Case School: The Evolving History

Engineering Division, 1961-1967

The results of the self-survey begun by President Glennan in 1948 initiated a significant shift in engineering education at the Case Institute of Technology by transitioning away from discipline-based approaches to a pioneering cross-disciplinary model. The transition led the expansion of the core program and to the establishment of several interdisciplinary centers.

The four interdisciplinary centers were:

In 1961 the School abandoned the classical departmental designation and reorganized into a single Division operating as a large department, led by Dr. Raymond Bolz as the head and Dr. Harry Nara as the associate head. The previous departments continued as faculty groupings fostering flexibility in research collaborations, eliminating courses and equipment duplications, and paving the way for the development of new programs.

The reorganization proved successful and prompted an increase in faculty members and students and the launch of new programs. By 1964, the collaborations across interdisciplinary centers and faculty groupings led to the emergence of additional faculty groups, including Polymer Science and Engineering, Solid-State Electronics, and Bio and Medical Engineering. The Chemical Engineering group was also revitalized. The Division discontinued the Sanitary and Hydraulic Engineering program but introduced a new program in Plasma Dynamics. Meanwhile, efforts in Automatic Control, Computer Engineering, and Information Sciences continued to expand. The faculty groupings at the time were:

The Division focused on specific goals that shaped its identity and continue to be observed in present engineering education practices at Case Western Reserve University. The first goal was to achieve top recognition for the graduate programs. To accomplish this, the Division actively recruited highly talented faculty engaged in national-level research and scholarly activities. These faculty members were encouraged to dedicate time to research and working with graduate students. Simultaneously, the School experimented with creating an enriching educational environment for undergraduate students.

The second goal centered on developing a transformative learning experience for the undergraduate program. This was accomplished by designing an engaging and rigorous curriculum, reducing the faculty-to-student ratio, emphasizing project-oriented laboratories and undergraduate research programs, and exploring innovative teaching methods. The integration of scientific and engineering education with a well-rounded liberal arts education remained crucial to ensuring that students developed an awareness of societal issues and aspirations. The undergraduate education goals aimed to equip students with the ability to embrace innovation, adapt quickly to new learning opportunities, and cultivate the self-discipline necessary for lifelong learning.

The faculty grouping continue to evolve and by 1966 the list included:


In 1967, the Engineering Division underwent another significant change, becoming the School of Engineering. The faculty groupings were then transformed into Divisions, with each Division responsible for research and graduate programs. The undergraduate program operated through cooperative efforts, enabling the implementation of core engineering concepts.

The Divisions included in the School of Engineering in 1967 were: