North Carolina State University
2008 First-Year Student Survey:
College Comparisons of
Goals for Undergraduate Education
(Goal Importance)

This document reports college differences in respondents' ratings of the importance of various general education, personal development, and world view goals. For information about the survey and analysis methods, see " 2008 First-Year Student Survey: Introduction, Methods, and Student Demographic Profile." Exact question wording is available on the web or by clicking on the "Q" next to the table heading.

General Education Goals | Personal Development Goals | World View Goals

Survey item #16: Goals for undergraduate education (exact wording)

View college comparisons of current development of goals

Importance of Goals for Undergraduate Education

General Education Goals

Writing skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.29	3.30	3.42	3.65	3.34	2.97	3.41	3.54	3.19	3.47	3.25
4: Very Important	48.0%	45.7%	54.6%	72.1%	44.6%	32.0%	53.3%	62.7%	36.0%	58.9%	43.4%
3: Somewhat important	36.1%	41.6%	34.8%	22.4%	45.5%	39.5%	35.8%	30.6%	49.3%	30.4%	41.6%
2: Not very important	12.6%	9.9%	8.5%	4.3%	9.1%	21.9%	9.5%	4.5%	12.0%	9.2%	12.0%
1: Not at all important	3.3%	2.8%	2.1%	1.2%	0.8%	6.5%	1.4%	2.2%	2.7%	1.4%	3.0%
Total (N)	4,097	717	141	416	121	1,209	349	134	75	769	166

Speaking skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.50	3.53	3.69	3.66	3.52	3.33	3.63	3.66	3.47	3.56	3.41
4: Very Important	61.0%	62.0%	72.9%	71.9%	61.2%	50.0%	69.3%	71.6%	58.1%	65.1%	56.3%
3: Somewhat important	29.7%	30.1%	24.3%	23.1%	30.6%	36.4%	24.6%	23.1%	31.1%	26.6%	29.9%
2: Not very important	7.7%	6.7%	2.1%	4.1%	7.4%	10.6%	5.4%	4.5%	10.8%	7.2%	12.0%
1: Not at all important	1.6%	1.3%	0.7%	1.0%	0.8%	3.0%	0.6%	0.7%	.	1.0%	1.8%
Total (N)	4,101	715	140	416	121	1,219	349	134	74	766	167

Listening skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.61	3.66	3.72	3.74	3.65	3.50	3.65	3.68	3.52	3.65	3.51
4: Very Important	68.5%	72.7%	76.4%	77.7%	66.7%	60.8%	70.5%	75.9%	57.3%	71.0%	61.9%
3: Somewhat important	25.2%	22.0%	20.7%	18.9%	31.7%	30.2%	24.4%	15.8%	37.3%	23.8%	28.6%
2: Not very important	5.3%	4.2%	1.4%	2.7%	1.7%	7.5%	5.2%	8.3%	5.3%	4.3%	7.7%
1: Not at all important	1.0%	1.1%	1.4%	0.7%	.	1.5%	.	.	.	0.9%	1.8%
Total (N)	4,104	718	140	413	120	1,220	349	133	75	768	168

Comprehension skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.64	3.69	3.66	3.66	3.63	3.61	3.64	3.69	3.53	3.65	3.61
4: Very Important	70.1%	73.2%	69.3%	72.4%	65.3%	68.5%	68.4%	76.9%	56.8%	70.3%	69.6%
3: Somewhat important	24.8%	23.2%	27.1%	22.1%	32.2%	25.4%	26.7%	15.7%	39.2%	24.9%	22.6%
2: Not very important	4.5%	3.3%	3.6%	4.8%	2.5%	4.9%	4.9%	6.7%	4.1%	4.3%	7.1%
1: Not at all important	0.6%	0.3%	.	0.7%	.	1.2%	.	0.7%	.	0.5%	0.6%
Total (N)	4,104	719	140	416	121	1,224	348	134	74	760	168

Math skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.48	3.42	3.48	3.04	3.20	3.80	3.33	3.37	2.96	3.41	3.76
4: Very Important	60.9%	54.1%	59.3%	36.9%	41.7%	82.5%	49.0%	51.9%	34.7%	54.7%	78.6%
3: Somewhat important	28.4%	35.3%	30.0%	36.2%	38.3%	15.1%	36.1%	35.9%	36.0%	33.8%	19.6%
2: Not very important	8.9%	8.8%	10.0%	20.8%	18.3%	2.1%	13.5%	9.9%	20.0%	9.9%	1.2%
1: Not at all important	1.8%	1.8%	0.7%	6.1%	1.7%	0.3%	1.4%	2.3%	9.3%	1.7%	0.6%
Total (N)	4,088	714	140	409	120	1,221	349	131	75	761	168

