North Carolina State University
2005-2006 Graduating Senior Survey:
All Respondents
This report presents findings from the 2005-2006 Graduating Senior Survey. It describes the overall responses to each survey question within the following topics: student goals and intentions, academic environment and faculty contributions, campus climate, evaluation of student services, knowledge, skills and personal development, and employment and extracurricular activities. For a full discussion of the survey�s methodology, see "2005-2006 Graduating Senior Survey: Introduction, Methods, and Student Demographic Profile." Responses broken down by gender, race/ethnicity, and college, as well as a copy of the survey instrument with exact question wording, are available in the 2005-2006 Graduating Senior Survey: Table of Contents.
Table of Contents:
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Student Goals and Intentions
Educational Goals
Post-Graduate Plans
Time to Graduate
Withdrawal/Transfer from NC
State
Academic Environment and Faculty Contributions
Satisfaction with Education
Evaluation of Education
Faculty Contributions
Faculty-Student Mentoring
Services for Students
Academic Services
Non-academic Services
Financial Aid
Knowledge, Skills, and Personal Development
General Growth and Training
Knowledge, Skills, and Personal
Growth
Employment and Extracurricular Activities
On- and Off-Campus Employment
Number of Hours Worked
Job Relationship to Major
Co-op Experience
Extracurricular Involvement
Student Goals and Intentions
Educational Goals (Table 1)Students were asked questions regarding their primary goal or objective in attending NC State and to what extent that goal or objective was accomplished. The majority of respondents� primary goal in attending NC State was either to prepare for graduate or professional school (38.8%) or to prepare for a new career or profession (38.8%).
Whatever their primary goal, more than three-fourths (76.3%) of all respondents said they "fully accomplished" it. Respondents who said their primary goal was to earn a bachelor�s degree or certificate were most likely to fully accomplish their objective (87.9%). Respondents whose primary goal was to prepare for a new career or profession were more likely than those whose primary goal was to prepare for graduate or professional school to say they "fully accomplished" their goal (79.2% vs. 68.1%, respectively).
Table 1: Goals and Objectives at NC State| Goal/objective for attending NCSU | Fully accomplished | Partially accomplished | Not accomplished | Total |
|---|---|---|---|---|
| Bach. deg./certificate only (N=423) | 87.9% | 11.8% | 0.2% | 20.0% |
| Prep. for grad/prof school (N=822) | 68.1% | 31.8% | 0.1% | 38.8% |
| Prep. for new career/profession (N=823) | 79.2% | 20.2% | 0.6% | 38.8% |
| Improve for current profession (N=26) | 61.5% | 38.5% | 0.0% | 1.2% |
| Courses for personal interest (N=8) | 62.5% | 37.5% | 0.0% | 0.4% |
| Other (N=17) | 64.7% | 23.5% | 11.8% | 0.8% |
| Total (N=2,119) | 76.3% | 23.3% | 0.4% | 100.0% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Off-Campus Degree Program (Table 2)
Respondents who were pursuing their degree through an off-campus degree program were asked the likelihood of obtaining a degree at a UNC campus had the off-campus degree program been unavailable. While a majority of respondents reported that they "very likely" (22.7%) or "probably" (30.9%) would have obtained a degree at a UNC campus, more than one-fourth said it was "not likely" (28.9%) they would have done so.
Table 2: Off-Campus Degree Program (N=926)| Mean Rating | 4: Very likely | 3: Probably | 2: Probably not | 1: Not likely | |
|---|---|---|---|---|---|
| Likelihood of obtaining degree at UNC campus if off-campus degree program not available (Among those in an off-campus degree program) | 2.47 | 22.7% | 30.9% | 17.5% | 28.9% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Time to Graduate (Tables 3 and 4)
More than one-half of respondents (52.2%) reported that it took them longer than four years to graduate. When offered a list of 11 possible reasons for their delayed graduation, two-thirds of the respondents selected two or more of the reasons. The most commonly chosen reason for taking more than four years to graduate was changed majors (43.7%). About one-fourth of respondents each said their delayed graduation was due to personal reasons (27.3%), hours spent working (25.7%), and taking a lighter course load (24.7%). Study abroad was least likely to be reported as a reason for taking longer than four years to graduate (3.9%). Of the 13 percent who selected other reasons for taking longer than four years to graduate, common responses included poor advising, performed poorly/had to retake classes, time off from school, involvement in extracurricular activities, and did not know what wanted to do.
Table 3: Time to Graduate| Taken More than 4 years to graduate? | N | % |
|---|---|---|
| Yes | 1,105 | 52.2% |
| N | % | |
|---|---|---|
| Changed majors | 483 | 43.7% |
| Personal reasons (e.g., medical, family, etc.) | 302 | 27.3% |
| Hours spent working | 284 | 25.7% |
| Wanted/advised lighter courseload | 273 | 24.7% |
| Lost credits when transferred | 251 | 22.7% |
| Double major/minor | 235 | 21.3% |
| Couldn't get classes needed | 229 | 20.7% |
| Other reasons | 142 | 12.9% |
| Co-op/intern/practicum/teach/etc | 141 | 12.8% |
| Financial reasons | 130 | 11.8% |
| Study abroad | 43 | 3.9% |
Back to Top Withdrawal/Transfer from NCSU (Table 5)
One-fourth of respondents (25.0%) reported that they had considered withdrawing or transferring from NC State before graduation, although most had not seriously considered doing so. A relatively small number of students (4.2%) reported they had actually left NC State at some point and later returned and went on to graduate.
