DARE Students and the First Year Experience 2012
Alison Doyle
Disability Service
Trinity College Dublin
June 2012
1
CONTENTS
INTRODUCTION
4
METHODOLOGY
6
Research Design
6
Sample population
8
Ethical Considerations
8
Research Method
9
FINDINGS
10
Survey results
10
Interview results
22
CONCLUSION
APPENDICES
24
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ABSTRACT
The objective of this mixed methods study was to examine the first year experience of
students who accepted a college place on reduced points under the DARE scheme (n =
74). Quantitative data from a survey examined ease of transition from school to college,
the registration and orientation process, quality of human support provided pre and
post-transition, access to disability supports, and experience of the DARE process.
Qualitative data from interview transcripts explored knowledge of College structure and
organization,
pre-registration / pre-entry initiatives, registration and orientation,
connecting with other students, provision of advice and support, campus ethos and
environment, level of academic ‘readiness’ and skills, diversity and inclusiveness of college
population, and the overall First Year Experience.
Key findings indicate that 50% of students found registration problematic / confusing, and
90% did not have the appropriate academic skills required for third level study, 12% felt
that this was not provided to them by College.
77% of students have a clear
understanding of College structures and procedures, Most students indicated ease of
transition was related to appropriate course choices, and 60% identified a positive
message of ‘can do’ that made a distinct difference to success and engagement. 20% of
students reportedly were unaware of who to contact for assistance or where to locate
helpful information. Overall students indicated that the transition process was a positive
experience, with 99.9% of students stating that College is an open, inclusive and
welcoming place.
Results suggest that future pre-entry work should focus on providing accurate and indepth knowledge about college systems and structures, and course specific information
that permits students to make more appropriate choices.
Critically, academic and
study skills need to be embedded within programmes in the first semester, in order to
bridge the skills gap. The process of student / institutional engagement has to begin at
pre-entry, prior to the orientation period.
INTRODUCTION
The First Year Experience has been the focus of research for the past twenty years,
principally in the US, Australia and the UK. The first year of college or university is
observed to be central to student retention, and identifying effective ways of assimilating
new students is a conundrum that exercises institutions annually. Tinto in particular
(1997, 2000) makes a clear statement about the necessity to ‘consider ways to change
our institutions to better fit our students, rather than change the student to fit the
institution’ (Nutt & Calderon, 2009, p. 4). However this is not simple to achieve in
practice. HEIs have flirted with a range of initiatives such as summer camps, shadowing
days, orientation programmes, open days, information packs and websites, with varying
degrees of success.
In the Republic of Ireland, students study for the Leaving Certificate examination, an
extremely competitive points-based examination taken at the end of the senior cycle of
education in which students must present a minimum of five subjects, and which must
include Mathematics, English and Irish, the latter including aural, oral and written
assessment. In practice students usually study seven subjects and points are achieved on
their best six results.
Thus there are significant educational targets that must be
achieved in order to qualify for post-secondary opportunities, which may also constitute
an additional hurdle for disabled students who have experienced disadvantage during
their school career. Such disadvantage is recognized by the Disability Access Route to
Education (DARE), a third level admissions scheme for secondary school students who
have the ability to benefit from and succeed in HE, but who may not be able to meet the
points for a third level course due to the impact of their disability. Fourteen HEIs
currently participate in the scheme which identifies Leaving Certificate students who are
eligible to compete for an offer of a college place on reduced points.
All HEIS participating in the DARE scheme have a responsibility to ensure that DARE
students are provided with the supports they need to successfully transition into college,
and to remember their first year experiences as a positive stage in their life.
METHODOLOGY
The objective of this study was to examine the first year experience of students who
accepted a college place on reduced points under the DARE scheme. The principal aims
of the research were:
1. To examine practical and personal variables involved in the process of
transitioning from school to college;
2. To compare experiences of support in school to experiences of support and
assistance in college;
3. To acquire a detailed view of the first year experience for students with
disabilities;
4. To identify areas for improvement and factors that will inform pre-entry activities
in the future.
Research Design
This study uses an emancipatory approach which provides students with an opportunity
to voice their experiences of reasonable accommodations as they relate to formal
examinations.
A mixed methods approach was adopted, enabling a clearer
understanding of the data collected in relation to the research questions (Creswell &
Plano Clark, 2007), using a concurrent-convergent design with triangulated data
collection (Creswell, 2003).
