North Carolina State University
2010 First-Year Student Survey:
College Comparisons
Preparation for College

This document reports college differences in how well respondents are preparation for college, such as high school preparation, participation in pre-college programs, and current development of various knowledge, skills, and personal development goals. For information about the survey and analysis methods see "2010 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.

High School Preparation | Self Preparation | Participation in Pre-College Programs
Knowledge, Skills, and Personal Development:
Current Development
Importance

Q High school preparation for college

High School preparation for college	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Very well	50.2%	49.2%	47.0%	49.6%	45.9%	52.3%	53.8%	46.1%	51.6%	46.3%	60.5%
Somewhat well	42.2%	44.2%	46.0%	41.5%	47.7%	38.9%	42.4%	43.5%	35.5%	45.9%	33.3%
Not very well	7.7%	6.6%	7.0%	8.8%	6.3%	8.9%	3.8%	10.4%	12.9%	7.8%	6.2%
Total (N)	2,778	557	100	272	111	723	236	115	62	473	129

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Q Self-preparation for college

Self preparation for college	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Very well	52.4%	54.4%	46.0%	57.2%	39.1%	56.2%	56.8%	56.6%	66.1%	41.7%	50.0%
Somewhat well	45.2%	43.6%	51.0%	41.3%	56.4%	41.4%	41.0%	41.6%	32.3%	55.3%	47.7%
Not very well	2.4%	2.0%	3.0%	1.5%	4.5%	2.4%	2.1%	1.8%	1.6%	3.0%	2.3%
Total (N)	2,758	553	100	271	110	719	234	113	62	468	128

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Q Participation in pre-college program

		College/School
	NCSU	CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Educational Talent Search	2.8%	3.7%	4.0%	3.3%	1.8%	3.2%	2.5%	2.5%	1.6%	1.4%	1.5%
Upward Bound	1.2%	0.5%	0.0%	0.7%	3.5%	1.6%	0.4%	0.0%	1.6%	1.9%	1.5%
GEAR UP	0.8%	0.7%	2.0%	1.5%	0.9%	0.8%	0.4%	0.8%	0.0%	0.6%	0.0%
Early College	3.4%	4.0%	1.0%	4.8%	5.3%	3.2%	2.1%	0.8%	1.6%	3.1%	6.0%
Total (N)	2,837	569	100	273	113	743	239	118	63	486	133

Note: Respondents could select more than one program.
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Q Knowledge, Skills, and Personal Development

Current Development

General Education Goals

Development: Writing skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	2.85	2.93	2.71	3.04	2.77	2.80	2.83	2.80	3.02	2.77	2.96
4: Excellent	15.3%	18.4%	10.1%	25.0%	11.0%	14.3%	10.9%	14.7%	25.0%	10.9%	15.2%
3: Good	57.0%	58.4%	54.5%	54.9%	56.9%	54.2%	63.0%	55.0%	51.7%	57.3%	65.6%
2: Fair	25.4%	21.1%	31.3%	19.8%	30.3%	28.4%	23.9%	25.7%	23.3%	29.5%	19.2%
1: Poor	2.3%	2.2%	4.0%	0.4%	1.8%	3.1%	2.2%	4.6%	.	2.4%	.
Total (N)	2,730	550	99	268	109	712	230	109	60	468	125

Development: Speaking skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	2.89	2.98	3.00	3.05	2.85	2.82	2.93	2.91	2.87	2.80	2.82
4: Excellent	22.2%	27.0%	28.3%	30.1%	20.4%	18.1%	21.3%	24.8%	18.3%	16.9%	24.0%
3: Good	48.8%	47.0%	45.5%	48.7%	50.0%	50.2%	51.7%	45.9%	53.3%	50.6%	39.2%
2: Fair	25.3%	23.2%	24.2%	17.5%	24.1%	27.1%	25.2%	24.8%	25.0%	28.4%	32.0%
1: Poor	3.7%	2.7%	2.0%	3.7%	5.6%	4.5%	1.7%	4.6%	3.3%	4.1%	4.8%
Total (N)	2,730	551	99	269	108	711	230	109	60	468	125

Development: Listening skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.30	3.36	3.30	3.32	3.12	3.31	3.27	3.35	3.28	3.27	3.23
4: Excellent	41.1%	46.0%	38.8%	43.4%	28.0%	41.4%	39.7%	43.9%	40.0%	38.4%	37.1%
3: Good	48.5%	44.5%	54.1%	46.1%	58.9%	48.7%	47.6%	46.7%	50.0%	50.4%	50.8%
2: Fair	9.6%	8.9%	5.1%	9.7%	10.3%	9.5%	12.2%	9.3%	8.3%	10.5%	9.7%
1: Poor	0.8%	0.5%	2.0%	0.7%	2.8%	0.4%	0.4%	.	1.7%	0.6%	2.4%
Total (N)	2,716	550	98	267	107	708	229	107	60	466	124

Development: Comprehension skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.12	3.17	2.97	3.26	2.95	3.19	2.97	2.99	3.15	3.03	3.23
4: Excellent	29.9%	32.5%	16.2%	37.2%	18.5%	34.2%	22.4%	22.2%	33.3%	24.9%	36.0%
3: Good	53.8%	52.9%	65.7%	51.7%	58.3%	51.7%	54.8%	58.3%	48.3%	55.2%	52.0%
2: Fair	15.1%	13.5%	17.2%	10.8%	23.1%	12.8%	20.2%	15.7%	18.3%	18.5%	11.2%
1: Poor	1.3%	1.1%	1.0%	0.4%	.	1.3%	2.6%	3.7%	.	1.5%	0.8%
Total (N)	2,721	548	99	269	108	710	228	108	60	466	125

Development: Using mathematics skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.07	2.98	2.96	2.57	2.84	3.53	3.05	2.99	2.72	2.87	3.39
4: Excellent	35.2%	27.5%	23.5%	13.8%	25.0%	58.5%	32.8%	34.6%	18.3%	25.7%	50.4%
3: Good	41.0%	45.8%	54.1%	37.2%	42.6%	36.5%	42.8%	31.8%	41.7%	43.3%	38.4%
2: Fair	19.7%	23.6%	17.3%	40.9%	24.1%	4.1%	21.4%	31.8%	33.3%	23.1%	11.2%
1: Poor	4.0%	3.1%	5.1%	8.2%	8.3%	0.8%	3.1%	1.9%	6.7%	7.9%	.
Total (N)	2,722	550	98	269	108	709	229	107	60	467	125

Development: Understanding everyday influence of science/technology	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.09	3.20	2.82	2.72	2.83	3.43	2.76	2.93	2.88	2.93	3.31
4: Excellent	32.9%	36.7%	20.4%	17.8%	17.6%	51.2%	17.8%	28.0%	23.3%	22.7%	41.9%
3: Good	45.4%	48.5%	44.9%	41.3%	52.8%	40.8%	45.8%	39.3%	43.3%	50.3%	48.4%
2: Fair	19.3%	13.4%	30.6%	36.4%	25.0%	7.5%	31.1%	29.9%	31.7%	23.8%	8.9%
1: Poor	2.4%	1.5%	4.1%	4.5%	4.6%	0.6%	5.3%	2.8%	1.7%	3.2%	0.8%
Total (N)	2,718	551	98	269	108	709	225	107	60	467	124

Development: Applying scientific methods of inquiry	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	2.78	2.92	2.59	2.49	2.53	3.11	2.41	2.55	2.47	2.56	3.06
4: Excellent	18.5%	22.3%	9.6%	8.8%	8.9%	31.1%	7.4%	14.4%	10.5%	8.9%	28.5%
3: Good	46.0%	49.5%	45.7%	41.0%	44.6%	49.9%	35.9%	37.5%	31.6%	46.5%	51.2%
2: Fair	30.3%	25.6%	38.3%	40.6%	37.6%	17.9%	47.5%	36.5%	52.6%	36.6%	17.9%
1: Poor	5.1%	2.6%	6.4%	9.6%	8.9%	1.1%	9.2%	11.5%	5.3%	8.0%	2.4%
Total (N)	2,663	546	94	261	101	698	217	104	57	462	123

Development: Computer skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.07	3.04	2.98	3.08	2.94	3.11	3.14	3.08	3.05	3.05	3.06
4: Excellent	30.5%	29.6%	26.5%	29.9%	24.1%	34.1%	31.9%	27.4%	25.0%	28.8%	33.6%
3: Good	48.5%	47.5%	49.0%	51.5%	50.0%	45.2%	50.7%	55.7%	55.0%	49.9%	44.8%
2: Fair	18.5%	20.2%	20.4%	15.3%	22.2%	18.7%	16.6%	15.1%	20.0%	18.7%	16.0%
1: Poor	2.5%	2.7%	4.1%	3.4%	3.7%	2.0%	0.9%	1.9%	.	2.6%	5.6%
Total (N)	2,719	550	98	268	108	710	229	106	60	465	125

Development: Logical reasoning skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.30	3.30	3.08	3.29	3.21	3.48	3.24	3.25	3.12	3.15	3.38
4: Excellent	40.3%	40.1%	24.2%	40.1%	34.3%	53.0%	33.6%	38.0%	25.0%	31.0%	44.0%
3: Good	50.2%	50.6%	60.6%	48.7%	53.7%	42.2%	57.6%	49.1%	63.3%	55.1%	49.6%
2: Fair	8.9%	8.7%	14.1%	11.2%	11.1%	4.8%	7.9%	13.0%	10.0%	12.3%	6.4%
1: Poor	0.6%	0.5%	1.0%	.	0.9%	.	0.9%	.	1.7%	1.7%	.
Total (N)	2,723	549	99	269	108	711	229	108	60	465	125

Development: Ability to adapt to changing technologies	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.28	3.22	3.09	3.19	3.08	3.44	3.30	3.32	3.24	3.24	3.34
4: Excellent	42.1%	39.9%	32.7%	34.5%	29.0%	51.8%	41.5%	40.2%	39.0%	38.7%	49.2%
3: Good	45.2%	44.1%	46.9%	51.7%	52.3%	40.3%	48.0%	51.4%	45.8%	47.5%	37.1%
2: Fair	11.5%	14.0%	17.3%	12.4%	16.8%	7.6%	9.2%	8.4%	15.3%	12.7%	12.1%
1: Poor	1.2%	2.0%	3.1%	1.5%	1.9%	0.3%	1.3%	.	.	1.1%	1.6%
Total (N)	2,706	544	98	267	107	708	229	107	59	463	124

Development: Ability to critically analyze ideas and information	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.09	3.08	2.96	3.17	2.94	3.24	2.99	2.95	3.17	2.94	3.15
4: Excellent	27.7%	25.4%	22.4%	34.1%	18.9%	37.0%	21.6%	19.6%	36.7%	18.9%	30.1%
3: Good	54.8%	58.0%	53.1%	49.4%	59.4%	50.9%	58.1%	58.9%	45.0%	57.7%	55.3%
2: Fair	16.4%	15.5%	22.4%	16.1%	18.9%	11.7%	18.1%	18.7%	16.7%	22.1%	13.8%
1: Poor	1.1%	1.1%	2.0%	0.4%	2.8%	0.4%	2.2%	2.8%	1.7%	1.3%	0.8%
Total (N)	2,710	547	98	267	106	709	227	107	60	466	123

Development: Using books/journals/articles from library/internet for research	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	2.90	2.99	2.91	3.11	2.79	2.82	2.89	2.94	2.93	2.83	2.94
4: Excellent	23.2%	29.5%	22.2%	31.6%	14.8%	18.8%	19.7%	23.6%	21.7%	20.6%	26.4%
3: Good	47.5%	42.8%	50.5%	49.1%	51.9%	48.9%	52.2%	50.9%	51.7%	45.5%	44.8%
2: Fair	25.9%	24.8%	23.2%	17.8%	30.6%	27.8%	25.0%	21.7%	25.0%	30.0%	25.6%
1: Poor	3.4%	2.9%	4.0%	1.5%	2.8%	4.5%	3.1%	3.8%	1.7%	3.9%	3.2%
Total (N)	2,719	549	99	269	108	709	228	106	60	466	125

Development: Problem-solving skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.22	3.19	3.15	3.12	3.09	3.41	3.16	3.25	3.15	3.05	3.31
4: Excellent	33.0%	30.8%	27.6%	24.9%	24.1%	46.6%	27.9%	36.1%	30.0%	22.9%	40.0%
3: Good	56.1%	57.9%	61.2%	62.1%	61.1%	48.2%	61.1%	52.8%	55.0%	59.7%	51.2%
2: Fair	10.7%	11.1%	10.2%	13.0%	14.8%	5.1%	10.0%	11.1%	15.0%	16.7%	8.8%
1: Poor	0.3%	0.2%	1.0%	.	.	0.1%	0.9%	.	.	0.6%	.
Total (N)	2,719	549	98	269	108	706	229	108	60	467	125

Development: Ability to plan/carry out projects independently	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.26	3.33	3.27	3.30	3.13	3.23	3.33	3.42	3.28	3.12	3.30
4: Excellent	39.9%	45.2%	39.4%	43.9%	31.8%	37.4%	43.6%	50.9%	43.3%	31.0%	44.4%
3: Good	46.8%	43.4%	48.5%	42.4%	51.4%	49.5%	46.7%	39.8%	45.0%	50.7%	42.7%
2: Fair	12.4%	10.7%	12.1%	13.4%	15.0%	12.1%	8.8%	9.3%	8.3%	16.9%	11.3%
1: Poor	1.0%	0.7%	.	0.4%	1.9%	1.0%	0.9%	.	3.3%	1.3%	1.6%
Total (N)	2,719	549	99	269	107	709	227	108	60	467	124

Development: Understanding of diverse cultures and values	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.09	3.14	3.16	3.37	2.83	2.93	3.10	3.21	3.09	3.11	3.06
4: Excellent	34.4%	37.5%	34.0%	49.4%	23.4%	28.2%	33.5%	38.3%	31.0%	34.3%	33.1%
3: Good	42.8%	42.1%	49.5%	38.6%	43.0%	41.7%	45.8%	45.8%	48.3%	43.8%	41.9%
2: Fair	19.8%	17.7%	15.5%	11.2%	27.1%	25.1%	17.6%	15.0%	19.0%	20.2%	22.6%
1: Poor	3.0%	2.7%	1.0%	0.7%	6.5%	5.0%	3.1%	0.9%	1.7%	1.7%	2.4%
Total (N)	2,698	549	97	267	107	701	227	107	58	461	124

Personal Development Goals

Development: Recognizing and acting upon ethical principles	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.34	3.40	3.38	3.51	3.16	3.27	3.31	3.32	3.33	3.33	3.40
4: Excellent	44.4%	50.9%	46.4%	55.1%	36.5%	38.0%	40.7%	47.6%	37.9%	42.5%	48.7%
3: Good	46.3%	38.9%	45.4%	40.7%	46.2%	52.5%	50.2%	38.8%	56.9%	48.2%	43.7%
2: Fair	8.4%	9.6%	8.2%	4.2%	14.4%	8.3%	8.6%	11.7%	5.2%	8.6%	6.7%
1: Poor	0.8%	0.6%	.	.	2.9%	1.3%	0.5%	1.9%	.	0.7%	0.8%
Total (N)	2,653	542	97	263	104	690	221	103	58	456	119

Development: Ability to lead or guide others	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.10	3.16	3.33	3.13	2.99	3.05	3.19	3.19	3.07	3.00	3.10
4: Excellent	33.1%	36.9%	43.9%	34.8%	24.5%	30.5%	36.5%	41.0%	31.6%	27.5%	36.4%
3: Good	46.7%	45.2%	44.9%	47.3%	54.7%	46.8%	47.7%	39.0%	43.9%	49.2%	41.5%
2: Fair	17.2%	14.8%	11.2%	14.0%	16.0%	20.0%	14.4%	18.1%	24.6%	19.6%	17.8%
1: Poor	2.9%	3.1%	.	3.8%	4.7%	2.7%	1.4%	1.9%	.	3.7%	4.2%
Total (N)	2,667	542	98	264	106	696	222	105	57	459	118

Development: Ability to function as part of a team	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.49	3.53	3.55	3.51	3.42	3.42	3.57	3.56	3.47	3.47	3.47
4: Excellent	55.1%	59.4%	61.9%	55.3%	52.4%	50.6%	57.0%	60.0%	51.7%	53.9%	55.8%
3: Good	38.8%	33.9%	30.9%	40.5%	38.1%	41.8%	42.6%	36.2%	43.1%	40.0%	35.0%
2: Fair	5.8%	6.5%	7.2%	4.2%	8.6%	6.9%	0.4%	3.8%	5.2%	5.4%	9.2%
1: Poor	0.4%	0.2%	.	.	1.0%	0.7%	.	.	.	0.7%	.
Total (N)	2,669	542	97	262	105	697	223	105	58	460	120

Development: Ability to organize steps to complete group project	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.29	3.35	3.37	3.36	3.18	3.21	3.35	3.46	3.40	3.21	3.35
4: Excellent	40.8%	45.8%	42.9%	45.5%	36.5%	34.7%	45.7%	50.5%	50.0%	34.7%	47.5%
3: Good	47.8%	43.6%	51.0%	44.7%	46.2%	52.8%	43.5%	44.8%	39.7%	51.8%	41.7%
2: Fair	10.7%	10.1%	6.1%	9.8%	16.3%	11.2%	10.8%	4.8%	10.3%	12.8%	9.2%
1: Poor	0.7%	0.6%	.	.	1.0%	1.3%	.	.	.	0.7%	1.7%
Total (N)	2,672	544	98	264	104	695	223	105	58	461	120

Development: Taking the initiative improve my work	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.27	3.34	3.38	3.37	3.17	3.24	3.22	3.40	3.40	3.17	3.28
4: Excellent	39.7%	43.5%	46.4%	45.5%	38.7%	36.9%	36.0%	46.7%	44.8%	34.0%	41.7%
3: Good	48.5%	47.7%	45.4%	46.2%	41.5%	50.4%	50.5%	46.7%	50.0%	50.2%	45.8%
2: Fair	11.1%	8.7%	8.2%	8.0%	17.9%	12.2%	13.1%	6.7%	5.2%	14.3%	10.8%
1: Poor	0.6%	0.2%	.	0.4%	1.9%	0.4%	0.5%	.	.	1.5%	1.7%
Total (N)	2,667	543	97	264	106	696	222	105	58	456	120

Development: Exercising public responsibility/community service	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.06	3.21	3.30	3.08	3.04	2.98	2.98	3.20	3.14	2.96	2.93
4: Excellent	32.4%	38.7%	40.8%	32.6%	27.4%	27.9%	29.9%	45.7%	34.5%	29.0%	31.7%
3: Good	44.4%	45.8%	49.0%	44.3%	49.1%	45.5%	43.0%	31.4%	46.6%	43.8%	38.3%
2: Fair	19.8%	13.1%	9.2%	21.2%	23.6%	23.1%	22.6%	20.0%	17.2%	21.8%	20.8%
1: Poor	3.5%	2.4%	1.0%	1.9%	.	3.4%	4.5%	2.9%	1.7%	5.4%	9.2%
Total (N)	2,669	542	98	264	106	696	221	105	58	459	120

Development: Maintaining an active and healthy lifestyle	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.08	3.13	2.96	3.05	3.13	3.05	3.12	3.25	2.98	3.10	2.98
4: Excellent	34.5%	39.0%	29.6%	32.6%	37.7%	34.3%	31.4%	44.8%	24.1%	33.0%	28.3%
3: Good	43.0%	38.8%	39.8%	42.8%	42.5%	40.5%	51.6%	37.1%	51.7%	47.6%	46.7%
2: Fair	18.9%	18.6%	27.6%	21.2%	15.1%	21.4%	14.3%	16.2%	22.4%	15.4%	20.0%
1: Poor	3.6%	3.7%	3.1%	3.4%	4.7%	3.7%	2.7%	1.9%	1.7%	3.9%	5.0%
Total (N)	2,674	544	98	264	106	696	223	105	58	460	120

Development: Personal growth	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.23	3.28	3.28	3.24	3.09	3.19	3.26	3.42	3.28	3.18	3.18
4: Excellent	32.9%	35.9%	38.5%	35.7%	28.3%	29.7%	34.2%	46.2%	34.5%	29.6%	28.6%
3: Good	57.6%	56.5%	51.0%	53.2%	54.7%	60.4%	58.1%	50.0%	58.6%	60.1%	60.5%
2: Fair	9.0%	7.0%	10.4%	10.6%	15.1%	9.7%	7.2%	3.8%	6.9%	9.4%	10.9%
1: Poor	0.5%	0.6%	.	0.4%	1.9%	0.3%	0.5%	.	.	0.9%	.
Total (N)	2,661	543	96	263	106	694	222	104	58	456	119

Development: Self-confidence	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.05	3.11	2.84	3.14	2.93	3.06	3.05	3.13	2.93	3.00	3.05
4: Excellent	30.7%	34.9%	24.5%	31.9%	24.5%	31.8%	28.8%	35.2%	22.4%	27.2%	31.1%
3: Good	46.9%	45.2%	38.8%	51.7%	49.1%	45.8%	49.1%	43.8%	51.7%	48.5%	44.5%
2: Fair	19.4%	16.0%	32.7%	14.8%	21.7%	19.0%	20.3%	20.0%	22.4%	21.3%	22.7%
1: Poor	3.0%	3.9%	4.1%	1.5%	4.7%	3.5%	1.8%	1.0%	3.4%	3.0%	1.7%
Total (N)	2,670	544	98	263	106	695	222	105	58	460	119

