipend lecturer from 1985 to 1990, was on short term contracts from 1990 to 1995, became Director of the Environmental program in 1995 while still teaching geology courses, and eventually joined the Geography Department as Senior Lecturer in David Kobluk (paleontology, petrology of carbonate rocks) joined in 1977 and died unexpectedly during a field expedition in the island of Bonaire (Netherland Antilles) in 1993, at the age of 44. Mary Lysenko, who had worked as a technician 32

33 Chemical & Physical Sciences with David, took over some of his teaching for one year in Professor Robert McNutt, a geologist who came from McMaster University to become Principal in 1995, taught part of a geochemistry course for several years; he retired from the college in Together with veteran Henry Halls, Dan Schulze (petrology of Earth s mantle), who came in 1989, and Jochen Halfar (paleontology, climate record in the ocean), who joined in 2006, now constitute the permanently appointed staff in geology. Stipend lecturers have returned to help. Successive graduate students, post-doctoral fellows, visiting professors, etc., also came and went, each leaving their marks on the traditions and memories of our discipline. And geophysicists, David Dunlop and Ozden Ozdemir, through members of the Physics group, added strength to the Earth Sciences at UTM. Administrative and Teaching Technical staff In 1974, Andrew Little became our teaching lab supervisor/tutor, curator of our sample collection, and maker of thin sections (those very thins slices of rocks examined by geologists as one way to study rocks under the microsope). Andrew left ca to attend law school and eventually to practice law in Sudbury. He was replaced by Zahoor Farshori, a geologist from Pakistan, who later moved to the oil patch in Calgary. Adam Sosin replaced him in In 1985, EPS acquired its very own secretary, Paddy Denning, who moved into Room 3004 and soon became the first microcomputerized academic secretary in the College. She retired in 1988 and Carolyn Moon took over the mothering of the discipline. After Carolyn became chief secretary in Biology, she was replaced by Jennifer Storer-Folt, who stayed on until the 2003 academic reorganisation of the college, after which she became administrator of internship programmes at the college. Some Highlights In addition to the previously mentioned exhibitions of lunar samples and the send-off party for Principal Wilson, David Kobluk, in 1979, ran a three-week long course for the public on the Caribbean Island of Bonaire, involving 70 participants and nine faculty and staff. This successful trip was repeated in 1980, and followed by one to Fiji in In 1985, EPS hosted a major international symposium convened by Henry Halls. This Dyke Symposium attracted to Erindale more than 120 scientists, from 20 countries, and resulted in a major volume of the Geological Association of Canada. It became the first one of a series of International Dyke Conferences held every five years in various cities all over the world. STUDENTS POSE FOR A GROUP SHOT ON THE BRIDGE THAT OVERLOOKS WILSON POND. SEE ENCYCLOPEDIA FOR MORE INFORMATION. 33

34 University of Toronto at Mississauga ECONOMICS ECONOMICS AT 40 Gordon Anderson Through the 1990 s and early part of the first decade of the 21st century the Economics Department continued to flourish, the stalwarts and founding fathers of the department Scott Eddie, John Floyd, Michael Hare, Allan Hynes, all retired. Arthur Hosios, following others before him, left Erindale to become the chairman of the Economics Department at St. George. These departures, College expansion and departmental plans created a chasm between the demand for our programs and the resources we had to fulfill those demands. The plan for the decade involved a reorganization of our offerings into three core areas (economic policy, economic strategy and financial economics). The goal was to continue to deliver first-rate undergraduate programs in economics building on the strengths of the current faculty and involved collaborative undertakings with the Departments of Political Science and Management at UTM. As in the past, the aim was to offer undergraduates the opportunity to acquire a solid training in economic theory, applications and quantitative methods in career oriented programs that are not widely available elsewhere in Canada. Versions of these programs are already successful at the graduate level (at U of T and comparable institutions). To this end the chasm was filled by two lectureship appointments (Lee Bailey and Shalini Sharma) and a stream of exciting young economist faculty appointments: Mark Stabile (health and policy) who has gone on to become director of the Policy Institute), John Mahue (econometrics and financial economics), Johannes VanBiesbrook (Industrial Organization), Philip Oreopolous (labour economics, applied econometrics, economics of education), Xiaodong Zhu (macroeconomics, public economics, economic development, financial economics), and Robert McMillan (public economics and education). More recently Simon Board (microeconomics and industrial organization), Gueorgui Kambourov (macroeconomics, international economics and labour), Margarite Duarte (macroeconomics and international trade), Heidi Shierholz (labour economics and crime), and Andreus Park (microeconomics and financial economics). Currently the sizeadjusted quality of our faculty compares favorably with the very best departments of economics in the country. 34

35 Economics ECONOMICS AT 25 John E. Floyd When I arrived at Erindale College in the fall of 1970, the Erindale economists consisted of Michael Hare and four colleagues who left the department within the next two years. Michael, now Assistant Chair of the Department, has handled the administrative duties for Economics almost continually from the date the College was established, assisted over the years by staff members Sharon Bolt, June Wood, Linda Gray and, currently, Pat Hynek and Theresa Kao. In 1971 the Department made the first wave of permanent appointments that were to constitute the core of the Erindale Economics Group---Allan Hynes, Scott Eddie, Jim Pesando and Sam Rea. Mel Fuss joined the group the following year and Frank Reid and Dusan Pokorny the year after. This core group was, of course, supplemented on a year-to-year basis over the next ten years by a changing group of visitors and temporary appointments, as well as Department members from downtown who filled in on occasion for particular courses. A tradition of offering courses on the Erindale Campus that are the same as downtown has been maintained, although a few deviations have been introduced to meet local needs and conditions. We have played a major role in the Commerce and Finance Program and offer, within the Faculty of Arts and Science, a strong Specialist Program in Economics comparable to the one on the St. George Campus. Enrollment in Economics courses at Erindale is between 30 and 40 percent of the downtown enrollment. The Department began a second wave of permanent additions to the Economics Group in the early 1980s. Gordon Anderson, Varouj Aivazian, Dominique Demougin, Miguel Faig, Gillian Hamilton, Arthur Hosios, Angelo Melino, Carolyn Pitchik, Uzi Segal, and Myrna Wooders have joined us since that time. During these years, Mel Fuss left to become Chair of the Department and has remained on the downtown campus, and Jim Pesando left to become Director of the Institute for Policy Analysis. As in the earlier decade the permanent faculty was supplemented by a large and changing group of temporary appointments and visitors as well as Department members from the downtown campus substituting on a per course basis. In total, more than 60 economists have taught at the College since it was established in In the two decades since 1970, two features of the Erindale Economics Group have been noteworthy. First, the group is fully integrated with the Department (once the Department of Political Economy and now the Department of Economics) and fully participates in the Graduate Teaching and Research Program of the Department. For example, all four modules of the PhD macroeconomics sequence have been taught by members of the Erindale Group during the past few years and last year, two of the four modules of the PhD microeconomics sequence were taught by Erindale economists. This is not an isolated event. On one occasion over a decade ago Allan Hynes, Mel Fuss, and myself taught the entire PhD core sequence. Further evidence of the importance of the Erindale Group in the Department is that the current Chair of the Department, Gordon Anderson, is one of our members. The second feature, no doubt related to the first, is the professional visibility of the Erindale economists. The current permanent members of the group, plus the two who left but were here more than ten years, have together contributed several books and over 200 articles in refereed mainstream economics journals. Taken on an average per faculty member basis, this is a record that no other Canadian college or campus of less than 6,000 students, and very few universities of any size in Canada or elsewhere, can match. 35

36 University of Toronto at Mississauga ENGLISH & DRAMA ENGLISH AT 40 Mark Levene Since the informal history issued to commemorate Erindale s 25th anniversary in 1992, the narrative of our English Department has, on the surface at least, been typically one of continuity and change. Like other disciplines, especially in the Humanities, hiring in the English tenure-stream was a rare occurrence for an extended period of time. Resources and personnel were stretched to almost translucent thinness. But what light there was remained remarkably strong in the classroom and in the endemically effective array of writing produced by the faculty along with their tireless but less formal contributions to the intellectual community. In 1995 Rosemary Sullivan received the Governor General s Award for Non-Fiction for her biography of Gwenolyn MacEwen. This striking achievement--among many others by her colleagues and the Department s students--followed by a decade the Governor General s Award for Fiction given to Josef Skvorecky for The Engineer of Human Souls, a novel deeply rooted in the literary nature and personal qualities of Erindale s (Josef s Edenvale) rarely inconspicuous English component. The past 15 years have been punctuated by many departures, the worst of which was Vince DeLuca s death in A brilliant interpreter of Thomas DeQuin- cy and William Blake, Vince was a magician of voice and presence in his classes; sadly just sporadic now are the echoes in the hall of his thunderous readings. Many other holes opened through the University s recognition of administrative talent after the St. George chairmanships of T.H. Adamowski and Brian Corman: John Astington became an inspired Director of the Graduate Drama Centre, and Elizabeth Harvey devoted her creative impulses and irrepressibility to re-configuring the Graduate Program in English. Linda Munk and Karen Weisman, very much Vince s student, also travelled eastward. Charles Lock, his formidable intellect and unshakable confidence in tow, took the same route, but bypassed St. George and his native England for Danish academic grandeur. After what had seemed like decades when the faculty were only months older than the students, suddenly retirements, new fissures, began to appear. Doug Hill embraced a maritime life, and Marjorie Garson withdrew her extraordinary command of pedagogy for the pleasures of family. JoAnna Dutka, very much the pulse of the English group and a daunting defender of English and the Humanities, also took retirement. Because of their exceptional individuality, Doug, Marjorie, and JoAnna left unique gaps in our approach to undergraduate instruction and to the complex demands and claims made by the literary imagination from the Anglo-Saxon poets to Alice Munro. But our persistent good fortune with change and continuity has been extended through the merger of English and Drama in 2003, the first Chair of which is Leslie Thomson, who began her stellar career at Erindale as a sessional appointee, and through the infusion of talent from Newfoundland, the Ivy League, New Zealand, Oxford, and Quebec. Inventive, meticulous teachers, Richard Greene, Dan White, Jeannine DeLombard, Alexandra Gillespie, Mari Ruti, Colin Hill, and Holger Syme have already produced significant scholarly work, regularly nurtured by an abundance of grants, and are indispensable presences throughout the university, particularly in the MA and PhD programs, a tradition of graduate involvement that began 40 years ago now. Equally adept at undergraduate instruction, the junior and senior faculty are consistently gratified by the high numbers of registrants in the Specialist, Major, and Minor programs as well as by the salutary figures of students with dual citizenship in English and Drama. Less readily quantifiable is the anecdotal importance of the innumerable students who have become distinguished teachers and educational administrators, who have taken on the 36

37 English & Drama demands of law, publishing, engaged parenthood, and even the solitary existences of independent writers. But perhaps the purest reflection of our history is the student who was in the ENGLISH AT 25 Doug Hill process of being born while her mother was in the process of reading intricate, demanding books and writing her elaborations of these readings, the embryonic student returning years later with her ~~~ mother s books to enact her own readings and in some way to pass those on too. There s the English staff now, lined up on the grass outside the North Building for their anniversary portrait. The old-fashioned camera turns slowly on its tripod, pans across two dozen assorted figures and twenty-five years. Who are they? Who were they? Details/memories. Sandals, love-beads, Ivy-League suits, long skirts, short skirts, baseball gloves, silk shirts, work shirts, crew necks, khaki pants, Grebs. Talking together, laughing together. Young, younger, middle-aged. Tall, short, large, small. Smiling. Bald, hairy, chopped, frizzed, braided, bearded. Waving signs: Marx, McLuhan, Freud, Sartre, Millett, Leary, Frye. Still talking, laughing still. Carrying books: on DeQuincy and Blake, on Eliot and Smart and Koestler, on music and computers, on Bohemia and Bloomsbury and Edenvale and Newfoundland, on Dvorak and Dickens and Danny Smiricky. Poetry and fiction, models and machines, urban politics, radical teaching, a parachute. Refusing to be still. The photographer shrugs, packs up his gear, departs; they re still chattering, laughing, wandering off to Colman House, the cafeteria, Faculty Club, pub, someone s house, someone s car, the Roof of the Park Plaza, carrels in the Robarts. Laughter floating across the grass. Twenty-five years. No one ever told them it would be this much fun. Back up. If they won t behave for their picture, try facts. Chronology: Rosenbaum and Adamowski to set it up, then Hole and Lancashire to get it running, then all in a rush Hill, Kareda, Levene, just ahead of Corman, DeLuca and Van Fossen, Astington, McLeod and Skvorecky. A pause. Then Dutka, Lynch, Sullivan. In the 80s just Lock, Garson. This year Munk and Thomson. First thirteen appointments, only one woman. Hmm. Next seven, only two men. First ten appointments, six Americans. Hmm. Next ten, only one. Since 67 three retirements, two transfers downtown, two resignations, one brave death. The normal run of children, cars, houses, pets, others. No motorcycles. One pick-up truck, briefly. One residence in Mississauga, also briefly. For a time they all seemed to live in Cabbagetown except for the sensible few in High Park. More cats than dogs. Bigger dogs. Hobbies various, modest. Hikers, some joggers, a core of theatre and concert buffs, a couple musically gifted, all can write great letters when they have the time. Suspicion they watch more television than they admit to, and also that they daydream. In the early days there was softball, and house renovation, and parties to which all were invited and all usually came. And always the students-- good, bad, indifferent, the reason for all of it. That s another story, another photograph. An ordinary group of people, by the look of them. They know, the photographer surely knows--they like to laugh and talk. Ask their students if they like to talk. They re happy? With their jobs, with Erindale, with the kids, with each other? Loss and sadness, frustration and disappointment--these have come in human measure. Still they talk, and still they laugh. One quarter-century of friendship in a common cause, a diversity of approaches and attitudes, moods and manners, tastes and temperaments; an anniversary of goodwill. Celebrate. Talk on, laugh on. 37

38 University of Toronto at Mississauga DRAMA AT 40 Stephen Johnson Beginning in 1991, an innovative hybrid program was initiated jointly by Erindale and Sheridan Colleges, that combined an intensive acting program taught by the theatre professionals at Sheridan, with an Honours BA from the University of Toronto in Theatre and Drama Studies, taught by an interdisciplinary team at Erindale. Not surprisingly, the Theatre and Drama Studies Program--now fifteen years old and about to graduate its eleventh class--substantially changed the theatrical life and learning on the Erindale campus. At Sheridan, Patrick Young has been Coordinator and Artistic Director since its inception, organizing a conservatory-style program. Instruction has been given over the years by Sheridan s permanent faculty, including Ron Cameron- Lewis, Greg Peterson, Mimi Mekler, and Dennis Hayes, as well as a wide range of guest artists. At Erindale, John Astington provided continuity with the longer history of theatre on campus, with the program run by founding coordinator Nancy Copeland, aided by Stephen Johnson, Bruce Barton, Martin Revermann, and with the help of colleagues in French (David Trott), Italian Studies (Sal Bancheri and Guido Pugliese), English (Leslie Thomson), and Roger Beck in Classics. The technical director for the program has been Jim Smagata since its inception. More recently Peter Urbanek has served as Production Manager, Joanne Massingham as Costumier, and Jennifer Lenoir as Technical Director of our second theatre facility (see below). Dianne Robertson has been providing indispensible advice and assistance as undergraduate advisor to the program. The curriculum created by all these individuals is unique in Canada. Students audition for the program out of high school, in a competition that has a tento-one acceptance ratio. Successful applicants spend Tuesdays and Thursdays receiving classroom training toward a professional diploma from Sheridan, and the rest of the time taking courses in the theory, history and dramaturgy of performance--as well as a range of courses in film, English literature and modern languages--from Erindale (now University of Toronto Mississauga, or UTM). DRAMA CLASS. ZAIB SHAIKH (SEATED IN FRONT) STARS IN A CBC COMEDY, LITTLE MOSQUE ON THE PRAIRIE. The core of the curriculum, and an important part of campus life at Erindale, is a conservatory-style season of plays produced in the Erindale Studio Theatre--that former bus garage that has, over the years, been upgraded into a state-ofthe-art facility that is the envy of any program in Ontario. Every year, as part of their training--both practical and academic--students in the program produce a season of five plays from the full history and geography of theatrical culture, from Greek, Elizabethan, Eighteenthcentury, and including not only the best most recent drama available, but also an annual original collective creation. At the same time, they take an interdisciplinary range of courses in English, Italian, French, Classics, and Cinema Studies. The result is a specialist BA in Theatre and Drama Studies, as well as a two-year diploma in Acting (taken over four years) from Sheridan. The Theatre and Drama Studies program stands at the centre of an active cultural life on the campus. Thank for this go to its students and technical staff, and with special credit to Roger and Janet Beck, who have been significant supporters in every way possible, notably through the financial awards to students, and advocacy for a vibrant theatrical culture both on campus and in the surrounding community. The campus has a popular extracurricular Drama Club that regularly wins major awards at the Hart House Theatre Festival. Most recently, we have added a new theatrical venue to the campus--the Multi-media Studio Theatre (MIST) designed as part of the new CCT building. Our students and technical staff assist with any and all performances created 38

39 English & Drama by groups across the campus, generally improving the quantity and quality of Erindale s cultural life. And we also now have two more programs--a major and minor in Theatre, Drama and Performance Studies--that benefit from the core specialist program but don t require the same audition process. The additional venue and programs provide the room to grow in the years to come. Notable productions over the years have included: The Tricks of Scapin, dir. Mimi Meckler ( ); The Revenger s Tragedy ( ) and The Man of Mode ( ) dir. Patrick Young; A Midsummer Night s Dream ( ) and Tis Pity She s a Whore ( ) dir. Greg Peterson; Fen, dir. Brian Richmond ( ); Jane Eyre dir. Ralph Small ( ); and Thirteen Hands dir. Ron Cameron-Lewis ( ). Among a long list of promising graduates in what is still a young program: Zaib Shaikh; Mark Sykes; Nicole Stamp; and David Yee, though there is a long and growing list of our students working in the industry. Some recent highlights of the program include the addition of film studies courses, playwriting and developmental dramaturgy courses, and a series of senior seminars that will introduce our students into the research projects of our permanent faculty. Overall, if it isn t sufficiently obvious already, the presence of theatre on the Erindale campus has used the strong foundation built during its first twentyfive years to build both a successful and innovative set of programs, and an active public life on campus. All in just forty years... ~~~ DRAMA AT 25 John H. Astington Drama studies began at Erindale College in 1970, with the first undergraduate course in performance ever offered at the University of Toronto. John Astington, a teaching assistant then, was hired full-time in the following year. Over the succeeding academic years the range of courses offered was expanded to include theatre history, culminating in a formal programme in Drama, which survived until the new joint programme with Sheridan College ( ). Early course productions, an important part of college life in those days, took place in room 292 in the North Building - memorable among them The Hamlet Show, in December, Once the South Building was opened, Drama acquired the former gymnasium (science lab, bus garage!), which was turned into a studio theatre. Production work connected with courses continued there - a particular monument was the original collective play about Mississauga history, The Heathen in his Blindness, March, as well as shows produced by various student societies. Concurrently, the programme and its students participated in university-wide dramatic activities. The 1977 outdoor production of the York cycle of mystery plays by Poculi Ludique Societas, in which Erindale staged the Crucifixion play, was a notable achievement. The production was videotaped, and is still being seen as part of a recently produced video on early drama, Pageants of Delight, which was shown in the summer of 1992 at the Covent Garden Theatre Museum, London. Beginning in the later seventies, the instructional load in the programme was supported by teaching assistants, all of them doctoral students in the Graduate Drama Centre, University of Toronto. This seems the appropriate place to remember and to thank them for their contribution to the college: Richard Shoichet, Jon Redfern, Dorothy Kelleher, Cathy Smith, Sally Jones, Bill Peel, Lionel Pilkington, Patricia Ives, Sandra Siversky, and Craig Walker. 39

40 University of Toronto at Mississauga FRENCH, GERMAN & ITALIAN FRENCH Charles Elkabas & M. P. Ducretet Since its creation, the Department of French at UTM (Erindale) has seen its number of full time faculty members almost double, from four to seven, and its number of students has grown similarly. Successive program reforms over the years have resulted in a wider choice of possibilities for UTM students. From a single program in French Studies, the options available now include a Specialist and a Major program in language and literature, a Major program in language and linguistics, a Major in Language Teaching and Learning, three Minor programs in Functional French, in Francophone Studies and in French Studies. Students have also the option to enroll in one of these two combined Specialist programs: French and Italian studies, and Language Teaching and Learning in French and Italian. Students not seeking a full program but who wish to continue some studies in French also have access to a non-specialist series of courses. Our programs include a wide variety of courses in language, in French and Quebecois literature and linguistics. Members of the French group have been leaders in striking out in new and innovative directions involving new technologies, courseware development, collaborative curriculum planning, and undergraduate education. It was at UTM that a course for high school students who did not obtain their OAC French was first offered for degree credit. It was at UTM that a course on computer applications to literary texts in French was first developed and taught at the undergraduate level. It was also at UTM that courses on teaching and learning French as a second language were first created. These innovations have now been adopted by the larger department of French on the St. George Campus. Our new language laboratory located in the CCT building offers French students access to a state-of-the-art multimedia lab to help them improve their oral and writing skills. Students are also encouraged to participate in other activities outside of the classroom. In 1985, as an experiment which unfortunately could not be maintained, one of the students residence houses was designated as the French House. Throughout the years, the UTM French Club has organized many cultural activities, often aided or inspired by the annual moniteur or monitrice. For some years now, the UTM French Prize, funded in part by faculty and student contributions, has been awarded each year to the best student in the second year. Our ties with the St. George Campus department have always been strong, not merely by virtue of the matching programs and courses which we have been offering, but also as a result of our contribution to department life on both campuses. UTM French colleagues have held or are currently holding administrative positions in both the undergraduate and graduate departments of French, in addition to participating fully in the teaching of graduate courses and the supervising of graduate research. This involvement has enhanced the interaction with a large number of graduate student assistants who, after teaching at UTM, have gone on to faculty positions in many universities across Canada. The UTM French group has also left its mark on the local Mississauga community, particularly through its participation, from 1980 to 1990, in a French contest for High School students in the Peel region. Hundreds of contestants have gone through the day-long battery of tests organized and administered by UTM French Faculty, and several of them ended up choosing UTM for their University studies following the experience. Since the late nineties, members of the French group have been combining their efforts with colleagues from the Italian department in order to offer language students at UTM not only the tools to become better language learners, but also to give them a solid educational baggage so that they can be leaders in their prospective careers. A series of shared research initiatives in technology-based learning undertaken by colleagues from French and Italian led to the establishment of shared programs in Teaching and Learning. This strong collaboration between the two disciplines also led to a profound reorganization of our respective programs. Then, a proposal to merge the departments of French, German and Italian, three small disciplines under a single title and administrative structure was discussed among our colleagues in Thus, in 2003, the FGI Department was created for the strengthening of Language and Literature studies at UTM. 40

41 French, German & Italian ITALIAN STUDIES AT 40 Salvatore Bancheri, John Campana, Michael Lettieri & Guido Pugliese From its inception in 1967, Italian has adopted informed classroom methods and research as the two pillars of its teaching practice. It has always encouraged personal initiatives but has equally supported collaboration with other intellectual institutions and community organizations, naturally in accord with the University s academic criteria. In more recent years its offerings and methodology have been modified to reflect the growing importance of technology and the advent of globalization. Italian includes the following among its chief priorities: maintaining and enhancing its excellence in research and teaching; continuing to provide strong and cohesive courses/programs in language, the study of literature, theoretical and applied linguistics, language-learning theory, cinema, theatre and performance, preserving sound relations with community associations, professional entities and government agencies; providing the conditions and assistance for a rich student experience; seeking opportunities for study abroad. The story of Italian at UTM illustrates these principles. It is a story of substantial growth in terms of numbers as well as breadth and depth. When Erindale College first opened its doors in 1967, Italian attracted eight students; the present enrolment has risen, proportionately with the general enrolment, to over 500 FCEs. At inception, the program consisted of a single course for beginners; at present it includes more than 25 full-course equivalents that cover all periods of Italian literature, the major aspects of the Italian language, recent research in teaching and learning Italian as a second language, and significant expressions of Italian culture such as theatre, cinema and contemporary civilization. It is not surprising that, according to the latest statistics of the Modern Languages Association, the study of Italian in North America has increased by 29.6% in the last few years. At UTM this increase is reflected in even higher percentages. Noteworthy too is the fact that the discipline of Italian is attracting an increasing number of students of non-italian background who are continuing in Italian programs at all levels. This is undoubtedly in response not only to the growing, international visibility of Italian language and culture, but also to the good reputation our discipline has established in North America. Italian faculty have obtained national and international honors and leadership roles in the discipline (i.e. presidents of Learned Associations, editors of prestigious journals, executive board membership, directorship of international language schools, editorial board membership, membership in prestigious academic societies). Faculty have had a continuing interest in curriculum development and have done much research based on direct experiment in the field of applied pedagogy. Italian is a leader at the University of Toronto and world wide in the use of technology to advance the learning of languages. In Italian, at all levels, experimentation with new technology and pedagogy is integrated with time-tested methods and materials. This has resulted in the creation of new courses, development of educational software, and numerous important publications used in institutions all over the world. Furthermore, Italian offers access to a fully equipped computer/language laboratory and to its own in-house Italian software, and is also a partner in the newly established UTM Concurrent Teacher Education Program. Over the years, Italian has been involved in many endeavors, designed to foster a better understanding and appreciation of Italian. It has held film nights (one of the films recently screened was directed and produced, with the participation of students, by an Italian faculty member), concerts and lecture series, organized Italian weeks in collaboration with a very active student club, hosted the Italian High School Contest on numerous occasions, and produced in the last two years of the 70s, and every year since 1986, a play by a variety of Italian playwrights including Goldoni, Pirandello and De Filippo. The practice has become a veritable tradition and four credit courses have been created as a result. Students completing our programs will not only have gained proficiency in the discipline but also the language and cultural skills required today in the global environment. 41

42 University of Toronto at Mississauga ITALIAN STUDIES AT 25 Guido Pugliese Italian was started at Erindale when the College first opened its doors in Its story is one of steady and substantial growth in terms of numbers as well as breadth and depth. At inception, it attracted eight students; the present enrolment has risen, proportionately with the general enrolment, to 311 FCEs. In 1967 the program, like that of other linguistic disciplines, consisted of a single course for beginners; at present it includes more than 14 full-course equivalents that cover all periods of Italian literature, the major aspects of the Italian language, and significant expressions of Italian culture such as its cinema and lively contemporary civilization. Major and specialist programs have been offered since the early 1970s. In addition to providing a comprehensive panorama of the established canon, the Italian program at Erindale, in keeping with the fundamental mandate of the young institution to be innovative, from time to time has offered and continues to offer courses that deviate from the traditional patterns or emphasize topics that can best be taught in small groups with the help of recent technological innovations. Perhaps the most innovative attempts have been made in methodology since the department has always promoted approaches which, in language instruction especially, give pride of place to direct student participation and call for the structured use of a wide array of technical aids, from simple maps and drawings to videos and films, without, of course, abandoning the sound elements of traditional philology. Over the years, the department has been involved in many endeavours, designed to foster a better understanding and appreciation of Italian. It has held film nights, has organized Italian weeks in collaboration with the very active student club, has hosted the Italian High School Contest on three occasions (in 1976, 1979, 1985) and has produced a play, in the last two years of the 70s and every year since 1986, by a variety of Italian playwrights including Goldoni, Pirandello and Natalia Ginzburg. The response from the students and the community to these theatrical productions has been so positive (last year there were five performances with an estimated audience of about 1,500 persons) that the practice has all the appearance of becoming a veritable tradition. Among the academic pursuits, that needless to day take precedence over everything else, one occasion deserves particular mention: an international symposium on the nineteenth-century Italian novel. The event was organized in 1986 by the Erindale faculty and brought on campus 16 scholars from all over North America. Their insights and fresh readings communicated viva voce to a large audience, can now be read in a volume published in Three scholarships have been founded, mainly through the efforts of the faculty, to further the cause of Italian and to commemorate the untimely death of two colleagues. The awards are: The Metro-Toronto Italo-Canadian Scholarship (established in 1977), the Penelope Frohman Marchese Scholarship (1978), and The Luciana Marchionne Picchione Scholarship in Italian (1982). Two other smaller prizes have been instituted by the students. 42

43 French, German & Italian GERMAN AT 40 Stefan Soldovieri The study of German has had a long history at the University of Toronto Mississauga. Students enjoy courses ranging from introductory language instruction to German cinema, literature, culture and German for professional purposes. Students participate in a variety of foreign study programs in Germanspeaking countries and have completed summer internships with companies such as Siemens and Bosch. In recent years UTM has twice hosted the Provincial High School German Contest, which has been held for thirty years in Ontario. The over 100 students that took part in this two-day event at UTM competed for prizes including a trip to Germany and the use of a BMW. ~~~ GERMAN AT 25 C. Saas German studies at Erindale were planned since the College was founded. However, the actual creation of a workable program was entrusted to Mr. Wolfgang Meyer-Erlach, who began with a modest offering of two full language courses in Mr. Meyer-Erlach, a graduate of the University of Toronto s German Department, came recommended for this task: he had founded German at our sister satellite campus, Scarborough College a few years earlier and it is thanks to his commitment that German got off to a good start. In the following years he expanded the course offerings to a full German major: with the help of dedicated TAs he taught the entire language plus literature program himself. He too helped in the planning and installation of the language teaching lab, and in the founding of the German student club. Even though the college planned to have a staff of three full time professors in German, this goal remained elusive: from 1970 to 1973 Mr. Philip Payne was appointed, while serving actually only the first two years; Mr. Karl Otto Steinmetz, a graduate student in the St. George Department, picked up some of his duties in 1972; Mr. Walter Bauer, a poet and retired professor from downtown, and Mr. Peter Harris another colleague in the St. George German Department filled in with a one-third position each, and there was TA help as well. In German actually reached its three full-time teaching goal: Professors Christa Saas (PhD Indiana) and Karl- Otto Steinmetz (PhD Toronto) were appointed at the associate and assistant professor level respectively, while Professors Bauer and Harris taught.3 FTEs each in our program as well as in the extension division. While we lost Dr. Steinmetz in 1977 and Dr. Meyer-Erlach in 1978, we were joined by two new colleagues: Dr. Joachim Bielert, a graduate of the U of T, and Dr. Marion Faber (PhD Harvard) in 1975 and 1977 respectively. In Dr. D. Bruce Little (PhD Wisconsin) replaced Dr. Faber, and remained until 1984; a year s leave in was filled by Dr. Lynwood Delong (PhD Toronto). In 1984 the College administration eliminated the third position in German. Since that time Professors Bielert and Saas have carried on with the help of two TAs from the College and still offer a German major and even an occasional specialist program. Professor Bielert took over and expanded the offerings of Mr. Harris film courses, and as of offers a Minor in Cinema Studies. All of this, of course, would not have been possible without the generous and never failing support of the departmental chairmen, Professor Eichner, Wetzel and Genno. Special credit has to go to Professor Hans Eichner who supported us with.3 teaching position per year (so that our students could fulfill their medievalist requirement) and with a teaching assistant per year. He too was instrumental in persuading Professor Herman Boeschenstein, the former chairman of German at University College, to generously donate his personal library to German at Erindale, so that the poor country cousins and their students could also have a seminar library. Without Professor Eichner s unfailing support German at Erindale could not and would not have survived. 43

44 University of Toronto at Mississauga SLAVIC AT 25 N. N. Shneidman & K. A. Lantz In the spring of 1969 a group of Erindale students approached the College administration with a request to provide them with an opportunity to study Russian at Erindale. The college responded positively to the request and began registering students, interested in learning Russian, for the academic year. Enrolment for the beginners course was so successful that it was necessary to divide the first year Russian language SLA 100Y course into two sections. Professor N.N. Shneidman was appointed to teach the course. In the Slavic programme was expanded to provide the basic requirements of a three year major in Russian Language and Literature. In the fall of 1970 a second year Russian language course was offered to those who had successfully completed SLA 100Y, as well as for those who had studied Russian at the secondary school level. In addition two literature courses were included in the curriculum. The first year course Introduction to Slavic Culture and Literature gave a historical overview of Russian, Ukrainian, and Polish culture and literature and attracted many students of Slavic origin. It was also of interest to those who wanted to become familiar with the Soviet Union and Eastern Europe. The second year literature course, Nineteenth Century Russian Novel was a core course for the major programme in Russian. In September 1970 Professor K.A. Lantz joined the faculty of Erindale to teach Russian language and literature. In the programme was further expanded to include a third year Russian language courses; a core course in literature The Twentieth Century Russian Novel, and an optional course Tolstoy and Dostoevsky, intended for the general student population at Erindale. In 1972 Erindale faculty in Slavic Languages and Literatures initiated the establishment of an interdisciplinary major programme in Russian and East European Studies. It included course requirements in Slavic Languages and Literatures, as well as in Political Science, History, Economics, Geography etc. A new second year course Soviet man and Society in the 1980s, initiated in 1979, was designed for those who wanted to specialize in Russian and East European Studies, as well as for those who intended to study in the Soviet Union. A number of Erindale students who majored in Russian Language and Literature or Russian and East European Studies continued specialization in their selected fields at the St. George Campus. Some were admitted to graduate school; and received graduate degrees. Specialization in Russian and East European Studies, designed and originally established at Erindale, has been introduced into the St. George Campus departmental curriculum, attracting a great number of students. Small language instruction classes and personal attention helped Erindale students receive high marks in language courses at the St. George Campus. In 1981 due to budgetary limitations and the transfer of Professor N.N. Shneidman to teach at the St. George Campus, Erindale could no longer offer a full programme in Russian Language and Literature. Two years later Professor K.A. Lantz also transferred to teach at the St. George Campus and the programme in Russian at Erindale College was discontinued altogether. One wonders whether the cancellation of the programme in Slavic Studies at Erindale is in the best interests of the Mississauga community, a large segment of which is of Slavic and East European origin. ~~~ 44

