North Carolina State University
2007-2008 Graduating Senior Survey:
All Respondents
This report presents findings from the 2007-2008 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 "2007-2008 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 online through the 2007-2008 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
Hours Worked
Job Relationship to Major
Work-Related 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 a new career or profession (43.4%) or to prepare for graduate or professional school (39.4%).
Overall, three-fourths (75.2%) of all respondents said they "fully accomplished" their primary goal. Respondents who said their primary goal was to earn a bachelor�s degree or certificate were most likely to fully accomplish their objective (89.3%). 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 (77.1% vs. 69.1%, respectively).
Table 1: Goals and Objectives at NC State| Goal/objective | Accomplishment of goal/objective | Goal/Objective Overall (N=2,060) |
||
|---|---|---|---|---|
| Fully accomplished | Partially accomplished | Not accomplished |
||
| Bach. deg./certificate only (N=308) | 89.3% | 10.4% | 0.3% | 15.0% |
| Prep. for grad/prof school (N=812) | 69.1% | 29.9% | 1.0% | 39.4% |
| Prep. for new career/profession (N=895) | 77.1% | 22.6% | 0.3% | 43.4% |
| Improve for current profession (N=16) | 68.8% | 31.3% | 0.0% | 0.8% |
| Courses for personal interest (N=8) | 50.0% | 50.0% | 0.0% | 0.4% |
| Other (N=21) | 38.1% | 57.1% | 4.8% | 1.0% |
| Accomplishment of Goal/Objective Overall (N=2,060) | 75.2% | 24.2% | 0.6% | 100.0% |
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Off-Campus Degree Program (Figure 1)
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. Slightly more respondents reported that they "very likely" (21.2%) or "probably" (32.2%) would have obtained a degree at a UNC campus than reported that it was "probably not" (15.8%) or "not likely" (30.9%) they would have done so.
Comparisons and Frequencies: Gender/Ethnicity, College
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Time to Graduate (Tables 2 and 3)
One-half of respondents (50.5%) reported that it took them longer than four years to graduate. The most commonly chosen reason for taking more than four years to graduate was changed majors (40.3%). Similar percentages of students said their delayed graduation was due to hours spent working (22.6%), lost credits when transferred (22.2%), taking a semester or more off for personal reasons (22.2%), and having taken a lighter course load (22.1%). Study abroad was the least commonly reported reason for taking longer than four years to graduate (4.7%). Of the 11 percent who selected other reasons for taking longer than four years to graduate, common responses included performed poorly/had to retake classes/to improve GPA, involvement in extracurricular activities, poor advising, personal reasons (not including explicitly taking time off).
Table 2: Time to Graduate| Taken more than 4 yrs to graduate | N | Yes |
|---|---|---|
| Yes | 1,043 | 50.5% |
| N | Yes, was a reason | |
|---|---|---|
| Changed majors | 420 | 40.3% |
| Double major/minor | 269 | 25.8% |
| Hours spent working | 236 | 22.6% |
| Lost credits when transferred | 232 | 22.2% |
| Took semester or more off for personal reasons | 232 | 22.2% |
| Wanted/advised lighter courseload | 231 | 22.1% |
| Could not get classes needed | 189 | 18.1% |
| Co-op/intern/practicum/teach/etc | 160 | 15.3% |
| Financial reasons | 125 | 12.0% |
| Part-time for personal reasons (e.g., medical, family, etc.) | 120 | 11.5% |
| Study abroad | 49 | 4.7% |
| Other reasons | 113 | 10.8% |
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Withdrawal/Transfer from NCSU (Figure 2 and Table 4)
Slightly more than one-fifth of respondents (22.4%) reported that they had considered withdrawing or transferring from NC State before graduation, and close to one-half of those had seriously considered doing so. Students who had considered leaving most frequently reported personal reasons (e.g., medical, distance from home, personal relationships, etc.) (34.5%) and issues related to curriculum/program (33.4%) for doing so. One-fourth reported campus life issues (25.2%) as a reason for considering withdrawal or transfer from NC State. A relatively small number of students (3.0%) reported they had actually left NC State at some point and later returned and went on to graduate.
