Abstract
This study aims to investigate how differences in procedure of admission，field of study and gender may impact undergraduate students’learning experiences.A sample of 716 THU sopho-mores was surveyed in the summer of 2012.An input-process-outcome model was adopted as the ana-lytical framework，and statistical methods of ANOVA and MANOVA were applied.Results show that little difference by procedures of admission was found，that almost every aspect of learning experiences differs significantly between students in sciences，engineering，and humanities and social sciences，and that female students tend to work harder but hold lower educational aspiration and evaluation of learn-ing outcomes than do their male peers in the same field，indicating diverse experiences on THU cam-pus.Policy implications of the findings are discussed.