Quantitative and qualitative data were gathered via an
online survey and in-depth interviews.
The survey was designed to capture quantitative data about ease of transition from
school to college, registration and orientation process, quality of human support
provided pre and post-transition, access to disability supports, and experience of the
DARE process. Qualitative data was collected by providing an opportunity to submit
free responses in comment boxes for each question.
Semi-structured interview questions were themed into the following strands: College
structure and organization,
pre-registration / pre-entry initiatives, registration and
orientation, connecting with other students, provision of advice and support, campus
ethos and environment, level of academic ‘readiness’ and skills, assistance with the
transition process, diversity and inclusiveness of college population, and the overall First
Year Experience. Responses were collated under each theme and a content analysis
conducted to identify codes to be used as the basis for quantitative analysis of the text
corpus.
An inductive coding approach was used with each narrative segment permitted
to have several codes attached.
Sample population
The purposive sample population was identified as TCD entrants who had applied for
entry to College via the DARE scheme, and who were approaching the conclusion of
their first year in college (n74). Whilst there was an assumed probability that this
population would also include all disabilities, the actual distribution is illustrated in
Figure 1.
25
22
20
15
15
12
10
5
6
5
3
5
2
4
0
Figure 1 Profile of purposive sample
Ethical Considerations
An explanation of the purpose of the study was provided in the email invitation and
also on the first page of the Internet survey. Participants were assured that data
collected would be anonymised. They were not asked to submit any identifying data.
For the interview process participants were randomly allocated to interviewers within
DS with whom they had no service relationship.
Students who did not attend their appointment were subsequently contacted by
telephone to re-arrange an interview time. Where students did not attend the second
appointment, they were not contacted again. Non-attendance was considered to be
an indication that students did not wish to engage. It was felt that pursuing participants
at this point would be indicative of coercion and thus unethical. Interview notes were
anonymised and labelled by interviewer initials and interview number, for example
AD2. Data was stored in a password protected folder within the DS intranet.
Research Method
This research study uses a mixed methodology.
The intent was to add depth to
quantitative results using qualitative data (Creswell & Plano Clark, 2007). No priority
was given to either quantitative (QUAN) or qualitative (QUAL) data collection or
analyses, both were integrated into the research process from the beginning and were
collated and analysed concurrently. The findings of both data sets were converged
during the interpretation phase, and integrated into the discussion.
Quantitative and qualitative data was collected via 1) survey, and 2) semi-structured
interviews. The survey was designed in Surveymonkey and pilot questionnaires were
distributed to students and staff and subsequently revised on the basis of feedback.
Similarly semi-structured interview questions were identified, discussed and
subsequently modified.
Students were sent an email on 6th March 2012 which asked
them to indicate a convenient date and time for interview within a two week period
(26th March 2012 to 6th April 2012). After a lapse of one week non-respondents were
contacted by telephone and invited to make an appointment.
Students were randomly allocated to one of nine interviewers working within DS with
whom they had had no previous contact. Interviewers were provided with an interview
process guide and a copy of the semi-structured questions. Interviews lasted between
20 – 30 minutes and took place in the interviewer’s office. These locations were private
and did not permit identification of any of the participants.
FINDINGS
Response rates were as follows: survey n = 30 (40.5%), interviews n = 40 (54%). Full
and complete quantitative and qualitative results are available.
Survey results
A profile of survey respondents is provided in Figure 2. The SpLD group accounted
for the highest number of respondents (n = 12) which was not unexpected as they
represented 30% of the target population. Whilst there was an 80% response rate for
the ASD (n = 5) and ADHD (n = 4) groups, only 13% (n = 15) of students with SOI
responded. Of note is that none of the students with sensory disabilities (Blind / VI,
Deaf / HI) elected to complete the survey.
Figure 2 Profile of student respondents
Students were asked to rate their transition experience (Figure 3), with 80% indicating
a positive transition to college ranging from Manageable to Very Easy. However 20%
state they found the process very difficult, which is an unacceptably high rate, and 19
students submitted comments on the reason for the quality of their experience. An
analysis of which indicates that positive experiences were a function of timely and
effective pre-entry information / programmes, supports from College staff and services,
and course choice.
Figure 3. Experience of transition from second to third level
“I think it was due to the course I got as I enjoyed going into college every day
and learning something new on that subject. Also everyone was very helpful
around college with any small problems I had and I met nice friends which also
contributed to a fairly easy transition from second level to college for me.”
