Paul “Ross” McClelland (1929-2024) was a longtime member of the School of Social Work, where he dedicated more than 30 years to social work education, field instruction, and the development of the School’s educational resources.

Born in Montreal, McClelland completed his Master of Social Work at the University of Toronto in 1956. He began his career as a Social Worker with the Children’s Aid Society in Brockville, Ontario, before moving to Vancouver in 1959 to work with the Family Service Centre.

McClelland joined UBC’s School of Social Work in 1963, teaching in the undergraduate program and supporting students through field instruction. A forward thinker in social work education, McClelland was an early adopter of emerging technologies. In the early 1970s, he oversaw the installation of the School’s first computer lab, a significant technological innovation at the time.

From 1980 to 1989, McClelland continued to oversee the Computer Lab and maintained the mainframe computer database for the School’s Field Instruction department. His work supported the School’s operations while technology was rapidly changing how information was managed and educational activities were delivered. He retired with the title of Professor Emeritus.

McClelland’s contributions to the field of social work extended beyond UBC. He was active in professional social work organizations in British Columbia, serving in local and provincial capacities and contributing to the Canadian Association of Social Workers’ Special President’s Committee on Provincial-National Relations and Structure, and served on the examination and registration bodies for social workers in British Columbia.

Outside his professional life, McClelland was an enthusiastic runner, participating in local fun runs for many years after retirement. Predeceased by his wife, Margaret, McClelland is survived by his son, Hugh, and daughter, Mary, their families, and his sister, Kay Farrand.

The School of Social Work remembers McClelland for his longstanding commitment to social work education, his support of students in their professional development, and his readiness to embrace new approaches to teaching and learning. His contributions helped shape the School across several decades, both in the classroom and behind the scenes.