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Archival Research: A Glimpse of the University of Wisconsin-Milwaukee from 1950 to 1960Missouri State UniversityCourtney Brewer, Reiner Gall, Robin Hamilton, Zachery Holder, Alex Johnson, & Kelsie YoungAn 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 & Student EngagementThere 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 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 & 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). ???????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 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 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 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, & Student EngagementDuring 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., 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 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.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 UWMThere 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 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 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 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 as one institution. ?ReferencesAdolfson, L. H. (1956). A half-century of university extension. The Wisconsin Magazine of History, 40(2), 99-103. Retrieved from: , B. (2012). An improvised world: Jazz and community in milwaukee, 1950-1970 (Master's thesis). 1AugustBoard of Regents UW-Extension. (2013). University of wisconsin-extension. Retrieved from: , 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: , J. (n.d.). Historical Figures. Retrieved from: . Houston, B. (2009). Mascots at uwm: Gulls, cardinals, and panthers, oh my! Research & Course Guides at University of Wisconsin-Milwaukee. Retrieved from: , 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: , 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: 's Predecessor Institutions. (2012). Research & Course Guides at University ofWisconsin-Milwaukee. Retrieved from: Historical Society. (2013). Wisconsin Historical Images. Retrieved from: . Appendix A36576001712595King and Queen from Prom, one of the many social events sponsored by Wisconsin State College (Retrieved from The Ivy 1951)00King and Queen from Prom, one of the many social events sponsored by Wisconsin State College (Retrieved from The Ivy 1951)-2216153710940Wisconsin State College Intersorority Council in 1951 (Retrieved from The Ivy 1951)00Wisconsin State College Intersorority Council in 1951 (Retrieved from The Ivy 1951)-228600510540Wisconsin State College Student Government Executive Board in 1951 (Retrieved from The Ivy 1951)00Wisconsin State College Student Government Executive Board in 1951 (Retrieved from The Ivy 1951)Appendix B4997453764280Mayor Frank P. Zeidler(Retrieved from Wisconsin Historical Society)00Mayor Frank P. Zeidler(Retrieved from Wisconsin Historical Society)-181610563880Governor Oscar Rennebohm(Retrieved from Wisconsin Historical Society)00Governor Oscar Rennebohm(Retrieved from Wisconsin Historical Society)32365952118995Governor Walter Kohler-Seated(Retrieved from Wisconsin Historical Society)00Governor Walter Kohler-Seated(Retrieved from Wisconsin Historical Society)Appendix C3209925344805Downtown Campus, 1959(Retrieved from The Ivy: )00Downtown Campus, 1959(Retrieved from The Ivy: )-228600335280Kenwood Campus, 1961 (Retrieved from )00Kenwood Campus, 1961 (Retrieved from )-31127703517265UWM Mascot, 1956(Retrieved from ) 00UWM Mascot, 1956(Retrieved from ) 4572003413760Enrollment and Registration (Retrieved from )00Enrollment and Registration (Retrieved from ) ................
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