Negative experiences were attributed to distinct differences between second and third
level structures and academic expectations, and the degree of freedom and
independence expected of students.
“High level of freedom in relation to attendance etc made it difficult for me to
be strict with myself about punctuality. The scale of the difference between
school and college life caused a surge in new compulsions for me (OCD).”
Registering with DS and, perhaps surprisingly, organising accommodation were not
areas of concern.
However there was a particular difficulty with technical processes.
Registering on their course, obtaining a student card and activating email were all areas
described as confusing, complicated or problematic,
“Signing up for Webct and my Myzone account was very tedious”.
“Registration was problematic as the college had lost results of my
Pre reg blood tests and my registration was delayed”.
“Dealing with student records and IS Services which was drawn out and caused
un-needed stress.”
College friends or knowing someone in college, parents and family and Disability
Service supports were identified as making the transition to college easier (Figure 4).
Only one respondent mentioned a teacher, no other school-related support was
stated.
Students indicated that these individuals or providing information, explaining
options and assisting with decisions were major factors in ease of transition, as were
discussing and advising on disability-related supports (53.3%), and having an
understanding of the student’s disability (46.7%).
Significantly, 60% of students stated
that being provided with encouragement was an important feature of the transition
process.
“It was nice that there was someone there who understood that things weren't
easy for me and that I was struggling at times. At one time in particular during
the college year I was having a particularly hard time but Unlink was there for
me and helped me through it.”
Figue 4. Human support in the transition expereince
Which of these people made transition to college
easier? You can choose more than one answer.
Answer Options
Response Response
Percent
Count
Unilink Service
26.7%
8
Parents
53.3%
16
Family support
30.0%
9
College friends
56.7%
17
School friends
20.0%
6
Knowing someone in
40.0%
12
College Tutor
26.7%
8
Disability Service
36.7%
11
College Lecturers
23.3%
7
Nobody
3.3%
1
college
The next two questions compared levels of support experienced in college and in
school (Figure 5). Levels of satisfaction with support in college were high with 76% of
students stating they were well supported, 83% know where to go and whom to
contact to source help, 80% of students felt that they had been provided with the
opportunity to discuss problems, and 67% have a key person that they can reply on for
support and guidance. It is of concern that approximately 20% of students did not
know where to source help or whether they had a key person to support them.
Seven students submitted additional comments, three of whom identified the Unilink
Service as being of significant benefit, and one student described their college tutor as
being ‘wonderful’.
Figure 5. Quality of support provided in College
Two comments stated that the differences in support style and availability to be
challenging:
“I just find it weird how it’s not like school where if you’re stressed you go up to a
teacher and they advise you but if you want advice it seems like such a process like
emailing them, having to meet them.”
“It took me a while to work out who to go to, and what I needed to ask for. For
example, it wasn't till the 2nd term that I linked in the academic support.”
Students were then asked to describe the quality of support in college compared to
their experience of support at school (Figure 6).
Figure 6. Level of support in college compared to level of support experienced in school
Results indicated an overall improvement in areas of: understanding of needs (60%),
increase in available support (63%), ease of locating supports (50%), increased
professionalism (63%), helpfulness of staff (53%), better and more practical advice
(60%), and ease of sourcing information (46%). Although only a small number of
students identified these factors as being worse than their school experience,
understanding of needs (20%) and ease of locating supports (20%) and sourcing
information (23%), were identified as being particularly poor.
The final question in the support section asked students to indicate their engagement
with a range of technological and academic supports available through DS (Table 1).
Frequently
Often
Sometimes
Rarely
Never
2
4
1
4
20
5
6
2
4
14
Learning support
1
4
7
4
16
Skills4Study Campus
0
1
6
4
20
Photocopy cards
7
3
5
3
13
Unilink
4
2
5
4
15
Extended library borrowing
4
2
3
4
18
Assistive Technology (Texthelp /
Dictaphone etc.)
Disability Service (ATIC) room in
libraries
Table 1 Engagement with academic supports
For the purposes of this analysis, results for ‘Never’ and ‘Do not use’ options were
combined. Although 60% of students indicated that they never used Assistive
Technology, 53% did not use learning support and 50% did not use Unilink, these are
idiosyncratic supports so should not be considered as an area for development.
However 47% also stated that they never used the ATIC room, 60% did not use
special library borrowing, 43% did not use photocopy cards, and 67% had not used
Skills4Study Campus, which may indicate a lack of awareness of these supports.
