North Carolina State University
2000 Graduating Senior Survey:
All Respondents
This report presents findings from the 2000 Graduating Senior Survey. It describes the overall responses to each survey question within the following topics: student goals and intentions; academic environment and faculty contribution; campus climate, evaluation of student services; knowledge, skills and personal development; and employment and extracurricular activities. For a full discussion of the survey�s methodology, see "2000 Graduating Senior Survey: Introduction, Methods, and Student Demographic Profile." Responses broken down by gender, race/ethnicity, and college are available on the web.
Table of Contents:
Student Goals and IntentionsAcademic Environment and Faculty Contributions
Knowledge, Skills, and Personal Development
Employment and Extracurricular Activities
Students were asked questions regarding their primary goal or objective in attending NCSU and to what degree that goal or objective was accomplished. Table 3-1 shows goals/objectives and accomplishment. The majority of respondents� primary goal in attending NC State was either to prepare for a career (45.3%) or for graduate or professional school (34.6%). About three-fourths (72.2%) of all respondents said they "fully accomplished" their goal.
Respondents who said their primary goal was to earn a bachelor�s degree or certificate were most likely to fully accomplish that objective (81.5%). Three-fourths (74.0%) of the 572 seniors who said their primary goal was to prepare for a new career said they "fully accomplished" their goal. Slightly fewer of those whose primary objective was to prepare for graduate or professional school said they "fully accomplished" their goal (65.6%).
Table 3-1: Goals and Objectives at NC State
|
Primary goal/objective |
Accomplishment of goal/objective |
|||
|
% saying |
Total % |
|||
|
Fully accomplished |
Partially accomplished |
Not accomplished |
||
|
Prep for career (n=572) |
74.0% |
26.1% |
0.0% |
45.3% |
|
Prep for grad sch (n=436) |
65.6% |
33.7% |
0.7% |
34.6% |
|
Bach. deg./certif (n=221) |
81.5% |
17.7% |
0.9% |
17.5% |
|
Improve for curr career (n=18) |
66.7% |
33.3% |
0.0% |
1.4% |
|
Other (n=12) |
75.0% |
25.0% |
0.0% |
1.0% |
|
Courses for personal interest (n=3) |
33.3% |
66.7% |
0.0% |
0.2% |
|
Total % |
72.2% |
27.4% |
0.4% |
|
Post-Graduation Plans (Table 3-2)
At the time they completed the survey 13.3 percent of respondents said they had either already accepted a job for after graduation (10.6%) or would continue in their current position (2.7%). Over 40 percent (41.7%) were still seeking employment. About one-fourth said they plan to go on to graduate or professional school, either full-time (23.5%) or part-time (3.5%).
Table 3-2: Plans Following Graduation
|
% saying Yes |
|
|
Still seeking employment |
41.7% |
|
Graduate/prof. school full-time |
23.5% |
|
Accepted a job |
10.6% |
|
Dont know yet |
9.8% |
|
Grad/Prof school part time & work part time |
3.5% |
|
Other |
3.0% |
|
Not seeking empl./not plan school |
2.8% |
|
Continuing in current position |
2.7% |
|
Entering military service |
1.4% |
|
Take more undergrad courses |
1.2% |
Academic Environment and Faculty Contributions
Satisfaction with Education (Table 3-3)
The majority of students appeared to be satisfied with their education at NC State. Three-fourths (75.7%) said if they could start over, they would choose NC State again. About two-thirds (64.2%) said they would choose the same major again. Less than 10 percent said they would not choose NC State again (7.3%), and 13.3 percent would not choose the same major again.
Table 3-3: Satisfaction with Education
|
% saying |
|||
|
Yes |
No |
Not Sure |
|
|
Choose NC State again? |
75.7% |
7.3% |
17.0% |
|
Choose same major again? |
64.2% |
13.3% |
22.5% |
Evaluation of Education (Tables 3-4 and 3-5)
Students were asked to give their opinions of the academic environment at NC State. Specifically, they rated the overall education they received, instruction in their major and overall, and the intellectual environment on campus.
