This architect's model, displayed at an open house in 1967, shows some ofthe ambitious expansion plans being con- 
     
     templated by PWC following its elevation to university status in 1965. The grand concourse over Weymouth Street 
     
    
   
   
    
     and other new buildings — modeled here in dark wood — were never construrted. (Photo album (ompi/edby Prlnre of 
     
     Wales (allege pub/airy offire, late 1960s. UPE/ Arrhlves: PW( Srrapboolr :3‘ 
     
    
   
   
    
     Its two main academic buildings had to be entirely renovated and 
     
     expanded, and there was to be a new library. 
     
    

    
     l\lore than just expanding, Prince of Wales was redefining it- 
     
     self. lts president, political scientist Frank l\lacKinnon, had led the 
     
     charge for university status and also brought in a new teaching sys— 
     
     tem. Instead of the traditional lecture system of most universities 
     
     (including St. Dunstan’s), PVVC favoured intimate seminars and 
     
     tutorials. Rather than year-long courses, it introduced semesters, 
     
     allowing for more variety of courses. Such teaching methods were 
     
     not new — they were inspired by Oxford and Princeton, and were 
     
     already being tested at new Canadian universities such as Simon 
     
     Fraser and Trent —- but Prince ofWales‘ deep commitment to them, 
     
     and its promise of an educational experience focused on student en— 
     
     gagement, attracted considerable national attention, which in turn 
     
     helped hlacKinnon attract visiting scholars. It also produced student 
     
     and faculty loyalty. Prince of Wales resented any talk of amalgama— 
     
    
   
   
    
     tion because it threatened to put an end to an exciting experiment 
     
    
   
   
    
     Alt/\X MACEACHERN — 15