Three students submitted comments:
“I wasn't aware of the extended library borrowing.”
“I haven't engaged in any of these services because i just haven’t had time and
the study skills weren't at a convenient time for me and I haven't used the
extended library borrowing as I have some text books at home and the books
were already checked out.”
“I don’t like using the internet as I get carried away with it and go on social
networks.”
Students were asked to reflect on the usefulness of targeted transition initiatives for
disabled students that could be included in Transition Year (TY). Results indicate that
potential strategies were in general viewed positively.
Figure 7. Transition initiatives for inclusion in the TY programme
College application workshops, advice clinics and disability specific information were
considered to be essential / useful by 73% of students, as were visits to disability
services in colleges (66%), a transition website (63%) and curriculum time dedicated to
transition planning (63%). With respect to overall experience of the DARE process,
(77%) of students stated this was a positive experience (27% Very Easy, 50% Simple
Enough). However the remaining 23% students described it as confusing, which is
concerning given the transparency of the scheme, the levels of publicity, and availability
of online and print materials.
Figure 8. Student perceptions of the DARE process
Two students left comments about this confusion: “It was confusing but when it was
explained to me it became simple to understand”, and “I started panicking when filling
in the forms that I might have missed something.” This would support the idea that
students need a transition ‘partner’, be that a parent, carer, teacher, Guidance
Counsellor or other stakeholder.
Finally students were invited to submit advice about transitioning to college to future
disabled students completing the Leaving Certificate. The full transcript is available in
the Appendices. Of particular note is the general tone of the comments submitted by
29 students which was positive and enthusiastic. Statements were coded into themes
and ranked by frequency as: importance of course choice (57%), asking for help (47%),
applying to DARE (40%), participating in college social life (30%), using Disability
Service supports (23%), the importance of developing independence skills such as selfdetermination and self-awareness (15%), course preferences (6%), and future career
and opportunities (3%). Students were emphatic about the importance of selecting not
just the right course, but one that would be of sustainable interest and play to the
strengths of the student:
“In relation to course choice you really should research the course of your
interest before you commit to it on the CAO. I personally wrote down law on
the basis that I had spent my work experience in transition year in a solicitors
office however I didn't have a true insight into the course and I was basing my
opinion of law on the work of solicitor and this didn't give me a true picture of
the level of work that has to be put into the actual course. As a result when I
started my course I was overwhelmed by the level of work that was expected
of me.”
“A few of my friends who believed that they were suitable candidates did not in
fact end up with a DARE allowance and therefore were not served well by
their CAO choices.
Choose a course that you know you will enjoy and that
you feel suits you, therefore you will be happy and willing to work hard at
whatever difficulties may arise for you in your chosen course.”
Of critical relevance to this process is the quality of guidance and advice that a student
receives:
“Personally my career guidance teacher was very unhelpful she didn't want to
assist me and she made this very clear when she kept telling me that I was no
different from anyone else and that everyone finds the Leaving Cert difficult.
She was of the opinion that I shouldn't be allowed access to the college via the
DARE system and did everything in her power to make it sound as if I didn't
need help in the letter that she was asked to send to DARE re my application.”
Students were encouraging about the need to ask for help and specifically that students
should act as self-advocates and actively seek help for themselves:
“Students must always remember that help is always given to those that seek
it.”
“Help in college: All you have to do is ask, whether it is your assigned OT
person or lecturer or tutor and they will help you as much as they can.”
The value of applying to DARE was a feature of many comments, although one or two
students stated that they had not been made aware of the scheme by their school.
One interesting comments reflects a negative experience of disclosure with respect to
DARE: “Apply to the application form, keep it confidential, there is a lot of resentment
from other students.” A point that was mentioned several times was the importance
of the personal statement to the application:
“Do not hold back in describing all of the things holding you back in your
studies as all of these difficulties can be helped through the various support
systems put in place in TCD.”
Interview results
Organization: Do you understand how college is organized so that you know
where to go if you have an administrative or academic question?
Figure 9. Knowledge of College organisation and structure
The vast majority of students (77%) had a clear understanding of how College operates
and is structured into academic and administrative areas. All of the respondents who
indicated that they found these aspects initially problematic or confusing, stated that they
relied on fellow students to assist with tasks such as timetabling, registration, the library,
webct and locating venues. Students stated that they would ask an academic, tutor or
DS personnel if they required assistance.
