This overview presents findings from all sophomore students participating in the 1999 Sophomore Student Survey. Additional frequency distributions and tables of responses by gender, race/ethnicity, and college are available on the Web. For information about the survey methods and analysis, see "1999 Sophomore Student Survey: Introduction, Methods and Student Demographic Profile."
Table of Contents:
Background Information:Background Information
This section presents background information provided by those who responded to the survey, including plans for degree completion, satisfaction with their choice of NC State, whether they were employed during the academic year, their impressions of the sense of community at NC State, attitudes towards diversity at NC State, and their involvement with campus activities.Plans for Degree Completion and Satisfaction with NC State
(Table 3-1)
Table 3-1: Plans for Degree Completion
|
|
||||||
Do you… |
Yes |
No |
Not Sure |
||||
Plan to complete your degree at NC State? |
91.4% |
1.9% |
6.7% |
||||
Think you would choose this campus again? |
73.0% |
7.1% |
19.9% |
Average hours worked per week |
|
Less than 5 |
12.4% |
5-9 |
17.5% |
10-14 |
26.8% |
15-19 |
14.4% |
20-24 |
16.1% |
25-29 |
6.4% |
30-34 |
2.7% |
35 or more |
3.7% |
Table 3-3: Job Relation to Academic Major
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|
|
|
Was job related to major? (n=708) |
|
|
|
|
|
|
|
|
|
If "Not Related" was this by choice? (n=409) |
32.5% |
67.5% |
Sense of Belonging at NC State
(Table 3-4)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 2.2 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 3-4: Sense of Belonging at NC State
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To what extent do you experience a sense of belonging at NC State? |
|
|||||
|
|
|
|
|
|
|
Great extent |
48.5% |
13.0% |
3.4% |
3.3% |
|
25.3% |
Some extent |
39.0% |
67.1% |
39.7% |
15.0% |
|
49.1% |
Small extent |
10.3% |
17.5% |
50.6% |
33.3% |
|
20.4% |
Not at all |
2.2% |
2.4% |
6.3% |
48.3% |
|
5.3% |
|
|
|
|
|
|
|
Importance |
40.0% |
39.8% |
15.0% |
5.2% |
|
|
Involvement with Campus Activities
(Table 3-5)Table 3-5: Involvement with Campus Activities
School-related Group |
|
|
Honor/service/professional fraternity/sorority |
36.3% |
425 |
Visual/performing arts/music groups |
35.2% |
412 |
Academic (Honors Program, etc.) |
33.8% |
395 |
Social fraternity/sorority |
21.0% |
246 |
Minority student groups |
19.0% |
222 |
Student judicial board |
11.8% |
138 |
Intramural/recreational sports, Club teams |
9.7% |
113 |
Varsity athletic teams |
8.1% |
95 |
Student government |
8.0% |
94 |
Organizations/Clubs related to major |
7.8% |
91 |
Union activities board groups, Student media |
7.8% |
91 |
Religious/political/issue groups |
4.5% |
53 |
Residence hall council, IRC |
2.2% |
26 |
Student Assessment of Diversity at NC State
(Table 3-6)Table 3-6: Diversity Issues
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|
|
|
|
NC State is committed to helping minorities succeed |
29.6% |
63.0% |
5.4% |
2.0% |
There is visible leadership to foster diversity on campus |
13.4% |
51.4% |
25.9% |
9.2% |
People at NC State don’t treat each other with enough respect |
12.5% |
34.7% |
41.2% |
11.6% |
There is a lot of racial conflict on campus |
3.3% |
22.5% |
50.0% |
24.2% |
Academic Environment and Faculty Contributions
This section presents respondents’ evaluations of the overall learning environment at NC State. Respondents also evaluated eight areas of faculty contribution to students’ education, as well as overall.
Intellectual Environment
About two-thirds of survey respondents (65.9%) characterized the intellectual environment at NC State as above average. Almost 12 percent rated it as "very strong". The campus’s intellectual environment was rated as "weak" or "very weak" by only 4.1 percent of respondents.