| N | Yes | |
|---|---|---|
| Personal reasons | 159 | 34.5% |
| Curriculum/program reasons | 154 | 33.4% |
| Campus life | 116 | 25.2% |
| Class environment | 38 | 8.2% |
| Financial reasons | 34 | 7.4% |
| Diversity issues | 19 | 4.1% |
| Poor academic performance | 15 | 3.3% |
| Location | 15 | 3.3% |
| Wanted to attend different school/NCSU not first choice | 14 | 3.0% |
| Poor advising | 12 | 2.6% |
| Non-academic opportunity | 9 | 2.0% |
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Reasons for staying at NC State (Table 5)
Respondents who considered withdrawing or transferring or had actually done so were also asked to describe their reasons for staying at or returning to NC State. Most frequently reported were personal reasons (42.5%), such as accomplishment of a personal goal or to be close to friends. Close to twenty-five percent of respondents (23.6%) 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 (3.3%) 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 5: Reasons for staying at or returning to NC State (N=461)| N | Yes | |
|---|---|---|
| Personal reasons | 196 | 42.5% |
| Program at NCSU | 109 | 23.6% |
| Hassle (lose credit hrs,etc.) | 84 | 18.2% |
| NCSU/city environment | 80 | 17.4% |
| Financial reasons | 42 | 9.1% |
| Didn't get into 1st choice/no better option | 15 | 3.3% |
| Miscellaneous/other | 5 | 1.1% |
Post-Graduation Plans (Table 6)
At the time they completed the survey, close to one-third of respondents (31.7%) reported that they were still seeking employment. About 17 percent said that they had already accepted a job for after graduation (13.5%) or would continue in their current position (3.1%). More than one-fourth said that they planned to go on to graduate or professional school either full-time (21.7%) or part-time (5.0%).
Given that close to one-half 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. One-fourth of respondents who completed the survey within 2 months of graduation had accepted a new job, as compared to 13.5 percent of those completing it 2 to 3 months prior to graduation, and 7.5 percent of those doing so 4 or more months before graduating.
The proportion of students who indicated that their plans after graduation were to attend graduate/professional school or that they were still seeking employment also changed as the survey was completed closer to graduation. However, this change was less noticeable compared to the change in proportion of students who had accepted a job. Thirty percent of students who completed the survey 4 or more months prior to graduation reported plans to attend graduate/professional school either part-time or full-time, compared to 23.2 percent of students who completed the survey within 2 months of graduation. Students who completed the survey 4 or more months prior to graduation were only slightly more likely than those completing the survey within 2 months of graduation to report that they were still seeking employment (32.6% vs. 29.8%, respectively).
Table 6: Plans Following Graduation| Plans following graduation | Number of Months Prior to Graduation Completed Survey | Plans following graduation overall (N=2,057) |
||
|---|---|---|---|---|
| Less than 2 months |
2-3 months | 4 or more months |
||
| Have accepted a job (N=277) | 24.5% | 13.5% | 7.5% | 13.5% |
| Continuing in current position (N=64) | 3.7% | 4.1% | 2.3% | 3.1% |
| Graduate/prof. school full-time (N=447) | 19.3% | 19.4% | 24.2% | 21.7% |
| G/P school part-time & work part-time (N=102) | 3.9% | 4.7% | 5.7% | 5.0% |
| Take more undergrad courses (N=17) | 0.9% | 0.8% | 0.8% | 0.8% |
| Still seeking employment (N=652) | 29.8% | 31.9% | 32.6% | 31.7% |
| Not seeking empl./not planning school (N=102) | 4.8% | 4.7% | 5.2% | 5.0% |
| Entering military service (N=32) | 1.1% | 1.6% | 1.8% | 1.6% |
| Don't know yet (N=225) | 6.3% | 11.7% | 13.1% | 10.9% |
| Other (N=139) | 5.7% | 7.6% | 6.9% | 6.8% |
| Months Prior to Graduation Overall (N=2,057) | 26.4% | 24.8% | 48.8% | 100.0% |
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Academic Environment and Faculty Contributions
Satisfaction with Education (Figure 3)
The majority of graduating seniors appeared to be satisfied with the education they received at NC State. About 90 percent (89.6%) reported that they would recommend NC State to a friend. Slightly more than three-fourths (76.7%) said if they could start over, they would choose NC State again, and close to two-thirds (64.0%) said they would choose the same major again. Although 15 percent said they would not choose the same major again, only half as many (7.4%) said they would not choose NC State again.
Comparisons and Frequencies: Gender/Ethnicity, College
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Evaluation of Education (Tables 7 and 8)
The graduating seniors 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 (94.6%) gave positive ratings to the overall education they received at NC State. Most were also happy with the quality of instruction they received, although ratings were higher for instruction within their major than overall. Finally, over 90 percent of respondents agreed that the intellectual environment on campus was "strong" (63.2%) or "very strong" (30.0%).