Understanding influence of science/technology	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.34	3.47	3.33	3.05	3.19	3.52	3.06	3.20	3.12	3.23	3.51
4: Very Important	51.3%	57.9%	50.0%	37.3%	42.5%	62.4%	34.7%	42.9%	41.9%	43.9%	62.7%
3: Somewhat important	33.7%	32.1%	34.3%	37.8%	37.5%	28.5%	39.9%	37.6%	36.5%	38.2%	26.6%
2: Not very important	12.4%	8.9%	14.3%	17.6%	16.7%	7.9%	22.0%	16.5%	13.5%	14.8%	9.5%
1: Not at all important	2.6%	1.1%	1.4%	7.3%	3.3%	1.1%	3.5%	3.0%	8.1%	3.1%	1.2%
Total (N)	4,098	719	140	410	120	1,222	346	133	74	765	169

Apply scientific methods of inquiry	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.14	3.33	3.04	2.82	2.98	3.33	2.78	2.96	2.77	3.02	3.44
4: Very Important	41.2%	50.4%	36.2%	29.7%	29.3%	49.8%	24.3%	32.3%	23.0%	35.3%	57.2%
3: Somewhat important	35.5%	34.0%	36.2%	31.2%	45.7%	35.8%	36.2%	38.5%	39.2%	36.6%	31.9%
2: Not very important	18.9%	13.5%	23.2%	30.4%	19.0%	12.2%	32.3%	22.3%	29.7%	22.7%	8.4%
1: Not at all important	4.3%	2.1%	4.3%	8.7%	6.0%	2.2%	7.1%	6.9%	8.1%	5.3%	2.4%
Total (N)	4,027	705	138	401	116	1,212	337	130	74	748	166

Computer skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.51	3.39	3.49	3.45	3.37	3.61	3.53	3.60	3.72	3.50	3.43
4: Very Important	60.4%	52.2%	59.3%	57.5%	50.0%	66.7%	63.0%	65.7%	74.3%	59.7%	53.8%
3: Somewhat important	31.6%	36.4%	30.7%	31.8%	37.5%	28.7%	27.7%	29.1%	23.0%	32.6%	36.7%
2: Not very important	6.8%	9.9%	9.3%	8.8%	11.7%	3.9%	8.1%	5.2%	2.7%	6.1%	8.3%
1: Not at all important	1.1%	1.4%	0.7%	2.0%	0.8%	0.7%	1.2%	.	.	1.6%	1.2%
Total (N)	4,096	714	140	409	120	1,221	346	134	74	769	169

Logical reasoning skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.64	3.64	3.52	3.65	3.60	3.70	3.61	3.63	3.67	3.58	3.70
4: Very Important	69.2%	68.1%	59.7%	70.4%	64.5%	73.2%	68.0%	68.4%	70.7%	65.4%	73.8%
3: Somewhat important	26.1%	27.7%	33.1%	25.0%	31.4%	23.9%	24.8%	26.3%	25.3%	27.8%	23.2%
2: Not very important	4.2%	3.9%	6.5%	4.1%	4.1%	2.5%	6.9%	5.3%	4.0%	6.0%	2.4%
1: Not at all important	0.5%	0.3%	0.7%	0.5%	.	0.5%	0.3%	.	.	0.8%	0.6%
Total (N)	4,103	715	139	416	121	1,220	347	133	75	769	168

Ability to adapt to changing technologies	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.53	3.46	3.51	3.47	3.47	3.62	3.52	3.61	3.61	3.51	3.50
4: Very Important	62.6%	57.0%	60.0%	59.3%	57.0%	68.2%	63.3%	69.2%	68.9%	60.6%	59.2%
3: Somewhat important	29.3%	32.6%	30.7%	30.5%	34.7%	26.2%	26.1%	24.8%	25.7%	31.1%	33.1%
2: Not very important	7.1%	10.0%	9.3%	7.7%	6.6%	5.2%	9.7%	3.8%	2.7%	6.9%	6.5%
1: Not at all important	1.0%	0.3%	.	2.4%	1.7%	0.4%	0.9%	2.3%	2.7%	1.4%	1.2%
Total (N)	4,099	717	140	413	121	1,220	349	133	74	763	169

