• Summary
  

• Introduction and Methodology
  

• Demographics of Sophomore Survey Respondents
  

• Profile Information
  

• Faculty Contributions and Academic Environment
  

• Services for Students
  

• Knowledge, Skills, and Personal Development
  

• Tables by Gender/Ethnicity
  
  • Profile Information
    
  • Faculty Contributions and Academic Environment
    
  • Services for Students
    
  • Knowledge, Skills, and Personal Development
    

• Tables by Academic Unit
  
  • Profile Information
    
  • Faculty Contributions and Academic Environment
    
  • Services for Students
    
  • Knowledge, Skills, and Personal Development
    

• Overview Report
  

• Link to UNC-General Administration Tables and NC State Comparison Report (not yet active)
  

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North Carolina State University
Spring 1998 Sophomore Survey

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).

No significant differences by gender, ethnicity, or academic unit were found between NC State�s survey group and its broader population of students; thus, the results may be regarded as representative of the sophomore class as defined by UNC-GA. This report presents information regarding the demographics, profile, assessment of faculty contributions and academic environment, services for students, and knowledge and skill development of sophomore students at NC State in the Spring of 1998.

• The vast majority of sophomore respondents indicated that they plan to complete their degree at NC State. However, only three-quarters of respondents marked that they would choose NC State again if they could start over.
• Of the two-thirds of sophomores who indicated the average hours they worked this academic year, one-quarter recorded they worked 20 or more hours a week, while one in five said they worked fewer than 5 hours per week. Over half of those working denoted that their jobs were not related to their academic majors.
• Most sophomores marked that it is at least moderately important to them to experience a sense of belonging at NC State. Two-thirds of the respondents indicated that to some extent they do experience that sense of belonging at NC State.
• Nine in ten sophomores at least somewhat agreed that NC State is committed to helping minority students succeed; however, students gave less positive ratings for three other diversity issues on campus.

• For each of the faculty contribution issues, most sophomores evaluated the faculty�s performance as either "good" or "excellent." Students issued their highest marks for the faculty setting high expectations for them to learn and their lowest ratings for the faculty�s caring about their academic success and welfare.
• Only 22.9% of sophomores indicated that 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."

• The majority of sophomores rated all the overall service areas outside the classroom as either "excellent" or "good." Respondents gave their overall highest ratings of the services outside the classroom to the library and technology services. Students marked their least favorable scores for the overall effectiveness of orientation for new students. Female respondents generally gave significantly higher marks than did males on three career services issues.
• Overall, 73.9% of respondents marked that the campus has taken sufficient steps to ensure their physical safety. However, only 66.0% of females indicated sufficient steps were taken compared to 80.7% of the males.
• At least 60% of sophomores indicated that all but one of the non-academic service areas rated was either "good" or "excellent." Respondents rated highest extracurricular activities, business services/cashier/student accounts, and campus counseling (not career) services. Sophomores extended their lowest ratings to campus food services.
• When rating the responsiveness of the non-academic service area�s staff, at least 60% of sophomores marked either "good" or "excellent" in all areas except food service.

• Respondents rated highest NC State�s contribution to their developing computer skills, ability to critically analyze ideas and information, independence and self-reliance, and potential for success. They rated lowest the contributions made to exercising public responsibility and community service and advancing appreciation of the arts.
• For 18 of the 20 significantly different issues (all except using mathematics skills and applying scientific methods of inquiry) female sophomores indicated a greater contribution was made to their knowledge, skills, and personal development than did males.

The remainder of this report is organized into the following categories: introduction and methodology, demographics, sophomore profile, assessment of faculty contributions and academic environment, services for students, and knowledge and skill development of sophomore students.

More detailed analysis can be found on the Office of Institutional Planning and Research Survey Research web page: https://isa.ncsu.edu/srvy. Analyses available include separate reports on the assessment of faculty contributions; services for students; knowledge, skills, and personal development topic areas; supporting data analysis tables; tables comparing responses by academic units; and tables comparing responses for all sixteen UNC institutions.