Table 7: Evaluation of Education| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Overall education received | 3.44 | 49.9% | 44.7% | 4.7% | 0.7% |
| Quality of instruction in major | 3.49 | 56.4% | 37.4% | 5.2% | 1.0% |
| Quality of instruction overall | 3.24 | 33.8% | 57.0% | 8.4% | 0.8% |
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Table 8: Intellectual Environment
| Mean | 4: Very strong | 3: Strong | 2: Weak | 1: Very weak | |
|---|---|---|---|---|---|
| Intellectual environment on campus | 3.22 | 30.0% | 63.2% | 6.0% | 0.8% |
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Faculty Contributions (Table 9)
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 9: Faculty Contributions| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Faculty: Set high expectations for learning | 3.48 | 51.7% | 45.2% | 2.9% | 0.2% |
| Faculty: Encourage devoting time/energy to coursework | 3.43 | 48.8% | 45.8% | 5.0% | 0.4% |
| Faculty: Encourage actively involved learning | 3.32 | 43.5% | 46.0% | 9.5% | 1.0% |
| Faculty: Opp. to learn cooperatively with fellow students | 3.28 | 41.3% | 46.6% | 10.9% | 1.3% |
| Faculty: Respect diverse talents/ways of learning | 3.25 | 37.7% | 50.5% | 10.8% | 1.1% |
| Faculty: Care about your academic success and welfare | 3.25 | 41.6% | 43.9% | 12.4% | 2.2% |
| Faculty: Give frequent and prompt feedback | 3.21 | 34.6% | 53.0% | 11.5% | 0.9% |
| Faculty: Encourage student-faculty interaction | 3.20 | 37.5% | 46.6% | 14.3% | 1.6% |
| Faculty: Evaluation on all eight measures | 3.32 | 39.4% | 54.3% | 5.5% | 0.8% |
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Faculty-Student Mentoring (Table 10)
Students were asked whether or not they had various faculty-student mentoring experiences while at NC State and if so, how the experience contributed to their personal and/or professional growth. Students most frequently reported regular meetings with faculty to get academic guidance (45.7%), followed by regular meetings with faculty to get professional guidance/support (38.1%). Respondents were least likely to have worked on an extension/public service project with faculty (7.6%). More than 60 percent (62.9%) of students reported having at least one of the 8 mentoring experiences asked about.
For each type of mentoring, the majority of students having had the experience said it contributed "a great deal" to their personal and/or professional growth. Interestingly, although only 16.4% of students reported regularly meeting with faculty to get non-academic guidance, this mentoring experience received the highest percentage of students saying they got "a great deal" from it (73.5%). Regular meetings for non-academic guidance from faculty (73.5%), research project with faculty (69.8%), and routine professional guidance/support from faculty (e.g., career, letters of recommendation, etc.) (69.2%) also received among the highest ratings, with about 70 percent or more of those having had such experience saying the experience contributed "a great deal" to their personal and/or professional growth.
Table 10: 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 | 424 | 21.7% | 67.7% | 26.9% | 4.2% | 1.2% |
| Research project with faculty | 331 | 17.0% | 69.8% | 23.5% | 6.1% | 0.6% |
| Extension/public service project with faculty | 149 | 7.6% | 66.7% | 28.0% | 3.8% | 1.5% |
| Assisted in teaching class/lab | 245 | 12.6% | 56.1% | 35.7% | 6.8% | 1.4% |
| Routine academic guidance from faculty (e.g., assistance with coursework, course selection, etc.) | 887 | 45.7% | 65.6% | 29.1% | 5.0% | 0.4% |
| Routine professional guidance/support from faculty (e.g., career, letters of recommendation, etc.) | 738 | 38.1% | 69.2% | 26.7% | 3.6% | 0.6% |
| Routine non-academic guidance from faculty (e.g., work, family, physical well-being, etc.) | 319 | 16.4% | 73.5% | 19.9% | 4.9% | 1.7% |
| Worked with faculty on campus activities | 391 | 20.1% | 53.9% | 36.7% | 7.8% | 1.7% |
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Campus Climate (Tables 11 and 12)
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 (51.2%) felt the campus climate was at least "mildly supportive" toward gay and lesbian students, respondents were more than four times 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" (53.2%) or "somewhat" (43.2%) 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 (39.3% "agree strongly," 44.6% "agree somewhat").