Critical analysis of ideas	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.54	3.58	3.45	3.62	3.46	3.54	3.50	3.52	3.53	3.52	3.54
4: Very Important	61.8%	64.3%	50.4%	69.7%	58.3%	61.5%	59.2%	60.2%	62.7%	59.3%	63.1%
3: Somewhat important	31.0%	29.2%	43.8%	24.0%	30.0%	31.4%	31.3%	31.6%	28.0%	34.0%	28.6%
2: Not very important	6.7%	6.5%	5.8%	5.1%	10.8%	6.2%	9.5%	8.3%	9.3%	6.2%	7.7%
1: Not at all important	0.5%	.	.	1.2%	0.8%	0.9%	.	.	.	0.5%	0.6%
Total (N)	4,093	719	137	413	120	1,219	348	133	75	761	168

Using resources for research	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.32	3.42	3.49	3.47	3.33	3.18	3.26	3.40	3.20	3.36	3.33
4: Very Important	48.5%	54.3%	56.9%	59.2%	46.3%	40.6%	43.4%	54.5%	37.3%	51.2%	47.6%
3: Somewhat important	37.0%	35.1%	35.8%	30.3%	42.1%	39.6%	40.8%	32.1%	48.0%	35.3%	38.7%
2: Not very important	12.7%	9.4%	6.6%	8.3%	9.9%	17.2%	14.4%	11.9%	12.0%	12.1%	13.1%
1: Not at all important	1.8%	1.3%	0.7%	2.2%	1.7%	2.7%	1.4%	1.5%	2.7%	1.4%	0.6%
Total (N)	4,100	716	137	412	121	1,218	348	134	75	771	168

Problem solving skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.64	3.66	3.66	3.59	3.60	3.72	3.59	3.49	3.63	3.57	3.68
4: Very Important	69.1%	70.7%	69.1%	66.9%	64.5%	75.5%	64.8%	58.2%	68.0%	62.7%	71.7%
3: Somewhat important	26.6%	25.3%	28.1%	26.6%	31.4%	21.6%	29.7%	32.8%	28.0%	32.4%	25.3%
2: Not very important	4.0%	3.8%	2.9%	5.6%	4.1%	2.7%	5.2%	9.0%	2.7%	4.6%	2.4%
1: Not at all important	0.4%	0.3%	.	1.0%	.	0.2%	0.3%	.	1.3%	0.4%	0.6%
Total (N)	4,104	716	139	414	121	1,223	347	134	75	769	166

Ability to plan and carry out projects independently	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.60	3.65	3.66	3.69	3.52	3.57	3.58	3.66	3.68	3.54	3.55
4: Very Important	66.4%	69.5%	70.5%	73.1%	63.6%	63.1%	67.0%	73.1%	73.3%	63.8%	62.1%
3: Somewhat important	27.3%	26.2%	25.9%	22.5%	27.3%	30.8%	24.1%	20.9%	21.3%	28.0%	31.4%
2: Not very important	5.7%	4.0%	2.9%	4.1%	6.6%	5.8%	9.0%	5.2%	5.3%	6.9%	5.9%
1: Not at all important	0.6%	0.3%	0.7%	0.2%	2.5%	0.3%	.	0.7%	.	1.3%	0.6%
Total (N)	4,099	717	139	413	121	1,218	345	134	75	768	169

Understanding of diverse cultures and values	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.34	3.38	3.63	3.59	3.28	3.14	3.34	3.57	3.53	3.39	3.29
4: Very Important	52.7%	53.7%	66.9%	70.5%	48.3%	42.4%	51.1%	66.9%	62.7%	54.7%	49.4%
3: Somewhat important	31.7%	33.3%	28.8%	20.6%	32.5%	35.0%	33.6%	24.8%	30.7%	31.6%	32.1%
2: Not very important	12.6%	11.0%	4.3%	6.8%	17.5%	17.2%	12.9%	6.8%	4.0%	11.7%	16.7%
1: Not at all important	3.0%	2.1%	.	2.2%	1.7%	5.5%	2.3%	1.5%	2.7%	2.0%	1.8%
Total (N)	4,084	712	139	413	120	1,210	348	133	75	766	168