Most respondents (93.9%) gave positive ratings to the overall education they had received at NC State. The majority of students were also happy with the quality of instruction they had received, although ratings were much higher for instruction within their major than overall. Slightly less than half of respondents (47.3%) said instruction in their major was "excellent" and another 44.3 percent said it was "good." In comparison, just 15.0 percent rated their overall instruction as "excellent," while 66.9 percent said it was "good." Finally, over 70 percent of respondents (71.1%) agreed that the intellectual environment on campus was "strong" (53.7%) or "very strong" (17.4%).
Table 3-4: Evaluation of Education
|
% saying |
||||||||
|
Excellent |
Good |
Fair |
Poor |
|||||
|
Overall education received at NCSU |
38.5% |
55.4% |
5.6% |
0.6% |
||||
|
Quality of instruction in major |
47.3% |
44.3% |
7.6% |
0.9% |
||||
|
Overall quality of instruction |
15.0% |
66.9% |
17.5% |
0.6% |
||||
Table 3-5: Campus Environment
|
% saying |
|||||
|
Very strong |
Strong |
Average |
Weak |
Very weak |
|
|
Intellectual environment on campus |
17.4% |
53.7% |
26.0% |
2.4% |
0.6% |
Faculty Contributions (Table 3-6)
Students were asked to evaluate how well faculty members in their major department do each of various tasks, using a scale from 1 ("poor") to 4 ("excellent"). "Don�t know" responses were not included in calculations of average ratings. Overall, students were very positive about the contributions faculty in their major department make toward their education. Highest average ratings were given to faculty setting high expectations to learn (3.41) and to encouraging that time and energy be devoted to coursework (3.35). Although still rated as "excellent" or "good" by majorities of respondents, factors related to faculty involvement with students on a more individual basis received somewhat lower ratings.
Table 3-6: Faculty Contributions
|
Mean Rating |
% saying |
||||
|
4:Excellent |
3:Good |
2:Fair |
1:Poor |
||
|
Set high expectations to learn |
3.41 |
46.0% |
49.3% |
4.4% |
0.3% |
|
Time/energy to coursework encouraged |
3.35 |
42.5% |
50.6% |
6.7% |
0.2% |
|
Opportunities for cooperative learning w/ fellow students |
3.28 |
41.7% |
45.6% |
11.9% |
0.9% |
|
Encourage active learning |
3.17 |
34.1% |
50.1% |
14.7% |
1.2% |
|
Freq and prompt feedback from faculty |
3.12 |
28.1% |
57.1% |
13.8% |
0.9% |
|
Encourage student/faculty interaction |
3.11 |
34.3% |
44.6% |
18.7% |
2.3% |
|
Care about academic success/welfare |
3.07 |
32.2% |
45.2% |
19.5% |
3.0% |
|
Respect diverse talents & ways of learn |
3.01 |
24.5% |
53.9% |
19.7% |
2.0% |
|
Overall rating of faculty |
3.23 |
32.5% |
58.2% |
9.0% |
0.2% |
Students were asked to rate what they perceived to be the general attitude on campus towards various groups of people. A majority of respondents felt the campus climate was at least "moderately supportive" toward each of the groups asked about, with one exception. Just 30.1 percent of respondents felt the campus climate was at least "moderately supportive" towards gay and lesbian students, while another 25.1 percent thought it was either "moderately" (17.4%) or "strongly unsupportive" (7.7%) towards them.
Most respondents (94.2%) agreed either "strongly" (40.3%) or "somewhat" (53.4%) that NC State is committed to helping minority students succeed. They were slightly less likely to agree that NC State has visible leadership from the Chancellor and other administrators to foster diversity on campus (28.5% "agree strongly," 52.0% "agree somewhat").
Table 3-7: Campus Climate
|
Group |
% saying |
||||
|
Strongly supportive |
Moderately supportive |
Neutral |
Moderately unsupportive |
Strongly unsupportive |
|
|
Women |
37.4% |
37.6% |
22.5% |
2.4% |
0.1% |
|
Men |
52.1% |
18.0% |
26.3% |
2.9% |
0.7% |
|
African American |
40.9% |
30.5% |
24.4% |
3.6% |
0.5% |
|
Other Ethnic Minorities |
27.1% |
33.5% |
33.1% |
5.6% |
0.8% |
|
International Students |
34.1% |
29.0% |
31.7% |
4.6% |
0.6% |
|
Disabled Students |
27.1% |
29.4% |
34.7% |
7.5% |
1.2% |
|
Gay & Lesbian Students |
12.7% |
17.4% |
44.8% |
17.4% |
7.7% |
Table 3-8: Support for Diversity
|
% saying |
||||
|
Agree Strongly |
Agree Somewhat |
Disagree Somewhat |
Disagree Strongly |
|
|
NC State is committed to helping minority students succeed |
40.3% |
53.9% |
5.0% |
0.8% |
|
NC State has visible leadership to foster diversity on campus |
28.5% |
52.0% |
16.1% |
3.4% |
Survey respondents were instructed to evaluate various academic and non-academic services provided by NC State, based on their experiences within the last two years on campus. Ratings ranged from 1 ("poor") to 4 ("excellent"). The "don�t know/did not use" option available for those students with insufficient experience to evaluate a service area was excluded from analyses.
Academic services encompassed six primary areas: academic advising, research support, technology services, library services, career-related services, and employment search assistance. Of the 28 individual academic service items asked about, only 3, all related to training, had average ratings less than 3.0: access to trained technology staff (2.7), technology training classes (2.8), and to training to use the library (2.9). In general, however, respondents gave highest ratings to technology, library, and career-related services. Seventy percent or more rated the library's hours of operation (73.0%) and access to the Internet (70.5%) as "excellent."
Academic Advising: About three-fourths or more of the respondents gave high ratings to each of the various aspects of academic advising in their major asked about. Almost 40 percent rated access to advisor (39.7%) and accurate information about degree requirements and course sequencing (39.6%) as "excellent." Slightly more than one-fourth of respondents (26.7%) rated sufficient time with advisor as "fair" (18.6%) or "poor" (8.1%).
Research Support: Each of the three items related to research support received an average rating of 3.0
Technology Services: Seventy percent of respondents rated access to the Internet as "excellent." More than 40 percent of respondents rated access to up-to-date facilities (46.3%) and hours of operation for computer center, labs, and help desks (42.5%) as "excellent." Access to trained technology staff for help (2.7) and technology training classes (2.8), however, had among the lowest average ratings of all academic services asked about.
Library Services: Almost three fourths (73.0%) of respondents rated library hours of operation as "excellent." More than 40 percent rated staff responsiveness (43.4%) and access to databases and collections (44.0%) as excellent. Training to use the library received lower ratings with almost 30 percent rating it as "fair" (22.4%) or "poor" (7.5%).
Career-related Services: All career related services received an average rating of between 3.2 and 3.3.
Employment Services: Highest average ratings for employment services were for access to employment opportunities (3.3). Respondents gave slightly lower ratings to interview preparation skills (3.0), with one-fourth rating this service as "fair" (20.2%) or "poor" (5.6%).
Table 3-9: Academic Service Areas
|
Mean Response |
% saying |
|||||||
|
4:Excellent |
3:Good |
2:Fair |
1:Poor |
|||||
|
Academic Advising (in major) |
||||||||
|
Access to advisor |
3.10 |
39.7% |
37.3% |
16.0% |
7.1% |
|||
|
Sufficient time with advisor |
3.04 |
38.4% |
35.0% |
18.6% |
8.1% |
|||
|
Accurate info about degree reqs |
3.12 |
39.6% |
39.3% |
14.6% |
6.4% |
|||
|
Knowledge of campus policies/procedures |
3.08 |
34.6% |
44.7% |
14.8% |
5.9% |
|||
|
Overall academic advising services |
3.06 |
36.2% |
40.8% |
16.3% |
6.7% |
|||
|
Research Support |
||||||||
|
Access to faculty in research |
2.99 |
31.1% |
43.6% |
18.2% |
7.1% |
|||
|
Access to up-to-date facilities (rsrch) |
2.99 |
29.6% |
46.4% |
17.2% |
6.8% |
|||
|
Research support overall |
3.00 |
27.2% |
51.0% |
16.9% |
5.0% |
|||
|
Technology Services |
||||||||
|
Access to Internet |
3.67 |
70.5% |
26.8% |
2.4% |
0.3% |
|||
|
Hours for computer ctrs/labs/help desks |
3.29 |
42.5% |
45.9% |
9.5% |
2.1% |
|||
|
Access to up-to-date facilities (tech) |
3.35 |
46.3% |
43.6% |
9.0% |
1.0% |
|||
|
Access to trained staff for help |
2.68 |
19.1% |
39.5% |
31.6% |
9.8% |
|||
|
Technology training classes |
2.75 |
19.5% |
44.8% |
27.3% |
8.4% |
|||
|
Overall technology services |
3.25 |
34.9% |
56.1% |
8.0% |
1.0% |
|||
|
Library Services |
||||||||
|
Hours of operation |
3.71 |
73.0% |
25.2% |
1.5% |
0.3% |
|||
|
Staff responsiveness |
3.34 |
43.4% |
48.4% |
7.5% |
0.7% |
|||
|
Access to databases and collections |
3.35 |
44.0% |
47.7% |
7.6% |
0.7% |
|||
|
Training to use library |
2.89 |
27.0% |
43.1% |
22.4% |
7.5% |
|||
|
Library services overall |
3.38 |
42.2% |
53.6% |
3.8% |
0.4% |
|||
|
Career-relates Services |
||||||||
|
Opportunity for career assistance |
3.24 |
40.2% |
46.0% |
11.8% |
2.0% |
|||
|
Information on internships, co-op, other career-related experiences |
3.16 |
38.7% |
42.8% |
14.4% |
4.1% |
|||
|
Resources available to explore career options |
3.18 |
36.7% |
47.2% |
13.5% |
2.6% |
|||
|
Information available through computers/Internet and other technology |
3.31 |
43.4% |
45.6% |
9.7% |
1.3% |
|||
|
Career-related services overall |
3.21 |
35.4% |
52.7% |
9.7% |
2.2% |
|||
|
Employment Search Assistance |
||||||||
|
Resume preparation |
3.14 |
33.9% |
49.8% |
12.6% |
3.7% |
|||
|
Interview preparation and skills |
2.96 |
27.0% |
47.3% |
20.2% |
5.6% |
|||
|
Access to employment opportunities |
3.26 |
42.1% |
44.4% |
10.9% |
2.7% |
|||
|
Employment search services overall |
3.11 |
29.4% |
55.4% |
12.3% |
2.9% |
|||
Non-academic Services (Tables 3-10 and 3-11)
Students were also asked to evaluate a range of non-academic services. For those services involving interaction with staff members (secretaries, tutors, counselors, office workers, etc.), students were also instructed to evaluate the responsiveness of the staff.
Each of the services asked about was rated as at least "good" by two-thirds or more respondents with three exceptions: residence life programs, campus food services, and financial aid services,. Financial aid services ratings were likely to have been affected by delays in disbursement due to computer problems that were unique this year. Opportunities for recreational activities (41.8%), registration process (37.3%) and library services (34.7%) were most likely to be rated as "excellent."
In general, respondents were more likely to rate the staff associated with a given service as "excellent" than they were to rate the service itself as "excellent." Largest differences in ratings were for staff associated with campus food services and with non-career campus counseling. Staff associated with the registration process, however, received lower ratings than did the registration process more generally.