Development: Ability to handle stress	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	2.87	2.87	2.60	2.81	2.87	2.98	2.81	2.86	2.69	2.83	2.87
4: Excellent	21.7%	22.9%	15.3%	18.2%	18.1%	27.1%	16.3%	22.9%	19.0%	18.9%	22.5%
3: Good	47.8%	45.7%	37.8%	49.2%	55.2%	47.6%	51.1%	47.6%	36.2%	50.4%	47.5%
2: Fair	25.9%	26.8%	38.8%	28.0%	21.9%	21.8%	29.4%	21.9%	39.7%	25.9%	24.2%
1: Poor	4.6%	4.6%	8.2%	4.5%	4.8%	3.6%	3.2%	7.6%	5.2%	4.8%	5.8%
Total (N)	2,666	541	98	264	105	694	221	105	58	460	120

Development: Time management	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	2.71	2.80	2.64	2.78	2.57	2.71	2.77	2.89	2.66	2.56	2.68
4: Excellent	17.8%	20.8%	13.4%	19.8%	11.3%	18.4%	19.3%	24.8%	12.1%	12.6%	19.2%
3: Good	43.1%	45.1%	45.4%	45.2%	45.3%	41.7%	44.8%	42.9%	48.3%	41.2%	35.8%
2: Fair	31.5%	27.8%	33.0%	28.5%	32.1%	32.1%	29.1%	28.6%	32.8%	36.2%	38.3%
1: Poor	7.6%	6.3%	8.2%	6.5%	11.3%	7.8%	6.7%	3.8%	6.9%	10.0%	6.7%
Total (N)	2,671	543	97	263	106	695	223	105	58	461	120

World View Goals

Development: Self-discipline	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.18	3.24	3.19	3.20	3.10	3.18	3.21	3.31	3.16	3.05	3.18
4: Excellent	36.7%	41.8%	36.1%	35.7%	29.5%	36.3%	39.5%	43.8%	32.8%	30.2%	40.0%
3: Good	46.4%	42.4%	48.5%	50.2%	54.3%	46.9%	43.9%	43.8%	51.7%	48.2%	41.7%
2: Fair	15.0%	14.4%	13.4%	12.2%	13.3%	15.5%	14.3%	12.4%	13.8%	18.7%	15.0%
1: Poor	1.9%	1.5%	2.1%	1.9%	2.9%	1.3%	2.2%	.	1.7%	3.0%	3.3%
Total (N)	2,666	543	97	263	105	691	223	105	58	461	120

Development: Understanding world issues/problems	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	2.92	2.93	2.88	3.07	2.81	2.94	2.86	2.83	2.93	2.85	2.86
4: Excellent	21.5%	22.8%	21.2%	30.8%	15.0%	21.7%	20.9%	18.4%	20.3%	17.0%	20.8%
3: Good	51.2%	49.9%	49.5%	45.9%	54.2%	53.6%	48.4%	49.5%	54.2%	54.2%	46.7%
2: Fair	24.8%	25.3%	25.3%	22.9%	28.0%	22.0%	26.2%	29.1%	23.7%	25.8%	30.0%
1: Poor	2.6%	2.0%	4.0%	0.4%	2.8%	2.7%	4.4%	2.9%	1.7%	3.1%	2.5%
Total (N)	2,678	545	99	266	107	700	225	103	59	454	120

Development: Ability to work with people from diverse backgrounds	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.40	3.43	3.42	3.56	3.23	3.36	3.38	3.49	3.49	3.37	3.44
4: Excellent	49.4%	52.4%	47.5%	60.8%	35.6%	45.9%	48.4%	53.4%	52.5%	45.9%	55.1%
3: Good	41.9%	38.6%	47.5%	34.2%	52.9%	44.0%	41.6%	41.7%	44.1%	45.3%	34.7%
2: Fair	8.3%	8.5%	5.1%	4.9%	10.6%	9.9%	9.0%	4.9%	3.4%	8.6%	9.3%
1: Poor	0.3%	0.6%	.	.	1.0%	0.1%	0.9%	.	.	0.2%	0.8%
Total (N)	2,661	542	99	263	104	697	221	103	59	455	118

Development: Tolerance for divergent views	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.25	3.26	3.25	3.38	3.09	3.21	3.11	3.34	3.40	3.24	3.42
4: Excellent	40.6%	43.5%	35.1%	49.0%	30.2%	38.4%	31.5%	46.6%	49.1%	38.8%	49.2%
3: Good	45.4%	41.5%	54.6%	41.8%	50.0%	46.3%	49.5%	40.8%	43.9%	47.4%	43.3%
2: Fair	12.6%	12.7%	10.3%	7.6%	18.9%	13.3%	17.6%	12.6%	5.3%	13.2%	7.5%
1: Poor	1.5%	2.4%	.	1.5%	0.9%	2.0%	1.4%	.	1.8%	0.7%	.
Total (N)	2,669	545	97	263	106	700	222	103	57	456	120

Development: Appreciating gender equity	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.64	3.71	3.60	3.69	3.48	3.59	3.59	3.64	3.69	3.67	3.65
4: Excellent	68.0%	74.3%	63.3%	71.4%	54.7%	63.6%	65.2%	66.0%	71.2%	70.2%	70.8%
3: Good	28.3%	22.6%	33.7%	25.9%	39.6%	32.1%	29.5%	32.0%	27.1%	26.5%	24.2%
2: Fair	3.4%	2.9%	3.1%	2.6%	4.7%	3.8%	4.5%	1.9%	1.7%	3.1%	4.2%
1: Poor	0.3%	0.2%	.	.	0.9%	0.4%	0.9%	.	.	0.2%	0.8%
Total (N)	2,681	545	98	266	106	703	224	103	59	457	120

Development: Appreciating racial equity	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.61	3.67	3.61	3.70	3.31	3.56	3.60	3.64	3.74	3.63	3.63
4: Excellent	66.7%	71.1%	63.9%	72.3%	46.7%	63.3%	65.3%	67.3%	77.6%	66.9%	70.1%
3: Good	28.7%	25.2%	33.0%	25.4%	40.2%	30.9%	30.7%	29.7%	19.0%	29.4%	23.1%
2: Fair	3.9%	2.9%	3.1%	2.3%	10.3%	4.9%	2.7%	3.0%	3.4%	3.5%	6.8%
1: Poor	0.7%	0.7%	.	.	2.8%	1.0%	1.3%	.	.	0.2%	.
Total (N)	2,669	544	97	264	107	700	225	101	58	456	117