45 French, German & Italian SPANISH AT Hegyi The first Spanish courses on the Erindale Campus were offered in , with a staff of two during the first two years: Margaret Scarth and Ottmar Hegyi. In these initial years our programme was mainly centred around practical language courses, with a gradual addition of others related to peninsular literature. In the next two years new colleagues joined us. With the arrival of Erminio Neglia our offerings became enriched with Spanish-American subjects. A course in Hispanic theatre was designed by E. Neglia combining theory with practical knowledge of the theatre. As part of the requirements of this course, students take part in the rehearsal as well as the staging of one or two plays in the Studio Theatre. These performances have been well attended by an enthusiastic audience. In addition to the above, a Latin American Studies Programme was established by E. Neglia in conjunction with Professor Dawn Raby of the History Department. Both have alternated as co-ordinators. Apart from language and literature courses, the Erindale Spanish programme also started to offer two courses on civilization and culture in English, one dealing with Peninsular Spain, the other with Spanish America. Two of our colleagues of the early years eventually moved to the St. George campus: Jill Webster is now the director of the Centre for Medieval Studies and Jim Burke the chairman of the St. George Spanish Department. After Margaret Scarth s retirement, whose enthusiasm in building up the programme and whose dedication to students is still remembered by many, our staff has been joined by Mirta Cohen. Erindale College Veterans will nostalgically remember activities of the student-run Spanish Club in the early days of the College, including the periodically organized Spanish fiesta, featuring Spanish flamenco dancers, and offering participants a taste of Spanish food. Other ventures included a tour of Spain by 15 students in 1970 under the guidance of Professor J. Webster. In the fall of 1978 (November 4), the College became host to the Annual Meeting of the Ontario Chapter of the American Association of Teachers of Spanish and Portuguese. The meeting was attended by a record-number of participants, who were all favourably impressed by the facilities and atmosphere of Erindale College. Members of the Spanish section at Erindale have been active in academic endeavours (publications and presentation of papers in international scholarly gatherings): M. Cohen s interests have been geared mainly toward contemporary Spanish poetry; E. Neglia s toward Hispanic drama (both peninsular and Spanish American); and O. Hegyi s toward the linguistic impact of Arabic on Romance languages. Editors Note: Slavic Studies and Spanish are no longer taught at UTM. 45

46 University of Toronto at Mississauga GEOGRAPHY GEOGRAPHY AT 40 Thomas McIlwraith Recently I reread my words composed in 1992 for the 25th anniversary of UTM, or Erindale College as it was universally known at that time. I thought these paragraphs had to have been composed about 1978, and was startled to read 1988 in the text. It reminds me that the 1980s was a period of smooth sailing, quite without newsworthiness. We eight (or so) geographers had settled into our ways as a maturing group of associate professors, making ourselves known throughout our respective fields and gaining a reputation for sensitive awareness of the demands of good undergraduate teaching. Course ratings were high, and Gunter Gad and Howard Andrews won teaching awards. Tony Lewkowicz added the permafrost of the Canadian Arctic and Iceland to our repertoire. We had the confidence and good collegiality to undertake satisfyingly a full-scale curriculum review in It was the first since 1973, and marked the establishment of a distinctive Erindale Geography program, and not just a partial replication of St. George programs. The design would stand until early in the 21st century. How quickly the winds of fortune shifted. In October 1988 Howard Andrews, urban and social geographer, died suddenly, just back from a field trip with students in Cape Breton and freshly returned from a stint as Associate Dean of Social Sciences. Six years later Shiu Luk (soils) was incapacitated, just as he was preparing an expanded research venture in China. Neither colleague was replaced, nor was Cecil Houston when he became Associate Dean (and subsequently went to the University of Windsor as Dean of Arts and Social Science). Rodney White moved to the St. George campus as Director of the Institute for Environmental Studies. The five or six of us who remained (including an assortment of dedicated CL- TAs, adjunct professors, stipend-holders and the like) became resigned to budgetary restraints: Rae Days, and the Harris government s downloading of everything except money for new faculty and staff. But we never stopped planning, instituting the weekly staff meeting in the early 1990s to sustain momentum. We knew that UTM students should be thinking about geographers approaches to environmental issues, urban design, GIS, gender inequalities, globalization, and much more. Yet we faced a succession of pending retirements: Gordon Gracie in 1995 (photogrammetry, and formerly Director of the Surveying Science program, adopted into Geography in 1994 and wound up in 1998), Lino Grima in 2000 (founder of the environmental management program), Gunter Gad in 2004 (urban studies), and in 2005 Reiner Jaakson (environmental justice) and Thomas McIlwraith (historical geography, Canada). Retirement has turned out to be the wrong word, for most of us continue research, writing, editing, and even occasionally teaching. A revitalized department began to emerge as the century was turning. Our diminished complement sunk its energies into designing positions, advertising them, reviewing dossiers, short-listing, interviewing, and finally hiring, before retiring in metaphorical exhaustion. In 2003 Ferko Csillag (GIS, previously with the Surveying Science program) led a spirited campaign to establish a freestanding UTM Department of Geography. The exercise was a success and Ferko became our first Chair. Our has become centered around a new young generation of colleagues: Brian Branfireun (1998, wetlands, mercury contamination), Kathi Wilson (2001, health, native studies), Tenley Conway (2003, environmental management), Pierre Desrochers (2004, energy, history of technology), Alan Walks (2005, urban politics), Ron Buliung (2006, transportation), Nathan Basiliko (2006, soils, forest management), and one more physical geographer to come in They join Vince Robinson (biogeography and GIS, also previously with Surveying Science), Scott Munro (glaciology, climate change), and Barbara Murck, who joined us from Geological Sciences and spearheads the very large environmental studies program and undergraduate internships. It s an eclectic group, filled with exciting synergy! And holding it all together are Grace Chung, who single-handedly carried Geography administration through the bleak 1990s and now is undergraduate advisor, Toni Luke-Gervais (departmental manager) and Sabrina Ferrari (chair s administrative assistant). Joining Ken Turner in the technical area is Sarosh Jamal, computer whiz and successor to Richard Tychansky who moved over to Sociology. Aubrey Iwaniw, UTM s self-made environmental initiatives co-ordinator, is part of greater geography. Physical changes have accompanied all this staffing activity. About 1997 Ken moved the Geography teaching lab to much more sensible quarters two floors directly below the office corridor. Computer labs have sprung up in the same area. New research rooms, to meet the demands of colleagues SSHRCC and NSERC grants and other awards rolling 46

47 Geography in each year, provide places for graduate students and senior undergraduates close to their faculty advisors. More than ever Geography is on the prowl for space, and is currently eyeing the old library bookstack area behind the blank wall of the office corridor. Sadly, Ferko Csillag died in 2005, and the Chair s position has now been taken GEOGRAPHY AT 25 Thomas McIlwraith up by Amrita Daniere (environmental infrastructure in developing world cities), joining us from the Planning Program on the St. George Campus. Now in 2007, the departmental directory lists 22 faculty and staff; Geography holds the environmental portfolio for UTM; the colourful departmental folder shows colleagues engaged in a (world)wide range ~~~ of pursuits; the compass rose burnished into the hallway floor directs lost souls to our doors. It is a remarkable turnaround from the shaky situation that existed as recently as a decade ago. Creation of so much of this structure was under Ferko s committed leadership, and will be his legacy at UTM for a generation to come. Donald Putnam, who set up Geography at Erindale in 1966, was an experienced founder. As a junior instructor in 1935, he had been present at the inception of the University of Toronto s Department of Geography, and 31 years later he was starting things again. Erindale Geography sprang from Putnam s windowless office in the North Building, piled high with periodicals, blue Gestetner class handouts, rubber boots and soil samples, and home of that marvelous electric calculating machine that could do cube roots in less than five minutes. Jean Jones was there, TA and factotum, and, yes, taking cube roots for the next first-year lab. Iris MacLean hovered around the corner, ready to type and turn the duplicator s crank; a few steps down the hall eager students gathered in a tiny classroom to catch the pearls of wisdom as they dropped. It was all so compact and personal. Putnam taught everything. Agriculture and anything Canadian excited him, and he was Ontario s consummate physiographer; he even explained why the excavation for the South Building caved in seven times. Colleagues appeared--and disappeared: Bill Thomas (cultural change), Ken Hewitt (climatology), Roger Byrne (paleobotany), Bill Dean (arctic environments), Douglas Pocock (cultural), Wyman Harrison (environmental management), John Munday (remote sensing), Graham Cogley (geomorphology), and Ted Relph (landscape and behaviour). Putnam must have felt like an overworked doorman, for all these people filled barely three positions. Howard Andrews (urban and social) and Tom Mcllwraith (historical and transport) joined in 1970, and the complement swelled over the next few years to 8.46 professors (what intercampus sharing will do to the numbers!), one technician, a quarter of an instructor, and at least one secretary. Gordon Gracie found Geography a convenient place to hang his surveyor s hat. The current staff belongs to this second generation, and its story to a future review. The first of many Field Camps took place in 1969 at Hart House Farm, followed in September 1971 by another near Midland--a week-long academic and social experience with twenty staff and students billeted in French-Canadian farm-houses; we became experts on seed potatoes. A new course structure introduced in 1971 served well until We happily took up new research and teaching labs in the South Building in 1973; it seemed like a coming of age. First-year classes grew beyond 100 students, and the position of rotating DR was established. Donald Putnam withdrew from daily College life in 1972, but continued teaching part-time students in the evening, another one of his passions. He died in A marvelous portrait hangs by the Council Chamber to remind us of this dedicated colleague. A side trip along a narrow hall in the North Building brings the explorer once again to Room 215, Putty s office. A simple little plaque on the door advises the interloper that this is the fount of Geography at Erindale. 47

48 University of Toronto at Mississauga THE POND AT LISLEHURST, AN EXAMPLE OF UTM S NATURAL BEAUTY. SEE WILSON POND IN ENCYCLOPEDIA OF ERINDALE. ENVIRONMENT AT Barbara Murck 40 I t s Human space flight is only a few years old; no one has yet taken a photograph of the whole Earth from space. The sinking of oil supertanker Torrey Canyon and the publication, a few years earlier, of Rachel Carson s book on the impacts of pesticides on songbirds, Silent Spring, are raising awareness among the public that nature may be vulnerable to the impacts of human intervention. The Environmental Defense Fund has just been established. The US has passed the Clean Air and Clean Water acts, although the world s first federal-level Environmental Protection Act is still a few years away. Meanwhile, Erindale faculty members are already beginning to address environmental issues through their courses and programs. The 1967 calendar points to the responsibility of geographers to study the processes by which nature and man...are fashioning the landscapes of the earth. By 1969, the program description was modified to include Earth s environment and man s place in it. A new second-year Geography course promised to look at the problems of resource de- velopment under various environmental conditions, along with a third-year course on Man and Nature. The advent of the 1970s was seminal in the environmental movement, with the passing of the US Environmental Protection Act, the publication of Limits to Growth, and the founding of Greenpeace, among many other significant events. The Erindale Biology group joined the environmental movement with a course that would become the flagship for environmental studies at Erindale for 25 years: BIO130 Man and Environment addressed the ecological problems confronting humans on a local and global scale. Two years later, the Geography department introduced a parallel first-year course on Man-Environment Interactions. By 1972 the environmental courses offered by the Geography department had mushroomed to include Conservation Strategies, Methods of Environmental Analysis, Man-Environment Strategies, Man and Vegetation Change, Computer Analysis of Environmental Data, Remote 48 Sensing of the Environment, and Environmental Case Studies. These formed the core of Erindale s first environmental program stream, Environmental Geography. The Biology department added courses on World Ecosystems, and Theoretical and Applied Ecology. The Economics department perhaps surprisingly introduced a course entitled Economics of Environmental Deterioration. The Earth and Planetary Sciences group entered the field that year, too, with a course on Earth Processes and Man s Environment, which eventually became Environmental Geology. The Principal was J. Tuzo Wilson one of the foremost geologists of the century, who set the stage for much of what we know today about how the Earth works. By 1974, Sociology had introduced SOC328 Environmental Sociology. The Geography and Biology departments had settled into co-teaching the flagship Man and Environment course (GGR173/BIO130; the continued use of gender-insensitive language shows that feminism was also a relatively new

49 Geography academic endeavour). The Environmental Studies program was introduced a joint effort between Geography and Biology, which also required students to take the new courses in Environmental Sociology, Environmental Geology, and Economics of Environmental Deterioration. The first Humanities-based course with explicit environmental content was PHL250 Contemporary Social Issues, which looked at women s liberation and pollution, among other timely subjects. Throughout the late 1970s and 1980s, Biology and Geography co-taught Man and Environment; by 1981, the course was officially JBG. By 1978, Geography was offering two environmental streams, both Science programs: Physical Environment and Environmental Management. New courses on Water Resources, Soils, Resource Management, and Development and the Environment rounded out the program requirements. A joint Geology-Geography program stream called Earth Resources came into being in Economics ventured into new territory in 1982, with ECO371 Economics of Natural Resources. Chemistry entered the field in 1984, including a focus on chemical and physical pollution in CHM101 Modern Physical Science and Impacts on Society. By that time, Environmental Science had become an officially interdisciplinary Approved Area of Study, but Environmental Management was temporarily dropped from the calendar. It reappeared in 1985, with the choice of being undertaken as either a BA or BSc program. The environmental courses and programs established by this point continued with minor changes throughout the 1980s. In 1990, Environmental Management became a BA program, thus complementing the existing BSc program in Environmental Science (still largely a Biology-Geography effort), and the new Environmental Analysis BSc program, a Chemistry-Physics collaboration. In 1995, a significant change occurred. Following a series of round-table discussions among representatives from the Sciences, Social Sciences, and Humanities, a new interdisciplinary course, ENV100 The Environment, was introduced (replacing JBG230 as the flagship introductory course for the environment programs). That same year saw the introduction of ENV400, intended as an interdisciplinary team-research course (but which, the following year, would become the Environmental Internship course). The ENV courses and associated programs Environmental Analysis, Environmental Science, and Environmental Management were listed as a separate, interdisciplinary unit under their own departmental heading, with faculty advisors from the participating disciplines. The introductory course was designed as a team-taught Science course, on the premise that students of the environment even those in non-scientific areas of specialization should have a solid scientific grounding, and that students benefit from being exposed to collaboration and controversy among the participating disciplines. This tradition continues in ENV100 today. The end of the 20th century saw the introduction of the Environment and Human Society program, extending the program offerings from lab-based sciences (Environmental Analysis), fieldbased sciences (Environmental Science), and socio-economic policy-based social sciences (Environmental Management) into the Humanities, with core courses in PHL (Environmental Ethics), RLG (Religious Traditions and the Environment), ENG (Nature and Literature), and HIS (Canadian Environmental History). The first full-time faculty appointment was made to the Environment Programs in 1999, under the administration of the Principal s Office. In addition, the switch from Environmental Analysis to Environmental Analysis and Monitoring in the program name alluded to the importance of monitoring environmental change a theme that continues to this day. In 2000, UTM s Green Team was established, formally continuing a strong tradition of merging student work, volunteerism, community outreach, research, and coursework in an environmental context. The Environmental Affairs Office the first one at the University of Toronto was established in 2003, and took over management of the Green Team. Due in no small part to the EAO and the Green Team, and such student initiatives as the Ecological Footprint Project, UTM has become known, locally and nationally, for its involvement with local environmental issues and activities. UTM s EAO is now a core partner in the University of Toronto s Sustainability Offices. UTM is also a founding partner of the Peel Environmental Network and Peel Environmental Youth Alliance, as well as the Healthy Cities Stewardship Committee. In 2004, amidst the rapid growth and reorganization associated with the double cohort, the Environment programs moved into the Geography Department as an administrative home. The move has been very successful for the Environment Programs, which continue to flourish; in many respects, ENV has returned to its original Erindale home in Geography, while continuing a long tradition of interdisciplinarity. Today the disciplines that contribute, in one way or another, to the Environment programs include all of the departments mentioned previously, as well as Anthropology, Physics, Classics, Political Science, Professional Writing and Communication, Computer Science, Mathematics, and Statistics. New in 2007 will be the formal establishment of a satellite of the University of Toronto s Centre for the Environment at the UTM campus, and a new environmental student research exchange program with the University of Guadalajara is also on the horizon. 49

50 University of Toronto at Mississauga SURVEYING SCIENCE AT 25 Gordon Gracie Surveying Science was established at Erindale in 1972 in response to academic requirements of the Association of Ontario Land Surveyors (AOLS), the professional body that governs the practice of surveying in Ontario. The initial step in creating this Erindale discipline had taken place in 1970 when AOLS convened at the College for a conference on professional education that focused on development of a much-needed undergraduate program in surveying. In attendance were Erindale College Principal J. Tuzo Wilson and Associate Dean Peter Meincke who gave AOLS strong encouragement to locate the undergraduate program at Erindale. AOLS held further discussions with Principal Wilson and Dean Meincke, out of which evolved a proposal to establish a fouryear B.Sc. surveying program on the Erindale Campus. Preparation of an implementation plan for the proposed program took place in 1971 following appointment of Professor Gordon Gracie to the Erindale faculty. The new discipline was identified as Survey Science, and the plan was endorsed by AOLS in January Shortly thereafter, the proposed program was accepted by the University, and financial support was approved by the Ontario Ministry of Colleges and Universities. Courses were offered for the first time in September Instruction during the first two years was provided by Professor Gracie and by Professor Robert Gunn who came to Erindale from the Department of Civil Engineering. Professors David Lambden and Hans Klinkenberg joined the faculty in However, the program suffered a serious setback in December 1974 with the sudden death of Professor Klinkenberg. Professor Klinkenberg s position was filled in 1975 by Professor Louis Gale who continued teaching until his retirement in He was followed by Dr. Sol Cushman, a Visiting Professor, who served until The undergraduate program underwent considerable development during the 1970 s. This was accompanied by steady growth in student enrolment, from 23 in 1972 to 150 in By 1979 a total of 70 students had graduated from the program. Implementation of a revised undergraduate program was undertaken in the early 1980 s in response to changes that were taking place in the surveying profession. Elective streams were created and new courses were added. Professor Jack Young joined the faculty in Professor Petr Vanicek joined in 1981, but unfortunately his full-time service at Erindale was for only two years. The appointments of Professors Darshan Kapoor, Anne Tyrie and Attallah Wassef followed in Several adjunct appointments, including those of Robert Clipsham, Izaak derijcke, Ross Douglas, Hugh O Donnell and Tom Seawright, were also made. There was a significant decrease in undergraduate enrolment in the 1980 s, but this was followed by full recovery to the 150-student level by The 1980 s also witnessed considerable effort toward development of a solid research capability and a program of graduate studies in surveying at Erindale. This was accomplished with the full cooperation of the Department of Civil Engineering, under which surveying has been, and still is, a major field of study at the graduate level. In 1987 the undergraduate specialist program was granted full accreditation by the Canadian Council of Land Surveyors for the five-year period The program was also revised in anticipation of changes in the surveying profession in Ontario that were subsequently implemented under the Surveyors Act of Also instituted in 1987, and continuing annually at Erindale, is a special seven-week course on maritime boundary delimitation that has attracted participants from over 40 countries of the world. In January 1988 a significant step was taken by the University when it created the Centre for Surveying Science at Erindale. Until 1988, the discipline known as Survey Science was free-standing; i.e., under direct administration of the College. With establishment of the Centre, Surveying Science (as the discipline is now known) was given its own administrative home. Editors note: In the 1990 s, the Surveying Science program was incorporated into Geography, and gradually phased out. 50

51 HISTORICAL STUDIES HISTORY AT 40 Sidney Aster The adoption of two successive five-year strategic plans (Raising Our Sights, Plan 2004 and then UTM Steps Up, Plan 2010) has dynamically reshaped the study of History, Religion and Classics at the University of Toronto Mississauga. As well, the administrative restructuring exercise, leading to the adoption of the chair system of departmental governance, and the abandonment of the Discipline Representative position, has had a further dramatic impact. These plans and changes served to focus the faculty in the three separate disciplines, individually and as an academic department. The result has been a reexamination of strengths in core areas and a search to broaden offerings beyond the traditional Americas and Europe regions. Synergies were explored and interdisciplinary connections were examined. This was followed by the deployment of technologies for learning and research and a more attentive response to the ever-more-diverse multicultural communities that comprise the UTM student body. All of this rethinking led to a series of discipline mergers and extensive faculty renewal, culminating in the establishment of the Historical Studies Department. In 2003 the first step was taken with the merging of the History and Classics disciplines into a new department. This was partly a response to changes within the previously autonomous disciplines. Undoubtedly, the new emphasis on theory and methodology as well as more diversification in approaches and perspectives, made such a union attractive to both groups. The further rethinking that accompanied this marriage led to an emphasis on thematic interconnectedness over regional segregation and a more equitable distribution of offerings to include such thematic clusters as imperialism/colonialism/post-colonialism and immigration/diasporas, distributed between North America and Europe and other regional histories of the Middle East, Asia, Africa and Latin America. The rethinking in the direction of more thematic and trans-regional terms provided the initial framework for the enhancement of collaboration and greater interdisciplinarity This process was further enhanced with the merger of History & Classics with the Religious Studies programme in January A new Historical Studies Department emerged, strengthened and able to take its place as a large, revitalized and dynamic cluster at UTM. This new department has since expanded its programmes to include a stream of courses in the tri-campus Diaspora Studies Programme. The mission of this new transdisciplinary department is to provide students with a globally framed historical education that encompasses programs in Classical Civilization, History of Religions, and History. Students completing these programs attain a deep and critical historical comprehension of the interplay of ancient civilizations, world religions, and historical societies. A number of new faculty positions reflect and spearhead this new mission. Faculty has been hired in South Asian history, the Middle East, the Far East, Transnational Studies and Diaspora Studies. These individuals bring strengths in Arab civilization, modernity, globalization, gender and sexuality, nationalism and post-colonialism. Classics has been strengthened with new faculty in Graeco-Roman drama, material cultures, ritual studies and cultural history. Religious studies has been revitalized with faculty in Buddhism, Judaism, Islam and Zoroastrianism, and now offers concentrations in ritual and gender, Hebrew Bible and Dead Sea Scrolls, Sanskrit literature and intellectual history. Finally, the Women s/gender Studies programme, an integral part of the Historical Studies Department, continues to grow and thrive, having recently appointed its first dedicated Director. A fundamental overhaul of the curriculum has accompanied such developments. Most courses in Classics, Religion and History changed from Y to H offerings to systematize the curriculum and expand the diversity of offerings. A new, writing-intensive foundation course, Introduction to Historical Studies, is now a program requirement and is designed to foster critical and historical thinking. 200-level courses focus on large area studies, while 300- and 400-level courses provide expanded opportunities for in- 51

52 University of Toronto at Mississauga HISTORY AT 25 Desmond Morton While the Department of History felt itself immensely important to the University of Toronto, that importance was not automatically extended to Erindale. It was hard for a newcomer to escape the impression that Erindale was a nuisance and perhaps even a threat, particularly if colleagues might be compelled to leave the ugly but familiar nest in Sidney Smith Hall to journey twenty miles out to the unknown. The chair, A.P. Thornton, was a renowned historian of the British Empire and Commonwealth, and perhaps he saw his Erindale colleagues as a tiny dominion, remote, self-governing but, in all things, dutiful. Certainly the distant colleagues should be imaginative and experimental but they would of course adhere to the Mother Department s program and policies as naturally as British colonies adopted parliamentary institutions and scarlet-clad judges. Erindale historians and their students had to adapt to programs designed for the largest department in Canada. A few departmental veterans with clear ideas and a sense of adventure might have helped. None came. Erindale s first historian, Michael Dafoe, an engaging teacher, was the department s junior member. Bill Berman, hired for Erindale, lasted one explosive year and transferred to the St. George campus. Berman s successor in 1969 was Bruce ~~~ White, a newly-minted PhD from Wisconsin. Desmond Morton arrived via the LSE to teach his first Canadian history course. A year later, Claire LaVigna and Dawn Raby arrived from Rochester and Warwick respectively. Faculty in their first appointments are unlikely to envisage radical new academic programs nor, if they do, would they have the slightest hope of converting distant, aloof and tenured colleagues. We were not Don Quixotes. In 1971, Robert Johnson arrived from Cornell to extend the group s range to Russia and, he always insisted, the Tudor Age in England. For three years, Alvin Gluek brought passion and experience as a veteran father of the flock. Others followed, including Ron Pruessen, Sidney Aster, Laurel MacDowell and Sandy Murray. Many fine colleagues came and were whirled away again in a debilitating series of contractually-limited appointments, particularly in Canadian and European history. Student numbers grew rapidly. In the Humanities, History soon ranked second behind English. A long struggle saw some of the rotating appointments made permanent -- the History Department s superb medieval area made it easier to create a continuing position. There were losses too - notably Erindale s third Canadian historian, who vanished with a budget cut in the depth study of particular themes and topics. Other programme requirements reinforce the objective of imparting a global historical education beyond any narrow specialization. The quality of student experience has also been revitalized and is now a central mission of the Historical Studies Department. The department web site hosts an on-line student Journal of Historical Studies, as well as a site for the Historical Studies Club. Another enhancement of student experience has been the organizing of an end of the year student conference, lectures and noontime panel discussions focussing on important contemporary issues with a historical dimension. Thus in the few years since its inception the new Historical Studies Department has tapped new sources of energy and undergone a significant renewal of its spirit, which has benefited students, staff and faculty alike. early 1980s. Faced with a rapidly changing field, Erindale colleagues developed their capacity to teach quantification, labour and women s history. For a time, colleagues pooled their talents in a historiography course. More recently, they have shared in Ron Pruessen s pioneering course on Headlines and History The Library, specifically Elaine Goettler, performed marvels to meet an endless demand for new books and additional periodicals. An old question remains. Is there really a History program or merely a collection of courses dutifully grouped in the Department s areas? Has Erindale really advanced beyond its colonial stage? These questions were raised in the Sixties; they still are. 52

53 Historical Studies CLASSICS AT 25 Catherine Rubincam The Classics discipline group at Erindale presents, in terms of its personnel, a deceptive appearance of immutability. In 1967 Professor Elliott was its sole representative. In 1968 Professor Beck joined him. In 1969 the group expanded to three with the appointment of Professor Rubincam. And these same three have remained the only full-time members of Classics at Erindale until now. This apparent immutability is, however, deceptive. Not only have many others added the enrichment of their personalities to the programme, but the three continuing regular members have greatly changed the kind of teaching they do, so that today s programme bears little relationship to that of When Erindale began, it was assumed, I suppose, that the three members teaching Classics there would offer a programme that was simply a scaled-down version of that taught by the much larger segment of the department on the St. George Campus. This meant, in those days, that the staff would divide their time more or less evenly between courses in three main areas: Latin, Greek, and the literature and history of ancient Greece and Rome, the first two areas focusing on the ability to read the ancient languages, while the third was taught entirely in English. It speedily became apparent that this type of curriculum had insufficient appeal to generate the kind of enrolment figures that would please the College s administration, and give the Erindale Classics staff the satisfaction of teaching a fair proportion of the College s population. These same pressures existed, of course, on the St. George Campus, but there it could be argued that the Department s first priority was to offer the courses in the two ancient languages which made up its specialist programme, even if the number of students who elected to become Classics specialists was very small. The combined pressures of a desire to increase very much the number of students taught and a budgetary structure that did not isolate each discipline group from others within the same division led the classicists to extend their efforts in some new directions: they took over on a regular basis the responsibility for teaching the courses on Graeco-Roman art in the Fine Art History Programme, and in addition they designed a number of new courses intended to appeal to a wider segment of the College population, for example, in ancient science and technology, ancient astronomy and astrology, and the derivation of English scientific terminology, as well as Graeco-Roman mythology and religion. In more recent years the main Department of Classics has begun to reorganize its programme of undergraduate courses along some of the same lines, aiming to increase its student enrolments by putting a larger proportion of its teaching resources into courses of wider appeal than its traditional programme. Erindale s Classicists have thus been able to reflect with some satisfaction that in one respect at least their small section of the Department acted as trail-blazer for the rest. 53

54 University of Toronto at Mississauga RELIGIOUS STUDIES AT 25 Larry Elmer GST, recession, Toronto Maple Leafs... enough on the down-side. On the upside there is the growth and academic quality of Religious Studies at Erindale. Religious Studies made its appearance on the Erindale Campus in 1969, with a modest presence of one course and an enrolment of 29 students. Twenty two years later, this discipline can boast of a staff complement of three full-time and three part-time instructors, a curriculum of 20 full course equivalents (12 of which are offered in any given year), and a student enrolment of 600. Whether this growth reflects a shift in the metaphysical awareness that homo sapiens may actually be homo religiosus, or whether there are demographic and ethnic factors at play, or even better, that the discipline has earned a strong and attractive reputation at Erindale, the fact is there is considerable interest in Religious Studies. The academic study of religion at Erindale examines with intellectual openness and sensitivity several of the major religious traditions and their offshoots, and critically evaluates the truth claims of their adherents as well as their heretics. It was planned from its inception that the discipline develop in two distinct areas: firstly, given that our department is a Department of Religious Studies, and not one more narrowly defined in the area of Christian Studies, and equally important, recognizing the multicultural and religiously pluralistic composition of Peel, an academic stream in world religions and their comparative study was inaugurated in 1970; secondly, acknowledging that many students come from a personal and social background in Christianity, an academic stream in Christian thought and history, including a modest offering in biblical studies, has developed since Since the mid 1980 s staff appointments and curricular planning have been oriented toward unifying the two academic streams within a programme in Religion, Ethics and Society. In it became possible for students to complete major and specialist programmes in Religion, Ethics and Society in their entirety on the Erindale Campus. With an anticipated retirement in 1994 and a subsequent replacement, it is planned that the full staff complement by 1995 will be engaged in this programme area. The past two decades Religious Studies staff have been actively engaged in serving the part-time student population with both summer session and winter evening offerings. Traditionally, courses have been offered four evenings per week in each of these sessions. As well, staff members provide graduate instruction and supervision at the University of Toronto Centre for Religious Studies, and participate through course offerings, and committee membership in a variety of academic programmes. (e.g. Peace and Conflict Studies, Canadian Studies). In 1989 arrangements were completed with the Yehan Numata Fund for Buddhist Studies to receive at least $50,000 per annum to be deployed in the area of Buddhist Studies -- either at Erindale or on the St. George Campus. The initiative for this project, and its continuing directorship, came from Religious Studies at Erindale. In addition, our small staff complement has provided significant administrative leadership to the University, spawning a director of the Centre for Religious Studies (5 yrs.) and a chairman of the Department of Religious Studies (10 yrs.). In 1969 when Religious Studies first found its way into the Erindale curriculum, the then dean with some uncertainty sanctioned its inception and agreed to a `wait-andsee trial period. Twenty two years later, it is encouraging to see that Religious Studies has not only proven itself but has come of age. 54

