1940 - 1959
With America recovering from the depression and the onset of World War II, there were changes within Vocational/Career and Technical Education at The Ohio State University. Within the university classes were now being offered in Business Education, Distributive Education, Trade and Industrial Education, Agricultural Education, Home Economics, and Vocational Education (Johnston, 1970).
Perhaps the most important development during this time was the development and expansion of the role of Home Economics. Due to the stress that was brought about during WW II, Americans were united in an effort to rebuild, strengthen, and expand our economy. Programs in Home Economics in schools were expanded and enrollment increased to help in the war (and post-war) effort (Bailey & Davis, 1982).
Due to the enrollment increases in these programs, demand for educators in Home Economics increased. The George-Barden Act of 1946 added funds for guidance, teacher training and education, and research. In 1937 there had been only two people in the state of Ohio conducting research in Home Economics. However, by the end of the time period in 1959, the state recognized 28 researchers in this area (Bailey & Davis, 1982). While these funds were now able to be used more flexible manner, they were still not exclusively used for teacher education. Finally, in 1959, Home Economics: New Directions was published by the American Home Economics Association, Committee on Philosophy and Objectives This document brought many aspects of Home Economics into focus and gave it direction.
In Agricultural Education, beginning with the 1946-47 school year, the program added an academic quarter of field experience, called apprentice teaching. The apprentice teaching experience became a functioning part of the curriculum from that point forward (Wolf, 1969). In addition, a provision was included for a field experience with the Cooperative Extension Service county office, for one-half of the apprentice teaching period. These field placements, historically conducted with schools within Franklin County, were expanded in1948-49 out into the state, and included twenty-six additional school districts, elected by the department, in cooperation with the State Supervisor of Vocational Agriculture. Cooperating teachers were paid an honorarium depending upon the number of trainees (Wolf, 1969).
The first full-time Distributive Education teacher was hired in 1948. Dr. William Logan helped establish curriculum for both undergraduate and graduate courses and the program eventually garnered national recognition. Also during Dr. Logan’s tenure the adult continuing education program was developed and enhanced (Johnston, 1970).
It is also important to note that during this time period that Trade and Industrial Education formed its identity at Ohio State. This was due to the efforts of Dr. Robert M. Reese and his expansion of the program to gain national attention (Johnston, 1970).
