1999 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

White

Af. Am.

Other

Taking responsibility for behavior

1 / 1

1 / 2

1 / 1

1 / 1

1 / 1

1 / 11

Viewing learning as lifelong

2 / 10

2 / 11

2 / 9

2 / 10

3 / 16

3 / 10

Valuing racial equity

3 / 18

3 / 14

3 / 20

3 / 19

2 / 4

2 / 16

Valuing gender equity

4 / 23

4 / 22

5 / 28

5 / 24

4 / 20

4 / 17

Being independent and self-reliant

5 / 7

6 / 5

4 / 13

4 / 7

6 / 13

7 / 12

Acting upon ethical principles

6 / 19

5 / 15

7 / 18

6 / 18

7 / 19

6 / 29

Function as part of a team

7 / 11

9 / 17

6 / 8

7 / 11

10 / 21

13 / 13

Understanding own abilities and interests

8 / 9

7 / 8

8 / 10

8 / 9

11 / 14

12 / 9

Interact with diverse people

9 / 21

8 / 20

12 / 24

11 / 21

5 / 15

5 / 7

Plan/carry out project independently

10 / 13

10 / 12

13 / 14

9 / 14

22 / 22

11 / 14

Tolerance for different views

11 / 17

11 / 9

14 / 19

10 / 16

8 / 18

17 / 20

Good listening skills

12 / 16

12 / 13

18 / 16

12 / 15

19 / 9

10 / 15

Clarifying personal identity

13 / 24

16 / 23

10 / 26

13 / 22

14 / 25

18 / 19

Having self-discipline

14 / 2

17 / 1

9 / 2

14 / 2

16 / 2

9 / 2

Realizing my potential for success

15 / 5

15 / 7

15 / 6

15 / 5

13 / 5

15 / 8

Having self-confidence

16 / 3

20 / 4

16 / 3

16 / 3

18 / 3

16 / 3

Coping with change

17 / 20

18 / 21

17 / 22

18 / 20

9 / 24

21 / 25

Broad general education

18 / 26

14 / 28

21 / 25

17 / 26

20 / 30

19 / 23

Good reading comprehension skills

19 / 22

13 / 24

25 / 23

19 / 23

15 / 11

23 / 18

Critically analyze information

20 / 25

22 / 25

19 / 27

20 / 25

21 / 23

26 / 28

Improving leadership/management skills

21 / 12

23 / 18

22 / 11

21 / 12

23 / 12

28 / 30

Understand scientific influence

22 / 29

28 / 33

11 / 21

22 / 30

26 / 28

20 / 21

Communicate in writing

23 / 28

19 / 26

29 / 30

23 / 28

25 / 27

30 / 22

Commitment to health and fitness

24 / 14

27 / 19

23 / 12

24 / 13

31 / 26

33 / 26

Understand diverse cultures

25 / 32

21 / 29

33 / 33

29 / 32

12 / 31

8 / 24

Apply mathematics skills

26 / 27

29 / 30

20 / 15

25 / 27

30 / 17

14 / 27

Handling stress

27 / 6

30 / 6

24 / 7

27 / 6

17 / 8

24 / 5

Communicate ideas orally

28 / 15

25 / 10

30 17

26 / 17

24 / 6

29 / 6

Managing my time

29 / 4

26 / 3

32 / 5

28 / 4

33 / 7

27 / 4

World problems/issues

30 / 30

31 / 27

27 / 31

30 / 29

29 / 29

25 / 31

Develop computer skills

31 / 8

32 / 16

28 / 4

32 / 8

27 / 10

22 / 1

Appreciation of the arts

32 / 35

24 / 32

34 / 35

31 / 35

32 / 35

31 / 34

Present as it relates to history

33 / 33

33 / 34

31 / 32

33 / 33

28 / 32

32 / 35

Apply scientific principles

34 / 31

35 / 35

26 / 29

34 / 31

34 / 33

34 / 33

Involved with public/community affairs

35 / 34

34 / 31

35 / 34

35 / 34

35 / 34

35 / 32
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For more information on the 1999 Entering Transfer 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

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