North Carolina State University
2001-2002 Graduating Senior Survey:
All Respondents
(Report No. 3)

This report presents findings from the 2001-2002 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 surveyís methodology, see "2001-2002 Graduating Senior Survey: Introduction, Methods, and Student Demographic Profile." Responses broken down by gender, race/ethnicity, and college, as well as a copy of the survey instrument with exact question wording, are available on the web.

Table of Contents:

Student Goals and Intentions

Academic Environment and Faculty Contributions

Campus Climate

Services for Students

Knowledge, Skills, and Personal Development

Employment and Extracurricular Activities

Student Goals and Intentions

Educational Goals (Table 3-1)

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 respondentsí primary goal in attending NC State was either to prepare for a career (43.1%) or for graduate or professional school (35.4%). Over 70 percent (70.6%) of all respondents said they "fully accomplished" their goal.

Respondents who said their primary goal was to earn a bachelorís degree or certificate were most likely to fully accomplish that objective (82.1%). Over 70 percent (71.7%) of the 843 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 (64.7%).

Table 3-1: Goals and Objectives at NC State
Goal/objective for attending NCSU
Accomplishment of goal/objective
Not accomplished
Partially accomplished
Fully accomplished
Total %
Prep. for new career/profession (n=843)
0.6%
27.8%
71.7%
43.1%
Prep. for grad/prof school (n=700)
0.3%
35.0%
64.7%
35.4%
Bach. deg./certificate only (n=340)
0.3%
17.6%
82.1%
17.2%
Other (n=39)
5.1%
30.8%
64.1%
2.0%
Improve for current profession (n=38)
0.0%
34.2%
65.8%
1.9%
Courses for personal interest (n=8)
0.0%
50.0%
50.0%
0.4%
Total (n=1,968)
0.5%
28.9%
70.6%
100.0%
Comparisons and Frequencies: Gender/Ethnicity, College
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Off-Campus Degree Program (Table 3-2)

Respondents pursuing their degree through an off-campus degree program were asked their likelihood of graduating if the off-campus program had not been available. Just under half of the 107 respondents in an off-campus degree program said that they "probably would not" have graduated (15.0%) or that it was "not likely" that they would have done so (30.8%) had the program not been available.


Table 3-2: Off-Campus Degree Program
 
Mean
4: Very likely
3: Probably
2: Probably not
1: Not likely
Likelihood of obtaining degree at UNC campus if off-campus degree program not available (among those in off-campus program, n=107)
2.43
19.6%
34.6%
15.0%
30.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Post-Graduation Plans (Table 3-3)

At the time they completed the survey 13.5 percent of respondents said they had either already accepted a job for after graduation (9.6%) or would continue in their current position (3.9%). About 40 percent (38.0%) were still seeking employment. About one-fourth said they plan to go on to graduate or professional school, either full-time (20.9%) or part-time (4.2%).

Table 3-3: Plans Following Graduation
 
% Saying
Still seeking employment
38.0%
Graduate/professional school full-time
20.9%
Don't know yet
12.4%
Have accepted a job
9.6%
Other
5.0%
Grad/Prof school part-time & work part-time
4.2%
Continuing in current position
3.9%
Not seeking empl./not planning school
2.9%
Entering military service
2.1%
Take more undergrad courses
0.9%
Comparisons and Frequencies: Gender/Ethnicity, College
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Academic Environment and Faculty Contributions

Satisfaction with Education (Table 3-4)

The majority of students appeared to be satisfied with their education at NC State. Almost 90 percent (88.0%) say they would recommend NC State to a friend. More than three-fourths (77.4%) said if they could start over, they would choose NC State again. About two-thirds (63.7%) said they would choose the same major again. Less than 10 percent said they would not choose NC State again (8.4%), and 15.8 percent would not choose the same major again.

Table 3-4: Satisfaction with Education
 
Yes
Not Sure
No
Recommend NCSU to a friend? 88.0% 8.2% 3.8%
Choose NC State again? 77.4% 14.3% 8.4%
Choose same major again? 63.7% 20.4% 15.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Evaluation of Education (Tables 3-5 and 3-6)

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 (91.1%) 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. Forty-five percent of respondents said instruction in their major was "excellent" and another 45.3 percent said it was "good." In comparison, just 15.5 percent rated their overall instruction as "excellent," while two-thirds (66.1%) said it was "good." Finally, over 90 percent of respondents agreed that the intellectual environment on campus was "strong" (69.0%) or "very strong" (20.7%).