Broad general education	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.59	3.65	3.76	3.67	3.62	3.49	3.57	3.79	3.45	3.64	3.50
4: Very Important	67.6%	70.2%	78.1%	74.5%	69.4%	61.1%	64.1%	82.1%	56.0%	70.7%	62.1%
3: Somewhat important	25.3%	24.9%	19.7%	19.5%	23.1%	28.9%	29.4%	14.9%	33.3%	23.3%	27.8%
2: Not very important	6.0%	4.4%	2.2%	4.4%	7.4%	8.1%	5.5%	3.0%	10.7%	5.6%	7.7%
1: Not at all important	1.1%	0.6%	.	1.7%	.	1.8%	0.9%	.	.	0.4%	2.4%
Total (N)	4,073	712	137	411	121	1,207	343	134	75	764	169

Back to Top

Personal Development Goals

Taking responsbility for my own behavior	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.80	3.85	3.86	3.83	3.75	3.76	3.77	3.87	3.73	3.78	3.82
4: Very Important	82.5%	86.9%	87.1%	85.6%	79.2%	79.2%	81.2%	88.0%	77.3%	81.8%	82.7%
3: Somewhat important	14.7%	11.1%	11.4%	12.0%	17.5%	17.4%	14.7%	11.3%	20.0%	15.1%	16.1%
2: Not very important	2.6%	1.9%	1.4%	2.4%	2.5%	3.1%	4.0%	0.8%	1.3%	2.7%	1.2%
1: Not at all important	0.2%	.	.	.	0.8%	0.2%	.	.	1.3%	0.4%	.
Total (N)	4,104	718	140	416	120	1,218	346	133	75	770	168

Value lifelong learning	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.64	3.69	3.81	3.73	3.68	3.55	3.58	3.74	3.65	3.65	3.68
4: Very Important	70.6%	74.0%	82.3%	77.3%	73.1%	64.9%	66.0%	77.6%	72.0%	70.3%	73.8%
3: Somewhat important	23.6%	22.0%	16.3%	19.3%	22.7%	26.2%	26.5%	20.1%	22.7%	24.9%	20.8%
2: Not very important	5.1%	3.6%	1.4%	2.9%	3.4%	7.7%	7.3%	0.7%	4.0%	4.4%	5.4%
1: Not at all important	0.7%	0.4%	.	0.5%	0.8%	1.3%	0.3%	1.5%	1.3%	0.4%	.
Total (N)	4,096	718	141	415	119	1,215	344	134	75	767	168

Recognize and act on ethical principles	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.64	3.71	3.77	3.73	3.66	3.58	3.63	3.67	3.64	3.61	3.61
4: Very Important	70.7%	74.9%	79.3%	77.9%	71.7%	66.5%	70.7%	73.9%	70.7%	67.6%	69.9%
3: Somewhat important	23.6%	21.5%	18.6%	17.5%	23.3%	26.6%	22.0%	20.1%	24.0%	26.5%	23.5%
2: Not very important	4.9%	3.6%	2.1%	3.9%	4.2%	5.8%	6.4%	5.2%	4.0%	5.4%	4.8%
1: Not at all important	0.7%	.	.	0.7%	0.8%	1.2%	0.9%	0.7%	1.3%	0.5%	1.8%
Total (N)	4,088	716	140	412	120	1,214	345	134	75	766	166

Ability to lead others	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.54	3.54	3.70	3.58	3.59	3.49	3.59	3.56	3.38	3.56	3.43
4: Very Important	62.7%	62.1%	74.3%	66.5%	63.0%	59.9%	66.3%	63.4%	50.0%	65.1%	52.7%
3: Somewhat important	29.3%	31.0%	21.4%	26.0%	33.6%	30.5%	26.8%	29.9%	37.8%	26.5%	38.3%
2: Not very important	7.2%	6.0%	4.3%	6.3%	2.5%	8.8%	6.3%	6.0%	12.2%	7.3%	7.8%
1: Not at all important	0.9%	1.0%	.	1.2%	0.8%	0.8%	0.6%	0.7%	.	1.0%	1.2%
Total (N)	4,095	717	140	412	119	1,219	347	134	74	766	167

