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The 1981 Supplement adds more than 3000 entries to the
approximately 10,500 listed in the original volume and in the 1965
and 1971 Supplements. Like its predecessors, this volume provides a
full list of the secondary sources related to Canadian higher
education - books, articles, theses, dissertations, and reports
published from 1971 to 1980. The reporting, arrangement of entries,
and overall organization of the material remains the same as in the
1971 Supplement.
This book traces the development of higher education in Canada,
through a detailed description and analysis of what was being
taught and of the research opportunities available to professors in
the years from 1860 to 1960. Background is provided in the opening
chapters of Part I, which outline the origins of post-secondary
education in both French and English Canada from 1635 to 1860, and
in the parallel chapters of Parts II to V which describe the
establishment of new and the growth of existing institutions during
the period 1861-90, 1891-1920, 1921-40, and 1941-60. The remaining
chapters of each of the book's main divisions present an
examination of the curricula in arts and science, professional
education, and graduate studies in 1860, 1890, 1920, 1940, and
1960, as well as the conditions pertaining to scholarship and
research in these years. The concluding chapter identifies the
characteristics which differentiate Canadian higher education from
that of other countries. The book includes a full bibliography, an
extensive index, and statistical appendices providing data on
enrolment and degrees granted. A History of Higher Education in
Canada 1663-1960 will be the definitive work in its field, valuable
both for the wealth of information and the historical insights it
contains.
The Faculty of Applied Science and Engineering at the University of
Toronto is celebrating its 100th anniversary. This informal volume
concentrates on the last half century. It examines the development
of the Faculty and of its undergraduate and alumni organizations;
the changing undergraduate scene since 1920, through a depression,
the return of soldiers to university after two world wars, and the
tempestuous sixties; the impact that the teaching staff and
graduates of this one engineering school have had on their
community and their nation through research and practice (including
pioneer work in energy, transportation, construction, and
industry); and ends with a look into the future of engineering
education by the retiring dean of the Faculty, James M. Ham.
The 1971 Supplement adds some 3,500 entries to the approximately
7,000 listed in the original volume and the 1965 Supplement. Like
its predecessors this volume provides a full list of the secondary
sources related to Canadian higher education - books, articles,
theses, dissertations, and reports published from 1964 to 1969. The
reporting and arrangement of entries remains the same in the
Supplement, but changes have been made in the overall organization
of the material. New divisions have been created, more than a dozen
sections have been subdivided, and a substantial number of new
sections have been added. (Studies in Higher Education 5)
This Supplement to the 1960 Bibliography by Harris and Tremblay
adds some 3,500 entries to the approximately 4,000 listed in the
first volume, providing a full list of articles, books, pamphlets,
and theses bearing on all aspects of higher education in Canada for
the period 1959-1963. The organization of the earlier volume has
been maintained with slight modifications, and some new sections
have been added, including one devoted to institutions which,
although they are post-secondary, do not grant degrees; and one
which includes plays and novels set wholly or in part in actual or
fictitious Canadian universities. (Studies in Higher Education in
Canada, No. 3)
This bibliography is the first of a series of studies about higher
education in Canada sponsored by the committee on the History of
Higher Education in Canada established by the National Conference
of Canadian Universities. Among its nearly 4,000 entries are
included the books, pamphlets, theses, dissertations, and articles
in journals and magazines which supply the context and commentary
on the history of Canadian higher education. Part I of the
Bibliography provides the context; our universities do not exist in
a vacuum-they are part of the economic, political, religious and
social life of the community. Part I, therefore, includes a section
on Canadian Culture, listing histories of Canada and its provinces,
of its religious and social institutions, of its art, its economy,
racial groups, relations with other countries. In order to study
higher education in relation to other levels of education, another
section lists works concerned with educational developments and
problems at all levels. Part II lists the works bearing directly on
higher education in Canada, and includes sections on History and
Organization, Curriculum and Teaching, The Professor, The Student.
Entries are arranged in chronological order in all sections in
order to present the progressive development of each topic, and a
full Index enables easy reference by author. No distinction has
been drawn between English- and French-language publications:
Chemistry and Chimie are one subject. The relative proportion of
English and French entries in a section is often significant as
indicating differences in the frequency and importance of
particular fields of study in our colleges.
The Undergraduate Essay sets before the student examples of writing
from which he can learn what to do and why. Part I of this book
consists of six complete essays of average undergraduate length.
All are specimens rather than models; these essays are
well-written, but they are not faultless. In Part II, the authors
define and discuss the principles of sound essay writing by
considering in turn the plan, paragraph structure, sentence
structure, diction, punctuation, and under the title "The
Conventions of Scholarship" the use of footnotes and the
preparation of a bibliography. Throughout, the student is urged to
study examples, and to think critically and constructively on the
problems raised. It follows that The Undergraduate Essay makes no
attempt to do the work either of the student of the instructor. It
is a text which invites, indeed demands, the co-operative effort of
both.
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