Table 3-5: Evaluation of Education
  Mean 4: Excellent 3: Good 2: Fair 1: Poor
Evaluate overall educ. received 3.27 36.8% 54.3% 8.3% 0.6%
Quality of instruction in major 3.34 45.3% 45.3% 7.7% 1.6%
Quality of instruction overall 2.96 15.5% 66.1% 17.3% 1.2%
Comparisons and Frequencies: Gender/Ethnicity, College
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Table 3-6: Campus Environment
  Mean 4: Very strong 3: Strong 2: Weak 1: Very weak
Intellectual environment on campus 3.10 20.7% 69.0% 9.8% 0.5%
Comparisons and Frequencies: Gender/Ethnicity, College
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Faculty Contributions (Table 3-7)

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"). "Donít 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 (3.3) and to encouraging that time and energy be devoted to coursework (3.3). 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 3-7: Faculty Contributions
Faculty...
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Set high expectations for learning
3.34
39.6%
54.9%
5.1%
0.5%
Encourage devoting time/energy to coursework
3.27
37.6%
52.9%
8.7%
0.8%
Opp. to learn cooperatively with fellow students
3.21
38.8%
45.6%
13.7%
1.9%
Encourage actively involved learning
3.15
33.3%
50.5%
14.4%
1.8%
Give frequent and prompt feedback
3.09
27.9%
55.1%
15.4%
1.6%
Encourage student-faculty interaction
3.06
32.3%
44.9%
19.7%
3.0%
Respect diverse talents/ways of learning
3.04
25.8%
55.0%
16.9%
2.3%
Care about your academic success and welfare
3.04
30.9%
46.9%
17.9%
4.3%
Evaluation on all eight measures
3.17
28.8%
60.5%
9.5%
1.2%
Comparisons and Frequencies: Gender/Ethnicity, College
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Campus Climate (Tables 3-8 and 3-9)

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 "mildly supportive" toward each of the groups asked about, with one exception. Just one-third of respondents felt the campus climate was at least "mildly supportive" towards gay and lesbian students, while another 17.3 percent thought it was either "mildly" (12.1%) or "strongly nonsupportive" (5.2%) towards them.

Most respondents (92.8%) agreed either "strongly" (39.3%) or "somewhat" (53.5%) 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 (28.3% "agree strongly," 50.9% "agree somewhat").

Table 3-8: Campus Climate
 Group Mean 5: Strongly supportive 4: Mildly supportive 3: Neutral 2: Mildly nonsupportive 1: Strongly nonsupportive
Men 4.11 48.6% 19.3% 28.3% 2.6% 1.2%
Women 4.09 39.5% 33.6% 24.0% 2.3% 0.6%
African Americans 4.05 41.0% 28.3% 26.5% 3.4% 0.8%
International stdnts 3.91 33.6% 29.6% 31.7% 4.1% 1.0%
Ethnic minorities 3.85 29.8% 32.0% 32.6% 4.8% 0.8%
Disabled stdnts 3.77 29.7% 28.0% 33.9% 6.3% 2.1%
Gay/lesbian stdnts 3.25 14.1% 19.0% 49.6% 12.1% 5.2%
Comparisons and Frequencies: Gender/Ethnicity, College
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Table 3-9: Support for Diversity
  Mean 4: Agree strongly 3: Agree somewhat 2: Disagree somewhat 1: Disagree strongly
NCSU is committed to minority students succees 3.31 39.3% 53.5% 5.8% 1.4%
NCSU leaders foster diversity on campus 3.02 28.3% 50.9% 15.1% 5.7%
Comparisons and Frequencies: Gender/Ethnicity, College
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Services for Students

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 "donít know/did not use" option available for those students with insufficient experience to evaluate a service area was excluded from analyses.

