North Carolina State University
2004 Sophomore Student Survey:
All Respondents


This overview report presents findings from all sophomore students participating in the 2004 Sophomore Student Survey. For information about the survey methods and analysis, see " 2004 Sophomore Student 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 on the web.

Table of Contents:


Background Information:

Academic Environment and Faculty Contributions: Campus Climate: Student Services: Knowledge, Skills and Personal Development Student Employment and Extracurricular Activities
Background Information

This section presents background information provided by those who responded to the survey, including plans for degree completion and satisfaction with their choice of NC State.

Plans for Degree Completion and Satisfaction with NC State (Table 1)

Sophomores' overall satisfaction with NC State is high. Over ninety percent of respondents (91.4%)said they plan to complete their degree at NC State; only three percent do not intend to stay. The majority of respondents (71.7%) also stated that thay would choose NC State again if they could start over. Most of the others (22.2%) were not sure if they would choose NC State again; only 6.2 percent said they would not.

Table 1: Plans for Degree Completion

 
Yes
No
Not Sure
Plan to complete degree at NC State?
91.4%
3.0%
5.6%
Would still choose to attend NC State?
71.7%
6.2%
22.2%
Comparisons and Frequencies: Gender/Ethnicity, College
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Withdrawal/Transfer from NC State (Tables 2 and 3)

The majority of respondents (58.5%) reported that they had not ever considered withdrawing or transferring from NC State. Among those who had considered it, the majority did not consider it seriously.

About one-third (34.2%) of students who had considered leaving NC State offered personal (e.g., emotional, medical) reasons for doing so; another third (33.2%) mentioned reasons related to programs (e.g., Nursing) that NC State did not offer. Fewer than 10 percent (7.3%) cited financial reasons such as increasing tuition as a reason for having considered leaving.

Table 2: Withdrawal/Transfer from NC State

Ever consider withdrawing/transferring from NCSU
N
%
No
699
58.5%
Yes, not seriously
298
24.9%
Yes, seriously
180
15.1%
Yes-left & returned
18
1.5%


Table 3: Reasons for considering leaving NC State

Category
N
%
Personal
(e.g., family, emotional, medical, happiness)
127
34.2
Program
(e.g., NC State doesn't offer a major or isn't perceived to be as strong in a particular field.)
123
33.2
Academic
(e.g., issues related to faculty, TAs, curriculum, courses, class size, advising)
85
22.9
Environment
(e.g., diversity, city, atmosphere, physical environment)
81
21.8
Financial
(e.g., rising tuition costs, high out-of-state tuition costs.)
27
7.3
Miscellaneous
(e.g., issues with staff.) 		23 6.2
*Note: Respondents could offer more than one reason.

Academic Environment and Faculty Contributions

This section presents respondents' evaluations of the overall learning environment at NC State, and their assessment of faculty contribution to their education.

Intellectual Environment (Table 4)

Nearly all respondents (92.3%) characterized the intellectual environment on NC State's campus as either "very strong" (23.2%) or "strong" (69.1%).

Table 4: Intellectual Environment

 
Mean
4: Very strong
3: Strong
2: Weak
1: Very weak
Intellectual environment on this campus
3.15
23.2%
69.1%
7.4%
0.3%
Comparisons and Frequencies: Gender/Ethnicity, College
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Overall Instruction and Education (Table 5)

Respondents were very pleased with the overall quality of instruction and education NC State. Over 80 percent rated NC State as "excellent" or "good" in these two areas. About 31 percent (30.9%) of respondents said that the overall education they were receiving was "excellent," and another 59.2 percent rated it as "good".

Table 5: Overall Instruction and Education

 
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Overall quality of instruction
3.03
19.6%
65.0%
14.1%
1.3%
Overall education at NC State
3.20
30.9%
59.2%
9.4%
0.5%
Comparisons and Frequencies: Gender/Ethnicity, College
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Classroom Environment (Table 6)

A majority of respondents reported that during their time at NC State they had had at least one class that was too large to learn effectively, or had had an instructor whose spoken English was difficult to understand. Nearly one-third of respondents (30.7%) reported having had three or more classes that were too large to learn effectively. A smaller proportion (22.1%) reported having had three or more classes where the instructor???s English was difficult to understand.