Table 3-10: Non-Academic Services
|
Services |
Mean Rating |
% saying |
|||
|
4:Excellent |
3:Good |
2:Fair |
1:Poor |
||
|
Opportunities for rec activities |
3.29 |
41.8% |
47.4% |
9.2% |
1.6% |
|
Library services |
3.25 |
34.7% |
56.1% |
8.6% |
0.6% |
|
Registration process |
3.19 |
37.3% |
46.3% |
14.4% |
2.0% |
|
Opps to dev leadership skills |
3.08 |
29.8% |
50.8% |
16.8% |
2.7% |
|
College/dept placement svcs |
3.05 |
27.7% |
53.1% |
15.2% |
4.0% |
|
Campus health services |
3.05 |
30.8% |
48.5% |
15.8% |
4.9% |
|
Campus counseling (not career) svcs |
2.98 |
27.0% |
50.2% |
16.7% |
6.0% |
|
Univ planning & placement svcs |
2.97 |
21.2% |
56.5% |
20.1% |
2.2% |
|
Opportunities for community svc |
2.88 |
22.8% |
48.9% |
22.1% |
6.1% |
|
Personal safety on campus |
2.85 |
15.8% |
57.5% |
23.0% |
3.8% |
|
Bookstore services and products |
2.78 |
13.4% |
56.7% |
24.8% |
5.1% |
|
Business svcs/cashier/stdnt accts |
2.73 |
11.3% |
57.0% |
25.1% |
6.6% |
|
Financial aid services |
2.61 |
16.8% |
41.1% |
28.4% |
13.7% |
|
Residence life programs |
2.61 |
12.2% |
45.8% |
33.1% |
8.8% |
|
Campus food services |
2.41 |
7.0% |
42.4% |
35.5% |
15.2% |
Table 3-11: Staff Responsiveness
|
Services |
Mean Rating |
% saying |
||||||||
|
4:Excellent |
3:Good |
2:Fair |
1:Poor |
|||||||
|
Library services |
3.24 |
37.2% |
50.4% |
11.6% |
0.9% |
|||||
|
College/dept placement services |
3.07 |
29.5% |
51.7% |
15.1% |
3.7% |
|||||
|
Registration process |
3.06 |
30.1% |
49.3% |
17.0% |
3.5% |
|||||
|
Campus health services |
3.01 |
31.9% |
43.4% |
18.6% |
6.1% |
|||||
|
Univ planning & placement services |
2.99 |
24.6% |
53.6% |
18.2% |
3.5% |
|||||
|
Campus counseling (not career) services |
2.98 |
32.5% |
41.1% |
18.3% |
8.1% |
|||||
|
Bookstore services and products |
2.82 |
15.7% |
55.7% |
23.9% |
4.7% |
|||||
|
Personal safety on campus |
2.80 |
18.0% |
50.9% |
23.7% |
7.4% |
|||||
|
Business services/cashier/student accts |
2.62 |
11.0% |
51.0% |
27.0% |
11.0% |
|||||
|
Residence life programs |
2.62 |
15.1% |
43.1% |
30.6% |
11.2% |
|||||
|
Financial aid services |
2.53 |
15.9% |
38.6% |
28.3% |
17.1% |
|||||
|
Campus food services |
2.51 |
12.3% |
40.2% |
33.4% |
14.2% |
|||||
Financial Aid (Tables 3-12 and 3-13)
Sixty percent of respondents (60.3%) said they received some sort of financial aid. The majority (86.2%) of these respondents said they were either "very" (40.3%) or "moderately satisfied" (45.9%) with the aid package received.
Respondents were asked with which aspect, if any, of financial aid services were they least satisfied. Sixty-three percent of those who received financial aid opted not to respond, indicating that they were generally satisfied with financial aid services. However, about 12 percent (11.9%) of those receiving aid said they were least satisfied with the award package they received. Slightly fewer were least satisfied with the application process (9.9%) and the customer service skills of the reception staff (7.9%).
Table 3-12: Financial Aid Received
|
Satisfaction with financial aid package received (of those saying "Yes, received aid," n=568) |
|||||
|
% saying |
|||||
|
% saying Yes |
Very satisfied |
Moderately satisfied |
Moderately dissatisfied |
Very dissatisfied |
|
|
Financial aid received |
60.3% |
40.3% |
45.9% |
10.2% |
3.6% |
Table 3-13: Dissatisfaction with Financial Aid
(among those who received aid)
|
Area LEAST satisfied with (n=775) |
% saying Yes |
|
The financial aid award package I received |
11.9% |
|
The financial aid application process |
9.9% |
|
Customer service skills of the reception staff |
7.9% |
|
Customer service skills of the advisor staff |
4.3% |
|
Customer services skills of the phone staff |
2.6% |
|
Nothing mentioned |
63.4% |
Knowledge, Skills, and Personal Development
General Growth and Training (Table 3-14)
A majority of respondents (55.7%) said NC State contributed "very well" to their intellectual growth. Respondents were less positive about the university�s contribution to their personal growth (47.2%) and career training (32.5%). More than 20 percent of respondents said that NC State contributed only "somewhat adequately" (16.2%) or "poorly" (5.1%) to their career training.