This report presents information regarding the demographics, profile, assessment of faculty contributions and academic environment, services for students, and knowledge and skill development of sophomore students at NC State in the Spring of 1998.

A total of 1,817 sophomore students were eligible for the study. Of this total, 1,147 surveys, which represent 63.1% of the eligible sophomores, were usable for this report. Tests of statistical significance revealed no significant differences between the survey group and the broader population of registered students (gender, Chi-sq. 1.86, df=1, p>0.01; ethnicity, Chi-sq. 4.31, df=2, p>0.01; academic unit Chi-sq. 19.38, df=9, p>0.01). Thus, the results obtained from analysis of the responses may be regarded as broadly representative of the entire group of sophomores as defined below. Significant differences were found in answers to some questions, however, when gender, ethnicity and academic unit were considered.

The University of North Carolina General Administration (UNC-GA) has developed a system of student surveys to help evaluate institutional performance. During the spring semester 1998 all sixteen UNC campuses conducted a survey of students in the middle of their undergraduate programs (�sophomores� who have completed 45-59 hours, with at least 30 at their current institution). The survey asked students to evaluate faculty, graduate teaching assistants, the learning environment on their campus, and satisfaction with services and opportunities.

NC State administered the 1998 Sophomore Survey in February and March of 1998. Several phases of administration were used. Initially, students could respond to the survey via the World Wide Web. A follow-up mailing was conducted of those students who did not respond to the web survey. Those students who did not complete either the instrument on the web or the mailed survey were then asked to complete the survey by their advisors during the spring advising period. Of the 1,147 responses, 659 were from the web survey, 191 were from the mailed survey, and 297 surveys were completed during the advising period.

The sophomore class of 1998 numbered 1,817 while the total number of usable surveys for this study was 1,147 (63.1%). The breakdown of the sophomore class by gender was: 43.6% female and 56.4% male; and by ethnicity: 83.3% white, 10.4% African-American, and 6.3% other minorities. Demographics by gender and ethnic group are found in Table 1.

Table 2 presents enrollment of sophomore students as well as survey respondents by academic unit. The largest percentages of sophomore students are in the College of Engineering (27.3%) and College of Agriculture and Life Sciences (20.4%). The smallest percentages of sophomore students are in the College of Physical and Mathematical Sciences (3.2%), the School of Design (3.5%), and the College of Forest Resources (3.7%).

This section presents information about sophomore students including plans for degree completion, satisfaction with choice of NC State, whether or not they have worked during the academic year, and their impressions of sense of community and diversity issues at NC State.

Overall, the majority of respondents (90.7%) indicated that they plan to complete their bachelor�s degree at NC State. Just 2.8% said they do not intend to complete their degree at NC State while the remaining 6.5% marked that they were not sure of their plans. Significant differences (p<0.01) occurred across ethnicity. Nine out of ten African-American and white sophomores denoted that they intend to complete their degrees at NC State, compared to 78.7% of other minority students (see Chart 1).

A slimmer, overall majority (73.6%) marked that they would still choose to attend NC State if they could start over again, while 6.7% indicated they would not attend again and 19.7% were unsure of what they would do. Again, significant differences (p<0.01) surfaced across ethnicity. Three-quarters of white sophomores recorded that they would still choose NC State compared to 63.5% of other minority students and 62.9% of African-American sophomores (see Chart 1).

Chart 1: Plan to Complete Degree and Would Still Choose to Attend NC State

Two-thirds (67.3%) of sophomores indicated the average number of hours they had worked during the current academic year. Only 19.0% indicated they worked less than 5 hours per week while one-quarter (25.2%) noted they worked 20 or more hours in the average week (see Chart 2).

Of the respondents who are employed, about half (55.6%) marked that their jobs were "not related" to their academic major. One-quarter of sophomores (28.9%) recorded that their job was "somewhat related" and 14.5% said it was "directly related."

Chart 2: Average Hours Worked Per Week During Academic Year


Note: 67.3% of survey respondents indicated the average hours they had
worked during the current academic year.