Table 5: Withdrawal/Transfer from NC State| Ever consider withdrawal or transfer from NC State? | N | % |
|---|---|---|
| No | 1,588 | 75.0% |
| Yes, not seriously | 235 | 11.1% |
| Yes, seriously | 206 | 9.7% |
| Yes-left & returned | 88 | 4.2% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Reasons for staying at NC State (Table 6)
Respondents who considered withdrawing or transferring or had actually done so were asked to describe their reasons for staying at or returning to NC State. Most frequently reported were personal reasons (34.6%), such as accomplishment of a personal goal or to be close to friends. Thirty percent of respondents (30.2%) reported that their decision to stay at or return to NC State was based on the programs offered at NC State, such as program or degree availability, and prestige or quality of instruction within an academic department at NC State. Very few students (2.6%) reported that they stayed at or returned to NC State because they could not get into their school of choice or that they had no better option.
Table 6: Reasons for staying at or returning to NC State (N=482)| N | % | |
|---|---|---|
| Personal reasons | 183 | 34.6% |
| Program at NCSU | 160 | 30.2% |
| NCSU/city environment | 74 | 14.0% |
| Hassle (lose credit hrs,etc.) | 72 | 13.6% |
| Financial reasons | 33 | 6.2% |
| Miscellaneous/other | 21 | 4.0% |
| Didn't get into 1st choice/no better option | 14 | 2.6% |
At the time they completed the survey, one-third of respondents (33.0%) reported that they were still seeking employment. About 14 percent said that they had already accepted a job for after graduation (11.0%) or would continue in their current position (3.1%). More than one-fourth said that they plan to go on to graduate or professional school either full-time (22.0%) or part-time (4.8%).
Given that more than 60 percent of respondents completed the survey 4 or more months prior to graduation, it is important to note that reports on post-graduation plans are somewhat related to how close to graduation the respondent completed the survey. About 30 percent of respondents who completed the survey within 2 months of graduation had accepted a new job, as compared to 11 percent of those completing it 2 to 3 months prior to graduation, and 6 percent of those doing so 4 or more months before graduating. Among respondents who completed the survey 4 or more months prior to graduation, about 30 percent were planning to go on to graduate/professional school after graduation. This figure dropped to less than 20 percent among those completing the survey less than 2 months prior to graduation. Interestingly, the proportion of respondents still seeking employment remained fairly consistent, with about one-third of respondents reporting that they were still seeking employment, regardless of when they submitted the survey.
Table 7: Plans Following Graduation| Plans following graduation | Number of Months Prior to Graduation Completed Survey | Total (N=2,117) |
||
|---|---|---|---|---|
| Less than 2 months (N=367) | 2-3 months (N=422) | 4 or more months (N=1,328) | ||
| Don't know yet (N=267) | 7.4% | 12.1% | 14.2% | 12.6% |
| Have accepted a job (N=233) | 29.4% | 11.4% | 5.8% | 11.0% |
| Continuing in current position (N=66) | 2.7% | 4.0% | 2.9% | 3.1% |
| Graduate/prof. school full-time (N=466) | 14.4% | 22.5% | 23.9% | 22.0% |
| G/P school part-time & work part-time (N=102) | 3.5% | 4.5% | 5.3% | 4.8% |
| Take more undergrad courses (N=33) | 1.9% | 1.9% | 1.4% | 1.6% |
| Still seeking employment (N=699) | 31.1% | 31.5% | 34.0% | 33.0% |
| Not seeking empl./not planning school (N=80) | 5.2% | 3.6% | 3.5% | 3.8% |
| Entering military service (N=37) | 2.2% | 0.9% | 1.9% | 1.7% |
| Other (N=134) | 2.2% | 7.6% | 7.1% | 6.3% |
| Total (N=2,117) | 17.3% | 19.9% | 62.7% | 100.0% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Academic Environment and Faculty Contributions
Satisfaction with Education (Table 8)The majority of graduating seniors appeared to be satisfied with the education they received at NC State. About 90 percent (89.3%) reported that they would recommend NC State to a friend. Three-fourths (75.8%) said if they could start over, they would choose NC State again, and more than 60 percent (63.1%) said they would choose the same major again. Less than 10 percent said they would not choose NC State again (7.7%) and slightly more (13.0%) stated that they would not choose the same major again.
Table 8: Satisfaction with Education| Yes | Not Sure | No | |
|---|---|---|---|
| Recommend NCSU to a friend? | 89.3% | 7.5% | 3.3% |
| Choose NC State again? | 75.8% | 16.5% | 7.7% |
| Choose same major again? | 63.1% | 23.9% | 13.0% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Evaluation of Education (Tables 9 and 10)
Students were asked to give their opinions of the academic environment at NC State. Specifically, they rated the overall education they received, instruction in their major and overall, and the intellectual environment on campus.