Development: Understanding present as it relates to history	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.02	3.03	3.07	3.17	2.88	3.01	2.97	2.86	2.95	3.01	3.06
4: Excellent	28.7%	31.1%	27.3%	36.6%	18.7%	28.8%	23.9%	26.2%	30.5%	26.0%	30.0%
3: Good	47.3%	43.8%	53.5%	45.7%	53.3%	46.8%	53.6%	37.9%	39.0%	50.3%	47.5%
2: Fair	21.3%	22.0%	18.2%	16.2%	25.2%	21.3%	18.0%	32.0%	25.4%	21.9%	20.8%
1: Poor	2.8%	3.1%	1.0%	1.5%	2.8%	3.1%	4.5%	3.9%	5.1%	1.8%	1.7%
Total (N)	2,668	541	99	265	107	699	222	103	59	453	120

Development: Appreciation for arts, music, literature	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.17	3.19	3.31	3.46	2.99	3.00	3.02	3.39	3.83	3.12	3.36
4: Excellent	43.9%	44.8%	43.4%	60.9%	33.0%	36.8%	37.9%	55.3%	84.7%	38.9%	54.2%
3: Good	33.2%	32.8%	44.4%	25.6%	37.7%	33.1%	33.5%	31.1%	13.6%	38.7%	29.2%
2: Fair	18.7%	18.8%	12.1%	12.0%	24.5%	23.7%	21.4%	10.7%	1.7%	18.2%	15.0%
1: Poor	4.2%	3.5%	.	1.5%	4.7%	6.4%	7.1%	2.9%	.	4.2%	1.7%
Total (N)	2,675	542	99	266	106	701	224	103	59	455	120

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Importance

General Education Goals

Importance: Writing skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.35	3.37	3.62	3.73	3.36	3.05	3.46	3.37	3.42	3.46	3.29
4: Very Important	47.3%	45.7%	65.3%	74.5%	47.2%	29.6%	54.3%	46.8%	50.8%	54.5%	42.4%
3: Somewhat important	41.4%	46.6%	31.6%	23.6%	41.5%	48.3%	37.6%	44.0%	40.7%	37.4%	45.6%
2: Not very important	10.3%	6.8%	3.1%	1.9%	11.3%	19.9%	7.7%	8.3%	8.5%	7.9%	10.4%
1: Not at all important	1.0%	0.9%	.	.	.	2.3%	0.5%	0.9%	.	0.2%	1.6%
Total (N)	2,677	541	98	263	106	700	221	109	59	455	125

Importance: Speaking skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.59	3.60	3.85	3.81	3.61	3.41	3.79	3.67	3.61	3.61	3.43
4: Very Important	64.9%	64.2%	84.7%	82.1%	62.3%	51.2%	81.9%	70.6%	66.1%	67.2%	51.6%
3: Somewhat important	30.0%	31.7%	15.3%	16.3%	36.8%	40.1%	15.8%	25.7%	28.8%	27.3%	39.5%
2: Not very important	4.6%	3.9%	.	1.5%	0.9%	7.7%	1.8%	3.7%	5.1%	4.6%	8.9%
1: Not at all important	0.5%	0.2%	.	.	.	1.0%	0.5%	.	.	0.9%	.
Total (N)	2,678	545	98	263	106	699	221	109	59	454	124

Importance: Listening skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.70	3.75	3.83	3.78	3.64	3.60	3.73	3.78	3.76	3.69	3.69
4: Very Important	73.0%	77.1%	82.7%	80.5%	66.0%	64.8%	75.5%	80.4%	79.7%	72.6%	71.8%
3: Somewhat important	23.9%	21.2%	17.3%	17.2%	32.1%	30.4%	21.8%	16.8%	18.6%	23.8%	25.0%
2: Not very important	2.8%	1.5%	.	2.3%	1.9%	4.6%	2.7%	2.8%	.	3.1%	3.2%
1: Not at all important	0.2%	0.2%	.	.	.	0.3%	.	.	1.7%	0.4%	.
Total (N)	2,669	542	98	262	106	698	220	107	59	453	124

Importance: Comprehension skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.72	3.79	3.74	3.79	3.59	3.66	3.71	3.81	3.71	3.71	3.75
4: Very Important	74.6%	80.5%	75.3%	79.7%	61.9%	70.2%	73.3%	82.4%	74.6%	72.4%	76.8%
3: Somewhat important	23.3%	18.0%	23.7%	19.2%	35.2%	26.4%	24.4%	15.7%	23.7%	26.3%	21.6%
2: Not very important	1.9%	1.3%	1.0%	1.1%	2.9%	3.1%	1.8%	1.9%	.	1.3%	1.6%
1: Not at all important	0.2%	0.2%	.	.	.	0.3%	0.5%	.	1.7%	.	.
Total (N)	2,673	543	97	261	105	701	221	108	59	453	125

Importance: Using mathematics skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.55	3.49	3.55	3.05	3.35	3.85	3.47	3.55	3.15	3.49	3.90
4: Very Important	63.4%	57.1%	66.3%	29.7%	46.7%	86.8%	54.8%	63.0%	39.0%	57.3%	90.3%
3: Somewhat important	29.1%	35.4%	23.5%	47.5%	41.9%	11.9%	38.0%	29.6%	42.4%	35.2%	9.7%
2: Not very important	6.6%	6.6%	9.2%	20.5%	11.4%	1.0%	6.8%	6.5%	13.6%	6.6%	.
1: Not at all important	0.9%	0.9%	1.0%	2.3%	.	0.3%	0.5%	0.9%	5.1%	0.9%	.
Total (N)	2,673	543	98	259	105	699	221	108	59	457	124

Importance: Understanding everyday influence of science/technology	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.44	3.57	3.40	3.11	3.27	3.68	3.09	3.38	3.20	3.32	3.65
4: Very Important	54.8%	62.7%	54.2%	32.6%	38.1%	72.1%	34.7%	48.1%	37.3%	45.5%	67.7%
3: Somewhat important	35.3%	32.4%	31.3%	47.5%	51.4%	24.1%	41.6%	41.7%	45.8%	42.0%	29.0%
2: Not very important	9.2%	4.2%	14.6%	18.0%	9.5%	3.6%	21.5%	10.2%	16.9%	11.8%	3.2%
1: Not at all important	0.7%	0.7%	.	1.9%	1.0%	0.3%	2.3%	.	.	0.7%	.
Total (N)	2,671	544	96	261	105	698	219	108	59	457	124

Importance: Applying scientific methods of inquiry	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.21	3.46	3.13	2.87	3.03	3.47	2.74	3.06	2.67	3.02	3.62
4: Very Important	42.4%	54.9%	36.5%	26.8%	32.0%	56.3%	19.9%	31.8%	12.7%	29.9%	64.2%
3: Somewhat important	39.2%	36.4%	43.8%	39.7%	42.0%	35.4%	40.3%	43.9%	49.1%	45.2%	33.3%
2: Not very important	15.8%	8.2%	15.6%	27.2%	23.0%	7.4%	33.3%	22.4%	30.9%	21.3%	2.4%
1: Not at all important	2.6%	0.6%	4.2%	6.2%	3.0%	0.9%	6.5%	1.9%	7.3%	3.5%	.
Total (N)	2,630	536	96	257	100	689	216	107	55	451	123

