Overview

By the 1950s, the University of Nebraska-Lincoln has ten colleges and four schools. There were College of Agriculture, Arts and Sciences, Business Administration, Dentistry, Engineering and Architecture, Law, Medicine and Pharmacy; Teachers College and Graduate College, School of Fine Arts, Journalism, Nursing and Graduate School of Social Work. 

Nebraska Constitution placed general government of University in Board of Six Regents, each elected for a term in 6 years.

There were about 7,000 students before World War II. The number increased to 10,500 several years followed. In 1955, 18,000 students from 44 foreigh countries were enrolled at the University. 

The physical plant, which included land, buildings, improvements and equipments, went from about $22 million in 1950 to more than $40 million in 1954. Trust funds for student loans and scholarships were about $565,187, and endowments that were supported by state tax funds and revenue from tuition were about $1,202,413.

In 1958, the University became one of the top 25 Universities according to the Educational Records Buereur, NYC. The research was recognized, they were awarded $1.5 million for research and training. 

Chancellor Gustavson

Reuben Gustavson became the University chancellor in 1946 and had turned the university around after its suffering of depression and war. He also encouraged the university to join the nation’s trend at the time and become a research centers using the federal funding. He was the first dean to have direct responsibility for all divisions of his college. “Research is the last frontier of American life.”

During his first year in office, he made 400 speeches. He took his university to the people. He was well known and respected by both the student body and the faculty. He treated the students as adults and always ready to talk to anybody. The faculty welcomed him since he consulted with them with new ideas bought to the University. However, they had only admired his intelligence and honesty and found him impolitic.

He was a liberal in a conservative state, which indeed caused some concern from people and frightened some timid Nebraskans. The case “The Certain Professor” showed some of this issue.

One of the major battles of his administration was academic. By 1950, the confrontation between the method and the subject-matter (D.Ed Controversy) became hostile. In 1953, he resigned to become president of Resources for the Future. He left feeling bitter that his authority had been circumscribed, byt extramural bodies and regents who built a sports program contrary to his principles, and by a faculty who had refused his desire to resolve the conflict between the Teachers College and the College of Arts and Sciences.

Chancellor Selleck

John K. Selleck, business manager of the University, was appointed to be an acting chancellor after Gustavson left the post in 1953. His service to the University had always been on the business side of the institution, and he was pleased to received the new assignment as acting chancellor as an expression of confidence from the academic staff (Omaha World-Herald)

During his term, he faced two serious problems, the dispute between the faculties of the Teachers College and the Graduate College and a growing public dissatisfaction with Nebraska intercollegiate athletics (Centenial History of the University of Nebraska II, pg. 165) Of major academic improtance during the Selleck administration was a clear policy on academic freedom adopted by the Board of Regents, resulted from the controversy case of Clyde Mitchell. 

The adminstration of John K. Selleck ended with the arrival on campus of the new chancellor, Clifford Hardin. Although the problems of the athlectic program and the relationship between the Teachers College and the Graduate College remained, actions had been taken which eventually led to their solution. When he reitred from the University in 1957, John Selleck was awarded the honory degree of Doctor of Laws. 

Chancellor Hardin

Clifford Hardin was only thirty-eight years old when he became chancellor. He was not an eloquent person, however he knew how to approach Nebraskans. He and Mrs. Hardin never seemed totally at ease with academic types and never had the unquestioning support of the faculty. Within months, Hardin established himself with three basic constituencies: the leaders of agriculture, the professional and financial leaders in the cities, and perhaps most important of all, the Board of Regents. 

Hardin conceived of the University as more than a place offering courses and granting degrees. The possiblities of television in public education interested Hardin. He appointed able adminstrators, provided moral and financial support, and delegated responsibility. 

Clifford Hardin knew, as Gustavson had known before him, that the future of the University lay in research supported by federal grants. He also knew that support for research was a long-term investment, not an expense. Hardin put efforts into the development of a science complex at the University, including a new chemistry building, and was supported by the faculty.