The vast majority of respondents (94.4%) gave positive ratings to the overall education they had received at NC State. Most were also happy with the quality of instruction they had received, although ratings were higher for instruction within their major than overall. While a majority of respondents (54.3%) rated instruction in their major as "excellent," only slightly more than one-fourth (27.3%) said instruction overall was "excellent." Finally, over 90 percent of respondents agreed that the intellectual environment on campus was "strong" (66.3%) or "very strong" (26.6%).
Table 9: Evaluation of Education| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Evaluate overall educ. received | 3.38 | 44.3% | 50.1% | 4.9% | 0.7% |
| Quality of instruction in major | 3.46 | 54.3% | 38.3% | 6.1% | 1.3% |
| Quality of instruction overall | 3.17 | 27.3% | 63.3% | 8.8% | 0.6% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Table 10: Intellectual Environment
| Mean | 4: Very strong | 3: Strong | 2: Weak | 1: Very weak | |
|---|---|---|---|---|---|
| Intellectual environment on campus | 3.19 | 26.6% | 66.3% | 6.5% | 0.6% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Faculty Contributions (Table 11)
Students were asked to evaluate various aspects of the teaching styles of faculty members in their major department, using a scale from 1 ("poor") to 4 ("excellent"). "Don�t know" responses were not included in calculations of average ratings. Overall, students were very positive about the contributions faculty in their major department made toward their education. Highest ratings were given to faculty setting high expectations for learning and to encouraging that time and energy be devoted to coursework, with over 90 percent of respondents rating faculty as "excellent" or "good" on these aspects of teaching. Although still rated as "excellent" or "good" by a majority of respondents, factors related to faculty involvement with students on a more individual basis received somewhat lower ratings.
Table 11: Faculty Contributions| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Faculty: Set high expectations for learning | 3.44 | 47.5% | 49.0% | 3.4% | 0.1% |
| Faculty: Encourage devoting time/energy to coursework | 3.40 | 46.0% | 48.5% | 5.3% | 0.2% |
| Faculty: Encourage actively involved learning | 3.29 | 40.4% | 49.2% | 9.8% | 0.6% |
| Faculty: Opp. to learn cooperatively with fellow students | 3.27 | 40.1% | 48.1% | 10.8% | 1.0% |
| Faculty: Respect diverse talents/ways of learning | 3.19 | 32.6% | 54.4% | 11.9% | 1.0% |
| Faculty: Care about your academic success and welfare | 3.18 | 36.7% | 47.1% | 13.9% | 2.3% |
| Faculty: Encourage student-faculty interaction | 3.16 | 35.5% | 46.9% | 15.8% | 1.8% |
| Faculty: Give frequent and prompt feedback | 3.15 | 30.2% | 55.0% | 14.2% | 0.6% |
| Faculty: Evaluation on all eight measures | 3.27 | 34.3% | 59.1% | 6.3% | 0.3% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Faculty-Student Mentoring (Table 12)
Students were asked whether or not they had various faculty-student mentoring experiences and if so, how the experience contributed to their personal and/or professional growth. Students most frequently reported receiving routine academic guidance from faculty (39.1%), followed by routine professional guidance/support from faculty (30.8%). Respondents were least likely to have worked on an extension/public service project with faculty (7.0%). About 60 percent of students reported having at least one of the 8 experiences asked about.
Among students having had each experience, the majority said the experience contributed "a great deal" to their personal and/or professional growth. Routine non-academic guidance from faculty received the highest ratings, with three-fourths (75.7%) of those having had such experience saying the experience contributed "a great deal" to their personal and/or professional growth.
Table 12: Faculty-Student Mentoring| Yes, had experience | Contribution to Growth | |||||
|---|---|---|---|---|---|---|
| N | % | 4: A great deal | 3: Some | 2: A little | 1: Not at all | |
| Independent study project with faculty | 428 | 20.3% | 62.0% | 31.1% | 5.1% | 1.8% |
| Research project with faculty | 315 | 15.0% | 67.5% | 26.9% | 4.5% | 1.0% |
| Extension/public service project with faculty | 147 | 7.0% | 61.5% | 34.2% | 3.4% | 0.9% |
| Assisted in teaching class/lab | 220 | 10.5% | 64.4% | 32.4% | 3.2% | 0.0% |
| Routine academic guidance from faculty (e.g., assistance with coursework, course selection, etc.) | 822 | 39.1% | 65.0% | 30.2% | 4.3% | 0.5% |
| Routine professional guidance/support from faculty (e.g., career, letters of recommendation, etc.) | 645 | 30.8% | 70.4% | 26.4% | 2.8% | 0.3% |
| Routine non-academic guidance from faculty (e.g., work, family, physical well-being, etc.) | 280 | 13.4% | 75.7% | 23.0% | 1.3% | 0.0% |
| Worked with faculty on campus activities | 386 | 18.5% | 53.9% | 38.8% | 6.1% | 1.2% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Campus Climate (Tables 13 and 14)
Students were asked to rate what they perceived to be the general attitude on campus toward various groups of students (e.g., Women, African Americans, those with disabilities, etc). Two-thirds or more respondents felt the campus climate was at least "mildly supportive" toward each of the groups asked about, with one exception. While about 50 percent of respondents (49.6%) felt the campus climate was at least "mildly supportive" toward gay and lesbian students, respondents were more than twice as likely to say the campus was nonsupportive toward gay and lesbian students than any other group asked about.