Academic Services (Table 3-10)

Academic services encompassed six primary areas: academic advising, research support, technology services, library services, career-related services, and employment search assistance. In general respondents gave highest ratings to technology, library, and career-related services, and lowest ratings to research support. However, each of the 28 individual academic service items asked about received positive ratings. Among the individual items highest ratings were give to the library's hours of operation and access to the Internet, with average ratings of 3.7 and 3.6 respectively. Only 3 items, all related to training, had average ratings less than 3.0: access to trained technology staff (2.8), technology training classes (2.9), and to training to use the library (2.9).

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. Forty-five percent or more rated access to advisor (47.4%), accurate information about degree requirements and course sequencing (45.8%), and sufficient time with advisor (44.7%) as "excellent."

Research Support: Although this area received lower ratings in general than the other five areas asked about , each of the three items related to research support received an average rating of 3.0

Technology Services: Almost 70 percent (68.1%)of respondents rated access to the Internet as "excellent." More than 45 percent of respondents rated hours of operation for computer center, labs, and help desks (47.4%) and access to up-to-date facilities (45.8%) as "excellent." Access to trained technology staff for help (2.8) and technology training classes (2.9), however, had among the lowest average ratings of all academic services asked about. Over one-third of respondents rated access to trained technology staff for help as either "fair" (27.0%) or "poor" (9.1%).

Library Services: Almost three fourths (72.2%) of respondents rated library hours of operation as "excellent." About half rated staff responsiveness (47.3%) and access to databases and collections (51.0%) as excellent. Training to use the library received lower ratings with almost 30 percent rating it as "fair" (21.8%) or "poor" (6.8%).

Career-related Services: All career related services received an average rating of between 3.1 and 3.2.

Employment Services: Highest average ratings for employment services were for access to career fairs, job listings, etc. (3.2). Respondents gave slightly lower ratings to interview preparation skills (3.0), with about one-fourth rating this service as "fair" (16.9%) or "poor" (6.5%).

Table 3-10: Academic Service Areas
Academic advising in major
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Advising: Access to advisor
3.22
47.4%
33.9%
12.4%
6.3%
Advising: Accurate info. about degree req./courses
3.17
45.8%
32.2%
15.5%
6.5%
Advising: Sufficient time with advisor
3.13
44.7%
31.8%
15.3%
8.2%
Advising: Knowledge of policies/procedures
3.13
39.0%
40.6%
15.0%
5.4%
Academic advising overall
3.15
43.4%
34.3%
16.3%
6.0%
Research support
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Research: Access to faculty involved in research
2.99
30.5%
44.8%
17.6%
7.0%
Research: Access to up-to-date facilities
2.96
29.2%
45.3%
17.3%
8.2%
Research support overall
3.00
27.1%
50.6%
17.7%
4.6%
Technology services
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Tech: Access to Internet
3.63
68.1%
27.0%
4.4%
0.5%
Tech: Hours of operation for computer labs
3.33
47.4%
40.5%
10.0%
2.1%
Tech: Access to up-to-date facilities
3.30
45.8%
41.1%
10.2%
3.0%
Tech: Training classes
2.88
24.9%
45.6%
21.8%
7.8%
Tech: Access to trained staff for help
2.79
23.8%
40.1%
27.0%
9.1%
Technology services overall
3.26
38.3%
50.7%
9.7%
1.3%
Library services
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Library: Hours of operation
3.70
72.2%
25.5%
2.0%
0.3%
Library: Access to databases/collections
3.45
51.0%
43.2%
5.3%
0.5%
Library: Staff responsiveness
3.39
47.3%
45.4%
6.1%
1.1%
Library: Training to use library
2.94
29.9%
41.5%
21.8%
6.8%
Library services overall
3.45
48.0%
48.8%
2.9%
0.3%
Career-related services
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Career: Info. through Internet and other technology
3.24
39.1%
48.1%
10.7%
2.1%
Career: Oppor. for career assistance
3.18
35.3%
50.9%
10.9%
3.0%
Career: Info. on internships, co-op, etc.
3.13
36.4%
44.7%
14.1%
4.8%
Career: Resources available to explore options
3.12
33.6%
48.7%
13.5%
4.2%
Career-related services overall
3.15
32.3%
53.1%
11.8%
2.9%
Employment search assistance
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Employment: access to career fairs, job listings, etc.
3.19
39.1%
45.6%
11.0%
4.3%
Employment: Resume preparation
3.13
34.2%
48.7%
12.6%
4.5%
Employment: interview prep skills
2.98
28.2%
48.4%
16.9%
6.5%
Employment search assistance overall
3.07
29.7%
52.0%
14.1%
4.1%
Comparisons and Frequencies: Gender/Ethnicity, College
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Non-academic Services (Tables 3-11 and 3-12)

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.