Ability to work in teams	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.67	3.70	3.83	3.65	3.67	3.65	3.70	3.67	3.57	3.66	3.62
4: Very Important	71.7%	74.7%	84.4%	69.5%	72.5%	70.1%	73.5%	74.6%	60.0%	71.0%	67.7%
3: Somewhat important	24.0%	21.1%	14.9%	26.4%	22.5%	25.4%	23.1%	19.4%	37.3%	24.0%	28.1%
2: Not very important	3.9%	3.8%	.	3.6%	4.2%	4.1%	3.5%	4.5%	2.7%	4.9%	3.0%
1: Not at all important	0.4%	0.4%	0.7%	0.5%	0.8%	0.3%	.	1.5%	.	0.1%	1.2%
Total (N)	4,093	716	141	416	120	1,215	347	134	75	762	167

Ability to organize successful group project	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.52	3.55	3.64	3.54	3.50	3.48	3.50	3.60	3.44	3.52	3.51
4: Very Important	59.8%	63.1%	65.7%	60.4%	60.0%	56.7%	57.6%	67.9%	53.3%	60.6%	58.7%
3: Somewhat important	33.1%	29.7%	32.9%	33.6%	31.7%	35.6%	34.9%	24.6%	37.3%	32.6%	34.1%
2: Not very important	6.4%	6.1%	1.4%	5.3%	6.7%	7.3%	7.5%	6.7%	9.3%	5.5%	6.6%
1: Not at all important	0.7%	1.0%	.	0.7%	1.7%	0.5%	.	0.7%	.	1.3%	0.6%
Total (N)	4,094	716	140	414	120	1,218	347	134	75	763	167

Taking initiative to improve work	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.67	3.73	3.74	3.68	3.63	3.63	3.64	3.77	3.69	3.67	3.66
4: Very Important	71.9%	77.3%	77.0%	72.9%	70.0%	68.6%	69.2%	78.4%	70.7%	71.5%	69.5%
3: Somewhat important	23.7%	19.2%	20.9%	22.2%	23.3%	26.2%	25.6%	20.1%	28.0%	23.8%	27.5%
2: Not very important	4.1%	2.9%	1.4%	4.6%	5.8%	4.8%	4.9%	1.5%	1.3%	4.7%	2.4%
1: Not at all important	0.3%	0.6%	0.7%	0.2%	0.8%	0.4%	0.3%	.	.	.	0.6%
Total (N)	4,094	718	139	414	120	1,218	347	134	75	762	167

Exercising public responsiblity and community	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.46	3.52	3.65	3.55	3.51	3.35	3.42	3.54	3.35	3.52	3.32
4: Very Important	57.1%	60.7%	68.8%	63.3%	59.7%	50.7%	53.8%	67.9%	51.4%	60.0%	49.7%
3: Somewhat important	32.8%	31.4%	27.7%	29.7%	32.8%	35.4%	35.2%	20.9%	35.1%	32.8%	35.3%
2: Not very important	8.6%	7.3%	3.5%	5.4%	6.7%	11.7%	10.5%	9.0%	10.8%	6.3%	12.0%
1: Not at all important	1.4%	0.7%	.	1.7%	0.8%	2.1%	0.6%	2.2%	2.7%	0.9%	3.0%
Total (N)	4,084	717	141	411	119	1,212	344	134	74	765	167

Understand my own abilities and interests	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.69	3.73	3.76	3.71	3.64	3.62	3.69	3.84	3.59	3.72	3.65
4: Very Important	73.2%	76.0%	77.1%	76.3%	70.8%	68.0%	72.5%	85.8%	62.7%	75.9%	73.1%
3: Somewhat important	22.7%	20.8%	22.1%	19.6%	23.3%	26.8%	24.0%	11.9%	33.3%	20.6%	21.0%
2: Not very important	3.8%	3.2%	0.7%	3.1%	5.0%	5.0%	3.5%	2.2%	4.0%	3.3%	4.2%
1: Not at all important	0.3%	.	.	1.0%	0.8%	0.2%	.	.	.	0.3%	1.8%
Total (N)	4,098	718	140	413	120	1,218	346	134	75	767	167