Table 3-14: NC State�s Contribution to�
|
Mean Rating |
% saying |
||||
|
4:Very Well |
3:Adequately |
2:Somewhat adequately |
1:Poorly |
||
|
Intellectual Growth |
3.49 |
55.7% |
38.2% |
5.0% |
1.1% |
|
Personal Growth |
3.30 |
47.2% |
38.8% |
10.8% |
3.2% |
|
Career Training |
3.06 |
32.5% |
46.2% |
16.2% |
5.1% |
Knowledge, Skills, and Personal Growth (Table 3-15)
Graduating seniors rated the extent to which NC State contributed to 35 factors related to their general education, world views, and personal development, using a scale of 1 ("none") to 4 ("very much"). The majority of respondents said NC State contributed at least "somewhat" to all factors listed. In general, respondents were more likely to say NC State contributed "very much" to their development of general education and personal growth goals than to their development of world view goals.
On average, highest rating were given to enhancing analytic skills (3.60), developing computer skills (3.60), ability to critically analyze ideas and information (3.61), ability to plan and carry out projects independently (3.60), and potential for success (3.57). Lowest ratings were given to the university�s contribution to a number of world view goals: appreciating gender equity (2.98), commitment to personal health and fitness (2.96), appreciating racial equity (2.95), exercising public responsibility and community service (2.82), and advancing appreciation of the arts (2.70).
Table 3-15: Contribution to Knowledge, Skills, and Personal Growth
|
Mean Rating |
% saying |
||||
|
4:Very Much |
3:Somewhat |
2:Very Little |
1:None |
||
|
General education |
|||||
|
Enhancing analytic skills |
3.60 |
64.3% |
32.0% |
3.2% |
0.5% |
|
Developing computer skills |
3.60 |
67.5% |
25.9% |
6.0% |
0.6% |
|
Applying scientific methods |
3.46 |
56.9% |
33.4% |
8.6% |
1.1% |
|
Comprehension skills |
3.44 |
52.6% |
39.9% |
6.3% |
1.3% |
|
Using math skills |
3.38 |
53.8% |
32.2% |
12.6% |
1.4% |
|
Speaking skills |
3.35 |
46.8% |
43.3% |
8.3% |
1.6% |
|
Writing skills |
3.34 |
44.7% |
45.8% |
8.6% |
0.9% |
|
Listening skills |
3.33 |
45.6% |
44.0% |
8.8% |
1.6% |
|
World views |
|||||
|
Critical analysis of ideas/info |
3.61 |
64.8% |
32.2% |
2.4% |
0.6% |
|
Ability to plan/carry out projects indep |
3.60 |
65.2% |
30.1% |
3.9% |
0.8% |
|
Ability to function as part of a team |
3.53 |
61.8% |
30.8% |
6.1% |
1.4% |
|
Value learning as a life-long process |
3.50 |
60.6% |
31.0% |
6.5% |
1.8% |
|
Science/tech influence on everyday life |
3.49 |
56.7% |
36.6% |
5.7% |
1.0% |
|
Ability to work with diverse people |
3.38 |
52.3% |
35.7% |
9.8% |
2.2% |
|
Ability to lead or guide others |
3.33 |
47.5% |
41.1% |
8.7% |
2.7% |
|
Developing tolerance for divergent views |
3.26 |
44.0% |
41.2% |
11.6% |
3.1% |
|
Understand diverse cultures/values |
3.17 |
39.4% |
42.5% |
13.9% |
4.3% |
|
Recognizing/acting on ethical principles |
3.11 |
35.3% |
44.4% |
16.4% |
4.0% |
|
Understanding world issues/problems |
3.08 |
34.7% |
43.4% |
17.4% |
4.5% |
|
Present as it relates to history |
3.06 |
31.6% |
46.1% |
18.9% |
3.5% |
|
Appreciating gender equity |
2.98 |
33.1% |
39.5% |
19.9% |
7.6% |
|
Commitment to personal health/fitness |
2.96 |
30.6% |
42.5% |
19.7% |
7.3% |
|
Appreciating racial equity |
2.95 |
32.1% |
38.9% |
21.3% |
7.8% |
|
Community svc/public responsibility |
2.82 |
25.1% |
40.5% |
25.6% |
8.8% |
|
Appreciation of the arts |
2.70 |
23.2% |
36.1% |
28.6% |
12.2% |
|
Personal development |
|||||
|
Potential for success |
3.57 |
64.3% |
30.4% |
3.6% |
1.7% |
|
Personal growth |
3.52 |
61.1% |
32.0% |
4.5% |
2.5% |
|
Independence and self-reliance |
3.49 |
62.0% |
28.3% |
6.2% |
3.6% |
|
Self-discipline |
3.48 |
59.2% |
32.0% |
6.2% |
2.7% |
|
Time management |
3.47 |
58.3% |
32.7% |
6.8% |
2.3% |
|
Coping with change |
3.40 |
53.1% |
36.6% |
7.2% |
3.1% |
|
Ability to handle stress |
3.36 |
53.5% |
33.4% |
9.1% |
3.9% |
|
Self-confidence |
3.31 |
47.3% |
39.3% |
10.4% |
3.1% |
|
Taking responsibility for own behavior |
3.29 |
51.0% |
32.9% |
10.6% |
5.6% |
|
Sense of personal identity |
3.28 |
47.9% |
36.3% |
11.4% |
4.4% |
Employment and Extracurricular Activities
Number of Hours Worked (Table 3-16)
Three-fourths (75.8%) of respondents indicated they were employed during their graduation year. Almost 40 percent (38.8%) of those who worked during their graduation year worked an average of 20 or more hours per week while at NC State.
