This overview report presents findings from all seniors participating in the Graduating Senior Surveys from 1995-2004. Tables detailing frequency distributions or means for all survey items asked in multiple years are included¹. The Graduating Senior Survey underwent a substantial change in content in 1998. In this report, only items that were retained in the 1998 and later surveys are discussed. In some cases, minor changes have been made in survey item wording over the years. These changes have been noted beneath the relevant tables. Years in which certain items were not asked or are not comparable over time due to substantial change in wording have been omitted from the tables or have been assigned "NA" to indicate that the category does not apply to results for that year. For information about the survey and analysis methods, see Graduating Senior Survey Trends, 1995-2004: Introduction, Methods, and Student Demographic Profile. A list of discontinued items, for which results are provided in Graduating Senior Survey: A Trend Analysis, 1995-1997, can be found in Appendix A of this report.

• Educational Goals
• Post-Graduate Plans

Academic Environment and Faculty Contributions

• Satisfaction with Education
• Evaluation of Education
• Faculty Contributions

Campus Climate

Services for Students

• Academic Services
• Non-academic Services
• Financial Aid
• Off-campus Degree Program

Knowledge, Skills, and Personal Development

• General Growth and Training
• Knowledge, Skills, and Personal Growth

Employment and Extracurricular Activities

• Number of Hours Worked
• Job Relationship to Major
• Co-op Experience
• Extracurricular Involvement

Educational Goals (Tables 1 and 2)

Students were asked questions regarding their primary goal or objective in attending NC State and to what degree that goal or objective was accomplished. In all years, the most popular primary goal in attending NC State was "to prepare for a new career." However, the percentage whose primary goal is to prepare for a new career has generally declined, while the proportion of those saying their primary goal is to prepare for graduate/professional school has generally increased.

Over 70 percent of respondents in each year felt that they had "fully accomplished" their primary goal in attending NC State.

Table 1: Goals and Objectives at NC State

Table 2: Accomplishment of Goal/Objective

Post-Graduation Plans (Table 3)

When asked about their post-graduation plans, respondents were most likely to report that they were "still seeking employment." After peaking at 43.6 percent in 1999, the number of those "still seeking employment" has varied between about 38 and 42 percent. The number of respondents saying that they "had already accepted a position" was highest in 1997 (25.3%). Since that time, fewer respondents have reported that they "have already accepted a position" (down to a low of 8.3% in 2004). However, the relatively low percentage of respondents who reported that they "have already accepted a position" in recent survey years may be related to the fact that most respondents (two-thirds in 2004) completed the survey four or more months prior to their graduation date. For example, in 2004, about 42 percent of those who said they were still seeking employment completed the survey 4 or more months before graduation. This figure dropped slightly to 39 percent among those completing the survey 2 to 3 months before graduation, and to 33 percent among those doing so less than 2 months prior to graduation. In contrast, 16 percent of those completing the survey within 2 months of graduation had accepted a new job, as did 7 percent of those completing it 2 to 3 months prior to graduation, and 5 percent of those doing so 4 or more months before graduating.

In each survey year, one-fifth or more respondents reported that they were "planning to attend graduate school" either full- or part-time. This figure increased between 1998 and 2000 (from 19.5% to 27.0%), but dropped somewhat in the following years. In contrast to preceding years, from 1999 through 2004, respondents were substantially more likely to report that they were planning to go to graduate/professional school than to have already accepted a position. In 2004, respondents were three times more likely to report that they were planning to go to graduate/professional school than to report that they had already accepted a position.

Table 3: Plans Following Graduation

Satisfaction with Education (Table 4)

Survey results consistently indicate that the majority of respondents have been satisfied with their education at NC State. In each year, since the question was first asked in 2002, close to 90 percent of respondents said that they would recommend NC State to a friend. In each year, over 70 percent stated they would still choose to attend NC State. Over 60 percent in each year said they would still choose the same major field of study. The percentage of respondents saying they would still choose the same major field of study, however, has declined steadily over the past several years, from 68.4 percent in 1999 to a low of 60.8 percent in 2004.

Table 4: Satisfaction with Education

Evaluation of Education (Tables 5 and 6)

Students rated several components of their education using a scale from 1="poor" to 4="excellent." An overwhelming majority of respondents in each survey year rated each of these components as either "excellent" or "good." Respondents consistently rated the quality of instruction in their major much higher than the overall quality of instruction. Ratings for overall quality of education, are consistently higher than those for overall quality of instruction, but slightly lower than those for quality of instruction in major. The percentage of those giving a rating of "excellent" to the quality of instruction in their major and to the overall quality of education has risen slightly but steadily since the all-time low ratings in 2001.

A majority of respondents in each survey year gave a rating of "strong" or "very strong" to the intellectual environment on campus. The percentage of those saying "very strong" has steadily increased since 2002.

Table 5: Evaluation of Education

Table 6: Campus Environment

Faculty Contributions (Table 7)

Since 1998, students have been 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, which are presented in Table 7. 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 and to encouraging that time and energy be devoted to coursework in each year. Although a majority of respondents gave ratings of "excellent" or "good" to factors related to faculty involvement with students on a more individual basis, these factors received somewhat lower ratings. After little or inconsistent change in ratings between 1998 and 2000, ratings for faculty contributions have generally increased over the past three survey years. Ratings of "excellent" have especially grown for faculty setting high expectations, respecting diverse talents, encouraging active learning, and encouraging that time/energy be devoted to coursework.

