North Carolina State University
2005 First-Year Student Survey:
Executive Summary

Survey Methods

NC State conducted its annual survey of entering first-year students during New Student Orientation sessions held in July and early August 2005.

The survey response rate was 85.8 percent (N=3,753 of 4,375). There were no significant gender or racial/ethnic differences between the first-year students actually enrolled at NC State and those responding to the survey. While high school grade point averages were slightly higher among survey respondents than among first-year students as a whole, there were no differences in the standardized achievement test scores of the two groups.

Student Background

About two-thirds of all survey respondents (63.6%) reported that they expect to receive some form of financial aid. Respondents were more likely to expect aid based on "financial need" (37.7%) than "academic ability" (32.9%). Substantially more African American students expected to receive financial aid than whites or non-African American minorities (88.3% vs. 60.7% and 62.7%, respectively). African American respondents were much more likely than non-African American minorities (68.2% vs. 43.2%) and more than twice as likely as whites (68.2% vs. 33.3%) to expect aid based on "financial need." African Americans were also more likely than whites and non-African American minority respondents to expect aid based on "academic ability" (45.6% vs. 31.9% and 28.5%, respectively).

One-third of all respondents reported family incomes over $100,000 per year. Well over one-third (38.1%) of white respondents reported family incomes over $100,000 per year, compared to about 12 percent of African Americans and one-fourth of non-African American minorities. African American respondents were much more likely than whites and non-African American minorities to report family incomes of $25,000 or below (24.8% vs. 5.2% and 14.2%, respectively).

The most common parent/guardian educational attainment reported by all respondents was a four-year baccalaureate degree. A majority of fathers/male guardians (61.7%) and mothers/female guardians (56.8%) had a baccalaureate or higher (e.g. M.S., Ph.D.) degree. Seven percent of respondents are first generation college students, with no parent/guardian having ever attended college. Another 22 percent reported having a parent/guardian with some college experience, but no degree.

A majority of first-year students (62.3%) reported having four or more household members currently supported by parents/guardians. Two-thirds (67.0%) of all respondents reported being the only household dependent currently enrolled in college.

Fifteen percent of respondents reported coming to NC State from a "rural area" and about one-fourth from a "moderate size city" (28.5%) or a "small town" (26.7%). Equal numbers hail from either an "urban area" (14.7%) or "large city" (14.8%).

Baptist was the most common religious preference reported by respondents (25.6%), followed by United Methodist (14.0%) and Catholic (12.4%). About 15 percent of respondents reported that they had no religious preference.

More than one-third of respondents (36.0%) reported that they play a musical instrument and more than one-fifth (21.8%) reported recent participation in a choral group. Women were more likely than men (28.0% vs. 16.8%) and African Americans more likely than whites and non-African Americans (34.1% vs. 20.8% and 18.1%) to report participation in a choral group.

Although 45 percent of respondents said they were "well prepared" for college by their high school, close to 10 percent felt they had been "poorly prepared" their high school. Forty percent of respondents reported being "well prepared" for college by their own efforts (39.7%).

College of Design respondents were most likely and Natural Resources respondents least likely to say they were "well prepared" for college by both their high school and their own efforts.

Almost all respondents (94.1%) reported that they will bring either a desktop computer (14.9%), a laptop (73.1%), or both a desktop and a laptop (6.1%) to campus. African American respondents were much more likely than white and non-African American minority respondents to report that they either would not be bringing a personal computer (5.9% vs. 0.7% and 3.1%, respectively) or that they did not know if they would bring a personal computer to campus (16.6% vs. 2.8% and 6.3%, respectively). Almost all of those bringing a personal computer reported that they would be able to connect to the Internet (93.2%).

More than one-third of respondents (34.2%) said they would not be seeking employment after graduation, most likely indicating their intention to attend graduate or professional school. Among those respondents who will be seeking employment after graduation, more than 40 percent (42.8%) reported that location will not be important in their search for employment, while about half as many (21.7%) said that they plan to look for employment in North Carolina only.

Fifty percent or more respondents in the Colleges of Agriculture and Life Sciences (59.2%) and Physical and Mathematical Sciences (50.0%) reported that they will not seek employment after graduation. Of respondents who will be seeking employment after graduation, those in the Colleges of Design (62.7%), Engineering (47.5%), and Textiles (46.2%) were most likely to report that after graduation they will seek employment "anywhere." Respondents in the College of Education (55.3%) were most likely and those in the College of Design (8.5%) least likely to report that they will seek employment in North Carolina only.