Maintaining an active and healthy lifestyle	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.72	3.78	3.81	3.73	3.76	3.65	3.72	3.81	3.69	3.72	3.67
4: Very Important	75.9%	81.2%	82.0%	76.5%	81.7%	71.0%	77.2%	85.1%	73.0%	75.6%	71.9%
3: Somewhat important	20.3%	16.3%	17.3%	20.6%	13.3%	24.2%	17.9%	11.9%	23.0%	21.1%	23.4%
2: Not very important	3.2%	2.2%	.	2.7%	4.2%	4.0%	4.6%	1.5%	4.1%	2.7%	4.8%
1: Not at all important	0.5%	0.3%	0.7%	0.2%	0.8%	0.8%	0.3%	1.5%	.	0.5%	.
Total (N)	4,094	718	139	413	120	1,216	346	134	74	767	167

Self-confidence	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.73	3.76	3.76	3.74	3.74	3.68	3.77	3.84	3.68	3.75	3.65
4: Very Important	77.2%	79.4%	81.4%	79.1%	80.0%	73.0%	80.7%	84.3%	74.3%	78.2%	72.6%
3: Somewhat important	18.9%	17.2%	15.0%	16.8%	15.0%	22.5%	15.6%	15.7%	18.9%	18.6%	20.8%
2: Not very important	3.3%	3.2%	1.4%	3.1%	4.2%	3.9%	3.5%	.	6.8%	2.7%	5.4%
1: Not at all important	0.6%	0.1%	2.1%	1.0%	0.8%	0.7%	0.3%	.	.	0.4%	1.2%
Total (N)	4,098	715	140	416	120	1,217	347	134	74	767	168

Realizing my potential for success	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.68	3.73	3.76	3.71	3.68	3.60	3.68	3.81	3.64	3.71	3.68
4: Very Important	73.1%	76.1%	79.9%	77.6%	74.2%	66.8%	73.4%	82.8%	65.3%	75.5%	73.1%
3: Somewhat important	22.4%	20.5%	17.3%	17.1%	20.8%	27.5%	21.4%	14.9%	33.3%	20.6%	22.2%
2: Not very important	4.0%	3.4%	2.2%	4.3%	4.2%	4.8%	4.6%	2.2%	1.3%	3.3%	4.8%
1: Not at all important	0.6%	.	0.7%	1.0%	0.8%	0.8%	0.6%	.	.	0.7%	.
Total (N)	4,097	716	139	415	120	1,218	346	134	75	767	167

Sense of personal identity	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.66	3.74	3.77	3.70	3.67	3.55	3.68	3.84	3.68	3.70	3.63
4: Very Important	72.1%	77.3%	78.6%	77.0%	73.9%	63.3%	72.8%	85.1%	72.0%	74.4%	71.9%
3: Somewhat important	22.7%	19.4%	20.0%	16.9%	20.2%	29.3%	22.0%	14.2%	24.0%	21.7%	19.8%
2: Not very important	4.6%	2.8%	1.4%	5.3%	5.0%	6.1%	5.2%	0.7%	4.0%	3.5%	7.8%
1: Not at all important	0.6%	0.4%	.	0.7%	0.8%	1.2%	.	.	.	0.4%	0.6%
Total (N)	4,085	715	140	413	119	1,214	346	134	75	762	167

Coping with change	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.58	3.63	3.66	3.63	3.62	3.49	3.56	3.81	3.54	3.62	3.56
4: Very Important	65.5%	69.2%	71.0%	70.5%	66.4%	58.4%	63.6%	81.3%	63.5%	68.1%	63.5%
3: Somewhat important	28.0%	25.4%	24.6%	22.7%	29.4%	32.6%	30.1%	17.9%	28.4%	26.8%	29.9%
2: Not very important	5.7%	4.7%	3.6%	6.0%	4.2%	8.2%	5.5%	0.7%	6.8%	4.1%	5.4%
1: Not at all important	0.8%	0.7%	0.7%	0.7%	.	0.7%	0.9%	.	1.4%	1.1%	1.2%
Total (N)	4,087	717	138	414	119	1,217	346	134	74	761	167

Independence and self reliance	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.74	3.81	3.78	3.78	3.69	3.69	3.73	3.87	3.75	3.74	3.71
4: Very Important	77.6%	83.0%	79.1%	80.5%	75.6%	73.4%	76.9%	88.1%	77.3%	76.8%	75.4%
3: Somewhat important	19.3%	15.1%	19.4%	16.5%	19.3%	22.9%	19.6%	10.4%	20.0%	20.2%	21.6%
2: Not very important	2.6%	1.5%	1.4%	2.9%	3.4%	3.2%	3.2%	1.5%	2.7%	2.9%	1.2%
1: Not at all important	0.4%	0.4%	.	.	1.7%	0.6%	0.3%	.	.	0.1%	1.8%
Total (N)	4,089	717	139	411	119	1,216	347	134	75	764	167