55 MANAGEMENT MANAGEMENT Len Brooks & Hugh Gunz The Commerce Program began in Mississauga in 1972 under the auspices of the Department of Political Economy. In 1982, when the then Department of Political Economy in the Faculty of Arts & Science (FAS) split up into the new Departments of Economics and of Political Science, the faculty members in Commerce were transferred to the Faculty of Management, which later became the Joseph L. Rotman School of Management. Since then the Commerce Programs have steadily become more independent of St. George. The separation process started in 1992 when the name Commerce Department was replaced by Management Department, and COM courses became MGT courses. In the early 2000s the Commerce Programs, hitherto under the leadership of the Commerce Programs Director at St. George, became independent under their own Director, Mike Jalland. In July 2003, as a consequence of the new tricampus governance arrangements, the Department acquired its first Chair (Hugh Gunz) and Associate Chair (Len Brooks). Faculty members of the department now hold cross-appointments to the Rotman School. The Department of Management offers undergraduate and graduate programs across a broad range of management disciplines. The undergraduate programs are split between the long-standing Commerce programs and the more recent Management programs. The graduate programs cover professional accounting (the Master of Management and Professional Accounting (MMPA) and the Diploma in Investigative and Forensic Accounting (DIFA) and the management of innovation (Master of Management of Innovation (MMI)). Undergraduate Programs Two Commerce programs have long been offered at UTM: a Specialist Program in Commerce and Finance leading to the Bachelor of Commerce (BCom) degree, and a Major Program in Commerce which may be part of a program of study leading to the degree of Bachelor of Arts or of Bachelor of Science. BCom courses have been offered on the Erindale Campus since 1972: first by part-time instructors and then by full-time faculty. In 1975, the Major in Commerce was added for students who preferred a less extensive program. In total, both programs continue to attract approximately 25% of the students applying to UTM. The objective of the Commerce Programs has been to help students develop, within the context of a broad education, the analytical skills and knowledge of business and government institutions which will be useful as a foundation for professional and managerial skills. This broadening experience has been reinforced by the depth and breadth of the BCom It has always been described as a joint-major program because a minimum of 6.0 commerce and 6.0 economics courses have been mandatory. The Major program also features this dual concentration on commerce and economics, but to a lesser extent. Students of both programs leaven their education with courses of interest from the other disciplines in arts and science. More recently, four specialist streams have been identified within the Commerce Specialist, in accounting, finance, marketing and human resource management. The accounting stream was one of the first in the Province to be accredited by the Institute of Chartered Accountants of Ontario. Indeed graduates of the programs have been very successful in the accounting profession, as well as economists, entrepreneurs and business professionals of every stripe. Over the years, about 40-50% of our graduates have entered the accounting profession, and many have stayed in Mississauga or the Greater Toronto Area. Courses have been introduced to keep abreast of developments in marketing, finance, organizational behaviour and general business strategy, and graduates are now working in these fields. In 1996 the first Management program was introduced, which allowed students to study management in conjunction with another major subject rather than economics. In 2006, a specialist Management program was introduced. They are not large programs, admitting just over 50 students each year in all in compari- 55

56 University of Toronto at Mississauga son with the annual intake of 250 to Commerce programs. Overall, roughly 25% of high school applicants to UTM hope to study Commerce programs, and a further 12% apply to the Management Specialist or Major programs. So well over a third of all high school applications to UTM are to the Department of Management s undergraduate programs. Graduate Programs In 1997 the MMPA Program was brought to UTM from what was soon to become the Joseph L. Rotman School of Management (where it was known as the MBA in Professional Accounting), and has become the largest graduate program in the offerings of the campus. A program without equivalent anywhere in the world it offers students the core of an MBA plus those subjects needed for leadership in professional accounting it prepares students from a wide variety of disciplinary backgrounds for careers in the leading accounting professions, and draws applications internationally. We are proud to report that Lucy Durocher (MMPA 2005) became the first Gold Medalist from our campus on the CA UFE examinations. In 2001 the DIFA Program also unique in content in that it is primarily a distanceeducation program delivered via the web to students around the world was added to the department s schedule, increasing yet further the department s presence in the market for professional accounting education. Our DIFA Program prepares graduate accountants to become investigators of, and expert witnesses on, fraud and related financial matters. It serves as the educational gateway to the CA IFA designation. In 2007 the department will admit its first students to the MMI. Designed for people with a background in science and technology, it was developed in consultation with leaders and future employers in industry, government and research. This accelerated twelve month professional degree is for individuals pursuing management careers in technology-focused organizations. It will be offered through the Graduate Department of Health Policy, Management and Evaluation (HPME), adding to the existing linkages between UTM and the Faculty of Medicine. Discipline Representatives, Departmental Secretaries, and Counsellors Faculty have changed over the years, so much so that a complete listing would not be manageable. Students may well remember the Discipline Representatives who served them, including: Mike Berkowitz, Steve Maxwell, Jim Dooley, Len Brooks, Carole Clarke, Carol Dilworth, Murray Bryant, Hugh Gunz and Anthony Wensley. Departmental secretaries and counsellors have included: Mary Pacy, Gloria/Slavka Murray, Virginia Boon, Jackie Brown and Mary Wellman. Alumni Photographs and Current Information Graduating class pictures have been mounted on the walls of the Kaneff Centre, with graduate program photos on the first floor and undergraduate on the second. For current information on the Management Department and its programs, please visit our websites at www. rotman.utoronto.ca/difa, and utoronto.ca/management/mmi. DAVID BLACKWOOD, PAST ARTIST-IN-RESIDENCE, AT UTM STANDS NEXT TO A SCULTPTURE. SEE ENCYCLOPEDIA FOR MORE INFORMATION. 56

57 MATHEMATICAL & COMPUTATIONAL SCIENCES MATHEMATICS AT 40 William Weiss Our department originated with John Lebel (retired 1988) and Stanton Trott (deceased 1990) who gave the first ever calculus course here in Doris Geddes (retired 1995) was the teaching assistant; she eventually became a Senior Lecturer. The next five years saw the hiring of Peter Fantham, Frank Tall, David Andrews, Tom Bloom and Vel Jurdjevic; the latter three eventually moving to the downtown campus. Peter Fantham was an active member of the department, serving as discipline representative to the college and greatly influencing both the academic offerings and the collegial atmosphere of the department. Frank Tall organized the Erindale Logic Centre and formed a research group in Set Theory which held an NSERC sponsored six week summer workshop in The 1970 s saw the hiring of Rudy Mathon (retired 2006), Steve Tanny and Ian Graham. Bill Weiss was the first 100% UTM professor as all the previous hirings had been cross appointments with the downtown campus. The next decade was a period of activity but not growth. To cope with the rising number of students we had to rely upon visitors or post-doctoral fellows, many of whom have since become well respected in the mathematical world: Jerrold Marsden, Pierre Milman, Noriko Yui, Winfred Just, Andrew Granville, Emile Leblanc, Larry Kolasa, Shai Ben-David and Alex Nabutovsky. The department was also fortunate to employ a number of professional teaching assistants who organized the large introductory courses every mathematics department needs to offer: Carlo Lisi, Anne Holden (deceased 2003), Any Wilk (now Lecturer), John Inciura (now Lecturer), Meera Gupta (now Lecturer), and John Alexander (now Senior Lecturer). In 1992, following the unexpected passing of Peter Fantham, his widow Elaine endowed a UTM scholarship in his name. Subsequently prizes were created to honour Doris Geddes and Anne Holden. The 1990 s were the high water mark of the department, spurred by the hiring of three active mathematicians; John Bland, Mark Spivakovsky and Claudio Albanese. In the mid and latter part of the decade we were blessed with an average of 20 students annually completing our high level programmes. Activity in pure mathematics, especially logic, remained high and new activities in applied mathematics were introduced. In particular, Albanese created Risklab, a venture in financial mathematics and he and Bland were instrumental in establishing the University s graduate programme in Mathematical Finance. This eventually took Bland from UTM to the downtown campus where he is now chair of the Mathematics Department. During this era the department was small and close-knit. Each Tuesday and Thursday the entire department would meet for lunch in the UTM Faculty Club. Departmental meetings were hardly necessary and could be replaced by biannual social gatherings, most often at the home of Any Wilk. At the turn of the century, with the departure of Spivakovsky and Albanese to Europe, rapid growth of the college and the reorganization of departmental structure to one including Statistics and Computer Science, everything had to change. From the St. George campus we welcomed Luis Seco, who directs Risklab, now located downtown, and Kumar Murty, who directs GANITA, a UTM laboratory in applied algebra, and who is also the first chair of the new combined department. As well, our faculty complement has doubled since 2000 with the additions of M. Yampolsky, I. Binder, Y. Karshon, K. Khanin and V. Blomer. Perhaps one of these colleagues will write the next history of the department. 57

58 University of Toronto at Mississauga MATHEMATICS AT 25 Peter Fantham Our department originated with John Lebel (retired 1988), a member of the original 1966 team, who in 1967, along with Stanton Trott (deceased 1990) gave the first ever calculus course here and designed the initial steps of an experimental programme divided into a number of streams: analysis, abstract, applied and statistics. The analysis stream ultimately included a second year course designed for economists (which, unwittingly, we gave for a number of years after the Economics Department had removed it from their programme) and a large and successful one specifically adjusted to chemists (a course that the Scientists declared to be superior to its more lofty rival). The abstract stream was initiated in 1968 by Michael Mather (who left us after a few years) with a first year course that, after many modifications, eventually metamorphosed into our present Number Theory course under the guidance of Noriko Yui (now at Queen s). The pioneering work in Applied Mathematics here was done by John Lebel (who also had interesting ideas on doing what is normally called second year Calculus in the first year, and vice versa) and Jerrold Marsden (a distinguished applied mathematician, now in California, but best known, perhaps, as the author of some impressive text-books). Generally, however, the usual practical minded Erindale students found our idea of applied far too abstract. As a rule, mathematicians (pure or applied) do not like to handle Statistics and so, after a short while, the statisticians formed their own group. Before that time, however, there was a kind of first year version (for some reason, all universities seem to start Statistics in the 2nd year) in the form of Finite Mathematics. This, it seems, became the prime matter for our present first year Logic course, introduced and kept up over the years by Frank Tall. Apart from this, Frank had considerable success at building up a Centre of Logic at the College. Due to his work in this direction, we have had many interesting visitors over the years; we also owe the presence of our colleague Bill Weiss to this work. (It seems strange, in retrospect, that the present obsession for linear algebra courses had not caught on when we began. Being the non-subject that some took it for, it seemed not unfitting that it should be manifested in bits and pieces.) However, the most important part of our work, here, as now, as it was in the beginning, the first year calculus course and we owe our success to the great work done by Stan Trott and Doris Geddes in developing our network of tutors (for second and third year courses as well as first). Although, at first, many of these tutors changed from year to year, the ones we now have, have been with us for a number of years. The course itself has had its ups and downs with errors and over-compensations but we have been lucky in the last so many years in having the services of Hans Joshi to conduct things smoothly. 58

59 Mathematical and Computational Sciences STATISTICS AT 40 Jerry Brunner & Olga Fraser Statistics arrived at UTM (then called Erindale College) in 1969, with a course called Introduction to Statistics, offered by the Department of Mathematics. The instructor was John LeBel, and Olga Fraser was one of 15 students in the class. The following year, courses in Regression and Experimental Design were introduced. These were taught by I.B. MacNeill, who later became Chair of Statistics at Western. David Andrews and STA202H arrived in Olga Fraser began her teaching career as a tutor for this course. In the following years, David Andrews developed the Statistics programme and introduced more courses until in 1974, the course offerings reached a level that has remained fairly constant until the present. David left in 1977 to set up the graduate department in Biostatistics. He subsequently went on to become the Chair of the Statistics and the Biostatistics Departments. In 1977 Statistics courses were taught by Tony Quon, Peter Kubat, and Kai Ng. In 1978, Statistics became a separate Department at the University of Toronto. June Scott became a member of the Erindale Statistics Department at this time, and introduced the mathematical side of Statistics to generations of grateful students. The Applied Statistics Specialist and Minor programmes were developed; the Major programme came in These programmes are still in place. By 1981 Peter Kubat and Tony Quon had left. Tony Quon left in 1978 to work in industry. At this time the teaching of statistics followed a pattern common at many universities, with many departments offering their own introductory statistics courses. At UTM, some of these departments have subsequently returned the teaching of these courses to Statistics. The Department has had many interesting and outstanding visitors. Gerard Antille, George Monette, Heinrich Niederhausen, Marise Dansereau, Ben Reiser and Dennis Lin come to mind. Their research and teaching have made a lasting contribution to UTM. Kai Ng left in 1982 to return to the University of Hong Kong. At this time no tenured or tenurestream professors remained in the Department, and Olga Fraser held the place together almost single-handedly, providing leadership and highly skilled administration, along with quality instruction to massive numbers of students in STA 220 and STA221. June Scott officially retired in 1989, though she continued to teach on a parttime basis for several more years. At that time a tenure-stream position was opened in Statistics, and Jerry Brunner arrived; he attempted to enhance the offerings in applied statistics while building bridges to other department where statistical methods are used in research. In 1991, Alison Weir began work as a teaching assistant. She quickly moved from teaching assistant to classroom instructor; while still a graduate student, she taught nearly every course offered by the Department of Statistics at UTM. During the 1990 s another tenure-stream position in Statistics was created, and Assistant Professors, notably Alwell Oyet and Thierry Duchesne, made substantial contributions to teaching, research and the local atmosphere before leaving for St. John s and Laval respectively. The Assistant Professor position is currently occupied by Omer Angel, who brings exceptional strength in Probability to our research and teaching. In 2001, Olga Fraser reached official retirement age. However, she has continued to do the same outstanding work for less pay, teaching an advanced course in Statistical Quality Control as well as taking care of a large fraction of the Statistics enrolment by teaching STA220 and STA221. When Olga retired, Alison Weir was hired as Lecturer. In 2006, she won a UTM Teaching Excellence award, and in 2007 was promoted to Senior Lecturer. In 2003, an administrative restructuring occurred, separating UTM from the undergraduate Arts and Science division on the St. George campus. Statistics merged with Mathematical Sciences and Computer Science to form the Department of Mathematical and Computational Sciences. The full range of Statistics courses and programmes of study continue to be offered under the new structure. 59

60 University of Toronto at Mississauga COMPUTER SCIENCE AT 40 G. Scott Graham Computer Science drew its first breath in the early 1970s as an area of study within the discipline of Mathematics. In 1975, it became its own discipline. Today, on the eve of the 40th anniversary of what was Erindale College, Computer Science is now back in bed with Mathematics and for good measure, has been joined by Statistics to form a tripartite structure known as the Department of Mathematical and Computational Sciences. [Tripartite seems to be the appropriate graph-theoretic term to use here, in place of what some would call a three-way.] Gone are the days of disciplines and the jokes that would accompany your being introduced as the discipline representative ( Where is your strap? ) But some things never change. At the time of the 25th anniversary, I wrote about the decline in undergraduate Computer Science enrollments in the late 1980s and the cautious optimism that enrollments were on the upswing. Our maximum number of faculty was six. Now, 15 years later, I can write about the decline in undergraduate Computer Science enrollments after the dot com bubble burst and the cautious optimism that enrollments are on the upswing. Our current number of faculty is seven, with one more on the way. In the intervening fifteen years, we in Computer Science have been treated to the ATOP program (Access To Opportunities), in which the Ontario provincial government gave incentives to universities throughout the province to double enrollments in information technology. This allowed Computer Science at Erindale/UTM to add students, faculty, and staff. Our current complement comprises Anthony Bonner, Scott Graham, Avner Magen, Charles Rackoff, and Stefan Saroiu in the research stream, Arnold Rosenbloom and Jeremy Sills in the teaching stream, and Sue McGlashan as the system administrator. Until recently, Computer Science had a couple of different flavours of a Specialist program (but not as many as the Baskin-Robbins variety on the St. George campus). There was both a need and a wish to simplify our Specialist offerings, and a vanilla Specialist program became the norm. This allowed U of T Mississauga students the ability to stay on the Mississauga campus to complete their undergraduate degrees. Concurrent with this was the introduction of a number of fourth year courses, in Software Engineering, Data Mining, and Computer Networks. Everyone agrees that students in the Computer Science program, even ignoring stereotypes, need to communicate better in the so-called soft skills of written communication, verbal communication, and numeracy ( I hesitate to call it data communication). We introduced a new course, Communication Skills for Computer Scientists, to address that issue and plan to make it a require course for all upper-year Computer Sciences courses. If you fail to plan, you plan to fail, so you see that we have put our communication skills to good use. The Computer Science portion of the current planning document, Stepping Up, is really an interdisciplinary effort within the department as a whole to concentrate on the area of Information Security. This led to the development of a new Specialist program in Information Security and a new course that serves as the cornerstone of the program, Introduction to Information Security. Follow-on courses include the tool-based Computer Forensics and the more theoretical Cryptography and Computational Complexity. With the undergraduate program in place, we are developing an Executive Professional Master s program in Information Security, probably as a component of the Forensic Institute at U of T Mississauga. It will represent the first graduate instruction in Computer Science on the Mississauga campus. Back at the undergraduate level, we have been busy developing and providing service courses for other departments. We teach a first-year computer literacy course and a second-year courses in forensic computing for Forensic Science students. We will be offering a secondyear course called Tools of the Trade, in which students in other disciplines can see how common computer programs and applications can improve their understanding of their subject material and give them deeper insight. Our students continue to impress and surprise us with their projects and accomplishments, from cell phone brows- 60

61 Mathematical and Computational Sciences ers to new spam filters. Our security and forensics initiatives will open up additional opportunities for them to contribute to solving real-world problems. Given that I have done the 25th and the 40th anniversaries reports, I probably should plan (remember to plan) on starting early for the 50th anniversary report. Maybe at that point, the report will be a blog, viewable on your cell phone, with petabytes of storage available on the history of the College we called Erindale. ~~~ COMPUTER SCIENCE AT 25 G. Scott Graham See under Mathematics. So began life for Computer Science at Erindale. Before 1971, Computer Science undergraduate courses were listed as Mathematics or Applied Mathematics courses, because Computer Science was not yet an undergraduate department. But 1971 brought the New Programme, Computer Science as an official undergraduate department, and Chuck Crawford as its first faculty member. With the New Programme came the increased use of half courses and Computer Science embraced the concept wholeheartedly. (To this day, Computer Science has never offered a full course.) The growth in Computer Science accelerated in 1974, when Scott Graham and Rick Hehner were hired. In 1975, Computer Science became a separate discipline, with Scott Graham as its first discipline representative. Up to that point, we had been ably guided by Stanton Trott of Mathematics, who provided encouragement for the move to a separate discipline. In the late 1970 s and early 1980 s, Erindale Computer Science experienced large increases in undergraduate enrollment (just as St. George and other North American Computer Science departments did). For several years in the early 1980 s, Computer Science had the highest Dobell numbers (a mark of undergraduate instructional activity), and limited enrollment programmes and balloting for admission to courses were instituted. More undergraduates brought us more faculty members, as Charles Rackoff, Alain Fournier and Allan Jepson were hired over a period of four years. To round out our faculty complement, Michael Luby and Jeremy Sills (as a tutor) were hired in the mid s. Our high watermarks in faculty members were five professors and one tutor. The late 1980 s saw a decline in the undergraduate Computer Science enrollment and leaves of absence by Fournier and Luby, which eventually lead to resignations by both of them. One position was filled in 1991 by Anthony Bonner, but the other position was lost, as part of Erindale s obligation to reduce its budget. We are cautiously optimistic about a gentle increase in undergraduate enrollment, as the second year class in is about 80% larger than the one in

62 University of Toronto at Mississauga PHILOSOPHY PHILOSOPHY AT 40 Amy Mullin The period from brought two big changes to the philosophy faculty and students at the University of Toronto Mississauga. These were a significant increase in enrolment and our becoming our own department, rather than a discipline group within the Division of the Humanities. The changes were, of course, not coincidental, as a larger group of philosophy students and corresponding larger group of philosophy faculty made departmentalization feasible. We became the Department of Philosophy in 2003, and Amy Mullin was (and still at this point is) our first Departmental Chair. The change has allowed our students and faculty more say in governing our own affairs according to our departmental priorities, and has allowed the department to offer more services aimed at our students. These services include specialized career sessions for students interested in graduate school and for students who seek careers directly from a philosophy BA, celebrations of World Philosophy Day, involvement in hiring decisions for new faculty, philosophy parties (with book raffles and philosophy games) and our Philosophy Club. All philosophy faculty members remain members of the tri-campus graduate Department of Philosophy, and we continue to enjoy very good relations with our colleagues on our other campuses. In the past fifteen years, four of our group have retired (Jacqueline Brunning, Jack Canfield, André Gombay and Bill Huggett). We are very fortunate to have Jacqueline Brunning and André Gombay still teaching for us. Other than our two retirees who still teach for us, there are currently only two faculty (Bernard Katz and Amy Mullin) still with us from A fine group of researchers and teachers have joined us since 1991 and are teaching for us now: Philip Clark, Paul Franks, Mohan Matthen, Jennifer Nagel, Diana Raffman, Gurpreet Rattan, Marleen Rozemond, Sergio Tenenbaum and Jonathan Weisberg. We are also currently seeking to hire new faculty with areas of specialization in ancient philosophy, metaphysics and epistemology, and moral or political philosophy, and we have plans to search in the near future for a faculty member who specializes in continental philosophy. Our students are very well served by our administrative staff, including Dianne Robertson, the Undergraduate Assistant for Philosophy, and Elisabeta Vanatoru, the Assistant to the Chair. Dianne Robertson helps our students make selections from a wide variety of courses ranging from courses on environmental philosophy and contemporary social issues, through courses on Leibniz and Kant, and other figures from the history of philosophy, to topics in moral and political theory, philosophical logic, philosophy of law, and metaphysics. We now have hundreds of philosophy specialists, majors and minors, as well as offering smaller more specialized programs on logic and the philosophy of science. Elisabeta Vanatoru assists with our hiring of new faculty, among other duties, and we are very grateful to her and to the many undergraduate students who help us make these important decisions. Our departmental website is a way for us to connect to our students and our alumni. We welcome contact from alumni and would love to advertise their varied accomplishments on the Philosophy Department s Our Alumni page:

63 Philosophy PHILOSOPHY AT 25 Bill Huggett In 1965 Bill Huggett was assigned special responsibilities for the development of philosophy at Erindale. Before the College opened on its present site in 1967, he taught the first Erindale students in philosophy in evening sessions at the T.L. Kennedy Secondary School in Cooksville. Today, over one thousand students enrol in philosophy courses each term! And since 1969, Eleanor Murphy has kept the wheels of our administration well oiled. The College grew rapidly. By 1970, all three years of the then General programme were offered and six full-time philosophers had their primary appointments at the College. Of that group, Jack Canfield (1968) remains the only member in the present anniversary year (Chrystine Cassin and Alasdair Urquhart (1970) have gone to the St George campus). Then came Gordon Nagel ( in 1981 he went to Scarborough, trading places with Andre Gombay), Bernard Katz (1976), Jackie Brunning (1980), Doug Hutchinson ( in 1986 he went to St George), Calvin Normore (1984), Arthur Ripstein (1987), Cheryl Misak and Amy Mullin (both in 1990). All in all, eight philosophers have their primary appointment at the College; but we are also immensely helped by having three St George colleagues rotate to us each year. Many have come; some have stayed a long time -- the doyen being Elmar Kremer, who was with us from 1980 to 1987! We offer a large variety of courses, from Plato to Wittgenstein and Michel Foucault, from the philosophy of mathematics to the philosophy of the emotions. We were the first of the various philosophy units at the University to return to a more structured and demanding specialist programme -- now followed on the St. George campus. Some graduate courses in philosophy are now taught at the College too. We have a philosophy club; guest speakers; colloquia; parties. About a dozen of our students have gone on to graduate work in the past few years: we look forward to their joining us as colleagues in the years to come. THE AREA AROUND THE PRESENT DAY UTM CAMPUS ONE HUNDRED YEARS AGO. THE SPIRE IN THE DISTANCE BELONGS TO ST. PETERS CHURCH ON THE CORNER OF MISSISSAUGA AND DUNDAS ROAD. 63

64 University of Toronto at Mississauga POLITICAL SCIENCE POLITICAL SCIENCE AT 40 Graham White In the years since the Department passed the quarter century mark it has experienced substantial change, while nonetheless remaining faithful to the principles and goals which have long underpinned Political Science at the University of Toronto. The establishment of a stand-alone Department as part of the restructuring of UTM in 2003 marked an important milestone, though significant changes had been underway for some time. A change of no little significance was occurring just as Richard Day was completing his account of the first 25 years of political science at Erindale. After many years in the less than ideal Crossroads Building, the Department moved into the spacious, well-appointed (and then brand new) Kaneff Centre. The fundamentals remain in place: a strong emphasis on the normative bases of politics through the study of political theory and an insistence that POL students emerge from their programs with a broad understanding of the various subfields of the discipline: Canadian politics, international relations and comparative politics. At the same time, actual courses and the way they are taught have evolved a good deal. Some of these changes parallel developments at St. George while others are distinctive to the UTM Department. Thus, while many of our courses mirror those at St. George, UTM students are also offered courses not available at St. George or UTSC. Some of the new courses have been developed in response to changes in the interests and backgrounds of UTM s remarkably diverse student body; examples would include courses on environmental politics, on the politics of Islam and on post-colonialism. Other new courses reflect different approaches to enduring subjects. One such change was especially notable: after long years of service venerable POL100 was retired as the gateway course into the discipline for incoming students and replaced with a suite of introductory courses showcasing the range of possible approaches to politics as well as the talents of various faculty. And, like everyone else, POL has taken advantage of new technology. Fifteen years ago, few had heard of the internet; today instructors routinely post course materials on the web and communicate with students by . Changes in course offerings reflect the new faculty, whose interests and energy are transforming the Department. From the mid 1980s to 2003, only three fulltime faculty were added to the Department s roster: Steve Bernstein, John Carson and Richard Iton (who subsequently left for another university) and we lost one with Jim Barros untimely passing. Since 2003, no fewer than six full-time faculty have joined the Department: Ana Maria Bejarano, Ailsa Henderson, Mark Lippincott, Wambui Mwangi, David Pond and Ed Schatz, though John Carson and Peter Silcox retired. In addition, POL continues to draw on a rich variety of stipend and part-time instructors to augment basic course offerings. On a day-to-day basis, faculty and students probably don t notice much difference resulting from POL s elevation to formal departmental status. The change has meant, however, that UTM political scientists now are more in control of decisions affecting them and that a wide range of possibilities have opened for taking the Department in new directions. Along with its new status, the Department has acquired a host of administrative responsibilities, but has been fortunate in being able to rely on Norma Dotto as its full-time Administrative Assistant. Her competence and good cheer continue the traditions established by the POL staff who preceded her: Brenda Samuels, Rose Antonio and Mary Wellman. POL faculty at UTM remain closely integrated with the St George Department, teaching in the graduate program there and participating as full members of the tri-campus Graduate Department of Political Science. 64

65 Political Science POLITICAL SCIENCE AT 25 Richard Day The role and character of Political Science at Erindale was originally defined by Stefan Dupre (Chair of the former Department of Political Economy) and Bennett Kovrig (Erindale s first Discipline Representative for Political Science and later also Chair of the Department). Professor Dupre taught at Erindale and deliberately worked to integrate the Erindale Department closely with St. George. An important consequence of this effort has been a high degree of inter-campus mobility on the part of faculty members, which has been a distinguishing feature of Political Science at Erindale during the first quarter century. Erindale faculty members have always been closely involved in the affairs of the St. George Department and regularly teach graduate courses on the St. George campus. Members of the St. George Department also frequently teach undergraduate courses at Erindale. Some of the most regular contributors have been Richard Gregor, Jean Smith, Nelson Wiseman and Robert Fenn. Often one instructor gives the same course on both campuses. This arrangement has been of significant benefit to Erindale faculty and students. New faculty members have enjoyed full membership in one of the country s leading Departments, and Erindale students have been privileged to study with some of the Department s senior scholars. Faculty movement between campuses has helped to maintain equivalent standards and to extend the range of course offerings beyond what Erindale s own resources would have permitted. Often Erindale students complete their programme requirements by participating in fourth-year seminars on the St. George campus. To maintain this close working relationship, the Erindale Department has consistently offered programmes identical to those offered at St. George. The Erindale Department has benefited from its connections with St. George, but it has also managed to create a stable nucleus of faculty members whose primary appointment is at Erindale. James Barros, Peter Solomon, Dusan Pokorny and Richard Day have been teaching at Erindale since its early years. More recently they have been joined by Ronald Beiner, Aurel Braun, Graham White, David Wolfe and Peter Silcox. Many others have taught at Erindale on an ad hoc basis, including Nibaldo Galleguillos, Jim Simeon, William Christian, David Cook, John Carson and Edith Klein. Former members of the Department who have moved elsewhere include Glenda Patrick, John Keane, John Terry, Joe Masciulli, Robert MacDermid, the late Donald Smiley, Alkis Kontos and Sylvia Bashevkin (the latter two now at St. George). The Erindale Department of Political Science has always been small in size relative both to the number of students taught and to other Departments in closely related disciplines. The Department has, nevertheless, made important contributions to university administration. Paul Fox taught at Erindale and served as Principal for two terms; Peter Silcox is currently Associate Dean of Social Sciences at Erindale; and Marsha Chandler was recruited from Erindale to become Associate Chair and then Chair of the Department at St. George. She is now Dean of the Faculty of Arts and Science. The current aims of the Department at Erindale are much the same as they were a quarter of a century ago. Within the limits of its resources, the Department attempts to present a wide variety of viewpoints from within the discipline, to maintain the broadest possible range of courses for students, and to uphold an equal commitment to both teaching and research. For a small Department, we believe we have enjoyed considerable success in all of these undertakings. In particular, we believe we have met St. George standards in the far more pleasant environment of the Erindale campus and the Erindale academic community. 65

66 University of Toronto at Mississauga PSYCHOLOGY PSYCHOLOGY AT 40 Mary Lou Smith & Giampaolo Moraglia with input from Tom Alloway, Kirk Blankstein, and Ashley Monks The 1990 s were a period of steady growth for our Department, which continued to broaden the size of its undergraduate constituency. Some senior faculty, including Professors Abramovitch, Corter, and (later on) Moscovitch, relocated to the downtown campus, and new arrivals, including Dr. Kamenetsky and Professor Schellenberg, joined our ranks. Professor Krames retired at the end of this period. The new century ushered significant developments, prompted in part by the University s Stepping Up initiative. Beyond the transition into a departmental governance structure, the department moved to strengthen its faculty, enrich the student experience and enhance its academic programs. Notable among these efforts: the formation of research clusters (described below), which consolidated existing areas of strength and favored the procurement of major infrastructure grants; the initiation of strategic hires in these clusters, including six of our current faculty members (Chambers, Gerlai, Johnston, McLean, Monks, Schimmack), and the establishment of specialized programs of study. Research, always vigorously pursued in our department, has continued to thrive. For instance, over the years 2000 to 2003 the average number of publications per faculty exceeded that of any other psychology department in Canada, and compared very favorably with the top ranking departments in the United States; our faculty also earned the highest lifetime average citation rates. During the years 1998 to 2002, our faculty boasted the highest percentage of grants from the three federal granting agencies relative to all other departments in the country. In addition, in 2002 Professor Schneider and colleagues obtained multimillion dollar grants from the Canada Foundation for Innovation, and the Ontario Innovation Trust, which provided infrastructure support to new facilities and equipment for the Human Communications (HC) and the Genes, Environment, Nervous System and Behavior (GENAB) research clusters. In 2002, these two groups obtained, in collaboration with colleagues at other Universities, research training grants from the Canadian Institutes of Health Research to support graduate students and post doctoral fellows. About two-thirds of our faculty have been elected or appointed to professional societies, including the Royal Society of Canada (Fleming, Polivy), and two-thirds have joined the editorial boards of international journals. In September 2004, the CCT building, whose construction was in part financed by the infrastructure grants described above, was largely completed, and the HC group moved into their new laboratories; and faculty within the A/WB and GENAB clusters acquired newly renovated laboratory space in part vacated by the HC grouping. These developments shaped the current organization of our Department. As noted, in terms of research activities, we are organized into three-groups: Adjustment & Well Being (A/WB); Genes, Environment, Nervous System and Behavior (GENAB), and Human Communication (HC). The research work conducted in these clusters, which is attracting Canadian and International students and researchers, is characterized by a strong interdisciplinary orientation. The A/WB cluster consists of six psychologists (Blankstein, McLean, Pliner, Polivy, Schimmack, Smith), whose research addresses the factors, both individual and societal, which modulate the psychological well being of individuals. This group s methodological approach includes the ecological study of behavior and experiences in naturalistic settings. These researchers maintain strong ties with colleagues in departments and programs as diverse as Psychiatry, Neurology, Geography, and Forensics. The GENAB cluster is a strongly interdisciplinary formation which includes 66

