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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
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