A vast majority of respondents agreed either "strongly" (51.4%) or "somewhat" (44.2%) that NC State is committed to helping minority students succeed. However, respondents were less likely to agree that NC State has visible leadership from the Chancellor and other administrators to foster diversity on campus (36.3% "agree strongly," 48.4% "agree somewhat").
Table 13: Ratings of Campus Support for Various Groups of Students| Group | Mean | 5: Strongly supportive | 4: Mildly supportive | 3: Neutral | 2: Mildly nonsupportive | 1: Strongly nonsupportive |
|---|---|---|---|---|---|---|
| Women | 4.34 | 52.7% | 30.3% | 15.5% | 1.4% | 0.1% |
| Men | 4.35 | 60.0% | 18.1% | 19.4% | 1.8% | 0.6% |
| African Americans | 4.25 | 51.3% | 26.0% | 19.5% | 2.6% | 0.6% |
| Ethnic minorities | 4.11 | 42.3% | 30.7% | 23.1% | 3.2% | 0.8% |
| International students | 4.17 | 45.4% | 28.9% | 23.1% | 2.0% | 0.5% |
| Students with disabilities | 4.01 | 40.3% | 27.8% | 26.1% | 4.4% | 1.3% |
| Gay and lesbian students | 3.58 | 25.1% | 24.5% | 37.5% | 9.5% | 3.4% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Table 14: Support for Diversity
| Mean | 4: Agree strongly | 3: Agree somewhat | 2: Disagree somewhat | 1: Disagree strongly | |
|---|---|---|---|---|---|
| NCSU is committed to minority students success | 3.46 | 51.4% | 44.2% | 3.6% | 0.9% |
| NCSU leaders foster diversity on campus | 3.18 | 36.3% | 48.4% | 12.4% | 2.9% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Services for Students
Survey respondents were instructed to evaluate various academic and non-academic services provided by NC State, based on their experiences within the last two years on campus. Ratings ranged from 1 ("poor") to 4 ("excellent"). The "don�t know/did not use" option available for those students with insufficient experience to evaluate a service area was excluded from analyses.
Academic Services (Tables 15-20)Academic services encompassed six primary areas: academic advising, research support, technology services, library services, career-related services, and employment search assistance. Overall, students were pleased with virtually all 28 specific services asked about, with each getting a positive rating of "good" or "excellent" by a large majority of respondents. In general respondents gave highest ratings to technology and library services and lowest ratings to research support and academic advising. Among the individual items the highest average rating was given to access to the Internet, followed by library hours of operation. Several items received ratings of "fair" or "poor" by more than 25 percent of respondents. With the exception of access to advisor, each academic advising item received ratings of "fair" or "poor" by more than one-fourth of respondents. Two technology services, access to trained staff and technology training classes, and one employment search assistance item, interview preparation skills, also received ratings of "fair" or "poor" from one-fourth or more respondents.
Academic Advising: Highest ratings went to access to advisor, with about 40 percent rating it as "excellent" (39.9%). Although still rated positively by a majority of respondents, the remaining academic advising items received ratings of "fair" or "poor" by more than 25 percent of respondents.
Table 15: Academic Advising| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Access to advisor | 3.08 | 39.9% | 36.0% | 16.0% | 8.1% |
| Sufficient time with advisor | 3.00 | 38.3% | 33.7% | 18.0% | 10.0% |
| Accurate info. about degree req./courses | 3.00 | 37.1% | 35.1% | 18.5% | 9.3% |
| Knowledge of policies/procedures | 3.00 | 31.8% | 42.5% | 19.4% | 6.3% |
| Academic advising overall | 3.02 | 36.4% | 37.1% | 18.6% | 7.9% |
Research Support Services: Ratings for research support services were generally lower than other academic services. Majorities, however, rated each aspect of research support as at least "good," with access to up-to-date facilities receiving the highest ratings (31.5% rating as "excellent").
Table 16: Research Support Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Access to faculty involved in research | 3.00 | 29.8% | 46.8% | 17.4% | 6.0% |
| Access to up-to-date facilities | 3.09 | 31.5% | 49.6% | 15.1% | 3.8% |
| Research support overall | 3.03 | 26.6% | 52.9% | 17.1% | 3.5% |
Technology Services: Ratings for the various technology services were widely skewed, with several receiving among the highest ratings for all individual services asked about, and others receiving among the lowest. Specifically, a majority of respondents gave ratings of "excellent" to access to the internet (63.8%), while only one-fourth gave such high ratings to technology training classes (28.2%) and access to trained staff for help (26.6%). Access to trained staff for help received the lowest average ratings of all 28 services asked about.
Table 17: Technology Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Access to Internet | 3.60 | 63.8% | 32.5% | 3.6% | 0.1% |
| Hours of operation for computer labs | 3.34 | 44.9% | 44.9% | 9.0% | 1.2% |
| Access to up-to-date facilities | 3.37 | 45.9% | 45.9% | 7.2% | 1.0% |
| Access to trained staff for help | 2.93 | 26.6% | 44.9% | 24.0% | 4.6% |
| Training classes | 2.96 | 28.2% | 45.1% | 21.2% | 5.5% |
| Technology services overall | 3.25 | 34.5% | 56.6% | 8.5% | 0.4% |
Library Services: Highest ratings were given to hours of operation, with 60 percent rating it as "excellent." Training to use the library received the lowest ratings, with close to 25 percent rating it as "fair" (19.3%) or "poor" (5.3%).