Table 11: Ratings of Campus Support for Various Groups of Students| Mean | 5: Strongly supportive | 4: Mildly supportive | 3: Neutral | 2: Mildly nonsupportive | 1: Strongly nonsupportive | |
|---|---|---|---|---|---|---|
| Women | 4.38 | 56.8% | 25.7% | 16.3% | 1.1% | 0.1% |
| Men | 4.36 | 61.6% | 15.9% | 20.2% | 1.6% | 0.8% |
| African Americans | 4.28 | 52.4% | 26.5% | 18.1% | 2.7% | 0.2% |
| Other ethnic minorities | 4.14 | 43.4% | 30.9% | 22.1% | 3.1% | 0.5% |
| International students | 4.19 | 48.1% | 26.8% | 21.8% | 3.0% | 0.2% |
| Students with disabilities | 4.12 | 45.5% | 26.2% | 23.8% | 3.7% | 0.7% |
| Gay and lesbian students | 3.55 | 27.1% | 24.1% | 31.0% | 12.3% | 5.6% |
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Table 12: Support for Diversity
| Mean | 4: Agree strongly | 3: Agree somewhat | 2: Disagree somewhat | 1: Disagree strongly | |
|---|---|---|---|---|---|
| NCSU is committed to minority students success | 3.49 | 53.2% | 43.2% | 2.9% | 0.7% |
| NCSU leaders foster diversity on campus | 3.19 | 39.3% | 44.6% | 12.4% | 3.7% |
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Services for Students
Graduating seniors 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 13-18)
Academic services encompassed six primary areas: library services, technology services, career-related services, employment search assistance, academic advising, and research support. 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 library and technology services and lowest ratings to academic advising and research support. Among the individual items, the highest average rating was given to access to internet, followed by library hours of operation . Access to trained staff for help and interview preparation skills received the lowest average ratings of all 28 services asked about. One item, sufficient time with advisor, received ratings of "fair" or "poor" by more than 25 percent of respondents.
Library Services: Highest ratings were given to hours of operation, with two-thirds rating it as "excellent." Training to use the library received the lowest ratings.
Table 13: Library Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Hours of operation | 3.63 | 65.8% | 31.9% | 2.0% | 0.2% |
| Access to databases/collections | 3.48 | 54.0% | 40.6% | 5.0% | 0.3% |
| Staff responsiveness | 3.40 | 48.3% | 44.6% | 6.4% | 0.7% |
| Training to use library | 3.15 | 37.5% | 43.9% | 14.4% | 4.2% |
| Library services overall | 3.45 | 49.4% | 46.7% | 3.5% | 0.3% |
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 (68.4%), while less than one-half that gave such high ratings to access to trained staff for help (32.8%). Technology training classes also received a fairly low rating from respondents with only 33.9% rating it as "excellent" and one-fifth rating it as "fair (16.0%) or "poor" (5.7%).
Table 14: Technology Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Access to Internet | 3.65 | 68.4% | 28.1% | 3.3% | 0.2% |
| Access to up-to-date facilities | 3.45 | 52.5% | 41.0% | 5.4% | 1.1% |
| Hours of operation for computer labs | 3.43 | 52.8% | 39.0% | 6.9% | 1.3% |
| Training classes | 3.06 | 33.9% | 44.4% | 16.0% | 5.7% |
| Access to trained staff for help | 3.05 | 32.8% | 44.5% | 17.7% | 5.0% |
| Technology services overall | 3.34 | 42.5% | 50.0% | 6.7% | 0.8% |
Career-related Services: There was little variation in ratings for career-related services, with information available through the internet and other technology receiving the highest average rating. Roughly one-fifth of respondents gave ratings of either "fair" or "poor" to resources available to explore career options (20.1%) and information on internships, co-op, etc. (19.8%).
Table 15: Career-Related Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Info. through Internet and other technology | 3.18 | 35.7% | 49.1% | 12.6% | 2.6% |
| Oppor. for career assistance | 3.17 | 35.4% | 49.4% | 12.0% | 3.2% |
| Info. on internships, co-op, etc. | 3.13 | 37.2% | 43.0% | 15.3% | 4.5% |
| Resources available to explore options | 3.09 | 33.6% | 46.3% | 16.0% | 4.1% |
| Career-related services overall | 3.10 | 31.4% | 50.7% | 14.7% | 3.3% |
Employment Search Assistance: More than one-third of respondents rated access to career fairs, job listings, etc. (37.6%)and resume preparation (37.3%) as "excellent." Interview preparation skills received the lowest ratings, with close to one-fourth of respondents rating it as "fair" (17.4%) or "poor" (6.8%).
