Cheating Among University of Utah Fraternities and Sororities from 1961-1962

By Ashley Espinoza

When a student is admitted into any university, they are required take an oath refraining them from cheating. This does not mean that students haven’t found ways to get through classes by bending the rules a little. Finding new ways to cheat the system is nothing new. Academic predecessors have been doing this since before many current college students were born.

U of U Fraternity-1

Photo of Don Barthel and fellow fraternity brothers from the 1961 University of Utah yearbook, the Utonian. Used with permission from Special Collections, J. Willard Marriott Library, The University of Utah.

Before there was innovative technology and Scantrons to ensure students weren’t cheating, there was just a simple pen and paper. This lack of monitoring offered students the opportunity for students to cheat. One student decided to share his perspective on the topic with a simple letter meant for the Letter to the Editor section of the University of Utah newspaper. In the February 6, 1961, issue of the Daily Utah Chronicle, Don F. Skipworth discussed the ongoing cheating he had witnessed throughout his first semester. He found that these individuals didn’t particularly care about the policy because they were not getting caught. He suggested in order to stop the phenomenon teachers and students should implement “a new and improved method to catch these traitors to the cause of learning.”

In the following “Letter to the Editor” section of the February 7, 1961, issue, student Maynard L. Pollock also wrote a letter to the editor titled “Cheater’s Delight” expressing his concerns on cheating, even going as far as to point the finger at fraternities and sororities for their use of files containing past tests. He suggested that the school implement an honor code to encourage students and faculty to tell an adviser if they saw a student cheating.

In an attempt to set the record straight in the following “Letter to the Editor” section of the February 8, 1961, issue, students Donald N. Bryan, William Maxey, Larry Jensen, Karl Bethsold, Don Barthel and S. M. Polinsky, who were involved in Greek life on campus, came to the defense of the use of test files. They claimed that the files were only used as a means of studying and it was not the fault of the student if the professor chose to administer the same test again. The group ended their letter by telling Maynard L. Pollock to “direct his remarks to individuals and not to groups who are trying to help their members become better student.”

Interfraternity Council-1

Photo of Interfraternity Council shown in the 1961 University of Utah yearbook, the Utonian. Used with permission from Special Collections, J. Willard Marriott Library, The University of Utah.

In an attempt to shift the blame, University student John Ronald Jones sent a letter to the “Letter to the the Editor” section of the February 8, 1961, issue to rebut the previous statements. The writer claimed that the grading system was set up in a way that made it competitive among students, resulting in them cheating to get ahead. He ended by suggesting that the University of Utah create its own form of a test file but make it accessible to all students, not just those in the Greek system.

To refute the statements made in the February 8 issue of the Chronicle, Maynard L. Pollock wrote a letter for the February 15, 1961, issue. He tried to invalidate the statements made by those in the Greek system by claiming that if students only depended on these test files, they are not technically retaining anything from class, therefore defeating the purpose of them being a “study guide.”

Almost a year later, on January 19, 1962, another letter entitled “Cheat — Whose Fault?” was published in the “Letters to the Editor” section of the Chronicle. The author Dianna Davis told her firsthand experience with living at the dorms and listening to students brag about cheating. She suggested that the University administer harder entrance exams and more stimulating courses in order to filter out all the unfit students.

Cheating was much easier over 50 years ago, but professors today have found more ways of catching cheating using technology. In the article “Technology Keeps Up With Cheating,” Chronicle reporter Andreas Rivera discussed how teachers use programs like Turnitin to catch when a student has plagiarized an essay. Rather than looking at test files, students have websites like SparkNotes that help them study and retain the information. Looking back at these letters and seeing how students are going through their schooling really puts into perspective how different, yet somewhat similar, our lives are compared to theirs. Cheating is definitely something that has not gone away over the past 50 years but seeing why they did it and how lets us know how to not repeat history.

Ashley Espinoza is a senior at the University of Utah. She is studying communication with an emphasis in communication studies.

Primary Sources

Dianna Davis, “Letters to the Editor: Cheat — Whose Fault?Daily Utah Chronicle, January 19, 1962, 2.

Don F. Skipworth, “Letters to the Editor: Cheating,” Daily Utah Chronicle, February 6, 1961, 2.

Donald N. Bryan et al., “Letters to the Editor: Helpful Files,” Daily Utah Chronicle, February 8, 1961, 2.

John Ronald Jones, “Letters to the Editor: A Solution,” Daily Utah Chronicle, February 9, 1961, 2.

Maynard L. Pollock, “Letters to the Editor: Cheater’s Delight,” Daily Utah Chronicle, February 7, 1961, 2.

Maynard L. Pollock, “Letters to the Editor: Files Open?” Daily Utah Chronicle, February 15, 1961, 2.

Secondary Sources

Rivera, Andres. “Technology Keeps Up with Cheating,” Center for Teaching and Learning Excellence, The University of Utah.

Venerated Civil Rights Leader Martin Luther King Jr. Speaks at The University of Utah

By Liam Elkington

Dr. Martin Luther King Jr. is one of the most documented figures in the history of the Civil Rights Movement. His active support of anti-segregation policies in the South, his status as a community minister and his ability to speak from his experience as a Black man in America cemented him as one of the most revered and significant men not only of his time, but in all of American history. His outspoken advocacy for civil rights earned King many invitations to speak of colleges and universities, one of them being the University of Utah.


A portrait of Dr. King published in the Daily Utah Chronicle that was used to promote his visit.

Martin Luther King Jr. was born to a middle-class family in Georgia in 1929. His father, Martin Luther King Sr., was a Baptist minister, and his mother Alberta was a schoolteacher. He attended Morehouse College and Cozer Theological Seminary, later conducting his doctoral studies at The School of Theology at Boston University. In 1955, while working as a pastor in Montgomery, Alabama, he became a leader in the Montgomery Bus Boycott. His role in that nonviolent protest is thought to have propelled him into national awareness, as discussions surrounding the Civil Rights Movement coming out of Alabama grew in frequency and became the concern of not only African Americans living in the South, but Whites too. (Lincoln, 1970)

In 1961, King was invited to speak at the University of Utah, where he was to deliver his speech titled “The Future of Integration.” Leading up to the event, which was to be held in the Union Ballroom on January 31 at 8:15 p.m., The Daily Utah Chronicle gave context to readers regarding King and his accomplishments. On January 26, 1961, the Chronicle reported in the article, “Revered King, Set for Ute Talk, Becomes ‘Reluctant Race Leader,’” information about when and where King would be speaking, noting that the event was organized by ASUU Assemblies and Convocations committee. The article referred to King using an outdated term, calling him a “negro leader.”

