North Carolina State University
2004 Sophomore Student Survey:
Gender and Racial/Ethnic Comparisons
in Assessment of Academic Environment


This document reports survey data on gender and racial/ethnic differences in respondents� assessment of the academic environment at NC State. Specifically, results are presented for respondents� assessments of the intellectual environment on campus, the overall quality of instruction and the overall education they are receiving, the classroom environment, and faculty contributions. Survey results for all respondents are provided in " 2004 Sophomore Student Survey: All Respondents. " For information about the survey and analysis methods see " 2004 Sophomore Student Survey: Introduction, Methods, and Student Demographic Profile." Exact question wording is available on the web, or by clicking on the "Q" in the table header.

Intellectual Enviroment | Overall Instruction and Education | Classroom Environment | Faculty Contributions


Q Intellectual Environment

 
Mean Rating
(Based on a scale where 4='very strong' 3='strong' 2='weak'
All
Women
Men
Af. Am
White
Other
Intellectual environment on this campus
3.15
3.17
3.13
3.25
3.15
3.07
Frequency Distributions: Gender/Ethnicity
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Q Overall Instruction and Education

 
Mean Rating
(Based on a scale where 4='very strong' 3='strong' 2='weak'
All
Women
Men
Af. Am
White
Other
Overall quality of instruction
3.03
3.07
2.98
3.00
3.04
2.94
Overall education at NC State
3.20
3.25
3.15
3.26
3.21
3.09
Frequency Distributions: Gender/Ethnicity
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Q Number of Classes Too Large to Learn Effectively

# Classes too large to learn effectively
All
Women
Men
AfAm
White
Other
Four or more
14.4%
14.8%
13.9%
12.7%
14.6%
13.5%
Three
16.3%
17.5%
14.9%
16.7%
16.2%
16.9%
Two
26.6%
23.4%
30.1%
22.5%
26.7%
29.2%
One
16.6%
18.2%
14.8%
25.5%
15.5%
19.1%
None
26.2%
26.1%
26.4%
22.5%
27.0%
21.3%
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Q Number of Classes had Difficulty Understanding the Instructor�s English

# Classes difficulty understand instructor's English
All
Women
Men
AfAm
White
Other
Four or more
8.5%
4.9%
12.5%
5.0%
9.0%
6.7%
Three
13.6%
11.7%
15.7%
10.9%
13.7%
14.6%
Two
24.5%
22.5%
26.8%
27.7%
24.4%
22.5%
One
30.0%
32.9%
26.8%
25.7%
30.6%
28.1%
None
23.4%
28.0%
18.2%
30.7%
22.2%
28.1%
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Q Faculty Contributions

 
Mean Rating
(Based on a scale where 4='excellent' 3='good' 2='fair' and 1='poor')
How well do faculty members...
All
Women
Men
Af. Am
White
Other
Set high expectations to learn
3.23
3.27
3.20
3.18
3.25
3.13
Respect diverse talents/ways of learning
2.93
2.90
2.96
2.81
2.95
2.87
Encourage you to be actively involved
3.03
3.06
3.00
2.99
3.04
2.98
Encourage student-faculty interaction
2.93
2.92
2.94
2.93
2.93
2.90
Give you frequent and prompt feedback
2.95
2.95
2.96
2.94
2.95
2.93
Encourage devoting time/energy to coursework
3.22
3.23
3.21
3.17
3.23
3.20
Opp. to learn cooperatively w/ students
2.89
2.89
2.90
2.83
2.90
2.88
Care about academic success and welfare
2.86
2.88
2.83
2.82
2.87
2.78
General eval of instructors on 8 items
3.05
3.05
3.05
2.96
3.06
2.99
Frequency Distributions: Gender/Ethnicity
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For more information on the 2004 Sophomore Student Survey contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Box 7002
NCSU
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu

Posted: September, 2004

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