Importance: Computer skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.57	3.46	3.62	3.49	3.42	3.65	3.68	3.68	3.66	3.55	3.60
4: Very Important	62.0%	52.6%	66.7%	57.1%	50.5%	68.4%	70.9%	70.8%	71.2%	60.3%	62.4%
3: Somewhat important	33.1%	40.8%	28.3%	35.2%	41.0%	28.4%	26.4%	26.4%	25.4%	34.4%	35.2%
2: Not very important	4.6%	6.5%	5.1%	7.3%	8.6%	2.9%	2.7%	2.8%	1.7%	4.9%	2.4%
1: Not at all important	0.3%	0.2%	.	0.4%	.	0.3%	.	.	1.7%	0.4%	.
Total (N)	2,667	542	99	261	105	697	220	106	59	453	125

Importance: Logical reasoning skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.71	3.71	3.71	3.73	3.58	3.78	3.76	3.64	3.64	3.63	3.73
4: Very Important	73.0%	71.9%	73.5%	73.8%	64.8%	79.9%	77.2%	65.7%	69.5%	65.5%	72.8%
3: Somewhat important	25.4%	27.0%	24.5%	25.5%	29.5%	18.9%	21.5%	32.4%	27.1%	32.1%	27.2%
2: Not very important	1.4%	0.9%	2.0%	0.8%	4.8%	1.1%	1.4%	1.9%	1.7%	2.2%	.
1: Not at all important	0.2%	0.2%	.	.	1.0%	0.1%	.	.	1.7%	0.2%	.
Total (N)	2,673	541	98	263	105	700	219	108	59	455	125

Importance: Ability to adapt to changing technologies	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.63	3.56	3.69	3.59	3.48	3.71	3.67	3.67	3.66	3.57	3.60
4: Very Important	66.8%	61.5%	72.7%	61.9%	53.3%	74.5%	72.4%	70.8%	72.4%	61.9%	65.3%
3: Somewhat important	29.1%	33.7%	23.2%	35.4%	41.0%	22.3%	22.6%	25.5%	20.7%	33.7%	29.8%
2: Not very important	4.0%	4.6%	4.0%	2.3%	5.7%	3.1%	5.0%	3.8%	6.9%	4.0%	4.8%
1: Not at all important	0.2%	0.2%	.	0.4%	.	.	.	.	.	0.4%	.
Total (N)	2,663	540	99	257	105	699	221	106	58	454	124

Importance: Ability to critically analyze ideas and information	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.62	3.62	3.70	3.74	3.47	3.63	3.61	3.59	3.66	3.53	3.69
4: Very Important	64.5%	64.1%	69.7%	75.0%	52.9%	65.8%	63.9%	63.0%	67.8%	56.7%	71.0%
3: Somewhat important	33.0%	34.1%	30.3%	23.8%	41.3%	31.2%	33.3%	33.3%	30.5%	40.2%	27.4%
2: Not very important	2.4%	1.9%	.	1.2%	5.8%	2.9%	2.7%	3.7%	1.7%	2.6%	1.6%
1: Not at all important	0.1%	.	.	.	.	0.1%	.	.	.	0.4%	.
Total (N)	2,664	540	99	260	104	696	219	108	59	455	124

Importance: Using books/journals/articles from library/internet for research	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.42	3.51	3.53	3.57	3.30	3.26	3.53	3.45	3.37	3.44	3.35
4: Very Important	51.6%	57.8%	58.6%	63.9%	42.9%	41.2%	60.5%	51.4%	45.8%	52.0%	45.6%
3: Somewhat important	39.6%	35.9%	35.4%	30.0%	46.7%	45.5%	32.3%	42.1%	49.2%	40.3%	44.8%
2: Not very important	7.7%	5.5%	6.1%	5.7%	8.6%	11.0%	7.3%	6.5%	1.7%	7.3%	8.8%
1: Not at all important	1.0%	0.7%	.	0.4%	1.9%	2.3%	.	.	3.4%	0.4%	0.8%
Total (N)	2,672	543	99	263	105	697	220	107	59	454	125

Importance: Problem-solving skills	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.74	3.73	3.72	3.72	3.61	3.81	3.70	3.74	3.83	3.67	3.77
4: Very Important	75.3%	74.1%	75.5%	72.7%	66.7%	81.8%	73.1%	75.0%	84.7%	69.6%	76.8%
3: Somewhat important	23.3%	25.2%	21.4%	26.9%	27.5%	17.2%	24.2%	24.1%	13.6%	28.4%	23.2%
2: Not very important	1.4%	0.7%	3.1%	0.4%	5.9%	1.0%	2.3%	0.9%	1.7%	1.8%	.
1: Not at all important	0.1%	.	.	.	.	.	0.5%	.	.	0.2%	.
Total (N)	2,662	540	98	260	102	697	219	108	59	454	125

Importance: Ability to plan/carry out projects independently	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.70	3.72	3.74	3.74	3.56	3.64	3.75	3.90	3.75	3.68	3.75
4: Very Important	72.7%	74.4%	74.7%	75.6%	60.6%	67.5%	78.2%	89.7%	78.0%	70.5%	76.8%
3: Somewhat important	24.9%	23.5%	24.2%	23.3%	34.6%	29.0%	19.1%	10.3%	18.6%	26.9%	21.6%
2: Not very important	2.4%	1.9%	1.0%	0.8%	4.8%	3.3%	2.7%	.	3.4%	2.6%	1.6%
1: Not at all important	0.1%	0.2%	.	0.4%	.	0.1%	.	.	.	.	.
Total (N)	2,666	540	99	262	104	696	220	107	59	454	125

Importance: Understanding of diverse cultures and values	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.44	3.50	3.64	3.73	3.21	3.20	3.48	3.62	3.63	3.46	3.43
4: Very Important	56.4%	58.9%	69.4%	76.7%	40.8%	42.3%	58.3%	69.4%	64.9%	58.2%	58.5%
3: Somewhat important	32.6%	32.9%	25.5%	20.2%	42.7%	39.7%	33.9%	24.1%	33.3%	30.5%	27.6%
2: Not very important	9.2%	7.2%	5.1%	2.3%	13.6%	14.3%	5.5%	5.6%	1.8%	10.6%	12.2%
1: Not at all important	1.8%	0.9%	.	0.8%	2.9%	3.8%	2.3%	0.9%	.	0.7%	1.6%
Total (N)	2,645	538	98	262	103	686	218	108	57	452	123

Personal Development Goals

Importance: Recognizing and acting upon ethical principles	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.66	3.70	3.84	3.79	3.52	3.54	3.72	3.71	3.67	3.67	3.65
4: Very Important	70.0%	73.7%	83.5%	80.2%	58.8%	60.2%	74.5%	75.5%	69.0%	70.4%	71.2%
3: Somewhat important	26.2%	22.9%	16.5%	18.2%	34.3%	33.5%	23.1%	20.6%	29.3%	26.6%	23.7%
2: Not very important	3.7%	3.2%	.	1.6%	6.9%	6.0%	2.3%	2.9%	1.7%	2.9%	4.2%
1: Not at all important	0.2%	0.2%	.	.	.	0.3%	.	1.0%	.	.	0.8%
Total (N)	2,613	536	97	258	102	683	216	102	58	443	118

