Carolina State University
2002 Sophomore Student Survey:
(Report No. 1)
- NC State conducted its
annual survey of sophomore students during the spring 2002 semester. Eligible
students had completed 45-59 credit hours, with at least 30 at NC State.
- The response rate for
the survey was 76.4 percent. 72.1 percent of Sophomores completed the survey
on the World Wide Web, and another 4.3 percent completed paper and pencil
copies distributed by their academic advisors.
- Respondents did not differ
from the sophomore student class in gender, race/ethnicity, or college.
- The margin of error for
the survey is +0.6 for all respondents, and about +3.0 for small
subgroups (e.g., African Americans).
- With few exceptions, results from the 2002 Sophomore Survey are more positive
than those from the 2000 Sophomore Survey.
- For reports on the 1998, 1999, and 2000 Sophomore Surveys, go to https://isa.ncsu.edu/srvy
. The Sophomore Trend report will be updated to include the 2002 survey results
by January, 2003.
Background and Interests
- 90 percent of respondents
plan to complete their degree at NC State. White respondents, however,
were more likely than minority respondents to say they would definitely
choose to attend NC State if they could start over.
- About 14 percent of respondents
were employed and working 20 hours per week or more, and 47 percent were employed
and working less than 20 hours per week. About 40 percent of employed respondents
were working in jobs related to their major. Non-African American minority
students were somewhat more likely than whites and African Americans to be
working in jobs not directly related to their major. However, employed
non-African American minority respondents reported working slightly fewer
hours per week than employed whites and African Americans.
- The vast majority of
students who feel it is "very important" to experience a sense of
belonging to NC State said they have that experience to at least some extent
- More than one-third of
respondents said they participated in intramurals/recreational sports/club
teams (38.9%), organizations/clubs related to [their] major (37.9%),
and academic (Honor Programs, etc.) groups (31.2%). Women were
more likely than men to participate in all activities except those related
to sports or student government -- activities in which men were more likely
than women to participate. For the most part participation in the activities
asked about reflects the racial distribution at NC State. Large numbers of
minority respondents, however, reported participating in residence hall
council, Union Activities Board/student media, and minority
- While respondents were
generally satisfied with issues related to diversity at NC State, on average
African Americans and other minority respondents were less satisfied than
whites. White respondents' opinion that NC State leadership fosters diversity
on campus has grown increasingly more positive since the question was
first asked on the 1998 Sophomore Survey, while ratings from African Americans'
have held fairly steady since the 1999 survey. In the current survey Whites
were three times more likely than minority respondents to strongly agree that
NC State leadership fosters diversity on campus (34.5% vs 10.7% [African
Americans] and 11.3% [other minorities]). Whites were also much more likely
than African Americans and other minority respondents to strongly agree that
NC State is committed to helping minorities succeed (44.2%, 13.1%,
and 21.8%, respectively).
- Of the different student
groups asked about, respondents were most likely to say the campus is most
supportive of men, women, and African Americans, and least supportive of gay
and lesbian students. White respondents were consistently more likely than
minority respondents to say the campus is "strongly supportive" of the different
groups asked about. Women were more likely than men to say the campus is "strongly
supportive" of men.
- About 90 percent of respondents
said that NC State is satisfying their goals for intellectual growth (90.1%),
and rated the overall education they were getting at NC State as good or excellent
(89.4%). Whites, however, gave higher ratings than minority respondents to
- About 90 percent of respondents,
with no differences between racial/ethnic groups, rated the intellectual environment
as strong or very strong (89.4%).
- Over one-fourth of respondents
(27.9%) said that during their time at NC State they had had 3 or more classes
which had been too large to learn effectively, a decrease from 36.3
percent in the 2000 Sophomore Survey. In the current survey over one-fourth
of respondents (27.5%) said they had had 3 or more classes in which the
instructor�s spoken English was difficult to understand, an increase from
20 percent in the 2000 survey.
- Over 80 percent of respondents
(83.4%) gave positive ratings to the overall quality of instruction. Ratings
given faculty contributions to student learning were slightly more positive
than those found in the 2000 Sophomore Survey, A majority of respondents in
the current survey rated faculty�s contribution to their educational experience
as at least "good" in all areas asked about. Respondents gave highest
average ratings for setting high expectation for students to learn
and for encouraging students to devote time to coursework. Lowest ratings
were given to faculty caring about your academic success. Women and
whites gave higher ratings than their respective counterparts to faculty on
each of the 9 areas asked about.
- A large majority of respondents
(83.8%) felt the campus has taken sufficient steps to ensure their physical
safely. Whites, however, were more likely than minority respondents to
feel this way.
- Ratings for academic
advising, academic assistance and tutoring, and the bookstore were all more
positive in the 2002 survey than in the 2000 survey, while ratings for career
services declined. Overall, sophomore respondents in the current survey were
most satisfied with library and technology services, and least satisfied with
new student orientation services and the bookstore. However, while their ratings
have improved since the 2000 survey, training services to use both the library
and campus technology were also given relatively low ratings.
- Highest ratings for non-academic
services were given to extra-curricular activities, the registration process,
and campus health services, and lowest ratings to campus food services.
African Americans and women gave notably higher average ratings than their
respective counterparts to opportunities to develop leadership skills and
opportunities to participate in community service projects.
- More than 80 percent
of African Americans (83.1%) and two-thirds of other minorities (65.6%), compared
to 51 percent of white respondents, had some form of financial aid at NC State.
Majorities of all those with financial aid gave positive ratings to the customer
service skills of financial aid staff.
and Personal Development
- One-third or more of
respondents said NC State had met their needs for intellectual growth
(45.9%), personal growth (37.6%), and career training (34.1%)
- On a scale of 1 ("not
at all") to 4 ("very much"), NC State�s contribution to 33
of 35 knowledge, skills and personal development goals was rated 3.0 or higher
on average. Ratings for NC State's contribution to respondents' growth in
various aspects of personal development and in having a broad world view generally
increased from those given in the 2000 Sophomore Survey, while ratings for
general education goals declined. In general, in the current survey goals
related to general education and personal development received higher ratings
than goals related to students' world view. African Americans gave slightly
higher ratings than whites to NC State's contribution to their development
of all general education and personal development goals. Women gave notably
higher ratings than men to all goals other than those related to technical
or analytic skills.
- Almost two-thirds of
respondents (63.4%) said NC State had contributed "very much" to
helping them develop their independence and self-reliance.
- Over one-third of respondents
said NC State had contributed "very little" or "not at all"
to advancing their appreciation of the arts (34.7%), and over one-fourth
said NC State had contributed "very little" or "not at all"
to their exercising public responsibility (27.0%).
For more information on the 2002 Sophomore Student Survey contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Phone: (919) 515-4184
Posted: October, 2002
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