Table 18: Library Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Hours of operation | 3.57 | 60.5% | 36.3% | 2.8% | 0.3% |
| Staff responsiveness | 3.27 | 38.3% | 52.0% | 8.6% | 1.1% |
| Access to databases/collections | 3.35 | 44.7% | 46.5% | 8.0% | 0.7% |
| Training to use library | 3.01 | 30.8% | 44.6% | 19.3% | 5.3% |
| Library services overall | 3.35 | 39.8% | 55.6% | 4.4% | 0.2% |
Career-related Services: Highest average ratings were given to information available through Internet and other technology. One-fifth or more respondents gave ratings of either "fair" or "poor" to resources available to explore career options (21.7%) and information on internships, co-op, etc. (20.5%).
Table 19: Career-Related Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Oppor. for career assistance | 3.10 | 29.6% | 53.9% | 13.7% | 2.8% |
| Info. on internships, co-op, etc. | 3.08 | 32.8% | 46.7% | 15.9% | 4.6% |
| Resources available to explore options | 3.02 | 28.4% | 50.0% | 16.6% | 5.1% |
| Info. through Internet and other technology | 3.15 | 31.9% | 53.5% | 11.7% | 2.9% |
| Career-related services overall | 3.06 | 26.9% | 54.9% | 15.3% | 3.0% |
Employment Search Assistance: One-third or more respondents rated resume preparation (33.9%) and access to career fairs, job listings, etc. (35.7%) as "excellent." Interview preparation skills received the lowest ratings, with more than one-fourth of respondents rating it as "fair" (20.7%) or "poor" (6.4%).
Table 20: Employment Search Assistance| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Resume preparation | 3.12 | 33.9% | 48.1% | 13.7% | 4.3% |
| interview prep skills | 2.94 | 27.4% | 45.5% | 20.7% | 6.4% |
| access to career fairs, job listings, etc. | 3.13 | 35.7% | 45.8% | 14.2% | 4.3% |
| Employment search assistance overall | 3.02 | 27.8% | 51.2% | 16.8% | 4.3% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Non-academic Services(Tables 21 and 22)
Students were also asked to evaluate a range of non-academic services. For those services involving interaction with staff members (secretaries, tutors, counselors, office workers, etc.), students were also instructed to evaluate the responsiveness of the staff.
Non-academic services tended to receive slightly lower ratings than academic services. However, with the exception of campus food services, all of the non-academic services were rated as at least "good" by three-fourths or more respondents. Library services (40.8%), and opportunities for recreational activities (40.6%) were most likely to be rated as "excellent." Campus food services and residence life programs received the lowest ratings, with about 25 percent or more respondents giving ratings of "fair" or "poor" (35.9% and 24.6%, respectively).
While all staff associated with the various non-academic student services received a positive rating of "excellent" or "good" from a majority of respondents, highest ratings were given to staff at the library, University Career Center, and those associated with recreational activities. Ratings for staff associated with the various non-academic student services were generally similar to ratings given their respective services. However, staff associated with campus food services, college/department placement services, and the University Career Center were more likely than the respective service itself to be rated as "excellent," while staff associated with recreation activities and the registration process were less likely than the service itself to be rated as "excellent."
Table 21: Non-Academic Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Library services | 3.33 | 40.8% | 52.3% | 6.3% | 0.6% |
| Opportunities for recreation activities | 3.29 | 40.6% | 49.3% | 8.4% | 1.7% |
| Registration process | 3.22 | 37.5% | 48.8% | 11.9% | 1.9% |
| Opportunities to develop leadership skills | 3.20 | 35.7% | 50.7% | 11.1% | 2.5% |
| University Career Center | 3.16 | 32.4% | 53.1% | 12.9% | 1.6% |
| Financial aid svcs:application/award prcss | 3.15 | 36.6% | 46.0% | 13.3% | 4.1% |
| Financial aid svcs:disbursement process | 3.15 | 36.3% | 46.2% | 13.2% | 4.3% |
| Opportunities for community service | 3.13 | 30.3% | 54.2% | 13.3% | 2.2% |
| Campus health services | 3.11 | 33.0% | 49.1% | 13.5% | 4.4% |
| Campus counseling (not career) svcs | 3.09 | 32.3% | 49.3% | 13.5% | 4.9% |
| Business svcs/cashier/student accts | 3.07 | 22.6% | 63.5% | 11.9% | 2.0% |
| Personal safety on campus | 3.04 | 23.5% | 58.5% | 16.3% | 1.7% |
| Bookstore services and products | 3.02 | 24.6% | 55.4% | 17.3% | 2.6% |
| College/department placement services | 3.01 | 23.9% | 56.2% | 16.6% | 3.3% |