Non-academic services tended to receive lower ratings than academic services. However, each of the non-academic services asked about was rated as at least "good" by two-thirds or more respondents with two exceptions: campus food services, and financial aid services disbursement process. Opportunities for recreational activities (43.9%), library services (39.4%), and registration process (37.6%) were most likely to be rated as "excellent."

In general, respondents were slightly 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, non-career campus counseling and university planning and placement services. Staff associated with the registration process, however, received notably lower ratings than did the registration process more generally.

Table 3-11: Non-Academic Services
Services Mean 4: Excellent 3: Good 2: Fair 1: Poor
Opportunities for recreational activities
3.34
43.9%
47.2%
7.8%
1.1%
Library services
3.31
39.4%
53.1%
6.9%
0.6%
Registration process
3.21
37.6%
47.6%
12.9%
1.9%
Opportunities s to develop leadership skills
3.16
35.1%
47.8%
14.7%
2.3%
Opportunities for community service
3.13
34.3%
47.9%
14.2%
3.6%
Campus health services
3.09
33.1%
47.3%
15.6%
4.0%
Campus counseling (not career) svcs
3.06
30.4%
48.8%
16.9%
3.9%
College/dept placement services
3.00
24.9%
54.8%
15.9%
4.4%
Personal safety on campus
2.97
19.6%
60.9%
16.3%
3.3%
Bookstore services and products
2.92
19.7%
56.7%
19.7%
3.9%
Financial aid svcs:application/award prcss
2.89
24.2%
48.3%
19.5%
7.9%
Residence life programs
2.82
17.2%
54.7%
21.4%
6.8%
Univ planning & placement services
2.80
11.6%
60.7%
24.3%
3.4%
Financial aid svcs:disbursement process
2.75
21.2%
43.8%
24.1%
10.9%
Business svcs/cashier/student accounts
2.72
12.9%
55.1%
22.7%
9.3%
Campus food services
2.45
8.1%
42.8%
35.3%
13.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Table 3-12: Staff Responsiveness
Services Mean 4: Excellent 3: Good 2: Fair 1: Poor
Library services
3.27
39.5%
50.0%
8.9%
1.5%
Registration process
3.09
31.2%
50.0%
15.5%
3.4%
Campus health services
3.08
34.4%
44.9%
15.6%
5.1%
Campus counseling (not career) services
3.07
35.2%
42.8%
15.7%
6.3%
College/dept placement services
3.04
28.3%
52.5%
14.3%
4.9%
Bookstore services and products
2.93
21.1%
55.1%
19.3%
4.4%
Personal safety on campus
2.89
20.5%
54.4%
19.0%
6.2%
Univ planning & placement services
2.88
16.4%
60.0%
18.8%
4.8%
Residence life programs
2.84
19.8%
53.8%
17.5%
9.0%
Financial aid services:application/award prcss
2.74
22.1%
42.5%
23.0%
12.4%
Financial aid services:disbursement process
2.65
19.0%
40.7%
26.4%
13.9%
Campus food services
2.59
12.6%
45.7%
29.7%
12.0%
Business svcs/cashier/student accounts
2.58
12.3%
48.6%
24.0%
15.1%
Comparisons and Frequencies: Gender/Ethnicity, College
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Financial Aid (Tables 3-13 and 3-14)

Over 60 percent of respondents (61.2%) said they received some sort of financial aid. The vast majority of these respondents said they were either "very" (43.4%) or "moderately satisfied" (47.6%) with the aid package received. Majorities of those receiving aid gave positive ratings to financial aid staff. Financial aid advisor staff (2.9) and reception staff (2.8) got slightly higher average ratings than did the phone staff (2.7).

