Goal Importance
* General education goals
* Personal development goals
* World view goals
Survey item #19 (exact wording)
View college comparisons of current development of goals
Goal Importance
General Education Goals
Importance: Broad general eduaction |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.16 |
4.02 |
4.25 |
4.26 |
4.01 |
4.20 |
4.35 |
3.87 |
4.14 |
4.13 |
|
|
2.6 |
3.7 |
. |
2.6 |
2.7 |
4.9 |
1.7 |
6.5 |
. |
1.2 |
Not important |
% |
Of limited importance |
% |
3.4 |
3.7 |
8.3 |
. |
4.8 |
2.4 |
2.9 |
. |
. |
4.8 |
Moderately important |
% |
15.6 |
21.3 |
. |
13.2 |
19.7 |
9.8 |
9.5 |
25.8 |
42.9 |
14.5 |
Important |
% |
32.5 |
29.3 |
50.0 |
36.8 |
34.0 |
34.1 |
30.3 |
35.5 |
. |
38.6 |
Very important |
% |
45.9 |
42.1 |
41.7 |
47.4 |
38.8 |
48.8 |
55.6 |
32.3 |
57.1 |
41.0 |
Importance: Communicate ideas in writing |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.14 |
4.03 |
4.08 |
4.24 |
3.93 |
4.00 |
4.36 |
3.87 |
3.86 |
4.22 |
|
|
0.8 |
1.8 |
. |
2.6 |
. |
. |
0.8 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.7 |
2.4 |
16.7 |
5.3 |
2.7 |
4.8 |
1.7 |
3.3 |
14.3 |
1.2 |
Moderately important |
% |
18.5 |
20.1 |
16.7 |
5.3 |
29.7 |
26.2 |
12.8 |
33.3 |
14.3 |
9.6 |
Important |
% |
38.0 |
42.1 |
8.3 |
39.5 |
39.2 |
33.3 |
30.6 |
36.7 |
42.9 |
55.4 |
Very important |
% |
39.9 |
33.5 |
58.3 |
47.4 |
28.4 |
35.7 |
54.1 |
26.7 |
28.6 |
33.7 |
Importance: Communicate ideas orally |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.36 |
4.30 |
4.08 |
4.42 |
4.18 |
4.05 |
4.56 |
4.03 |
4.29 |
4.48 |
|
|
0.7 |
1.2 |
. |
. |
0.7 |
2.4 |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
1.6 |
0.6 |
8.3 |
2.6 |
1.4 |
. |
1.3 |
3.3 |
. |
3.6 |
Moderately important |
% |
11.0 |
12.2 |
25.0 |
5.3 |
16.9 |
26.2 |
5.8 |
16.7 |
14.3 |
3.6 |
Important |
% |
35.0 |
38.4 |
16.7 |
39.5 |
41.2 |
33.3 |
27.1 |
53.3 |
42.9 |
34.5 |
Very important |
% |
51.8 |
47.6 |
50.0 |
52.6 |
39.9 |
38.1 |
65.4 |
26.7 |
42.9 |
58.3 |
Importance: Good listening skills |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.30 |
4.34 |
3.83 |
4.45 |
4.08 |
4.19 |
4.40 |
4.13 |
4.00 |
4.43 |
|
|
1.2 |
1.2 |
. |
2.6 |
2.7 |
. |
0.8 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.2 |
1.8 |
16.7 |
2.6 |
4.1 |
. |
1.3 |
. |
14.3 |
1.2 |
Moderately important |
% |
13.9 |
11.7 |
25.0 |
10.5 |
17.6 |
21.4 |
11.7 |
32.3 |
14.3 |
7.1 |
Important |
% |
31.2 |
31.9 |
16.7 |
15.8 |
33.8 |
38.1 |
29.3 |
22.6 |
28.6 |
39.3 |
Very important |
% |
51.6 |
53.4 |
41.7 |
68.4 |
41.9 |
40.5 |
56.9 |
45.2 |
42.9 |
52.4 |
Importance: Good reading comprehension skills |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.28 |