67 Psychology IGNAT KANEFF (LEFT), A MAJOR DONOR AND COMMUNITY SUPPORTER, AND DESMOND MORTON (RIGHT), A UTM PRINCIPAL, EXAMINE BLUEPRINTS FOR THE KANEFF CENTRE. six psychologists (Alloway, Fleming, Gerlai, Kramer, Monks, Smith), and several UTM biologists. These researchers use leading edge genetic, molecular, and neuroscience technologies to understand how gene-environment interactions result in individual variations in development and behavior in humans and diverse model organisms; another line of research addresses human genetic disorders. The HC cluster, which also operates within the context of the Centre for Research on Biological Communications Systems, is constituted by 10 psychologists (Chambers, Daneman, Li, Moraglia, Pichora-Fuller, Reingold, Schellenberg, Schneider, Thompson, Trehub). These researchers, who emphasize a lifespan perspective in their approach, study human communication as an integrated system which is interactive and multimodal. An allied concern of these scientists is the interface of human communication capabilities and information technologies. A fourth cluster is represented by the undergraduate Teaching Staff (Graham, Kamenetsky, and more recently Urbzsat); they too are variously linked to one or more of the research clusters, and beyond their undergraduate teaching participate in research activities, sponsor undergraduate research, and contribute to the administrative activities of the Department. Our entire faculty is involved in teaching. We instruct large numbers of undergraduates: total enrolment in psychology courses, at the time of this writing, reached 5,866. We offer programs in i) Psychology, ii) Exceptionality in Human Learning, iii) Behavior, Genetics, and Neurobiology (launched in 2006), and until 2005, Animal Behavior. In 2006, 1,044 students (corresponding to about 48% of all applicants) were enrolled in these programs. The department also contributes to two programs in conjunction with other departments: the Communication, Culture and Information Technology major, to which some of the HC faculty contribute, and the Forensic Science-Psychology specialist, supported by some of the A/WB members. The undergraduate program was rated as excellent in a recent external review of the Department in terms of both field coverage and teaching quality; indeed, several of our faculty ( Blankstein, Fleming, and Urbzsat) have either won, or have been nominated for, teaching awards at both University and Provincial levels. Our largest course, Introductory Psychology, is regarded as a model for other Departments: a two semester course, it includes a laboratory which relies upon computer based technology (including software ideated by faculty members, now in use worldwide), to promote a learning experience which captures the empirical bent of our discipline. Along with several broadly based second year courses, we are offering nearly thirty third-year courses on key topics in our discipline; the quality and diversity of the learning experience at the more senior levels is promoted by enforcing an enrolment cap on most third year and all fourth year courses and seminars. We strongly support undergraduate research: from the introductory courses, to the increasingly individualized research training that students enjoy as they progress through the program, to the thesis course. The latter has played a significant role in shaping some of our best students highly successful careers. Along with research opportunities, the department promotes experiential learning; the Exceptionality in Human Learning specialist program in particular includes an internship component, one of the first such initiatives at UTM. We are optimistic about the future prospects of our Department. 67

68 University of Toronto at Mississauga PSYCHOLOGY AT 25 Tom Alloway PSY100Y Introductory Psychology was one of the first courses to be offered by the College in the fall of 1966 before any buildings had been built on what was to become the Erindale Campus. This first PSY100Y class met at T.L. Kennedy Secondary School on Hurontario Street in Mississauga and was taught by the late Professor I.M. ( Mike ) Spigel, Erindale s first psychology faculty member. Spigel was an appropriate founder of our discipline on a campus which has always been first and foremost a place devoted to excellence in undergraduate education. Spigel was very interested in the intellectual development of his students, and his example established the continuing tradition of involving our best undergraduates in research quite early in their undergraduate careers. This tradition has led a substantial number of our students to pursue graduate degrees and careers in psychology. We lack statistics about the number of former Erindale students who have obtained advanced degrees in psychology. However, as one example, Professor Kirk Blankstein recalls the names of 12 former undergraduates who went on to obtain PhD s in psychology after completing undergraduate theses in his laboratory. Psychology was not only one of the first courses to be offered at Erindale, the psychology major and specialist programmes were among the first group academic programmes to be established on this campus. In addition, the department has for many years been involved (with Zoology) in offering an animal behaviour specialist programme and somewhat more recently with the establishment of major and specialist programmes in exceptionality in human learning. In the fall of 1991, the department initiated a programme in early childhood education which is being offered in conjunction with Sheridan College. The first psychology research laboratory at Erindale was my own, which was established in 1968 and initially located in Room 213 of the North Building. I have often thought that the main reason I was hired was the fact that my research, which in those days dealt with learning in the grain beetle Tenebrio molitor, could be housed in very small quarters. My beetles and I shared this tiny room with shelves full of cleaning supplies until the research wing of the South Building opened in Since the middle 1970 s, the department s principal research emphasis at Erindale has been human lifespan development. In 1977, Professors Rona Abramovitch, Carl Corter, Fergus Craik, Bruce Schneider and Sandra Trehub obtained a major grant from the Connaught Foundation for the establishment of a Centre for Research in Human Development at Erindale. Major research projects in the Centre have dealt with the development of hearing in infants, with social and cognitive development in children, and with the effects of aging on memory. Finally, it is worth noting that fully half the 14 full-time psychology professors at Erindale are women. This is by far the largest proportion of female faculty in any science department at Erindale and a much higher proportion than in psychology at either the St. George or Scarborough campuses. Given that well over half our undergraduates are female, we believe having female faculty role models is a distinct advantage. 68

69 SOCIOLOGY SOCIOLOGY AT 40 Barry S. Green The Sociology Department at the University of Toronto Mississauga began with the inception of the College in Until 1969, it had only one lecturer. By 1968 there were three lecturers and Professor Warren Kalbach was hired to assume the role of the first Discipline Representative and Associate Chair in 1969, a position he held until He was succeeded by Professors Harry Nishio, Metta Spencer, Douglas Campbell, David Brownfield, Marion Blute, Harriet Friedmann and Dr. Barry Green. When UTM formally changed its administrative organization and appointed its own Chairs, Professor Charles Jones assumed the first Chairship. Professor Kelly Hannah-Moffat has been Acting Chair while Professor Jones has been Acting Dean of UTM for the past 18 months. Since Warren Kalbach s DR-ship, so many changes have occurred. Originally housed in the North Building, the Department moved to the South Building in 1973 with a total of two full-time faculty and four lecturers. By 1991, Sociology grew to 11 faculty members and seven part-time lecturers. The number of course offerings increased from 21 in to over 35 in The number of students taking Sociology courses increased from 796 in 1971 to over 2,500 in Over the years the Department led a number of initiatives based on current interest in the discipline. Under Warren Kalbach an excellent Population Research Laboratory was created that served for years as a focal point of research in the Department. The Department also had a state-of-the-art small groups laboratory when research in this area was a major focus in the early 1970s. Both laboratories were wound down as the Department altered its foci and embarked on a new major under David Brownfield s leadership. This was first called Crime and Deviance, but is now called Crime, Law and Deviance and has four full-time faculty and as of will also offer a Specialist degree. Currently with 15 full-time faculty the Department is still growing. We have approximately 500 students in our Sociology and Crime, Law, and Deviance programs. In addition to the areas of crime, law and deviance we also offer a wide range of courses many with emphasis in the areas of globalization, work and occupations, gender relations, social inequality and communications. Several faculty members have grants from the Social Science and Humanities Council. Our introductory course is among the top three selected by students at UTM with over 1,000 students and our programs, given their pertinence to the world in which we live, remain among the most sought out. We have changed so many times over the years just as has the social world. We hope to be able to continue to meet student demand and interest as well as contributing significantly to a better understanding of the social world in the next 40 years. 69

70 University of Toronto at Mississauga SOCIOLOGY AT 25 Madeline A. Richard Sociology had its beginning in the North Building at Erindale in September In that year and until September 1969 there was only one lecturer. In another lecturer joined the Department followed by a third in Professor Warren Kalbach was hired to assume the role of the first Discipline Representative and Associate Chair in July 1969, a position he held until Since then the Department has had three Associate Chairs, Harry Nishio, Metta Spencer and Douglas F. Campbell, the current holder of the position. By September 1971 the Department consisted of two full-time faculty and four lecturers and was now located in the research wing of the South Building. In 1973 it moved to the newest wing of the South Building where it is still housed today. By 1991 Sociology had grown to 11 faculty members and seven part-time lecturers. The number of course offerings increased from 21 in to 39 in During the same period the number of students taking sociology courses increased from 796 to 2,367. The sociology programme has always been broadly based with special focus in some areas, including population, ethnic studies, social interaction, crime and deviance and peace and conflict. The Population Research Laboratory is a research arm of the Department of Sociology. Established in 1969 by Professor Warren Kalbach, it is the longest-running unit of its kind in Ontario. Research projects to date have covered a wide range of areas including community and ethnic group profiles, residential segregation, family processes, urban-life and population analyses. The lab also serves as a base for student research in the area of population and society. In 1969 a research assistant position was created to aid the Director with research and administrative tasks. By 1985 this position had evolved into an Assistant Director s job. In 1991 Professor Kalbach became Director Emeritus of the Lab. and Dr. Madeline A. Richard, the Assistant Director, became the Acting Director. The Social Interaction Laboratory, also situated at Erindale, was established by Professor John Kervin in Over the years many students have been involved in research projects including a study of bargaining behaviour. The most recent addition to Sociology was the establishment of a Peace Studies Group in 1989 as well as a programme in peace and conflict studies, co-ordinated by Professor Metta Spencer. As well as being a research base for students interested in peace and conflict, work is in progress on the Soviet Union. An additional interdisciplinary programme sponsored by Sociology Erindale in the area of crime and deviance was established in the late 1970s. Over the years a number of undergraduates in sociology have gone on to become graduate students. Since 1982, for example, eight Sociology students have taken such a path, many of them medal, scholarship and fellowship winners. 70

71 INSTITUTE OF COMMUNICATION & CULTURE COMMUNICATIONS, CULTURE AND INFORMATION TECHNOLOGY (CCIT) Anthony Wensley Work on developing the CCIT program began around 1997 with many participants from both UTM (Erindale College at that time) and Sheridan College. Prime movers of the program were Dean Cec Houston of UTM and President Sheldon Levy of Sheridan but many others spent extensive amounts of time in meeting, developing plans and fleshing out a vast range of new courses for the program. One of the principal catalysts for the program was the Ontario Superbuild fund which provides some of the funding for the award-winning CCT building on the UTM campus and the matching CCIT building on the Sheridan Campus. The CCT building was also funded through many donations including $3 million from the City of Mississauga and many other significant donations. The CCIT program accepted its first students into first year CCT course in 2001 and is now well established with a student body of approximately 530 students distributed across a range of major, minor and specialist programs. Currently CCIT students are usually accepted into the program at the end of their first year and can choose between the following: -CCIT major -Visual Communication and Culture Specialist program -Human Communication and Technology Specialist program -Digital Enterprise Management Specialist program -Health Sciences Communications Specialist program or major The CCIT major provides students with the opportunity of combining a wide range of academic and technical courses from a wide range of disciplines offered by the UTM and Sheridan campuses. Students in the CCIT Major Program will learn about human communication in its various forms, and the dynamic relationship between culture and technology. Students may combine the CCIT Major with another major at the University of Toronto at Mississauga. The Visual Culture and Communication specialist program is an interdisciplinary undergraduate curriculum that provides students with a foundation in both visual cultural and communication studies (history, theory and criticism) and digital communication practices (with courses taught at Sheridan College). The Specialist Program offers grounding in both the analysis of visual culture, and the practices of visual communication. Increasingly, global cultures are dominated by visual communication, from art to advertising, propaganda to documentary photography, and film to websites. People of all generations are becoming active producers and consumers of visual culture. As digital technology expands, expertise in visual communication and design becomes essential for meeting the challenges of the global culture. VCC will prepare students to take an active and informed role in shaping 21st-century visual culture by bringing historical and theoretical study from multidisciplinary perspectives to bear on contemporary practice and debate. The Human Communication and Technology (HCT) Specialist Program focuses on human communication across the lifespan. Communication is an essential part of human life, and the nervous system is well adapted to the perception and cognition of auditory, visual and other signals involved in human communication. Pre-linguistic infants communicate emotionally with their parents and others. With maturation, children learn to segment language utterances into words and syllables, categorize words, and refine their skills at language production and social interaction. For adults, communication skills are central to career success and social interaction. Management and leadership positions require skill at communicating complex ideas, along with an ability to convey and inter- 71

72 University of Toronto at Mississauga pret emotional meaning. The Digital Enterprise Management specialist program prepares students for management roles in the digital age. Studies in DEM focus on the technologies comprising the Internet and the Web, which are transforming existing companies and providing fertile ground for the creation of new digital enterprises. Experts agree that such enterprises must be managed in fundamentally different ways from their industrial age precursors. This program explores this new managerial environment. Students will gain an understanding of the technologies that underlie digital businesses and the managerial challenges and techniques appropriate for being active and valuable participants in digital enterprises. The Health Science Communication specialist program focuses on health communication and explores the synergistic roles of visuals and text in print and new media. Through an understanding of theories of visual and written communication, students prepare health/medical/scientific communication material for the digital age by learning to develop visual and written instruments targeted to specific populations. Opportunities for students upon completion include working in: the health care industry, hospitals, non-profit organizations, pharma companies, public health, and media companies specializing in health sciences. The inclusion of the Health Sciences Communications specialist and major program has been made possible through the addition to our faculty complement of faculty from the Biomedical Communications program in the Faculty of Medicine. They joined us at UTM in Whatever their chosen path the CCIT program offers students an unique blend of academic studies ranging from courses in psychology, sociology, fine art and visual culture to theory of design, ecommerce technologies and courses drawn from many other disciplines. From the beginning the program has benefited from manifold contributions from faculty representing widely diverse disciplines at UTM and Sheridan. There is just no program like it anywhere else in Canada or, indeed, the world. Students going through the program develop nuanced understanding of our world which is increasingly permeated through with digital technologies and artifacts. The complementary strengths of UTM and Sheridan have resulted in the creation of a program that is both academically rigorous and also replete with technical courses that are both state of the art and intellectually demanding. The CCIT program is physically housed primarily within the CCT building and intellectually housed within the Institute of Communications and Culture. Although presently lacking an integrated graduate program there are many graduate programs that attract CCIT students including Master s and PhD programs at the Faculty of Information Studies at UofT, the Masters and PhD Communications and Culture programs jointly run by York University and Ryerson University and many other Communications, Culture and Technology related Master s and PhD programs. For students who are more inclined to non-academic careers CCIT students have found jobs in a wide variety of different areas from the traditional media, to advertising agencies, architecture firms, software and entertainment companies and such public institutions as the Centre for Addiction and Mental Health in Toronto. As the program matures we expect to see CCIT graduates taking their talents to all parts of Canada and, indeed to all parts of the world. Already, some of our students have taken up jobs in California and pursued their studies in Australia. This trend will only strengthen as the program becomes more established and its uniqueness and quality is recognized. As testimony to the vitality of the CCIT program the CCIT Club is of the most active student clubs on campus and alumni of the CCIT program have become the first alumni group to form their own chapter. 72

73 Institute of Communication & Culture CENTRE FOR VISUAL AND MEDIA CULTURE Evonne Levy The history of UTM s Fine Arts written 15 years ago considered that the programs were at that moment at a crossroads. This turned out to be quite true. We can now chart for you the path we have taken from the study of fine arts to a broader field of investigation that includes visual culture, art and theory. A major change came with UTM s reorganization in 2003, at which time the Fine Art faculty formed the Centre for Visual and Media Culture (CVMC) within UTM s new interdisciplinary Institute for Communication and Culture. But the groundwork for the Centre s innovative programming was laid some time before. The faculty that have driven these transformations were trained in diverse areas of western art, visual culture and theory. In 1996 two faculty members in art history retired and were replaced by Evonne Levy (Renaissance-Baroque Art) and Jill Caskey (Medieval Art), followed in 2001 with the hiring of Louis Kaplan in a new position in the History of Photography, a first for the University of Toronto and the mark of a changing conception of the discipline of art history, expanding it to encompass New Media and theory. Around this time, art history faculty were involved in developing a program in Visual Culture and Communication (a specialist in CCIT), a new interdisciplinary area of study that broadened the study of our visual culture beyond the objects of art. The introduction of Visual Culture also marks a distinct contemporary and theoretical turn in our curriculum. Modern and Contemporary Art and theory have been given a boost with the hiring of Alison Syme (Modern Art) and John Ricco (Contemporary Art and Theory), and we have just hired our first non-western specialist, Kajri Jain, whose work is about contemporary Indian visual culture and art. We are, at writing, in the midst of hiring a new faculty member in the area of Digital Culture to relate our Visual Culture courses closely to the digital world at the centre of CCIT. Most of our new faculty teach in both art history and visual culture. And UTM students in Art History, Art & Art History and Visual Culture and Communication degree programs take both types of courses. Reflecting the Centre s expanding horizons, UTM s Fine Art programs have grown from two to three since 2004: the Art & Art History program, our joint program with Sheridan College, is thriving at capacity with around 400 students enrolled in major and specialist programs. While maintaining sustained discipline-based study of diverse media, current practices have become increasingly integral to studio work, including digital photography, video, design and even performance art (a course dedicated to which is being designed). The graduates of our programs engage with visual culture, in its manifold forms, around the globe. A partial list of their occupations would include visual artists, teachers and professors at all levels, graphic and web designers, gallery owners, arts council officers, curators, museum professionals, illustrators, theatre designers, journalists, and photographers. Art History, for a long time a small program of a couple of dozen students, has, with the addition of new faculty and areas of study, grown to almost 75 students at the time of writing. And finally, Visual Culture and Communication, a specialist program jointly administered with CCIT and Sheridan College, now has around 75 students. In the past 15 years UTM has also become a home to an outstanding contemporary art gallery, the Blackwood Gallery. Run part time by Nancy Hazelgrove , UTM made a major commitment to the arts with the hiring of Barbara Fischer as its first fulltime curator, in 1999 (succeeded by Séamus Kealy in 2005). Organizing exhibitions (like the renowned General Idea show that have travelled from the Andy Warhol Foundation in Pittsburgh to Berlin), publishing awardwinning catalogues, and receiving accolades from the press and contemporary art establishment, the Blackwood Gallery brings international and Canadian art to the campus and to our many art students. Its presence has been key in the development of undergraduate courses in curatorial studies.. The spaces in which we work and study and look at art have also been remarkably transformed in the past 15 years. In 1999 Sheridan College opened a new studio art facility for the Art & Art History program dedicated to one of the program founders, Annie Smith, a soaring spirit whose own courageous and plucky battle with cancer has inspired many people through lectures and her humorous book, Bearing up with Cancer. The Annie Smith Arts Centre comprises 10,000 square feet of working space built with many artist-friendly features. In addition to the woodworking facilities, as well as painting and sculpture studios, the centre houses individual workstations which allow senior students to leave their works-in-progress out, and return to them the next day. The new centre also houses seminar rooms, an art installation room and a faculty office. In keeping with the building s warehouse studio design, the floors are bare concrete, and the walls are constructed of raw plywood. In 2005 UTM opened the CCT Building by Montreal Architects Saucier + Perotte where the CVMC is located. With its gorgeous compositions and ever-changing views of the landscape, we are at last in a truly visually compelling setting and it is an inspiration! In the CCT building the Blackwood Gallery now has a video wall and e-gallery to expand its programming and the public presence of the visual arts and visual culture at UTM. 73

74 University of Toronto at Mississauga FINE ARTS AT 25 Luba Eleen The Department of Fine Art presents a high profile within the Erindale community, despite its small size. Its participation in the precedent-setting joint programme of an academic department of the University with the more practically-oriented Faculty of Visual Arts at Sheridan, a Community College, has ensured that it has been keenly observed by the Ministry of Colleges and Universities, by Simcoe Hall, by the academic community, and by the public. It must be admitted that at the time of the decision of the Erindale College Council on 12 April 1971 to establish such a programme, not all of these constituents were wholeheartedly enthusiastic about the undertaking. It is a measure of its success over the past 20 years that doubts about its academic soundness have been replaced by enthusiasm. The Art Education Programme, as it was then called, was initiated with the modest aim of providing students with a three-year BA, (together with a two-year diploma from Sheridan), in a combination of academic and practical courses that would prepare them to become B certificate high school teachers. The first class of eighteen entered and began their studies in 1971 with a course on Ancient art taught by Joe Shaw, seconded from the St. George department, and Studio courses at Sheridan, although the programme did not officially appear in the Calendar until Over the next four years three art historians were appointed at Erindale, who covered the range of Western art from Medieval (Luba Eleen) through Renaissance and Baroque (Tom Martone), to Modern (Bogomila Welsh-Ovcharov), with Erindale classicists Catherine Rubincam and Tom Elliott teaching courses in Ancient art. The late John Jancso was co-ordinator of the programme at Sheridan, which in the early stages had an emphasis on crafts and applied arts. Registration rose steadily, with 284 course enrolments in and an entering class of fifty the following year. At this point growing pains were felt. Although the programme from the beginning proved to be an excellent preparation for teachers, it was becoming increasingly clear that the Ontario school system could not continue to absorb every candidate for admission to training. Students began to think of other career choices, and for several years, partly under the impact of newspaper articles comparing the earning potential of Humanities graduates unfavourably with those in other disciplines (Fine Art occupying the bottom of the column), interest in the programme waned. The situation began to turn in the late seventies. The programme itself changed, under pressure of students no longer satisfied with the goal of a B Certificate, who wished to explore a more aesthetic expression in art, of professors who demanded rigorous levels of research and interpretation in art history, and of a new emphasis on the fine arts by a talented and dedicated group of studio teachers under the inspiring leadership of Annie Smith, who took over as co-ordinator in In 1979 a specialist programme was instituted, offering advanced studies in Art History and Studio Art, and the name was changed to Art and Art History. Studio courses at the fourth-year level were available in Every spring the graduating class has presented an exhibition in the Erindale Art Gallery. With swelling numbers of students who have become more and more ambitious in their artistic aims, it became necessary to mount three separate exhibitions. The creative work shows increasing sophistication and a marked intellectual bent. Concomitantly with the joint programme, a purely academic programme in Art History, similar to that on the St. George campus, has flourished at Erindale. The two groups of students mingle in art history classes and there is a considerable degree of cross-influence. Art historians take studio courses, and many students in the joint programme study languages, a requirement for the art history degree. Together, they form a significant and identifiable group within the student body, with high esprit-de-corps. The two programmes have attracted seven scholarships and awards, including the two Hammerson Scholarships at $3,000 each. Compared to most graduates at the baccalaureate level in the Humanities, the Erindale Fine Art alumnae seem to enjoy a considerable degree of vocational success. Despite the narrowing of opportunities, many of them have gone into Faculties of Education and are teaching successfully in the schools. At least four restorers have graduated from the Queens University programme in conservation. Others have gone on to graduate schools for the MFA and for the PhD in art history, two of the former now teaching studio art in American universities. They are curators in galleries and museums large and small; there is an archaeologist, an editor of art books, graphic designers and a number of independent artists who are becoming known in the Toronto art scene. Fine Art at Erindale is at a crossroads. Two of the three art historians are due for retirement within the next few years. With classes already subscribed to the maximum capacity of the rooms in which they are held, we can only hope that our successful programmes will continue to triumph over economic necessity in the difficult years ahead. 74

75 Institute of Communication & Culture PROFESSIONAL WRITING AND COMMUNICATION Guy Allen Rhetoric, a traditional staple of university education, fell out of fashion in the mid-twentieth century. Literary analysis, historical studies of literature and language and linguistics, among others, edged out courses where students learned principles of rhetoric in applied writing courses. Writing, as a formal discipline, disappeared from many curricula. In the 1970s and 1980s, Erindale College reversed this trend and became the first place at the University of Toronto in the last quarter of the twentieth century to offer for-credit writing courses. These courses, sometimes offered by the English Department and sometimes presented under Interdisciplinary Studies, laboured under the stigma of remediality : courses that teach literacy skills students should have learned before they arrived at university. Some faculty members who taught these courses and students who took them saw things differently. The formal study of writing and rhetoric offered a fresh way to examine and practice critical thinking and communication across disciplines. Writing courses encouraged students to fuse knowledge from sciences, humanities and social sciences with self-knowledge, with knowledge about human communications practices, with the challenge to traditional disciplines presented by new communications technologies. Students pressed for more writing courses. Students pressed for a writing degree program. Faculty members who had seen the formal study of writing enhance the quality of students work within and across disciplines supported an expanded writing curriculum. Administrators struggled to find a departmental affiliation for this new interdisciplinary writing program. They settled the first Professional Writing degree program, a Professional Writing Minor, in the Faculty of Management. The Program offered six halfcourses. This placement proved awkward. The Program continued to prosper and attract positive attention. Administrators moved it out of Management and made it a freestanding interdisciplinary program in the Social Sciences. This decision, along with a growing sense among faculty, administration and students about the powerful possibilities of a strengthened interdisciplinary writing program, led to growth. The Professional Writing Program became one of Erindale College s truly distinctive offerings, a program students could take at Erindale that they could take on no other University of Toronto campus. As Erindale College morphed into the University of Toronto at Mississauga, Professional Writing became Professional Writing and Communication (PWC) and found a new interdisciplinary home in the Institute for Communication and Culture. PWC has become a sought-after limited-entry program. PWC offers seventeen courses, an Internship Program, and a PWC Major Degree. Courses include the famous Expressive Writing, the introductory course where students master basic rhetoric as they write autobiographical narratives, Making a Book, an advanced 400-level course where students write, design, edit, typeset and publish a book, and Re-languaging: Writing Across Cultures and Languages, a course inspired by UTM s culturally diverse student population. PWC s mainstay 300-level courses---science and Writing, History and Writing, Finance and Writing, Writing About Place, Community and Writing, Social and Professional Languages, to name some---feature studentdesigned projects based on combinations of primary and secondary research. PWC students often publish writing they produce in their PWC courses. In November 2006, one student published a book about growing up in a Chinese ghetto in Calcutta, a collection of work she produced in PWC courses. Upper-level courses at the University of Toronto, Victoria University and Jadapur University in India have adopted this book as a course text. Scholars have praised the book as the first substantial publication about Calcutta s sizeable Chinese community. Many PWC students produce original work based on their experiences and those of their families in immigrant communities in Canada and around the world. PWC students go on to graduate studies in writing, rhetoric, journalism and communications, history of media at universities in Canada, the United States and Britain. Some have gone on to establish themselves as freelance writers and editors and publishers. Others have gone into business and public service positions that draw on their expertise. Graduates report that their PWC degree adds value to their discipline-based degrees. The PWC faculty has distinguished the Program as a home of original and excellent writing pedagogy. The Program s graduate connection with OISE-UT draws on the Program s extensive expertise in expressivist pedagogy, a way of teaching writing that encourages students to become makers of meaning and originators of knowledge. PWC students learn in small classes and experience one-on-one contact with faculty, known hallmarks of excellence in undergraduate teaching. Writing programs now spring up in universities across Canada and the United States, including the other two campuses of the University of Toronto. UTM s PWC, a leader, has played an influential leadership role in these developments. 75

76 University of Toronto at Mississauga ROBERT GILLESPIE ACADEMIC SKILLS CENTRE ASC AT 40 Cleo Boyd The Academic Skills Centre (ASC), an academic unit of the University of Toronto Mississauga, opened its doors in Under the supervision of the Vice-Principal for Instructional Development, Professor Cecil Houston, the Director of the Centre, Cleo Boyd, was charged with creating a learning community, a nexus for leadership in the areas of instructional development and academic support for faculty and students. The key to the success of the Centre s mission is the creative partnerships that it has nurtured within the College and the broader community of the University of Toronto. Through the expertise of the Centre s faculty and staff and the dynamic partnerships that we have nurtured among academic departments, Student Services, and the Library, we have designed and delivered innovative and dynamic programs that are models for other universities. Highlights of our success over the past ten years include: Implementation of diagnostic assessments of skills, such as writing, problem-solving, critical reading, mathematics, and critical thinking for students Delivery of an innovative Head Start program for incoming students The Director, Cleo Boyd, won the Joan E. Foley Award, an Award of Excellence for contribution to the quality of the student experience at the University of Toronto Development of innovative Mentorship and Facilitated Study Group programs that help students teach each other how to succeed academically in a university environment Participation in research projects and initiatives that produce measurable positive outcomes for undergraduate students Recognition of our success in creating dynamic environments for student learning by grants from the GE Foundation and Robert and Irene Gillespie. Mr. Gillespie is the former Chief Executive Officer and President of GE Canada. Recognition of our success in engaging students with diverse learning needs by a generous scholarship for students who participate in our programming from Gary and Brenda Mooney. Mr. Mooney is the Chief Executive Officer of Fidelity National Financial Canada. In 2005 the name of the Academic Skills Centre was changed to the Robert Gillespie Academic Skills Centre in honour of the Gillespies contribution to the work of the Centre and the College. In October 2007, the Robert Gillespie Academic Skills Centre moved into the Hazel McCallion Academic Learning Centre. This move provides the Centre with opportunity to expand its programming and its faculty and to strengthen its already dynamic partnership with the Library. 76

77 ASC AT 25 Peter S. Saunders Erindale College has a long tradition of supporting writing excellence. What began as a testing service to identify writing deficiencies of incoming students, the Teaching - Learning Centre (TLC) has evolved today into a department which offers a minor programme in Professional Writing, a consultation service for faculty, and a Writing Lab providing individual tutoring on how to plan, organize and write effective essays, letters, and reports. Today s TLC serves Erindale s community by supporting writing excellence and the academic study of our various discourse communities - Science, Commerce, English, Social Science. In 1976, Desmond Morton, then Associate Dean (Humanities), hired Dr. Northey to create and administer an English Proficiency Test, which would identify student writing needs. A Writing Lab was established to offer special courses in Grammar and Essay Organization. Specific writing seminars were also created to meet the needs of ESL students. Soon it was clear that the Writing Lab could expand its support by offering Study Skills Seminars, taught first by members of the Advisor Bureau and then jointly by the Library. Today, the Writing Lab still offers these popular START seminars on essay writing and research in conjunction with the Library. Teaching Assistants were also offered special seminars and in time, instructors from the TLC were reaching out to faculty and assisting them to design and grade discipline specific writing assignments. 14 of Erindale s 28 departments have participated in the TLC s Writing Across the Curriculum programme. Over three thousand students are serviced each academic year through our various formats. In 1987, Dr. Peter Saunders newly appointed director of the TLC, began developing a Minor Programme in Professional Writing. While writing seminars and individual tutoring remained essential services offered by the TLC, the Minor Programme offered students an academic programme of study which focused on mastering forms of written discourse other than the essay - specifically, expressive, referential (business and scientific) and persuasive discourse. Students who take these popular courses, learn to view writing as a cultural tool that serves a number of diverse, social functions within Western society. The programme not only teaches students how to master these forms, but also the rules and conventions which dictate when such tools may be used. Students learn adaptive techniques and problem-solving skills which serve them well throughout their careers. Writing excellence continues to be a first priority at Erindale College. No history of the TLC would be complete with some recognition of particular individuals who have served our students well over the years: Kerstin Aivazian, Phillip Dimitroff, Mary Henkleman, Lille Huggett, Tamar Nelson, Elizabeth Porter, Margaret Procter, Kate Saunders, Christine Stesky. ACADEMIC LEARNING CENTRE GROUNDBREAKING CEREMONY. IN ATTENDENCE IAN ORCHARD, MAYOR HAZEL MCCALLION, PRESIDENT DAVID NAYLOR. 77

78 University of Toronto at Mississauga ACCESSABILITY RESOURCE CENTRE Liz Martin The AccessAbility Resource Centre was formally established on the UTM campus in Prior to this time the academic accommodation of students with disabilities was addressed by the Special Services office on the St. George campus with a small satellite operation at Erindale. Prior to 1997 there were approximately 90 students registered with the Centre. Since that time the number of students registered has increased to over 300 and the services offered have expanded considerably to now include computerized note-taking and sign language interpreting for students who are deaf or hard of hearing, on-site psychoeducational assessments for students with learning disabilities, e-text scanning of text books for students who are blind or have low ~~~ vision, and consultations with faculty. We have also increased our partnerships with the departments on campus (e.g. Student Housing and Residence Life, Career Centre, academic departments, Office of the Registrar, etc.) and organizations in the community (e.g. Canadian National Institute for the Blind, Ontario March of Dimes). The mission of the Centre has also grown from solely providing academic accommodations and services to also promoting equity initiatives and inclusive practices on the University of Toronto Mississauga campus. GIRLS FIELD HOCKEY TEAM. 78