Applying to College

More than one-half of respondents (57.8%) applied to "three or more colleges" including NC State. Men (23.1%) were more likely than women (14.8%) and whites (21.2%) were more likely than African Americans (10.2%) and non-African American minorities (14.1%) to report having applied "only to NC State." Two-thirds or more respondents in the College of Humanities and Social Sciences (72.0%), the College of Education (67.3%), and First Year College (67.2%) applied to "three or more colleges" including NC State. The percentage of students reporting that they applied "only to NC State" is highest among College of Engineering respondents (28.6%).

About 60 percent of survey respondents reported that after applying for admission to NC State they received a letter from someone at NC State other than the Admissions Office (59.9%). Considerably fewer respondents reported having received calls from NCSU faculty/staff (19.0%), current NCSU students (20.4%), or NCSU graduates (5.8%). African American respondents were much more likely than white and non-African American minority respondents to report having received a call from NCSU faculty/staff (40.4% vs. 16.7%, and 16.5%, respectively) or a current NC State student (42.9% vs. 17.9%, and 18.2%, respectively) during the admissions process.

Thirty percent or more respondents in the Colleges of Design (36.1%) and Natural Resources (31.2%) reported that they received a call from NCSU faculty/staff during the admissions process. This figure was lowest among respondents in the College of Humanities and Social Sciences (14.4%). Thirty percent or more respondents in Management (45.4%), Textiles (32.2%), and Natural Resources (31.2%) reported that they received a call from a current NCSU student.

Overall, academic reputation (23.9%) was most likely to be rated the "single most influential factor" in the decision to attend NC State, followed by level of support for intended major (14.8%) and availability of program (13.0%). African Americans were more than four times as likely as white respondents to report that scholarships/financial aid available was the "single most influential factor" in their decision to attend NC State (17.1% vs. 4.0%).

The vast majority of respondents were "moderately" or "very satisfied" with university (92.3%) and departmental (91.7%) admissions processes. Women were more likely than men to report being "very satisfied" with university (52.0% vs. 43.3%) and departmental (50.3% vs. 41.3%) admissions processes.

Relatively fewer respondents (67.4%) reported being "moderately" (42.9%) or "very satisfied" (24.5%) with the university financial aid process. African American respondents were more likely than whites and non-African American minority respondents to report that they were "very satisfied" with the financial aid process (34.5% vs. 22.5% and 27.7%, respectively).

A majority of respondents (55.6%) "did not know about" NC State's Virtual Advising Center website. Among those respondents who have used the website, 86 percent rated the website as "excellent" (24.8%) or "good" (60.7%).

Educational Intent and Interest

The vast majority of respondents (86.8%) intended to enroll for 15 credit hours or more during their first semester. African American respondents were slightly more likely than white and non-African American minority respondents to report enrolling for less than 15 credit hours (17.6% vs. 12.4 and 15.1%). Among those taking less than 15 credit hours, the most common reason reported for taking fewer hours was "want to make better grades" (49.2%). African American respondents were less likely than others to report "want better grades" and more likely to report "advice of advisor" as a reason for taking fewer hours.

Three-fourths of respondents indicated that they intend to complete a degree at NC State in 4 years (71.2%) or less (4.7%). Men were much more likely than women to report that they intend to take more than 4 years to complete a degree (29.4% vs. 16.4%). More than one-third of respondents in the College of Engineering (37.3%), the College of Design (36.8%), and First Year College (35.2%) reported that it would take them more than four years to complete their degree. Ninety percent or more respondents in the Colleges of Agriculture and Life Sciences (93.6%) and Humanities and Social Sciences (90.5%) said they intend to complete a degree at NC State in 4 years or less. This figure was lowest among Engineering (62.5%), Design (63.3%), and First Year College (64.1%) respondents.

A majority of respondents reported that their primary goal or objective for attending NC State is to "obtain a bachelor's degree as preparation for graduate or professional school" (55.6%). Women (65.0%) were more likely than men (48.1%) and African American (61.8%) and non-African American minority respondents (65.2%) were more likely than whites (53.6%) to report that their primary goal or objective is to "obtain a bachelor's degree as preparation for graduate or professional school." On the other hand, men (38.3%) were more likely than women (26.5%) and white respondents (34.7%) were more likely than African American (26.4%) and non-African American minority respondents (26.7%) to report that their primary goal or objective is to "obtain a bachelor's degree as preparation for a career".