4.31 |
3.83 |
4.24 |
4.09 |
4.12 |
4.41 |
4.10 |
4.14 |
4.37 |
|
|
0.3 |
. |
8.3 |
. |
0.7 |
. |
. |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
3.0 |
2.5 |
8.3 |
5.3 |
4.1 |
. |
2.9 |
3.2 |
. |
2.4 |
Moderately important |
% |
13.6 |
14.7 |
16.7 |
15.8 |
14.3 |
26.2 |
10.4 |
22.6 |
28.6 |
7.1 |
Important |
% |
35.2 |
31.9 |
25.0 |
28.9 |
47.6 |
35.7 |
29.0 |
35.5 |
28.6 |
41.7 |
Very important |
% |
48.0 |
50.9 |
41.7 |
50.0 |
33.3 |
38.1 |
57.7 |
38.7 |
42.9 |
48.8 |
Importance: Apply math skills |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.09 |
4.20 |
3.58 |
4.11 |
4.47 |
4.05 |
3.73 |
4.58 |
4.00 |
4.19 |
|
|
0.9 |
. |
. |
. |
1.4 |
2.4 |
1.7 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
4.8 |
1.8 |
25.0 |
2.6 |
1.4 |
2.4 |
9.1 |
. |
14.3 |
4.8 |
Moderately important |
% |
18.4 |
17.8 |
16.7 |
23.7 |
7.4 |
16.7 |
28.6 |
6.5 |
. |
14.3 |
Important |
% |
35.6 |
38.7 |
33.3 |
34.2 |
29.1 |
45.2 |
35.7 |
29.0 |
57.1 |
38.1 |
Very important |
% |
40.2 |
41.7 |
25.0 |
39.5 |
60.8 |
33.3 |
24.9 |
64.5 |
28.6 |
42.9 |
Importance: Influence of science/technology |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.05 |
4.33 |
4.08 |
3.71 |
4.29 |
4.05 |
3.77 |
4.60 |
3.86 |
3.89 |
|
|
1.2 |
. |
. |
. |
1.4 |
2.4 |
2.5 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
5.0 |
4.3 |
16.7 |
7.9 |
2.0 |
. |
8.3 |
. |
14.3 |
2.4 |
Moderately important |
% |
20.7 |
11.0 |
8.3 |
36.8 |
14.2 |
19.0 |
27.4 |
6.7 |
14.3 |
32.1 |
Important |
% |
33.7 |
31.9 |
25.0 |
31.6 |
31.1 |
47.6 |
33.6 |
26.7 |
42.9 |
39.3 |
Very important |
% |
39.5 |
52.8 |
50.0 |
23.7 |
51.4 |
31.0 |
28.2 |
66.7 |
28.6 |
26.2 |
Importance: Apply scientific principles |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
3.89 |
4.34 |
3.82 |
3.63 |
4.26 |
3.83 |
3.47 |
4.57 |
3.71 |
3.48 |
|
|
2.1 |
. |
. |
. |
0.7 |
2.4 |
5.0 |
. |
. |
2.4 |
Not important |
% |
Of limited importance |
% |
7.9 |
3.1 |
18.2 |
7.9 |
2.0 |
4.8 |
12.1 |
3.3 |
14.3 |
16.7 |
Moderately important |
% |
23.6 |
12.3 |
27.3 |
42.1 |
18.2 |
21.4 |
32.2 |
. |
14.3 |
32.1 |
Important |
% |
31.9 |
31.9 |
9.1 |
28.9 |
29.1 |
50.0 |
32.2 |
33.3 |
57.1 |
28.6 |
Very important |
% |
34.5 |
52.8 |
45.5 |
21.1 |
50.0 |
21.4 |
18.4 |
63.3 |
14.3 |
20.2 |
Importance: Develop computer skills |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.44 |
4.25 |
4.83 |
4.34 |
4.57 |
4.31 |
4.44 |
4.52 |
4.57 |
4.62 |
|
|
0.3 |
. |
. |
. |
0.7 |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
1.4 |
1.2 |
. |
5.3 |
. |
2.4 |
1.7 |
. |
. |
2.4 |
Moderately important |
% |
10.8 |
17.3 |
. |
13.2 |
7.6 |
9.5 |
10.9 |
9.7 |
14.3 |
4.8 |