Table 3-13: Financial Aid Received
 
Yes - Received Aid

Satisfaction with aid package
(among those receiving financial aid, n=1,192)

  4: Very satisfied 3: Moderately
satisfied
2: Moderately
dissatisfied
1: Very dissatisfied
Received financial aid
61.2%
43.4%
47.6%
6.5%
2.5%
Comparisons and Frequencies: Gender/Ethnicity, College

Table 3-14: Satisfaction with Financial Aid Staff
  Mean 4: Excellent 3: Good 2: Fair 1: Poor
Rate financial aid advisor staff 2.87 24.5% 46.9% 20.1% 8.5%
Rate financial aid reception staff 2.80 19.7% 49.2% 22.9% 8.3%
Rate financial aid phone staff 2.66 16.1% 45.8% 26.3% 11.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Knowledge, Skills, and Personal Development

General Growth and Training (Table 3-15)

A majority of respondents (56.0%) said NC State contributed "very well" to their intellectual growth. Respondents were less positive about the universityís contribution to their personal growth (48.3%) and career training (31.6%). More than 20 percent of respondents said that NC State contributed only "somewhat adequately" (17.8%) or "poorly" (5.1%) to their career training.

Table 3-15: NC State's Ability to Meet Needs
  Mean 4: Very Well 3: Adequately 2: Somewhat adequately
1: Poorly
Intellectual growth needs 3.48 56.0% 37.2% 5.6% 1.1%
Personal growth needs 3.31 48.3% 37.7% 11.3% 2.7%
Career training needs 3.04 31.6% 45.4% 17.8% 5.1%
Comparisons and Frequencies: Gender/Ethnicity, College
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Knowledge, Skills, and Personal Growth (Table 3-16)

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.

The general education goals enhancing analytic skills (3.7), ability to plan and carry out projects independently (3.6), ability to critically analyze ideas and information (3.6), and developing computer skills (3.6) received the highest average ratings of all 35 goals asked about. Lowest ratings were given to the universityís contribution to a number of world view goals: appreciating gender equity (3.1), appreciating racial equity (3.1), and advancing appreciation of the arts (2.8), and to the personal development goals commitment to personal health and fitness (3.0), and exercising public responsibility and community service (3.0).

Table 3-16: Contribution to Knowledge, Skills, and Personal Growth
General Education Goals
Mean
4: Very Much
3: Somewhat
2: Very Little
1: Not at all
Enhancing analytic skills
3.66
69.9%
26.9%
2.8%
0.4%
Ability to plan/carry out projects indep
3.61
67.2%
27.8%
3.6%
1.4%
Critical analysis of ideas/info
3.60
64.9%
30.8%
3.6%
0.7%
Developing computer skills
3.58
65.9%
27.5%
5.4%
1.2%
Applying scientific methods
3.54
62.8%
29.0%
7.0%
1.1%
Science/tech influence on everyday life
3.51
60.4%
32.0%
6.1%
1.5%
Comprehension skills
3.50
58.0%
35.3%
5.4%
1.3%
Speaking skills
3.45
56.2%
34.0%
8.4%
1.4%
Writing skills
3.41
51.6%
39.3%
7.8%
1.3%
Listening skills
3.40
51.7%
38.8%
7.7%
1.8%
Using math skills
3.40
54.7%
32.4%
11.4%
1.5%
Understand diverse cultures/values
3.31
48.5%
37.0%
11.4%
3.2%
World View Goals
Mean
4: Very Much
3: Somewhat
2: Very Little
1: Not at all
Ability to work with diverse people
3.45
57.9%
31.6%
7.6%
2.8%
Developing tolerance for divergent views
3.35
50.1%
38.2%
8.7%
3.0%
Understanding world issues/problems
3.19
41.6%
40.1%
13.9%
4.4%
Present as it relates to history
3.15
38.3%
43.3%
13.6%
4.7%
Appreciating gender equity
3.10
38.0%
40.4%
15.5%
6.2%
Appreciating racial equity
3.09
37.8%
40.2%
15.5%
6.5%
Appreciation of the arts
2.84
28.2%
37.6%
23.8%
10.4%
Personal Growth
Mean
4: Very Much
3: Somewhat
2: Very Little
1: Not at all
Ability to function as part of a team
3.57
63.8%
30.2%
4.9%
1.1%
Potential for success
3.57
65.5%
28.1%
4.7%
1.7%
Personal growth
3.57
65.7%
27.9%
4.4%
2.1%
Value learning as a life-long process
3.54
62.8%
30.4%
4.8%
2.0%
Independence and self-reliance
3.54
65.1%
26.8%
5.0%
3.0%
Self-discipline
3.49
60.3%
30.6%
6.4%
2.7%
Time management
3.46
59.3%
30.2%
8.0%
2.5%
Coping with change
3.44
57.6%
32.0%
7.3%
3.1%
Ability to lead or guide others
3.39
52.4%
37.1%
8.1%
2.5%
Taking responsibility for own behavior
3.39
57.0%
29.7%
8.5%
4.8%
Ability to handle stress
3.36
54.7%
31.2%
9.8%
4.2%
Self-confidence
3.35
52.2%
34.6%
9.2%
4.0%
Sense of personal identity
3.34
53.7%
31.7%
9.5%
5.0%
Recognize/act upon ethical principles
3.23
44.0%
39.3%
12.1%
4.5%
Commitment to personal health/fitness
3.05
35.2%
40.4%
18.8%
5.6%
Public responsibility/community svc
2.97
30.1%
43.7%
19.5%
6.7%
Comparisons and Frequencies: Gender/Ethnicity, College
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Employment and Extracurricular Activities