Ability to handle stress	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.73	3.78	3.81	3.79	3.70	3.68	3.69	3.88	3.74	3.72	3.70
4: Very Important	76.8%	80.9%	82.0%	82.1%	76.7%	73.2%	73.5%	88.8%	75.7%	74.8%	75.0%
3: Somewhat important	19.7%	16.2%	17.3%	14.5%	18.3%	22.3%	21.9%	10.4%	23.0%	22.5%	20.8%
2: Not very important	3.2%	2.5%	0.7%	3.4%	3.3%	4.2%	4.3%	0.7%	1.4%	2.5%	3.6%
1: Not at all important	0.3%	0.4%	.	.	1.7%	0.3%	0.3%	.	.	0.3%	0.6%
Total (N)	4,097	718	139	414	120	1,218	347	134	74	765	168

Time management	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.77	3.84	3.82	3.80	3.72	3.72	3.75	3.84	3.79	3.77	3.79
4: Very Important	80.7%	86.0%	84.3%	84.1%	80.0%	76.9%	78.4%	85.7%	80.0%	79.8%	81.0%
3: Somewhat important	16.2%	11.8%	14.3%	12.6%	12.5%	18.8%	18.2%	12.8%	18.7%	18.0%	17.9%
2: Not very important	2.9%	2.1%	0.7%	2.9%	6.7%	4.1%	3.5%	1.5%	1.3%	2.1%	0.6%
1: Not at all important	0.2%	0.1%	0.7%	0.5%	0.8%	0.2%	.	.	.	0.1%	0.6%
Total (N)	4,098	719	140	414	120	1,216	347	133	75	766	168

Self discipline	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.77	3.79	3.82	3.78	3.73	3.75	3.73	3.81	3.77	3.77	3.78
4: Very Important	80.0%	82.3%	83.0%	82.3%	79.2%	77.8%	77.5%	82.8%	80.0%	79.9%	80.8%
3: Somewhat important	17.1%	15.1%	16.3%	13.8%	15.8%	19.1%	18.5%	14.9%	17.3%	17.8%	16.8%
2: Not very important	2.7%	2.1%	0.7%	3.6%	3.3%	3.0%	3.8%	2.2%	2.7%	2.1%	2.4%
1: Not at all important	0.2%	0.6%	.	0.2%	1.7%	.	0.3%	.	.	0.3%	.
Total (N)	4,092	717	141	412	120	1,214	346	134	75	766	167

Back to Top

World View Goals

Understanding world issues	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.55	3.57	3.71	3.71	3.42	3.45	3.54	3.63	3.55	3.60	3.49
4: Very Important	63.5%	65.1%	71.5%	76.8%	54.2%	56.5%	63.6%	69.2%	62.7%	65.8%	60.2%
3: Somewhat important	29.0%	27.6%	27.7%	18.3%	35.6%	33.7%	28.4%	26.3%	29.3%	28.5%	30.7%
2: Not very important	6.3%	6.0%	0.7%	4.4%	7.6%	8.4%	6.8%	3.0%	8.0%	5.2%	6.6%
1: Not at all important	1.1%	1.3%	.	0.5%	2.5%	1.4%	1.2%	1.5%	.	0.5%	2.4%
Total (N)	4,045	711	137	410	118	1,200	338	133	75	757	166

Understanding the present as it relates to history	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.31	3.28	3.50	3.60	3.31	3.16	3.26	3.45	3.22	3.41	3.31
4: Very Important	49.4%	46.3%	58.7%	67.6%	46.6%	41.8%	45.0%	60.6%	45.9%	54.5%	45.8%
3: Somewhat important	35.0%	37.6%	33.3%	25.6%	39.0%	36.4%	38.8%	27.3%	35.1%	33.6%	41.0%
2: Not very important	12.9%	13.9%	7.2%	5.9%	12.7%	17.6%	13.9%	8.3%	13.5%	10.2%	11.4%
1: Not at all important	2.6%	2.3%	0.7%	1.0%	1.7%	4.1%	2.4%	3.8%	5.4%	1.7%	1.8%
Total (N)	4,024	707	138	407	118	1,188	338	132	74	756	166

