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A Profile Of 1997 Entering Transfer Students:
Goals For Undergraduate Education
Table of Contents
This report presents information regarding the undergraduate educational goals of the 1997 entering transfer students at NC State. It is based on their responses to the survey given to new students during summer and fall orientation. These goals concern students' general educational, personal development, and world view goals.
A total of 764 surveys (67% of the transfer students registered for fall 1997) were usable for this report. No significant differences were found between the survey group and the broader population of registered students; thus, the results may be regarded as representative of the entire Transfer class. Significant differences were found in answers to some questions, however, when gender, baccalaureate academic units, and/or ethnicity were considered.
Data obtained from the transfer orientation sessions were analyzed
using standard statistical methods. Responses were tested to
determine whether there were significant differences when gender,
baccalaureate academic units, and/or ethnicity were considered.
However, only those baccalaureate academic unit differences regarding
developmental goals are addressed in this report. A full reporting
across all academic units is available on the web. All questions
requiring categorical responses were analyzed using chi-square
tests, and all questions with numerically coded responses were
analyzed using either T-tests or one-way analysis of variance
(ANOVA) with Duncan's multiple comparison procedure. In order
to better understand what the priorities are for the Transfer
students regarding the goals examined, a weighed analysis was
conducted of the gaps between their current level of development
and the importance they attributed to each goal.
This section provides transfer students' ratings of 12 goals
for general education as specified by NC State. Respondents recorded
their current level of development toward these goals as well
as the importance they placed on each goal at the time of the
survey.
The means for the students' current level of development of general
education goals, ranked from highest to lowest for the total group,
appear in Chart 1. The rating scale used was: 5 = Very High,
4 = High, 3 = Average, 2 = Low, and 1 = Very Low. Transfer students
indicated that their highest current levels of development were
in: ability to plan and carry out projects independently, developing
good listening skills, and acquiring a broad general education. Respondents indicated
their weakest areas concerned developing computer skills
and ability to apply scientific principles.
Significant differences (p < 0.01) were found for several
goals when gender was considered. Males rated their development
significantly higher than did females in their abilities concerning
science and computers. Females, however, rated their development
significantly higher than males regarding communication and diversity.
Only one significant difference ( p < 0.01) occurred
when ethnicity was considered. Other minority students rated
their development concerning diversity higher than did whites
and African-Americans.
At least two baccalaureate academic units differed significantly
( p < 0.01) on the current level of development for
5 of the 12 general education goals.
The means for goal importance also appear in Chart 1. The rating
scale used was: 5 = Very Important, 4 = Important, 3 = Moderately
Important, 2 = Of Limited Importance, and 1 = Not Important.
Transfer students reported that the most important goals to them
were: developing computer skills, ability to plan and
carry out projects independently, developing good listening
skills, and ability to communicate ideas orally. They
marked ability to apply scientific principles and understanding
diverse cultures and values as the least important goals.
Females tended to rate communication skills and understanding
diversity goals as significantly more important (p <
0.01) than did males. Males marked ability to apply scientific
principles as more important.
At least two baccalaureate academic units differed significantly
( p < 0.01) on the importance of all but three of the
general education goals.
This section provides transfer students' ratings of 16 goals
related to student personal development. Respondents denoted
their current level of development toward these goals as well
as the importance of each goal at the time of the survey.
The means for the students' current level of development of general
education goals, ranked from highest to lowest for the total group,
appear in Chart 2. The rating scale used was: 5 = Very High,
4 = High, 3 = Average, 2 = Low, and 1 = Very Low. Transfer students
indicated that their highest current levels of development were
in: taking responsibility for my own behavior, viewing
learning as a lifelong process, recognizing and acting
upon ethical principles, and being independent and self-reliant.
Respondents indicated their weakest areas concerned managing
my time and being involved with public and community affairs.
On viewing learning as a lifelong process and recognizing
and acting upon ethical principles, females rated their development
higher (p < 0.01) than did males. However, males rated
their development significantly higher in handling stress.
For both having self-confidence and realizing my potential
for success African-Americans rated their development higher
than whites or other minorities.