Table 6: Classroom Environment

 
Four or more
Three
Two
One
None
# Classes too large to learn effectively
14.4%
16.3%
26.6%
16.6%
26.2%
# Classes difficulty understand instructor's English
8.5%
13.6%
24.5%
30.0%
23.4%
Comparisons and Frequencies: Gender/Ethnicity, College
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Faculty Contributions (Table 7)

A majority of respondents gave positive ratings to faculty members??? contributions to their educational experience at NC State. When asked for a general evaluation of NC State???s instructors, 87.1 percent of respondents said either "excellent" (18.2%) or "good" (68.9%). More than 90 percent of respondents gave either "excellent" or " good" ratings to instructors for setting high expectations for students to learn (92.5%), and for encouraging students to devote sufficient time and energy to their coursework (90.1%).
Respondents were somewhat less positive about faculty-student interaction and teaching methods. More than one-quarter of respondents rated how well faculty members??? care about [students???] academic success (28.7%), encourage student-faculty interaction (26.5%), and develop opportunities for cooperative learning (26.9%) as either "poor" or "fair".

Table 7: Faculty Contributions

How well do faculty members...
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Set high expectations to learn
3.23
31.1%
61.4%
7.3%
0.2%
Encourage devoting time/energy to coursework
3.22
32.3%
57.8%
9.5%
0.4%
Encourage actively involved learning
3.03
23.6%
56.8%
18.6%
1.1%
Give you frequent and prompt feedback
2.95
19.7%
56.9%
22.2%
1.2%
Respect diverse talents/ways of learning
2.93
18.2%
58.7%
21.0%
2.1%
Encourage student-faculty interaction
2.93
22.2%
51.2%
23.8%
2.7%
Opp. to learn cooperatively w/ students
2.89
18.1%
55.0%
24.9%
2.0%
Care about academic success and welfare
2.86
18.6%
52.7%
24.4%
4.3%
General eval of instructors on 8 items
3.05
18.2%
68.9%
12.3%
0.6%
Comparisons and Frequencies: Gender/Ethnicity, College
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Campus Climate

This section explores students' attitudes toward diversity on campus, including NC State's commitment to helping minority students succeed and to fostering diversity on campus, how supportive the campus environment is toward various populations, and respondents' sense of belonging at NC State.

Student Assessment of Diversity at NC State (Table 8)

Respondents were generally satisfied with issues related to diversity at NC State. An overwhelming majority (94.8%) agreed that NC State is committed to helping minorities succeed. About 82 percent agreed that there is visible leadership to help foster diversity on this campus.

Table 8: Diversity Issues

 
Mean
Agree strongly
Agree somewhat
Disagree somewhat
Disagree strongly
NC State committed to helping minority students
3.40
46.0%
48.8%
4.2%
1.1%
NC State leadership fosters diversity on campus
3.08
29.6%
52.9%
13.4%
4.1%
Comparisons and Frequencies: Gender/Ethnicity, College
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Campus Climate for Student Groups (Table 9)

Respondents were asked their opinion on how supportive the campus is toward different groups of students (e.g., women, African Americans, students with disabilities, etc.). Overall, of the groups asked about, respondents were most likely to report that the campus is "strongly supportive" of men (48.1%), followed by African Americans (41.8%) and women (40.2%). Respondents were least likely to report the campus is "strongly supportive" of gay and lesbian students (20.0%). Almost 15 percent (14.8%) of respondents said the campus is non-supportive of gay and lesbian students - more than three times the number giving such a rating to any other group asked about.