Other Chronicle articles also preceded the arrival of Martin Luther King Jr., further advertising the event and further stating his accomplishments as a scholar and author. On January 30, 1961, Elaine Krans wrote in “Martin Luther King Sets Campus Speech” that King achieved fame after “his preaching of non-violence succeeded in ending the segregation on the public buses of Montgomery, Alabama.” On January 31, “Southern Leader Speaks on Race Problem Tonight” highlighted again how King used peaceful methods for social progress.


Dr. King meets with Dr. J. D. Williams, who spoke at the event before King’s arrival.

However, the event did not go entirely to plan. King was delayed and so arrived at the University of Utah about two hours later than expected. While this may have caused some stress for the event organizers, they were vocal in their appreciation for the patience of the crowd gathered to hear King speak. In their letter to the editor published on February 6, 1961, Gail Plummer and Dave Gillette of the Assemblies committee thanked the student body for the “tremendous support.” They recounted how when they received the news that King would be late arriving, Dr. J. D. Williams stepped in to provide context and background for King’s remarks, filling time until his arrival. Plummer and Gillette were astounded at the attentiveness and enthusiasm of the crowd, citing the event as a success despite the delay. One student, Kay Winston, wrote in the April 4 Chronicle how the event demonstrated the maturity of the student body, praising the ability of the Assemblies and Convocations committee. Winston also advocated for bringing more controversial speakers on campus “so [students] may decide for themselves what they would like to believe, instead of being led down a road of one type of influential speaker.”

Following King’s visit, the Chronicle published an article on February 2, 1961, that summarized his primary points. “Negro Leader Looks at Integration” reported King’s belief that “integration will be accomplished, and stressed that it cannot be accomplished without sacrifice on the part of the Negro.”

The University of Utah continues to invite scholars and public figures of varying viewpoints to speak to its students. The sentiment of Kay Winston remains true, that being exposed to a variety of opinions allows those studying different worldviews to inform their own beliefs. This can be seen how the University of Utah continues to promote discussion surrounding important societal topics and allowing a variety of viewpoints to be shared, wherever they may come from. In 2017, notable conservative figure Ben Shapiro spoke at the University of Utah campus, creating much discord and some annoyance among the student body. While this may not have been the goal of Shapiro’s visit, it demonstrated that the university is still dedicated to providing a platform for speech that encourages students to think critically. Martin Luther King’s positions about social integration of a marginalized community surely were also seen as controversial, but still provided an opportunity for the students of 1961 to gain insight into a prominent movement. King’s vision of race integration may yet to completely come to pass, and the need for students to think and interact with important ideas has never diminished, therefore it continues to be a vital function of colleges and universities to provide an environment where students can interact with important ideas from a variety of sources and speakers.

Liam Elkington is a senior at The University of Utah, studying communication with an emphasis in journalism. He hopes to use his education to aid in the recording and reporting of truth.

Primary Sources

“Reverend King, Set for Talk, becomes ‘Reluctant Race Leader,’” Daily Utah Chronicle, January 26, 1961, 2.

Elaine Krans, ”Martin Luther King Sets Campus Speech,” Daily Utah Chronicle, January 30, 1961, 1.

“Southern Leader Speaks of Race Problem Tonight,” Daily Utah Chronicle, January 31, 1961, 1.

“Negro Leader Looks at Integration,” Daily Utah Chronicle, February 2, 1961, 1.

Gail Plummer and Dave Gillette, “Letters to the Editor: Thanks,” Daily Utah Chronicle, February 6, 1961, 2.

“Secretary Hopefuls Tell Duties, Responsibilities of ASUU Office,” Daily Utah Chronicle, April 4, 1961, 2.

Secondary Sources

Lincoln, C. E. Martin Luther King, Jr.; A Profile. New York: Hill and Wang, 1970.

Bennion Plan: The State of the ASUU in 1960

By Meg Clasper

John Bennion

John Bennion was president of the ASUU in Fall 1960. Photos originally appeared in The Daily Utah Chronicle, University of Utah.

The student government at the University of Utah is a mixture of administrative and representative bodies that collaborate on issues and projects across campus. They are seen as a sturdy group of students who are relied on by the student body and other figures to make decisions for the student body. Seeing the student government disrupted is rare.

During the fall semester of 1960 the Daily Utah Chronicle recorded the life cycle of the Bennion Plan, which moved to streamline functions of the student government. From October 26 to December 8, the Chronicle published articles, updates, editorials and letters to the editor covering the status of the plan and the views of students involved.

On October 26, 1960, the Bennion Plan -— later named after its originator — started its first stages. John Bennion, president of the University of Utah ASUU (Associated Students of the University of Utah) announced his desire to abolish the position of class officers. The positions, he believed, lacked any responsibilities that made them meaningful to the student government. With ASUU second vice-president Steve Brockbank’s support, Bennion requested time for the student body to be made aware of the issue before any decision was made.

The announcement of Bennion’s proposal to the Alumni Association was deeply discussed between members of the student government. Then, on October 27, less than a day later, the ASUU Senate barred any discussion of the proposed issue until the next meeting on November 3.

No opposing side took a public voice until November 1. Paul Cracroft, the Alumni Association secretary, stated his opposition on the basis that abolishing the positions wasn’t the answer, they just needed to be made meaningful. Cracroft made a comment about class officers taking over the responsibilities of the senatorial body, but he didn’t create a formal solution.

Ron Magnuson

Ron Magnuson believed class officers were useless. Photo appeared in The Daily Utah Chronicle, University of Utah.

Even students weighed in on the issue. On November 1, the consensus was that class officers had no jobs. “The worth of class officers might be compared with having a new car each year but not driving it.” This was the opinion of Ron Magnuson, who continued to express how he agreed with the worthlessness of class officers. Another student, Jolene Ogden, questioned what the officers did. Some students expressed their support to keeping the position of class officers. Philip Hallstrom compared the abolishment resolution to having a totalitarian system.

On November 11, the current class officers were able to defend their roles in the student government system. Kathryn Cannon said officers were elected without any prior knowledge of their responsibilities. She offered up a solution to create an occasional meeting with the ASUU Executive Council.

The second stage of the Bennion Plan was created on November 30 in response to a solution made by the Alumni Association to increase the duties of the class officers — the first official solution. This solution was discussed at the time of the original proposal with John Bennion rebutting that creating responsibilities would take a University constitutional amendment or individual initiative. The Board of Regents was then handed the decision.

