Summary Report on the Academic Experiences Survey with NonTraditional Student Cohorts
Michelle Garvey
Inclusive Curriculum Development Officer
Trinity College Dublin
April 2009
Trinity Inclusive Curriculum
Room 2054,
Trinity College Dublin
Telephone +353 (0) 87 9201209
Facsimile +353 (0) 1 896 3672
E-mail include@tcd.ie
Introduction
It is recognised that students entering Trinity College Dublin (TCD) come from
diverse backgrounds. Over recent years there has been a significant increase in
the number of mature students, students with disabilities, students from lower
socio-economic backgrounds and international students. Currently more than 25%
of students belong to one of these cohorts.
No. of
students
% of total student
population
Disability
585
4%
Trinity Access Programmes (TAP)
581
4%
Mature (excluding Postgraduates)
Outside the state
1044
6%
16%
(6% outside of EU)
Table 1: Disability figure current April 2009, TAP current Feb/April 2009, Mature current November
2008.
The Trinity Inclusive Curriculum (TIC) project conducted a survey in order to gain
insight into the academic experiences and needs of students from non-traditional
backgrounds, specifically to:

gather feedback on student satisfaction with facilities and services,

enhance inclusivity by identifying good practice and areas for improvement.
The TIC Project is a Strategic Innovation Funded (SIF) II project aiming to
introduce inclusive teaching, learning and assessment practices into the curricula
of TCD so as to enable all students, particularly those from non-traditional learning
backgrounds, to participate more fully in the academic life of TCD.
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Key findings
493 students responded to the survey with 85% completing it fully. 97% of
respondents were undergraduate students.
General Academic Experiences
-
Students in the Faculty of Health Sciences, and Senior Sophisters, were most
confident of their academic progress and ability to keep up with their class,
-
82% of students were satisfied they could contact their lecturers and tutors,
-
11% reported difficulties accessing timetables, stating that they were received
late or were inaccurate,
o Some students felt that timetables could be better organised to enhance
work-life balance,
-
23% of students felt their programme was not as they expected before they
commenced,
-
24% of students are not given the opportunity to provide feedback on their
programme,
-
Some respondents noted difficulties with the pace and delivery of lectures, and
urged the use of microphones,
-
25% of students reported dissatisfaction with the spread of assessment
deadlines across the year.
Student Information
83% of students received programme handbooks in 08/09, with students from
the Faculty of Engineering, Maths and Sciences least likely to receive one:
-
Of those who did not receive one, only 26% were told where to collect/
download them,
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-
Students differed over preference for online or hard copies, and some students
requested handbooks to be made available earlier,
-
Junior Freshmen and students in the Faculty of Health Sciences were happiest
with their handbooks,
-
27% of handbooks did not include key texts, and inaccurate information in
handbooks could be a problem.
Students note many academic benefits in receiving lecture handouts, though
only 16% of students receive them all the time (5% twenty-four hours in advance):
-
50% regularly receive handouts (33% twenty-four hours in advance),
-
Some students preferred online handouts and some preferred hard copies,
-
Students reported difficulties when handouts do not follow clear print and
accessibility guidelines.
45% of students always receive a reading list, and when reading lists were not
received 77% of respondents said this was because they were not applicable to
that module.
-
27% of reading lists do not identify key texts, and students reported feeling
overwhelmed by large lists that lacked annotation.
Teaching and Assessment Methods
The majority of students experience lectures, tutorials and WebCT as teaching
methods.
-
Teaching variations include:
o Faculty of Health Sciences commonly uses placements,
o Faculty of Engineering, Maths and Sciences often use lab work,
o Faculty of Arts, Humanities and Social Science often uses seminars.
o Junior Freshmen are more likely to use WebCT
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-
There is great variation in students’ favourite and least favourite methods,
though practical and interactive teaching was generally preferred:
o Lectures and tutorials feature prominently on both lists,
o Tutorials and seminars are popular due to their participatory nature,
though they were disliked when their size and methods begun to
resemble lectures,
o Many students from the Faculty of Engineering, Maths and Science
disliked lab work, perceiving it as difficult to follow.
The majority of students experience essay-based exams, essays and
presentations as assessment methods.
