Post on 09-Oct-2020
Running head: UNIVERSITY OF WISCONSIN-MILWAUKEE 1
Archival Research: A Glimpse of the University of Wisconsin-Milwaukee from 1950 to 1960
Missouri State University
Courtney Brewer, Reiner Gall, Robin Hamilton, Zachery Holder, Alex Johnson, & Kelsie Young
UNIVERSITY OF WISCONSIN-MILWAUKEE 2
An institutional archival analysis of the University of Wisconsin-Milwaukee (UWM) from
the years of 1950 until 1960 unpacks the concerns of students, faculty, administrators, and the
community during this era in which UWM was taking shape. Despite the involvement of political
horizontal effects taking place during the merger, the 1957 edition of UWM’s student yearbook,
The Ivy, describes the UWM as: “a school with the potential of a great university. UWM is now in
the process of formation and growth” (Jaeger, 1957). These concerns brought to life through this
time period address how the university came to become the second main institution within the
University of Wisconsin System with an urban mission. Additionally, this period shaped what the
University is today, putting into place the urban mission of the institution, the campus culture and
climate, as well as its tradition.
Wisconsin State College
In 1951, the Milwaukee State Teacher’s College changed its name to Wisconsin State
College-Milwaukee, because it was no longer just a teacher’s college (UW-Milwaukee's
Predecessor Institutions., 2012), as it offered several other degrees. With enrollment growing
seemingly overnight, the college was forced to expand its facilities, including the library; the
Campus School, which was a laboratory for educational experimentation and training; student
union; and campus dormitories. While the post-World War II expansion of this campus was
massive, it was not enough to meet the higher education needs of the Milwaukee area, which craved
a bigger variety of undergraduate and graduate programs (Cassell, Klotsche, Olson, 1992). An
alternate solution was to combine the Wisconsin State College-Milwaukee with the University of
Wisconsin-Extension to create a comprehensive public university.
WSC and Student Engagement
There was much economic and political upheaval about the expansion; nonetheless,
student life at Wisconsin State College (WSC) was thriving. Students were able to get involved in a
UNIVERSITY OF WISCONSIN-MILWAUKEE 3 variety of organizations including, but not limited to, student government, academic and civic clubs
and organizations, fraternities and sororities, and social events. The student government, referred to
as “The Commonwealth,” was the organization that united all students and faculty at WSC (see
Appendix A to view the 1951 executive board). Students became officers of this organization via
student elections, from the general student body. They served on the executive board and
completed projects, implemented a faculty rating board, attended conferences, created budgets, and
sponsored activities for students (The Ivy, 1951). Numerous clubs and organizations existed,
including a theater club that consisted of a cast and crew that put on several plays throughout the
year. A band and choir, camera and art boards, academic and religious clubs, even political and
town hall clubs existed in order for students to share their ideas on contemporary
matters. Additionally, during the 1950s, WSC had more than 20 fraternities and sororities in which
students could get involved socially, join to participate in community service, or as an honor society
(see Appendix A to view the 1951 Intersorority Council). Even if students were not affiliated with
a club or organization, there were still a number of social events put on throughout the year for all
students to enjoy such as: Homecoming, roller skating parties, dances, and a variety show (The Ivy,
1951) (see Appendix A to view the 1951 Prom King and Queen).
University of Wisconsin-Extension and Programs/Resources
When university extensions first started, their outreach affected the surrounding
communities and was considered progressive and innovative (Board of Regents UW-Extension,
2013). The University of Wisconsin (UW) was one of the first states to function and utilize an
extension center. Throughout history, the UW-Extension programs were created by the University
and by the people of Wisconsin. These programs helped shape the local and state government and
the University by meeting the needs and responding to what the Wisconsin people needed (Board of
Regents UW-Extension, 2013).
UNIVERSITY OF WISCONSIN-MILWAUKEE 4 The UW-Extension program had an interesting experience in the time immediately after the
close of World War II (Adolfson, 1956). With a huge influx of veterans, the extension expanded to
thirty-four centers to meet the need of veterans who desired a college education (Adolfson,
1956). “Under the federal Engineering, Science, and Management War training program” there
were 500 classes and greater than 10,000 students that were enrolled (UW-Extension, 2013). The
program even offered night shifts for the students enrolled to meet their availability and educational
needs. These students represented around 600 businesses in 37 cities throughout the state of
Wisconsin. “By 1953, active enrollments in correspondence study stabilized at more than 93,000 –
10,000 in UW courses and 85,000 in USAFI courses” (UW-Extension, 2013). After the high
number of veteran students stabilized, Milwaukee had eight centers just outside the city (Adolfson,
1956). Since the war, a program that saw slow and steady growth during the 1950s was the cultural
arts. “The cultural arts have come to be one of the first major bridges in the joint program planning
between the general Extension Division of the University and the cooperative Extension Service of
the College of Agriculture” (Adolfson, 1956, p. 101).