Jolene Ogden

Jolene Ogden was confused about the roles of class officers. Photo appeared in The Daily Utah Chronicle, University of Utah.

Bennion voiced on November 28 that he was opposed to the decision. He believed nothing should be done about the issue without student body opinion. In the end, three solutions were made by the ASUU Executive Council: 1) do away entirely with the class officers and have a senatorial delegation created with the Senior delegation organizing themselves as an Alumni Committee. 2) Elect a president of each class who would act as an administrator with four class senators or representatives. 3) Maintain the position of class officers but justify their existence by assigning them responsibilities. These solutions became the second stage of the Bennion Plan.

University President A. Ray Olpin, on November 30, promised Bennion and the Executive Council that the Board of Regents would not act upon the proposed solution “unless it has gone through proper student channels.” These channels referred to the student government and body.

The third stage of the Bennion Plan, electing three or more delegates per class as representatives to the National Student Association (NSA) delegation, was also proposed. The delegation would run on national and educational issues and report back to each other and an annual NSA National Congress. Olpin felt it was a big position for someone to represent the whole student body nationally, but was assured the representatives would act on their own accord while keeping student opinions in mind.

Bennion then urged students to weigh in on the issue and requested the ASUU Senate to send the Bennion Plan to a student referendum. He believed if the student body had a voice in the decision, they would be less likely to undermine it.

Dick Paul, ASUU senate president, wrote to the Daily Utah Chronicle on December 6, stating he believed that polling an uninformed student body would only lead to wrong decisions. He was also quoted as saying that polling the “relatively uninformed members of the student body” would be “highly impractical and inefficient.”

The uninformed members of the student body, as Paul referred to them, spoke up. In a Letter to the Editor, David Gillette, Martin Zachresen, Stephen West, and Bud Billeter questioned why these proposals and decisions were being made. The students, on December 7, wanted to know why class officers were going to be abolished on a lack of responsibility. They described their confusion on the decision to expand the NSA delegation when less than a month prior there was a debate on if the University of Utah was going to remain a member of the NSA.

In the end, on December 8, the Senate made the decision to pass the NSA proposal but kill the student referendum.

Presently, the ASUU assembly does not include an NSA delegation. The student government now consists of a Senate and Assembly filled with students from each college on campus. Compared to the current state of the ASUU, the decision over the NSA appears to lack what was needed to make it sustainable.

The Bennion Plan changed during its time and showed the true nature of some ASUU representatives. The debates and conversations that took place on this issue made the representatives appear less sturdy than they had before.

Meg Clasper is a junior studying journalism. She specializes in gaming journalism and pop culture.  

Primary Sources

Bennion, Brockbank Defend Stand on U Officer Proposal,” Daily Utah Chronicle, October 26, 1960, 2.

Senators Postpone Officers Debate,” Daily Utah Chronicle, October 27, 1960, 1.

Class Conscious?” Daily Utah Chronicle, November 1, 1960, 2.

Student Consensus: Class Officers Have no Jobs,” Daily Utah Chronicle, November 1, 1960, 3.

ASUU Execs Hear Class Officers Defend Roles,” Daily Utah Chronicle, November 11, 1960, 2.

Bennion Frowns on Alum Move,” Daily Utah Chronicle, November 28, 1960, 1.

Execs Meet with Olpin, Discuss Alum Resolution,” Daily Utah Chronicle, November 30, 1960, 1.

Bennion Urges Student Poll on NSA Proposition,” Daily Utah Chronicle, December 5, 1960, 1.

John vs. Dick,” Daily Utah Chronicle, December 6, 1960, 2.

Letters to the Editor: We Know,” Daily Utah Chronicle, December 6, 1960, 2.

Senate Approves Bill But Not Student Poll,” Daily Utah Chronicle, December 8, 1960, 1.

Secondary Sources

Gillette, David, et al. “Letters to the Editor,” Daily Utah Chronicle, December 7, 1960, 2.

A Poor Show…,” Daily Utah Chronicle, December 8, 1960, 2.


Activities of University of Utah Fraternities and Sororities in 1960-1961

By Lucy Choi

The Fraternity and Sorority community started at the University of Utah in the fall of 1909 when the first fraternity was chartered and established. The first sorority on campus was founded four years later, in 1913. According to the official University of Utah Greek site, today the University of Utah has 18 fraternities and sororities with over 1,600 students involved.

This article explores various activities that the fraternities and sororities of the University of Utah engaged in during 1960 and 1961.

According to the articles found in the Daily Utah Chronicle, the activities of the Greeks could be divided into three main categories: contributions to the local community, socialization between members, and sports.


Sigma Chi fraternity members Jim Moss and Brent Bateman prepare melons for the Melon Mess on October 10, 1960. The event was open to all students on campus. Originally published in the Daily Utah Chronicle.

To start with, the Daily Utah Chronicle reported in the November 30, 1960, issue that “Phi Sigma Kappa, Lambda Delta Sigma, Central and Wasatch Halls, and the Navy ROTC captured first place awards in the fall blood drive.” Seeing that several fraternities showed a high percentage of participation and that half of the awardees were Greek groups, the article implied that the students involved in fraternities and sororities were encouraged to participate in events that contributed to society. In addition, the University of Utah’s yearbook, Utonian, introduced a sorority that dedicated their musical talents to children by participating in a “Christmas project by the pledges, who made and decorated boxes, which were distributed to the Children’s Hospital.”

Furthermore, in terms of socialization, fraternities and sororities came up with a lot of creative and fun events for not only the Greek members but also the students on campus. The Daily Utah Chronicle’s issue published on May 3, 1961, wrote about the Songfest saying, “Nineteen Greek groups will present novelty and serious songs.” This allowed the Greek groups to “collaborate.” This was an event where the student body and the public were invited while the Greek students entertained them. From this event, the Greeks not only provided activities to get the students entertained but also a platform for the members and the students to socialize. By preparing this event, the Greek members developed strong bonds between members.

The fraternity Sigma Chi was known for holding the Melon Mess annually, according to the Daily Utah Chronicle in October 1961. Melon Mess was an event where hundreds of melons were shared with the whole student body. It also said that “each sorority pledge class is scheduled to present a skit on the Sigma Chi front porch to entertain the melon-eaters.” This event is also an example that shows the effort of fraternities and sororities in providing a platform for the students to mingle as well as to entertain themselves.


Dick Ruppel, left, and Fred Wheeler from Kappa Sigma fraternity won the Intramurals Tennis doubles in 1959 and 1960. Originally published in the Daily Utah Chronicle.