Important |
% |
28.8 |
36.4 |
16.7 |
23.7 |
25.5 |
42.9 |
27.6 |
29.0 |
14.3 |
21.4 |
Very important |
% |
58.7 |
45.1 |
83.3 |
57.9 |
66.2 |
45.2 |
59.4 |
61.3 |
71.4 |
71.4 |
Importance: Critically analyze information |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.22 |
4.12 |
4.17 |
4.34 |
4.16 |
4.12 |
4.31 |
4.00 |
4.43 |
4.30 |
|
|
0.3 |
. |
. |
. |
0.7 |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.0 |
3.1 |
16.7 |
. |
1.4 |
2.4 |
0.8 |
3.2 |
. |
2.4 |
Moderately important |
% |
16.6 |
20.4 |
. |
15.8 |
18.5 |
19.0 |
14.5 |
22.6 |
14.3 |
11.9 |
Important |
% |
38.0 |
38.3 |
33.3 |
34.2 |
39.7 |
42.9 |
35.7 |
45.2 |
28.6 |
39.3 |
Very important |
% |
43.1 |
38.3 |
50.0 |
50.0 |
39.7 |
35.7 |
48.5 |
29.0 |
57.1 |
46.4 |
Importance: Carry out projects independently |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.41 |
4.39 |
4.50 |
4.66 |
4.34 |
4.38 |
4.43 |
4.26 |
4.86 |
4.46 |
|
|
0.4 |
0.6 |
. |
. |
0.7 |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
0.8 |
0.6 |
. |
. |
0.7 |
. |
1.3 |
. |
. |
1.2 |
Moderately important |
% |
11.5 |
10.4 |
16.7 |
7.9 |
13.0 |
11.9 |
11.4 |
22.6 |
. |
8.4 |
Important |
% |
31.8 |
36.2 |
16.7 |
18.4 |
35.6 |
38.1 |
28.3 |
29.0 |
14.3 |
33.7 |
Very important |
% |
55.6 |
52.1 |
66.7 |
73.7 |
50.0 |
50.0 |
58.6 |
48.4 |
85.7 |
56.6 |
Importance: Diverse cultures/values |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
3.91 |
3.87 |
4.33 |
4.26 |
3.52 |
3.67 |
4.22 |
3.72 |
4.00 |
3.80 |
|
|
2.5 |
1.2 |
. |
2.6 |
6.9 |
4.8 |
0.9 |
. |
14.3 |
1.2 |
Not important |
% |
Of limited importance |
% |
6.5 |
6.1 |
. |
2.6 |
10.3 |
7.1 |
4.7 |
6.9 |
. |
8.2 |
Moderately important |
% |
24.5 |
28.2 |
16.7 |
13.2 |
31.7 |
31.0 |
17.0 |
27.6 |
. |
29.4 |
Important |
% |
30.2 |
33.7 |
33.3 |
28.9 |
26.2 |
31.0 |
26.4 |
51.7 |
42.9 |
31.8 |
Very important |
% |
36.4 |
30.7 |
50.0 |
52.6 |
24.8 |
26.2 |
51.1 |
13.8 |
42.9 |
29.4 |
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Personal Development Goals
Importance: Responsibility for own behavior |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.62 |
4.65 |
4.58 |
4.66 |
4.45 |
4.60 |
4.71 |
4.50 |
4.86 |
4.66 |
|
|
1.0 |
0.6 |
. |
2.6 |
2.7 |
. |
0.4 |
3.3 |
. |
. |
Not important |
% |
Of limited importance |
% |
1.3 |
0.6 |
8.3 |
2.6 |
2.7 |
. |
0.8 |
. |
. |
1.2 |
Moderately important |
% |
5.8 |
5.5 |
. |
5.3 |
8.1 |
7.1 |
5.0 |
6.7 |
. |
4.8 |
Important |
% |
18.1 |
19.6 |
16.7 |
5.3 |
20.1 |
26.2 |
15.1 |
23.3 |
14.3 |
20.5 |
Very important |
% |
73.8 |
73.6 |
75.0 |
84.2 |
66.4 |
66.7 |
78.6 |
66.7 |
85.7 |
73.5 |
Importance: Viewing learning as lifelong |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.43 |