Table 3-7: Intellectual Environment
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How do you characterize the intellectual environment on this campus? |
11.9% |
54.0% |
30.0% |
3.7% |
0.4% |
Overall Instruction and Education
(Table 3-8)Table 3-8: Overall Instruction and Education
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|
|
|
Overall quality of instruction |
14.4% |
67.3% |
17.2% |
1.1% |
Overall education that you are receiving |
27.4% |
60.2% |
12.0% |
0.3% |
Classroom Environment
(Table 3-9)Table 3-9: Classroom Environment
How many of your classes… |
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|
|
Have been too large to learn effectively? |
15.7% |
19.0% |
24.9% |
15.9% |
24.4% |
Have you had difficulty understanding the spoken English of the instructor? |
5.8% |
9.9% |
23.7% |
31.2% |
29.4% |
How well do faculty members…. |
Mean |
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Set high expectations for you to learn |
3.16 |
24.4% |
67.4% |
7.8% |
0.3% |
Encourage you to devote time to coursework |
3.15 |
29.9% |
56.1% |
13.1% |
0.9% |
Give you frequent and prompt feedback |
2.85 |
15.8% |
55.9% |
25.9% |
2.4% |
Encourage you to be an actively involved learner |
2.84 |
15.8% |
55.6% |
25.6% |
3.0% |
Encourage student – faculty interaction |
2.79 |
17.0% |
49.0% |
30.1% |
3.9% |
Develop opportunities to cooperatively learn with other students |
2.76 |
14.8% |
50.6% |
30.7% |
3.9% |
Respect diverse talents and ways of learning |
2.74 |
11.3% |
55.3% |
29.6% |
3.8% |
Care about your academic success |
2.69 |
12.7% |
49.7% |
31.4% |
6.1% |
General evaluation of instructors |
2.94 |
12.3% |
69.8% |
17.3% |
0.6% |
Student Services
This section first examines respondents’ perceptions of campus safety. This is followed by a discussion of respondents’ ratings of services available outside of the classroom and satisfaction with offices that serve students. Ratings ranged from 1 ("poor") to 4 ("excellent"). ‘Don’t know" and "did not use" responses are excluded from the analyses.
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|
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Has this campus taken sufficient steps to ensure your physical safety? |
65.5% |
11.7% |
22.7% |
|
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Library |
|||||||
Hours of operation |
3.77 |
79.4% |
18.8% |
1.5% |
0.4% |
||
Access to databases and collections |
3.50 |
57.5% |
35.6% |
6.5% |
0.5% |
||
Training to use library |
2.75 |
22.3% |
40.9% |
26.0% |
10.8% |
||
Library services overall |
3.45 |
49.6% |
46.3% |
3.8% |
0.4% |
||
Technology |
|||||||
Access to the Internet |
3.65 |
69.9% |
25.7% |
3.6% |
0.9% |
||
Hours of operation for computer center/labs |
3.38 |
50.7% |
38.2% |
9.4% |
1.7% |
||
Access to up-to-date facilities |
3.34 |
45.5% |
44.7% |
8.3% |
1.5% |
||
Technology training classes |
2.85 |
21.8% |
48.0% |
23.5% |
6.7% |
||
Access to trained staff for help |
2.75 |
20.5% |
42.3% |
29.0% |
8.2% |
||
Technology services overall |
3.29 |
38.4% |
53.4 |
7.3% |
1.0% |
||
Career-related services |
|||||||