79 OFFICE OF ADVANCEMENT Mary Ann Wells & Jane Stirling The Office of Advancement at UTM, as we know it today, has undergone many name changes and restructurings over the past 40 years. It was Erindale s second principal Dr. J. Tuzo Wilson under which the Campus Relations Office, as we know it today, was developed. While the college was still in its infancy, Dr. Wilson realized the basic need for a community liaison office at the College. And with the main University of Toronto administrative offices located in downtown Toronto it was even more essential that Erindale establish its own identity within the newly formed city of Mississauga. A true visionary, Dr. Wilson realized that the college would need to work hand in hand with the local public and corporate sector. Initially, he hired a public relations assistant and together they worked on developing Erindale s public image. Because Erindale had no alumni Dr. Wilson conceived the idea of inviting local residents, interested in helping to promote the college, to become members of The Associates of Erindale College. A sort of community liaison organization was born. The Associates continue to work today on behalf of the College, promoting public lectures, running book sales, assisting with convocation and other special college events, and supporting undergraduate education through their two scholarships. In 1976 the public relations office was given departmental status, additional responsibilities and a new name--community and Secondary School Liaison. The department now combined the college s recruitment functions along with it s community liaison responsibilities. The staff consisted of the coordinator, a secretary, an Associate volunteer and occasional undergraduate student volunteers. It also began supporting the activities of Erindale s fledgling Alumni Association. This group s activities soon added a new dimension to the department. By the late 70 s the department added a full time public relations assistant. The department was not only responsible for promoting Erindale s public lectures and special events, it worked closely with the Office of Admissions on the St. George Campus and the Registrar s Office at Erindale taking responsibility for recruitment and some counselling of potential students, and it continued to support the activities of both The Associates and the Alumni Association. In 1981 the department was restructured and became known as the Campus Relations Office and its coordinator was named as director. A full-time Liaison Officer was hired at this time allowing the director to devote more time to raising the college s community profile. Soon the groundwork for a development office was laid and the Art Gallery functions were added to the office s repertoire along with another part-time staff member, the artist-in-residence. The Campus Relations Department staff now included: the director, a secondary school liaison officer, a public relations assistant, a secretary to the director, the artist-in-residence, and an Associate volunteer. Temporary staff were also hired for special events and projects through federally and provincially funded job programs. The Campus Relations Department was responsible for: secondary school liaison Alumni Association activities and events the development and implementation of fundraising activities Art Gallery functions The Associates of Erindale College production and distribution of internal and community newsletters and other materials relating to the liaison and gallery functions, the Alumni and development the organization and promotion of public lectures and events and the Art Gallery activities 79

80 University of Toronto at Mississauga The College also established its longstanding relationship with the Peel Board of Education, assisting the board with the annual Peel Regional Science Fair, an event which is still held at the College. In the years to follow Erindale and the Peel Board continued to work together; coordinating and running the Peel Summer Academy at the college. The Peel Board continues to conduct a number of professional development programs for its teachers at Erindale. The office s secondary school liaison officer worked closely with liaison officers from other Ontario universities and Erindale has been the venue for a number of province-wide liaison seminars and workshops over the years. Although the functions of secondary school liaison were moved to the Registrar s Office in 1989, the Campus Relations Office continues to work with the liaison coordinator on certain projects. The College has always been well repre- sented locally, sitting on a number of advisory councils and boards and lending its knowledge and expertise to various community organizations and associations. The Director of Campus Relations has been responsible for representing the College on the following external boards and committees: Mississauga Board of Trade The Citizen of the Year planning committee Ontario Chamber of Commerce Peel Regional United Way Advisory Committee for Civic Centre Opening In 1997, the office was restructured and became known as Development, Alumni and Public Affairs (DAPA). This department assumed increased responsibility for campus fundraising, and its focus switched from internal to external stakeholders such as donors, alumni and organizations such as the Mississauga Board of Trade. It placed an increased emphasis on fundraising for scholarships, the Student Centre (opened in 1999) and the Communication, Culture and Technology Building (opened in 2004) as well as strengthening alumni connections by establishing an Alumni Association executive committee and a mentorship program. In 2003, DAPA became the Office of Advancement, further expanding its alumni responsibilities to include more fundraising, and establishing a two-person marketing and communications unit with responsibilities for overall campus marketing, publications, media relations, website, branding, advertising and advancement communications. OFFICE OF ADVANCEMENT STAFF ENJOY THE WEATHER IN FRONT OF A UTM RESIDENCE. 80

81 CAREER CENTRE CAREER CENTRE AT 40 Joan McCurdy-Myers satellite office of the St. George A Campus Career Counselling & Placement Centre was opened at Erindale in September 1979, staffed by one full-time Coordinator, Evelyn Paley, and one half-time assistant during the academic year and providing services to Erindale s 4,800 students. As of September 2007, the UTM Career Centre now operates independently, with a staff of 16 student staff and 12 professional staff. Much can still be seen of the original underpinnings/values/vision of the Centre: the original mission of providing a broad range of services to educate students about how to make satisfying career decisions and how to develop the skills needed for the competitive job market; the tri-campus approach to services (some common and central services, while each campus develops a centre that meets the needs of its students, all three campus services accessible to all students); strong connections with alumni; support for volunteering; regular fairs (1985 saw the first Summer Job Fair, 1987 the first Career Night, 1990 the first Professional School Career Fair); innovative use of technology (in 1980 s it was videotaped self-instruction tapes; in the 2000 s, it s an innovative website); partnerships with faculty and staff to provide customized student programming, to provide information for staff and faculty to use in their work, and to coordinate the provision of work-study and other student positions on campus. The significant growth of the Career Centre has been possible because of the financial support of UTM students, as represented by the student leaders on the QSS council (Quality Service to Students), combined with increased student enrollment. Staff and faculty s continued interest in partnering with us to develop programs tailored to their students has also fuelled our expansion. An outstanding team of highly innovative professional and student staff has allowed the centre to engage more undergraduates in more opportunities for career development over their four years at UTM. Key innovations have included: an outstanding user-friendly website (noted among the top 10 most used at UTM in 2006); highly visible and appealing web and print marketing developed by student marketing assistants under the guidance of professional staff; and student Career Assistants who provide immediate assistance to students, develop outreach activities like careers panels and find and compile information relevant to UTM students particular career interests. Innovative programming like Networking Breakfasts, the UTM Alumni Mentorship Program (begun in 2000), and Commerce & Management Conferences has created opportunities for students to interact in person with alumni, industry representatives and potential employers. On-campus partnerships have continued to thrive, with 27 partnered programs offered in Strong links with alumni and the community continue to be a core strength of the UTM Career Centre. At present, over 250 alumni career profiles are now on our website, giving real life ideas to today s students when they ask what can I do with a degree in? In , over 130 organizations took part in three employer fairs; 17 employers hosted information sessions on campus and 27 organizations confirmed participation in Networking Breakfasts. ~~~ CAREER CENTRE AT 25 Evelyn Paley I t was May 1979 when the Career Counselling & Placement Centre on the St. George Campus responded to the request from Erindale to establish a satellite office. On September 6th of 81

82 University of Toronto at Mississauga that year, after four months of planning by Evelyn Paley, its first Co-ordinator, the Erindale Centre opened its doors to students. The goal of the Centre was to offer a broad range of services to educate students about how to make satisfying career decisions and how to develop the skills needed to prepare for the competitive job market. To that end, an attempt was made to offer a range of services to Erindale s 4,800 students similar to those on the downtown Toronto Campus, with one full time year-round Co-ordinator, Evelyn Paley, and a half time assistant (during the September to April period only), -- a tall order! St. George agreed to provide the salary for the Co-ordinator and Erindale assumed all other staffing and operations costs. From the start, the then Director on the St. George Campus, Rivi Frankle, gave the Co-ordinator at Erindale full license to develop a Centre that met the needs of the Erindale population. In those early years, extensive support was given by the downtown Centre as Erindale sought to establish itself. In fact, even today the St. George Campus assumes most of the responsibility for the employment listings and a courier travels daily between the two offices ensuring that opportunities are promoted equally to all University of Toronto students and grads. Since 1979 though, as the stable and experienced staff complement has slowly increased to 2.3 (full-time equivalent) and extensive use has been made of externally funded staff and student volunteers, the Erindale Centre has been able to assume more and more responsibility as well as develop some unique programming. As early as 1982, the Erindale Alumni Network was established, to provide career and job search information to students by our own graduates. In 1982, a highlight was a rating of the Centre by department heads and discipline representatives, as the third most important service on campus for excellence and essentiality after the Library and the Photocopying service. A clear indication that our attempts to promote and integrate ourselves into the College community had been achieved. In 1983, we took the initiative and assumed the role of promoting and co-ordinating federal government job creation programs to all Erindale faculty and staff. As of 1991, 226 jobs had been created and $1.4 million dollars had been received. In 1984, a Student Volunteer Assistant Program was established and the Erindale office assumed the responsibility of promoting U of T students and grads to the local community. In 1985, the name changed to The Career Centre in response to the changing times. In 1985 and 1986 a Summer Job Fair was offered and in 1986 the Centre started what was to be an annual Survey Science Job Fair. In 1987, a Career Night, involving mostly Erindale Alumni, was developed and still continues as an annual event. As well, 1987 saw the investigation and establishment of the Extern Career Exploration Program, a mini co-op program in Reading Week and in May to assist students in exploring career options. Erindale ran their own program for two years and today, with centralized funding, it is organized by the St. George Campus office and about eighty Erindale students take part each year. A Professional School Careertalks Program had been offered since Since 1990, a one day Professional School Career Fair has taken its place. For the last three years, the Centre has teamed with the Erindale Media Centre to develop it s own in-house instructional videotapes to improve the access of information and suit the hectic schedule of the students. We were fortunate in 1987 to be the lucky recipient of the Graduating Class Gift to the College and at that time purchased video equipment and established the Video Centre. In 1991 we distributed our first, of what we hope will be an annual graduating students Newsletter. These are a few of the highlights of the Career Centre s 12 years at Erindale. We have attempted to offer a diverse range of services and programs to our students to satisfy the variety of learning styles, whether it be job search and career planning workshops, one on one assistance, or videotape delivery. Our Career Resource Library has formed the core of the office and continues to expand and improve. A tutor service for high school students answered 500 requests for service at its peak. Along with all these developments, student traffic has doubled, tripled, and more than quadrupled in some areas and the College population has soared to 7,000 students. In addition, the Centre has sought to provide support and information to faculty and staff to seek their assistance in promoting our mission. We ve developed a unique information brochure for faculty and have offered open houses, employer forums, job creation monies, and have sought comment and input through faculty surveys. We have provided lists of where graduates are employed by discipline and are now involved in the creation of an informal faculty consulting group. Alumni are a third constituency that we ve attempted to involve in the Centre through the Alumni Network, Careers Night and possibly a future advisory group. The Erindale Career Centre hasn t done it alone! The Erindale Principal and Deans have always been encouraging, whether it be with financial or moral support. As well, with the assistance of the St. George Career Centre, Erindale faculty and staff, students, alumni and employers, we ve been able to offer a service for students that has been ever changing as the needs change and I m sure will continue to evolve and develop in new and different ways as we approach the 21st century. 82

83 COMPUTER CENTRE Gord Cook & Joe Lim Early 1970 s: IBM Hasp Workstation - capable of standalone computation, as well as a remote to the St. George mainframe. Originally had a 2400 bps connection, later upgraded to 4800 bps. In place in the early seventies. Had a slow card reader and slow printer, 026 keypunches. Early to mid-1970 s: IBM 2741 terminals - golf-ball typewriter type terminals, dialling into the St. George mainframe(s) for APL, ATS, TSO, CRJE, at bps. Around 1975: Remcom 4780 RJE HASP workstation. Included 600 cpm card reader, 600 Ipm line printer, and attached card punch. Many 029 keypunches. Ran over the 4800 bps link. Some CRT type terminals at 300 bps dialup. Early 1980 s: DecWriters replaced the 2741s, at 300 bps dialup. Later statistically multiplexed on a 9600 bps link, implemented with Gandalf supermodems. October 1982: Remcom replaced by VAXes. At first a 750 was purchased for CDF use and later a 780 was purchased. 30% of the 780 was allocated for research use. Lanpar XT100s were used as terminals connected to the VAXes. Another 9600 bps supermodem was added to support the 750. A total of bps link to St. George. Room 235 was equipped with some Lanpar Terminals and a printer to provide access to the North Bldg users. 1986: The 780 was replaced by a VAX 8200 in In 1987, a PC lab was setup with 25 IBM PS/2 Model 25 networked with Novell. These PCs were used primarily by courses outside of CSC, although the largest course using these PCs is CSC104. An additional five PCs were added a year later. 1988: A MAC SE, PC/AT, Apple Laserwriter and a DEST Scanner were purchased for research use in the Centre. 1989: VAX 750 replaced by a SUN 3/280, a Gandalf data switch was purchased to provide a more uniformed access to users. The Gandalf data switch is also used to provide Felix and Circulation access to the Library. A 56KB Centrex Data link is provided to link the switch with the UTCS s PACX network. Lanpar terminals were replaced with IBM 3151 terminals. This is also the year that the College changed from the old Centrex I system to the newer Centrex III system for its phone system bps link was replaced with 56KB Centrex Data Link. A Proteon Router was added to support both DECnet and TCP/IP through the same link. 1990: The MAC lab was setup with funding help from Central Admin and Apple Canada. Room 235 was officially closed for computer access. Participated in the Erindale College Science Fair for the next 4 years. 1991: Installed a fibre optic network in the South Bldg. Library and Registrar s Novell Server were linked with the Centre to provide backup facility. Gopher was introduced to the user community. This is the precursor to the world wide web. 1992: Created K109 Computer Lab in the Kaneff Centre. 1993: Computing Services staff transferred from UTCS to UTM. All UTM Students gets an account and access to the Internet. All students have the e0 account. Students addresses were and staff and faculty was userid@credit. erin.utoronto.ca. Later on students addresses was changed to mail.erin then ultimately utm.utoronto.ca. While staff kept credit.erin until it became utm.utoronto.ca. Replaced 56KBps connection to St. George with an ATM Connection which is 5Mbps. Dot Matrix printing for students. Chargeback printing through the declining balance system called pquota. 1994: VAX 8200 was replaced by a 83

84 University of Toronto at Mississauga SUN box known as credit.erin. Connected the North Building to the South Building with a fibre optic network. 1995: Computing Services and Micro- Electronics shared one helpdesk and one phone number. Lynx was introduced as the first text-based web browser. ErinPPP was introduced this year in support of faculty and staff access from home. A year and a half later, it was opened to all UTM students. Laser Printing for students. 1996: Computing Services formed an alliance with the Library and Micro- Electronics, thus the Elite (Electronics, Library and Information Technology at Erindale) was conceived. The first newsletter was published by the Elite Team. 1997: was born. 1998: Introduced a self-serve web-based account creation for students. Phased out the use of the e0 account in favor of named account. Upgraded the ATM link to a Bell Canada Service of 30MBps. 1999: This period was marked by the Y2K frenzy. We had to do our due diligence by producing a Y2K compliance report for all systems at UTM. Introduced the use of a print card for student printing. Created ErinConnect, the UTM Residence Network. 2000: Introduced a web-based mail client Webmail, Introduced Oracle as the enterprise database replacing Empress, Introduced Video Conferencing to the user community. 2001: Computing Services which reported to the Dean of Sciences until now is transferred to the portfolio of the Chief Administrator Officer. Wireless access was introduced to UTM and most public areas including the Library were covered. Moved from a print card to using the T- Card for student printing. 2002: Computing Services took over the support of Telecommunications from Facilities Resources. Micro-Electronics and Computing Services shared the same office space. 2003: Created an ibook Lab for CCIT. Create an e-commerce site for Parking. 2004: Drive H was made available to students, staff and faculty. CCT Building came on line. The main computer lab in the South Building RM 2045 was moved to CCT0160. Language Lab moved from the North Building to CCT1160. CCT2130, CCT2140, CCT2160, CCT3140, CCT3160 and CCT3110 were STUDENTS ALONG THE FIVE MINUTE WALK TO NORTH BUILDING. all created and opened to all students. T- Card Access doors were used for these labs. Introduced TYP03 as web content management system for UTM. Created an e-commerce site for ErinConnect. 2005: UTM was awarded the University of Toronto Technology Award for Outstanding Achievement in an Application or Service at the 2005 TechKnowfile Conference. The award was in recognition for the UTM Course Calendar Publisher. Upgraded 30Mbps link to St. George to 1GBps. 2006: Micro-Electronics and Computing Services got separated one more time. Computing Services went through a reorganization which was the creation of the Chief Information Officer position as well as the Manager, Client Services together with the Manager, Computing Services position. Staff employed by UTCS at Erindale: (early to mid 1970 s) Vaughn Lawrason, ( ), Muriel Elles (late 1970 s), Clem DiPacido ( ), Paul Shindman ( ), Howard Lem ( ) Peter Wall, ( ), Joe Lim, (1985- present), Elvis Lee and ( ), Gord Cook ( ), Ferucio Ciobanu ( ) Staff employed by UTM after the transfer from UTCS: Brandon Besharah ( ), Karen Thiffault (1995-present), Andrew Wang ( , 2002-present), Do Anh Vu ( ), Kevin Lee (1999- present), Rishi Arora (1999-present), Diane Mesch (1999-present), Duncan Hill ( ), Theresa Kao (2002-present), Jenny Hu (2003-present), Cesar Mejia ( ), Kenji Le (2005-present), Elga Komalo (2005-present), Alison Dias (2005-present), Steve Jaunzems ( ), Mark Walker (2006-present), Brian Novogradac (2006-present). Editors Note: Many of these staff were absorbed from other departments. Steve Jaunzems, for instance, has been a staff member for most of UTM s existence. 84

85 HEALTH SERVICES HEALTH SERVICES AT 40 Pat Ash Although little has changed physically in the Health Service since the last update written on the occasion of UTM s 25th anniversary, there have been significant changes in other ways. Vivian Degutis, Health Service Senior Nurse, retired in 1992 and was replaced by Lis Thom. Lis had worked in the Health Service full time for many years before assuming the position of Senior Nurse which she held until Under Lis stewardship the Health Service staff grew to include three part-time nurses as well as herself. However the parttime nurses worked many fewer hours than they presently do. In the mid 90 s the Health Service began to stay open one evening a week to provide service to part time students and by the late 90 s this had increased to two evenings per week, coordinating these evenings with the days that the Registrar s Office stayed open late. Health Service nurses responded to campus emergencies accompanied by Campus Police, and provided first aid when necessary as there was no emergency response team at the time. A Health Service nurse has in the past and still is a very active member of the campus Health and Safety Committee Personal counseling continued to be available, provided by one part-time counselor who was located in the Registrar s Office. A second counselor worked 1.5 days a week from the Health Service for approximately one year during the late 90 s. Psychiatric care also continued to be available on campus with Dr. J. O Riordan present on Friday afternoons and Dr. E Dypac available on Tuesdays and Friday mornings. Medical Doctors were available for part of each day although only one Doctor worked a limited schedule during the summer months. When Lis Thom retired in 2000, the Health Service management was assumed by Pat Ash. At that time the Health Service had the full-time manager and two part-time sessional nurses who worked approximately 2.5 days per week from September 1 to June 30. Only the nurse manager worked during the summer. Since 2001 the part-time nurses have shared responsibility for the summer hours. As the campus has grown so too has the demand for health related service. By the Health Service had a roster of Doctors who were available five days a week both morning and afternoon, as well as the two evenings a week that the office stayed open. Students appreciated the fact that they could see a Doctor in the evening and that many more appointments were available as new medical staff were recruited. Fewer medical appointments were available during the summer but the Health Service made an effort to have a Doctor available at least part of most days. In 2002 the Personal Counselor in the Registrar s office became a full member of the Health service team while still remaining in the Registrar s Office. It wasn t until 2004, when we acquired some space from the Library, that two additional offices were opened across the hall from the Health Service to accommodate the Personal Counselor and the Psychiatrists (who work 1.5 hours weekly) A second part-time Personal Counselor has joined the Health Service team as of September 2006 and demand is such that we are already considering increasing the counseling hours. Following the retirement of one of the part-time nurses, two additional parttime nurses were hired, beginning in September The nurses worked 2.5 days a week each and it was at this time that we increased our evening hours to three. The nurses have recently increased their hours to approximately 24 per week to accommodate the many and varied demands of the Health Service. In 2003 the Health Service, like other health facilities in Ontario, joined the 85

86 University of Toronto at Mississauga battle against SARS by donning gowns, gloves and masks and screening all persons entering the Health Service. This protocol lasted for several months and is remembered as a very difficult period for all of us. At the time of this writing, with a student population of approximately 11,000 resident and commuter students the Health Service strives to meet the health related needs of many of these students. We offer a wide range of medical and educational services including annual well examinations, sexual health and birth control information, STI testing, birth control products at a modest cost, some over the counter medications at no cost, treatment of illness, provision of medical notes, referrals to specialists, advice regarding smoking cessation, alcohol and drug use and healthy nutrition to name a few. The Health Service also works collaboratively with other Student Services such as the Career Centre, the AccessAbility Resource Centre, the Resource Officer for Diversity, Equity and Leadership, Residence programs, Campus Police and Athletics. We have also worked with student organizations such as the Sexual Education and Peer Counseling Centre, the Women s Centre, UTMSU, SAC and APUS. In addition we maintain close community links with numerous departments of Peel Public Health, Credit Valley Hospital and Trillium Health Centre and other University Health Services. ~~~ HEALTH SERVICES AT 25 Vivian D. Degutis In 1967 when Erindale College opened, one of the student services the University Health Service was offered to 156 full time first year students. The service operated sessionally September to May during university business hours and was staffed by a full time Registered Nurse, Vivian Degutis. A local physician, Dr. D.L. Robison attended two-four hours per week, and in 1969 for three hours per week Dr. J.E. Rogers, a psychiatrist, was available on campus to our students. The mandate of the Health Service was to preserve and maintain the well being of our students and to monitor some of the university admission requirements applicable to first, third and final year students. During Registration week students were required to present proof of a valid smallpox vaccination done within the previous three years and evidence of a normal chest x-ray taken within six months prior to admission. Those unable to meet the vaccination requirements were vaccinated immediately by the College Nurse, and chest x-rays were provided on campus in early October by the mobile unit of the Provincial Chest Clinic. Students responded positively to these demands and a % compliance rate was the norm for us. In 1971 and 1973 the Governing Council withdrew these two admission requirements. Physical examination was required of all athletic participants and although small in numbers Erindale College students fielded enthusiastic teams in most intramural sports as well as house leagues. Pre and post game taping and strapping of healthy and injured limbs was provided by the College Nurse for our athletes and she attended all after hours off-campus games and indeed carried to Hart House the first green flag raised for Erindale College. The flag was the joint creation of Norman White, our campus artist, and Zig Degutis. In addition to the emergency first aid for the campus community and the professional medical and psychiatric service for full time students, the unit functioned as a drop-in centre for Personal Counselling, Service To The Handicapped, (the term used in those early days) and as an advocate in diverse matters for our students. Impromptu tutorials and seminars were sparkling and witty and frequently insightful. In co-operation with the Office of the Registrar, students with a variety of impediments were permitted to sit their final examinations in the Health Service, 86

87 Health Services and frequently papers were completed in Health Service by students who became ill or impaired in some way while the paper was in progress. As well in our early years, Health Service nurses prepared our students for several courses in BIO, PSY and GGR, which is seldom done now as some of the courses are no longer offered. In some instances the nurses were able to teach the T.A.s and the laboratory folk how to do these things. Among Erindale faculty and staff there was a splendid spirit of collegiality and many active committees evolved to meet the diverse needs of our students. One comes to mind: Written request for small short term loans could be submitted to a committee comprised of one faculty member, Linda Webber the OSAP Officer, Dean Bill Huggett and the College Nurse. If the submission was deemed worthy, the student would be interviewed and a decision quickly taken. These loans were administered by the Administrative Officer, R.S. Rawlings, and were to be repaid before the start of the next academic year. sity Health Service as a bona fide clinic and billing privileges were granted to all Ontario University Health Service Clinics. Later in 1977, the Governing Council of the University of Toronto directed that the Health Service Clinics on all three campuses become self-supporting. Erindale College Health Service was the first unit to meet that goal. In 1973, the service moved to its present location in the South Building. Daphne Hill our part-time Secretary appointed in 1971 became full-time, Rosaline Quinsey, Reg. N. was recruited for a part-time post, our physicians attended a few hours each day and the demand for psychiatric service has risen to three mornings per week. A modest incidental fee for Health Service was levied on all full-time students to offset the operating expense and although a Health Service Incidental fee was levied for many years on part-time students on the St. George Campus, The Service has continued to evolve to meet the changing needs of our students and in 1989, as an adjunct to our Family Planning Programme, contraceptive medication was provided at a modest cost to women participating in our programme. In our 25th year, it still isn t easy for a young adult to ask for help and that is why the ambience of the clinic is as important as the empathetic people who like to work here. ~~~ As enrollment grew many of these functions were shared with faculty and staff until eventually departments were established to meet these specific needs of our students and staff. I remember the Registrar s Office being responsible for the bed linen laundry for the few on campus houses which became our first Residences. Another thing that I remember that was interesting and fun, is that my husband and I chaperoned most of the dances held in the North Building cafeteria. Why? We had no campus police at the time, just a very good night watchman. The campus security department developed shortly after, and often the sole evening officer looked in on the fun crowd but his schedule of duties did not allow time for more attention. EPUS, with the proviso that the service be available one evening per week, finally agreed to a similar levy for Erindale students in That same year to meet the demands of our expanding enrolment in summer programmes for our students and to comply with the Occupational Health and Safety Regulations that a manned first aid station be available to students and staff, the Health Service began to function throughout the entire year. PHASE SIX RESIDENCE AT UTM In 1970, OHIP recognized the Univer87

88 University of Toronto at Mississauga STUDENT HOUSING & RESIDENCE LIFE STUDENT HOUSING AT 40 Chris McGrath Student Housing and Residence Life at UTM has continually reaffirmed its critical importance in the success of students for the past 35 years. With awardwinning facilities, nationally recognized student life programs, and a dedicated staff of caring, supportive professionals, the residence community at UTM is second to none. There are 8 areas of residences, made up of townhouses, apartments and a dormitory: Roy Ivor Hall, McLuhan Court, Putnam Place, Leacock Lane and Erindale Hall are for undergraduate students. Schreiberwood and MaGrath Valley are for graduate students and students with families. Each area has been named after a prominent citizen or identifying piece of community history. Schreiberwood Residence (1972) Named after Charlotte Schreiber, one of Canada s distinguished women painters and one of the first women illustrators in Canada. She was the only female charter member of the Royal Canadian Academy in 1880 and the only woman elected full academician until She was the sole woman on the Board of Ontario School of Art and Design (later OCAD). The campus first residence and townhouse complex has been home to thou- sands of students. It is now the primary residence for students with families. It includes a total of 53 units, with a variety of two, three and four-bedroom townhouses for students. An additional row of townhouses was named Kahkeaquonaby. This name fell out of use in the early 1990s and the entire complex is now known as Schreiberwood. McLuhan Court (1978) Named after Marshall Herbert McLuhan, a communications theorist and Professor of English at UofT. He became internationally famous during the 1960s for his studies of the effects of mass media on thought and behaviour. He received numerous North American and European honours and awards. McLuhan Court is a townhouse-style residence with four-bedrooms for students. It is home to 148 students in 37 units. Putnam Place (1985) Named after Donald Fulton Putnam, UTM s founding geographer who taught courses in landforms, agriculture and Canadian regions. Putnam and a colleague compiled The Physiography of Southern Ontario, which continues to be a basic resource for teaching and research. Putnam Place is a townhouse-style residence with four bedrooms for students. It houses 100 students in 25 units. Leacock Lane (1986) Named after Stephen Leacock, humorist, essayist, teacher, political economist and historian. He received numerous honourary degrees, awards and distinctions. He was educated at Upper Canada College, UofT and University of Chicago. Leacock Lane is a townhouse-style residence with a number of two and fourbedroom units. 140 students live in 38 units. MaGrath Valley (1989) Named after Reverend James MaGrath of St. Peter s Anglican Church on Mississauga Road. He was responsible for naming the Erindale area and a plaque honouring him is located in Erindale Park. MaGrath Valley is the primary residence for graduate students at UTM. 168 students share 84 two-bedroom apartments. Roy Ivor Hall (1999) Affectionately known as the Birdman of Mississauga, Roy Ivor was an icon in the Mississauga community. Recipient of the Order of Canada, and an honorary Doctorate in Sciences from the University of Windsor, Ivor was known for the kindness and gentility with which he cared for sick birds in our local region. He was one of the first people to warn the world of the detrimental effects of DDT on wildlife, and it was this commitment to animals that drew people to 88

89 Student Housing & Residence Life bring injured, sick or wild birds to Mr. Ivor from all over Canada and even the US. Roy lived in a trailer across from the current UTM campus, and was known to provide assistance with raising the university s two owls in the North Building s Biology prep room. The embodiment of care for the environment and a man who selflessly worked with the UTM community, Roy Ivor passed away shortly before his 100th birthday in Roy Ivor Hall houses 192 undergraduate students in 50 two and four-bedroom apartments. Each foor-bedroom apartment has two bathrooms. The building has been recognized nationally for its outstanding achievement in architectural design. Erindale Hall (2003) Honouring the campus public transition from Erindale College to the University of Toronto Mississauga, this residence was named to reaffirm the historical significance of the name Erindale. Not only the name of the region in which our campus is located, Erindale has become the identity to which students, staff and faculty refer with fondness and pride. Recognized nationally for its outstanding architectural design, Erindale Hall houses 197 students in a range of three- and four-bedroom apartments. Oscar Peterson Hall (2007) Oscar Peterson is an internationally celebrated jazz musician who calls Mississauga home. As the first inductee into the Mississauga Music Hall of Fame, Mr. Peterson was also awarded an honorary doctorate from the University of Toronto in His artistic accomplishments alone reflect our community s strong commitment to the pursuit of creative arts endeavours. However, it is not just his achievements and accomplishments as a musician that befit having a residence named in his honour, it is the fact that his story is not unlike that of many of our students. The son of immigrant parents, he overcame illness and adversity to establish himself as not just an outstanding musician, but an admired supporter of social justice issues. He ~~~ aligned himself with the early civil rights movement and the work of Dr. Martin Luther King, and to this day, remains dedicated to the belief that as Canadians we have a responsibility to lead the world in overcoming issues of oppression, and working towards equity and justice. His commitment to these issues resulted in his promotion to the Companion of the Order of Canada in 1984, our nation s highest civilian honour. Oscar Peterson Hall is a dormitory style residence with two single bedrooms sharing a semi-private washroom. It was built on the site where Colman House once stood a community centre for students living on campus. With the opening of the campus first residential dining hall in the new residence, students will be able to participate in the campus meal plan in any of the campus food outlets, including the residence dining hall, named Colman Commons. STUDENT HOUSING AT 25 Michael Lavelle Schreiberwood - Named after Charlotte Schreiber, the only female charter member of the Royal Canadian Academy in 1880 and the only woman elected full academician until Charlotte was a painter by trade. She moved to Canada in 1875 when she married Torontonian Weymouth Schreiber. She was known for her painted figures, landscapes and genre, all done in a very sentimental Victorian manner. She was also the sole woman on the board of the Ontario School of Art and Design (later known as the Ontario College of Art). Constructed in 1972, Schreiberwood consists of 27 houses, 11 six-person units, 16 four-person units and Hastie House for 11 people. Specifically designated for first year students, Schreiberwood provides these freshmen with three of their own Dons in an attempt to better assist them with their adjustment to University life. Kahkewaguonaby - This Ojibway name means Sacred Waving Feathers. Rev. Peter Jones spent the first 14 years of his life among the Mississaugians of the Credit Valley. At the age of 21, he became a Methodist Missionary to his people. He converted Indians and, under his leadership, his mission station on the Credit River cleared over 900 acres for agriculture, and built homes, barns and a hospital. In 1847, the pressure of white settlements necessitated a move to Hagersville on the Six Nations Reserve. Despite many hardships, the New Credit Settlement persevered. Jones Ojibway name recalls the original settler of the Credit Valley, his commitment to both 89