Pre-registration: What kind of activities or programmes would help with the
transition process before registering in college?
Figure 10. Student suggestions for pre-entry activities
30% of students were not aware of anything in particular that needed to be improved,
compared to 65% who provided suggestions for improved activities. Academic
resources included prior knowledge of book lists, online materials and more subject
specific preparatory classes, for example Anatomy.
Better pre-entry and orientation
activities were identified as course specific tours that included visiting venues, and more
course specific requirements in advance of registration:
"While I chose the right course for me, there is a lot I would have liked to know
about it in advance. For example, it would have been great to get key readings in
advance so I could have started on the readings the summer before I began. I did
not know that my Irish Sign Language classes would be conducted completely
through ISL and that is huge. It would have been useful if I had been able to begin
studying ISL over the summer in preparation."
“Was not clear who to go to in the school with any particular issues. A
specifically and clearly identified person in the department would have been very
useful. Tutor was very good but was not based in the department. Friends
reported that tutors in the department were very useful.”
Registration & Orientation: how would you describe your experience of the
early days of your transition into college?
There was an even distribution of positive experiences (50%) contrasted with students
who found the process confusing and problematic (50%). Positive feedback highlighted
the importance of making friendships, joining societies and settling in to a routine quickly.
Negative experiences included not being assigned a tutor from the beginning, studying
within a large cohort with multiple subject choices / strands, and living away from home.
The processes involved in the registration process caused particular problems:
"The registration process was really tough. I had to queue for one and a half
hours when then when I got to the top there was a fee query so I was sent away
to sort it out. I only sorted wifi out last week (April 2012). It was quite difficult
to set up and it was intimidating seeking out someone who could help.”
Connections: As a new student, to what degree has this college connected
you with other new students / academic supports?
The purpose of this question was to establish student opinions on College’s efforts to
connect students with one another, and to academic resources.
Overall 85% of
students feel linked in with both peers and college structures as a result of support from
the Disability Service, academic staff and students, and many comments praised the
Student 2 Student service.
Connections with other students / supports
29
5
Good: I felt
connected
Adequate
7
3
Disappointing /
problematic
Not College's
responsibility
Figure 11. Student perceptions of links within college
“The college really made an effort to connect with me. All of my lecturers are
very approachable and you wouldn’t feel intimidated asking them a question in a
one on one situation, it can be more difficult in a lecture but afterwards is fine
and they generally are great help.”
“I found that the college really made an effort to connect with me. Especially
through the Students’ Union. I think that I would feel most comfortable going to
them if I had a problem.”
“I think that small seminar classes were a good place to make friends, some of
my now best friends I met in seminar classes. I think generally I’m more inclined
to go to something if it’s in Trinity and with Trinity people if its geared towards
socialising.
I didn’t really use the academic supports like “Skills for Study” but
the effort was definitely made to link me in with supports.”
However 17.5% of stated that this aspect of their first year experience had been
disappointing or problematic. Helpfulness of academic staff was variable depending on
course / subject, and ‘connectedness’ was very dependent upon the size of the course
with larger lectures being quite alienating, and understanding and using College
communication systems was crucial:
"I think students should know that setting up a connection with the internet is
very important. I didn’t realise email was so important. It should be
communicated more that email is the primary way in which college will contact
you. Sometimes my lecturers email three hours prior to a lecture to cancel.”
Advice: To what degree have admin / academic / services staff explained the
requirements for your course, or helped you manage your course?
Understanding the content and requirements of a course, together with having
appropriate academic skills, was one of the most frequently cited concerns of students
throughout all of the interviews and survey comments.
Statements were split between
a straightforward, good or ‘as expected’ experience (72.5%), contrasted with service
that was not helpful, vague or requires improvement (27.5%).
Positive comments
related to solid information provided in Fresher’s week, introductory lectures, accurate
and detailed course handbooks, and helpful administrative and academic staff.
Criticisms included detail such as weighting of exams not explained very well, and in
some cases information in the handbook changed during the year. In one case the
student felt that the title and course description was misleading (Business and
Computing).
“This is something that I found particularly difficult I did not do enough research
into my course maybe but the weighting of the course seems to be more on the
computer science end and I was expecting more of a focus on Business…I
thought that even the name of the course suggested that the main aspect was
going to be business and I have struggled with Computer Science. Also we are in
the same classes for maths as the computer science course and they all required
honours maths and I didn’t do honours maths so I, like most of my class, get lost
easily.”