Information available through technology |
3.29 |
40.5% |
49.0% |
9.0% |
1.5% |
||
Information on internships and co-ops |
3.20 |
39.1% |
44.8% |
12.8% |
3.2% |
||
Opportunity for career assistance |
3.19 |
35.8% |
50.1% |
11.5% |
2.6% |
||
Resources available to explore options |
3.16 |
34.6% |
49.0% |
14.1% |
2.3% |
||
Career related services overall |
3.21 |
33.9% |
54.3% |
10.1% |
1.6% |
||
Academic Advising |
|||||||
Accurate information about requirements |
3.08 |
37.5% |
39.3% |
16.5% |
6.7% |
||
Access to advisor |
3.08 |
37.3% |
39.7% |
16.9% |
6.1% |
||
Knowledge of campus policies |
3.04 |
32.7% |
44.0% |
17.7% |
5.6% |
||
Sufficient time with advisor |
2.97 |
34.2% |
36.8% |
21.0% |
8.0% |
||
Academic advising services overall |
3.03 |
32.9% |
43.2% |
18.1% |
5.8% |
||
Labs and tutoring if you needed help in... |
|||||||
Mathematics |
3.10 |
30.0% |
53.1% |
13.5% |
3.4% |
||
Writing |
3.00 |
26.4% |
51.9% |
16.6% |
5.1% |
||
Study Skills |
2.92 |
23.3% |
49.8% |
22.9% |
3.9% |
||
Reading |
2.87 |
18.9% |
56.0% |
18.3% |
6.9% |
||
Labs and tutoring services overall |
3.07 |
24.5% |
60.2% |
13.1% |
2.1% |
||
Orientation for new students |
|||||||
Helpfulness of staff |
3.13 |
30.6% |
54.0% |
13.5% |
1.9% |
||
Accommodations |
2.88 |
16.3% |
58.9% |
21.2% |
3.6% |
||
Length of session |
2.85 |
13.0% |
62.3% |
20.8% |
3.9% |
||
Quality of programs |
2.77 |
13.0% |
55.8% |
26.6% |
4.6% |
||
Overall effectiveness of orientation |
2.87 |
14.6% |
61.3% |
20.6% |
3.5% |
||
Campus bookstore |
|||||||
Timely availability of course materials |
2.77 |
15.1% |
53.5% |
24.9% |
6.5% |
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Extra-curricular activities |
3.19 |
37.0% |
47.5% |
13.0% |
2.5% |
|
Campus health services |
3.00 |
28.7% |
48.4% |
17.5% |
5.4% |
|
Campus counseling (not career) services |
3.00 |
26.4% |
51.7% |
17.0% |
4.9% |
|
Registration process |
2.98 |
24.5% |
52.3% |
19.5% |
3.7% |
|
Leadership skills |
2.95 |
26.5% |
46.2% |
23.4% |
3.8% |
|
Business services/ cashier/ student accounts |
2.84 |
16.4% |
55.9% |
23.0% |
4.6% |
|
Financial aid services |
2.83 |
20.6% |
48.7% |
23.2% |
7.4% |
|
Community service |
2.71 |
18.4% |
43.3% |
29.3% |
9.0% |
|
Residence life programs |
2.66 |
12.5% |
48.0% |
32.0% |
7.5% |
|
Campus food services |
2.26 |
6.4% |
34.4% |
38.3% |
20.9% |
Table 3-14: Evaluation of Non-Academic Services’ Staff Responsiveness
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|
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|
Campus counseling (not career) services |
3.04 |
33.3% |
42.8% |
18.5% |
5.4% |
Campus health services |
2.99 |
30.9% |
43.8% |
18.4% |
6.9% |
Registration process |
2.91 |
21.8% |
51.8% |
22.2% |
4.2% |
Business services/ cashier/ student accounts |
2.78 |
17.4% |
51.1% |
23.5% |
8.0% |
Residence life programs |
2.77 |
18.8% |
47.4% |
25.2% |
8.5% |
Financial aid services |
2.74 |
20.5% |
45.4% |
22.1% |
12.0% |
Campus food services |
2.47 |
12.8% |
40.6% |
28.0% |
18.7% |
How have your needs been met for… |
|
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|
|
|
|