Table 16: Employment Search Assistance| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Access to career fairs, job listings, etc. | 3.17 | 37.6% | 45.1% | 14.0% | 3.3% |
| Resume preparation | 3.16 | 37.3% | 45.2% | 13.3% | 4.1% |
| Interview prep skills | 3.01 | 32.0% | 43.7% | 17.4% | 6.8% |
| Employment search assistance overall | 3.06 | 30.8% | 48.6% | 16.7% | 3.9% |
Academic Advising: Although there was little difference in ratings between the academic advising services evaluated, students evaluated access to advisor the most favorably, with 44 percent rating it as "excellent." More than one-fifth of respondents gave ratings of "fair" or "poor" to each of the five academic advising items.
Table 17: Academic Advising| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Access to advisor | 3.15 | 44.0% | 33.7% | 15.5% | 6.8% |
| Accurate info. about degree req./courses | 3.10 | 42.1% | 33.7% | 16.4% | 7.8% |
| Knowledge of policies/procedures | 3.10 | 38.1% | 39.5% | 17.0% | 5.4% |
| Sufficient time with advisor | 3.08 | 41.9% | 32.4% | 17.6% | 8.0% |
| Academic advising overall | 3.08 | 38.8% | 37.2% | 16.9% | 7.2% |
Research Support Services: Overall, research support services received slightly lower ratings than other academic services asked about. Majorities, however, rated each aspect of research support as at least "good," with access to up-to-date facilities receiving the highest ratings (35.4% rated as "excellent").
Table 18: Research Support Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| Access to up-to-date facilities | 3.15 | 35.4% | 47.4% | 13.5% | 3.7% |
| Access to faculty involved in research | 3.03 | 30.9% | 46.7% | 17.0% | 5.4% |
| Opportunities to do research/creative projects | 3.01 | 32.7% | 43.0% | 17.2% | 7.2% |
| Research support overall | 3.02 | 28.6% | 49.5% | 17.1% | 4.8% |
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Non-academic Services(Tables 19 and 20)
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. Campus food services received the lowest ratings with almost one-third (31.3%) of respondents giving ratings of "fair" or "poor".
Table 19: Non-Academic Services| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| University Career Center | 3.26 | 37.9% | 51.7% | 8.6% | 1.7% |
| Opportunities for rec activities | 3.25 | 37.1% | 52.1% | 9.2% | 1.5% |
| Campus health services | 3.21 | 37.1% | 49.4% | 11.0% | 2.6% |
| Campus counseling (not career) svcs | 3.19 | 36.5% | 49.5% | 10.3% | 3.8% |
| Personal safety on campus | 3.18 | 31.3% | 57.1% | 10.2% | 1.5% |
| Financial aid svcs:application/award prcss | 3.16 | 34.9% | 49.3% | 12.5% | 3.3% |
| College/dept placement assistance | 3.15 | 32.7% | 52.8% | 11.6% | 3.0% |
| Financial aid svcs:disbursement process | 3.14 | 34.9% | 48.9% | 11.9% | 4.4% |
| Registration process | 3.14 | 30.6% | 54.8% | 12.4% | 2.2% |
| Opps to dev leadership skills | 3.14 | 32.8% | 51.9% | 12.2% | 3.1% |
| Opportunities for community svc | 3.13 | 31.5% | 53.3% | 12.3% | 3.0% |
| Business svcs/cashier/student accts | 3.07 | 22.6% | 63.8% | 11.8% | 1.8% |
| Bookstore services and products | 3.06 | 25.9% | 56.1% | 15.8% | 2.2% |
| Residence life programs | 2.98 | 21.1% | 59.4% | 16.0% | 3.5% |
| Campus food services | 2.77 | 15.0% | 53.7% | 24.5% | 6.8% |
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While staff associated with each of 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 university career center. 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 and the university career center were slightly more likely than the respective service itself to be rated as "excellent". Conversely, staff associated with recreation activities were slightly less likely than the service itself to be rated as "excellent."
