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Article Type

Professional Proficiency

Article Abstract

Related Issue:

An increasing variety of resources and modalities exist for students beginning the college search and admissions process. Using the theoretical framework of Connectivism, this study investigates the dynamics of resource utilization among college applicants throughout the college search, selection, and application process. Employing a specific inquiry embedded within the Common Application for Fall 2024 enrollment at a highly-selective research university, data were collected from a cohort comprising 28,468 respondents out of 34,617 applications submitted, resulting in a response rate of 82.2 percent. Through a single multiple-choice question with seventeen options, participants were prompted to identify any of the resources they engaged during their college application journey. Examination of responses revealed a discernible hierarchy in resource preference, with college websites, high school counselors, college planning websites and books, social media channels, and immediate family (parent or sibling) emerging as the most frequently cited sources, in respective order. Further, 61.7 percent of resources used were either digital or hybrid modality emphasizing the deeper integration of technology in student resource use. Findings also reveal a critical modality ratio of 2:1:2 of in-person to hybrid to digital resource use. These findings underscore the importance of resources within the intricate college ecosystem, provide insights crucial for supporting prospective college students, and new understandings of institutional resource allocation in the digital era.

Author(s)

Mark Butt, Ed.D., is the Director of Admission at Emory University in Atlanta,
Georgia. His research interests examine social, wealth, and resource
stratification in the selective college admissions ecosystem, particularly how
these factors influence the college search and application process for a
variety of student subpopulations. He currently focuses on expanding access
for first-generation and historically marginalized students, with his work
aiming to address inequities and strengthen institutional support systems for
all applicants. He holds a Doctor of Education from the University of Alabama,
a master’s degree from the University of Pennsylvania, and a bachelor’s degree
from the University of Delaware. He is originally from Ottawa, Canada.

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