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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For more information on the 2000 Entering Transfer Student Survey reports
contact:
Posted: August, 2001
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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
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