Table 3-16: Number of Hours Worked
(among employed respondents, n=978)
|
% saying Yes |
|
|
Less than 5 hrs/wk |
4.2% |
|
5-9 hrs/wk |
12.6% |
|
10-14 hrs/wk |
23.4% |
|
15-19 hrs/wk |
21.1% |
|
20-24 hrs/wk |
20.2% |
|
25-29 hrs/wk |
8.4% |
|
30-34 hrs/wk |
4.0% |
|
More than 35 hrs/wk |
6.2% |
Job Relationship to Major (Table 3-17)
More than one-third (35.3%) of respondents who worked during graduation year were working in jobs directly related to their academic major. The majority of those working in areas unrelated to their major said they were doing so by choice (69.2%).
Table 3-17: Job Relation to Academic Major
|
% saying |
||||
|
Directly Related |
Somewhat Related |
Not Related |
||
|
Job related to academic major? (n=978) |
35.3% |
31.7% |
33.0% |
|
|
Yes |
No |
|||
|
If "Not Related" was this by choice? (n=323) |
69.2% |
30.8% |
||
Half of respondents (50.2%) had a co-op, internship, practicum, or field experience while at NC State. Almost two-thirds (64.3%) of those said the experience made an "excellent" contribution to their personal or professional growth. More than one-third (34.2%) said they received a job offer from their employer.
Table 3-18: Co-op Experience
|
% saying Yes |
Job contribution to personal/professional growth |
|||||
|
% saying |
||||||
|
Excellent |
Good |
Fair |
Poor |
|||
|
Co-op/internship/practicum/field experience |
50.2% |
64.3% |
29.7% |
4.5% |
1.5% |
|
|
Yes |
No |
|||||
|
Job offer from employer? |
34.2% |
65.8% |
||||
Extracurricular Involvement (Table 3-19)
Students were asked to indicate all school-related groups which they had been involved in while at NC State. The most frequent responses were organizations/clubs related to your major (61.5%), intramural/recreational sports, club teams (44.2%), and academic (honors program, etc.) (35.4%).
Table 3-19: Extracurricular Involvement at NCSU
|
% saying Yes |
n |
|
|
Organizations/clubs related to major |
61.5% |
793 |
|
Intramural/rec sports, club teams |
44.2% |
570 |
|
Academic (Honors program, etc.) |
35.4% |
457 |
|
Honor/service/prof frat/sorority |
29.8% |
384 |
|
Social fraternity/sorority |
17.0% |
219 |
|
Religious/political/issue groups |
13.4% |
173 |
|
Visual/performing arts/music groups |
8.4% |
109 |
|
Residence hall council, IRC |
7.1% |
91 |
|
Other groups |
7.0% |
90 |
|
Minority student groups |
6.9% |
89 |
|
Union activities board, student media |
4.5% |
58 |
|
Varsity athletic teams |
3.5% |
45 |
|
Student government |
2.9% |
37 |
|
Student judicial board |
0.7% |
9 |
For more information on the 2000 Graduating Senior 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: May, 2001
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