1970s: Early Years of Computer Science and Coeducation
Why this time period?
The 1970s presented several major changes to both institutions. Perhaps the most prominent of these changes was the addition of computer science as a course of study, growing out of the electrical engineering department. This gives us a good amount of insight into how the respective universities integrated academic advancements in their curriculum as this was perhaps the only time that a new field of engineering/science has sprung up in the time both universities were in existence. The 1970s also saw the beginning of coeducation at West Point, allowing an interesting comparison. In addition the 1970s seems to be a turning point where the curriculums become more identifiable with what they are in the modern day.
Computer Science:
West Point began offering computer science as a subset of its “Basic Science Area”. This was an interesting decision considering it had an established Electrical Engineering Department which was obviously listed in the “Engineering Area”. Notably the courses in the computer science major were still taught by electrical engineering faculty and registered as electrical engineering courses, with the only difference between the two being exactly which courses were mandatory. In that way we see tradition prevailing over innovation even in the emerging area of computer science. By contrast Poly offered a new set of undergraduate and graduate courses in computer science with many more offerings some of which were still cross listed with electrical engineering but more of which were unique. This combined with the creation of the Divsion of Computer Science shows Poly leaning more into the bleeding edge of things.
Coeducation:
Further 1976 saw the beginning of coeducation at West Point over 70 years after the first female graduate from Brooklyn Poly. While this certainly doesn’t look good from an outside perspective, it’s important to keep in mind the difference in outlook of graduates of the two institutions. As every graduate of West Point is given a commission in the Army following graduation, and the Army did not begin to integrate women until 1948 it is perhaps understandable that coeducation took so long at West Point. However, the role of tradition and the more toxic “boy’s club” aspect of West Point should also be noted.
Poly Degree Offerings
There continues to be a strong emphasis on graduate programs, with near every undergraduate degree having an associated graduate degree, often offered at multiple levels. Notably not every graduate degree has a corresponding undergraduate degree giving some indication that graduate degrees were the focus of the institution. Also note that nearly every course of study is either related to natural science or engineering. This is also when we begin to see research centers develop at Poly, potentially driving the number of graduate degrees and students as academic research is widely conducted at the graduate level.
West Point Core Requirements and Courses of Study
There are a few salient points in this time period. Note that there are numerous fields of study offered and the focus is no longer strictly engineering or science with the majority of the courses being in the humanities or public affairs. However, by looking at the core requirements we see that regardless of area of concentration all cadets are still receiving a basic education in engineering with engineering courses required in every semester in addition to whatever course of study is selected.