Most respondents denoted that to them it is "very important" (38.5%) or "moderately important" (37.8%) to experience a sense of belonging or community at NC State. Similarly, most sophomores marked that "to a great extent" (20.2%) or "to some extent" (49.5%) they experienced a sense of belonging or community at NC State (see Chart 3).

Chart 3: Sense of Belonging or Community at NC State

Overall, the majority of students (91.3%) agreed with the statement that NC State is committed to helping minorities succeed (see Chart 4). Most students (72.5%) reportedly do not agree with the claim that there is a lot of racial conflict on campus (see Chart 5). However, slight majorities remarked favorably towards the NC State community on the issues of treating people with enough respect (54.1% disagreed with the contrary) and visible leadership from the Chancellor and other administrators to foster diversity on campus (53.4% agreed).

Several significant differences (p<0.01) occurred when examining these issues across races. Fewer African-American sophomores than whites or other minorities agreed that NC State is committed to helping minorities succeed and that there is visible leadership at NC State for diversity. Also, fewer white respondents than minority respondents agreed that there is a lot of racial conflict on the NC State campus.

Chart 4: Commitment to Minority Success and Diversity Leadership

Chart 5: Disagreement that Racial Conflict and Lack of Respect are Prevalent

Tables by Gender/Ethnicity Tables by Academic Unit

This section presents respondent� 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 faculty contribution issues, most sophomores evaluated the faculty�s performance as either "good" or "excellent" (see chart 6). Students issued their highest marks for the faculty setting high expectations for them to learn and encouraging students to devote their energy to their course work. Respondents denoted their lowest ratings for the faculty�s caring about their academic success and welfare.

Chart 6: Faculty Contributions

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 7). 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 7: Overall Evaluation of Quality of Instruction and Education Receiving

Detailed Faculty/Academic Report Tables by Gender/Ethnicity Tables by Academic Unit

This section examines sophomore ratings of the help available outside the classroom, safety of campus, and satisfaction with offices that serve the students, including service and staff responsiveness. Results, excluding the "don�t know" responses, are presented below.

The majority of sophomores rated all the outside the classroom overall service areas as either "excellent" or "good" (see Chart 8). Respondents gave their highest ratings to the overall library (mean score: 3.37 out of 4.00) and technology services (3.26). Students marked their least favorable ratings for the overall effectiveness of orientation for new students (2.81). Females rated overall career-related services significantly higher than did males.

Chart 8: Overall Ratings of Services Outside the Classroom

At least 60% of sophomores indicated that all but one of the non-academic service areas rated was either "good" or "excellent." Respondents rated highest extracurricular activities, business services/cashier/student accounts, and campus counseling (not career) services (see Chart 9). When rating the responsiveness of the non-academic service area�s staff, at least 60% of sophomores marked either "good" or "excellent" in all areas except food service (see Chart 10).

Chart 9: Evaluation of Non-Academic Service Areas

Chart 10: Evaluation of Non-Academic Services� Staff Responsiveness

Detailed Services Report Tables by Gender/Ethnicity Tables by Academic Unit

Sophomore students rated the extent NC State had contributed to their knowledge, skills and personal development in 33 areas. Results, excluding the "don�t know" responses, are presented in four areas: technical skills, attitudes and values, established goals for undergraduate education, and personal development.

Results shown in Charts 11-14 are categorized as technical skills, attitudes and values, established goals, and personal development. Higher contribution was noted for technical skills than for more personal areas. Respondents rated highest NC State�s contribution to developing computer skills, ability to critically analyze ideas, independence and self-reliance, and potential for success. They rated lowest the contributions made to exercising public responsibility and community service and advancing an appreciation of the arts. For 18 of the 20 significantly different issues (all except using mathematics skills and applying scientific methods of inquiry), female sophomores indicated a greater contribution was made to their knowledge, skills, and personal development than did males.

Chart 11: Contribution Made by NC State to Technical Skills

Chart 12: Contribution Made by NC State to Attitudes and Values

Chart 13: Contribution Made by NC State to Established Goals
for Undergraduate Education

Chart 14: Contribution Made by NC State to Student�s Personal Development

Detailed Development Report Tables by Gender/Ethnicity Tables by Academic Unit