Student planning and information problems in different college structures

Ann E. Person, James E. Rosenbaum, Regina J Deil-Amen

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

Over the past three decades, colleges have experienced revolutionary changes, and the enrollment revolution has had a particularly profound impact on 2-year colleges. We describe the new kinds of students who are entering college today and the ways that colleges have begun to adapt. Then, analyzing interviews with students and administrators and a survey of nearly 4,400 students in 14 two-year colleges, we examine four questions: (1) Do students have serious information problems, and are college procedures ever responsible? (2) How can college structures improve students' information and planning? (3) Do colleges with alternative structures affect student information and confidence? (4) Do alternative college structures matter, net of student attributes ? The results suggest new approaches to addressing the information needs of college students, which may have important implications for their confidence and success. The evidence in this study suggests that structured programs, structured advising, and structured peer supports should be added to the menu of college policy alternatives that deserve further consideration. Copyright & by Teachers College, Columbia University.

Original languageEnglish (US)
Pages (from-to)374-396
Number of pages23
JournalTeachers College Record
Volume108
Issue number3
DOIs
StatePublished - Mar 2006
Externally publishedYes

Fingerprint

planning
student
confidence
teachers' college
interview
evidence

ASJC Scopus subject areas

  • Education

Cite this

Student planning and information problems in different college structures. / Person, Ann E.; Rosenbaum, James E.; Deil-Amen, Regina J.

In: Teachers College Record, Vol. 108, No. 3, 03.2006, p. 374-396.

Research output: Contribution to journalArticle

Person, Ann E. ; Rosenbaum, James E. ; Deil-Amen, Regina J. / Student planning and information problems in different college structures. In: Teachers College Record. 2006 ; Vol. 108, No. 3. pp. 374-396.
@article{64b0d980f9c343eca2cd227f011578fd,
title = "Student planning and information problems in different college structures",
abstract = "Over the past three decades, colleges have experienced revolutionary changes, and the enrollment revolution has had a particularly profound impact on 2-year colleges. We describe the new kinds of students who are entering college today and the ways that colleges have begun to adapt. Then, analyzing interviews with students and administrators and a survey of nearly 4,400 students in 14 two-year colleges, we examine four questions: (1) Do students have serious information problems, and are college procedures ever responsible? (2) How can college structures improve students' information and planning? (3) Do colleges with alternative structures affect student information and confidence? (4) Do alternative college structures matter, net of student attributes ? The results suggest new approaches to addressing the information needs of college students, which may have important implications for their confidence and success. The evidence in this study suggests that structured programs, structured advising, and structured peer supports should be added to the menu of college policy alternatives that deserve further consideration. Copyright & by Teachers College, Columbia University.",
author = "Person, {Ann E.} and Rosenbaum, {James E.} and Deil-Amen, {Regina J}",
year = "2006",
month = "3",
doi = "10.1111/j.1467-9620.2006.00655.x",
language = "English (US)",
volume = "108",
pages = "374--396",
journal = "Teachers College Record",
issn = "0161-4681",
publisher = "Teachers College Record",
number = "3",

}

TY - JOUR

T1 - Student planning and information problems in different college structures

AU - Person, Ann E.

AU - Rosenbaum, James E.

AU - Deil-Amen, Regina J

PY - 2006/3

Y1 - 2006/3

N2 - Over the past three decades, colleges have experienced revolutionary changes, and the enrollment revolution has had a particularly profound impact on 2-year colleges. We describe the new kinds of students who are entering college today and the ways that colleges have begun to adapt. Then, analyzing interviews with students and administrators and a survey of nearly 4,400 students in 14 two-year colleges, we examine four questions: (1) Do students have serious information problems, and are college procedures ever responsible? (2) How can college structures improve students' information and planning? (3) Do colleges with alternative structures affect student information and confidence? (4) Do alternative college structures matter, net of student attributes ? The results suggest new approaches to addressing the information needs of college students, which may have important implications for their confidence and success. The evidence in this study suggests that structured programs, structured advising, and structured peer supports should be added to the menu of college policy alternatives that deserve further consideration. Copyright & by Teachers College, Columbia University.

AB - Over the past three decades, colleges have experienced revolutionary changes, and the enrollment revolution has had a particularly profound impact on 2-year colleges. We describe the new kinds of students who are entering college today and the ways that colleges have begun to adapt. Then, analyzing interviews with students and administrators and a survey of nearly 4,400 students in 14 two-year colleges, we examine four questions: (1) Do students have serious information problems, and are college procedures ever responsible? (2) How can college structures improve students' information and planning? (3) Do colleges with alternative structures affect student information and confidence? (4) Do alternative college structures matter, net of student attributes ? The results suggest new approaches to addressing the information needs of college students, which may have important implications for their confidence and success. The evidence in this study suggests that structured programs, structured advising, and structured peer supports should be added to the menu of college policy alternatives that deserve further consideration. Copyright & by Teachers College, Columbia University.

UR - http://www.scopus.com/inward/record.url?scp=33645301015&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33645301015&partnerID=8YFLogxK

U2 - 10.1111/j.1467-9620.2006.00655.x

DO - 10.1111/j.1467-9620.2006.00655.x

M3 - Article

VL - 108

SP - 374

EP - 396

JO - Teachers College Record

JF - Teachers College Record

SN - 0161-4681

IS - 3

ER -