4.53 |
4.08 |
4.61 |
4.24 |
4.31 |
4.51 |
4.20 |
4.71 |
4.46 |
|
|
0.9 |
0.6 |
. |
. |
1.3 |
. |
1.3 |
3.3 |
. |
. |
Not important |
% |
Of limited importance |
% |
1.7 |
1.8 |
8.3 |
. |
3.4 |
. |
1.3 |
. |
. |
1.2 |
Moderately important |
% |
10.6 |
6.7 |
25.0 |
10.5 |
14.8 |
19.0 |
8.0 |
13.3 |
. |
12.0 |
Important |
% |
26.7 |
25.8 |
16.7 |
18.4 |
30.9 |
31.0 |
24.1 |
40.0 |
28.6 |
26.5 |
Very important |
% |
60.1 |
65.0 |
50.0 |
71.1 |
49.7 |
50.0 |
65.4 |
43.3 |
71.4 |
60.2 |
Importance: Acting on ethical principles |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.31 |
4.26 |
4.33 |
4.53 |
4.18 |
4.17 |
4.44 |
4.28 |
4.14 |
4.30 |
|
|
0.7 |
1.2 |
. |
. |
0.7 |
. |
0.4 |
3.4 |
. |
. |
Not important |
% |
Of limited importance |
% |
2.0 |
1.2 |
8.3 |
2.6 |
4.1 |
. |
0.8 |
. |
14.3 |
2.4 |
Moderately important |
% |
14.4 |
16.0 |
16.7 |
10.5 |
15.5 |
21.4 |
11.0 |
17.2 |
14.3 |
15.5 |
Important |
% |
31.5 |
33.7 |
8.3 |
18.4 |
36.5 |
40.5 |
29.7 |
24.1 |
14.3 |
32.1 |
Very important |
% |
51.5 |
47.9 |
66.7 |
68.4 |
43.2 |
38.1 |
58.1 |
55.2 |
57.1 |
50.0 |
Importance: Leadership/mgmt. skills |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.34 |
4.24 |
3.92 |
4.39 |
4.27 |
4.31 |
4.41 |
4.21 |
4.57 |
4.57 |
|
|
0.5 |
1.8 |
. |
. |
. |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.2 |
2.5 |
16.7 |
2.6 |
3.4 |
4.8 |
0.8 |
. |
. |
1.2 |
Moderately important |
% |
12.9 |
13.5 |
16.7 |
10.5 |
16.1 |
11.9 |
11.4 |
24.1 |
14.3 |
7.2 |
Important |
% |
31.2 |
34.4 |
25.0 |
31.6 |
30.9 |
31.0 |
32.1 |
31.0 |
14.3 |
25.3 |
Very important |
% |
53.2 |
47.9 |
41.7 |
55.3 |
49.7 |
52.4 |
55.3 |
44.8 |
71.4 |
66.3 |
Importance: Function as part of team |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.35 |
4.25 |
4.25 |
4.29 |
4.30 |
4.43 |
4.39 |
4.13 |
4.86 |
4.53 |
|
|
0.8 |
1.2 |
. |
2.6 |
1.3 |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
1.7 |
1.8 |
8.3 |
2.6 |
2.0 |
. |
1.3 |
3.3 |
. |
1.2 |
Moderately important |
% |
11.7 |
14.1 |
. |
7.9 |
11.4 |
11.9 |
11.9 |
20.0 |
. |
8.4 |
Important |
% |
33.6 |
36.2 |
50.0 |
36.8 |
36.2 |
33.3 |
31.4 |
36.7 |
14.3 |
26.5 |
Very important |
% |
52.2 |
46.6 |
41.7 |
50.0 |
49.0 |
54.8 |
55.1 |
40.0 |
85.7 |
63.9 |
Importance: Involved in public/community affairs |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
3.74 |
3.76 |
3.75 |
3.84 |
3.32 |
3.76 |
3.98 |
3.33 |
3.86 |
3.83 |
|
|
2.1 |
2.5 |
. |
5.3 |
4.0 |
2.4 |
0.8 |
3.3 |
. |
. |
Not important |
% |
Of limited importance |
% |
7.7 |
8.0 |
8.3 |
5.3 |
13.4 |
9.5 |
4.2 |
13.3 |
14.3 |
4.8 |
Moderately important |
% |
30.6 |
28.2 |
33.3 |
