Higher Education 1970 -- 2000 Between 1970

Higher Education 1970 -- 2000

Between 1970 and 2000, many changes took place in higher education. One of the largest ones was among the student population. Many more women started going to college, in some fields eclipsing the men who were attending classes for a better education and a more fulfilling career (Commission, 2006). That was not the only issue where the student body was concerned, though. Another large change was the way in which people attended school. As the 1970s moved toward the year 2000, more people went back to school after being in the workforce for some time (Commission, 2006). They had children, they were older, and they attended school part time or at night. Correspondence courses became more popular, and it was possible to get an education in more unique ways. By the year 2000, a large percentage of graduates were non-traditional students, as opposed to students who had started college right out of high school and attended full time until they graduated based on the timeline set by their guidance counselors (Forest & Kinser, 2002).

As students and their needs changed, the entire higher education system also had to change with them (Ewell, 1999). More classes were added at night, and even some on the weekends at certain schools. Changes were made to the way education was delivered, so more people could participate in it. That does not mean that education was made too easy or that degrees were just handed out without a high level of work. However, there were new and better ways made available for a person to get an education, and that allowed many more people to get what they needed to move forward with their lives (Commission, 2006). People who felt stuck in jobs where they were not getting anywhere suddenly had more opportunity, and people who were not sure if they could go back to school because of their employment, children, or schedule were able to sign up for classes and work at their own pace. It opened the door for many more people to get college degrees (Forest & Kinser, 2002).

Of course, there are both uses and misuses of the university system, as was pointed out by Dr. Hanna Holborn Grey. One of her suggested uses was similar to that of Robert Maynard Hutchins and Clark Kerr, who were interested in making research endeavors come to life (Shoichet, 2003). They were focused on real learning, not something that was studied in order for one to pass a test and move on. When actual learning takes place it is for a lifetime, and it is valuable information about life that is internalized and used forever (Shoichet, 2003). That is not the same as just studying something because it is a requirement to graduate. While colleges and universities do want a person to be "well-rounded," there are ways to require that without forcing a person to study a large amount of information they will never use for anything. Striking a good balance between the two extremes is very important, as students need the right information for life but should also be able to focus on the things that matter to them. By studying and learning about more of what interests them, they will be much more likely to move forward with career and life plans that will truly be valuable.