Introduction
The history of Higher Education in the United States dates back to the colonial period. The first undergraduate colleges were structured for the training needs of the clergy; the modern-day colleges are structured for the training needs of professional careers (Lucas, 1996). At the start of the 20th century, the number of higher education institutions in the United States had grown significantly. However, the explosive growth in the number of higher education institutions commenced from the late 19th century and the early 20th century. These institutions were endowed with privileged members of society. Presently, higher education has advanced from a preserve for the privileged in society to an indispensable career resource. The modern-day vibrant higher education system is a result of three main developments that extend from the twentieth century: the expansion of curriculum; the expansion of the student body; and the expansion of delivery.
The Expansion of Curriculum
The first half of the 20th century marked the initial steps of the introduction of higher education. Higher education increasingly became relevant to the needs of society; the conventional liberal arts curriculum diminished, paving the way to science and vocational training. The universities established relationships with the industry, they were allocated funds by the private sector and in return, they provided an educated labour force for the industries. By the end of 1950, the universities were producing a wide range of science and art programs (Lucas, 1996).
The first higher education institutions offered a wide liberal arts curriculum that was structured to train youthful Puritan ministers. The institutions were established by religious movements to promote their religion. However, secular life was fast to overtake the noble cause of the institutions; the number of clergymen graduating from these universities continually diminished to reach a meagre 10% by the late half of the 19th century (Altbach et al., 2005).
The budge towards secular courses was inevitable; America was developing into a democracy that needed educated citizens while the market economy needed a skilled labour force. The signing of the Morrill Land-Grant Act that allocated land to the establishment of Universities was a major step towards the growth of Agriculture, Mechanical Arts, Science and Technology. Furthermore, the number of secular universities grew significantly while theology school dwindled.
Commencing the early 20th century, the higher education curriculum was highly prejudiced towards fulfilling the economic demands of society. Sciences were structured to increase industrial production while Chemistry and Physics were developed to meet the demand for skilled scientists and applied research (Thelin, 2004). The significance of an all-around curriculum grew substantially and it became the major driving force for the development of the private sector that mainly relied on educated and skilled employees.
The Expansion of the Student Body
By the start of the Second World War, there were various academic disciplines available; these disciplines had greatly transformed the Higher education curriculum. However, the demographics of higher education stayed significantly unchanged; despite the creation of universities for women and minorities, university education was dominated by privileged white males (Altbach et al., 2005). However, two post-war developments were significant for altering the university student population: the G.I. Bill and the affirmative action policies that were initiated in the Civil Rights era.
The G.I. bill was passed by the Federal government to restore the postwar economy to normalcy; the government paid the university fees for the 8 million returning GIs. The GI Bill was significant in the transformation of the student population by eradicating the main hurdle of college education: the cost (Altbach et al., 2005). This ensured that the low socioeconomic population was represented in university education; and as the veteran student population increased, the total student population almost doubled. The GI Bill established between Higher education and the American dream as college education became a prerequisite to a better life. Equality in education opportunities was also guaranteed as the government’s commitment to education equality was apparent in such measures as the Truman Commission Report. Universal access to higher education and affirmative actions were the additional measures that were implemented to ensure that both the less privileged and the minority groups in the society had an equal opportunity to access university education (Cohen &Kisker, 2009).
The Expansion of Delivery
Technology has become an indispensable part of our daily lives, the economy, and a significant platform for delivering higher education. Since the inception of the first online university, distance learning has grown significantly. The significance of online universities cannot be overstated; the platform has facilitated accessibility of higher education to a student population whose campus-based education is not an option. The internet has facilitated access to university education by the working population, housewives while local and international students have unprecedented access to university education. Furthermore, the internet media has increased the average age of university students to 36 years while it is estimated that at least 30% of university students are engaged in online education (Cohen & Kisker, 2009).
Conclusion
The American University System has transformed to be a provider of valuable, appropriate training for the American population. The expansion of the curriculum, the expansion of the student body, and the expansion of delivery have transformed higher education into a flexible resource that is accessible to all students from all walks of life. The post-industrial university will utilize advanced information technologies to expand on the ageless values of scholarships, academic honesty, open discussion, and collegiality. As educators develop new and more advanced educational platforms that incorporate a diverse population of learners; university education will become more creative and dynamic.
References
Altbach, P. G., Berdahl, R. O., & Gumport, P. J. (2005). American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges. (2nd ed.). Baltimore: The Johns Hopkins University Press.
Kisker, C. B. (2009). The Shaping of American Higher Education: Emergence and Growth of the Contemporary System. (2nd ed.). New York, NY: Jossey-Bass.
Lucas, C. J. (1996). American Higher Education: A History. New York, NY: Palgrave Macmillan.
Thelin, J. R. (2004). A History of American Higher Education. Baltimore: The Johns Hopkins University Press.