In addition, the decade of 1950-60, the Extension had major reshaping of their
correspondence study program (Adolfson, 1956). Everything from curriculum, organization, and
the format of the courses were addressed. The use of television was also a major addition to the
“home study activities” (Adolfson, 1956, p. 101); however, at the time, no one knew the
effectiveness and impact of using a medium like television. From the time after World War II to the
mid 1950s, the Extension and University as a whole had engaged closely together. The Extension
was beginning to be viewed as a resource to the University within the technical and professional
fields; hence, the Extension was moving closer to a point of merging with the University. The
growth from the returned veterans and technological advances, amongst other reasons, helped
expand and merge the two educational outlets. This decision was a necessity during this time, in
UNIVERSITY OF WISCONSIN-MILWAUKEE 5 order to serve the rapid increase in student enrollment.
WSC and UW-Extension Merger: A Political Horizontal Perspective
The development of the merger came after the conclusion of WWII, when an influx of
veterans were returning to the US in hopes of gaining employment and/or a quality undergraduate
education, or other educational trainings. Institutions in America during this time were in large
demand for creating or expanding colleges and universities. Similar pressures developed in the
Wisconsin state institutions in order to meet the needs of those individuals wanting an education
(Cassell et al.,1992). Between the WSC and the UW-Extension Center, enrollment rapidly
increased and reached its capacity of the services it could offer the public who desired a higher
education (Cassell et al., 1992); hence, it was imperative that both institutions examine how to
collaborate in order to provide more resources to its students.
The need to make this merger happen was supported by the Milwaukee community and
returning Veterans, because they desired access to affordable and quality education similarly to
other urban Americans during the early 1950s. However, powerful political crosscurrents had a
different agenda. The Board of Regents who governed the University of Wisconsin and the State
College System illustrated little to no enthusiasm for the educational welfare of Milwaukee when
the merger between the State College and the Extension Center was introduced (Cassell et al.,
1992). In fact, when horizontal stakeholders including politicians, the governor, mayor, city
leaders, and legislators began discussions about how to increase both school’s ability to serve its
students, “powerful forces resisted shifting educational resources to Milwaukee (Cassell et al.,
1992, p. 31). As a result, the merger to create the University of Wisconsin-Milwaukee (UWM) was
a difficult task to accomplish, especially to appease all vested parties.
The merger formed after going through four different proposals created by several
horizontal stakeholders. Governor Oscar Rennebohm (see Appendix B to view a picture) endorsed
UNIVERSITY OF WISCONSIN-MILWAUKEE 6 the American Council of Education (ACE) initial proposal for a new campus to be built and new
degrees to be offered in arts and sciences, home economics, and commerce; however, he had
reservations of its pending location (Cassell et al., 1992). He eventually vetoed the proposal,
because he felt the proposed new location by the seven lake shore counties would cause too much
congestion in the state. This decision was done despite the civic, labor, and governmental leaders in
these counties supporting the proposal (Cassell et al., 1992).
Mayor Frank P. Zeidler (see Appendix B to view a picture) endorsed industrialist Joseph
Heil’s suggestion of the Commission of Public Higher Education expanding the Extension Center’s
campus and programs in the second proposal for the merger. The mayor liked the idea of keeping
the campus in close proximity of “the low income citizens who would otherwise be denied the
opportunity for a college education” (Cassell et al., 1992, p. 32). Nonetheless, this proposal was
rejected by the UW-Madison campus and the Governor.
“The politically adroit and well-connected leaders of the state college system came close to
achieving their goals in 1953, when they managed to gain control of a legislatively-created
committee” (Cassell et al., 1992, p. 37). The state college regents endorsed certain parts of ACE’s
initial proposal, but felt the new college should be under their control rather than University of
Wisconsin. The UW board of regents and Milwaukee leaders rejected the third proposal suggesting
that the new campus be overseen by the University of Madison; Mayor Zeidler also supported this
suggestion (Cassell et al., 1992).