| Residence life programs | 2.94 | 23.8% | 51.6% | 19.4% | 5.2% |
| Campus food services | 2.69 | 12.1% | 52.0% | 28.3% | 7.6% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Table 22: Staff Responsiveness
| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Library services | 3.27 | 37.9% | 52.1% | 9.4% | 0.5% |
| University Career Center | 3.22 | 37.4% | 50.6% | 8.9% | 3.2% |
| Recreation activities | 3.19 | 34.6% | 52.2% | 10.5% | 2.7% |
| Registration process | 3.11 | 31.0% | 51.5% | 14.8% | 2.8% |
| Campus health services | 3.11 | 35.4% | 45.6% | 13.6% | 5.4% |
| Financial aid svcs:disbursement process | 3.10 | 33.2% | 48.4% | 13.1% | 5.3% |
| Financial aid svcs:application/award prcss | 3.09 | 34.9% | 45.1% | 14.3% | 5.8% |
| Personal safety on campus | 3.07 | 26.6% | 56.2% | 14.7% | 2.4% |
| Campus counseling (not career) svcs | 3.02 | 34.2% | 43.2% | 13.3% | 9.4% |
| College/department placement services | 3.02 | 27.2% | 51.9% | 16.6% | 4.4% |
| Business svcs/cashier/student accts | 3.02 | 22.0% | 61.2% | 13.7% | 3.1% |
| Bookstore services and products | 3.01 | 24.3% | 55.4% | 17.2% | 3.2% |
| Residence life programs | 2.95 | 23.6% | 54.2% | 15.4% | 6.8% |
| Campus food services | 2.80 | 18.3% | 50.0% | 25.5% | 6.3% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Financial Aid (Tables 23-25)
About 60 percent of respondents (60.3%) said they received some sort of financial aid. The vast majority of these respondents said they were either "very satisfied" (48.3%) or "moderately satisfied" (44.7%) with the aid package they received. Majorities of those receiving aid gave positive ratings to financial aid staff. Of the different financial aid staff asked about, financial aid advisor staff were most likely to be rated as "excellent" (41.6%). About one-third or more of the respondents receiving aid rated reception staff (35.5%) and phone staff (32.6%) as "excellent."
Table 23: Received Financial Aid| N | % | |
|---|---|---|
| Received financial aid | 1,284 | 60.3% |
| Mean | 4: Very satisfied | 3: Moderately satisfied |
2: Moderately dissatisfied |
1: Very dissatisfied | |
|---|---|---|---|---|---|
| Satisfaction with aid package (Among those receiving financial aid, N=1,282) | 3.40 | 48.3% | 44.7% | 5.4% | 1.6% |
| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Rate financial aid reception staff (N=1,009) | 3.17 | 35.5% | 49.8% | 11.4% | 3.4% |
| Rate financial aid phone staff (N=939) | 3.13 | 32.6% | 50.6% | 14.3% | 2.6% |
| Rate financial aid advisor staff (N=957) | 3.25 | 41.6% | 44.1% | 11.9% | 2.4% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Knowledge, Skills, and Personal Development
General Growth and Training (Table 26)One-half or more respondents said NC State contributed "very well" to their intellectual growth (61.2%) and to their personal growth (51.1%). Respondents were less positive about the university�s contribution to their career training needs (34.7% saying "very well"). More than one-fifth of respondents said that NC State contributed only "somewhat adequately" (17.0%) or "poorly" (5.0%) to their career training needs .
Table 26: NC State's Ability to Meet Needs| Mean | 4: Very Well | 3: Adequately | 2: Somewhat adequately | 1: Poorly | |
|---|---|---|---|---|---|
| NCSU meet intellectual growth needs | 3.55 | 61.2% | 33.3% | 4.7% | 0.8% |
| NCSU meet career training needs | 3.08 | 34.7% | 43.4% | 17.0% | 5.0% |
| NCSU meet personal growth needs | 3.37 | 51.1% | 36.6% | 10.1% | 2.2% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Knowledge, Skills, and Personal Growth (Table 27-29)
Graduating seniors rated the extent to which NC State contributed to a wide range of factors related to their general education, world views, and personal development, using a scale of 1 ("not at all") to 4 ("very much"). The vast majority of respondents said NC State contributed at least "somewhat" to each of the 37 items asked about. Fifty percent or more of all respondents rated NC State's contribution to 12 of the 16 personal development goals as "excellent," compared to 5 of the 14 general education goals, and just 1 of the 7 world view goals.
Respondents were most likely to report that NC State contributed "very much" to the personal development goal independence and self-reliance (64.9%), closely followed by potential for success (64.7%), and personal growth (63.4%). While still rated positively by a majority of respondents, the goals to which NC State was least likely to have contributed "very much" were exercising public responsibility/community service (32.3%), commitment to personal health and fitness (35.2%), and advancing an appreciation of the arts (35.8%).