Table 9: Campus Support for Various Groups

 
Mean
5: Strongly
supportive
4: Mildly
supportive
3: Neutral
2: Mildly
nonsupportive
1: Strongly
nonsupportive
For men
4.16
48.1%
23.7%
25.5%
1.9%
0.8%
For women
4.13
40.2%
34.8%
23.2%
1.5%
0.3%
For African American students
4.10
41.8%
29.7%
25.5%
2.3%
0.8%
For international students
3.98
35.6%
30.7%
30.7%
2.5%
0.5%
For ethnic minorities
3.93
34.0%
30.7%
30.7%
3.8%
0.8%
For disabled students
3.92
34.2%
28.8%
32.2%
3.7%
1.0%
For gay/lesbian students
3.43
20.0%
22.0%
43.2%
10.3%
4.5%
Comparisons and Frequencies: Gender/Ethnicity, College
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Sense of Belonging at NC State (Table 10)

More than 80 percent of respondents stated that it was "very" (44.9%) or "moderately important" (39.1%) to experience a sense of belonging at NC State. Over one-fourth (29.1%) of all respondents said they actually did experience a sense of belonging to a "great extent" and another 49 percent experienced it to "some extent".

There is a clear relationship between sophomores??? beliefs about the importance of feeling a sense of belonging at NC State and actually having that experience. In general, respondents who believed it was important to experience a sense of belonging while at NC State responded that they achieved that experience to at least some extent. Only 1.9 percent of respondents who thought it was "very important" to experience a sense of belonging did not experience it at all. Conversely, those who saw it as less important generally reported feeling less connected to NC State.

Table 10: Sense of Belonging at NC State

How important is it for you to experience a sense of belonging at NC State?
To what extent do you experience a sense of belonging at NC State?
% Saying
Very
Moderately
Slightly
Not at all
Extent
Great extent
47.2%
18.9%
3.9%
0.0%
29.1%
Some extent
40.3%
63.7%
41.6%
15.6%
49.0%
Small extent
10.6%
16.3%
50.0%
34.4%
18.6%
Not at all
1.9%
1.1%
4.6%
50.0%
3.2%
Importance
44.9%
39.1%
13.3%
2.7%
100.0%
Comparisons and Frequencies: Gender/Ethnicity, College
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Student Services

This section examines respondents' perceptions of campus safety, followed by a discussion of respondents' ratings of services available outside of the classroom and satisfaction with offices that serve stidents. Ratings ranged from 1 ("poor") to 4 ("excellent"). "Don't know" and "Did not use" responses are excluded from the analyses.

Campus Safety (Table 11)

Over eighty percent of respondents (81.9%) felt that the campus had taken sufficient steps to esure their safety.

Table 11: Campus Safety

  Yes No Not Sure
Campus taken sufficient steps to ensure safety 81.9% 2.8% 15.3%
Comparisons and Frequencies: Gender/Ethnicity, College
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Services Outside of the Classroom (Table 12)

Respondents were asked to rate 35 specific services, divided into 7 categories: new student orientation, academic advising, academic assistance and tutoring, library, technology, career-related, and the campus bookstore. Respondents appear to be satisfied with all such services, with less than 7 percent rating any of the 35 individual services as "poor." The highest ratings were given to services related to technology on campus and library services, while lowest average ratings were given to those services related to New Student Orientation.

Library: Fifty percent or more of respondents rated 3 of the 4 library services asked about as "excellent." However, ratings were particularly high for hours of operation, with 69.4 percent rating them as "excellent". Ratings were lowest for training to use the library, with over one-fourth rating it as only "fair" (22.9%) or "poor" (4.4%).

Technology: Respondents also gave high ratings to some of the specific technology services available on campus, with at least 50 percent rating 3 of the 6 services asked about as "excellent." Access to the Internet received the highest average rating, with 72.7 percent rating it as "excellent". Students gave significantly lower ratings to access to trained staff for help and technology training classes, with 22.6% and 17.2%, respectively, rating them as either "fair" or "poor."

Career-related Services: Various aspects of career-related services were consistently rated positively by respondents. Each of the services asked about was rated as "excellent" by about one-third of respondents.