Number of Hours Worked (Table 3-17)

Eightly percent respondents indicated they were employed during their graduation year. Almost 45 percent (44.1%) of those who worked during their graduation year worked an average of 20 or more hours per week while at NC State.

Table 3-17: Number of Hours Worked (among employed respondents, n=1,584)
Average hours worked per week 
% Saying  
Less than 5 hours per week
5.4%
5-9 hours per week
11.0%
10-14 hours per week
20.1%
15-19 hours per week
19.4%
20-24 hours per week
20.8%
25-29 hours per week
10.0%
30-34 hours per week
4.5%
35 or more hours per week
8.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Job Relationship to Major (Table 3-18)

Less than one-third (31.6%) 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 (66.6%).

Table 3-18: Job Relation to Academic Major
 
Directly Related
Somewhat Related
Not Related
Job related to academic major?
31.6%
32.2%
36.2%
 
Yes
No
If "Not Related" was this by choice? (n = 568) 66.6% 33.4%
Comparisons and Frequencies: Gender/Ethnicity, College
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Co-op Experience (Table 3-19)

Almost half of respondents (48.9%) had a co-op, internship, practicum, or field experience while at NC State. Almost two-thirds (64.0%) of those said the experience made an "excellent" contribution to their personal or professional growth, and almost one-third (31.2%) said they received a job offer from their employer.

Table 3-19: Co-op Experience
 
Yes
Job contribution to personal/professional growth
 
Mean
4: Excellent
3: Good
2: Fair
1: Poor
Major include co-op/internship/field experience/practicum?
48.9%
3.56
64.0%
29.9%
4.7%
1.5%
 
Yes
No
Job offer from employer? (among those with co-op etc. experience, n=943) 31.2% 68.8%
Comparisons and Frequencies: Gender/Ethnicity, College
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Extracurricular Involvement (Table 3-20)

Students were asked to indicate all school-related groups in which they had been involved while at NC State. The most frequent responses were organizations/clubs related to your major (54.6%), intramural/recreational sports, club teams (40.6%), and academic (honors program, etc.) (36.3%).

Table 3-20: Extracurricular Involvement at NCSU
 
% Yes
N
Org/clubs related to major
54.6%
1,082
Intramural/rec sports/club team
40.6%
804
Academic (Honors prgrm, etc.)
36.3%
718
Honor/srvc/prof frat/sorority
28.8%
571
Religious/political/issue groups
16.2%
321
Social fraternity/sorority
13.6%
270
Residence hall council
8.5%
168
Visual/performing arts/music groups
8.0%
158
Minority student groups
7.4%
146
Union activities brd/stdnt media
4.9%
97
Varsity athletic teams
4.3%
86
Student government
4.2%
84
Student judicial board
1.5%
30
Other groups
1.4%
28
Comparisons and Frequencies: Gender/Ethnicity, College
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For more information on the 2001-2002 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: September, 2002

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