Moreover, the Greeks had a high participation rate in sports on campus. Kistler wrote, “For the fraternities, softball, basketball, fencing, tennis, ping-pong, archery, badminton, pool, golf, and touch football are available” and “for the sororities, archery, badminton, ping-pong, softball, basketball and tennis are available.” (Report of Fraternity Study Committee, p. 29) Impressively enough after going through competitive tournaments, several members from the fraternities and sororities boosted and came to a high standing. The Daily Utah Chronicle published on November 23, 1960, the article titled “Winners Named WRA Volleyball Tourney Play” saying “Kappa Kappa Gamma took their first place in this year’s WRA Volleyball Tournament” — a huge achievement. Even in the article “Kappa Sigs Stage Win” in the Daily Utah Chronicle issue of November 30, 1960, “two members of Kappa Sigma staged a repeat performance last week” to capture their win in the Intramurals tennis doubles, which they won two years in a row. This shows that many fraternities and sororities participated and competed with each other and a lot of them showed high performance.

This article discusses the engagement of University of Utah fraternities and sororities in different categories: volunteer work, socialization, and sports. Greek groups these days are holding activities such as boot camps and Greek Weeks to socialize and also are engaging in a variety of events. Because the early members of the fraternities and sororities had laid a firm foundation, current student members could inherit their spirit of passion for engagement and carry it on.

Lucy Choi graduated in December 2019 with a Bachelor of Arts degree in Communication at the University of Utah.

Primary Sources

Phi Sigma Kappa’s 100% Earns Blood Drive First,” Daily Utah Chronicle, November 30, 1960.

Kappa Sigs Stage Win,” Daily Utah Chronicle, November 30, 1960.

Fraternities, Sororities Collaborate in Songfest Thursday,” Daily Utah Chronicle, May 3, 1961.

Sigma Chi Melon Mess Open to Student Body, Daily Utah Chronicle, October 9, 1961.

Utonian, The University of Utah (Salt Lake City, Utah, 1960), p. 285.

Winners Named WRA Volleyball Tourney Play,” Daily Utah Chronicle, November 23, 1960.

Kistler, Samuel. “Results of Fraternity Study Committee, University of Utah.” Salt Lake City, Utah: The University of Utah, 1962.

The University of Utah Student Section at Football Games: An Evolution


The Mighty Utah Student Section (MUSS) is filled with energetic students just before kickoff. Used by permission, Daily Utah Chronicle.

By Gianna M. Cefalu

Rice Eccles Stadium, home of the University of Utah football team, has a designated student cheer section called the MUSS, which stands for Mighty Utah Student Section. The MUSS, established in 2003, is described and showcased during prospective student tours as an exciting benefit to students who choose to attend the University of Utah. The MUSS capacity is 6,000 energetic students at every game. This article will explore the scope of current student spirit at the University and the historical series of events that led to the current status of student fan support.

Lee Benson, a Utah student reporter, sensed the apathy of school spirit among classmates and brought attention to the gradual increase of student enthusiasm. A Deseret News article titled “All the Fuss is in the Muss” by Benson noted that an average of only 500 students attended football games in 2001. It was the spring of 2002 that Alumni Association member John Fackler came up with the Utah Football Fan Club in hopes of encouraging more students to attend games. The number of fans slowly improved to 800 with the promotion of a free T-shirt, a permanent seat, and a tailgate with food before every home game. (Benson)

It was the addition of Head Coach Urban Meyer in 2003 that changed the momentum and piqued student interest. After an undefeated season in 2004, registration for the MUSS rapidly increased to 5,000 students. (Benson)  Utah’s entry into the prestigious Pac-12 football conference in 2011 elevated the viewership and exposure for the Utah football program. Their schedule was centered on Pacific 10 teams with huge alumni followings, including University of Southern California, Stanford, Washington, and Oregon. This shift in the conference improved student interest in the football program. (Benson) Today, the MUSS is ranked 7th in the nation for best student section.

The history of school spirit provides important background as to how the MUSS has evolved. It all started in the 1950s where student interest at football games was almost nonexistent. On November 19, 1951, the Salt Lake Telegram reported that the school spirit was at an all-time low following a loss to Wyoming. The football club took a turn for the worse when the Redskins lost to Oregon State, Brigham Young University, and Wyoming. The Redskins were called a “stumbling, fumbling, and uncoordinated club.”

Despite their success in the 1951 season, ticket sales were down for football games. An article published in the Salt Lake Telegram on November 20, 1951, reported a record low of 9,038 people, which was the smallest crowd in six years. It surprised many to see the low attendance even though they were the Skyline Conference Champions.

Two years later, the student spirit hadn’t improved. On February 12, 1953, the Daily Utah Chronicle encouraged suggestions on how to improve school spirit. Pierre Dubois in his “Sportslight” article emphasized the importance of holding a pep rally before the game. Dubois mentions how words of encouragement from the athletic director and the presence of the U marching band can help students get excited for games. Tradition should also be improved in order to increase student interest, such as a Cougar cage trophy between the Utah vs. BYU rivalry.

A natural rivalry was born because of the close proximity between Utah and BYU. Over the years, the rivalry game between Utah and Brigham Young University has always been a big game, with millions of viewers watching the match up on TV. The Daily Utah Chronicle reported on November 24, 1953, that school spirit was encouraged, but not vandalism. Reports stated that University of Utah students allegedly painted the BYU campus white, which was portrayed as childish and a bad reputation for Utah.

football program_Page_1

Program for the University of Utah football game vs. the University of Colorado. Image courtesy of Special Collections, J. Willard Marriott Library, The University of Utah.

“School spirit and student attendance at games is one of the most important elements of a successful football program,” said Head Coach Ray Nagel in a Daily Utah Chronicle article published May 21, 1958. Nagel also emphasizes that having an enthusiastic student body would contribute to a winning football team. Nagel was a firm believer in having the coaching staff being aligned with the student body. For example, the coaches should be a part of student rallies and assemblies in order to feel better connected with the team.

The same mentality of students supporting the athletes holds true for the goal of the MUSS in 2019. “Student sections are crucial for athletes to feel supported and for students to gain a sense of camaraderie among each other through attending games together,” wrote Casey Overfield in a Daily Utah Chronicle article published on September 5, 2019. The energy that the students exert during the games is important to the team’s success.

The student section is made up not only of those in the stands, but those on the sidelines and on the field. The program for the November 27, 1958, Utah State University vs. Utah game reported both the marching band and cheerleaders contributed to school spirit. The exciting music and marching routines intrigue the student crowd. This article suggests that the cheerleaders’ energy and the marching band has a direct effect on the enthusiasm of the students.