90 University of Toronto at Mississauga religious faith and to scientific agriculture that enabled his people to survive the transformation of their way of life, and the heritage and care for the environment which remains an Erindale priority. Constructed in 1972, Kahkewaquonaby consists of 10 six-person units, 15 fourperson units and one two-person unit, and provides these freshmen with three Dons of their own. As with Schreiberwood, Kahkewaquonaby students are placed in their particular houses based on the results of their independent Myers-Briggs personality profiles. Erindale is the first University in Canada to implement this program. Interviews and observations, to date, have proven it successful. McLuhan Court - Herbert Marshall McLuhan, born in 1911, was a communications theorist and a Professor of English at the University of Toronto, who became internationally famous during the 1960 s for his studies of the effects of mass media on thought and behaviour. His contribution to communications has been compared to the work of Darwin and Freud for its universal significance. McLuhan was misunderstood by many as a result of these revolutionary ideas and their expression in an aphoristic prose style. He emphasized the connectedness of things, and built what he called the mosaic patterns of meaning, rather than offering more argument using onedimensional specialist logic. McLuhan has received numerous North American and European honours and awards, including the Schweitzer Chair (1967). The Centre for Culture and Technology, which he founded, is still functioning under the guidance of his disciples at the University of Toronto. Constructed in 1978, McLuhan Court consists of 37 four-person units, housing a total of 148 students. Reserved mainly for second year students, McLuhan Court has two of its own Dons, and provides students with a great atmosphere for both learning and socializing. Putnam Place - Donald Putnum (BSc Ag., MA, PhD) was Erindale s founding geographer, teaching courses in landforms, agriculture, and Canadian regions, for ten years. During the 1930 s Putnam and a colleague compiled The Physiography of Southern Ontario. an account of the glacial landforms in detailed maps and interpretive texts. The third edition of this remarkable work was published in 1984, and it continues to be a basic resource for teaching and research. Constructed in 1983, Putnum Place consists of 25 four-person units and provides these students with on Don. Reserved for senior students, students in their third and fourth year, Putnam Place offers a comfortable environment for students as they finish their last years at Erindale. Leacock Lane - Stephen Leacock, born in 1869, was a man of many talents - humorist, essayist, teacher, political economist and historian. He received numerous honourary degrees, awards and distinctions for his talents, including the Lorne Pierce Medal, the Governor General s award, and a postage stamp issued in his honour. Mr. Leacock grew up on a farm near Lake Simcoe, Ontario and was educated at Upper Canada College, University of Toronto, and the University of Chicago. His masterpieces are Sunshine Sketches of a Little Town and Arcadian Adventures with the Idle Rich. These two books together reveal the imaginative range of Leacock s vision - his nostalgic concern for what is being lost with the passing of human communities and his fear for what may come. However, Leacock believed that the best humour resides at the highest reaches of literature. Constructed in 1987, Leacock Lane consists of 38 units, 32 of which will accommodate four students and six of which will accommodate two students. MaGrath Valley - Born in Ireland in 1769, the Reverend James MaGrath was educated at Trinity College, Dublin. He applied to the Society for the Propagation of the Gospel for a colonial missionary post and emigrated to Upper Canada with his family. In 1827 he was appointed to the Toronto mission on the Credit River, where he served in a simple white frame church which had been built earlier that year. The church was consecrated and named Saint Peter s in Rev. MaGrath acquired considerable land in the area and at the corner of Dundas Street and Mississauga Road, he built his home, Erindale - the name was later adopted by the settlement which then developed. MaGrath faithfully served his parish until his death in Constructed in 1989 and consisting of a total of 84 two-person units, MaGrath Valley is specialized for married and graduate students. Two of the 84 units are also specialized for handicapped students, and there is a graduate student lounge and laundry facilities available in the phase itself. 90

91 LIBRARY LIBRARY AT 40 June Seel After 25 years, the Library had out grown its space. In 1993, the main floor was renovated with new Circulation and Reference Desks, reconfigured Reference and Current Journals areas and a new Reserves Room with open access to short-term loan materials for students. Space on the lower floor was renovated for additional study space, six group study rooms and a 30 seat computer lab. Over the next few years the Library grew from a small, undergraduate library to a medium-sized multi-purpose library that offered specialized services. By 2001, the Library capacity was stretched to its limit and a functional plan for a new Academic Learning Centre/Library for the University of Toronto Mississauga campus was developed. A beautiful design, based on people space over collections space was created by Shore Tilbe and Irwin Partners. Mindful of the campus s Grow Smart, Grow Green commitment, the building was designed as a LEED (Leadership in Energy and Environmental Design) building and incorporated environmentally friendly finishes, equipment and design. By taking an innovative step and placing our collections on high-use mobile shelving, the Library was able to increase the smart, safe study space available for individuals and groups by 85% (almost 1200 spaces) over the old Library. Included in the building are a Learning Commons providing 161 networked PCs with access to library resources and application software, two smart classrooms accommodating 46 students, wireless access on all levels, a Technology Centre with specialized workstations and equipment for Geographic Information Systems and Instructional Technology, an Adaptive Technology room with accessibility equipment and software, the Academic Skills Centre and a Library café. After much detailed planning, the Library moved into the new Hazel McCallion Academic Learning Centre over a three week period and opened its doors on Tuesday October 10th, Over 360,000 volumes (books, journals & microfilm), 110 computers and personal files and belongings for 40 staff were moved all without closing the library and disrupting students as little as possible. The Hazel McCallion Academic Learning Centre was designed for learning so a new vision Leading for Learning was created emphasizing the Library s shift from service-based to learning-based activities. The Library s Academic Plan focuses on Enabling Teaching and Learning, and the Student Experience. As part of this, CCT209 - Foundations of Information Studies, a.5 credit course introduced in January 2004 as Introduction to Scholarly Research, is being taught by a librarian, and provides an introduction to information and scholarly research. The Librarians continue to collaborate with faculty and the Academic Skills Centre to offer many subject specific, GIS and Instructional Technology sessions to a wide variety of courses. In , 231 instruction sessions were given to 10,238 participants. With service an important part of the Library s Academic Plan, a Service for Learning Charter was developed and communicates standards of service for Library staff to assure the delivery of quality service so that students, faculty, and staff achieve their desired learning outcomes. As the Library grows, many new services have been added: The Laptop Loan Service was introduced in September 2004 to extend existing services, give access to e-resources and to allow students to use a computer in quiet study areas. This service was an instant hit and, in , the 30 laptops were loaned over 11,000 times. A Geographical Information Systems and Data Librarian and two Instructional Technology Librarians were hired with specialized expertise to assist faculty and students in these growing areas. Extended hours (Sunday to Thursday until 2 am, Friday and Saturday until 11 pm from October to April) were initiated to provide a safe study space for students to work late at night. Beginning in the fall of 2006, the Library started a pilot project, funded by the Provost s Student Experience Fund, for 24/5 service (Sunday to Thursday 24 hours). This will be extended if the pilot is successful. Equipment and software to aid students with accessibility needs - CCTV text enlargement, Kurtzweil scanner, accessibility software and large monitors were purchased. A wireless environment was installed in 2002 to allow laptop access to networked resources anywhere in the Library. Online booking for group study rooms was developed. Two Self-Checkout machines were purchased to allow users to check out their own books. The Library s collection has grown to over 361,000 volumes including subscriptions to over 2,000 journals. The CD ROM database collection, the largest at U of T, was eventually replaced by online E-resources. This on-line collection has grown significantly and our faculty and students now have access to over 91

92 University of Toronto at Mississauga 396,000 on-line books, journals, reference works and newspapers - the largest collection in Canada. The Library s collection is further enhanced by the Intercampus Delivery system and world-wide Interlibrary Loan Service. The Student Library Enhancement Fund, now in its last year, has been a great resource over the past years enabling the Library to employ students for critical service areas, and to buy additional computer equipment, chairs, supplies, textbooks, and other items. As the Library enters its next 40 years, the staff looks forward to enhancing and developing instructional services and partnerships with faculty and other colleagues to ensure we meet the ever changing needs of students and faculty. ~~~ LIBRARY AT 25 June Seel The Erindale College Library began as part of the Ontario government s Ontario New Universities Libraries Project (ONULP) carried out between 1963 and Five basic undergraduate libraries were developed based on the University of Toronto s undergraduate collection. In July 1966, before the college library opened, an extensive collection was set up in the Township of Toronto Public Library (precursor of the Mississauga Public Library) to support Erindale College extension courses offered at T.L. Kennedy Secondary School. The Library opened in the Preliminary Building in September 1967 with holdings of about 50,000 volumes but had shelving space for only 14,000 volumes. The rest of the items were stored at Bedford Road in the Scarborough Erindale Technical Services offices. For those first years, we had the ONULP Book Catalogue and only switched to a card catalogue in 1972 because of the infrequent updates to the book catalogue. We started off with 66 study spaces and 196 students. Even then we stressed helping the undergraduates as much as possible. The Library Advisory Committee of the Erindale College Council held its first meeting on October 25, 1967 under the chairmanship of Principal J. Tuzo Wilson and is still a standing committee of Council. The Library moved into our present building in the summer of We moved 130,000 volumes over a period of two weeks without even closing the Library. It was sometimes fun finding a particular book though because it could be in the South Building, the North Building or on a truck in transit! By we had received several budget cuts although the student enrolment had increased. Students and faculty became worried about the lack of adequate materials for courses and the inadequate space. The College did mount a short Library Fund Raising Campaign but the student campaign has had the greatest impact on the Library. They voted to pay $10 a year, $5 to go to a capital fund and $5 to be spent on enhancements that year. Over the years the Student Library Enhancement Fund has bought five CD ROM workstations, a Microfilm Reader Printer, computer printers, lounge seating, books, journal subscriptions and other items as well as increasing the Library capital fund. Introducing the CD ROM workstations as a Reference Service in January of 1989 was an extremely popular innovation with both faculty and students. We started out with one workstation and three CD ROM databases. Being in the forefront with this new CD ROM technology, we had to resolve many problems ourselves but now we have seven workstations and 33 databases - more than any other library in Ontario. Reference staff has had to cope with the increased work load from these additional databases, the increased student enrolment (almost 7,000) and the introduction of the FELIX On-Line Catalogues. In over 36,000 reference questions were answered and orientation sessions were provided to over 4700 people. During the summer of 1989 the FE- LIX on-line catalogues giving access to the holdings of the other University of Toronto Libraries were installed. To take advantage of the automated circulation system our staff had to barcode over 250,000 volumes. The Reserve Collection was automated that September and the rest of the collection came on-line in January of This increased the efficiency of the Loan Desk staff who no longer had to cope with a manual system. In they were able to handle almost 212,000 loans. The University of Toronto Main Library entered 222 journal subscriptions for us in Now we handle over 2,300 journal subscriptions. During the summer of 1988 we closed the manual kardex and switched to our automated Davex kardex. Ordering of journals electronically, receiving, labelling, claims notices, binding information, invoicing data, statistical information and generation of a variety of reports can now be done. As the opening of the Kaneff Centre approaches, we are looking forward to receiving a little more space for the overcrowded library. The library staff are currently involved in redesigning the main floor of the library as well as the new space we will acquire on the floor below. We plan to maximize the space we do have, provide a more streamlined and efficient service and hopefully cut down the noise in the Library. As we move into another 25 years we look forward to providing the same high quality service to faculty and students that we have provided in the first 25 years. 92

93 THE MEDIUM Julie Tyios Life at The Medium wasn t always so great. In thirty-three years the paper has faced many challenges challenges which made the team stronger and more determined. Today, The Medium is known as the UTM campus s authoritative source for student politics, news coverage, arts, writing, and both professional and campus sports. And they re determined to keep it that way. The History Behind the Pages The Medium rose from the fall of Erindale s first printed medium, The Erindalian. Erindale s sole form of student communication at the time, The Erindalian was a concept brought to life in 1969 by undergraduate students Bob Rudolph and Doug Leeies. It all started on a shoestring budget upstairs at Colman House, recalls Leeies. Erindale was a blank canvas for us. Nobody else was doing what we were doing. We were cutting our own trail. The Erindalian lasted four years, coming to an abrupt halt in 1973 when the Editor-in-Chief quit. Acknowledging the need for cohesive campus media, Gregg-Michael Troyy formed Medium II, placing the paper under the jurisdiction of the Erindale College Student Union (ECSU). The II in Medium II was a reference to the paper being the second form of student communication on campus, after Radio Erindale, which had started only few years prior but still after the nowdefunct Erindalian. Both Medium II and Radio Erindale were owned by ECSU, an affiliation which caused problems for all three parties for decades. In 1976, during Bruce Dowbiggin s term as Editor-in-Chief, ECSU members attempted to cut the pay of Medium II staff while increasing their own. Dowbiggin and his team fought the cuts and won. Both Dowbiggin and his Associate Editor, Robert Mowat, recall outbreaks of rabid student politics back then. However, many politicians were either corrupt or incompetent. Says Mowat: I don t know if people outside of Medium II and ECSU actually cared, but it was quite vitriolic there was a sense of nastiness there. Other problems ensued with the nature of the Medium II-ECSU relationship. In the early 1980s, ECSU purchased a word processor, and there were long debates as to whether or not the paper s staff could use it for typesetting. In 1982, ECSU attempted to fire Medium II Editor-in- Chief Peter Stasierowski. Stasierowski continued to run the paper, however, and was subsequently rehired after numerous complaints from editors. Constant squabbles and the desire for autonomy from a controlling student union led Medium II to victory in 1983, after Medium II Editor-in-Chief Barry McCartan held a referendum to separate the paper from ECSU. Medium II won with a 68 percent majority, and on April 30, 1983, Medium II Corporation was born. Medium II was given Room #E18 in the Crossroads Building as an office, and purchased all of their furniture, computers, and office equipment from ECSU for a dollar. Freedom brought another tuition levy for full-time students, totaling $7.25 annually to alleviate the costs of running the paper. Staff pay was minimal, but the editors were free to report on the true nature of campus politics and accept all responsibility for their actions. Despite the volatile nature of student politics, Medium II persevered as a separate entity, creating a strong force that pressured various campus institutions to act on behalf of the students a force that remains strong today. In 1995, staff became tired of explaining the reason behind the II in the name, and changed Medium II to The Medium. The Staff Overworked and Underpaid (but better off for it) Today, The Medium comprises a team of student editors, chosen both through election and through a hiring process. In early 2006, the staff doubled with the addition of assistant editor positions at the discretion of Editor-in-Chief Julie Tyios. These editors work under the section editors, helping with content, layout, and other issues that arise. The Medium constantly offers opportunities for the students of UTM to contribute to the 93

94 University of Toronto at Mississauga newspaper, and offers workshops and mentorship in the fields of journalism and photography. Many of The Medium s former editors have gone on to succeed in related career fields, citing their time at The Medium as invaluable experience. Many editorial boards have formed lasting friendships as well, with members noting fond memories of the paper as the best of their time at UTM. Let There Be Print (Or are we behind in the times?) The Medium strives to remain at the forefront of advances in media, and has come a long way from the early days of The Erindalian. But operations remain limited by a relatively small budget determined by student incidental fees. Editors pre-2002 have fond memories of typing articles up on a word processor, printing the sheets, and pasting them on to large cardboard flats. They also remember the potent smell of darkroom chemicals from when Photography Editors processed prints on-site for use in the paper. In the fall of 2002, under Editor-in-Chief Tamara Sulliman, The Medium went digital in its operations. Using Quark Xpress to place articles in layout, and also utilizing digital technology in photography, the paper s operation improved tremendously. Things ran smoothly. Life was good for a few years. But along came the Internet. And with it, the need for change. Hot Front meets Cold Front: The Internet versus Print In the past few years, print media has come under-threat from new-and-improved Internet news sources daily print news became threatened by up-tothe-second news when the Internet went global. YouTube, Facebook, and Google all provide news and information to people anywhere around the globe, and more people are creating their own news THE MEDIUM OFFICE IN THE STUDENT CENTRE. their own digital footprints. With print slowly becoming obsolete, The Medium focused attention to its website and other sources which could revitalize a quicklyaging medium. Acknowledging the need for another form of media for the paper in late 2006, Editor-in-Chief Julie Tyios decided to expand the corporation s operations by adding a multimedia section Medium in coordination with UTM s recently-created Media Generator program. Using cameras and other technology from the program, The Medium s staff and volunteers create video clips of news events, interviews, and other points of interest for the student population. The clips broadcast to various websites, including Rogers Cable 10 in Mississauga which offers students the opportunity to showcase their work on television. A hard-working team, the fifteen-person multimedia section falls under the guidance of current Composite Editor Ernest Volnyansky, who conceptualizes, shoots, edits, and assembles video-projects to diversify the nature of campus media and reach students in new ways. The unification of video and print media by a campus newspaper is unprecedented. The Medium takes pride in this initiative, working hard through testing stages to solidify its place as a new, more advanced form of campus media. But there will always be print. Or will there? The Future of The Medium Today s editorial board works hard to bring authoritative media to the students of UTM on a weekly basis. New forms of communication have been conceptualized and tested with assistance from the paper s dedicated staff. News is kept up-to-date with frequent postings of online-only content in between the paper s weekly print editions. Rounding-off its thirty-third year in print, The Medium remains a strong force on campus, and will continue to persevere through the obstacles posed to media today. The paper regularly receives accolades and high praises from the UTM community and The Toronto Star, a partner through the newspaper s mentorship program. Whatever the future holds, The Medium will be there when it happens. 94

95 The Medium EDITORS IN CHIEF OF THE MEDIUM Gregg-Michael Troy & Harrie Vredenberg Tom Maloney Bruce Dowbiggin Martin Power John Challis Luciano DiGuglielmo Daniel McKitterick Peter Stasierowski Barry McCartan Garth Hardie Patricia Meehan Trevor Finkbiner Laura McCormick John McMurray Steve Satchel Norman Saunders Norman Saunders Chris Ovsenny Steve Viau Steve Viau Tamara Wickens Timothy Speck Timothy Speck Duncan Koerber Duncan Koerber Robert Price Richie Mehta Adam Giles Tammi Sulliman & Michelle Rabba Andrea Civichino Adrian Barek Julie Tyios Julie Tyios 95

96 University of Toronto at Mississauga PHYSICAL EDUCATION, RECREATION & ATHLETICS ATHLETICS AT 40 Peter Baxter & Jack Krist In the late 1980 s and early 1990 s all Erindale s U of T Interfaculty teams were called the Warriors, with the women having dropped the Hustlers. The teams continued to do well in this program. In addition, a variety of on-campus intramural leagues and tournaments were offered, but no sport or event attracted as much attention or generated more excitement and spirit in the College as Men s & Women s Ball Hockey. Some five pages of the campus news paper could be devoted to Ball Hockey week in review. At one point Erindale College boasted close to 70 Men s and Women s teams playing intramural Ball Hockey, making it one of the biggest student Intramural leagues in Canada. A formal Review of the Department of Athletics and Recreation was completed in The Report called for the suspension of men s ball hockey due to the sheer size of the league and lack of facility space. It also highlighted a series of recommendations which included: Facilities expansion, reviewing intramurals and interfaculty programs, providing a Varsity experience for Erindale students as well as review of the governance and operations of the Athletic Department and Athletic Council. This report would set in motion many changes that would carry the Athletic Department into the 2000 s. In 1996 the CFL Toronto Argonauts reached an agreement with the Department of Athletics to use the South Field as their official Training/Practice Facility. They are still here today and have won three Grey Cups while training at UTM. The late 1990 s and 2000 s started with the new Athletic Department known as the Centre for Physical Education, CPE and the former ECARA student Council now called the University of Toronto at Mississauga Athletic Council (UTMAC). The two entities worked together to come up with a new mascot to replace the original Warriors head. The new UTM Eagles logo was designed by UTM student, Nejatie Bahroz, and was unveiled at the 1999 UTMAC Athletic Banquet. Along with the new logo came the new athletic colours of Navy Blue, White and Silver replacing the original Kelly Green, White and Black athletic colours. Ball Hockey was re-instated with a three and a goalie format and remained popular. Other Campus Rec Intramural sports began to flourish including indoor cricket, coed and men s indoor soccer and coed volleyball and coed and men s basketball. On the interfaculty side (now called U of T Intramurals), Tri-Campus Leagues were created in large part due to the dominance of UTM in the downtown Intramural Leagues. Tri-Campus Leagues featured two all-star teams selected from try-outs for all St. George students, as well as teams from UTM and UTSC. UTM s top U of T Intramural and Tri-Campus teams were also playing in many extramural and OCAA Varsity exhibitions. In the 2000 s, the push for expanded athletic and recreation facilities was supported by the UTMAC and UTM students who understood the strain that the current one gym facility was having 96

97 Physical Education, Recreation & Athletics on the athletic programs. In the fall of 2006, the Recreation facilities on campus expanded dramatically. The new Recreation, Athletics and Wellness Centre (the RAWC) emerged from the South Building s basement-level gymnasium, fitness area and exercise studios. The state of the art facility added a new double-gym with retractable seating for 780, a large cardio, strength and weight training area overlooking the Pool and South Field, more teaching studio space and a threelane 190-metre indoor track circling the facility, new women s change area and steam room, a new family/privacy change area, and team change rooms. The RAWC also replaced the outdoor residential-style pool behind Colman Place (and an earlier one that had been removed previously from Hastie House) with an indoor, competition-calibre, 25- metre 8-lane swimming pool, including a portion with a depth-adjustable floor that can easily be raised from its maximum depth to any lesser depth (including to the level of the pool deck, to ease entry and exit for students with mobilityrelated disabilities), along with a 12 seat whirlpool. The new facilities allowed for a huge increase in programming in the year. With the expanded facility, 14 new Campus Rec Leagues and 18 different Campus Rec Tournaments were now offered. These included opportunities in the new RAWC pool and leagues in both semesters instead of just Fall or Winter. The most popular instructional/fitness activities of included hip-hop, traditional belly dancing, pilates and yoga. The casual rec sports of pick-up basketball, badminton, cricket and indoor soccer continue to draw many new participants. The UTM Eagles Men s and Women s sport teams benefiting from increased practice time and space, continued to dominate in the U of T Intramural Program winning many U of T Intramural Championships including three of the four Tri-Campus Championships. The new UTMAC Eagle mascot can be seen at home games firing up the crowds who come to support our teams U of T Intramural teams. The new Department of Physical Education, Athletics and Recreation (DPE) continues to work with UTMAC to increase student involvement in athletics at UTM. The Department of Physical Education is proud to be one of the largest employers of students on campus: coaches, league commissioners, tournament convenors, Campus Rec officials, timers and scorers, fitness and dance instructors, lifeguards, facility staff and more. It is without a doubt that the new student leaders and student staff of today will continue to be the backbone of the RAWC facility and programs. These student leaders are essential, not only to the athletic and recreation program in terms of its vitality, but equally to the general educational experience of the UTM undergraduates. The students who have embraced the athletic programs over the past 40 years will attest that their participation in sports has lead to life long memories and countless friendships. ABOVE: ATHLETIC AWARD WINNERS 2004; PREVIOUS PAGE: ARGOS HOST KIDS DAY ON SOUTH BUILDING FIELD. 97

98 University of Toronto at Mississauga ATHLETICS AT 25 Peter Baxter Erindale College Athletic and Recreation Association (ECARA) together with the Department of Athletics was created 25 years ago for the purpose both of maintaining and promoting the educationally viable and socially valuable philosophy of the College s Athletic and Recreation programs. In the early days, all facilities were of a makeshift variety. In 1967 the Physical Education shed was the sum total of Indoor facilities on campus consisting of a converted four car garage used as an Exercise Room where Slimnastics, a version of Aerobics was held and a Recreation Room where at various times of the day ping-pong tables were moved to make room for wrestling mats. Erindale Secondary School was available for team sport activities which included basketball, volleyball, and badminton. Ice Hockey was played at Huron Park Arena. Outdoor Playing Fields consisted of the North Field where Golf practice nets were set up. Recreation pick-up Cricket was also played. Adjacent to the North Tennis courts an Archery Range was available for those students who completed the Archery Instruction Program. Courses in Outdoor Education included sailing and canoeing both of which were offered at Bark Lake near Orillia. ECARA Council first decided to name their Interfaculty Teams after a legendary native Indian super giant named Windego who was known as a fierce warrior. At some point the name Windegoes changed to Warriors for the men and Hustlers for the women. Participation and success in competitions resulted in Interfaculty Teams winning the prestigious T.A. Reed (Men s) and Marie Parkes (Women s) Trophies many times for their combined efforts against other colleges within the University of Toronto. In the 1970 s Erindale attempted to develop its own Intercollegiate Program. The Football Team played in the college league against Humber, Sheridan, Seneca and Centennial. A 1974 petition signed by over 1,700 students was included in an application made to the Ontario Universities Athletic Association to allow Erindale to participate in the OUAA Basketball league. The application was denied; however, Erindale continued to play exhibition games against OUAA schools and U.S. colleges. In 1977, prior to a Buffalo Braves NBA game Erindale played the American Medaille College at Memorial Auditorium in Buffalo. The Rowing Team remains Erindale s only intercollegiate sport, participating in OUAA sanctioned invitationals and competing against downtown varsity crews for entry into OUAA/OWIAA finals. A variety of on-campus intramural leagues and tournaments has flourished on campus but no sport or event attracts as much attention or generates more excitement and spirit in the College as Men s & Women s Ball Hockey. Some five pages of the campus news paper could be devoted to Ball Hockey week in review. Play-offs now attract capacity crowds in the gym where spectators play a one dollar donation to charity to gain admission. Over the past two years over $1000 has been donated to the Erindale Chapter of the Heart and Stroke Foundation. Much has changed in 25 years. What has not changed is ECARA s ability to attract quality student leaders to develop it s program. The experience these men and women provide transcends sport. They are involved in a medium wherein real change to develop a sense of community can be and is accomplished. It is no frill, but a service which is essential, not only to the College in terms of its vitality, but equally to the general educational experience of Erindale undergraduates. 98

99 PHYSICAL PLANT SERVICES PHYSICAL PLANT SERVICES AT 40 Ray DeSouza & John Percy Nothing at UTM has changed as obviously and dramatically, in the past four decades, as the physical environment -- the campus and its buildings. Initially, it was the historic Lislehurst, and a few other homes along Mississauga Road, on 225 acres of land on the shores of the Credit River. Then it added half of the Preliminary (North) Building, then the other half. Plans for a massive set of campus buildings, in brutalist architecture, were downsized to the present South Building. Incidentally, these and other bland names were chosen in 1973 by a Nomenclature Committee (chaired by John Percy) in the hope that they would eventually be replaced by the names of major donors. By the 1970 s, the enrolment boom and the generous provincial funding waned, and building ceased, save for the gradual addition to the residences, funded by carefully-planned mortgages [see Residences, elsewhere in this history]. The first new academic building was the Kaneff Centre (1992), brought in on time and under budget by an administration that was now experienced in careful, creative budget control. Philanthropists such as Ignat Kaneff supported UTM s efforts, both through personal contributions and through campaign leadership in the community. Faculty, staff, and students contributed also, and student sup- port was especially instrumental in the next project, the Student Centre (1999). By the end of the 1990 s, plans were underway for a near-doubling of student enrolment, as well as for new academic programs. Several new buildings, including new residences, have now opened, including the Culture, Communication, and Technology Building (CCT), Recreation, Athletics, and Wellness Centre (RAWC), and most recently the Hazel McCallion Academic Learning Centre, officially opened on June 2, 2007, the kick-off date for UTM s 40th anniversary celebrations. As new buildings appeared, the old buildings were increasingly in need of renovation and repair. One of us (JP) can remember, when he was Associate Dean (Sciences) that, every summer, there was a long list of such projects, for which funds were miraculously acquired, and which were completed by September, all under the watchful eye of longtime Physical Plant manager Sol Kessler. Existing buildings have been added to or otherwise transformed; the Academic Plaza (later the Crossroads Building) initially included facilities such as a bank, then evolved into a set of classrooms and offices for student services and organizations, and now has been incorporated into the Student Centre. The Centre for Applied Biosciences and Biotechnology (2002) was added to the South Building, in part to house the new graduate program in Biotechnology. Some buildings have disappeared -- the several homes along Mississauga Road which originally served as residences, then as offices. And others have come and gone, including the portables north of the Student Centre that housed, among other things, the Blind Duck Pub. During the past decade, another important aspect of the physical environment has become prominent -- environmental sensitivity and stewardship. UTM occupies a beautiful and environmentallyvaried campus, home to numerous species of flora and fauna, including our resident deer and at least one species at risk. There have always been formal and/or informal groups, within UTM, to oversee the wise use of these lands. Landscaping has been attractive, but sensitive to the environment; fertilizers and pesticides have, for instance, been used sparingly or not at all. For almost a decade now, environmental sensitivity has been built into UTM s mandate through the motto Grow Smart, Grow Green. This applies not just to traditional activities such as building and transportation, but to the development and use of new technolo- 99

100 University of Toronto at Mississauga gies, for instance for energy generation. These policies have been driven by a variety of factors, not the least of which are UTM s research and teaching programs and expertise in Environmental Studies, and the passion and energy that our students bring to this cause through their Green Team volunteer program. UTM now has an Environmental Affairs Office to facilitate and support these efforts. A substantial portion of the campus is still set aside in its natural state, either for teaching or research, or in a purely untouched state. As construction is completed, other parts will be re-naturalized. In 2003 and 2004, UTM won four major awards for its environmental initiatives. We are working actively with the Credit Valley Conservation Authority, and the Evergreen Foundation, and with the city s new Riverwood Nature Centre which educates people of all ages about nature and the environment. UTM buildings have not only won major architectural awards, but they have also been fitted with the latest energy-conservation technology. And UTM is a demonstration site for emerging energy technologies -- hydrogen fuel cells, solar cells, microturbines, and other renewable-energy systems. This is one more example of how UTM provides leadership within its community. Look for this to continue in the next decade and beyond. Since UTM has always been largely a commuter campus, transportation and parking have always been issues (seemingly occupying a disproportionate amount of time at the Erindale College Council). Parking will gradually be consolidated in underground structures. Our students BikeShare program received considerable media attention and approval. In 2007, UTM students overwhelmingly approved a plan for a universal bus pass on the Mississauga Transit system. And there are plans to re-equip or replace the UTM shuttle buses, our link with downtown, as well as other UTM vehicles, with the latest in energyefficient systems. Physical Plant Services at UTM have undergone several name changes in the last 40 years, evolving into Facility Resources, and now into Infrastructure and Facilities, and Utilities and Grounds. Some things have remained the same, however -- creative, effective use of limited resources, and exceptionally efficient, professional service by every member of these departments. This service has helped to inspire and motivate faculty, staff, and students to take pride in, and responsibility for our campus. We invite readers to take a map, and a few hours, to explore UTM s buildings and grounds in all their history, variety, and beauty. THE PLANT COLLECTION IN THE GREENHOUSE IN THE SOUTH BUILDING HAS GROWN OVER THE YEARS UNDER THE CARE OF HORTICULTUR- IST JUTTA STEIN.. 100

101 Physical Plant Services PHYSICAL PLANT SERVICES AT 25 Alexander Opalinski The first appointment to the Physical Plant Department was that of the superintendent whose responsibility was to provide expertise to the academics on the proposed new facilities and set up an operations and maintenance department at Erindale College. The first superintendent, named in early 1966 was Arnold Orville Miller who had been with the university for some sixteen years prior to this appointment. Mr. Miller was a member of the Users Committee established by President Claude Bissell in February 1966 with terms of references requiring it to define both academic needs and facilities to accommodate these needs for the 5,000 student campus. Organizing a new department for an initial enrolment of 200 students with staged increases in space and enrolment over the following four years was not an easy task, particularly when the former was always lagging and the latter leaping in an unpredictable manner. The physical facilities on the present campus opened on July 1, 1967 in the North Building with cleaners, groundsmen, night watchmen, bus drivers, locksmith and a small office staff all in place and ready to tackle their responsibilities. The North Building was only two-thirds in size of the present one. There was no public transportation in Toronto Township (as present Mississauga City was known in ), hence, Erindale College had to run its own bus system between the Islington subway station and the campus since most of the students coming to Erindale were from Etobicoke and Toronto. At the time of acquiring the first piece of land from Mr. Watkins (today s Principal s house), the College also acquired Mr. Watkins gardener, Gerald Gibson, who became the first College groundsman and who built and lived in the Artist s cottage. The pace with which the College s activities moved daily, however, was too much for him and within a year or so he resigned his position. Due to unforeseen increased student enrolment in the first year, additional space needs prompted relocation of Physical Plant, Purchasing and Business Services to Hastie House in 1968 where they remained for a couple of years. While construction of the research office and undergraduate laboratory spaces in the South Building proceeded with many delays, there was a continuous pressure for additional space which could be added quickly. The Physical Plant at Erindale was charged with this task. Hence, the so called Temporary Academic Building was born in early 1969 and which is known today simply as the Blind Duck or The Pub. It accommodated academic offices and several classrooms at the time. In 1967 when the College was officially opened by Mr. Davis, who was the Education Minister, and Professor Don Forster who represented the President of the University, the present Principal s House and Artist s Cottage were the only other buildings on the campus, in addition to residences along Mississauga Road which was known as Streetsville Road. Water to the Principal s House was supplied from a well while lawn irrigation water was pumped from the Credit River. In 1972 the building was connected to city water supplied by the College s newly installed water distribution system. Construction of other facilities, including all main buildings, to meet ever bulging enrolments, such as the Drama Theatre in 1968 which accommodated originally a temporary physics laboratory and was intended eventually to become a Physical Plant Bus Garage/ Grounds shed or extending the North Building by one-third of its original size were looked after by St. George staff under the direction of Alexander Opalinski. 101

102 University of Toronto at Mississauga POLICE & SAFETY Corporal Charles Helewa UTM Police has always been an integral part of the campus community. When the campus opened in 1967, in what was then the rural area of Toronto Township, a skeletal team of men were assigned to perform basic security functions. They opened and locked the doors of the few buildings, and kept an eye on the parked buses that shuttled students to and from the St. George Campus. Growth of the department was proportional to the gradual growth of the Erindale/UTM Community. New personnel, mounting community needs and raised expectations, allowed the service to become what it is today a multi-task department that adheres to the concept of community based policing. In the onset period that saw the becoming of Erindale College, UTM s namesake predecessor, security came in two parts: Watchmen and Constables. Watchmen, two township men to be exact, kept an owl s eye on the few buildings, farm houses and fruit orchards that dotted the property. One of the men actually lived in a farm house on campus. He was later to die in his own bed. Four constables were hired early in 1967 to handle day affairs, cater to the needs of the few hundred students and organize the parking and shuttle bus services. It was a collection of men in a small community where people were called by their first names. In the late sixties, as students became viable in numbers, and a staggered building boom began to change the landscape, public safety expectations grew. In 1969, Erindale s hierarchy did away with the watchmen contingency in a favor of an expanded security force. When one of the two watchmen died, the choice between replacing him and retiring the remaining watchman was easy. Erindale s security would be handled by one service, Campus Security. The first office for the Security Department was located at the present day Theater Building. The four officers got a room by the back door, a Dodge Dart to drive, uniforms that mirrored what their St. George Campus cousins wore, and big walkie talkies that needed over the shoulder straps to allow for a comfortable carriage. Soon the office was on the move. Shuttle buses parked at Lot 1 needed a watchful eye. A room no bigger in size than the first office, was allocated to the department. It was located at the east end of the North Building. Officers would look out the window and see that the buses were okay. In the very early seventies, when the South Building changed the skyline of the campus, the hub of student congregation shifted towards it. With the student shift came the relocation of the security office to the South Building. This is where it remains today. Security officers or police officers? Confusion reigned in the days of the late sixties and early seventies. The Ontario Provincial Police stepped in and swore the four security officers as special constables, a title that was then, and to a certain extent remains today, an enigma. The status of special constable gives its holder the powers of a police officer while at work and in an assigned location. Special constables are peace officers and not police officers. The first five special constables became known as U of T police, albeit, at Erindale College. U of T Police at St. George Campus had already a distinguished history dating back to Adopting the name, wearing the same uniform, and sharing the same collective agreement was the logical and smart thing to do. After all, Erindale College was U of T, although just a bit to its west, much smaller and very distinct. For a small and new campus, tragedy came early. A young woman was murdered at Erindale College in 1973 and 102

103 Police & Safety that was no ordinary occurrence then, as now. The small U of T Police contingency suddenly found itself liaising with the Mississauga Police and looking deep into itself. The department had to get better. Patrol and quality of service manuals had to be rewritten. Many other significant occurrences shaped the department in the seventies. One that stands out is the 1979 Mississauga Train Derailment. The event necessitated the total evacuation of the campus. Only the Principal and U of T Police officers remained as a cloud of toxic gas loomed nearby. The 1980 hiring of a woman to serve with University Police broke the gender monopoly. Her uniform mirrored the men s with one exception; instead of a police hat, she was issued a matron s hat. She was to stay for three years before leaving to work with the Metropolitan Toronto Police. For the rest of the eighties, the department returned to the old status quo of men patrolling the campus. However, and since 1990, women were to become a permanent part of the department. Today, one third of serving officers are women. In the mid nineties changes to law mandated that the local municipal police department be the service to swear in special constables within its jurisdiction. As a result, the five year renewable oath by UTM officers, designating them as special constables, is now administered by Peel Regional Police. With the added responsibility bestowed on the regional police came a contract. The agreement between Peel Regional Police and U of T s Governing Council spells out proce- UTM POLICE IN FRONT OF NORTH BUILDING. 103 dures and interaction protocols between the two services- Peel Regional Police and UTM Police. Peel Regional Police plays an important part in training the special constables of UTM. As disclosure of incidents is part of the agreement, all campus crime reports are forwarded to Peel Regional Police. UTM today is a community that benefits from two police services. The present department is a result of a forty year history of change. Erindale in 1966 bore little resemblance to UTM of the present. Likewise, University Police today are leap years ahead of the small watchman and security outfits that handled the issues and expectations of the sixties.