The political tug-of-war in establishing UWM continued with the fourth proposal. In 1951,
“the merger of the Extension Center and the State College” (Cassell et al., 1992, p. 37) on a new
campus, was introduced during a legislative session, and was supported by the newly elected
Governor, Walter Kohler (see Appendix B to view a picture). The creation of the fourth proposal
and new piece of legislation was the only time in the recorded history where volumes of attention
UNIVERSITY OF WISCONSIN-MILWAUKEE 7 from Milwaukee citizens, students, politicians, faculty members at several Wisconsin schools, and
others were received. The board of regents from the state system and UW-Madison were surprised
by the previously silent voices, and how the support varied positively and negatively. Nonetheless,
“after eight frustrating years, Milwaukee finally had its public university” (Cassell et al., 1992, p.
38), when Governor Kohler signed the bill into law on October 13, 1955 (Cassell et al., 1992). The
Governor’s signature was concluded with a comment that “the new institution had almost
unimaginable potential, not only in Milwaukee but in the entire state” (Cassell et al., 1992, p.
40).
During the 1950-1960 period, as it relates to the merger, voices of students, faculty, and
administrators were silent. The political horizontal perspectives illustrated a power struggle of what
entity would be in charge of the new university being built. Because the focus surrounded just
politicians’ and legislators’ views, there was no room for other individuals (e.g. students,
administrators, and faculty) who had a vertical vested interest to articulate their concerns. If they
were given the opportunity, perhaps the proposals would have been more inclusive and had more
overall support. Nonetheless, after the two schools merged, students, faculty, staff, and local
communities’ opinions slowly began to receive attention. This change came about as the
enrollment continued to increase, the campus climate became warmer, and students’ level of
engagement continued.
UWM Enrollment, Campus Climate, and Student Engagement
During the 1950s, only those students in the top 40% of their high school class were
admissible to UWM. A year later any student in the top three quartiles could matriculate. If
students were in the bottom 25% of their class and passed an entrance exam, they could be admitted
as well. This resulted in enrollment exceeding 500 per term, which was the largest in institutional
history. However, no new faculty members were hired to accommodate this increase (Cassell et al.,
UNIVERSITY OF WISCONSIN-MILWAUKEE 8 1992).
UWM opened its door to a student enrollment of 6,195 students with 5,865 of those
students seeking their undergraduate degree and 330 seeking a graduate level degree (Levine,
1998). Out of those students over 4,000 students were enrolled full time (see Appendix C to view
the students registering). An enrollment total that had a steady increase for several years to come,
with 1960 student enrollment being close to 8,000; about 7,000 of those students striving to earn
their undergraduate degree (Levine, 1998). The university operated the first year with a budget of
$3,660,986 with the majority of a little more than $2,5000,000 being delegated to salaries and
wages for 338 faculty (Levine, 1998).
On July 1, 1956 UWM consisted of the College of Letters and Science, and the School of
Education (Klotsche, 1972) split between a Kentwood campus and a downtown campus. The
College of Letters and Science was described by the students as the core of the university, housing
twenty-six fields of study. The school of education was home to seven teaching degree programs
from art to physical education. The university also offered an evening division program for both
undergraduates and adults who wished to continue their education. The university also offered a
school of commerce a technical skills program. The next school, School of Fine Arts, was not
established until 1962; until then, the arts were a part of the College of Letters and Science. With
one of the purposes of the formation of UWM to offer graduate programs, the graduate school was
housed on the campus as part of Madison’s graduate school. This location was until 1965 when it
separated and become the graduate school at UWM (Klotsche, 1972).
The Ivy 1959 yearbook documents the coming together of the two campuses of the
downtown location and the Kenwood Campus of UWM, as a noticeable split between the campuses
was rather prevalent. The Ivy was
a record of the birth and growth of a new school spirit when Wisconsin State College
UNIVERSITY OF WISCONSIN-MILWAUKEE 9
Milwaukee and the University Extension Division in Milwaukee were merged to form this
university three years ago the student body consisted of two camps each a stranger to the
other and neither making much effort to know the other last year efforts to create a feeling of
unity between the downtown and Kenwood campuses were followed by complaints about
student apathy this year the feeling of separateness between the two campuses having
disappeared there was evidence of a new and strong school spirit not seen since the merger
(Jaeger, 1959, p. 4).