In conclusion, history shows the low student attendance in the 1950s has shifted throughout the years.  Students brought forth the cause and administrators saw the need to foster school spirit. The creation of the MUSS in 2003 propelled students to attend football games, with 6,000 students cheering on the Utes loud and proud. The success of the football program wouldn’t be possible without the enthusiasm of the MUSS. When Utah joined the Pac-12 in 2011, the Utes gained regional attention on the West Coast, and are now the Pac-12 South champions for the second straight year. Time will tell, but the increase in school spirit has proven to positively impact the University of Utah football program.

Gianna Cefalu is a junior at the University of Utah. She is majoring in communication, with an emphasis in journalism.

Primary Sources

Jack Schroeder, “Utah’s Skyline Champs Await Thanksgiving Battle,” Salt Lake Telegram, November 19, 1951, 22.

Jack Schroeder, “Jack Straws,” Salt Lake Telegram, November 20, 1951, 24.

Pierre Dubois, “Sportslight,” Daily Utah Chronicle, February 12, 1953, 4.

Rivalry: No Vandalism Just Spirit,” Daily Utah Chronicle, November 24, 1953, 2.

Program, Utah State University vs. Utah, November 27, 1958, Special Collections, J. Willard Marriott Library, The University of Utah.

Nagel Says School Spirit is Important,” Daily Utah Chronicle, May 21, 1958, 4.

Secondary Sources

Overfield, Casey. “Uniting Utes and Frightening Foes: The Legend of the Mighty Utah Student Section,” Daily Utah Chronicle, September 5, 2019.

Benson, Lee. “About Utah: All the Fuss is in the MUSS,” Deseret News, September 8, 2013.

Drew Pearson’s Journalistic Legacy

By Oakley Burt

Drew Pearson (1897-1969) was an American journalist from Evanston, Illinois. He is regarded as one of the most influential, but controversial news and radio journalists of his time with a career spanning close to fifty years.

Pearson’s career in journalism began while he attended Swarthmore College (1915-1919) and worked as an editor for the school newspaper, The Phoenix. After graduating from Swarthmore, Pearson took on new opportunities and ventured into the world. From 1919-1921 he served with the American Friends Service Committee directing post-war efforts in Kosovo. He returned to the US and taught geography at the University of Pennsylvania until 1922.


Journalist Drew Pearson taking a reading break to answer his phone. Shot by staff photographers at the Salt Lake Tribune in 1952. Used by permission, Utah State History.

Pearson traveled abroad again in 1923, to Eastern Europe, Asia, and Australia. According to one source, he wrote about his travels as a freelance journalist and secured a six-month lecture tour in Australia. As Pearson was traveling through the Mediterranean he was also commissioned for America’s “Around the World Syndicate” for a series of interviews titled, “Europe’s Twelve Greatest Men.” (Nimmo and Newsome, p. 267)

Upon returning to the United States he transitioned into a full-time career as a journalist. Pearson went on to work at the United States Daily from 1926-1933, and the Baltimore Sun from 1929-1932. While working at the Baltimore Sun in 1930, Pearson was sent to Cuba to cover the Cuban Revolution. According to Heintze, his reporting earned him an honorable mention for the Pugsley Award for the best journalistic reporting of 1930.

Pearson’s most notable and famed contribution to journalism was a book he co-authored titled, Washington Merry-Go-Round, and the daily column that followed. In 1931, he and Robert S. Allen anonymously published the book described as “a collection of gossip-ridden news items concerning key figures in public service.” (Heintze) The pair released another book the following year titled, More Merry-Go-Round, but were found to be the authors and were fired from their jobs. Pearson was subsequently hired as the head of the Baltimore Sun’s Washington division. From there he and Allen began the infamous “Washington Merry-Go-Round” daily column. Like the book, the column was dedicated to honest reporting, uncovering corruption, lies, affairs, etc. “From the thirties through the sixties, no one crossed the journo-politico line in search of real policy impact with greater fervor than Drew Pearson,” reported the New Yorker on September 28, 2015.


Drew Pearson holding his newspaper. Shot by staff photographers at the Salt Lake Tribune in 1952. Used by permission, Utah State History.

Pearson rarely shied away from reporting on controversial topics throughout his career. He reported on bribes taken by New Jersey Congressman, J. Parnell Thomas from the White House, and that Senator Robert F. Kennedy had authorized electronic surveillance of Martin Luther King Jr. (Hopkins, p. 552) Pearson often reported on the Kennedy family, President John F. Kennedy in particular. He aired his concerns with the Kennedy Administration and was one of the journalists reporting on President Kennedy’s alleged affairs. Pearson also reported on the Watergate scandal in 1972. Pearson’s beliefs and stances on issues were made well known in his reporting, he remained candid and controversial in his work.

Toward the end of his career, his status landed him numerous speaking engagements, including a guest speaking appearance at the University of Utah. On November 7, 1970, the Daily Utah Chronicle reported that Pearson would be a guest speaker in Kingsbury Hall at the University of Utah. Roger Traynor and Jan Preece were also selected as guests to highlight activities during that week. Traynor spoke on appellate judges while Preece, a famed metropolitan opera singer, would be performing works of Bach. The Daily Utah Chronicle reported on November 9, 1970, that Pearson’s lecture topic would be his famous syndicated column, “Washington Merry-Go-Round.” On November 14, after his lecture, the Chronicle reported that Pearson mainly spoke on the new Kennedy Administration — voicing his concerns surrounding the election and speculating that Nixon would run for president again.

For the remainder of his life and career, Pearson continued to publish the “Washington Merry-Go-Round” column and air his radio show of the same name. Upon his death, his longtime aide, the investigative journalist Jack Anderson, inherited the column. (Heintze)

Drew Pearson died on September 1, 1969. On September 2, the Washington Post reported on Pearson’s death, saying, “He was a crusader. He passionately believed that public office was a public trust, and with his brand of journalism, he went after the corrupt, incompetent and pompous.” The Washington Post reported on Pearson again on September 3, saying, “He was a moralist who was proud to be a muckraker in the strict dictionary sense — one who searches out and exposes publicly real or apparent misconduct of prominent individuals.” The Post continued, “Somewhere in these unlikely combinations lies the key to his extraordinary career as the most successful, in many ways the most effective, and certainly the most controversial journalist of his time.” The Washington Post accurately described Pearson’s impact on journalism.