Table 20: Staff Responsiveness| Mean | 4: Excellent | 3: Good | 2: Fair | 1: Poor | |
|---|---|---|---|---|---|
| University Career Center | 3.29 | 41.0% | 48.9% | 8.2% | 1.9% |
| Rec activities | 3.21 | 34.2% | 54.4% | 9.3% | 2.1% |
| College/dept placement assistance | 3.16 | 33.2% | 52.7% | 10.5% | 3.6% |
| Personal safety on campus | 3.16 | 31.5% | 54.6% | 11.9% | 2.0% |
| Campus counseling (not career) svcs | 3.15 | 37.8% | 45.3% | 11.4% | 5.5% |
| Campus health services | 3.15 | 35.9% | 47.4% | 12.6% | 4.2% |
| Financial aid svcs:application/award prcss | 3.12 | 35.1% | 47.1% | 12.6% | 5.1% |
| Financial aid svcs:disbursement process | 3.12 | 34.7% | 47.9% | 12.5% | 5.0% |
| Registration process | 3.11 | 30.1% | 53.4% | 13.4% | 3.1% |
| Business svcs/cashier/student accts | 3.07 | 24.2% | 61.0% | 12.0% | 2.8% |
| Bookstore services and products | 3.05 | 26.4% | 54.8% | 16.2% | 2.6% |
| Residence life programs | 2.97 | 21.4% | 57.8% | 17.0% | 3.8% |
| Campus food services | 2.82 | 17.5% | 53.3% | 22.8% | 6.4% |
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Financial Aid (Figures 4 and 5)
More than 60 percent of respondents (62.4%) said they received some sort of financial aid. The vast majority of these respondents said they were either "very satisfied" (48.4%) or "moderately satisfied" (43.9%) 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" (43.6%). More than one-third of those receiving aid rated reception staff (39.3%) and phone staff (36.0%) as "excellent."
Comparisons and Frequencies: Gender/Ethnicity, College
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Knowledge, Skills, and Personal Development
General Growth and Training (Figure 6)The vast majority of respondents reported that NC State met their intellectual growth, career training and personal growth needs either "adequately" or "very well." Of the three areas assessed, intellectual growth received the highest ratings, with more than two-thirds saying NC State met their intellectual growth needs quot;very well." On the other hand, career training received the lowest ratings, with one-fifth of respondents saying NC State met their career training needs only "somewhat adequately" (15.4%) or "poorly" (5.0%).
Comparisons and Frequencies: Gender/Ethnicity, College
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Knowledge, Skills, and Personal Growth (Tables
21-23)
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 students reported that N.C.State contributed "very much" to 14 of the 16 personal development goals, compared to 10 of the 14 general education goals, and just 3 of the 7 world view goals.
Respondents were most likely to report that NC State contributed "very much" to the personal development goals, potential for success (67.2%), personal growth (66.2%), and independence and self-reliance (65.4%) and the general education goals, critical analysis of ideas/information (65.9%) and ability to plan/carry out projects independently (65.4%). 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 (35.2%), commitment to personal health and fitness (37.3%), and advancing an appreciation of the arts (39.9%).
Table 21: Contribution to General Education Goals| Mean | 4: Very Much | 3: Somewhat | 2: Very Little | 1: Not at all | |
|---|---|---|---|---|---|
| Critical analysis of ideas/info | 3.62 | 65.9% | 30.4% | 3.4% | 0.3% |
| Ability to plan/carry out projects indep | 3.60 | 65.4% | 30.3% | 3.2% | 1.0% |
| Enhancing analytic skills | 3.59 | 62.8% | 34.3% | 2.6% | 0.3% |
| Comprehension skills | 3.52 | 58.8% | 35.3% | 5.1% | 0.8% |
| Using library/internet resources for research | 3.52 | 62.1% | 29.1% | 7.0% | 1.7% |
| Understand diverse cultures/values | 3.41 | 53.8% | 35.7% | 8.4% | 2.1% |
| Adapt to changing technologies | 3.41 | 51.7% | 39.2% | 7.5% | 1.6% |
| Science/tech influence on everyday life | 3.40 | 52.1% | 37.3% | 8.9% | 1.7% |
| Listening skills | 3.40 | 50.5% | 40.8% | 7.4% | 1.3% |
| Applying scientific methods | 3.39 | 52.5% | 36.1% | 9.4% | 1.9% |
| Writing skills | 3.36 | 47.9% | 41.4% | 9.2% | 1.5% |