18.4 |
43.0 |
26.2 |
25.2 |
40.0 |
14.3 |
33.7 |
Important |
% |
33.2 |
33.7 |
33.3 |
42.1 |
25.5 |
33.3 |
35.3 |
33.3 |
42.9 |
34.9 |
Very important |
% |
26.4 |
27.6 |
25.0 |
28.9 |
14.1 |
28.6 |
34.5 |
10.0 |
28.6 |
26.5 |
Importance: Understanding own abilities/interests |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.45 |
4.52 |
4.42 |
4.49 |
4.23 |
4.40 |
4.54 |
4.57 |
4.57 |
4.44 |
|
|
0.3 |
. |
. |
. |
0.7 |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
1.2 |
1.2 |
8.3 |
. |
1.4 |
2.4 |
0.4 |
. |
. |
2.4 |
Moderately important |
% |
11.3 |
8.0 |
8.3 |
13.5 |
17.6 |
14.3 |
10.1 |
6.7 |
14.3 |
9.5 |
Important |
% |
27.5 |
28.4 |
16.7 |
24.3 |
35.1 |
23.8 |
23.1 |
30.0 |
14.3 |
29.8 |
Very important |
% |
59.7 |
62.3 |
66.7 |
62.2 |
45.3 |
59.5 |
66.0 |
63.3 |
71.4 |
58.3 |
Importance: Commit to health/fitness |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.36 |
4.44 |
4.25 |
4.29 |
4.20 |
4.36 |
4.41 |
4.17 |
4.71 |
4.43 |
|
|
0.7 |
0.6 |
8.3 |
. |
0.7 |
. |
0.8 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.4 |
1.8 |
8.3 |
2.6 |
2.7 |
2.4 |
2.5 |
. |
. |
2.4 |
Moderately important |
% |
12.9 |
9.2 |
. |
21.1 |
17.6 |
16.7 |
11.3 |
20.0 |
14.3 |
9.6 |
Important |
% |
28.8 |
30.1 |
16.7 |
21.1 |
34.5 |
23.8 |
25.6 |
43.3 |
. |
30.1 |
Very important |
% |
55.3 |
58.3 |
66.7 |
55.3 |
44.6 |
57.1 |
59.7 |
36.7 |
85.7 |
57.8 |
Importance: Having self-confidence |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.56 |
4.63 |
4.67 |
4.66 |
4.43 |
4.57 |
4.58 |
4.40 |
4.71 |
4.55 |
|
|
0.4 |
. |
. |
. |
0.7 |
. |
0.8 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
0.7 |
. |
. |
. |
0.7 |
. |
1.3 |
. |
. |
1.2 |
Moderately important |
% |
7.5 |
4.9 |
8.3 |
5.3 |
7.4 |
7.1 |
7.6 |
16.7 |
14.3 |
9.5 |
Important |
% |
25.7 |
27.6 |
16.7 |
23.7 |
37.2 |
28.6 |
19.1 |
26.7 |
. |
22.6 |
Very important |
% |
65.8 |
67.5 |
75.0 |
71.1 |
54.1 |
64.3 |
71.2 |
56.7 |
85.7 |
66.7 |
Importance: Realizing potential for success |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.51 |
4.57 |
4.58 |
4.63 |
4.33 |
4.40 |
4.54 |
4.40 |
4.71 |
4.58 |
|
|
0.3 |
. |
. |
. |
. |
. |
0.8 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
1.4 |
1.2 |
. |
. |
2.7 |
2.4 |
1.3 |
. |
. |
1.2 |
Moderately important |
% |
9.3 |
7.4 |
8.3 |
10.5 |
10.9 |
16.7 |
8.0 |
10.0 |
14.3 |
9.5 |
Important |
% |
25.3 |
24.1 |
25.0 |
15.8 |
36.7 |
19.0 |
22.7 |
40.0 |
. |
19.0 |
Very important |
% |
63.7 |
67.3 |
66.7 |
73.7 |
49.7 |
61.9 |
67.2 |
50.0 |
85.7 |
70.2 |
Importance: Clarifying personal identity |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.26 |
4.31 |
4.33 |
4.50 |
4.01 |
4.33 |