Drew Pearson’s contributions to the journalism profession cannot be ignored or forgotten. He was an influential, controversial and important figure in American journalism. In more ways than one Pearson laid the foundation for current journalists to follow in his footsteps and conduct in-depth reporting. Especially in today’s political climate, it is crucial that American journalists never shy away from reporting on controversial topics and news as Pearson did not. Journalism is a profession that aims to keep the government and its public figures in check, a statement that was upheld by Pearson and should be regarded by modern-day journalists as well.

Oakley Burt is a junior at the University of Utah. She is a communication major with an emphasis in journalism and a minor in political science.

Primary Sources

Drew Pearson Speaks Friday in Kingsbury,Daily Utah Chronicle, November 7, 1960, 1.

Drew Pearson, Columnist, to Address Students,” Daily Utah Chronicle, November 9, 1960, 1.

Drew Pearson to Speak in Kingsbury,” Daily Utah Chronicle, November 10, 1960, 1.

Pearson Talks on Coming Kennedy Administration,” Daily Utah Chronicle, November 14, 1960, 2.

Jack Anderson, “Drew Pearson: A Great Reporter Dies: The Washington Merry-Go-Round,” Washington Post, September 2, 1969, 13.

“Drew Pearson,” Washington Post, September 3, 1969, 22.

Secondary Sources

Hopkins, W. Wat. “Pearson.” In Biographical Dictionary of American Journalism, edited by Joseph P. McKerns. Westport, Conn.: Greenwood Press, 1989.

Heintze, Jim. “Drew Pearson Biography.” University Library, American University, February 9, 2006.

Mallon, Thomas. “The Journalist Who Was His Own Inside Source,The New Yorker, September 21, 2015

Nimmo, Dan D. and Chevelle Newsome. Political Commentators in the United States in the 20th Century: A Bio-Critical Sourcebook. Westport, Conn.: Greenwood Press, 1997.

Drew Pearson,” Encyclopedia Britannica, December 9, 2019.



Fraternities and Discrimination at the University of Utah in 1962–1963

By Megan McKellar

In 1928, more than half of college fraternities incorporated an “exclusionist” clause in their constitution in order to deny membership to people of color, according to Charles LaPradd in College Male Fraternities in Controversy. (p. 60) One such clause was written into Phi Delta Theta’s constitution, which stated that “only male, white persons of full Aryan blood not less than sixteen years of age, shall be eligible.” (LaPradd, p. 61)

interfrat council1_Page_1

The Interfraternity Council at the University of Utah gathered for a meeting in January 1961. Photo credit: Daily Utah Chronicle.

However, following the end of World War II, a national movement to eliminate racial and religious discrimination had begun. Many war veterans returned home with little tolerance for discrimination, having “fought alongside Negro and Jew in a war precipitated by men with an Aryan philosophy.” (LaPradd, p. 61) Universities started to take steps toward abolishing discrimination practices.

The Associated Students of the University of Utah, or ASUU, formed a committee in the beginning of 1962 called the Human Relations Committee. The purpose of the committee was to investigate various sectors of student living for discrimination or unfair practices. The Daily Utah Chronicle reported in May 1962 that the committee found certain Greek organizations with “white clauses” (clauses that denied membership to non-whites) in their constitutions, and that even groups without such clauses still practiced discrimination. Additionally, an off-campus charter of Delta Gamma pledged a “Negro” and consequently had its charter suspended by the fraternity’s national office.

Students wrote letters to the Daily Utah Chronicle expressing their views on the discriminatory practices of the fraternities. Their opinions were varied. Student Doug Mottonen wrote one such letter in May 1962, describing the fraternities as “discriminating institutions.” He believed that each fraternity needed to be supplied with “a copy of the Bill of Rights, a Bible, a New Testament, and related documents.”

Three days later, a response to Mottonen was published in the Daily Utah Chronicle titled “Free Association” and signed by 12 male students. They called Mottonen’s perspective “narrow and bigoted” and asserted that the Constitution does not say that a person does not have the right to choose their friends. They claimed that they had no problem with riding or eating with a person of another race, but defended the notion that fraternities had the right to exclude whomever they see fit.

Mottonen wrote another letter the same month defending his initial assertions. He reasoned that “stipulating membership requirements on racial grounds implies inferiority. Such an organized practice is a breeding ground for egotism, prejudice and racial superiority attitudes. A discriminating act of a single sorority or fraternity may seem like a small thing. But if one were to multiply all the organized discrimination of our society in its totality, what emerges is a tremendous cost in human suffering.” The group of fraternity members did not submit a response.

interfrat council1_Page_2

University of Utah students prepare an application for the fraternity rush in April 1961. Photo credit: Daily Utah Chronicle.

On January 25, 1963, the Daily Utah Chronicle published the University of Utah’s Student Affairs Committee’s policy on discrimination in group organizations. The policy stated that the aims and goals of the organization needed to be aligned with the objectives of the University as a whole, and that membership requirements of the group were to further serve to reach the goals of both the group and the university. The policy emphasized unauthorized membership discrimination, stating that “the educational goals of the University are not best served by restricting organizational membership on the basis of religious belief or ethnic origin.”

This policy sparked another series of articles and letters to the editor. An editorial published in February 1963 in the Daily Utah Chronicle argued against the policy, reasoning that the policy was in direct conflict with the national policies of fraternities, thus jeopardizing the existence of the campus organizations. In a letter to the editor, three students argued that fraternities had the right to discriminate. They defended their stance by claiming that fraternities were not the only groups that practiced discrimination, and that “fraternities discriminate on more than just race and religion, although these are indeed important.”

As the University of Utah and its students grappled with discrimination within fraternities, there were those who worked to abolish discrimination, and those who defended and rationalized it. Although the community and society as a whole have since made great steps toward equality and fair treatment, social injustices still exist. In our society, there too will be those who work toward justice and those who find justifications for long-standing oppressive practices, practices that are harmful to a variety of marginalized groups. Today, the social issues that we face might involve people of color, or the LGBTQ+ community, or women’s rights. It is important to examine our own beliefs, and the practices of the organizations and societies to which we pertain, and to work toward justice and equality.

Megan McKellar is a junior at the University of Utah studying communication with an emphasis in journalism.

Primary Sources

Letters to the Editor,” The Daily Utah Chronicle, May 7, 1962, 2.

Letters to the Editor,” The Daily Utah Chronicle, May 10, 1962, 2.

Greek Discrimination ‘A Problem,’” The Daily Utah Chronicle, May 11, 1962, 1.

