Case School: The Evolving History


The increasing use of technology was influencing the economy and society at large and resulted in increased demand for technical skills and science education. The industrial development in Cleveland and NE Ohio, represented a great opportunity for the School due to its location.

With a mindset looking forward and a campus location that allowed for expansion, the School was in a good position to grow.  To sustain its growth, the School followed closely the industry needs by expanding its program offerings as well as continuously adapting its curriculum. 

Students were required to take a combination of general courses and engineering discipline-specific courses. The general courses were expanded to include mathematics, descriptive geometry and drawing, rhetoric, modern languages, English, history, and logic, but the requirements varied by program of study. The initial programs in Chemistry, Physics, Mathematics and Astronomy, and Civil Engineering continued, but Staley, the first Case President, added several new engineering programs in Mechanical, Electrical, and Mining and Metallurgy. By the 1900s, these changes promoted the image of an engineering school with the applied science programs limited to Physics and Chemistry.

The increasing enrollment was proof that the School and its educational approach were necessary. 


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