4.36 |
4.14 |
4.43 |
4.15 |
|
|
1.6 |
1.2 |
. |
. |
2.7 |
. |
1.7 |
. |
. |
2.4 |
Not important |
% |
Of limited importance |
% |
2.9 |
2.5 |
. |
2.8 |
2.7 |
2.4 |
3.4 |
3.4 |
. |
3.6 |
Moderately important |
% |
14.9 |
12.3 |
33.3 |
8.3 |
19.9 |
16.7 |
12.7 |
20.7 |
14.3 |
15.5 |
Important |
% |
29.4 |
31.9 |
. |
25.0 |
40.4 |
26.2 |
21.5 |
34.5 |
28.6 |
33.3 |
Very important |
% |
51.2 |
52.1 |
66.7 |
63.9 |
34.2 |
54.8 |
60.8 |
41.4 |
57.1 |
45.2 |
Importance: Coping with change |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.26 |
4.27 |
4.27 |
4.37 |
4.02 |
4.19 |
4.35 |
4.10 |
4.86 |
4.37 |
|
|
1.7 |
2.5 |
. |
. |
2.1 |
2.4 |
2.1 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.1 |
1.2 |
. |
5.3 |
2.1 |
2.4 |
2.5 |
3.3 |
. |
1.2 |
Moderately important |
% |
15.2 |
14.2 |
18.2 |
7.9 |
23.8 |
16.7 |
11.4 |
13.3 |
. |
17.3 |
Important |
% |
30.5 |
31.5 |
36.4 |
31.6 |
35.7 |
31.0 |
25.7 |
53.3 |
14.3 |
24.7 |
Very important |
% |
50.5 |
50.6 |
45.5 |
55.3 |
36.4 |
47.6 |
58.2 |
30.0 |
85.7 |
56.8 |
Importance: Being independent |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.50 |
4.53 |
4.83 |
4.58 |
4.25 |
4.46 |
4.59 |
4.45 |
4.86 |
4.54 |
|
|
0.8 |
1.8 |
. |
. |
1.4 |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
1.6 |
. |
. |
2.6 |
3.4 |
. |
2.1 |
. |
. |
1.2 |
Moderately important |
% |
9.0 |
6.7 |
8.3 |
10.5 |
12.8 |
14.6 |
7.6 |
10.3 |
. |
7.2 |
Important |
% |
24.1 |
25.8 |
. |
13.2 |
33.8 |
24.4 |
17.7 |
34.5 |
14.3 |
27.7 |
Very important |
% |
64.5 |
65.6 |
91.7 |
73.7 |
48.6 |
61.0 |
72.2 |
55.2 |
85.7 |
63.9 |
Importance: Handling stress |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.48 |
4.59 |
4.50 |
4.53 |
4.32 |
4.40 |
4.53 |
4.29 |
4.71 |
4.43 |
|
|
0.5 |
. |
. |
. |
0.7 |
. |
1.3 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
0.7 |
. |
. |
. |
1.4 |
. |
0.8 |
. |
. |
1.2 |
Moderately important |
% |
10.5 |
5.6 |
16.7 |
13.2 |
16.2 |
11.9 |
7.2 |
22.6 |
14.3 |
12.0 |
Important |
% |
27.4 |
30.2 |
16.7 |
21.1 |
29.1 |
35.7 |
24.9 |
25.8 |
. |
28.9 |
Very important |
% |
60.9 |
64.2 |
66.7 |
65.8 |
52.7 |
52.4 |
65.8 |
51.6 |
85.7 |
57.8 |
Importance: Managing my time |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.56 |
4.65 |
4.58 |
4.61 |
4.50 |
4.50 |
4.55 |
4.39 |
4.71 |
4.56 |
|
|
0.4 |
0.6 |
. |
. |
. |
. |
0.8 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
0.5 |
. |
. |
. |
0.7 |
. |
0.8 |
. |
. |
1.2 |
Moderately important |
% |
7.5 |
3.1 |
8.3 |
13.2 |
8.8 |
9.5 |
7.6 |
12.9 |
. |
8.5 |
Important |
% |
25.8 |
25.9 |
25.0 |
13.2 |
29.9 |
31.0 |
23.9 |
35.5 |
28.6 |
23.2 |
Very important |
% |
65.7 |
70.4 |
66.7 |
73.7 |