The central hub of the university was located on the Kentwood campus with the location of
the student union and athletic departments. The Kentwood campus (see Appendix C to view
Kenwood Campus), was home to departments such as English, philosophy, language, education,
and fine arts. The Downtown Campus (see Appendix C to view the Downtown Campus) was the
science buildings and barracks for the laboratories and the majority of the technical skills
courses. The students recognized during these times the facilities were not meeting the needs of the
students across campus and described as “overcrowded and antiqued” (Jaeger, 1959, p. 13) while
showing appreciation for the faculty for their continuous efforts to address the needs of the students
with such limit resources.
From the cohesion of the two campuses, the university began coming together as one
through its profound representation of student organization, having special interest for majors,
honors, Greek life, cultural, and religious organization. These entities created a warm campus
climate and allowed for students across campus to find their place (Jaeger, 1959). Even through
Residence Life referred to as Residence was shaped differently having dormitories, which were a
prevalent part of the campus, but were closer to what is seen as Greek life today rather than a part of
the university system. These residences were housed in large houses or apartments around the
campus area including in between the two campuses.
UNIVERSITY OF WISCONSIN-MILWAUKEE 10 Additionally, student athletics at UWM had a strong history prior to the merger. Coach
Herman Kluge was head coach of the Milwaukee State Teachers College Football Team winning 6
State Championships in 1931, 1938, 1939, 1942, 1947 and 1948, and ending with a coaching record
of 74-74-15 (Dreyer, 2012). This record would not be matched by Armin Kraeft who replaced
Herman Kluge when Kluge became UWM’s first athletic director in 1955 as part of the Wisconsin
State Universities Conferences from 1950-55 (Dreyer, 2012). Under the new mascot of the
Cardinal, the university took on the school colors of The University of Wisconsin of red and white
colors joining the Wisconsin State Colleges Conferences 1955-64 (See Appendix C to view the
UWM mascot) (Houston, 2009). Under this new status UWM’s football would never see this
success again; however, in 1960 Basketball, led by Russ Rebholz, won the Wisconsin State
Colleges Conference championship, leading to UWM's first ever post-season appearance (Roche,
2012).
Vertical Perspective of Early UWM
There are a number of factors, both within the university and outside, that affected the
development of UWM immediately following the merger in 1956 and the following years. When
examining this historical era of the institution, it is important to consider all of these internal and
external factors. Examining the vertical and horizontal histories of the university provides a
framework which allows one to more fully understand the historical events and comprehend the
implications of those events.
Following the merger of two large universities, the newly created UWM spent the first few
years establishing its own identity. Naturally, there was confusion among faculty, staff, students,
and alumni at both previous institutions. In an effort to aid in the transition, university President E.
B. Fred appointed a committee of 30 representatives, “…ten members each from the State College,
the Extension Center, and the Madison Campus…” (Cassell & Klotsche, 1992, p. 41). The
UNIVERSITY OF WISCONSIN-MILWAUKEE 11 committee was responsible for a number of different tasks, all geared towards establishing norms
for UWM. In its initial years, UWM stakeholders modeled the institution after the University of
Wisconsin Madison campus, wanting to duplicate the achievements and spirit of that campus
(Cassell & Klotsche, 1992). Although the ties to Madison helped create a strong foundation for
UWM, the institution needed to develop its own culture in order to effectively serve “…the urban
community it was supposed to serve” (Cassell & Klotsche, 1992, p. 43). Thus, by 1960, UWM had
severed many of its ties with Madison and would continue to do so as it became a unique institution.
One of the most vocal groups in the movement to cut ties from Madison was the
new faculty of UWM. Many of the new faculty members were “…young, educated at some of the
best universities in America and Europe, and intensely ambitious to excel in the scholarly world”
(Cassell & Klotsche, 1992, p. 48). Feeding from this ambition, members of the faculty were eager
not only to establish themselves, but also to contribute to the goal of establishing UWM as a major
urban university. Through the end of the 1950s, the faculty continued to “…fight hard for greater
autonomy from Madison” (Cassell & Klotsche, 1992, p. 48). Combined with the voices of students,
this movement to separate from Madison and establish UWM as a strong, individual institution
would continue to strengthen and eventually succeed in establishing UWM as an equal counterpart
to UW-Madison. Furthermore, UWM continued to progress to establish itself as a prestigious
position of college choice within the state, and currently ranks second in the pecking order in the
state.
