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North Carolina State University
1998 Graduating Senior Survey:
Knowledge, Skills, and Personal Development

This report presents selected results from NC State�s 1998 Graduating Senior Survey. Graduating seniors were asked to rate the extent to which NC State had contributed to their knowledge, skills, and personal development in terms of four areas: technical skills, established goals for undergraduate education, personal development, and attitudes and values.

Introduction and Methodology

This report presents selected information from the March 1998 survey of spring 1998 graduating seniors at NC State. The responses analyzed represent 53.9% of the population of those seniors who were enrolled in the spring 1998 semester and had applied to graduate as of March 30, 1998. Results of chi-square tests for sample representation (p<0.01) revealed no significant differences between survey respondents and the population by gender, ethnicity, or academic unit.

The quantitative data obtained from the 1998 Graduating Senior Survey were analyzed according to standard statistical methods. Questions with 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. The significance level for all analyses was p<0.01. Analyses were calculated omitting responses of "don�t know" and "did not use" to portray the most accurate picture of students� attitudes and opinions.

In addition to the quantitative data, the respondents were also asked two broad, open-ended questions. Responses to both open-ended questions were transcribed verbatim, and then examined for relevant themes. To represent and illustrate themes, student quotes are included throughout this report. Both open-ended and forced-choice responses are discussed in conjunction with each other.

Knowledge, Skills, and Personal Development

Graduating seniors were asked to rate the extent to which NC State had contributed to their development in terms of technical skills, established goals for undergraduate education, personal development, and attitudes and values. To measure impacts in these areas, a four-point scale was used (4="very much" to 1="not at all"). A "don�t know" response was also provided. For all items in this section, respondents marking the "don�t know" option were removed from analysis of that item (less than 3% of respondents marked "don�t know" for any one item). For 22 of the 33 items in this area, there were significant differences by academic unit.

Technical Skills

The percentages in the chart indicate respondents� ratings of the extent to which NC State contributed to the development of their technical skills. Results show that for each of the eight items under technical skills, at least 85% of respondents indicated that NC State contributed "somewhat" or "very much" to their skills. Significantly more males than females felt that their college education at NC State had a more positive contribution in the areas of using math skills, applying scientific methods, and enhancing analytical skills.

Chart 1: Contribution Made by NC State to Technical Skills

Established Goals for Undergraduate Education

At least 90% of the respondents felt NC State contributed "somewhat" or "very much" to seven of the nine goals for undergraduate education. Less than 80% of respondents thought NC State contributed "somewhat" or "very much" to two areas: understanding the present as it relates to history, and having a commitment to personal health.

Chart 2: Contribution Made by NC State to Established Goals
for Undergraduate Education

Personal Development

At least 80% of senior respondents thought that NC State contributed "somewhat" or "very much" to each of the eight personal development areas. Significantly more females than males felt that NC State had positively contributed to their personal development in all areas.

Chart 3: Contribution Made by NC State to Personal Development

Attitudes and Values

Compared to the other areas of knowledge, skills, and personal development, fewer respondents marked the "very much" option to describe NC State�s contribution to their attitudes and values. Over 80% of respondents felt that NC State made a positive contribution to their tolerance of diverse views, and also to their understanding of diverse cultures. Less than 70% of respondents indicated that NC State contributed to exercising public responsibility and community service or advancing their appreciation of the arts.

There were significant differences by ethnicity and gender. Significantly more females than males felt that NC State had positively contributed to the development of their attitudes and values in the majority of the areas. Significantly more African Americans than other minorities and whites felt that their education had positively contributed to exercising public responsibility and community service.

Chart 4: Contribution Made by NC State to Attitudes and Values


Tables by Gender/Ethnicity Tables by Academic Unit


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