60.5 |
59.5 |
66.8 |
51.6 |
71.4 |
67.1 |
Importance: Having self-discipline |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.57 |
4.61 |
4.67 |
4.50 |
4.52 |
4.67 |
4.60 |
4.33 |
4.86 |
4.56 |
|
|
0.3 |
0.6 |
. |
. |
. |
. |
0.4 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
0.7 |
. |
. |
. |
1.4 |
. |
0.8 |
. |
. |
1.2 |
Moderately important |
% |
6.5 |
4.9 |
8.3 |
10.5 |
6.8 |
4.8 |
5.9 |
13.3 |
. |
7.3 |
Important |
% |
26.6 |
26.4 |
16.7 |
28.9 |
30.1 |
23.8 |
24.2 |
40.0 |
14.3 |
25.6 |
Very important |
% |
66.0 |
68.1 |
75.0 |
60.5 |
61.6 |
71.4 |
68.6 |
46.7 |
85.7 |
65.9 |
Back to Top
World View Goals
Importance: World problems/issues |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.11 |
4.12 |
4.42 |
4.16 |
3.91 |
3.98 |
4.28 |
3.90 |
3.71 |
4.10 |
|
|
0.8 |
1.2 |
. |
. |
0.7 |
. |
0.9 |
. |
14.3 |
. |
Not important |
% |
Of limited importance |
% |
2.8 |
1.2 |
. |
2.6 |
4.7 |
4.8 |
3.0 |
. |
. |
2.4 |
Moderately important |
% |
19.2 |
19.9 |
8.3 |
21.1 |
26.4 |
23.8 |
13.7 |
36.7 |
. |
14.6 |
Important |
% |
38.9 |
39.1 |
41.7 |
34.2 |
39.9 |
40.5 |
32.5 |
36.7 |
71.4 |
53.7 |
Very important |
% |
38.3 |
38.5 |
50.0 |
42.1 |
28.4 |
31.0 |
50.0 |
26.7 |
14.3 |
29.3 |
Importance: Present as it relates to history |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
3.84 |
3.86 |
4.17 |
3.79 |
3.59 |
3.81 |
4.00 |
3.69 |
3.57 |
3.89 |
|
|
0.9 |
1.9 |
. |
. |
1.4 |
. |
0.9 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
6.4 |
3.8 |
. |
10.5 |
8.8 |
9.5 |
6.0 |
3.4 |
28.6 |
4.9 |
Moderately important |
% |
27.0 |
27.5 |
16.7 |
31.6 |
37.2 |
28.6 |
18.5 |
41.4 |
14.3 |
26.8 |
Important |
% |
38.7 |
40.0 |
50.0 |
26.3 |
35.1 |
33.3 |
41.6 |
37.9 |
28.6 |
42.7 |
Very important |
% |
26.9 |
26.9 |
33.3 |
31.6 |
17.6 |
28.6 |
33.0 |
17.2 |
28.6 |
25.6 |
Importance: Work w/ diverse backgrounds |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.28 |
4.26 |
4.33 |
4.42 |
4.01 |
4.17 |
4.48 |
4.07 |
4.57 |
4.29 |
|
|
0.8 |
1.2 |
. |
. |
1.4 |
. |
0.4 |
3.4 |
. |
. |
Not important |
% |
Of limited importance |
% |
3.1 |
3.1 |
. |
2.6 |
7.5 |
4.8 |
1.3 |
. |
. |
1.2 |
Moderately important |
% |
14.0 |
13.7 |
8.3 |
18.4 |
17.0 |
21.4 |
9.9 |
24.1 |
. |
13.4 |
Important |
% |
31.3 |
32.3 |
50.0 |
13.2 |
36.7 |
26.2 |
26.6 |
31.0 |
42.9 |
40.2 |
Very important |
% |
50.9 |
49.7 |
41.7 |
65.8 |
37.4 |
47.6 |
61.8 |
41.4 |
57.1 |
45.1 |
Importance: Appreciate arts/music/literature |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
3.78 |
3.71 |
4.67 |
3.79 |
3.35 |
3.55 |
4.13 |
3.66 |
3.86 |
3.73 |
|
|
3.9 |
3.8 |
. |
10.5 |
6.2 |
2.4 |
2.1 |
3.4 |
. |
3.8 |
Not important |