Table 27: Contribution to General Education Goals| Mean | 4: Very Much | 3: Somewhat | 2: Very Little | 1: Not at all | |
|---|---|---|---|---|---|
| Ability to plan/carry out projects independently | 3.55 | 60.8% | 34.1% | 4.2% | 0.8% |
| Critical analysis of ideas/info | 3.55 | 59.1% | 37.2% | 2.9% | 0.8% |
| Enhancing analytic skills | 3.53 | 57.9% | 38.2% | 3.4% | 0.5% |
| Using library/Internet resources for research | 3.50 | 58.8% | 33.0% | 7.2% | 0.9% |
| Comprehension skills | 3.47 | 54.7% | 38.2% | 6.1% | 1.0% |
| Adapt to changing technologies | 3.38 | 49.1% | 42.1% | 7.1% | 1.8% |
| Writing skills | 3.37 | 46.6% | 44.6% | 7.7% | 1.1% |
| Listening skills | 3.37 | 47.2% | 43.5% | 8.2% | 1.1% |
| Science/tech influence on everyday life | 3.37 | 48.8% | 40.6% | 9.1% | 1.5% |
| Speaking skills | 3.36 | 47.3% | 42.2% | 9.4% | 1.1% |
| Understand diverse cultures/values | 3.34 | 49.0% | 38.4% | 9.8% | 2.8% |
| Applying scientific methods | 3.33 | 48.6% | 38.3% | 11.1% | 2.0% |
| Developing computer skills | 3.28 | 45.1% | 40.6% | 12.0% | 2.4% |
| Using math skills | 3.17 | 40.7% | 39.6% | 15.7% | 4.0% |
| Mean | 4: Very Much | 3: Somewhat | 2: Very Little | 1: Not at all | |
|---|---|---|---|---|---|
| Independence and self-reliance | 3.57 | 64.9% | 28.8% | 4.7% | 1.7% |
| Potential for success | 3.57 | 64.7% | 28.7% | 5.0% | 1.6% |
| Personal growth | 3.55 | 63.4% | 30.0% | 5.0% | 1.6% |
| Ability to function as part of a team | 3.52 | 60.2% | 33.1% | 5.3% | 1.4% |
| Self-discipline | 3.50 | 59.6% | 32.9% | 5.7% | 1.8% |
| Time management | 3.48 | 59.3% | 31.6% | 7.3% | 1.8% |
| Coping with change | 3.47 | 57.2% | 34.0% | 7.0% | 1.8% |
| Value learning as a life-long process | 3.43 | 55.4% | 34.8% | 7.8% | 2.0% |
| Ability to handle stress | 3.41 | 55.6% | 32.8% | 8.8% | 2.8% |
| Ability to lead or guide others | 3.40 | 51.9% | 38.1% | 8.3% | 1.7% |
| Taking responsibility for own behavior | 3.39 | 53.8% | 35.0% | 7.7% | 3.5% |
| Sense of personal identity | 3.35 | 50.7% | 37.1% | 8.9% | 3.2% |
| Recognize/act upon ethical principles | 3.34 | 48.0% | 40.4% | 8.9% | 2.6% |
| Self-confidence | 3.33 | 48.4% | 39.5% | 8.5% | 3.6% |
| Commitment to personal health/fitness | 3.09 | 35.2% | 43.7% | 16.2% | 4.9% |
| Public responsibility/community svc | 3.06 | 32.3% | 45.8% | 17.6% | 4.2% |
| Mean | 4: Very Much | 3: Somewhat | 2: Very Little | 1: Not at all | |
|---|---|---|---|---|---|
| Ability to work with diverse people | 3.38 | 51.1% | 38.7% | 7.6% | 2.5% |
| Developing tolerance for divergent views | 3.31 | 47.2% | 39.6% | 10.2% | 2.9% |
| Understanding world issues/problems | 3.27 | 42.1% | 45.3% | 10.5% | 2.1% |
| Present as it relates to history | 3.24 | 39.8% | 46.3% | 11.5% | 2.4% |
| Appreciating racial equity | 3.22 | 44.5% | 38.5% | 11.7% | 5.3% |
| Appreciating gender equity | 3.22 | 44.5% | 38.4% | 12.0% | 5.1% |
| Appreciation of the arts | 2.96 | 35.8% | 34.6% | 19.5% | 10.1% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Employment and Extracurricular Activities
On- and Off-Campus Employment (Tables 30 and 31)Close to 80 percent (79.2%) of respondents indicated that they were employed during their graduation year. Slightly more than two-thirds of employed respondents worked only off-campus (67.9%).
Table 30: On- and Off-Campus Employment During Academic Year| N | % | |
|---|---|---|
| Not Employed | 441 | 20.8% |
| Employed | 1,677 | 79.2% |
| N | % | |
|---|---|---|
| On campus | 278 | 16.6% |
| Off campus | 1,138 | 67.9% |
| Both on and off campus | 261 | 15.6% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Why Worked for Pay (Table 32)
Employed respondents were asked to describe why they worked for pay during the academic year. By far the most commonly reported reason for working was for basic life expenses, such as rent or groceries (54.9%). Another 20 percent said they worked to cover school expenses (e.g. tuition, fees). A sizable number (17.8%) indicated they worked to get experience in their chosen field. More than one-fourth (26.8%) of employed respondents reported social or personal expenses, such as extra spending money, as reasons for working for pay during the academic year. A very small number of students (2.1%) reported that they worked in order to save or invest.
