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Santuan Stanley

Historical Analysis Paper


EDLD-7432-01F
11/23/2014
I chose to do my historical analysis on the Emergent Nation and University
Transformation eras. In the previous weeks we had discussed the Emergent Nation era and
Transformation era and how it has evolved into what it is today for higher education. The
Emergent Nation era of higher education was marked as great expansion; with the expansion of
the west joined the philosophy of manifest destiny and deep optimism (Cannon, Davis, &
Duguid, 2014). The University Transformation Era key points are the Civil War (1861-1865) and
the Emancipation Proclamation (1863), the Second Morrill Act (1890), a railroad to the west, the
Federal Reserve and the Federal Trade Commission, and World War I (1914-1918). (Durant,
Hinkle, & Kneuss, 2014)
To truly understand how these eras arose you have to go back to formation of the colonies
and their collegiate form (1636-1789). Immigrants came to the New World for a variety of
reasons, including the desire for religious freedom, commercial success, and access to land. Nine
colleges were organized in the colonies during this period, modeled on European education
forms. Curriculum and faculty-student relations drawn primarily from the example of churchrelated institutions and colonial institutions adopted lay governing boards from Scottish
universities, and the curriculum and residential pattern from Cambridge; the colleges founded
with a combination of public and private control (Cohen & Kisker, 2010). Institutions were
overseen by boards or clergymen or magistrates, who appointed a president responsible for every
administration. The way they handled finance was institutions depended on funding from a
variety of sources, including voluntary contributions and governmental bodies. Just like today
tuition and fees were secondary but were still necessary for the survival of the institutions. The

outcome of this was that very few graduates were produced during this era but the institutions
had a big impact on many. Many graduates became influential in the ministry and public service.
(Arata, 2013) College attendance improved towards the end of this era which began the
Emergent Nation era.
When the Emergent Nation era began hundreds of colleges were formed, driven by
diffusion of the population and the reproduction of religious denominations. A lack of regulations
made it easy to establish colleges, and the lack of federal educational oversight encouraged the
development of a free and open educational market. As interest in science education increased,
German universities became models for the college system, but research activities remained
limited. The amount of students expanded dramatically and also included women and minorities.
College residential life developed as different social groups such as student societies and the
inclusion of women so that the students could learn from each other instead of just sitting in a
classroom. The curriculum varied, vocational curricula began to emerge, but not without tension
between classical and practical studies. The Yale report of 1828 provided a rationale for retaining
classical studies without resource to religion as a motivating factor. Programs often included
classical learning in parallel with new offerings this caused appeals to the authority of classical
sources began to give way to lecture and laboratory instruction, with performance evaluated
through written examinations.
During this time the pattern of governance under a nonacademic board of trustees
continued, both for private and for public colleges. These patterns were well established before
the faculty became a self-conscious professional group, limiting the faculty role in institutional
management. As the era progressed, clergymen were replaced by mercantile and professional
people on boards of trustees, and public institutions often limited the participation of religious
figures. As with governance, financing of colleges followed the patterns established in the

colonial era. Colleges relied on private donors and fundraising, with tuition remaining a
secondary source of financial support. Governments continued to support institutions by giving
tax advantages, land grants, and legislative appropriations. Outcomes of the Emergent Nation era
were similar to those in the colonial era, but new effects emerged as well, primarily preparation
of emergent professions. Religious revivalism helped spur the establishment of many new
colleges, but did not help the adoption of scientific thinking. Institutions dedicated to training
engineers emerged during this period, led by the U.S. Military Academy and Rensselaer
Polytechnic Institute. By the end of the era even though it was developing slowly research was
growing in importance at leading institutions.
University Transformation era arose in 1870 and industrialization was critical in
promoting the changes. Secondary schools enabled growing enrollment by preparing large
numbers of people for college. Higher education grew in practical importance as wealth
accumulated and institutions attained a size that allowed specialization. Establishment of a
national income tax in 1913 led to the growth of philanthropic foundations, which became
important in supporting research and education. The defining institution development of this era
was the emergence of the university, which combined an undergraduate college with professional
schools, graduate departments, and service components. The transformation of colleges into
universities reflected the influence of higher education in Germany. The rapid growth of
universities was enabled by public funding through the Morrill Act of 1862, as well as by private
fortunes amassed in industry. The percentage of young students entering college increased as
education came to be seen as a means of improving social standing, and as occupational groups
began to demand college education for their members. Demand for enrollment at leading
institutions exceeded capacity, leading to expanded admissions requirements and standardized
admissions testing. Residential student life evolved with the growth of intercollegiate athletics