Academic Assistance and Tutoring: Respondent ratings varied for the different areas of academic assistance and tutoring. Assistance and tutoring for science was most likely to be rated as "excellent" (37.2%), while those for reading (17.0%) and study skills (21.1%) were least likely to be rated as "excellent".

Bookstore: More than one-fourth of respondents (27.0%) rated timely availability of course materials at the bookstore as "excellent".

Academic Advising: Each of the aspects related to academic advising was rated as "excellent" by about one-third of respondents. Relative to other academic advising issues, respondents were slightly more likely to rate access to advisor as "excellent" and slightly more likely to rate sufficient time with advisor and accurate information about degree requirements and course sequencing as either "fair" or "poor" (27.9% and 29.9%, respectively).

New Student Orientation: While still generally positive, respondents gave some of the lowest average ratings to various aspects of orientation for new students. Only one aspect, helpfulness of staff, was rated as "excellent" by at least 30 percent of respondents. Sixteen percent or fewer respondents rated each of the aspects as "excellent".

Table 12: Rating of Services Outside the Classroom
 
Mean
4: Excellent
3: Good
2: Fair
1: Poor
New Student Orientation
          
Length of orientation session
2.82
14.6%
59.0%
20.5%
5.9%
Quality of orientation programs
2.82
15.2%
55.2%
25.9%
3.6%
Helpfulness of orientation staff
3.16
32.0%
53.9%
12.1%
1.9%
Orientations accomodations
2.86
14.9%
59.3%
22.5%
3.3%
Overall effectiveness of orientation
2.91
16.0%
62.4%
18.3%
3.3%
Academic Advising
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Access to advisor
3.12
37.4%
41.7%
16.3%
4.6%
Sufficient time with advisor
2.99
32.6%
39.4%
22.3%
5.6%
Accurate info on degree reqs/course sequencing
2.99
35.3%
35.7%
22.1%
6.9%
Advisor knowledge of policies/procedures
3.05
33.2%
42.8%
19.2%
4.7%
Academic advising services overall
3.03
32.8%
42.4%
19.9%
4.8%
Academic assistance or tutoring if you needed help in...
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Writing
3.05
27.9%
53.0%
15.6%
3.5%
Reading
2.83
17.0%
53.8%
24.2%
4.9%
Mathematics
3.13
31.7%
51.9%
14.1%
2.3%
Study skills
2.92
21.1%
54.7%
19.2%
4.9%
Foreign language
2.96
24.2%
52.7%
17.9%
5.3%
Computer science
2.97
25.2%
52.4%
16.5%
5.8%
Science
3.24
37.2%
51.8%
8.6%
2.4%
Academic help services overall
3.14
27.6%
60.9%
10.0%
1.5%
Library
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Library hours of operation
3.66
69.4%
27.4%
2.8%
0.4%
Access to databases and collections
3.50
54.9%
40.5%
4.5%
0.1%
Training to use library
2.97
28.7%
44.0%
22.9%
4.4%
Library services overall
3.46
50.4%
45.5%
3.9%
0.2%
Technology
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Access to the Internet
3.70
72.7%
24.6%
2.3%
0.4%
Hrs of op for comp center labs and help
3.46
53.8%
38.9%
6.3%
0.9%
Access to up-to-date facilities
3.45
50.4%
44.6%
4.8%
0.3%
Access to trained staff for help
3.06
31.4%
46.0%
19.8%
2.8%
Technology training classes
3.11
31.9%
50.9%
14.1%
3.1%
Technology services overall
3.41
45.5%
50.4%
4.0%
0.2%
Career-related services
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Opportunity for career assistance
3.15
33.3%
50.6%
14.1%
2.0%
Info. on internships/co-op/other
3.10
32.3%
48.8%
15.1%
3.8%
Resources to explore career options
3.10
30.9%
51.2%
15.1%
2.8%
Info. avail through computers/Internet
3.21
35.2%
51.9%
11.7%
1.2%
Career-related services overall
3.14
29.8%
56.0%
12.5%
1.6%
Bookstore
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Avail of books/supplies at bookstore
3.07
27.0%
55.2%
15.6%
2.1%
Comparisons and Frequencies: Gender/Ethnicity, College
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Non-Academic Service Areas (Tables 13 and 14)

Respondents were asked to rate various non-academic service areas, and when relevant, the responsiveness of the staff connected with these services. Average ratings of services varied widely. Respondents were most likely to give a rating of "excellent" to opportunities to participate in extra-curricular activities (37.5%), and least likely, to campus food services (12.8%).