Table 32: Reasons for Working for Pay During Academic Year*| N | % | |
|---|---|---|
| Life expenses | 920 | 54.9% |
| Social/personal expenses | 450 | 26.8% |
| School expenses | 327 | 19.5% |
| Career experience | 298 | 17.8% |
| Personal fulfillment | 167 | 10.0% |
| Financial Aid/Work Study Requirements | 134 | 8.0% |
| Miscellaneous/other | 121 | 7.2% |
| Save/invest money | 35 | 2.1% |
| Health insurance/other benefits | 13 | 0.8% |
Back to Top Hours Worked (Tables 33 and 34)
A majority of employed respondents reported working 20 or fewer hours per week (61.6%). Respondents who worked only on campus generally reported working fewer average hours per week (14.8) than respondents who worked only off campus (21.4) and respondents who worked both on and off campus (28.3). More than two-thirds of respondents who worked both on and off campus (67.0%) reported working more than 20 hours per week. This figure was notably lower among those who worked only on campus (9.7%) and those who worked only off campus (38.7%).
Table 33: Average Hours Worked| On campus only | Off campus only | Both on and off campus | Total | |
|---|---|---|---|---|
| Average hours per week | 14.8 | 21.4 | 28.3 | 21.4 |
| Hours worked per week | On campus only (N=267) | Off campus only(N=1,090) | Both on and off campus (N=261) | Total (N=1,618) |
|---|---|---|---|---|
| 1-10 hours per week | 42.3% | 12.7% | 5.4% | 16.4% |
| 11-20 hours per week | 47.9% | 48.7% | 27.6% | 45.2% |
| 21-40 hours per week | 4.5% | 30.6% | 46.7% | 28.9% |
| More than 40 hours per week | 5.2% | 8.1% | 20.3% | 9.6% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Job Relationship to Major (Tables 35 and 36)
More than one-third (35.4%) of respondents who were employed on campus were working in jobs directly related to their major. Off-campus jobs were somewhat less likely than on-campus jobs to be directly related to the students' major (25.2%). In addition, about 40 percent of those working in off-campus jobs unrelated to their major indicated this was not by choice compared to about 30 percent of those in a similar situation with an on-campus job.
Table 35: Job Relation to Academic Major| Directly related | Somewhat related | Not related | |
|---|---|---|---|
| On-campus job relationship to major | 35.4% | 23.3% | 41.3% |
| Off-campus job relationship to major | 25.2% | 24.8% | 50.0% |
| If not related, by choice? | By choice | Not by choice |
|---|---|---|
| On campus job (N=216) | 69.4% | 30.6% |
| Off campus job (N=660) | 58.9% | 41.0% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Co-op Experience (Tables 37-39)
About 40 percent of respondents (39.9%) had a co-op, internship, practicum, or field experience while at NC State. Close to 70 percent of those (69.2%) said the experience made an "excellent" contribution to their personal or professional growth, and 30 percent said they received a job offer from their employer.
Table 37: Co-op Experience| N | % | |
|---|---|---|
| Major included co-op/internship/field experience/practicum | 846 | 39.9% |
| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Contribution to personal/professional growth | 3.63 | 69.2% | 25.5% | 4.9% | 0.5% |
| N | % | |
|---|---|---|
| Received job offer from employer | 257 | 30.6% |
Comparisons and Frequencies: Gender/Ethnicity, College
Back to Top Extracurricular Involvement (Table 40 and 41)
Students were asked to indicate their involvement in a number of school-related groups while at NC State. One-half of respondents reported participating in organizations/clubs related to your major (50.7%). A large number of students also participated in intramural/recreational sports/club teams (38.0%) and academic programs (honors, etc.) (31.5%).
Table 40: Extracurricular Involvement at NCSU| N | % | |
|---|---|---|
| Org/clubs related to major | 1084 | 50.7% |
| Intramural/rec sports/club team | 813 | 38.0% |
| Academic (Honors prgrm, etc.) | 674 | 31.5% |
| Honor/srvc/prof frat/sorority | 432 | 20.2% |
| Religious/political/issue groups | 364 | 17.0% |
| Social fraternity/sorority | 281 | 13.1% |
| Other groups | 152 | 7.1% |
| Minority student groups | 150 | 7.0% |
| Residence hall council | 134 | 6.3% |
| Visual/performing arts/music groups | 120 | 5.6% |
| Varsity athletic teams | 99 | 4.6% |
| Student government | 97 | 4.5% |
| Student media/publications | 74 | 3.5% |
| Union activities board | 61 | 2.9% |
| ROTC | 54 | 2.5% |
| Student judicial board | 15 | 0.7% |
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Students were asked to report their attendance at various ARTS NC STATE concerts, performances, or exhibits. More than one-third of respondents reported that they had attended a University Theatre performance (36.2%) and more than one-fourth reported having attended a Gallery of Art and Design exhibit (28.6%) or a Music Department concert (28.1%).
Table 41: Attendance at Concerts/Performances/Exhibits| N | % | |
|---|---|---|
| University Theatre performance(s) | 775 | 36.2% |
| Gallery of Art and Design exhibit(s) | 612 | 28.6% |
| Music Department concert(s) | 602 | 28.1% |
| Center Stage performance(s) | 355 | 16.6% |
| Dance Program concert(s) | 266 | 12.4% |
| Crafts Center exhibit(s) | 188 | 8.8% |
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For more information on the 2005-2006 Graduating Senior 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: October, 2006
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