-
Assessment variations include:
o Faculty of Health sciences often use MCQS, short answer exams and
group work,
o Faculty of Engineering, Maths and Science often use lab reports and
group work,
o The prevalence of essays, presentations and group assessments rises
as one progresses through the years.
-
There is great variation in students’ favourite and least favourite methods:
o MCQs are generally preferred to essay-based exams as they are
perceived as less stressful,
o Students who dislike academic writing dislike essays, though others feel
they allow one the opportunity to deepen knowledge,
o Fear of public speaking was commonly cited as a reason for disliking
presentations,
o Group work was popular, though there were many worries over students
‘piggy backing’ on their harder working classmates.
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Academic Facilities
Only 47% of students reported satisfaction with computing facilities, with
students from the Faculty of Engineering, Maths and Science most satisfied.
-
A lack of computers, and broken equipment (including printers and
photocopiers) were common complaints,
-
Socialising in computer rooms was identified as a problem,
-
The height of computer tables in the Art Building were identified as a problem
by students using corrective lenses,
-
88% of students report having the IT skills necessary for their programme of
study.
71% of students were satisfied with library facilities.
-
There were various requests for extensions to current services including
lending privileges, group work space, library tours and opening hours,
-
Wheelchair accessibility was identified as a problem,
-
81% of students are confident they can find what they need in the library.
Only 18% of students were satisfied with group work facilities and 60% of knew
of nowhere to engage in group work in TCD, using classrooms, cafes etc. instead.
Academic Support Services
-
The IS Services helpdesk, library helpdesk and library training are the most
utilised academic support services in TCD.
-
16% of students are not aware of the Tutorial service.
-
Students from the Faculty of Arts, Humanities and Social Science are most
likely to use Learning Support and Development.
-
69% of students are happy with academic supports in TCD.
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The Effects of ‘Non-traditional status on academic experience
The majority of TAP students thought their background in TAP positively affected
their academic experience (51%).
-
TAP was perceived as offering a good foundation before entering a degree
and the support of TAP staff was praised.
-
However, some students felt a stigma to being TAP students.
Most students with disabilities felt that their disability had both a positive and a
negative effect on their academic experience (45%).
-
Students from the Faculty of Engineering, Maths and Science were most
positive regarding their experience as a disabled student.
-
Problems faced by disabled students could be attitudinal or related to
difficulties studying (e.g. fatigue, concentration).
The majority of mature students thought their background as mature students
had both a positive and negative effect on their academic experience (59%).
-
Life experience and maturity were seen as the main advantages,
-
While an external responsibility, particularly young families was the greatest
difficulty, social Isolation and the fact that some had been so long out of formal
education were also problems.
Other Findings
-
74% are happy with their overall academic experience,
-
Students based off-campus can feel isolated from the services and facilities
available on campus.
-
Many students felt there is a lack of organisation within TCD and urged for
greater communication of information.
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Good Practice Suggestions
1. Ensure the importance and value of student feedback is reiterated and
reinforced within programmes.
2. Ensure relevant information is available to students in advance of the start
of the teaching year, including timetables, assessment and exam dates, and
reading lists.
3. Ensure programme handbooks are available in both hard copy and online.
4. Investigate the viability of improving computing, group work and library
facilities based on student feedback.
a. Ensure teaching and assessment methods take account of any
limitations to academic facilities.
5. Provide lecture notes / handouts before the lecture to allow students time to
prepare.
6. Annotate reading lists.
7. Increase inter-disciplinary communication regarding assessment deadlines
to ensure that assessments for students on inter-disciplinary courses are
evenly spread.
8. Consider individual differences in teaching and assessment design and
seek to be proactive in responding to different learner needs.
9. Consider strategies for raising awareness of the tutorial service amongst
students (e.g. provide information in programme handbooks).
10. Consider strategies to remove the ‘stigma’ of TAP.
11. Consider strategies for improving the inclusion of part-time and off-campus
students in academic support services.
12. Consider strategies to improve the integration of mature students.
13. Consider strategies for raising awareness of the difficulties faced by
students with disabilities.
If you would like a copy of the full survey report, please e-mail include@tcd.ie.
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