Another issue that UWM faced in its early years was the question of location. Although the
two previous institutions each had their own campus, both were already overcrowded and
inadequate to handle a growing UWM (Klotsche, 1972). University officials held meetings with
local schools Downer Seminary and Downer College as well as Milwaukee City Hall to discuss the
possibilities of expanding and acquiring new land. In 1959, UWM purchased the Downer Seminary
UNIVERSITY OF WISCONSIN-MILWAUKEE 12 for $1.5 million (Klotsche, 1972). Eventually, UWM would also purchase Downer College as well
and over the next few years, would acquire a number of other buildings and land, as well as
permission to start new projects, in order to meet the growing need for space (Klotsche,
1972). However, the implications of having to separate campuses were never fully eliminated. To
this day, classes at UWM start on the half hour. This is reminiscent of the 1950’s era when students
needed time to travel between campuses (Cassell & Klotsche, 1992). All of this contributed to
UWM developing its identity as an urban university.
One of the biggest hurdles of the newly combined institutions was creating a single
academic program. While each previous university had successful academic departments, the two
schools had to adjust and combine their programs into one. Many departments cooperated
extensively and a number of programs grew, but the largest expansion was in the area of liberal
arts. Neither of the previous institutions had an extensive liberal arts program. However, in an
effort to serve different types of students in the urban population, it became apparent “…that the
new institution needed to develop a stronger and broader liberal arts program” (Klotsche, 1992, p.
51). Although other areas such as engineering, education, and graduate programs saw some growth,
adjustments were very limited in these areas during the late 1950s. (Klotsche, 1992). Each of these
areas would eventually see growth, but the main focus in the late 1950s was the liberal arts
program.
UWM and Community Horizontal Perspective
In addition to internal stakeholders’ perspective, the expansion of UWM also greatly
affected the city of Milwaukee. The urban setting of the university, which is included in its
mission, is what makes it unique. Administrators of the university suggested that UWM be a “high
quality urban university” (Cassell & Klotsche, 1992, p. 63). The urban culture is reflected in the
campus location and students’ interests. For instance, jazz was a large part of the Milwaukee
UNIVERSITY OF WISCONSIN-MILWAUKEE 13 community and greatly influenced the area. This musical movement was popular in the African-
American community, and later spread to other parts of the city (Barbera, 2012). Furthermore, this
jazz movement also spread throughout UWM to form student and faculty interest in fine
arts. Today, the Peck School of Fine Arts stands at UWM encouraging “collaboration with
community arts organizations and artists to provide professional experiences for its students”
(UWM, 2012). This collaboration with the campus community is reflective of the influence of
Milwaukee’s community in the late 1950s.
Between 1950 and 1960, UWM went through several changes, which greatly impacted
students, faculty, staff, and community members. The university and city archives provide insight
on the major feelings and concerns of those in the campus community. Additionally, first-hand
accounts from students, faculty members, and politicians, as well as photographs, paints a picture to
unpack the challenges and achievements of the university, despite the initial struggle to merge WSC
and UW-Extension as one institution.
It is apparent that prior to the merger taking place, there was little to no involvement from
the vertical stakeholders (e.g. student body, faculty, staff, etc.) based on the recorded history. These
voices lost in the archival history make it difficult to examine their perspective during this era;
however, post-merger the archival histories do a better job of articulating students and the
community needs, as well as the ambitions of the faculty and staff at UWM. Furthermore, this
urban institution, ranked second in the state, consisted of a dynamic well-round student population,
with an overwhelming response of engagement. Collectively the student body and other vested
stakeholders were able to channel the early political frustrations into an institution of meaningful
and scholarly contributions to the city of Milwaukee and the state of Wisconsin. These same
principles are evident today, and reflected in the University of Wisconsin-Milwaukee’s formal and
living mission, as the institution strives to impact student success through access and tradition.
UNIVERSITY OF WISCONSIN-MILWAUKEE 14
References
Adolfson, L. H. (1956). A half-century of university extension. The Wisconsin Magazine of
History, 40(2), 99-103. Retrieved from: http://www.jstor.org/stable/4633076.
Barbera, B. (2012). An improvised world: Jazz and community in milwaukee, 1950-1970 (Master's
thesis). 1August
Board of Regents UW-Extension. (2013). University of wisconsin-extension. Retrieved from:
http://www.uwex.edu/about/uw-extension-history.html#timeline.