Respondents??? ratings of staff responsiveness were generally similar to the associated service. Respondents, however, were more likely to rate food services staff as "excellent" (19.9% vs. 12.8% for the service itself), and less likely to rate staff associated with the registration process as "excellent" compared to the registration process service in general (23.0% vs. 28.0%). Overall, staff responsiveness for health services was most likley to be rated as "excellent" (31.9%), and food service, least likely (19.4%).

Table 13: Evaluation of Non-Academic Service Areas

 
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Service Area: Opps. in Ex-Curric Act.
3.22
37.5%
48.9%
11.6%
2.0%
Service Area: Health Services
3.06
29.3%
51.7%
14.4%
4.7%
Service Area: Opps to Dev Leadership Skills
3.04
28.5%
49.9%
18.9%
2.7%
Service Area: Registration Process
3.03
28.0%
51.5%
16.2%
4.3%
Service Area: Business Services/Cashier
3.03
22.6%
60.5%
14.8%
2.1%
Service Area: Opps. in Commun Serv Projs
3.02
27.7%
49.3%
19.8%
3.1%
Service Area: Counseling (personal)
2.98
24.6%
53.5%
17.6%
4.3%
Service Area: Financial Aid Disbursement
2.90
24.5%
48.7%
18.9%
7.9%
Service Area: Financial Aid Application/Award
2.90
22.7%
51.7%
18.2%
7.4%
Service Area: Residence Life Programs
2.88
19.7%
53.4%
21.9%
5.0%
Service Area: Food Services
2.67
12.8%
50.0%
28.4%
8.9%
Comparisons and Frequencies: Gender/Ethnicity, College
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Table 14: Evaluation of Non-Academic Services' Staff Responsiveness

 
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Staff Resp: Health Services
3.05
31.9%
46.6%
16.1%
5.4%
Staff Resp: Business Services/Cashier
3.00
24.2%
55.7%
16.3%
3.8%
Staff Resp: Registration Process
2.97
23.0%
54.4%
19.0%
3.6%
Staff Resp: Counseling (personal)
2.94
25.4%
50.8%
15.8%
7.9%
Staff Resp: Financial Aid Application/Award
2.94
24.5%
51.3%
18.1%
6.2%
Staff Resp: Financial Aid Disbursement
2.93
23.8%
52.1%
17.5%
6.5%
Staff Resp: Residence Life Programs
2.92
20.4%
57.0%
17.3%
5.3%
Staff Resp: Food Services
2.83
19.9%
49.6%
23.8%
6.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Financial Aid (Tables 15 and 16)

More than half of respondents (54.3%) said they had received some type of financial aid (e.g., scholarships, grants, loans, work-study) while at NC State. About one-third of them (34.1%) reported being "very satisfied" with their aid package. About 15 percent were either "moderately" or "very dissatisfied" with their aid. Majorities of those receiving aid gave positive ratings to the customer service skills of the financial aid staff. Respondents were most likely to rate advisor staff as "excellent" (33.4%), followed by reception staff (24.3%) and phone staff (22.3%).