Ability to work with diverse people	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.60	3.64	3.76	3.70	3.44	3.51	3.63	3.78	3.68	3.61	3.64
4: Very Important	68.3%	72.1%	77.7%	76.4%	63.0%	61.4%	69.5%	79.7%	70.7%	67.4%	69.1%
3: Somewhat important	25.0%	21.2%	20.1%	19.0%	21.0%	29.4%	24.6%	18.8%	26.7%	27.2%	26.1%
2: Not very important	5.7%	5.8%	2.2%	3.2%	12.6%	7.8%	5.3%	1.5%	2.7%	4.6%	4.8%
1: Not at all important	1.1%	1.0%	.	1.5%	3.4%	1.5%	0.6%	.	.	0.8%	.
Total (N)	4,045	712	139	411	119	1,198	338	133	75	755	165

Appreciation for the arts, music, and literature	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.26	3.29	3.48	3.45	2.94	3.12	3.06	3.62	3.53	3.34	3.30
4: Very Important	50.6%	51.5%	60.6%	61.9%	38.3%	44.4%	37.7%	71.4%	62.7%	54.8%	49.1%
3: Somewhat important	29.5%	30.0%	28.5%	25.2%	27.8%	30.0%	36.5%	21.1%	29.3%	28.3%	34.5%
2: Not very important	14.9%	14.5%	9.5%	9.0%	23.5%	18.5%	20.2%	6.0%	6.7%	12.9%	13.3%
1: Not at all important	5.0%	3.9%	1.5%	3.9%	10.4%	7.1%	5.6%	1.5%	1.3%	4.0%	3.0%
Total (N)	4,033	710	137	412	115	1,197	337	133	75	752	165

Tolerance for divergent views	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.50	3.53	3.67	3.62	3.32	3.42	3.42	3.67	3.55	3.51	3.52
4: Very Important	61.5%	63.6%	71.7%	71.3%	53.8%	56.6%	56.1%	72.7%	64.0%	61.2%	63.4%
3: Somewhat important	28.4%	27.5%	24.6%	21.4%	29.1%	31.3%	30.9%	22.0%	28.0%	29.5%	27.4%
2: Not very important	8.3%	7.5%	2.9%	5.4%	12.0%	10.0%	11.6%	5.3%	6.7%	8.2%	6.7%
1: Not at all important	1.7%	1.4%	0.7%	1.9%	5.1%	2.2%	1.5%	.	1.3%	1.1%	2.4%
Total (N)	4,030	706	138	411	117	1,195	337	132	75	755	164

Appreciating gender equity	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.66	3.72	3.78	3.74	3.51	3.59	3.63	3.82	3.71	3.64	3.71
4: Very Important	73.3%	78.0%	81.0%	80.7%	64.4%	68.1%	71.1%	82.6%	77.3%	71.0%	77.0%
3: Somewhat important	20.7%	16.8%	16.1%	14.6%	23.7%	24.4%	21.7%	16.7%	17.3%	23.2%	18.8%
2: Not very important	4.5%	4.4%	2.9%	2.4%	10.2%	5.8%	5.7%	0.8%	4.0%	4.0%	2.4%
1: Not at all important	1.5%	0.8%	.	2.2%	1.7%	1.7%	1.5%	.	1.3%	1.7%	1.8%
Total (N)	4,031	710	137	410	118	1,195	336	132	75	753	165

Appreciating racial equity	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.67	3.72	3.75	3.74	3.47	3.60	3.65	3.81	3.71	3.67	3.70
4: Very Important	73.9%	78.1%	80.3%	80.1%	62.7%	68.7%	73.7%	82.6%	77.3%	73.2%	77.0%
3: Somewhat important	20.4%	17.0%	15.3%	15.2%	24.6%	24.4%	19.8%	15.9%	16.0%	22.3%	17.6%
2: Not very important	4.2%	4.1%	3.6%	2.9%	10.2%	5.2%	4.4%	1.5%	6.7%	3.1%	3.6%
1: Not at all important	1.4%	0.8%	0.7%	1.7%	2.5%	1.7%	2.1%	.	.	1.5%	1.8%
Total (N)	4,029	707	137	407	118	1,196	338	132	75	754	165

Back to Top

For more information on the 2008 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, 2009

Return to 2008 First-Year Student Survey Table of Contents Page

Return to OIRP Survey Page

Return to OIRP Home Page