Campus environment: How effective is College at helping students feel safe,
welcome and that their needs are met?
90% of students agreed that College made every effort to ensure that students felt
welcomed, included and safe, however to a large extent this was very dependent upon
the size of the course and the level of engagement with social activities.
“It’s done a good job for me. It is helped by having a small course, only
30. I’ve made friends and I feel looked after by staff. We have tutorials in
each subject with only 15 students so there’s a chance to get to know
each other.”
“TCD is pretty diverse. There are lots of mature and foreign students
here and that gives a spice to College.”
Criticisms were largely expressed by Nursing students who did not feel that they were
part of the general campus, and this was exacerbated by time spent on placement.
Skills: how well do you think you were prepared in terms of the academic
skills required for your course? How well has college helped you to improve
these skills?
Responses to this question highlighted a significant skills gap between second level and
third level requirements, with 90% of students indicating that they needed help with
gaining or improving academic skills, which in general was made available to them.
Figure 12. Level of academic skills required for third level
For some students this support was provided early on, but others found it took time to
acquire the right kind of skills quickly and efficiently.
“I was prepared but only because I did the IB which has academic skills as part of
it for example how to read and write research papers. I know people who came
through the Irish system and didn’t know what a bibliography was. Being in and
on the course has improved my skills but it is something I worked on by myself.”
“There’s a gap between LC and College. College is more self-directed. It’s a
stereotype but it’s true. In the LC you learn the book to prepare for the exam. In
College you have to explore the library and you need to do your own analysis to
get good grades. In maths we have weekly assignments which help prepare you
for term tests and in philosophy and politics we’ve had tutorials on essay
writing.”
“My research skills before this course were non-existent as my school didn’t
even have the internet and now that everything is at my fingertips I have had to
get to grips with that quickly. You have to learn quickly what is relevant and not
relevant as this is not always clear from the lectures. I have had to get better at
filtering information that is not important. I wasn’t good at this at the start but
am learning how to do this now.”
Only two students felt they were academically ready for the challenge of third level, and
a further five did not feel that they had a baseline of skills to build on, and lacked support
to improve these skills.
“The leaving cert is a joke. It doesn’t prepare you to think or be prepared for
College. There is no critical thinking. International students are better educated
compared to Irish students entering College.”
"Needed to study right from the start, could not ease one’s way into the course.
Methods of learning Anatomy could have been outlined from the start to make
engagement with the subject easier. Developed the skills to do this after
Christmas.”
Transition & Support: what kind of support should College provide to help
students manage first year?
There was an equal distribution of opinions that very little more is required than already
exists (50%), and the remaining 50% believed that only a small improvement in some
areas would be required. Many students stated that no matter what support was put in
place, the transition to third level is a big jump, but that online resources online and
open days that are available to students, provide them with an opportunity to be aware
of what to expect in the first year of college. Suggestions for areas of improvement
included:

Promotion of academic skills

Books in accessible formats

Feedback on expected academic standards and performance

One stop student information desk

Opportunities to engage with peers on very large classes

Discipline specific peer mentors
The most successful transitions were described where students had a broad engagement
with all aspects of College supports whether they be technical or human.
"I met my Disability Officer and she showed me past papers websites. I found this
really helpful, and it was good to do it before college started. She emails me all
the time and I email her back. I also met with the ATIC advisor and he gave me
Read and Gold and I do typing with -TTRS, this has really helped me
academically. I also joined Societies such as the Hist and the Phil and I go to their
debates.”
Diversity: how open is College to acknowledging and accepting a diverse
student body (disability, background, culture)?
An overwhelming majority of 96% of students are of the opinion that College is diverse,
accepting, integrated and acknowledges difference and individuality, principally due to a
sense of identity and community. Some students believe there is less of a distinction
made between students from Dublin and outside of Dublin, how several students stated
that externally “there are still some public perceptions that Trinity is stand offish,” and
there appear to be particular issues with entrance via the DARE scheme:
"Before coming in I was told not to tell people I came in on DARE, and in school
it was a big secret that I got accommodations.”
“I do think there is a huge stigma attached to the DARE scheme. I have had
other students comment on how ridiculous it is that someone got in on reduced
points. I have never told anyone I’ve got in on DARE, it would be viewed like I
have a second class degree. I have had students with hundreds of points less than
me comment in a negative way about the DARE scheme.”