At least two baccalaureate academic units differed significantly
( p < 0.01) on the current level of development for
the personal development goals handling stress and having
self-discipline.
The means for personal development goal importance also appear
in Chart 2. The rating scale used was: 5 = Very Important, 4
= Important, 3 = Moderately Important, 2 = Of Limited Importance,
and 1 = Not Important. Transfer students reported that the most
important of these goals were: taking responsibility for my
own behavior, having self-confidence, managing my
time, and having self-discipline. They marked clarifying
personal identity and being involved with public and community
affairs as the least important goals.
Females rated nearly every personal development goal as significantly
more important (p < 0.01) to them than did the males.
However, no significant differences were found for the importance
of most goals across ethnic groups.
At least two baccalaureate academic units differed significantly
( p < 0.01) on over half of the importance ratings (9
out of 16).
This section provides transfer students' ratings of seven goals
related to student world view. Respondents indicated their current
level of development in these goals as well as the importance
they placed on each goal at the time of the survey.
Chart 3 displays the means for level of development, ranked from
highest to lowest according to means for the total group of respondents.
The rating scale used was: 5 = Very High, 4 = High, 3 = Average,
2 = Low and 1 = Very Low. Transfer students registered their
highest current level of development for the following world view
goals: valuing racial equity, valuing gender equity and
having a tolerance for different points of view.
Females and males differed significantly (p < 0.01)
on six of the seven goals. Females rated their level of development
higher on advancing my appreciation of the arts music and literature;
having a tolerance for different points of view; valuing
gender equity; and valuing racial equity. Males marked
higher levels of development only on understanding issues and
problems facing the world and understanding the present
as it relates to historical events/processes.
At least two baccalaureate academic units differed significantly
( p < 0.01) on the current level of development for
world view goals advancing my appreciation of the arts, music
and literature and having a tolerance for different points
of view.
Chart 3 displays the importance means for world view goals for
all of the Transfer respondents. The rating scale used was: 5
= Very Important, 4 = Important, 3 = Moderately Important, 2 =
Of Limited Importance, and 1 = Not Important. Respondents indicated
the most important world view goals to them were: valuing
racial equity, valuing gender equity, being able
to interact and work with people from diverse backgrounds, and
having a tolerance for different points of view.
Females and males agreed only on the importance of understanding
the present as it relates to historical events/processes.
On all other world view goals, females rated the goal as significantly
more important (p < 0.01) than did males.
At least two baccalaureate academic units differed significantly
( p < 0.01) on the importance of being able to interact
and work with people from diverse backgrounds; advancing my appreciation
of the arts, music and literature; having a tolerance for
different points of view; valuing gender equity; and
valuing racial equity.
In order to better understand what the transfer students believed
to be priorities regarding the 35 goals examined above, a weighed
analysis was conducted of the gaps between their current level
of development and the importance they attributed to each goal.
Initially, the mean score for the importance of a particular
goal was subtracted from the mean of that goal's reported current
level of development. This resulting figure indicated the difference
between where the student is now (current level) and where they
hope to be (importance). The outcome of this process yielded
negative scores for each goal. Therefore, for each goal the Transfer
students hoped to develop beyond their current levels.
Next, the gap was weighted according to the mean importance score
given that particular goal. By multiplying the importance mean
score by the difference, the result was a weighted gap score.
This weighted gap score not only took into account how far apart
present development and desired development were, but also how
meaningful that gap was to the student. For example, consider
two goals with a gap score of -1. The first goal had a current
level mean of 1 and importance mean of 2. The second goal's current
level was 4 with an importance of 5. Clearly, the population
regarded the second goal as more important and thus should be
considered over the first goal, even though they had identical
gap scores.
The results of the weighted gap analysis are plotted in Chart
4 below. When viewing the chart it is not as important what the
weighted score is, but the focus should be given to the length
of a goal's bar relative to the other goals.
According to the analysis, the transfer students would place
a priority on addressing the goals of: developing computer
skills, managing my time, and handling stress.
Three of the top four weighted gaps concern personal development
education goals. Goals involving general education tended to
cluster more towards the middle of the 35 issues, while the world
view goals generally filtered out as the lowest priorities.
Summary
