New entrants expectations and worries: can we ignore them?

1. New entrants expectations and worries: can we ignore them? Dr Claire Laudet(Trinity College Dublin, Tutorial Service)

2. 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

3. 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]

4. 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

5. 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

6. Now, it's your turn • If you have a piece of paper, write down something you’re looking forward to this year. white • If you have a piece of paper, write down something you’re a little apprehensive about coloured

7. 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 When you're done... white coloured Then Give the paper you now have to a person at least 2 places away from you so all papers are shuffled. Done?

8. Looking forward to: A little apprehensive about:

9. 2. Survey Results 1

10. 2. Survey Results: Expectations 1

11. 1-year International Irish culture Improve English Travel Irl & Europe Full degree Social life & parties Starting new course 2. 1 Expectations Top for all :Meeting new people • Then: • Get involved in sports, clubs & societies • Pass exams

12. 2. 1 Expectations by Faculty 1

13. 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

14. 2.2 Survey Results: Concerns

15. 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 2. 2 Concerns One shared concern: exams but more for full-degree

16. 2. 2 Concerns by Faculty 1

17. 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

18. 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?)

19. 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

20. 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

21. 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

22. 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)

23. 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

24. 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