104 University of Toronto at Mississauga OFFICE OF THE REGISTRAR OFFICE OF THE REGISTRAR AT 40 Karen Younger As UTM edged toward, and then into, the 21st century, more was expected of the Office of the Registrar (OR) than ever before. Not only did the OR have to deal with a rapidly increasing student population, it had to implement systems to meet the needs of a culturally-diverse and more technologicallyminded student population than ever before. And, it had to do all of this while ensuring that technology did not threaten a hallmark of U of T Mississauga: its sense of a supportive community that maintained the human factor at the core of its values. To underscore the importance of the service culture at U of T Mississauga, the Office of the Registrar adopted these basic principles: to enhance student service; improve student experience; and promote student success. Furthermore, the OR committed to attracting the best and brightest employees who are appreciated, recognized and stimulated to work at their highest level, and who are equipped with the necessary forms of technology to ensure that students are well-served. Four persons served as U of T Mississauga s registrar during this time: Les McCormick, Doug Leeies, 1996 (Acting Registrar) Mark Overton, Diane Crocker, 2003 present (also holds the title of Director of Enrolment Management). From 1992 to 2003, enrolment steadily increased, reaching 6,500 students. In 1998, to help manage the increasing number of students, the University of Toronto moved to a new student records system called ROSI (Repository of Student Information). This web-based service gives students access to their account, allows them to register online, list their courses, update contact information, check fee payments, change program of study, check their grades and academic records, print a personal timetable and even vote in student elections. It became the nexus of student interaction with administrative matters at the university. And, thanks to the elimination of Grade 13/OAC, it was about to get a real workout. The so-called double cohort, created when the provincial government dropped Grade 13 from the high school curriculum in 2003, caused an unprecedented shake-up at university and college campuses across the province, and even in other parts of the country. Across the province, new buildings were quickly constructed to meet the demand for increased space (it was often joked that the official bird of Ontario universities at this time was the construction crane ). At U of T Mississauga, enrolment skyrocketed between 2004 and 2006 to more than 10,000 students. It was also the year that U of T Mississauga separated from U of T s Faculty of Arts and Science (FAS) to become a distinct division of the university. The OR took over the duties previously performed by FAS, gaining full responsibility for all student records, registration, marks reporting and graduation assessment. New systems, equipment and staff were needed quickly. The number of OR staff grew to 37 from 18 by 2006 and new technologies were incorporated into making the OR paperless. Wherever possible, all functions relating to student records and office operations were digitized, saving valuable space and increasing service times to unprecedented levels. Included in the transformation to a paperless office were: The introduction of an automatic call distribution telephone system, which was enhanced in 2006 with voice recognition; A home-grown Student Activity Tracking System (SATS) to assist with academic and financial advising and other 104

105 Office of the Registrar student services; The moving of all student files to ECabinet, an electronic storage system; A web-based application for producing online and printed versions of the academic calendar, enhanced in 2005 allowing online curriculum review and approval process by departments; An online graduation assessment module for use by academic departments, known as the Student Assessment Module & Information (SAMI), and a webbased room booking system. The online calendar and SATS projects both received TechKnowFile Awards for outstanding application in 2005 and 2006, respectively. These technical support systems went hand-in-hand with in-person student services that included stepone, a program that helps new students with the transition from high school to university. Online chat rooms were also established by the Admissions and Recruitment office to reach out to new international and domestic students who were too far away to visit the campus in person. And, recognizing that every student used e- mail in their daily lives, all students were assigned a specific U of T address for use in official communication, ~~~ including Hotlink, a monthly newsletter generated by the OR. Even with the utilization of new technologies, person-to-person contact remains the backbone of the OR, through faceto-face meetings with individual students seeking academic or financial advice. In fact, by the time a U of T Mississauga student graduates, he or she will have met with an OR counselor at least once, if not more. That s the U of T Mississauga difference! OFFICE OF THE REGISTRAR AT 25 Isabel Murray The first Registrar of Erindale College was Professor J. J. Rae. He began his tenure in St. George offices and then took residence in the original North Building. With 151 students in 1967, the office enrolled students and acted as a centre for general information and for student awards and financial aid. In 1974, a second office was opened in the South Building to deal with science and social science students. The North Building offices continued to serve humanities students and added part-time students when the St. George Extension Department distributed the part-time students by campus in In 1975, a second South Building office for science students was opened in the science wing. These two services were reunited in The registrarial operations were consolidated into one in 1983 when enrolments were 5,263 in the winter session. The evolution of registrarial systems evolved from manual to keypunch cards with computerization in 1972 and then into Erindale s own local database: MI- SER (Management Information Systems Erindale). Erindale joined the central database, UNISTARS, in Registration by mail was added in 1978 as an alternative to the traditional inperson process. The Student Telephone System (S.T.S.), a voice-response system, was added in It gives students greater convenience for changing and enroling in courses by use of a touchtone telephone. Students registering in person are able to use an on-line system in the office. Students now have a choice of three methods of doing business with the office: in person, by mail, or by telephone. The office deals with over 7,000 students in the winter and a further 2,700 in summer. In addition, hundreds of members of the community come for admissions information and counselling. Academic advising serves approximately ten thousand student appointments per year. Group counselling accommodates hundreds more. Personal counselling, special services, recruitment, summer session programming, orientation, and financial aid, are among other services provided. Publications include the Calendar, timetables and registration booklets and the Student Guide. Office members serve on most College committees and several Arts & Science and Simcoe Hall groups. Registrarial Officers of Erindale College: Registrars: J. J. Rae, R. Ross, M. H. Cooper, L. T. McCormick. Associate Registrars: L. J. Elmer, K. E. McLeister. Assistant Registrars: G. R. Watson, M. E. McLintock, I. Murray, R. D. Leeies. Eight current staff members have served for ten years or more. 105

106 University of Toronto at Mississauga STUDENT AFFAIRS Mark Overton In 1993, a new position and office was established to guide the growing range of local student services. Dr. Les McCormick was appointed as the first Assistant Principal, Student Services and Dean of Student Affairs, after having joined Erindale in 1968 as head of the Italian Department and then serving as Registrar. Student Affairs grew to coordinate a range of service departments, including Student Housing and Residence Life, the Career Centre, the AccessAbility Resource Centre, the Health Service, and Physical Education, Athletics & Recreation. It also helps coordinate new student orientation, volunteer opportunities, leadership development, and the Quality Service to Students council, and liaisons with student governments, more than 60 campus clubs and the student media (including the weekly campus newspaper, The Medium, and campus FM radio station CFRE). With support from students and student governments, Student Affairs aided in the creation and delivery of the Student Centre in 1999, designed by Kohn Shnier Architects after a national design competition with more than 100 entries. The Student Centre incorporated part of the existing Crossroads Building, which was constructed in the mid-1970s DEER AT UTM NOT AN UNCOMMON SITE ON WINTER MORNINGS ALONG THE FIVE MINUTE WALK. to house retail services (including a bank and a record store), student activities and academic and support services. The Student Centre now provides space for the Erindale College Student Union, the Students Administrative Council, the Sexual Education Centre, campus media, student clubs, meeting and event space, and the Blind Duck pub and café (which had previously been housed in the Humanities Hut, vacated after the South Building s opening allowed a reshuffling of academic departments). In 1999, in recognition of the campus and Mississauga s rapid cultural diversification, UTM established a Diversity Relations position in Student Affairs, first held by UTM graduate Pardeep Nagra. The position expanded in 2005 to encompass diversity, equity and leadership, and saw the introduction of the International Student Resource Centre (for UTM s 650+ international students from more than 130 different countries as of ) and a peer-delivered leadership development program. 106

107 TECHNICAL SERVICES Ulrich J. Krull By the mid 1990 s Technical Services had grown to a team of about 40 people, and served needs in virtually every corner of the campus and in the Divisions of Humanities, Social Sciences and Sciences. The reach of Technical Services included a small but crucial component that extended beyond the campus, in the form of courier services to the other UofT campuses. With the growth in both the numbers of students and staff at Erindale College came a new maturity in business operations. The campus was evolving to adopt a new budgetary model and financial accountability was moving increasingly to the three academic Divisions. Many changes were underway in the mid- to late 1990 s as Erindale College moved through its adolescence. This included a new perception of the role of the campus and its place within the UofT, reflected in the reference to the University of Toronto at Mississauga rather than Erindale College. Many members of Technical Services had become quite specialized, and provided support in specific buildings for specific departments. A natural consequence of this dedicated service was embracement of these individuals by the departments and Divisions as being one of theirs. Ultimately questions were raised about the effectiveness of a centralized management system for Technical Services that had originally been established to serve a much smaller pool of students and faculty. A culmination in timing of financial accountability that placed the onus on departments, the extent and valuable impact of the very distributed network that was Technical Services, and the realization that coordination through a central office of an enormous range of varied local departmental and Divisional needs was not optimal, led to the dissolution of Technical Services as an administrative unit. Perhaps most importantly, the staff of Technical Services did not miss a beat as many moved administratively into the domains of departments and Divisions. The campus community will forever be grateful to the many dedicated colleagues, who in most cases were now departmental colleagues rather than members of Technical Services. By the late 1990 s the vestiges of Technical Services were largely absorbed into the tapestry of the academic Divisions. But of course this was not the end of the evolutionary process. The academic Divisions soon followed suit and evaporated with the establishment of a new administrative structure than formally created academic Departments with Chairs at UTM. Note: Technical Services used to be under the Dean of Science office. The Group was made up of Greenhouse, Machine Shop, Animal Vivarium, Electronics Shop, Micro Computer support, Audio Visual, Photography, Graphics Arts, Stores & Receiving, and Teaching Lab Technician s for Biology, Chemistry, Physics, Psychology, Anthropology, Geography, Survey Science, Language Lab and Geography Technicians. In 1987 Electronics Shop and Micro Computer support combined into Micro Electronics. In 1995, Micro Electronics went to Ulrich Krull s group. In 1999, Greenhouse went to Biology, Teaching Lab Technician s for Biology, Chemistry, Physics, Psychology, Anthropology, Geography, Survey Science, Language Lab and Geography Technicians went to their own departments. Animal Vivarium and Machine Shop went to Ulrich Krull s group. The Language Lab & Survey Science technician position were eliminated. Graphics/Media, Stores & Receiving went to Sol s group. In 2000, Micro Electronics went to the CAO office. In 2005, Audio Visual from Sol s group to Micro Electronics.Computing Services was under Dean of Science office. In 2000, Computing Services went to the CAO office 107

108 University of Toronto at Mississauga Arthur Boorman On the date that Canada celebrated her 100th birthday, Technical Services came into being at Erindale College - July 1st, This unique department has, during the 25 years history of the College, provided a technical support service to a multi-disciplined academic teaching and research programme within the College. In addition, Technical Services has been called upon by several administrative departments for advice and expertise, and on many occasions have made specialized equipment to meet the particular requirements of these departments. The early years of the College were exciting - equipment and supplies for the academic programmes were pouring into the College and it was Technical Services responsibility to see that each item was catalogued and appropriated to the right discipline. This was particularly important in the Sciences. Although Technical Services staff were few in numbers in the early days, versatility and initiative was the order of the day. Services had to be provided to meet the needs of the academic programmes - a language lab had to be built, Audio Visual, Photography, and Graphic Arts services had to be provided. In addition, a small workshop was set up and teaching labs for Biology, Chemistry, and Physics also came into being plus a small greenhouse to provide botanical specimens for teaching purposes. A not-to-be-forgotten page in the early years of the College was the Open Houses of 1968 and Technical Services was called upon to provide equipment, materials, and set-ups for the many academic displays by the various disciplines. Much of the equipment needed was non-existent in the College and it became a question of begging or borrowing from the many departments on the St. George Campus. Cooperation became the key-word; the end result - each Open House was a complete success. The move into the new Science Wing in the South Building in the late summer of 1970 saw Technical Services pulling out every stop to see that all the teaching labs were made ready for students. Large quantities of teaching equipment and supplies were being ordered, and applicants for laboratory technicians were being interviewed. A new, larger academic workshop had to be equipped with a wide range of tools, equipment and supplies in anticipation of the many requests expected from academic staff and graduate students from the research laboratories. The Animal Vivarium, a new and larger Greenhouse, and an Academic Stores, all new facilities, were added to the family of Technical Services, and the responsibility of interviewing and selection of personnel with the skills and knowledge of the respective facilities were carried out. The selection of the right personnel to fill these positions was of paramount importance. It was apparent from the beginning that the Technical Services had to consist of people that were friendly, ready-to-listen, advise, and try to meet the many demands to be made upon them. In short, they all had to be well experienced in public relations. The fall of 1970 also saw Technical Services heavily engaged in providing the academic research staff with laboratory furniture, equipment, and services in order to get their research programmes started. This, in a nutshell, is how Technical Services started and due to lack of space several things have gone unsaid. A word of appreciation must, however, be said to those unnamed members who so willingly gave of their time and effort, that has made the name of Technical Services so respected throughout the College today. 108

109 OFFICE OF THE VICE PRINCIPAL: RESEARCH Ulrich J. Krull At the heart of any great institution of higher learning are the two lifesustaining, vital principles of Knowledge Creation, and Knowledge Sharing. They push us to strive for excellence, for innovation, and for engagement, not only with our students and peers, but with the local and global communities. The Office of the Vice-Principal: Research was created in 2003 to facilitate advancement of these principles. Since the inception of the Vice-Principal: Research portfolio, operating research funding is now 65% higher ( , compared to ). When the Government Research Infrastructure Programs funding is added, UTM has seen a 107% increase in total research revenue. The Vice-Principal is joined by a staff of three exceptionally capable individuals who assist with writing of proposals for funding, financial assistance with proposals and management of awards, and communications about research and its impact. UTM has become a dynamic centre for research in the community in which through creating knowledge we share, and through sharing knowledge we create. We have successfully capitalized on this dynamic interplay of creation and sharing, and are beginning to reap the rewards of this synergy through a number of impressive ventures. In a recently announced initiative, the Ontario Centre of Forensic Sciences, the Office of the Chief Coroner of Ontario and UTM have each committed to enhance research in, training in, and public awareness of forensic science in Ontario. This focus involving research, a new professional graduate program and a well established undergraduate program of education in forensic sciences will be the only one of its kind in Canada, and will be internationally leading in terms of quality and scope. UTM led the creation of, and is also fully engaged in participating in the Western Greater Toronto Area Convergence Centre. This partnership of industry, academia and government, is funded by industry, and the Ontario Ministry of Research and Innovation. This partnership has allowed UTM to establish leadership in delivery of networking events to bring together industry, university researchers and students. Physical resources also exist, and an imaging centre to provide the capability for high resolution 3-dimensional optical imaging in the Arius 3D Imaging Laboratory assists those who have aspirations to jump ahead of the competition in terms of building on-line catalogue resources, who face difficulties in curation of unique physical and biological specimens, and who strive to solve manufacturing and engineering problems. The Healthy Cities Stewardship Centre is yet another initiative of the Convergence Centre in which UTM faculty have captured the synergy of engagement outside the traditional boundaries of academia. Aimed at bettering the health of the people of Mississauga and the Region of Peel, this is a collaboration between UTM, the City of Mississauga, the World Health Organization and 13 key local organizations which have come together to collectively work towards understanding and improving health through four key themes: healthy people; healthy ecosystems; effective social systems; and integrated communities. Through this initiative, UTM has become the research arm for the City of Mississauga and the Region of Peel. The initiative has received international kudos with the winning of the 2006 World Leadership Award for the Healthy City Stewardship Centre in a ceremony held in December in the Royal Courts of Justice in London, England. The announcement was made before a number of guests including His Excellency Mr. James R. Wright, High Commissioner for Canada to the United Kingdom and other distinguished guests. Mississauga Mayor Hazel McCallion, City Manager and CAO Janice Baker and Vice-President and Principal of the University of Toronto Mississauga (UTM) Ian Orchard presented the Stewardship Centre initiative before a panel of judges from the health sector including Professor Rod Griffiths, President, Faculty of Public Health in the U.K., taking first place in a competition that included over 300 cities throughout the world. As we move forward, there is no doubt that our unbridled enthusiasm for engaged research through knowledge creation and knowledge sharing will continue to thrive. This is made even easier with the new role of Vice-Dean: Graduate that has been added to the portfolio operating in the Office of the Vice-Principal: Research. 109

110 University of Toronto at Mississauga AWARDS Faculty Teaching Excellence Award Service by a Member of the College Award 1991 Jacqueline Brunning Judith C. Poe 1992 Charles Elkabas 1993 Ulrich J. Krull 1994 Doris Geddes 1995 Thomas Martone 1996 Guido Pugliese 1997 Barbara W. Murck 1998 Linda Kohn 1999 Kirk Blankstein 2001 David Trott 2002 David Smith 2003 Alison Fleming 2004 Wagih Ghobriel Angela Lange 2005 Tracy Rogers 2006 Alison Weir Staff Service Award ~~~ 1998 Pauline Russo 1999 Maryann Wells (Advancement) 2000 Lucy Gaspini (Office of the Dean) 2001 Madeleine Weiler 2003 Jennifer Storer-Folt (Environment) 2004 Carolyn Moon (Biology) 2005 Grace Chung (Geography) 2006 Sue Prior (Advancement) Karen Thiffault (Computing Services) 1987 Georgina M. Anderson 1988 E.A. (Peter) Robinson 1989 Jutta Stein 1990 Barbara Pieroni 1991 Ulrich J. Krull 1992 Dallas McLean-Lowe 1993 Karen Younger 1994 Madeleine A. Kalbach (Richard) 1995 Tom Kent 1996 Clive Horsfall 1998 Anil Vyas ~~~ Teaching Assistant Excellence Award 1992 Maria Iocco Mary Robison 1993 Esther Levesque 1994 Jeff Dawson 1995 Pascal Michelucci 1996 Michelle Leung 1997 Adrienne Riglet 1998 Glota Perdikaris 1999 Randi McCabe 2001 Luc F. Bussiere 2002 Luc F. Bussiere 2003 Scott Trevithick 2004 Ariel Beaujot 2005 Kathy Falk Mark Fitzpatrick 2006 Leanne DeSouza 110

111 Awards Paul W. Fox Award From its beginning, UTM has been fortunate to benefit from enthusiastic contributions by the community -- alumni/ae, the Associates of Erindale, and other individuals and organizations in the community. The Paul W. Fox Award was established in 1980 to recognize distinguished voluntary service to UTM by a member of the community. Named in recognition of the past Principal of UTM ( ), the award acknowledges the dedication and service to UTM that was exemplified by Professor Fox during his term as Principal: a. Contribution to quality of life at UTM, through support of its many programs, activities, and events b. Active enrichment of UTM s image in the community at large c. Dedication in voluntary service, whether recent or longstanding 1980 R. Douglas Leeies 1982 Hans van Monjou 1984 Susan R. Tait 1986 Anne-Marie H. Applin 1987 E. Ruth Kitchen 1988 Peter Winkley 1990 Tennys Reid-Hanson 1991 Frank MacGrath 1992 Phil Pointing 1993 Lille M.E. Huggett 1994 Janet Beck 1995 Rob Foote 2002 Brent Johnston 2003 Mary Ann Wells 111

112 University of Toronto at Mississauga IN FRONT OF LISLEHURST, FROM LEFT, DESMOND MORTON, PAUL FOX, GEORGE CONNELL (PRESIDENT OF U OF T), TUZO WILSON, PETER ROBINSON. Founders Gold Medal Award Presented, upon graduation, for outstanding academic achievement. Jun-95 Jun-96 Jun-97 Jun-98 Jun-99 Jun-00 Jun-01 Jun-02 Jun-03 Jun-04 Jun-05 Jun-06 Jimmy Alamparamil William Alexander Vaccari Norbert Fogarasi Michael De Lellis Wayne Daibideen Joel Hamstra Raymond Tau Lim Cesar Furtado Elizabeth Jane Rideout Patricia Annabelle Lim Suzanne Malvoni Wiesong Victoria Lai 112

113 Awards E. A. Robinson Awards Presented, upon graduation, for outstanding academic achievement. Humanities Sciences Social Sciences Part-Time Studies Jun-76 Jun-77 Jun-78 Jun-79 Jun-80 Jun-81 Jun-82 Jun-83 Jun-84 Jun-85 Jun-86 Jun-87 Jun-88 Jun-89 Jun-90 Jun-91 Jun-92 Jun-93 Jun-94 Jun-95 Jun-96 Jun-97 Jun-98 Jun-99 Jun-00 Jun-01 Jun-02 Jun-03 Jun-04 Jun-05 Jun-06 Janice Lynn Currie William Robert Cole K. B. Breland Graham S. Bradshaw Jennifer D. Swan Patricia A. Suski Tina K. Randoja Amy Wilson Cheryl Khan Robert J. Savage Timothy G. Ellis & Leon Robichaud Erin Dorothy Smith Cook & Patricia Hancock Friederike Ballaban Sandra Gallo Paula Ann Roberts David Hagelaar Ann Marie Pincivero Wendy Knebel Julianne Marie Robertson Samantha Thompson Deborah Lutz Julie Saunders Darja Kodric Christine Sansalone Nicola Betts Susan Emily Mills Laura Cynthia D Ovidio Amira Younis Anika Gautam Christina Jane Funnell Jessica Maureen Chase Chun Kau Li Peter A. Hamilton P. L. C. Moore Roland C. Newhook Sharon E. Sasaki John S. Horton Mohini P. Kukde Joy L. McGuire Susan M. Griffiths Taina Makinen Twila Tardif Roger A. Bascom Caroline E. Brown Asley Cook Charles Fitzgerald Adelle Atkinson Kate Henry & Godwin Lai Alan Chen Susmita Acharyya Jimmy Alamparambil Avinash Thadani Norbert Fogarasi Carson Fung Jenny Sau Ling Ho Andrew Udit David Ross Carla Loftus Ali Juma Melanie Helen Bernard Walter Russell Agar Courtney Barbara Anne Mulligan Carolyne n. MacKenzie Hellen A. O Donnell M. S. C. Li Robert Sztohrynec Deborah A. MacDonald Mary G. Manocchio Paul S. Plocktis Keith Mosley Margo A. Labelle Janine A. Denney Sandra D Souza Lynne Peden Hian Seng Daniel Andrew Ryan Michael Scott Hart Devindra Lalbeharry Joanna Lyn Henderson Valerie De Souza Chi Chiu Mok Catherine Sotto Sandra Robinson Ka Ki Ng Diane Bartlett George Lagoudakis Zeeshan Waseem Feras Saleh Sasmita Rajaratnam Sophia Javed Hashim Zaman Haakon Knoph Noura Younis Gary Heung Ming Tsang Elizabeth P. D. Mariz A. M. Buna V. Kenneth & R. Marskell Elda F. Graham Charmaine M. H. Meyer Berince G. Stol Rose McFadden Doreen R. Scott-Dunne Jacqueline Hick Susan B. Cannon Pamela M. King Barbara J. Baron Dorianne Crawley Kimberlee Anne Hall Sherrilynn Sklar Kaja Muhn Monica Davidson Marilyn Fogg Karen Bray Kathleen Flett Barbara Mary Stephen Linda Laratta Gunilla Frick Deborah O Hanlon-Manners Terence Peter Wilde Shelia Jean Campbell Elaine Marie Moore Rheta Lorraine Mogus Jana Redegeld Caterina Dinolfo & Giuseppina Dinolfo 113

114 University of Toronto at Mississauga James J. Rae Trophy James J. Rae was the first Registrar of Erindale College. He was well respected by his staff and by the students he helped. He could often be found during lunch hunched over a chess board in the North Building Cafeteria playing with a student. The James J. Rae award is presented annually to the graduating female student who has contributed the most to athletics. Commonly referred to as the Athlete of the Year. However, the award also acknowledges the student s contributions to athletics not only as an athlete, but through leadership roles such as: officials, coaches, Athletic Council Rep, commissioners etc L. Lynch 1969 A. Trull 1970 P. Loucks 1971 T. Piper 1972 M.Nixon 1973 R. McConville 1974 S. Manders 1975 J. Jackman 1976 S. Malinowski 1977 J. Hunter 1978 M. L. Borg K. Wash 1979 C. McKay 1980 C. Isles 1981 M. Qvist 1982 R. Downer 1983 C. Luedke 1984 A. Haldimand 1985 L. Cairns B. Smith 1986 D. Johnston 1987 D. Hurst 1988 Lisa Lachance 1989 Helen Kim 1990 Mona Jones 1991 Leslie Trounce 1992 Michelle Power 1993 April Ferguson Melissa Jazbec 1994 Sabina Nimz 1995 Emily Pilon 1996 Ayesha Khan 1997 Karen Wilson 1998 Saira Khan 1999 Sylvia Jazbec Carol Seymour 2000 Erin Laporte 2001 Chandra Gilbert 2002 Carolyn Noakes 2003 Stephanie Kishimoto Gina Rajack 2004 Melissa Lui 2005 Lindsey Sones 2006 Claire Pinsonnault 114

115 Awards J. Tuzo Wilson Award J. Tuzo Wilson was a former principal of Erindale College and a world renowned scientist. His memory lives on as builder of the College in a variety of places on Campus, including the prestigious award which is presented annually to the graduating male student who has contributed the most to athletics. Commonly referred to as the Athlete of the Year. However, the award also acknowledges the student s contributions to athletics not only as an athlete, but through leadership roles such as: officials, coaches, Athletic Council Rep, commissioners etc D. McKeown A. Hart J. Gibbins J. Schaer F. Cervini R. Grogan D. Michie L. Penzvalto T. Lis T. Stitski C. Medal D. Reid B. Sobie P. Carter T. Pajot M. Fisher E. Howell W. Lincoln C. Singh J. Abate D. Connell Paul Goodridge Glen Moore S. Anastasiadis Rupi Badwal Tony Zekl Gogi Grewal Kenny Tan Francisco Perez Don Malcolmson Jason Ovsenny Steve Knowles Colin Hwang Mark Santarossa Chris Carrabs Scott Baker Ian Hazlewood Steve Frietas Bruno Pellegrino Ibrahim Aboghodieh Francesco Coscarelli 115

116 University of Toronto at Mississauga STUDENT LEADERS ECSU/ UTMSU Dale Miles Paul Kochberg Paul Kochberg J. Kanakos Paul Moran Paul Moran Peter Smith Arthur Birkenbergs Michael Troy Gwen Jones Rob Mowat Ray Easterbrook Stuart Medlock Rene Papin Tim Van Wart Mark Hammond Ken Tubman Gail MacDonald Frank McGrath Al Smith Richard Gray Giani Ciufo Perry Meeker Bart Arsenault Lloyd Aning David Amato Mary Kosta Steve Taylor Nick Panou Jose Colucci Marco Marrocco Mike Giordano Laurie Schirripa Preena Chauhan Erick McKinlay Adil Mirza Adil Mirza Sean O Connell Ryan Carroll Berkha Gupta ECARA/ UTMAC Larry Mastromatteo John Gibbons John Gibbons Ronan Grogran Trish Pipers & Jaan Schaers Dave Michie & Marion Pochmurski Les Penzvalto & Marion Pochmurski Rick Mazur & Stephanie Malinouski Anna Malinowski Bruce Drysdale Sue Gillespie Stuart Medlock Cindy Isles Marie Qvist Cindy Wagg Anne Haldimand Phil Robinson Lynette Cairns Paul Goodridge Paul Goodridge Lisa Lachance Trevor Wilkshire Lynda Bedard Tony Zekl Melissa Jazbec Jack Krist Jack Krist Don Malcolmson Dave Henderson Sylvia Jazbec Mike Giordano Mark Santarossa Abid Chaudry * Yasin Ozturk Ian Hazlewood Judy Chin Huda Mohammed Danial Raza Nazia Khan Safia Farouk Note: * transition team leader from ECARA to UTMAC 116

117 Student Leaders ECSU/UTMSU - Erindale College Student Union/University of Toronto Mississauga Student Union ECARA/UTMAC - University of Toronto at Mississauga Athletic Council EPUS - Erindale Part-time Undergraduate Students AGSAE - Association of Graduate Students At Erindale EPUS AGSAE Bill Whelton Bill Whelton Edna Clarke Edna Clarke Gwen Morris Audrey Beattie Betty Porteus Betty Lang Loretta Bolt Loretta Bolt Jean Campbell Jovita Nagy Jovita Nagy Len Shone Len Shone Margaret Laidlaw Margaret Laidlaw Carol Nicholson Carol Nicholson Sylvia Gonsalves Sylvia Gonsalves Robert Boylan Sue Prior Sue Prior Sue Prior Katerina Warren Katerina Warren Sharon Hammond Jennifer O Sullivan Priya Vijayaratnam Tania Ramsay Mark Marji Shaila Kibria Deniz Mustafa Zeeshan Baig Farzeen Ahmed G. McNab W. Klotzbucher G. Paterno A. Franklin A. Franklin A. Franklin A. Franklin A. Franklin Peter Doig Peter Doig Peter Doig Michael Drewry Randy Giroux Sandeep Raha Sandeep Raha Owen Atkin Blake Smith Aarron Polesky Aarron Polesky Katarzyna Kociuba Meredith Stevens Frances Panosyan Swan Cott Swan Cott & Tina Mann Kim Nugent & Tina Mann Jenn Harkness & Karla Kaun Karla Krupica Maria Jaime & Sameer Al-Abdul Wahid Sameer Al-Abdul Wahid 117