Letters to the Editor,” The Daily Utah Chronicle, May 16, 1962, 1.

Student Organizations Set Policy,” The Daily Utah Chronicle, January 25, 1963, 4.

A Threat to Greeks,” The Daily Utah Chronicle, February 5, 1963, 2.

Greeks Present Answer in Discrimination Issue,” The Daily Utah Chronicle, February 18, 1963, 2.

Secondary Source
LaPradd, Charles William. “College Male Fraternities in Controversy, 1950-1965: As Reported in American Magazines.” EdD diss., Florida State University, 1965.


Guest Lecturers at the U: From Cartoonists to Civil Rights Leaders

By Rahul Barkley

The importance of racial diversity in higher education should not be understated. The lack of racial diversity on a college campus can lead to skewed prioritization and underrepresentation while an ethnically diverse campus that encourages cross-race socialization and frequent discussion of racial issues can result in self-confidence, positive interaction between students, and overall college satisfaction. (Gonzalez, 2012) With the topic of racial diversity, reflecting upon historical contexts can provide integral insight on issues of race within a collegiate setting.

In the Fall 1960 semester at the University of Utah, a lecture series sponsored by the ASUU Assemblies and Convocations committee and the Extension Division was entering its third season. The goal of this series was to give “students and faculty a chance to hear the views of some of the world’s great people on some timely and critical problems.” (1961 Utonian, p. 203) Several notable speakers were scheduled to speak throughout the 1960-61 school year. Looking back, it is notable to point out the various speakers that the University of Utah was able to get. From politicians to columnists to anthropologists, the student government undoubtedly succeeded in obtaining an eclectic roster of guest lecturers. What is more interesting, however, is how the University’s media covered the appearances of certain speakers. The University of Utah was a considerably less diverse institution in 1960 and with that, it is important to look at how the school’s media outlets might have prioritized certain speakers depending on their race.


Dr. Martin Luther King Jr. during his visit to Salt Lake City on January 31, 1960. Image courtesy of Special Collections, J. Willard Marriott Library, The University of Utah.

The Daily Utah Chronicle first covered the lecture series on October 3, 1960, by primarily giving attention to the speaker who was going to start off the lecture series, Al Capp. The article gave background information on Capp’s world-renowned work as a cartoon artist. The article concluded by listing some of the other lecturers who would come to speak later that year. One of the speakers who was mentioned was Dr. Martin Luther King Jr. The following day on October 4, 1960, The Chronicle followed up with a similarly structured article.

This is where the question of prioritization comes in. Is it right to rate the value of certain individuals’ contributions to society? From a 2019 lens, one would probably argue that King had a far greater and important impact on American culture than Al Capp did. Even for the time, King had already made some monumental strides in the Civil Rights Movement. Did America in 1960 not value the contributions of the civil-rights activist? The more likely answer is that the predominantly white University of Utah could not foresee how important King was as an individual.

Eventually, King was given his own article once it came close to the time of his appearance. The January 30, 1961, issue of The Chronicle described King with just reverence and respect when giving readers background information on the speaker who would soon visit their school. Another article was written in The Chronicle about King on the day of his lecture on January 31, 1961, this time offering specific details on what the topic of his lecture was going to be on. The article quoted the subject of his lecture as “The Future of Integration.” (Daily Utah Chronicle, 1961)

MLK and Williams

Dr. Martin Luther King Jr. speaking with political science professor J. D. Williams during King’s visit to the University of Utah. Image found through the Deseret News archives.

Should there have been more attention given to the appearance of Martin Luther King Jr. in those initial Chronicle articles? Or was it sufficient to give him his exposure during the time of his lecture? Given the aforementioned goal of the lecture series, more coverage should have been given to King’s appearance considering that the Civil Rights Movement was a central part of arguably the most “critical problem” that America had been facing at the time. This problem is further highlighted in the fact that King’s arrival in Salt Lake City for the event was delayed an hour due to a bomb threat. (House, 2012) Surely none of the other guest lecturers faced a detriment like that. And surely The Chronicle could not have foreseen such a thing happening to King, but it should have made clear after the fact of who would have been the most important speaker of that lecture series.

Rahul Barkley is a fourth-year student at the University of Utah. He is a double major in strategic communication and film and media arts.

Primary Sources

“Dogpatch Ambassador to Speak,” Daily Utah Chronicle, October 3, 1960, 1.

“Capp’s Lecture Kicks Off ’60 Guest Speaker Series,” Daily Utah Chronicle, October 4, 1960, 1.

Elaine Krans, “Martin Luther King Sets Campus Speech,” Daily Utah Chronicle, January 30, 1961, 1.

“Southern Leader Speaks of Race Problem Tonight,” Daily Utah Chronicle, January 31, 1961, 1.

The University of Utah, Utonian (Salt Lake City, Utah: 1961), 203.

Joe Bauman, “King’s visits to Utah are chronicled,” Deseret News, January 19, 2009.

Secondary Sources

House, Dawn. “Civil rights speaker questions Utah’s History with Martin Luther King Jr. Day,” The Salt Lake Tribune, January 6, 2012.

Clarke, Chris Gonzalez. “Rethinking Research on the Impact of Racial Diversity in Higher Education,” Review of Higher Education 36, no. 1 (December 2012).







Poet Robert Frost at the University of Utah, April 1940

By Morgan Parent


Robert Frost, born in San Francisco, is best known as a New England poet — writing about quintessential rural American themes based on direct observations, according to his obituary in the January 30, 1963, edition of the New York Times. Success did not come quickly to the now-celebrated poet. The piece tells of the 20 years of writing and various jobs he busied himself with in the time before “A Boy’s Will” was published in England, 1913. Following Ezra Pound’s support of that publication, the path to recognition cleared and Frost began to teach again, lecture for audiences across the nation, and ultimately was awarded the Pulitzer Prize four times. (New York Times, 1963)




An advertisement that appeared in the April 5, 1940, issue of the Salt Lake Telegram.

It was during one of his lecture tours when Robert Frost found himself in Utah for a series of talks along the Wasatch Front. The Salt Lake Telegram reported in April 1940 that Frost first spoke in Logan the day before his April 9, 1940, University of Utah appearance and would be traveling to speak at the Provo Tabernacle the day after.

A Boy’s Will, North of Boston, Mountain Interval, New Hampshire, and West Running Brook were a few of his most popular works at the time, as reported in a March 28, 1940, issue of the Daily Utah Chronicle.