Table 15: Satisfaction with Financial Aid Package

 
Mean
4: Very satisfied
3: Moderately satisfied
2: Moderately dissatisfied
1: Very dissatisfied
Satisfaction with financial aid package (among those who received aid, n=645)
3.14
34.1%
50.3%
11.4%
4.2%
Comparisons and Frequencies: Gender/Ethnicity, College
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Table 16: Customer Service Skills of Financial Aid Staff

 
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Financial aid reception staff
2.99
24.3%
55.4%
15.4%
4.9%
Financial aid phone staff
2.95
22.3%
55.4%
17.2%
5.1%
Financial aid advisor staff
3.12
33.4%
48.4%
14.7%
3.4%
Comparisons and Frequencies: Gender/Ethnicity, College
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Knowledge, Skills, and Personal Development

This section of the overview report focuses on respondents' perceptions of how well NC State has contributed to their academic and personal development. First, it explores beliefs about the extent to which the university met their needs in general. This is followed by a discussion of how well respondents thought NC State contributed to their knowledge, skills, and personal development of goals related to their general education, personal development, and world view.

NC State Meeting Student Needs (Table 17)

The majority of respondents were generally satisfied with how well NC State is meeting their needs. More than three-fourths of the respondents thought that their needs for intellectual growth (90%), personal growth (82.2%), and career training (76.8%) were being met " very well" or "adequately".

Table 17: NC State Meeting Student Needs

How well is NC State meeting your needs in...
Mean
4: Very Well
3: Adequately
2: Somewhat adequately
1: Poorly
Intellectual growth
3.37
48.2%
41.8%
8.2%
1.8%
Career training
3.08
35.5%
41.3%
18.6%
4.7%
Personal growth
3.20
41.9%
40.3%
13.6%
4.2%
Comparisons and Frequencies: Gender/Ethnicity, College
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Knowledge, Skills, and Personal Development (Table 18)

Respondents were asked to rate the extent to which their college education so far had contributed to their development of various educational goals. The 36 goals listed related to personal development, general education, and world views. Contributions were rated on a scale of 1 ("not at all") to 4 ("very much"). "Don't know" responses were excluded from the analyses.

General Education Goals:

Overall, respondents were also satisfied with the extent to which NC State met their general education goals, with at least 40 percent saying NCSU contributed "very much" to 9 of 12 such goals. NCSU was most likely to have been rated as contributing "very much" to respondents' ability to enhance analytic skills (50.6%), use mathematics skills (48.1%), understand how science and technology influence everyday life (46.1), and apply scientific menthods of inquiry (45.7%). NCSU was least likely to have been rated as contributing "very much" to respondents' writing skills (30.5%) and speaking skills (27.2%).

Personal Development Goals:

Respondents also gave high ratings to the extent to which NC State met their personal development goals. At least 50 percent of respondents said NCSU contributed "very much" to their development of 8 of the 17 goals related to personal development, and at least 40 percent gave such a rating to another 5 personal development goals. Respondents were most likely to say that NCSU contributed "very much" to their development of independence and self-reliance (57.5%) and realizing my potential for success (55.7%), and least likely to say that NCSU contributed "very much" to their development of exercising public responsibility and community service (26.5%).

World View Goals:

Respondents gave some of the lowest ratings to questions pertaining to NC State???s contribution to their world view goals. Among the world view goals, respondents were most likely to say that NCSU contributed "very much" to their development of the ability to critically analyze ideas and information (45.0%) and developing tolerance for divergent views (41.7%). Respondents were least likely to say that NCSU contributed "very much" to understanding the present as it relates to history (28.6%), and advancing appreciation of the arts (27.4%). Fully one-third of respondents said that NCSU contributed "very little" (24.3%) or "not at all" (8.8%) to advancing their appreciation of the arts.

Table 18: Knowledge, Skills, and Personal Development

Extent of college education's contribution to...

