New entrants expectations and worries: can we ignore

them?

Dr Claire Laudet(Trinity College Dublin, Tutorial

Service)

Outline 1. Context

Trinity College Dublin Freshers’ week and orientation

2. Survey results Expectations Concerns

3. Discussion 4. Implications for orientation week and

support services

1. Context: Trinity College a ‘research-led’ institution. THE rankings: 53rd world, 13th Europe 15,322 students, 10,791 undergraduates (94% full-

time); 4,531 postgraduates (60% full-time). 84% Irish, 10% E. U., 3% North/Central America,

3% rest of world. 61% are female of 07-08 entrants: 10% mature, 9% access 54% of entrants > 500 Leaving Cert. points (out of

600 max.), 93% > 400 [ 8.7% and 30.4% nationally]

1. Context: Orientation Coordinated by Senior Tutor’s office During Freshers’ week, week before

term starts General meeting; campus tour; course

information meetings; library and sports hall tours; registration and series of lunch-time talks

1.Context: General Meeting• Presentation of student services• Faculty-based• 230 to 400 students in lecture theatre• Interactive element introduced in Oct.

2006• Data gathered in Oct. 2007

If you have a piece of paper, write down something you’re looking forward to this year.

If you have a piece of paper, write down something you’re a little apprehensive about

Introduce yourself to the person behind you and give them your paper

Introduce yourself to the person in front of you and give them your paper

Give the paper you now have to a person at least 2 places away from you so all papers are shuffled.

2. Survey Results 1

Oct. 07

Health Sc.

Arts & Hum.

1 year intern.

TSM Engin. Scien.

Nº reg.

349 228 349 371 248 397

Resp. rate

50 % 65% 81% 38% 46% 29%

2. Survey Results: Expectations 1

Expectations: one-year and full degree students

31

13

86 7

4 4 4 3 3 3 2 2 2 2 2 2- - - -

40

0 0 0

7

1

9 9

10 1 0 0 0 0

20

18

21

9

-

5

10

15

20

25

30

35

40

45

Mee

ting

new p

eople

Irish

cultu

re &

lang

uage

Impr

ove

Englis

h

Trav

el (Ir

eland

& E

urop

e)

Other

Live

in Dub

lin

Gettin

g inv

olved

in sp

orts

Gettin

g inv

olved

in cl

ubs a

nd so

cietie

s

Drinkin

g

New le

arnin

g en

viron

men

t

Takin

g pa

rt in

artis

tic a

ctivit

ies

New e

xper

ience

Study

ing w

ith e

xper

ts

Partic

ipatin

g in

cultu

ral e

xcha

nge

Having

fun

Passin

g e

xam

s

Mee

t per

son

of o

ther

sex

Social

Life

/par

ties &

balls

Inde

pend

ence

& fr

eedo

m

Stude

nt d

iscou

nts &

free

stuf

f

New co

urse

/stud

ying

One-year, one-term students Full degree students

2. 1 Expectations

1-year International Irish culture Improve English Travel Irl & Europe

Full degree Social life & parties Starting new course

Top for all : Meeting new people

Then:•Get involved in sports, clubs & societies•Pass exams

2. 1 Expectations by Faculty 1Main expectations: full degree by faculty

52

21

84 4 3 2

0

31 30

13

1

7 9

1 3

38

7

13 13

18

52

0

35

86

24

14

8

20

39

18

68

4

10

46

0

10

20

30

40

50

60

Health Science Arts & Humanities TSM Engineering Science

2. 1 Expectations by Faculty 2 Meeting new people > Health Sciences

Worked hard for LC Higher % of international students

TSM & Engineering: Sports, Clubs & Societies > Social life High % of males in Engineering

Arts & Hum, TSM: more are looking forward to studies than in other faculties

2.2 Survey Results: ConcernsConcerns: one-year and full degree students

23

13

108 8 8 8 8

63 3 2 2

0 0 0 0 0 0 0 0 0 00

25

0

3

0 0 0

18

0

11

7

0 0

4

12

2

74

1 1 1 1 2

0

5

10

15

20

25

30

One-year one-term students Full degree students

2. 2 Concerns

1-year international• Language problems• Course Choice• Registration, adm.• Money• Accommodation• Homesickeness• Cultural shock

Full degree• Difficulties making friends• Workload• Time management• Wrong course• Course work & essays• Course too difficult

One shared concern: exams but more for full-degree

2. 2 Concerns by Faculty 1Concerns: full degree by faculty

44

15

10

16

3 2 03

03

03

0 0 0

12

22

12

18

12

3

10

3 2 0 0 0

5

0 2

12

2017

811

17

2 3 52 0

3 2 0 2

28

20

11

4 47

4 42 2

7

0 0

7

0

29

14

8 84 4

68 8

6 6

0 0 0 00

5

10

15

20

25

30

35

40

45

50

Health Sciences Arts & Humanities TSM Engineering Science

2.2 Concerns by Faculty 2 Nº1 = exams, Nº 2 = difficulties making friends Health Sciences:

More for Exams & High workload But less for course work or study skills

Arts & Humanities General pattern More for course work & workload less for exams

2.2 Concerns by Faculty 3 TSM

Difficulties making new friends Course choices Less for exams, more for course work & essays

Engineering General trend Long hours

Science Twice as many feel course might be too difficult

(maths, chemistry?)

3. Discussion 1 Freshman myth remains powerful

Going to college = making friends, having fun, going to parties, getting involved in sport & societies

Only 1 in 10 mentions academic related item as main expectation

One-year students have prior experience & appear to have readjusted their expectations academic and cultural expectations play bigger

role But selected by self or institution

3. Discussion 2 Faculty differences

Probable impact of entry system (CAO points, selective courses)

Role of course structure (TSM [combined honors])

Word of mouth and course reputation Some awareness of academic transition

issues

4. Implications for Orientation Faculty-based meeting appropriate More differentiation in content Adjust content of lunch-time talks and

include ‘friendship management’ Include ice-breaker/get-to-know-other-

students activities Expand and reinforce peer support

4. Implications for Services Support and advice programmes should include

relationship & friendship issues Continue and expand study skills (Learning

Support and integration in curriculum) International Office should

review administrative processes regarding registration and course choices

Improve information on actual costs and consequences of changes in exchange rate

Provide advice and support re. accommodation in particular for short-term students (one-term or semester)

Conclusion Dual purpose (orientation activity & data

collection) mechanism makes pilot in worthwhile

Need for more specific data (demographic profiles etc)

Without leading to survey fatigue

References Brown, S. and P. Race (2002). Lecturing: A Practical Guide,

Routledge Lowe, H. and A. Cook (2003). “Mind the Gap: are students

prepared for higher education?”, Journal of Further and Higher Education 27(1): 53-78

Paul, E.L. and S. Brier (2001). “Friendsickness in the Transition to College”, Journal of Counseling & Development 79 (Winter 2001), 77-89

Smith, J.S. and E.C. Wertlieb (2005).” Do First-year College Students’ Expectations Align with their Furst-Year Experience?” NASPA Journal 42(2, Winter 2005), 153-174

Yorke, M. and B. Long (2008). The First-Year Experience of Higher Education in the UK, The Higher Education Academy