and student social networks. Faculty roles evolved during the university transformation era
through differentiation in faculty ranks, formation of disciplinary departments, and the expansion
of academic freedom. Concepts of tenure and sabbatical leave developed as faculty members
became more organized and influential. Faculty gained control over department personnel
decisions and curricula, but remained underpaid relative to the training required by their
positions.
When it came to curriculum, options for study increased tremendously as departments
and faculties grew. Implicit in this change was recognition that the universitys mission was
career preparation, organized research, and gaining prestige, not teaching common knowledge or
values. Methods of instruction evolved with the growth of enrollment and study options, marked
by standardized examinations, the introduction of letter grades, and the influence of
philanthropic foundations. Institutional governance in the university transformation era
continued the trend toward secularism. Governance structures shifted in the direction of
administrative hierarchies and bureaucratic management systems. The emerging system relied on
voluntary agreements, imitation, and competition, rather than legislation. Institutions continued
to be supported by a combination of private donations and tuition. Large private endowments
helped new universities support a broad range of activities, and philanthropic foundations
encouraged the adoption of higher standards through conditional grants. State support of both
public and private institutions continued, but was highly dependent on economic conditions.
Federal supports extended beyond the Morrill Acts helping institutions survive during the
difficulties of the great depression. The outcomes of the growth of universities in this era resulted
in new outcomes for higher education. Emerging universities supported rapid growth in natural
science research, and later in agricultural and mechanical areas as well. University education
prepared individuals for service in newly reorganized professions, and contributed to the prestige

of those professions. Universities became engines of economic growth as increased founding


indirectly benefited communities.
The Emergent Nation era and Transformation era important outcomes which remained
relevant today were the emphasis on a liberal arts education and the idea that further education
required higher degrees to specialize in certain careers that the students wanted to achieve. The
university president role as a leader of the school, specialist and head fundraiser was a concept
which survived the Emergent Nation Period. The new and unique outcomes of the University
Transformation Period were that standards were set for accreditations for the institutions. Every
school had bylaws to follow for education making sure there were good outcomes as well as
outputs. Athletics started to get a lot of attention and helped to sell the school making students
want to go to that particular college. There was a rise in womens and Historical Black College
Universities to help with discrimination, these institutions did not get much funding like the rest
of the state colleges but it help with segregation and mistreatment. The rise of philanthropy is
another, wealthy donors that wanted to see the institutions do great and helped with funds for
research gave the institution another way to meet their needs.
While picking the topic for this assignment I wanted to pick an era that you can still see
the changes today and how they are still evolving to make the institutions better. The Emergent
Nation era and Transformation era played a big role as far as how were manage our institutions
as well as gave options for alumni to give back to their alma maters. While doing the research for
these eras it intrigued my interest even more as I can actually see some of these things in action
today. Without the Emergent Nation era we would have never expanded west and higher
education would limit students to study certain areas of education with no science; unlike today
where we have different options and different career paths to choose from. The transformation
era also allowed more land from the government so the institutions could grow. There was an

increase in student involvement on campus between social groups so that the students could
fulfill the college experience, as well as minorities were allowed to partake in the college
experience so that they could get a better education and help their families.

References

Arata, R. (2013, June 7). The Changing Roles of Higher Education Through the Eras. Retrieved
November 10, 2014, from Prezi: http://www.prezi.com
Cannon, C., Davis, A., & Duguid, P. (2014, March 27). High Five: Emergent Nation Era.
Retrieved October 27, 2014, from Rehoboth Journal: http://www.rehobothjournal.org
Cohen, A. M., & Kisker, C. B. (2010). The Shaping of American Higher Education: Emergence
and Growth of the Contemporary System. San Francisco: Jossey-Bass A Wiley Imprint.
Durant, E., Hinkle, A., & Kneuss, K. (2014, April 4). High Five: Transformation Era. Retrieved
October 27, 2014, from Rehoboth Journal: http://www.rehobothjournal.org
United States Department of Agriculture. (2009, March 18). Second Morril Act of 1890.
Retrieved November 3, 2014, from United States Department of Agriculture: National
Institute of Food and Agriculture:
http://www.csrees.usda.gov/about/offices/legis/secondmorril.html

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