% |
Of limited importance |
% |
8.1 |
10.7 |
. |
2.6 |
14.4 |
9.5 |
4.3 |
13.8 |
. |
3.8 |
Moderately important |
% |
27.4 |
27.0 |
. |
21.1 |
37.0 |
42.9 |
18.9 |
27.6 |
42.9 |
32.9 |
Important |
% |
27.2 |
27.7 |
33.3 |
28.9 |
23.3 |
21.4 |
27.9 |
24.1 |
28.6 |
34.2 |
Very important |
% |
33.4 |
30.8 |
66.7 |
36.8 |
19.2 |
23.8 |
46.8 |
31.0 |
28.6 |
25.3 |
Importance: Tolerance for different views |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.28 |
4.34 |
4.75 |
4.24 |
3.99 |
4.12 |
4.41 |
4.34 |
4.43 |
4.30 |
|
|
0.8 |
0.6 |
. |
. |
2.0 |
. |
0.9 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
3.2 |
1.2 |
. |
. |
5.4 |
7.1 |
3.0 |
3.4 |
14.3 |
2.5 |
Moderately important |
% |
13.1 |
13.0 |
. |
28.9 |
16.9 |
14.3 |
10.3 |
10.3 |
. |
9.9 |
Important |
% |
33.5 |
34.2 |
25.0 |
18.4 |
42.6 |
38.1 |
26.3 |
34.5 |
14.3 |
43.2 |
Very important |
% |
49.5 |
50.9 |
75.0 |
52.6 |
33.1 |
40.5 |
59.5 |
51.7 |
71.4 |
44.4 |
Importance: Valuing gender equity |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.33 |
4.45 |
4.50 |
4.42 |
4.06 |
4.14 |
4.42 |
4.33 |
4.43 |
4.38 |
|
|
1.2 |
0.6 |
. |
. |
2.0 |
2.4 |
1.7 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.8 |
0.6 |
. |
2.6 |
5.4 |
2.4 |
2.6 |
6.7 |
. |
2.5 |
Moderately important |
% |
13.2 |
9.3 |
8.3 |
15.8 |
18.4 |
21.4 |
10.7 |
16.7 |
14.3 |
12.3 |
Important |
% |
27.2 |
32.3 |
33.3 |
18.4 |
32.7 |
26.2 |
22.3 |
13.3 |
28.6 |
29.6 |
Very important |
% |
55.7 |
57.1 |
58.3 |
63.2 |
41.5 |
47.6 |
62.7 |
63.3 |
57.1 |
55.6 |
Importance: Valuing racial equity |
NCSU |
College/school |
CALS |
Design |
CEP |
COE |
CNR |
CHASS |
PAMS |
COT |
COM |
|
Mean |
4.37 |
4.42 |
4.50 |
4.50 |
4.13 |
4.12 |
4.50 |
4.33 |
4.57 |
4.41 |
|
|
0.9 |
0.6 |
. |
. |
1.4 |
2.4 |
1.3 |
. |
. |
. |
Not important |
% |
Of limited importance |
% |
2.8 |
1.2 |
. |
2.6 |
6.1 |
4.8 |
1.3 |
6.7 |
. |
2.5 |
Moderately important |
% |
12.6 |
10.5 |
8.3 |
15.8 |
15.0 |
16.7 |
10.8 |
16.7 |
14.3 |
13.6 |
Important |
% |
25.4 |
30.9 |
33.3 |
10.5 |
33.3 |
31.0 |
19.8 |
13.3 |
14.3 |
24.7 |
Very important |
% |
58.2 |
56.8 |
58.3 |
71.1 |
44.2 |
45.2 |
66.8 |
63.3 |
71.4 |
59.3 |
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size.
For more information on the 2000 Entering Transfer Student Survey reports
contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Campus Box 7002
North Carolina State University
Raleigh, NC 27965-7002
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu
Posted: August, 2001
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of college comparisons for all survey items.
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