General Education
Mean
4: Very Much
3: Somewhat
2: Very Little
1: Not at all
Enhancing analytical skills
3.42
50.6%
42.4%
5.6%
1.4%
Using math skills
3.34
48.1%
39.5%
10.8%
1.7%
Understand sci/tech influence
3.34
46.1%
43.3%
9.3%
1.3%
Applying sci inquiry
3.33
45.7%
43.6%
9.2%
1.5%
Ability to function as part of a team
3.32
44.6%
45.3%
7.9%
2.2%
Comprehension skills
3.30
43.8%
44.7%
9.4%
2.1%
Listening skills
3.30
43.8%
44.1%
10.0%
2.1%
Ability to adapt to chging tech
3.30
42.4%
47.3%
8.7%
1.6%
Developing computer skills
3.24
42.7%
41.3%
13.4%
2.7%
Understanding of diverse values
3.19
39.3%
43.9%
12.9%
3.8%
Writing skills
3.09
30.5%
52.1%
13.5%
3.9%
Speaking skills
2.99
27.2%
49.0%
19.2%
4.6%
Personal Development
Mean
4: Very Much
3: Somewhat
2: Very Little
1: Not at all
Independence and self-reliance
3.48
57.5%
34.2%
6.6%
1.7%
Realizing my potential for success
3.46
55.7%
36.2%
6.6%
1.4%
Personal growth
3.44
54.2%
37.6%
6.3%
1.9%
Taking responsibility for behavior
3.42
54.9%
35.2%
7.2%
2.7%
Self discipline
3.41
52.5%
38.0%
7.7%
1.9%
Valuing learning as lifelong
3.41
51.4%
40.0%
6.8%
1.8%
Ability to do projects independently
3.41
50.7%
40.8%
7.1%
1.4%
Coping with change
3.39
51.4%
38.4%
8.2%
2.0%
Time mangement
3.35
49.2%
39.3%
8.3%
3.2%
Sense of personal identity
3.29
47.5%
38.0%
10.1%
4.4%
Ability to work w/ diverse bckgrnds
3.29
44.5%
43.0%
9.8%
2.6%
Self-confidence
3.25
43.4%
42.0%
10.5%
4.1%
Ability to handle stress
3.21
42.7%
39.8%
13.7%
3.8%
Recognizing and acting ethical
3.17
37.0%
46.3%
12.9%
3.7%
Ability to lead/guide others
3.17
36.3%
47.2%
13.7%
2.8%
Commitment to fitness
3.13
36.9%
43.6%
15.2%
4.3%
Public responsibility & comm. service
2.95
26.5%
48.9%
18.2%
6.4%
World View
Mean
4: Very Much
3: Somewhat
2: Very Little
1: Not at all
Ability to analyze ideas/info
3.36
45.0%
47.5%
6.4%
1.1%
Developing tolerance for divergent views
3.22
41.7%
42.1%
12.4%
3.8%
Understanding world issues
3.15
35.4%
47.0%
14.8%
2.7%
Appreciating gender equity
3.10
34.9%
44.9%
15.5%
4.7%
Appreciating racial equity
3.09
35.4%
42.7%
16.9%
4.9%
Understand present as it relates to history
3.01
28.6%
48.6%
18.1%
4.6%
Advancing appreciation of arts
2.86
27.4%
39.5%
24.3%
8.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Student Employment and Extracurricular Activities

On and Off Campus Employment (Table 19)
Just over half (51.8%) of all respondents indicated that they were employed at any time during the 2003-2004 academic year. The majority of employed respondents worked off-campus.

Table 19: On- and Off-Campus Employment

Employed this academic year?
%
Yes (n = 620)
51.8%
On campus (n = 166)
13.9%
Off campus (n = 397)
33.2%
Both on and off campus (n = 57)
4.8%
No (n = 576)
48.2%
Total
100%
Comparisons and Frequencies: Gender/Ethnicity, College
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Hours Worked (Table 20)

Those respondents who worked only on campus generally reported working fewer average hours per week (11.4) in comparison to those who worked only off-campus (16.7) and those who worked both on- and off-campus (22.3). Most students who worked on campus worked fewer than 20 hours per week

Table 20: Number of Hours Worked (among employed respondents who answered, N=592)
Average hours per week
On Campus
Off Campus
On and Off Campus
11.4
17.2
22.3
 
N
%
N
%
N
%
<10 hours per week
70
44.6%
64
16.9%
2
3.5%
10-19 hours per week
69
44.0%
168
44.4%
22
38.6%
20-30 hours per week
14
8.9%
117
31.0%
25
43.9%
>30 hours per week
4
2.6%
29
7.7%
8
14.0%
Comparisons and Frequencies: Gender/Ethnicity, College
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Job Relationship to Major (Table 21)

Over half of those respondents who worked on campus reported that their job was at least somewhat, if not directly, related to their academic major. That proportion drops to less than a third for those respondents working off-campus. In either case, when the job was unrelated to the respondent's major, it was likely to be by choice.