First Year Experience: what is your overall satisfaction with College: social
aspects, your course, services?
Would you recommend this college to
anyone?
A resounding 100% of students enjoyed their first year – despite initial difficulties settling
in, and would recommend Trinity to prospective students.
“Overall I’m very happy with college. Intellectually I feel stimulated and fulfilled. I
have a lot to amuse myself with and I do feel that I have sufficient supports. I
enjoy my college life more than secondary school. I’ve lost contact with a lot of
my secondary school friends. College is a great place to develop my
independence and skills.”
"I love everything about Trinity, it’s great, I’ve always wanted to go here and all
my family went here.
I love my course, I always knew what I wanted to do, I
have heard so many people say that they hate their course. I was aware to take it
as it is. I really appreciate the options available through the course I’ve chosen as
my degree. I’m very happy with the services available in college; I really don’t
know what else you could do for me. I think it would be really hard to convince
me to go anywhere other than Trinity even Harvard! If someone gave me one
issue about Trinity I could probably name about 10 reasons why you should
come here."
CONCLUSION
Findings from the survey that was administered to DARE students indicate a positive
experience of the transition process. As 20% of students found the practicalities of
beginning college life difficult, this indicates the need to pre-identify students who may
find those tasks challenging, and to implement a mentoring or peer partnership
scheme. The majority of students stated appropriate course choices as a reason for
ease of transition, and this was also a major feature of their advice to future DARE
students.
Future pre-entry work must focus on providing accurate and in-depth
knowledge about the way college operates as a system, and an interface for providing
students with course specific information that meets the needs of a technologically
savvy generation, who require a higher level of accessibility than is currently provided.
College admissions schemes and student services need to engage all stakeholders
working with disabled students: parents, carers, school staff and in particular Guidance
Counsellors.
It is clear that simply providing print or electronic materials is
insufficient. An important point that should be considered by all HEIs is that whilst
college staff are very familiar with practices and procedures, for each new cohort of
potential students and parents, the process is new and unfamiliar. It is clear that the
process of encouragement has to begin at an earlier stage than immediately before
entry; 60% of students stated that it was the positive message of ‘can do’ that made a
distinct difference to success and engagement, and this is very closely tied to the
aspiration to transition to third level, including the various processes linked to that
aspiration, including DARE application.
Students indicated college application
workshops, advice clinics, visits to / by disability services, a transition website and
curriculum time dedicated to transition planning as being essential.
Application clinics
are already provided through the DARE scheme, and DS participates in events providing
information to students and parents. There are logistical difficulties involved in providing
these outreach initiatives to individual schools with only a very small number of disabled
students.
Pathways to Trinity is a transition website that was launched in April 2011
and, as mentioned above, as each new cohort of senior cycle students is effectively new
to the experience, this may need to be publicized more widely on an ongoing basis. The
most obvious solution, as mentioned by students, is dedicated transition planning time
and programmes within the school curriculum.
More than 70% of students surveyed were confident about accessing supports and
understanding how to go about this and linking in with a key individual. Of concern
are the 20% of students who reportedly had no idea who they could contact for
assistance or where to locate helpful information, including an identifiable individual
responsible for providing support. As DS conducts an individual needs assessment
with each student at the point of registration – generally well before the beginning of
lectures in late August / early September, the conclusion is that whilst students are
provided with this guidance, the morass of information and different layers of
registration processes means that this advice is not retained.
Therefore a more
phased approach to registration would seem to be more suitable and productive,
including a pre-entry / orientation session for students and their parents, a short
course or at least School introduction, college systems and structures, followed by a
needs assessment that takes place after a few weeks of academic study. A welcome
outcome was the recognition by students themselves for the need to be self-aware,
self-determined and to develop self-advocacy skills.
This is the underpinning
philosophy of the DS strategic plan: the Student Journey.
The overwhelming perception of College being an open, inclusive and welcoming place
is very encouraging. However, anecdotally, it is only once students have entered
College that this is apparent to them.
For many prospective students Trinity is
perceived as a place that may not be accessible, that they may not visit or wander
around.
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Creswell, J. W. & Plano Clark, V. L. (2007) Designing and Conducting Mixed Methods
Research. Thousand Oaks, CA: Sage.
Nutt, D. & Calderon, D. (2009) ‘The First-Year Experience: An International
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Centre
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