Importance: Ability to lead or guide others	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.60	3.61	3.80	3.68	3.58	3.58	3.68	3.68	3.47	3.54	3.43
4: Very Important	64.4%	64.6%	82.5%	71.8%	60.2%	62.3%	71.7%	70.9%	52.6%	60.0%	50.8%
3: Somewhat important	31.8%	32.4%	15.5%	24.3%	37.9%	33.8%	25.6%	26.2%	42.1%	34.9%	42.5%
2: Not very important	3.5%	2.8%	2.1%	3.9%	1.9%	3.8%	2.3%	2.9%	5.3%	4.4%	5.8%
1: Not at all important	0.3%	0.2%	.	.	.	0.1%	0.5%	.	.	0.7%	0.8%
Total (N)	2,632	537	97	259	103	687	219	103	57	450	120

Importance: Ability to function as part of a team	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.76	3.79	3.86	3.74	3.68	3.74	3.81	3.83	3.82	3.75	3.73
4: Very Important	77.9%	79.9%	87.5%	76.3%	71.2%	75.5%	82.2%	84.5%	84.2%	76.2%	74.2%
3: Somewhat important	20.7%	18.8%	11.5%	21.4%	26.0%	22.9%	16.4%	14.6%	14.0%	23.1%	25.0%
2: Not very important	1.3%	1.3%	1.0%	2.3%	2.9%	1.5%	1.4%	1.0%	1.8%	0.4%	0.8%
1: Not at all important	0.1%	.	.	.	.	0.1%	.	.	.	0.2%	.
Total (N)	2,630	537	96	257	104	687	219	103	57	450	120

Importance: Ability to organize steps to complete group project	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.63	3.65	3.72	3.63	3.54	3.60	3.66	3.72	3.66	3.60	3.63
4: Very Important	65.4%	67.5%	75.3%	66.7%	57.8%	62.9%	67.9%	73.5%	67.2%	63.0%	63.3%
3: Somewhat important	32.0%	30.7%	21.6%	29.8%	38.2%	34.1%	30.3%	24.5%	31.0%	34.1%	35.8%
2: Not very important	2.4%	1.7%	3.1%	3.5%	3.9%	2.8%	1.8%	2.0%	1.7%	2.7%	0.8%
1: Not at all important	0.2%	0.2%	.	.	.	0.3%	.	.	.	0.2%	.
Total (N)	2,626	538	97	258	102	684	218	102	58	449	120

Importance: Taking the initiative improve my work	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.74	3.79	3.84	3.81	3.62	3.69	3.76	3.78	3.78	3.72	3.76
4: Very Important	76.3%	79.9%	85.3%	82.6%	66.3%	71.8%	77.6%	79.6%	79.3%	73.5%	79.0%
3: Somewhat important	21.8%	19.2%	13.7%	15.5%	28.8%	25.5%	21.0%	18.4%	19.0%	25.4%	19.3%
2: Not very important	1.7%	0.9%	1.1%	1.9%	4.8%	2.6%	0.9%	1.9%	1.7%	1.1%	0.8%
1: Not at all important	0.1%	.	.	.	.	0.1%	0.5%	.	.	.	0.8%
Total (N)	2,629	537	95	258	104	687	219	103	58	449	119

Importance: Exercising public responsibility/community service	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.52	3.64	3.74	3.58	3.43	3.40	3.53	3.63	3.71	3.48	3.45
4: Very Important	59.5%	68.3%	77.3%	64.9%	47.6%	50.6%	59.6%	68.0%	74.1%	55.7%	55.0%
3: Somewhat important	34.0%	27.7%	20.6%	29.3%	47.6%	40.2%	34.9%	27.2%	22.4%	36.7%	35.8%
2: Not very important	5.7%	3.5%	1.0%	5.0%	4.9%	7.9%	4.1%	4.9%	3.4%	7.1%	8.3%
1: Not at all important	0.8%	0.4%	1.0%	0.8%	.	1.3%	1.4%	.	.	0.4%	0.8%
Total (N)	2,628	537	97	259	103	684	218	103	58	449	120

Importance: Maintaining an active and healthy lifestyle	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.76	3.80	3.82	3.79	3.72	3.71	3.79	3.85	3.78	3.75	3.63
4: Very Important	78.3%	82.6%	84.5%	81.1%	76.9%	73.7%	79.9%	86.4%	79.3%	77.3%	68.3%
3: Somewhat important	19.5%	15.3%	13.4%	16.6%	19.2%	23.9%	18.7%	12.6%	19.0%	20.4%	28.3%
2: Not very important	2.1%	1.9%	2.1%	2.3%	2.9%	2.5%	1.4%	1.0%	1.7%	2.2%	1.7%
1: Not at all important	0.2%	0.2%	.	.	1.0%	.	.	.	.	.	1.7%
Total (N)	2,633	536	97	259	104	687	219	103	58	450	120

Importance: Personal growth	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.77	3.82	3.88	3.79	3.71	3.71	3.78	3.78	3.81	3.77	3.76
4: Very Important	78.6%	82.8%	87.5%	81.3%	73.8%	73.5%	78.9%	79.4%	82.8%	78.0%	78.3%
3: Somewhat important	19.8%	16.3%	12.5%	16.3%	23.3%	24.2%	20.6%	19.6%	15.5%	20.7%	19.2%
2: Not very important	1.5%	0.9%	.	2.3%	2.9%	2.0%	0.5%	1.0%	1.7%	1.3%	2.5%
1: Not at all important	0.1%	.	.	.	.	0.3%	.	.	.	.	.
Total (N)	2,617	535	96	257	103	683	218	102	58	445	120

Importance: Self-confidence	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.79	3.84	3.86	3.83	3.69	3.73	3.83	3.81	3.78	3.81	3.69
4: Very Important	80.7%	85.0%	86.6%	84.1%	73.8%	75.1%	84.9%	84.3%	79.3%	82.4%	71.4%
3: Somewhat important	17.6%	13.5%	12.4%	14.7%	21.4%	23.3%	13.2%	12.7%	19.0%	16.3%	26.1%
2: Not very important	1.6%	1.5%	1.0%	1.2%	4.9%	1.3%	1.8%	2.9%	1.7%	1.1%	2.5%
1: Not at all important	0.1%	.	.	.	.	0.3%	.	.	.	0.2%	.
Total (N)	2,626	535	97	258	103	686	219	102	58	449	119

Importance: Ability to handle stress	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.81	3.83	3.87	3.84	3.70	3.76	3.83	3.89	3.76	3.82	3.83
4: Very Important	82.3%	83.8%	87.6%	84.8%	76.0%	78.2%	84.0%	89.2%	79.3%	82.9%	84.2%
3: Somewhat important	16.5%	15.3%	11.3%	14.8%	19.2%	20.2%	14.6%	10.8%	17.2%	16.0%	15.0%
2: Not very important	1.1%	0.7%	1.0%	.	3.8%	1.5%	1.4%	.	3.4%	1.1%	0.8%
1: Not at all important	0.2%	0.2%	.	0.4%	1.0%	0.1%	.	.	.	.	.
Total (N)	2,632	536	97	257	104	689	219	102	58	450	120