Table 21: Job Relation to Academic Major

Job related to major?
Directly Related
Somewhat Related
Not Related
On-campus job (n=219)
25.6%
26.9%
47.5%
Off-campus job (n=429)
9.1%
20.5%
70.4%
If not related, by choice?
Not Related
(by choice)
Not Related
(not by choice)
On campus job (N=104)
76.0%
24.0%
Off campus job (N=302)
59.6%
40.4%
Comparisons and Frequencies: Gender/Ethnicity, College
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Reasons for working during the Academic Year (Table 22)

Respondents were asked to explain, in their own words, why they worked for pay during the academic year. Employed respondents were most likely to say they worked in order to pay various living expenses, such as rent, utilities, and groceries (31.9%). The next most common reason for working cited by respondents was to allow them to pay for various social activities, such as going out with friends, shopping, travel, and entertainment (24.6%). Less than 15 percent (13.1%) of those employed respondents giving a reason for working cited the need to pay or help pay for educational expenses. Other reasons, given by about 5 percent or fewer of employed respondents, included gaining some work experience (5.3%), for various personal reasons, such as enjoyment of the work (5.6%), and that the work was required as a part of their financial aid or work study package (4.7%).

Table 22: Reasons for Working During the Academic Year

Reason
N
%
Living Expenses
(e.g., bills, housing, utilities, car, groceries)
343
31.9
Personal/Optional Expenses
(e.g., spending money, shopping, entertainment, travel)
264
24.6
School Expenses
(e.g., books, tuition, school loans, fees)
141
13.1
PersonalFulfillment
(e.g., enjoy the work, helps with time management)
60
5.6
Work Experience
(e.g., networking, learning skills, professional development)
57
5.3
Financial Aid/Work Study Requirements
50
4.7
Miscellaneous
 15 1.4
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Research with NC State Faculty (Table 23)

While few sophomore respondents (7.7%) reported having participated in research with an NC State faculty member (not as a subject in someone's research project but actually helping with the research project), those who did tended to evaluate the experience positively.

Table 23: Research with NC State Faculty:

 
Yes
Evaluate Research Experience
(Among those who participated in research with faculty, N=92)
Participate in research w/ NCSU faculty?
7.7%
Mean
4: Excellent
3: Good
2: Fair
1: Poor
3.12
40.2%
34.8%
21.7%
3.3%
Comparisons and Frequencies: Gender/Ethnicity, College
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Involvement with Campus Activities (Table 24)

Sophomores were asked in which campus activities they were involved. Respondents were most likely to be involved in organizations/clubs related to their major (36.8%), intramural/recreational sports/club teams (35.7%), and academic groups, such as the Honors Program (31.5%).

Table 24: Involvement with Campus Activities

 
N Yes
% Yes
Org/clubs related to major
447
36.8%
Intramurals/rec sports/club team
434
35.7%
Honors program
383
31.5%
Religious/political/issue groups
250
20.6%
Honor/service/prof. fraternity
190
15.6%
Social fraternity/sorority
149
12.3%
Visual/performing arts/music group
94
7.7%
Residence hall council
88
7.2%
Minority student groups
73
6.0%
Other
73
6.0%
Varsity athletic teams
35
2.9%
UAB/student media
34
2.8%
Student government
28
2.3%
Student judicial board
5
0.4%
Comparisons and Frequencies: Gender/Ethnicity, College
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For more information on the 2004 Sophomore 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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