| Speaking skills | 3.35 | 48.0% | 40.6% | 9.9% | 1.4% |
| Developing computer skills | 3.29 | 45.6% | 39.8% | 12.3% | 2.2% |
| Using math skills | 3.26 | 46.5% | 36.5% | 13.8% | 3.2% |
| Mean | 4: Very Much | 3: Somewhat | 2: Very Little | 1: Not at all | |
|---|---|---|---|---|---|
| Potential for success | 3.61 | 67.2% | 27.9% | 3.9% | 1.0% |
| Personal growth | 3.61 | 66.2% | 29.6% | 3.6% | 0.6% |
| Independence and self-reliance | 3.57 | 65.4% | 28.3% | 4.5% | 1.8% |
| Self-discipline | 3.54 | 61.3% | 32.3% | 5.2% | 1.3% |
| Ability to function as part of a team | 3.54 | 60.7% | 33.1% | 5.2% | 1.0% |
| Time management | 3.51 | 60.4% | 32.2% | 5.9% | 1.6% |
| Coping with change | 3.50 | 59.3% | 33.3% | 5.8% | 1.6% |
| Value learning as a life-long process | 3.50 | 59.1% | 33.4% | 6.1% | 1.4% |
| Ability to lead or guide others | 3.44 | 54.1% | 37.0% | 7.6% | 1.3% |
| Taking responsibility for own behavior | 3.43 | 56.6% | 33.3% | 7.0% | 3.1% |
| Ability to handle stress | 3.41 | 55.3% | 33.0% | 9.2% | 2.5% |
| Sense of personal identity | 3.40 | 55.1% | 33.4% | 8.2% | 3.3% |
| Self-confidence | 3.37 | 51.7% | 36.6% | 8.5% | 3.3% |
| Recognize/act upon ethical principles | 3.37 | 50.6% | 38.5% | 8.5% | 2.3% |
| Commitment to personal health/fitness | 3.12 | 37.3% | 41.6% | 16.7% | 4.4% |
| Public responsibility/community svc | 3.09 | 35.2% | 43.7% | 16.5% | 4.6% |
| Mean | 4: Very Much | 3: Somewhat | 2: Very Little | 1: Not at all | |
|---|---|---|---|---|---|
| Ability to work with diverse people | 3.43 | 53.7% | 37.2% | 7.7% | 1.3% |
| Developing tolerance for divergent views | 3.39 | 52.4% | 36.2% | 8.9% | 2.5% |
| Appreciating racial equity | 3.30 | 49.9% | 34.7% | 11.0% | 4.4% |
| Appreciating gender equity | 3.30 | 49.4% | 35.2% | 11.4% | 4.0% |
| Understanding world issues/problems | 3.30 | 44.6% | 42.5% | 11.5% | 1.4% |
| Present as it relates to history | 3.28 | 43.6% | 41.8% | 13.2% | 1.4% |
| Appreciation of the arts | 3.06 | 39.9% | 34.0% | 18.0% | 8.2% |
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Employment and Extracurricular Activities
On- and Off-Campus Employment (Figure 7)
Three-fourths (75.9%) of respondents indicated that they were employed during their senior year. Slightly more than two-thirds of employed respondents worked only off campus (64.8%), 17.9 percent worked only on campus, and another 17.3 percent worked both on and off campus.
Comparisons and Frequencies: Gender/Ethnicity, College
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Why Worked for Pay (Table 24)
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 living expenses, such as rent or groceries (51.2%). One-fourth (25.6%) of employed respondents reported social or personal expenses, such as extra spending money, as reasons for working for pay during the academic year. A sizable number or students indicated they worked to get experience in their chosen field (18.4%) or to cover school expenses (e.g. tuition, fees) (12.3%).
Table 24: Reasons for Working for Pay During Academic Year| N | Yes | |
|---|---|---|
| Basic living expenses | 797 | 51.2% |
| Personal expenses | 398 | 25.6% |
| Career experience | 287 | 18.4% |
| School expenses | 192 | 12.3% |
| Personal fulfillment | 138 | 8.9% |
| Fin Aid/Wrk Stdy Req | 114 | 7.3% |
| Savings/Investment | 49 | 3.1% |
| Health ins/other benefits | 2 | 0.1% |
| Miscellaneous/other | 110 | 7.1% |
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Hours Worked (Figures 8 and 9)
Overall, most employed students reported working fewer than 20 hours per week (60.6%). However, those working both on and off campus were more than twice as likely as those working off campus only and more than 5 times as likely as those working on campus only to report working 40 or more hours per week (17.7% vs. 7.7% and 3.0%, respectively). On average, respondents who worked only on campus reported working 14 hours per week, compared to an average of 21.5 hours for those working only off campus and 28.7 hours for those working both on and off campus.
