Abstract
The G.I. Bill (or Veteran's Readjustment Act of 1944) was, arguably, the single most dramatic event for colleges and universities in the twentieth century. The requirements of the bill, the number of veterans who participated, the changes for delivery of higher education, the impact on American cultural history are resounding testaments to the enormity of the impact of this single piece of legislation. Historians have well documented its effects on expectations for men in careers, business, lifestyle and resources.

This article will investigate the impact of the G.I. Bill on women's enrollments and their consequent advancement in higher education between 1945 and 1955. Did the G.I. Bill's open access for men stunt women's enrollment? Does an analysis of distribution of enrollment trends illustrate shifts towards roadblocks for women students that resulted in closing the doors to higher education? How long did it take to reverse the trends established in 1945? Do the Big Ten universities' patterns represent a larger trend deserving additional investigation relative to the G.I. Bill's impact on enrollment of women students?

Jackie Esposito is currently a D.Ed candidate in the Higher Education program at Penn State University. She is also serving as Penn State’s University Archivist, a position she has held since 2001.

Abstract
In the 1920s and 1930s the world was captivated by aviation, and the College of William and Mary was no exception. Under the progressive leadership of Dr. Julian A.C. Chandler, the college made aviation history in 1931, when it established the world's first college-sponsored flight school. The new Department of Aeronautics won national attention, and infused the campus and local community with a spirit of "air-mindedness." Despite its great promise, the flight school was gone less than five years after it had begun. Like many other college reform efforts that marked the 1920s and 1930s, it had been a risky venture, and one that, in the end, did not pay off. The flight school was a castle in the air, built on the inspiration of a few influential men, but lacking the financial and institutional foundation that might have supported it once those men were gone. This paper recounts the story of the William and Mary Department of Aeronautics, placing it in the context of prevailing conditions at the college, in aviation, and in higher education.

Abstract
Educational aspirations and expectations are important factors in the success of students in postsecondary education, yet they are not well understood. This study examines the demographic and psychological factors that contribute to the development of educational aspirations, expectations, and plans among entering college students in order to garner insight into how students' plans can be affected by one aspect of the college admissions process: standardized test scores. Results indicate that the impact of ACT scores on the self-efficacy of students affects the educational plans of college freshman.