Importance: Time management	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.85	3.90	3.86	3.88	3.81	3.81	3.89	3.85	3.74	3.84	3.87
4: Very Important	86.6%	91.1%	88.5%	88.8%	81.7%	82.7%	90.8%	86.4%	79.3%	85.1%	87.5%
3: Somewhat important	12.3%	8.4%	9.4%	10.0%	17.3%	16.0%	7.8%	12.6%	15.5%	13.8%	11.7%
2: Not very important	1.1%	0.4%	2.1%	1.2%	1.0%	1.2%	1.4%	1.0%	5.2%	0.9%	0.8%
1: Not at all important	0.1%	0.2%	.	.	.	0.1%	.	.	.	0.2%	.
Total (N)	2,634	538	96	259	104	688	218	103	58	450	120

World View Goals

Importance: Self-discipline	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.82	3.87	3.86	3.83	3.75	3.79	3.84	3.83	3.76	3.80	3.78
4: Very Important	83.2%	88.0%	87.5%	84.4%	77.9%	80.9%	84.5%	84.5%	79.3%	80.6%	80.8%
3: Somewhat important	15.7%	11.0%	11.5%	14.4%	19.2%	17.8%	14.6%	14.6%	17.2%	18.7%	17.5%
2: Not very important	1.0%	0.7%	1.0%	1.2%	2.9%	1.2%	0.9%	1.0%	3.4%	0.4%	0.8%
1: Not at all important	0.2%	0.2%	.	.	.	0.1%	.	.	.	0.2%	0.8%
Total (N)	2,625	534	96	257	104	685	219	103	58	449	120

Importance: Understanding world issues/problems	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.62	3.63	3.70	3.78	3.49	3.56	3.63	3.61	3.66	3.62	3.56
4: Very Important	65.4%	66.0%	73.2%	79.1%	53.4%	60.4%	66.2%	64.4%	72.4%	65.1%	62.4%
3: Somewhat important	31.2%	31.2%	23.7%	19.8%	42.7%	35.3%	30.1%	32.7%	22.4%	31.8%	32.5%
2: Not very important	3.1%	2.2%	3.1%	1.1%	2.9%	4.2%	3.7%	3.0%	3.4%	3.1%	4.3%
1: Not at all important	0.3%	0.6%	.	.	1.0%	0.1%	.	.	1.7%	.	0.9%
Total (N)	2,638	541	97	263	103	692	219	101	58	447	117

Importance: Ability to work with people from diverse backgrounds	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.68	3.73	3.79	3.80	3.59	3.59	3.70	3.78	3.73	3.69	3.65
4: Very Important	71.7%	75.4%	81.6%	80.8%	63.1%	63.6%	73.4%	81.4%	74.6%	71.5%	70.0%
3: Somewhat important	25.3%	22.0%	15.3%	18.8%	33.0%	32.5%	22.9%	15.7%	23.7%	25.6%	25.8%
2: Not very important	2.7%	2.4%	3.1%	0.4%	3.9%	3.2%	3.7%	2.9%	1.7%	2.9%	3.3%
1: Not at all important	0.3%	0.2%	.	.	.	0.7%	.	.	.	.	0.8%
Total (N)	2,640	541	98	261	103	693	218	102	59	445	120

Importance: Tolerance for divergent views	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.60	3.64	3.77	3.72	3.44	3.51	3.56	3.63	3.65	3.60	3.66
4: Very Important	64.8%	68.8%	78.1%	75.3%	50.5%	58.1%	61.5%	69.3%	66.7%	63.9%	69.2%
3: Somewhat important	30.8%	27.7%	20.8%	22.1%	42.7%	35.3%	33.5%	25.7%	31.6%	32.7%	28.3%
2: Not very important	3.8%	2.6%	1.0%	2.3%	6.8%	5.8%	4.1%	4.0%	1.8%	3.4%	1.7%
1: Not at all important	0.6%	0.9%	.	0.4%	.	0.9%	0.9%	1.0%	.	.	0.8%
Total (N)	2,631	541	96	263	103	689	218	101	57	443	120

Importance: Appreciating gender equity	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.69	3.75	3.81	3.78	3.63	3.57	3.75	3.64	3.69	3.72	3.72
4: Very Important	73.5%	78.9%	82.7%	80.9%	66.3%	63.4%	77.4%	71.3%	77.6%	75.6%	75.0%
3: Somewhat important	22.7%	17.4%	15.3%	16.4%	30.8%	31.3%	20.3%	22.8%	15.5%	21.3%	22.5%
2: Not very important	3.3%	3.3%	2.0%	2.3%	2.9%	4.5%	1.8%	5.0%	5.2%	2.9%	1.7%
1: Not at all important	0.5%	0.4%	.	0.4%	.	0.7%	0.5%	1.0%	1.7%	0.2%	0.8%
Total (N)	2,637	541	98	262	104	689	217	101	58	447	120

Importance: Appreciating racial equity	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.71	3.74	3.86	3.86	3.57	3.60	3.76	3.74	3.81	3.74	3.68
4: Very Important	75.6%	77.9%	86.6%	87.5%	63.5%	66.4%	78.8%	80.4%	82.8%	77.6%	72.5%
3: Somewhat important	20.8%	18.9%	12.4%	11.0%	30.8%	28.5%	18.4%	13.7%	15.5%	19.0%	24.2%
2: Not very important	2.9%	2.6%	1.0%	1.1%	4.8%	4.1%	2.3%	4.9%	1.7%	2.7%	2.5%
1: Not at all important	0.7%	0.6%	.	0.4%	1.0%	1.0%	0.5%	1.0%	.	0.7%	0.8%
Total (N)	2,638	539	97	263	104	691	217	102	58	447	120

Importance: Understanding present as it relates to history	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.38	3.40	3.64	3.59	3.33	3.29	3.31	3.37	3.51	3.35	3.40
4: Very Important	49.0%	50.2%	69.4%	64.1%	41.0%	42.0%	44.4%	51.5%	61.4%	46.2%	51.3%
3: Somewhat important	41.0%	40.4%	25.5%	30.5%	52.4%	45.7%	43.5%	34.7%	28.1%	43.5%	40.3%
2: Not very important	9.1%	8.3%	5.1%	5.3%	5.7%	11.1%	11.1%	12.9%	10.5%	9.5%	5.9%
1: Not at all important	1.0%	1.1%	.	.	1.0%	1.2%	0.9%	1.0%	.	0.9%	2.5%
Total (N)	2,627	540	98	262	105	685	216	101	57	444	119

Importance: Appreciation for arts, music, literature	NCSU	College/School
		CALS	CED	CHASS	CNR	COE	COM	COT	Design	FYC	PAMS
Mean Rating	3.29	3.30	3.57	3.53	3.13	3.10	3.20	3.55	3.78	3.27	3.43
4: Very Important	46.7%	47.2%	63.3%	61.4%	27.6%	38.4%	40.0%	63.7%	79.3%	45.4%	51.7%
3: Somewhat important	37.4%	38.1%	30.6%	30.9%	59.0%	37.7%	42.7%	27.5%	19.0%	37.8%	40.0%
2: Not very important	13.5%	12.4%	6.1%	7.3%	12.4%	19.2%	14.5%	8.8%	1.7%	15.1%	7.5%
1: Not at all important	2.3%	2.2%	.	0.4%	1.0%	4.8%	2.7%	.	.	1.8%	0.8%
Total (N)	2,640	540	98	259	105	693	220	102	58	445	120

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For more information on the 2010 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: January 2011

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