With few exceptions, respondents in all colleges were more likely to report that their goal was to "prepare for graduate/professional school" than to "prepare for a career." Respondents in the Colleges of Agriculture and Life Sciences (80.7%) and Physical and Mathematical Sciences (72.2%) were most likely to be pursuing a bachelor's degree as preparation for graduate/professional school. Respondents in the Colleges of Natural Resources, Engineering, and Textiles were equally likely to report career preparation as they were to report graduate/professional school preparation as their objective for attending NC State.

The vast majority of respondents reported that they intend to obtain a Master's degree or higher (71.7%). Women (77.1%) were more likely than men (67.5%) and non-African American minority (82.0%) and African American respondents (79.1%) were more likely than whites (69.5%) to report that they intend to obtain a Master's degree or higher. Women were twice as likely as men to report that they intend to obtain a medical degree (11.0% vs. 5.5%) and more than four times as likely to report that they intend to obtain a Doctor of Veterinary Medicine degree (8.8% vs. 1.8%). African Americans (13.5%) and non-African American minorities (14.2%) were twice as likely as whites (6.5%) to report that they intend to obtain a medical degree.

Respondents in the Colleges of Natural Resources (50.0%) and Textiles (43.2%) were more likely than respondents in other colleges to report the baccalaureate as their highest intended level of education. More than three-fourths of respondents in the Colleges of Agriculture and Life Sciences (85.9%), Physical and Mathematical Sciences (82.8%), Humanities and Social Sciences (76.6%), and Management (76.3%) reported that they intend to obtain a Master's degree or higher. Physical and Mathematical Sciences respondents were much more likely than respondents in other colleges to say they planned to get a doctoral degree (30.5%).

70 percent of respondents indicated that they were "certain" (42.3%) or "very certain" (28.0%) of their choice of college major. African Americans were more likely than whites and non-African American minority respondents to report that they were "very certain" of their choice of major (36.4% vs. 27.2%, and 26.4%, respectively). Respondents in the College of Design (54.9%) were much more likely than respondents in other colleges to be "very certain" of their choice of major.

Nearly two-thirds of respondents (63.8%) reported that they do not intend to work during their first semester at NC State. Non-African American minorities (43.3%) and African Americans (39.4%) were more likely than whites (34.9%) to report that they plan to work during their first semester at NC State. The majority of respondents who plan to work said they would work less than 20 hours per week (82.0%).

Overall, respondents indicated greatest interest in intramurals (45.0%), club sports (42.2%), and study abroad/student exchange (41.7%) from a list of 26 co-curricular activities and programs. There were persistent gender differences in interest in participating in the various activities. In general, women expressed more interest than men in activities and programs related to art, diversity, and personal development, while men expressed more interest than women in activities and programs related to work and recreation. For example, women were far more interested than men in study abroad, volunteer services, fitness/wellness, UAB programs/activities, and multicultural/diversity programs and activities, while men were more interested than women in co-op programs, intramurals, and club sports. Racial/ethnic differences in interest in the various activities were somewhat less widespread. As compared to white respondents, African Americans and non-African American minorities were more likely to express interest in multicultural/diversity programs. African American respondents were much more likely than their counterparts to express interest in student leadership development opportunities, residence hall councils, and social fraternities/sororities. White respondents were much more likely than African American respondents to express interest in club sports and outdoor adventures.

Student Goals for Undergraduate Education

For each of 35 knowledge, skills, and personal development goals held by NC State, respondents were asked to rate their current level of development and the importance of the goal for undergraduate preparation. Respondents consistently gave higher importance ratings than current development ratings to these knowledge, skills, and personal development goals. In general, goals that received high importance ratings tended to receive high development ratings.

While current development ratings tended to be higher for personal development and world view goals than for general education goals, importance ratings were consistently higher for personal development goals than for both general education and world view goals.

Scatterplots depicting mean importance and current level of development of each goal reveal that the personal development goal of taking responsibility for my own behavior and the world view goals of valuing racial equity, and valuing gender equity were among the highest rated goals in terms of both current development and importance. Handling stress and time management ranked high in importance, but low in development. Several goals central to the University's core general education curriculum received low importance and development ratings, including developing the ability to communicate in writing, developing the ability to apply scientific principles, and understanding the present as it relates to history.

The patterns of individual goal rankings remained fairly stable by gender and race/ethnicity. However, women and African American respondents consistently assigned higher importance and development ratings to the goals for undergraduate education than did their counterparts.

For more information on the 2005 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: February, 2007

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