ERIC Number: ED260651
Record Type: Non-Journal
Publication Date: 1985
Today's Urban University Students: Part 2. A Case Study of Hunter College. Final Report on the Urban University Study.
Davila, Evelyn M.
Characteristics and needs of Hunter College students were studied during 1981-1983. The college's use of institutional research to accommodate an increasingly nontraditional student body was also assessed. Attention was directed to: the student population's ethnicity, income, and employment; students' academic experiences; times of day most students attended classes; evening class enrollments; patterns of class attendance for students with different majors; patterns of class attendance for students employed part-time; and the motivational basis for current class scheduling by students. Based on the finding that students were generally uninformed about the availability of support services, steps were taken to remedy the situation, including the establishment of information centers. Institutional service areas identified as critical concerns were counseling, registration, and security. In attempting to understand the college's social environment, consideration was given to needs of different types of students (part- and full-time, returning women students, commuters). Based on study findings, a series of reforms was initiated, such as keeping the administrative offices open longer and evening food services. Guidelines for other urban universities on conducting self-studies are included. (SW)
Descriptors: Academic Advising, Ancillary School Services, Career Counseling, College Students, Evening Programs, Higher Education, Information Needs, Institutional Characteristics, Institutional Research, Needs Assessment, School Registration, School Schedules, School Security, Self Evaluation (Groups), Student Characteristics, Student Employment, Student Needs, Urban Universities
College Board Publications, Box 886, New York, NY 10101 ($6.00).
Publication Type: Guides - Non-Classroom; Reports - Research
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: College Entrance Examination Board, Washington, DC.