North Carolina State University
Spring 1998 Sophomore Survey:
Faculty Contributions And Academic Environment

The University of North Carolina General Administration (UNC-GA) has developed a system of student surveys to help evaluate institutional performance. During the spring 1998 semester all sixteen UNC campuses conducted a survey of students in the middle of their undergraduate programs (currently registered �sophomores� who have completed 45-59 hours, with at least 30 at their current institution). This report examines sophomore ratings of faculty contributions to the campus, the academic environment and overall evaluations of the learning environment.

A total of 1,147 surveys (63.1% of the eligible sophomore students) were usable for this report. No significant differences by gender, ethnicity, or academic unit were found between the survey group and the population; thus, the results may be regarded as broadly representative of sophomores as defined above. Significant differences were found in answers to some questions, however, when gender, academic unit, and ethnicity were considered.

Data obtained from the sophomore survey were analyzed using standard statistical methods. Responses were tested to determine whether there were significant differences when gender, baccalaureate academic units, and/or ethnicity were considered. All questions requiring categorical responses were analyzed using chi-square tests, and all questions with numerically coded responses were analyzed using either T-tests or one-way analysis of variance (ANOVA) with Duncan�s multiple comparison procedure. Tables containing the details of these tests are available on the web. All significant differences by gender and ethnicity are discussed in the reports, but only select differences by academic unit are mentioned.

• For each of the faculty contribution issues, the majority of sophomore respondents evaluated the faculty�s performance as either "good" or "excellent." Students issued their highest marks for the faculty in setting high expectations for students to learn and their lowest ratings for the faculty�s caring about students� academic success and welfare.
• Only 22.9% of sophomores indicated they had not taken a class at NC State where the class size was too large to learn effectively, and 19.7% marked that they had taken four or more classes that they considered too large.
• Over half of the respondents recorded that they either had no classes (27.0%) or only one class (31.4%) in which the spoken English of the instructor was difficult to understand.
• Two-thirds of the sophomores surveyed marked that the overall intellectual environment at NC State is either "strong" or "very strong."
• Over three-quarters of respondents rated the overall quality of instruction as either "good" or "excellent."
• Nine in ten sophomores rated the overall education they are receiving at NC State as "good" or "excellent."

This section presents respondents� evaluations of faculty in nine areas of contribution of students� education. Respondents also evaluated the overall learning environment at NC State.

For each of the contribution issues, the majority of sophomore respondents evaluated the faculty�s performance as either "good" or "excellent." Students issued their highest marks for the faculty in setting high expectations for students to learn and encouraging students to devote time and energy to their coursework. Respondents denoted their lowest ratings for the faculty�s caring about students� academic success and welfare (see Chart 1).

Chart 1: Faculty Contributions

Only 22.9% of respondents indicated they had not taken a class at NC State where the class size was too large to learn effectively. One in five sophomores (19.7%) marked that they had taken four or more classes that they considered too large (see Chart 2).

Chart 2: Number of Classes Too Large to Learn Effectively

Over half of the respondents recorded that they either had no classes (27.0%) or only one class (31.4%) in which the spoken English of the instructor was difficult to understand (see Chart 3).

Chart 3: Number of Classes in which Difficult to Understand Instructor

Two-thirds of the sophomores surveyed marked that the overall intellectual environment at NC State is either "strong" or "very strong." Only 2.0% indicated they thought the intellectual environment is "weak" or "very weak." The remaining 29.9% classified the environment as "average" (see Chart 4). Comments from students were often positive, such as the following statement: "The faculty here is great and I know that I have many professors who not only care about my educational growth, but also my growth as a human."

Chart 4: Overall Intellectual Environment

Sophomores indicated that they held in high regard the overall quality of instruction and overall education they are receiving at NC State. The overall quality of instruction was rated as either "good" (66.5%) or "excellent" (17.7%) by over three-quarters of the respondents. Similarly, 31.6% rated the overall education as "excellent" while 58.8% scored it as "good" (see Chart 5). Students in the College of Humanities and Social Sciences (CHASS) and in the School of Design rated the quality of education significantly higher than did students of all other colleges.

Chart 5: Overall Evaluation of Quality of Instruction and Education Receiving