North Carolina State University
2000 First-Year Student Survey:
Rank Ordering of Goal Development and Importance

This document contains tables depicting the rank order of goal development and importance for each of the goals, both for all respondents and by gender and race/ethnicity.

Comparison of Rank Order of Average Ratings of Current Development and Importance of Goals

Rank Order of Current Development / Importance

Goal (Development/Importance)

All

Female

Male

White

Af. Am.

Other

Taking responsibility for my own behavior

1 / 2

1 / 2

1 / 4

1 / 2

2 / 3

2 / 5

Valuing racial equity

2 / 14

2 / 9

2 / 19

2 / 15

1 / 6

1 / 4

Valuing gender equity

3 / 21

3 / 10

3 / 25

3 / 23

3 / 15

3 / 13

Viewing learning as a lifelong process

4 / 18

4 / 24

4 / 17

4 / 18

4 / 18

6 / 22

Ability to function as part of a team

5 / 15

6 / 20

6 / 14

6 / 14

8 / 17

7 / 19

Being independent and self-reliant

6 / 5

9 / 5

5 / 6

5 / 5

10 / 9

12 / 6

Recognizing/acting upon ethical principles

7 / 20

5 / 21

10 / 20

8 / 20

7 / 25

5 / 15

Understanding own abilities and interests

8 / 9

10 / 8

7 / 9

7 / 9

11 / 7

11 / 9

Being able to interact/work w/ people from diverse backgrounds

9 / 25

7 / 19

14 / 27

12 / 25

5 / 8

4 / 12

Realizing my potential for success

10 / 8

14 / 7

11 / 8

11 / 8

6 / 5

13 / 8

Having a tolerance for different points of view

11 / 23

8 / 13

16 / 23

9 / 21

12 / 26

8 / 18

Developing good listening skills

12 / 17

11 / 18

17 / 18

10 / 16

15 / 12

14 / 26

Having self-confidence

13 / 3

17 / 3

9 / 3

17 / 4

9 / 4

18 / 3

Having self-discipline

14 / 4

15 / 4

13 / 2

13 / 3

14 / 2

20 / 2

Clarifying personal identity

15 / 19

13 / 12

15 / 22

16 / 19

13 / 16

15 / 24

Ability to apply mathematics skills

16 / 24

25 / 27

8 / 10

14 / 24

27 / 24

10 / 23

Ability to plan/carry out projects independently

17 / 13

12 / 14

23 / 11

15 / 11

20 / 20

17 / 16

Acquiring a broad general education

18 / 16

16 / 23

19 / 16

18 / 17

17 / 21

16 / 17

Coping with change

19 / 22

22 / 22

18 / 21

19 / 22

19 / 22

21 / 21

Developing a commitment to health and fitness

20 / 11

26 / 15

22 / 15

21 / 10

22 / 27

23 / 14

Understanding how science and technology influence everyday life

21 / 29

29 / 33

12 / 28

20 / 29

23 / 31

19 / 32

Ability to critically analyze events, information and ideas

22 / 27

20 / 28

24 / 24

22 / 27

24 / 29

24 / 27

Improving leadership/management skills

23 / 10

18 / 17

25 / 13

23 / 13

18 / 13

25 / 11

Ability to communicate ideas orally

24 / 12

23 / 16

27 / 12

24 / 12

28 / 14

31 / 20

Developing computer skills

25 / 7

31 / 11

20 / 5

25 / 7

21 / 11

22 / 7

Developing good reading comprehension skills

26 / 26

24 / 25

28 / 26

26 / 26

25 / 19

27 / 25

Handling stress

27 / 6

32 / 6

21 / 7

27 / 6

26 / 10

28 / 10

Understanding diverse cultures/values

28 / 32

19 / 30

32 / 34

31 / 33

16 / 23

9 / 28

Ability to communicate ideas in writing

29 / 28

28 / 26

31 / 30

28 / 28

30 / 28

32 / 29

Advancing my appreciation of the arts, music, and literature

30 / 34

21 / 32

34 / 35

29 / 34

31 / 35

26 / 34

Ability to apply scientific principles

31 / 33

34 / 34

26 / 29

30 / 32

34 / 33

29 / 33

Managing my time

32 / 1

30 / 1

33 / 1

32 / 1

35 / 1

35 / 1

Being involved in public/community affairs

33 / 31

27 / 29

35 / 32

33 / 31

29 / 30

33 / 31

Understanding issues/problems facing the world

34 / 30

33 / 31

29 / 31

34 / 30

32 / 32

30 / 30

Understanding the present as it relates to history

35 / 35

35 / 35

30 / 33

35 / 35

33 / 34

34 / 35



For more information on the 2000 First-Year Student Survey contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Box 7002
NCSU
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu

Posted: March, 2001

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