The Daily Utah Chronicle also noted this lecture marked the ninth and final event of the 1939-40 Master Minds and Artists series in its April 11, 1940, issue. Kingsbury Hall was scheduled to host the audience of students and members of the public alike that Tuesday, where Frost would regale them with “A Poet’s Outlook on Life,” described the April 9, 1940, copy of the Salt Lake Telegram. This article also revealed that the university extension division sponsored the program. (Salt Lake Telegram, 1940, pg 24)

On April 3, 1940, the Daily Utah Chronicle wrote that Mr. Frost was considered “one of the country’s most eminent contributors to the world of literature.” Being able to hear the poet tell his own story, from rural life, to personal stylistic choices, to his musings on academia surely would have been a treat.

Parent_5630_DailyUtahChronicle_April-11-1940Indeed it was, for his “shrewd wit and good natured fellowship” garnered many laughs and claps from the full crowd. (Salt Lake Telegram, 1940, pg 20) Frost was quoted saying “he never bothered be radical when young for fear it would make him conservative when old,” in the April 11, 1940, issue of the Daily Utah Chronicle. This quote, the article reports, brought about a fit of laughter from the audience. In addition to slightly slandering philosophers and commenting on colleges, the April 11, 1940, Daily Utah Chronicle column ended by saying Frost read a selection of his short poems — The Road Not Taken among them.


In April 1940, Robert Frost spoke at the University of Utah. While his lecture brought laughs to those listening, it also left a legacy. Knowing that such an influential writer visited Salt Lake City is an amazing bit of history that seems to not have been researched and written about much since it happened. However, it shows that the U was influential enough to be able to coordinate such a visit.

Bringing speakers with diverse backgrounds to campus is a trend that has continued to today. Hearing people with upbringings that maybe aren’t so different from our own creates a richer perspective, even more so for university students about to bring their own knowledge into the world. Robert Frost, like other artists with such caliber, can speak to the human experience while enlivening their own works and enriching our lives.

Morgan Parent graduated from the University of Utah in 2019 with a Bachelor of Science degree in communication. She’ll be relocating to the Pacific Northwest in 2020 to pursue her next great adventure.

Primary Sources

Master Minds Schedule Eminent Poet,” Daily Utah Chronicle, March 28, 1940, 3.

Eminent Poet To Lecture Here Tuesday,” Daily Utah Chronicle, April 3, 1940, 1.

Advertisement for Lecture, Salt Lake Telegram, April 5, 1940, 24.

U. Audience Waits Robert Frost Talk,” Salt Lake Telegram, April 9, 1940, 5.

Robert Frost Talk Pleases Master Minds Series Audience at Kingsbury Hall,” Salt Lake Telegram, April 10, 1940, 20.

Noted Verse-Writer Wins Applause With Poems, Tales,” Daily Utah Chronicle, April 11, 1940, 1.

Secondary Source

Robert Frost Dies at 88; Kennedy Leads in Tribute,” New York Times, January 30, 1963.


University of Utah’s Contribution to the War in 1943

By Kyung Rin Kim


Ads in the Utah Chronicle: October 21, 1943, and October 7, 1943 (at right).

According to a review of Utah and the Great War, editor Allan Kent Powell shows Utah’s connections to World War I and explores the wartime experiences of Utahns, including those who joined the National Guard and the women who worked near frontlines in France as nurses.

But by 1930, Utah had been economically devastated during the Great Depression with an 11 percent higher unemployment rate than the average of the nation. The government tried a variety of methods to improve this situation by putting military installations in the state in response to the crisis in Europe to protect the defense budget in Utah. Utah’s industrial growth based on coal, iron, dolomite, and other materials contributed to the weapons and war products. Many Utahns also participated in military service all around the world in that era. In June 1945, there were 62,107 Utahns in active military service. (Launius)

The Utah Chronicle reported on October 7, 1943, that some University of Utah students had served in the army. The article introduced those students. For example, it mentioned Jerry Clarkson, who spent numerous hours flying in combat zones, fighting, and serving in combat missions in naval air forces.

A helmet advertisement using a soldier’s picture wearing a helmet for safety was in a Utah Chronicle article published October 7, 1943. The advertisement says, “Signal Corps engineers working with Western Electric and Bell Telephone Laboratories developed this new all-purpose military headset. Here is another instance of Bell System service to our nation at war.” This kind of advertisement shows that people in that era were very much interested in the war or something that is related to war.


“Utah men are now scattered all over the world,” said Lorraine Stephens, a student of the U in a Utah Chronicle article published October 14, 1943. She emphasized many graduates of the U went to the war by saying that they were working for the greatest job, winning the war. The Utah Chronicle at that time frequently announced names of students who were serving in the military, and this proves that the U’s paper intended to show their contribution to the war as a college which has a good reputation in Utah. I think this can show the U’s social position in Utah.

On October 14, 1943, The Utah Chronicle announced that the U had received important comments from government officials who praised what the university contributed to the military. The summary stated that the school provided a five-month course during the 1942-43 school year during which the school catered to 72 enlisted men and 51 officers, who eventually played important roles for the vital posts and battlefronts of the world.

U Archives D Military 1940-49 Fd 2 #1Dr. Dilworth Walker, dean of the U’s school of business, announced the opening of a campaign to raise $2,500 for the war chest in a Utah Chronicle article published October 28, 1943, urged all university students, faculty and employees to contribute to the Salt Lake County War Chest.

Knowing what University of Utah did during the wartime can help us better understand the U’s role in the society and in the wartime. I believe we should know this kind of history as one of the U’s students and Utahns. The significance of knowing what the U did before helps to know the social position of the University of Utah.

Kyung Rin Kim graduated in December 2018 with a Bachelor of Arts degree in Communication.


“U Contributes To War Chest,” Utah Chronicle, October 28, 1943, 1.

Advertisement. telephone and radio equipment, Utah Chronicle, October 21, 1943, 4.

Robert Cutler, “Campus in the Crisis – A Summary of University Wartime Activities,” Utah Chronicle, October 14, 1943, 2.

“University Men at War,” Utah Chronicle, October 14, 1943, 2.

Advertisement for helmets, Utah Chronicle, October 7, 1943, 3.

“University Men at War,” Utah Chronicle, October 7, 1943, 2.

Brian, Cannon. Review of Utah and the Great War: The Beehive State and the World War I Experience, ed. Allan Kent Powell. Western Historical Quarterly 48, no. 3 (Summer 2017): 316-17.

Launius, Roger D. “World War II in Utah,” Utah History to Go.

U Archives D Military 1940-49 Fd 3 n10

U Archives D Military 1940-49 Fd 6 #5