Cassell, F. A., & Klotsche, J. M. (1992). The university of wisconsin-milwaukee: A historical
profile, 1885-1992. Milwaukee, WI: UWM Foundation.
Dreyer, W. (2012). Football at the university of wisconsin-milwaukee. Research & Course
Guides at University of Wisconsin-Milwaukee. Retrieved from:
http://guides.library.uwm.edu/content.php?pid=106313&sid=799623
Gurda, J. (n.d.). Historical Figures. Retrieved from:
http://www.themakingofmilwaukee.com/people/historical.cfm.
Houston, B. (2009). Mascots at uwm: Gulls, cardinals, and panthers, oh my! Research & Course
Guides at University of Wisconsin-Milwaukee. Retrieved from:
http://guides.library.uwm.edu/content.php?pid=48767.
Jaeger, Ron. (Ed.). (1959). The 1959 Ivy. Milwaukee, WI: The student body of the University of
Wisconsin-Milwaukee.
Klotsche, J. M. (1972). The university of wisconsin-milwaukee, an urban university. Milwaukee,
WI: University of Wisconsin-Milwaukee.
Levine, M. (1998). The economical state of milwaukee. Milwaukee, WI: the University of
Wisconsin-Milwaukee Center for Economic Development. Retrieved from:
http://www4.uwm.edu/ced/publications/milwecon/contents.cfm.
UNIVERSITY OF WISCONSIN-MILWAUKEE 15 Meyer, D. & Pirner, P. (Eds.). (1951). The 1951 Ivy. Milwaukee, WI: The Commonwealth
Milwaukee State Teachers College.
Roche, N. (2012). Men’s basketball at uwm: A brief history of men's basketball at uwm, from its
beginnings at milwaukee state teacher's college to the present day. Research & Course
Guides at University of Wisconsin-Milwaukee. Retrieved from:
http://guides.library.uwm.edu/content.php?pid=284515&sid=2341670
UW-Milwaukee's Predecessor Institutions. (2012). Research & Course Guides at University of
Wisconsin-Milwaukee. Retrieved from:
http://guides.library.uwm.edu/print_content.php?pid=275472&sid=2270307
Wisconsin Historical Society. (2013). Wisconsin Historical Images. Retrieved from:
http://www.wisconsinhistory.org/whi/.
UNIVERSITY OF WISCONSIN-MILWAUKEE 16
Appendix A
Wisconsin State College Student Government Executive Board in 1951 (Retrieved from The Ivy 1951)
King and Queen from Prom, one of the many social events sponsored by Wisconsin State College (Retrieved from The Ivy 1951)
Wisconsin State College Intersorority Council in 1951 (Retrieved from The Ivy 1951)
UNIVERSITY OF WISCONSIN-MILWAUKEE 17
Appendix B
Governor Oscar Rennebohm (Retrieved from Wisconsin Historical Society)
Governor Walter Kohler-Seated (Retrieved from Wisconsin Historical Society)
Mayor Frank P. Zeidler (Retrieved from Wisconsin Historical Society)
UNIVERSITY OF WISCONSIN-MILWAUKEE 18
Appendix C
Kenwood Campus, 1961 (Retrieved from http://collections.lib.uwm.edu)
Enrollment and Registration (Retrieved from http://collections.lib.uwm.edu)
Downtown Campus, 1959 (Retrieved from The Ivy: http://collections.lib.uwm.edu)
UWM Mascot, 1956 (Retrieved from http://guides.library.uwm.edu)
UNIVERSITY OF WISCONSIN-MILWAUKEE 19
25 points
Dimension/Task Very below Expectations
1
Below expectations
2
Meets Expectations
3 pts.
Surpasses Expectations
4-5 pts. Defined a
historical era 5-10 years at the
institution where you completed
Assignment two. Anchor the paper
based on university or
college archives
5
Unpacked the major concerns of students, faculty
and administrators during the era.
5
Employed a coherent
descriptive and analytic
framework in your paper.
5
Peer Group Evaluation
Paper length (12 pages
excluding references),
Structural issues
Paragraphs, Headings, Grammar,
APA.
4
Total:24/25 Comments: Good paper. I especially like the application of the vertical and horiztional perspectives in your paper. Pay attention to APA formatting. See note in the margin.