Comparisons and Frequencies: Gender/Ethnicity, College
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Job Relationship to Major (Tables 25 and 26)
One-third (33.1%) of students who were employed on campus were working in jobs directly related to their major. Off-campus jobs were somewhat less likely to be directly related to the students' major (28.9%). In addition, 37 percent of those working in off-campus jobs unrelated to their major indicated this was not by choice, compared to 28 percent of those in a similar situation with an on-campus job.
Table 25: Job Relation to Academic Major| Directly related | Somewhat related | Not related | Total (N) | |
|---|---|---|---|---|
| On-campus job relationship to major | 33.1% | 31.6% | 35.4% | 526 |
| Off-campus job relationship to major | 28.9% | 25.2% | 45.9% | 1,214 |
| If not related, by choice? | By choice | Not by choice |
|---|---|---|
| On-campus job relationship to major/by choice (N=186) | 72.0% | 28.0% |
| Off-campus job relationship to major/by choice (N=557) | 62.8% | 37.2% |
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Work-Related Experiences (Tables 27 and 28 and Figure 10)
Students were asked about their participation in various work-related experiences. Internships were the most frequent type of activity reported (40.3%), followed by summer employment or part-time job in major (30.5%) and research with faculty (14.1%).
Table 27: Participation in Work-Related Experiences| N | % | |
|---|---|---|
| Internship | 839 | 40.3% |
| Summer employment or part-time job in major | 636 | 30.5% |
| Research with faculty | 294 | 14.1% |
| Student Teaching | 188 | 9.0% |
| Cooperative Education Program | 130 | 6.2% |
| Residence Advisor | 77 | 3.7% |
| Practicum | 47 | 2.3% |
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About 40 percent of respondents (36.8%) had a co-op, internship, practicum, or field experience as part of their major while at NC State. More than two-thirds of those (68.9%) said the experience made an "excellent" contribution to their personal or professional growth, and more than one-third (34.2%) said they received a job offer from their employer.
Table 28: Job Offer (Among those with field experience as part of major, N=743)
| N | % | |
|---|---|---|
| Received job offer from employer at field experience | 254 | 34.2% |
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Extracurricular Involvement (Tables 29 and 30)
Students were asked about their involvement in a number of school-related groups and their attendance at performances and exhibits while at NC State. One-half of respondents reported participating in organizations/clubs related to your major (49.7%). A large number of students also participated in intramural/recreational sports/club teams (41.5%).
More than one-third of respondents reported that they had attended a University Theatre performance (34.4%) and more than one-fourth reported having attended a Music Department concert (28.6%) or a Gallery of Art and Design exhibit (27.2%).
Table 29: Extracurricular Involvement at NCSU| N | % | |
|---|---|---|
| Org/Clubs related to major | 1,034 | 49.7% |
| Intramural/Rec sports/Club team | 864 | 41.5% |
| Service groups | 382 | 18.3% |
| Religious groups | 379 | 18.2% |
| University Scholars Program | 339 | 16.3% |
| Social fraternity/sorority | 283 | 13.6% |
| Minority student groups | 204 | 9.8% |
| Academic prog (Caldwell, Park, etc.) | 162 | 7.8% |
| Political/Issue groups | 154 | 7.4% |
| Visual/Performing arts/Music groups | 138 | 6.6% |
| Residence Hall Council | 120 | 5.8% |
| University Honors Program | 98 | 4.7% |
| Student Media/Publications | 90 | 4.3% |
| Student Government | 79 | 3.8% |
| Varsity Athletic Teams | 79 | 3.8% |
| ROTC | 60 | 2.9% |
| Union Activities Board | 40 | 1.9% |
Comparisons and Frequencies: Gender/Ethnicity, College
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Table 30: Attendance at Concerts/Performances/Exhibits
| N | Yes | |
|---|---|---|
| University Theatre performance(s) | 717 | 34.4% |
| Music Department concert(s) | 596 | 28.6% |
| Gallery of Art and Design exhibit(s) | 566 | 27.2% |
| Center Stage performance(s) | 323 | 15.5% |
| Dance Program concert(s) | 271 | 13.0% |
| Crafts Center exhibit(s) | 172 | 8.3% |
Comparisons and Frequencies: Gender/Ethnicity, College
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For more information on the 2007-2008 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: April, 2009
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