|
Intellectual growth |
40.3% |
48.0% |
10.4% |
1.3% |
Personal growth |
34.8% |
41.1% |
19.9% |
4.2% |
Career training |
32.9% |
42.3% |
20.4% |
4.4% |
Extent of college contribution to… |
% Saying |
||||||
Mean |
4:Very Much |
3:Somewhat |
2:Very Little |
1:Not at All |
|||
General Education Goals |
|||||||
Developing computer skills |
3.57 |
66.4% |
25.9% |
6.4% |
1.3% |
||
Enhancing analytical skills |
3.45 |
53.2% |
39.5% |
6.4% |
0.9% |
||
Ability to plan and carry out projects |
3.43 |
52.0% |
40.1% |
6.5% |
1.4% |
||
Understanding how science and technology influence everyday life |
3.39 |
50.5% |
39.5% |
8.2% |
1.7% |
||
Using math skills |
3.38 |
51.6% |
36.7% |
10.0% |
1.8% |
||
Ability to analyze ideas and information |
3.37 |
47.3% |
43.9% |
7.4% |
1.3% |
||
Applying scientific methods of inquiry |
3.32 |
47.0% |
40.3% |
10.8% |
1.9% |
||
Comprehension skills |
3.29 |
41.1% |
48.7% |
8.7% |
1.5% |
||
Listening skills |
3.26 |
40.6% |
47.2% |
9.7% |
2.4% |
||
Understanding diverse cultures and values |
3.11 |
35.9% |
43.8% |
16.0% |
4.3% |
||
Writing skills |
3.11 |
30.6% |
52.5% |
13.9% |
3.0% |
||
Speaking skills |
2.98 |
30.0% |
43.5% |
20.9% |
5.6% |
||
Personal Development Goals |
|||||||
Independence and self-reliance |
3.54 |
63.4% |
28.9% |
5.9% |
1.8% |
||
Potential for success |
3.48 |
57.7% |
34.5% |
5.7% |
2.1% |
||
Personal growth |
3.45 |
55.7% |
35.7% |
6.5% |
2.0% |
||
Taking responsibility for behavior |
3.43 |
58.1% |
30.0% |
8.5% |
3.4% |
||
Coping with change |
3.41 |
54.9% |
33.8% |
8.8% |
2.5% |
||
Self-discipline |
3.39 |
52.7% |
36.0% |
8.9% |
2.4% |
||
Valuing learning as a lifelong process |
3.37 |
49.9% |
39.7% |
7.9% |
2.5% |
||
Ability to function as part of a team |
3.33 |
46.3% |
42.7% |
8.4% |
2.6% |
||
Time management |
3.33 |
51.6% |
33.4% |
11.6% |
3.4% |
||
Self-confidence |
3.26 |
43.5% |
42.5% |
10.3% |
3.7% |
||
Sense of personal identity |
3.25 |
45.0% |
39.0% |
11.4% |
4.5% |
||
Ability to handle stress |
3.19 |
42.3% |
39.2% |
13.3% |
5.2% |
||
Ability to lead and guide others |
3.15 |
36.1% |
46.2% |
14.1% |
3.6% |
||
Commitment to personal health and fitness |
3.11 |
37.0% |
41.9% |
16.1% |
5.0% |
||
Recognizing and acting on ethical principles |
3.09 |
32.8% |
48.9% |
13.3% |
5.0% |
||
Exercising public responsibility |
2.81 |
20.3% |
48.8% |
22.4% |
8.4% |
||
World View Goals |
|||||||
Ability to work with diverse people |
3.26 |
43.9% |
41.4% |
11.4% |
3.3% |
||
Developing a tolerance for divergent views |
3.20 |
40.6% |
43.3% |
11.8% |
4.3% |
||
Understanding issues facing the world |
2.94 |
26.1% |
47.8% |
20.5% |
5.6% |
||
Appreciating gender equity |
2.94 |
27.0% |
47.2% |
18.2% |
7.6% |
||
Appreciating racial equity |
2.93 |
27.8% |
44.9% |
19.5% |
7.8% |
||
Understanding present as it relates to history |
2.92 |
24.3% |
48.6% |
21.8% |
5.2% |
||
Advancing appreciation of the arts |
2.66 |
19.8% |
38.8% |
28.6% |
12.7% |
For more information on the 1999 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: February, 2000
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