118 University of Toronto at Mississauga OFFICERS OF UTM Principal D. Carlton Williams ( ) J. Tuzo Wilson ( ) E. A. (Peter) Robinson ( ) Paul Fox ( ) Desmond Morton ( , ) Roger L. Beck ( , acting) Robert H. McNutt ( ) Ian Orchard ( ; 2007-) Cheryl Misak ( , acting) Dean S. John Colman ( ) E. A. (Peter) Robinson ( ) Cheryl Misak ( ; 2007-) Charles Jones ( , acting) Vice-Dean (Graduate Studies) Ulrich J. Krull (2006-) Associate Dean E. A. (Peter) Robinson ( ) William J. Huggett ( ) I. M. (Mike) Spigel ( ) Peter P. M. Meincke ( ) Harry W. Taylor ( ) Desmond Morton ( ) Howard Andrews ( ) Betty I. Roots ( ) John H. Simpson ( , acting) Leonard J. Brooks ( ) Jeffery J. Fawcett ( ) Richard W. Van Fossen ( ) Roger L. Beck ( ) W. Gary Sprules ( ) Peter Silcox ( ) David A. Trott (1988-9, acting; ) John R. Percy ( ) Cecil J. Houston (1993-9) Ulrich J. Krull ( ) Catherine I. Rubincam ( , ) Sidney Aster ( , acting) Robert L. Baker ( ) Gary Crawford ( ) Angela Lange (2002, acting) Michael Lettieri ( ) Dean of Students and Assistant Principal (Student Services) Leslie T. McCormick ( ) Mark Overton (2000-) Vice-Principal (Academic) Desmond Morton ( ) Howard F. Andrews ( ) Richard W. Van Fossen ( ) Jeffrey J. Fawcett ( ) Roger L. Beck ( ) David A. Trott ( , acting; ) Catherine I. Rubincam ( , ) Sidney Aster ( , acting) Michael Lettieri ( ) Vice-Principal (Administrative) Robin Ross ( ) Leonard I. Brooks ( ) Vice-Principal (Instructional Development) Cecil J. Houston ( ) Vice-Principal (Student Services) Peter Silcox ( ) Vice-Principal (Research and Graduate Studies) W. Gary Sprules ( ) John R. Percy ( ) Ulrich J. Krull ( ) Robert L. Baker ( ) Chief Administrative Officer P. J. (Bud) Taggart ( ) Glenn Walker ( ) Paul Donoghue ( ) Ray desouza (2004-) 118

119 Officers of UTM Registrar James J. Rae ( ) Leslie T. McCormick ( ; ) Garry R. Watson ( ) Marjorie H. Cooper ( ) R. Douglas Leeies (1997, acting) Mark Overton ( ) Diane Crocker (2002-) Librarian Hugh L. Smith ( ) Judith Snow ( ) Cathy J. Matthews ( ) June Seel ( , acting) Mary Ann Mavrinac (2001-) Director of Development, Alumni (after 2001), and Public Affairs Holly Benson ( ) Diane Borowski ( ) Kathy Hay (2003-) Artist-in-Residence David Blackwood ( ) Writer-in-Residence Peter Such ( ) Martin Myers ( ) David Godfrey ( ) Musician-in-Residence Walter Buczynski ( ) John Loomis ( ) Film-maker-in-Residence Noel Moore ( ) 119

120 University of Toronto at Mississauga ENCYCLOPEDIA OF ERINDALE AGSAE, originally the Association of Graduate Students at Erindale College, later the Association of Graduate Students and Assistants at Erindale, and now the Association of Graduate Students At Erindale, was founded on January 29, 1975, to serve the needs and interests of approximately 100 graduate students based at Erindale. Its efforts have led to, among other things, the married students residence facilities ( Phase 5 ). The Arboretum is wooded area to the south of Lislehurst. It was established by the original landscape architect for the campus and serves as a valuable teaching resource for Biology and Geography. Associates of Erindale. Previously called the Erindale Foster Alumni (May 1967), the Founding Alumni (June 1967), the Friends of Erindale (February 1968) and the Erindale College Convocation (March 1968), the Associates were founded under that name on June 20, 1968 as an instant alumni of the College. Over the years, they have provided extraordinary service to the College by organizing events, participating and helping at College functions, raising money for so many College causes, and generally being Friends of Erindale. Professor Roger L. Beck has served ably in many leadership positions at UTM, including Acting Principal, Associate Dean, Vice-Principal (Academic), and chair of the Erindale College Council, UTM s formal governing body. He has also served on the Governing Council of the university, including chair of the Academic Board, so he has brought a deep understanding of governance to UTM. Like other principals, he (and his wife Janet) have hosted many a delightful social event at Lislehurst, for students, staff, faculty, and other friends of UTM. A Professor of Classics, whose research interests include Mithraism and religion in the Roman Empire, and ancient astronomy and astrology, he has published two major books in retirement, and has written his first play Outta Here!, which was premiered in 2007 by Theatre Erindale -- an organization which he and Janet have strongly supported over many years. John Percy David Blackwood was artist-in-residence at Erindale from 1969 to Born in Wesleyville, Nfld., he was educated at the Ontario College of Art, in Toronto, then began a distinguished career as a printmaker. He has been the subject of books and films, and the recipient of numerous honours. At Erindale, he provided inspiration to a young and receptive College community. He also acquired a wife, Anita Bonar, (an Erindale student and bookstore staff member) in In 1992, he donated a major collection of Canadian prints to the College. The first exhibition in the David Blackwood Gallery, in the Kaneff Centre, was a selection of these prints. Roberta L. Bondar has pioneering in her blood! She was one of the very first graduate students at Erindale College and helped establish the electron microscope facility (now defunct). More recently she has made pioneering studies on the adaptation of blood flow in the brain to change in gravity. She has more experience in this field than anyone else in the world. She was Prime Payload Specialist of the First International Microgravity Laboratory aboard the space shuttle Discovery in January yet another pioneering event. Ever loyal to the University of Toronto, and particularly to Erindale, she carried an Erindale Crest with her on that flight. Betty I. Roots Arthur Boorman was the first Manager of Technical Services, joining Erindale on July 1, Mr. Boorman had previously worked for the Chemistry Department on the St. George Campus as a craftsman. Arthur emigrated to Canada with his young wife and twin daughters after completing an apprenticeship as a toolmaker in England. He was responsible for the setting up and the staffing of Technical Services, the equipping and furnishing of labs including the new 120

121 Encyclopedia language lab for which he traveled to Germany to evaluate equipment. Arthur retired, after 17 years at Erindale, in December Clive R. Horsfall Centres A, B, C and D. A continuing issue in the early days was the way in which the College should be organized so as to give students maximum collective identification with their academic area of interest. Various committees deliberated this issue, and it was hotly debated in the student press. What eventually emerged as the concept of Centres. Though initially assigned some greater intellectual role, they eventually evolved into today s administrative divisions: A (Humanities), B (Social Sciences), C (Sciences) and D (PartTime Studies). The designations A, B, C amd D have long since disappeared. Each Division has an Associate Dean responsible for (and interested in) the welfare of the students and staff in that area. CFRE Radio. Canada s First Radio Erindale or CFRE broadcast its first program in J. Tuzo Wilson arranged for $4000 to be used to establish a broadcasting system in Colman Place. In the spring of 1971, Mike Walker, general manager, announced that the Department of Communications recognized Radio Erindale as a Campus Broadcasting system and designated Radio Erindale the call letters: CFRE. A poll conducted in November of 1975 by The Medium (then Medium II) showed that the majority of students were pleased with the broadcasts. In August 1999, CFRE moved from the North Building to the Student Centre. The marketing name changed to VIBE Radio. In 2004, the name reverted to CFRE Radio. In 2005, CFRE radio was nominated twice at the CMJ Awards. Tenni Gharakhanian, the Music Director, was nominated for Hardest To Get Off The Phone award and CFRE as a whole was nominated with Best Team Effort. Famous former CFRE hosts include J.D. Roberts (now at CNN) and Joel Gibb, who formed The Hidden Cameras). CFRE focuses on Canadian and independent rock, alternative, hip hop, heavy metal, jazz, folk and world music. CFRE conducts interviews with bands and throws concerts. Recently featured artists include, Fall Out Boy, Lady Sovereign, Moneen, Bedouin Soundclash, Cain and Abel, among others. Sabeen Abbas College Open House, One of the first functions I attended as a new staff member in 1973 was the College s Open House, September (or was it October?) I can remember the number of activities going on, including two particular ones in the library. At our new circular Info Desk (it seemed very avant-garde at the time!) the College s moon rocks (fresh from NASA) were on display. As well, in the future Group Study Room, some of the College s Chinese students executed people s names in their closest phonetic characters. These both proved to be very popular with visitors. Dallas McLean-Lowe John Colman ( ) - First Dean of Erindale College. Born in England and a graduate of Oxford, John Colman came to Erindale in 1966 via Newfoundland and Scarborough College, where he was the first associate dean. As Professor of Political Science his research interest was in political philosophy, (certainly Kant and Wittgenstein, and doubtless Machiavelli), which assured his success as a first-class administrator. After supervising the entry of the first class of full-time students in 1967, he returned to Scarborough College as Dean in His service to Erindale and interest in the welfare of students was commemorated in the naming of Colman Place. E. A. Robinson Colman House. Previously called the Disher House, the building was renamed in honour of the first dean when he resigned to move back to Scarborough..It was briefly occupied by Carlton Williams while Lislehurst was being made ready as the Principal s House. Afterwards, it was turned over to the student government for a pub and their offices, and then about 1976, the Residence/Conference operation took Colman House over as a place for their offices. Since that time, it has been used by the Residence/Conference office, Radio Erindale and also as a student lounge. In 1992, it will be the Residence/Conference office. An art studio upstairs, accompanied by a common study room, will replace Radio Erindale. Mike Lavelle Day Care Centre at Erindale. The first was organized in the summer of 1969 by people who needed their children looked after during the summer school holidays. The Principal was approached. We got permission to use the Colman House. A staff member s wife was hired as the babysitter, and the only fee charged was to cover her modest salary. The children had use of the swimming pool, they explored the Erindale grounds and played inside if it was raining. They brought their own lunch and toys and even the odd puppy dog was allowed to participate. Everybody had a great time! (and some of the children brought home stray kittens - at least one of which survives to this day! - JRP). Vivian Sterne 121

122 University of Toronto at Mississauga The Deer - One Fall morning when coming to the campus to catch the 8:15 a.m. bus to the main campus, I saw a family of deer, munching on apples on the trees near the South Building pond. I m told that in earlier years they were often seen, apart from the woods near Lislehurst. As with the Canadian geese who come back to the pond year after year, they really are part of the college community. (The deer are still here in 1992 numbering at least a dozen, and delighting faculty, staff and students alike. - JRP). Dallas McLean-Lowe Elinor Foden - Elinor, a twelve-year college veteran, is remembered fondly by those who experienced her strong leadership and wonderful sense of humour. As a senior secretary, her editorial expertise helped improve innumerable scientific manuscripts and books. A loving mother, Elinor s picture resides in Room 4037 reminding us not to forget her contributions to Erindale s early years. Dan O Day Paul W. Fox, O.C., was the fourth and longest-serving ( ) principal of Erindale. Born in Orillia and educated at UofT and at the University of London (PhD 1959), he rose through the ranks of the Department of Political Science at UofT. Among his many professional contributions were several books; he edited seven editions of Politics: Canada, a standard textbook. At Erindale, he was successful in leading the College through a time of increasing budgetary cutbacks, strengthening the links between the College and the community, and initiating major fundraising projects. Halloween past - Do you remember in earlier years when trick-or-treaters (a Devil and a Gorilla, complete with cigar) Life Rattle Press, founded in 1995 by Arnie Achtman and Guy Allen, publishused to be seen walking through the halls of the South Building dispensing candies and some well-needed double-takes and smiles? None other than Karen Allen and Myma Friend, two library staff members. Dallas McLean-Lowe Impulse, a Canadian literary magazine originated here at Erindale in 1971 under Canadian author Peter Such (then the College s Writer-in-Residence) who was its first editor. It contained writing by contemporary Canadian authors, and included work by Erindale faculty and students. Roy Ivor - A small, but at the time significant part of Erindale history was our relationship with Roy Ivor, The Bird Man of Mississauga. Roy lived in a trailer in the woods across from Erindale. He took in and cured injured birds and tamed the birds around him. We supplied him with rats and mice for his birds of prey, in exchange getting valuable advice on how to raise our two Erindale owls, Wear and Tear who fell out of their nest on campus at a very early age and were raised in the Biology Prep room in the North building. This was quite an achievement and articles about them, with photographs, appeared in both local and Toronto papers. When Roy s trailer burned down, Erindale provided shelter for some of the birds needing special attention. A Great Blue Heron in R1062 with a paddling pool for his fish, a ferocious Great Horned Owl in R1086, fed by opening the door slightly and throwing in meat, and an assortment of smaller birds in the Vivarium. Roy s trailer was rebuilt and he did return to it for a short time, but since he was in his mid-nineties, he moved into a nursing home and the sanctuary was never quite the same. Maija McAskie Harold Sonny Ladoo was a gifted West Indian writer and a part-time student at Erindale in the early 1970 s. While at Erindale, he published his first novel, No Pain Like This Body, and he had much other material in progress at the time of his tragic death in his native Trinidad on August 17, In his memory, the College established the Harold Sonny Ladoo Literary Award, which continues to be awarded regularly to promising writers at Erindale. The Tom Lapierre Exhibit - Tom Lapierre was an OCA instructor who reveled in quite realistic pictures of animal and human parts, including a splendid depiction of the digging up of a cemetery with the more personal parts of long-dead males and females liberally scattered about. A certain professor of conservative views secured a copy of the Criminal Code, ascertained that such depictions were explicitly mentioned under the sections relating to obscenity and decided to call the police. No one, as I recall, thought to deter him. Presently a pair of large men in raincoats and very heavy shoes appeared and marched down to his office. Directed to the lounge that doubled as the College s art gallery in those days, they examined the offending paintings for some time and with obvious displeasure. Those things are really disgusting they concluded, but we re not such damned fools as to lay a charge. Principal Wilson, who would, of course, have been charged, was rumoured to be unamused by the episode. Desmond Morton Laomedon Review was a literary journal based at Erindale. It existed from 1975 to 1978, then resurfaced briefly as The Erindale Review in

123 Encyclopedia es high-quality writing by new writers. Published books may be collections by single or multiple authors, collections of the stories read at the annual Totally Unknown Writers Festival, and collections of stories published by new publishers. The stories represent the cultural mix present in the Toronto and GTA community. Writers published by Life Rattle represent 33 countries. Donna McFarlane, a Life Rattle Writer, was shortlisted for The Governor General s Award for her book, Division of Surgery. Life Rattle provides a system of support and encouragement to new writers. 17 Arts Grants have been received by Life Rattle writers. Life Rattle stresses the expression of censored experience, experience that schools and other guardians of culture ignore or marginalize. Sabeen Abbas Lislehurst - With the land for the College, the University also acquired the beautiful and historic stone house called Lislehurst. The house was built in c.1885 for the Schreiber family, whose most famous member was the painter, Charlotte Schreiber ( ), one of the founders (and for long the only woman member) of the Royal Canadian Academy of Arts. Some of her works have been donated to Erindale and hang on the Lislehurst walls. The house was extensively remodelled in the late 1920 s by a prominent Hamilton businessman, Reginald Watkins, its last owner before the University acquired it. From the start of the College, Lislehurst has been the residence of the Principal. College functions such as the New Year reception are held there, and its elegant yet domestic rooms are the setting of much friendly hospitality. Roger L. Beck Professor Robert H. (Bob) Mc- Nutt served as Principal of UTM from 1995 to 2002, after a long career at Mc- Master University, where he rose to become Dean of Science from 1989 to Under his guidance, UTM formulated plans for major transformations of the campus, including increased student enrolment, new buildings, and new programs -- all of these in times of fiscal restraint and uncertainty. He was especially effective in developing new partnerships and providing leadership in the city and community. Within UTM, he led through discussion and concensus. After retiring from UTM, he returned to McMaster, where he has held various leadership positions, most recently Acting Provost and Vice-Principal (Academic). A geologist, he is an expert on the applications of isotope geochemistry to the study of water/rock systems, a topic of ongoing interest to Canada. John Percy Arnold Orville Miller was born in Toronto on March 19, He joined the University of Toronto on December 1, 1951 in the Superintendent s Office (now the Managing Director s) as Trades Controller. He operated a small contracting company prior to that. On July 1, 1965, he was appointed as Area Supervisor on the St. George Campus and on January 1, 1966 was appointed Acting Superintendent of Physical Plant for Erindale College. (On July 1, 1966, he was appointed as Superintendent). He looked after the planning of all components for the Physical Plant operations including purchasing of the necessary equipment and some 10 months later hiring of staff for Erindale was in Arnold s hands. His commitment and loyalty to the College with its growing pains was beyond question although not fully recognized until his early retirement in June of Arnold passed away in March of A. Opalinski The Mississauga Train Derailment. It was on the night of November 10, 1979, when a freight train loaded with chemicals (including four cars of propane and two of chlorine) derailed at Mavis Road north of Dundas Street. The crisis resulted in the evacuation of much of Mississauga, and the closing of Erindale for the next week. Many of the staff who had essential duties at Erindale received special permission to come into what was a ghost town, to look after plants, animals, etc. Moon rocks from all six Apollo missions were studied at Erindale during the 1970 s and early 1980 s by Dr. David Strangway, Dr. Bill Pearce and Dr. Naoji Sugiura. Lava flows from giant impact craters more than three billion years old and even older rocks from the lunar highlands were found to have an ancient fossil magnetism, testifying to an early lunar magnetic field. The Magnetic and Electrical Properties Laboratory, in which the Moon rocks were measured, was brought to Erindale from the Johnson Space Center in Houston and is still a focus of research on campus. David Dunlop Professor Desmond P. (Des) Morton was Principal of UTM from 1986 to 1994; previously, he was Associate Dean and Vice-Principal (Academic). He brought enormous energy and enthusiasm to his duties, both within UTM and in the community. He forged new links with alumni, donors, and other friends of the campus. Internally, he was known for the paper medals by which he expressed his appreciation for the achievements of faculty, staff, and students, an indication of his personal interest in every member of the UTM family. A Professor of History, a Fellow of the Royal Society of Canada, and a member of the Order of Canada, he was widely known for his many, many academic and 123

124 University of Toronto at Mississauga popular books on Canadian history, and military history. Since 1994, he has been at McGill University, where he was director of the Institute for the Study of Canada. John Percy The Move to the New Building (South Building). The move to the new building in 1970 was rather traumatic for the Science Division. We had been waiting for this move for months, so when classes finished in April, we started packing and by mid-may everything was packed and stacked in boxes in what used to be the student common room in the North Building. However, the anticipated move in June did not happen. We kept putting on our hard-hats and inspecting the building and finally two weeks before classes were starting we got the go-ahead to move. Technical Services staff worked from 8:00 a.m. to 11:00 p.m. plus weekends. Dean Meincke and his wife kept supplying us with coffee and doughnuts to keep us going at all hours, and when classes started we were exhausted, but ready! Maija McAskie Edward Arthur (Peter) Robinson (1966- ) First Associate Dean, Second (and last) Dean, and Third Principal of Erindale College. Born in England in 1933 and a graduate of University College, London (BSc, PhD, DSc), Peter Robinson came to the University of Toronto in 1961 via McMaster University. He accepted the position of Associate Dean in 1966 and was fully involved in guiding the academic and financial fortunes of Erindale in many administrative positions before he returned in 1976 to full-time chemistry teaching and research. He continues to fiercely support the College s ideals and to speak up for Erindale. His leadership was marked by the creation in 1976 of the E. A. Robinson Medals now awarded to distinmensely by keeping himself very busy. A. Opalinski Professor Ian Orchard became Principal of UTM in July 2002, after serving as the university s first Vice-Provost (Students) from 1998 to As such, he brought important interest in and understanding of student experience and student engagement -- high priorities for both UTM and the university as a whole. He had previously served as Associate Dean, and then Vice-Dean of the Faculty of Arts and Science. As principal, he has implemented a new vision, including a new system of governance that replaces divisions by departments, parallel to those on the St. George Campus. He has guided a near-doubling of student enrolment, the hiring of many new faculty and staff, the construction and opening of several major buildings on campus, and the development of new graduate and professional programs in partnership with other divisions of the university, and with the community. He is an energetic and strong leader and face of UTM in the community. A Professor of Zoology, he is an expert on insect neurobiology, and continues to maintain an active research lab. John Percy James J. Rae ( ) - First Erindale College Registrar - was born in Toronto in 1908, graduated from McMaster University (then on Bloor Street) in 1930, and from Toronto (MA, PhD) in 1933, and taught first at Brandon, Manitoba, before joining the Chemistry Department at Toronto in During most of his career he taught pre-med and pharmacy students. He was prominent in the debate on the fluoridization of water in the 1960 s. From 1967 to 1975, he was Erindale s first Registrar, and Secretary of the College Council. His registrar s office was the antithesis Hoshang M. Nanavati joined the University of Toronto in November, 1969 as a constable on the St. George campus after more than 21 years in the Indian army where he reached the rank of Major. Hosh was appointed as Assistant to the Superintendent of Physical Plant at Erindale in April 1971 with responsibilities for safety, security, transportation and parking which had to be organized and put into effect without upsetting the system, e.g. parking was initially free. Later he assumed additional responsibilities for the grounds operations, furniture and keying. His cheerfulness was appreciated by many and his efficiency envied by some. He took early retirement in 1986 which he enjoys imof bureaucracy and was infected by a serious light-heartedness. In the early years, no one did more than Jim Rae to ensure that the welfare of students was given a high priority. He retired in 1976, and died in January E. A. Robinson Robert S. Rawlings joined Erindale College in 1966 at 49 St. George Street where the College administration was located. He simply moved from another university department to assume the position of Administrative Officer. In early July 1967, the College administration moved to the newly completed North Building and Bob had his hands full of responsibilities which included setting up the accounting to budget planning functions. Since he knew the university s systems and many people within, he was a much sought individual at Erindale. In 1981, Bob s title was changed to the Manager, Business Services. On June , Bob took a good look at things and figures and decided to take early retirement. A. Opalinski 124

125 Encyclopedia guished graduating Erindalians, and in 1988 he was the second recipient of the College Award for outstanding contributions to the quality of life at Erindale. E. A. Robinson Robinson House on Mississauga Road was one of the properties purchased by the University after the expropriation drama of It was rented from the University first by Mrs. June Shane-Schuus, then Dr. Wilson s secretary, and later by Dean Peter Robinson. In 1968, it was surrendered to student interest and became part of Erindale s first experiment in communal living, from which the concept of the student town-house residences eventually grew. E. A. Robinson Robin Ross - Vice-Principal and Registrar. Robin Ross, a graduate in classics of St. Andrews University, Cameron Highlander, civil servant in India, the United Kingdom and Ottawa, joined the University of Toronto as Assistant Registrar in After distinguished service on the St. George Campus as Director of Student Services, Registrar, Vice-President and Registrar, Secretary of the Senate, and Vice-Provost, he spent much of his time from 1972 until his retirement in 1982, at Erindale as Vice-Principal and Registrar. The part he played in drafting the first constitution of Erindale College Council in 1974 was invaluable. His account of changes in the University since 1958, The Short Road Down, University of Toronto Press, 1984, is an inside account of the years of the demise of the Senate and the growth of the new Governing Council. E. A. Robinson SAGE (Students Administrative Government at Erindale) was Erindale s first student council. In 1975, it became ECSU: the Erindale College Students Union. The Scarecrow in the Pond. In earlier years, when trees lived in the pond, as well as around it, I remember one day when heading out to the bus stop, I spotted a stationary student perched on a tree branch, apparently fishing! Closer inspection proved that the person was actually a stuffed scarecrow, complete with Erindale teeshirt and blue jeans. How did it get there and later disappear? Dallas McLean-Lowe Charlotte Schreiber. An accomplished British artist who gained prominence in Canadian cultural circles, Charlotte Morrell was born in the County of Essex, England. She studied art in London and, while still a young woman, achieved distinction for her painting and illustrations. Following her marriage to Weymouth Schreiber in 1875, she came to Ontario, finally settling in the Erindale area where she lived at Lislehurst from 1885 to Here, inspired by local scenes and phenomena, Schreiber continued to pursue an artistic career. Elected the first woman member of the Royal Canadian Academy of Arts in 1880, she made a vital contribution to the development of realism in Canadian painting through her high standards of craftsmanship and her encouragement of younger artists. After her husband s death in 1898, Schreiber returned to England where she spent the rest of her life. Ontario Heritage Foundation Teaching Evaluations. My first year of teaching at Erindale consisted of the nightly recollection of scraps of Canadian history from the mental attic where they had been tossed a decade earlier and their transmission next day to polite but quiescent students. A chance conversation with a new colleague revealed that teaching evaluation - a necessary feature of my continued employment - consisted of reports by the president of SAGE (the Students Administrative Government at Erindale) to the all-powerful Dean s secretary and thence to some decanal deity. A further, more horrifying discovery, was that the sturdy, somnolent gent in the three-piece suit whom I had been prodding vainly for weeks was none other than the influential student president. At once all prodding ceased; the somnolence of this busy and influential figure was respected and, at the end of the year we reported well of each other. Desmond Morton Thomas Cottage was purchased by the University, to be part of Erindale College. Right from the beginning, it was used as a two-person cottage for students, mainly graduate students, and over the last twenty years graduate students have lived there. The cottage never had many improvements over the years, but the people who lived there were always very happy with it. So were the skunks, groundhogs, raccoons, etc. who lived under the house. In this past year, because of the need for a place for visiting professors, speakers, and parents coming to visit their children, we transformed Thomas Cottage into a very attractive place, to be rented out to those who need it. It is now being used very extensively when people from outside the community are visiting. It is also being used for receptions and other functions within the college when people are looking for a nice place outside of the main buildings. Mike Lavelle 25th Anniversary Closing Dinner - In the evening of September 25th, 1992, after the opening of the new Kaneff 125

126 University of Toronto at Mississauga Centre, Erindale s first new building in 20 years, over 200 Erindalians, friends of the College, benefactors, and supporters met at the Lionhead Golf and Country Club for a dinner to mark the end of Erindale s 25th Anniversary Year celebrations. Master of Ceremonies was E. A. (Peter) Robinson, founder, former Principal, Professor of Chemistry, and chair of the 25th Anniversary Celebrations Committee. Entertainment was provided by the Mississauga Symphony Quintet, and during dinner by John Floyd, Professor of Economics, on the keyboard. Grace was said in Latin by Roger Beck, Professor of Classics and Acting Principal, Toasts were proposed by former Principal Paul Fox (to the Founders), Ian Still, founder, Professor of Chemistry and Vice Chair of the celebrations committee (to the faculty, staff, and students), Tennys McDonald-Hanson, alumnus of the first graduating class, formerly Erindale school liaison and development officer (to the Alumnae and the Associates), Principal Desmond Morton (to the community), and former Principal J. Tuzo Wilson (to the future). Festivities concluded with coffee, liquers, and a spectacular fireworks display. E. A. Robinson UNI 100 University 100, one of Erindale s great experiments in educational methodology ( ), is best appreciated by reading Tennys Hanson s contribution on Erindale: The Early Years elsewhere in this volume! Users Committee Report (1966) - On May 4th, 1966, a Users Committee for Erindale, consisting of S.J. (John) Colman (Dean and Political Science), J.R. (Rod) Harle (Botany), Frank Hastie (Director of Physical Plant, University of Toronto), W.J. (Bill) Huggett (Philosophy), G.N. (Norman) Laidlaw (French), J.E. (Jean) LeBel (Mathematics), R.A. (Rex) Lucas (Sociology), R.R. (Rolle) McLaughlin (Planning Department and former Dean of Engineering, University of Toronto), A.O. (Arnold) Miller (Physical Plant, St. George and Erindale), R.S. (Bob) Rawlings (Administrative Officer and Secretary of the Committee), E.A. (Peter) Robinson (Associate Dean and Chemistry), S.P. (Pat) Rosenbaum (English), H.L. (Hugh) Smith (Library), I.M. (Mike) Spigel (Psychology), I.W.J. (Ian) Still (Chemistry), F.R. (Frank) Stone (Vice-President, Administration, University of Toronto), H.W. (Harry) Taylor (Physics), and D.C. (Carlton) Williams (Principal and Committee Chair), submitted its plans for development and construction of the Erindale Campus to the President of the University, Dr. C. T. (Claude) Bissell. The Users Committee Report provided the blueprint for future development on the Erindale Campus. Much of what has happened since has been true to the original intentions, however, the growth in student numbers has been faster than anticipated, the provision of facilities slower, and a number of intended initiatives have been blunted by inadequate levels of budgetary support. Nevertheless, the expected thriving academic community has slowly emerged, setting the standards for the University in teaching excellence and service to students, and contributing strongly to the University s reputation in scholarship and research. E. A. Robinson David Carlton Williams ( ) - First Principal of Erindale College. Born in Winnipeg in 1912 and a graduate of the Universities of Manitoba (BA, LLD) and Toronto (MA, PhD, LLD), Dr. Williams joined the Psychology Department in 1946, (Head Professor ). He was Director of University Extension ( ) and became involved in the planning and construction of both Erindale and Scarborough in He was Vice-President for Scarborough and Erindale ( ), the first Principal of Scarborough College ( ), and the first Principal of Erindale College ( ). Dr. Williams was the first university tenant of Lislehurst and was the chairman of Erindale s first Users Committee. He left Erindale to become the President of the University of Western Ontario ( ). E. A. Robinson John Tuzo Wilson - Second Principal of Erindale College. Born in Ottawa in 1908, a graduate of three universities, Toronto, Cambridge and Princeton, Colonel in the Canadian Army, Professor in Geophysics and Geology, President of the 1960 International Geophysical Year, Vice-Chairman of the Advisory Committee on Science and Technology for EXPO 67, Companion of the Order of Canada, Fellow of the Royal Society, proponent of continental drift, unconventional and distinguished for his ability to set and attain seemingly impossible goals, Tuzo Wilson is the College s most distinguished graduate. He was the first working principal to greet students when Erindale opened its doors in As our best ever publicist, his distinguished international stature, his friendly disposition, his no-nonsense pragmatism, his fertile imagination, and his zest for hosting parties (ably assisted by Mrs. Isabel Wilson), established Erindale s good name and the quality of campus life for which we are known today. Instigator of our official Coat of Arms, purveyor of Moon Rocks, captain of a Chinese junk, founder of the Associates, tree planter, global traveller, and architect of all we survey, are but a few of the achievements of his Erindale career. From , after retirement, he headed the Ontario Science Centre, and today still continues to generate new theories about how the Earth evolved. The Erindale Research Laboratories and the Wilson Mountains in British Antarctica are named in his honour. E. A. Robinson 126

127 Wilson Pond is the formal name for has a concrete bottom) and is believed the pond in front of the South Building. It is an artificial pond, created when the campus was established, and fed by drainage areas to the north. It is, as you suppose, named after Principal J.T. Wilson. There is also Principal s Pond near Lislehurst, which is also artificial (it to be fed from springs. This pond now provides a home for two beautiful large snapping turtles (and other aquatic life), which staff and students walk over to admire at lunch hour. ~~~ AN AERIAL PHOTO OF THE UTM CAMPUS IN

128 University of Toronto at Mississauga (opposite page) 128

129 Maps to Streetsville and Hwy. 401 Mississauga Road North Entrance Lot 7 (Phase 1) Schreiberwood Res. (Phase 2) McLuhan Court Res. Middle Entrance (Phase 6) Roy Ivor Hall Res. (Phase 3) Putnam Place Res. Lot 6 Thomas Cottage Erindale Studio Theatre (Phase 7) Erindale Hall Res. (Phase 8) Oscar Peterson Hall & Residence Dining Shuttle Stop Basketball Courts Volleyball Courts Student Centre Kaneff Centre Pond Miss. Transit & Shuttle Stop Lot 1 North Building Field Lislehurst Geomorphology Lab CCIT CABB Geology Lab Artist's Cottage Lot 2 McCallion Academic Learning Centre & Library Lot 3 Lot 9 Outer Circle C U (Phase 4) Leacock Lane Res. Lot 5 Inner Circle South Building Athletics Building The Collegway (Phase 5) MaGrath Valley Res. Main Entrance Lot 4 Lot 8 Argo Trainin Field Lot 4B Tennis to Dundas and Q.E.W Alumni House & Visitor Centre 129

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