2000 Entering Transfer Student Survey:
Rank Ordering of Goal Development and Importance

This document contains tables depicting the rank order of goal development and importance for each of the goals, both for all respondents and by gender and race/ethnicity.

Comparison of Rank Order of Average Ratings of Current Development and Importance of Goals

Rank Order of Current Development / Importance

Goal

All

Female

Male

Af. Am.

White

Other

Taking responsibility for behavior

1 / 1

1 / 1

1 / 1

1 / 4

1 / 1

1 / 1

Learning as lifelong

2 / 10

2 / 10

2 / 9

2 / 12

2 / 9

3 / 7

Valuing racial equity

3 / 12

3 / 9

3 / 16

3 / 6

3 / 13

2 / 14

Valuing gender equity

4 / 17

4 / 12

4 / 18

7 / 16

4 / 17

4 / 19

Acting upon ethical principles

5 / 18

5 / 18

6 / 17

12 / 25

5 / 18

5 / 20

Being independent and self-reliant

6 / 6

6 / 5

5 / 7

4 / 13

6 / 5

6 / 11

Function as part of a team

7 / 15

7 / 22

7 / 13

5 / 17

7 / 14

12 / 18

Understanding own abilities and interests

8 / 8

9 / 8

8 / 8

15 / 10

8 / 8

15 / 10

Interact with diverse people

9 / 21

8 / 13

14 / 26

9 / 11

9 / 23

7 / 13

Plan/carry out project indep.

10 / 11

10 / 11

15 / 11

14 / 9

10 / 11

14 / 9

Having self-discipline

11 / 2

13 / 4

10 / 2

8 / 2

11 / 2

9 / 2

Good listening skills

12 / 19

12 / 20

17 / 19

21 / 19

12 / 19

11 / 27

Clarifying personal identity

13 / 23

14 / 19

13 / 28

13 / 27

13 / 24

10 / 17

Tolerance for different views

14 / 22

11 / 14

20 / 27

11 / 18

15 / 20

13 / 24

Realizing my potential for success

15 / 5

16 / 7

11 / 6

10 / 3

14 / 6

19 / 6

Having self-confidence

16 / 3

22 / 2

9 / 4

6 / 8

17 / 3

16 / 4

Coping with change

17 / 24

19 / 21

12 / 22

16 / 28

16 / 21

18 / 25

Good reading comp. skills

18 / 20

15 / 23

25 / 20

18 / 20

18 / 22

22 / 16

Broad general education

19 / 26

17 / 28

24 / 24

23 / 32

19 / 26

17 / 22

Critically analyze info.

20 / 25

20 / 25

22 / 23

22 / 23

20 / 25

21 / 15

Improving leadership/management skills

21 / 16

21 / 24

23 / 12

19 / 15

21 / 15

23 / 21

Commitment to health and fitness

22 / 14

25 / 17

21 / 14

26 / 22

22 / 12

26 / 26

Understand scientific influence

23 / 30

28 / 32

18 / 25

29 / 30

24 / 30

25 / 30

Communicate in writing

24 / 27

23 / 26

27 / 29

24 / 21

23 / 27

32 / 29

Handling stress

25 / 7

29 / 6

16 / 10

20 / 14

25 / 7

24 / 8

Understand diverse cultures

26 / 31

18 / 29

32 / 33

17 / 24

28 / 33

8 / 28

Apply mathematics skills

27 / 29

31 / 30

19 / 21

31 / 29

26 / 29

20 / 23

Managing my time

28 / 4

26 / 3

30 / 3

27 / 5

27 / 4

30 / 3

Develop computer skills

29 / 9

30 / 15

26 / 5

30 / 1

29 / 10

27 / 5

Communicate ideas orally

30 / 13

27 / 16

33 / 15

25 / 7

30 / 16

33 / 12

Appreciation of the arts

31 / 34

24 / 31

34 / 35

32 / 35

31 / 34

29 / 35

World problems/issues

32 / 28

32 / 27

31 / 30

28 / 26

33 / 28

28 / 31

Present as it relates to history

33 / 33

33 / 33

29 / 32

34 / 33

32 / 32

34 / 34

Apply scientific principles

34 / 32

34 / 35

28 / 31

33 / 31

34 / 31

31 / 32

Involved with public/community affairs

35 / 35

35 / 34

35 / 34

35 / 34

35 / 35

35 / 33

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Return to: Gender/ethnic scatterplot comparisons


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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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