Table 7: Faculty Contributions (Q)

Campus Climate (Tables 8 and 9)

Students were asked to rate what they perceived to be the general attitude on campus toward various groups of people, using a scale of 5 = "strongly supportive" to 1 = "strongly nonsupportive." A majority of respondents in each year felt the campus climate was "mildly supportive" toward most of the groups asked about, as evidenced by mean ratings near and above 4.0. In each year, men received the highest overall mean rating, while gay and lesbian students received the lowest overall mean rating.

With the exception of "men" and "African Americans," average ratings of campus support for all other groups asked about reached all-time highs in 2004. Between 1995 and 2000, ratings of the campus environment for the various groups asked about fluctuated randomly. However, beliefs that the campus is "strongly supportive" of each of the groups increased steadily over the past 3 years. Changes in perceptions of campus support for "gay and lesbian students," however, has most notably come from a decline over the years in the belief that the campus is "nonsupportive" (or "discriminatory") toward the group and to an increase in beliefs that the campus environment is "neutral" toward them.

In several survey years, students were asked about campus support for diversity. A majority of respondents report that they either "agree strongly" or "agree somewhat" that NC State is committed to helping minority students succeed and that NC State has visible leadership to foster diversity on campus. While there has been no discernable change in perceptions about visible leadership on campus to foster diversity, over the past three survey years respondents have grown increasingly likely to "strongly agree" that NC State is committed to helping minority students succeed.

Table 8: Campus Climate (Q)

Table 9: Support for Diversity

Since 1998, survey respondents have been 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 inadequate experience with the service area (for purpose of evaluation) was excluded from analyses.

Academic Services (Table 10)

Academic services encompassed six primary areas: academic advising, research support, library services, technology services, employment search assistance, and career services. Mean ratings of 3.0 or greater on items in Table 10 indicate that, on average, students considered these items to be at least "good."

Respondents typically rated academic advising in their majors positively, though the ratings are lower when compared with those in most other service areas. Among items in advising, access to advisor and information about degree requirements generally ranked highest while sufficient time with advisor and knowledge of campus policies generally ranked lower. Ratings for the various aspects of advising have fluctuated over the survey years. In all cases, however, ratings of advising were notably highest in 2002. Ratings then dropped and held steady in 2003 and 2004.

Although research support service items received moderately positive ratings, mean ratings for these items were lower than items in other service areas. Ratings of research support dropped markedly in 2001. However, ratings for access to faculty in research, and especially access to up-to-date facilities have steadily increased each year since 2001.

Overall, students evaluated library services most favorably among academic service areas. Students have consistently found the libraries' hours of operation to be among the strongest of all academic service area items. While ratings of the various library services held steady or fluctuated only slightly over the years, ratings for hours of operation changed fairly dramatically. Specifically, probably in direct response to cut-backs in the library's hours of operation in AY02-03, 2003 average ratings dropped significantly (from 3.7 to 3.4). Ratings improved in 2004 (3.6), but are still not back to previous levels.

Although reactions to different technology services varied, access to Internet, hours for computer centers/labs/help desks, and access to up-to-date facilities ranked relatively high in comparison to the other academic services asked about. In contrast, access to trained staff and technology training classes ranked among the lowest of all service area items. With the exception of access to Internet, which has consistently received very high ratings, ratings for all technology services asked about have increased over the survey years. Ratings for all technology services, especially hours for computer centers/labs/help desks, are notably higher in 2004 compared to 1998.

Although still rated positively by majorities of students, in general, respondents give lower ratings to employment search assistance services than to other service areas asked about. Interview preparation and skills is consistently among the lowest rated services asked about. Changes in ratings of employment search assistance services has been relatively minor and fairly random over the survey years.

Respondents give generally positive ratings to various aspects of career-related services. Among career-related services, information through computers/technology and opportunity for career assistance received the highest ratings. Changes in ratings for career-related services have been somewhat random, but in general have declined slightly over the years.

Table 10: Academic Service Areas (Q)

Non-academic Services (Tables 11 and 12)

Students were asked to evaluate a range of non-academic services on a scale from 1="poor" to 4="excellent." Students were also asked to evaluate staff responsiveness for those non-academic services involving interaction with staff members (administrative assistants, tutors, counselors, office workers, etc.). In general, non-academic services were rated less favorably than were academic services.

Generalizing across years, the highest ranking services include co-curricular/recreational activities and library services. In each year, the lowest ranking service was campus food services. Ratings increased steadily across survey years for registration process, bookstore services, and most notably, for food services, financial aid application/award, and financial aid disbursement. Ratings for residence life programs, community service projects, and campus counseling (not career) are also higher in recent years compared to earlier years.

In most cases, staff responsiveness for a service was rated more favorably in a given year than was the service. Overall, library staff and registration staff received the highest ratings, while food services staff received the lowest ratings. Ratings for staff associated with campus health services, food services, bookstore services, personal safety, and, especially financial aid application/award and financial aid disbursement have generally increased over the survey years.

Table 11: Non-Academic Services (Q)

Table 12: Staff Responsiveness* (Q)

Financial Aid (Tables 13 and 14)

Beginning in 1999, respondents were asked about their satisfaction with the financial aid process and the package they received. In each year, about 60 percent of students reported receiving some sort of financial aid. The majority of those receiving aid (between 86% and 92%) were either "very satisfied" or "moderately satisfied" with the aid package they received. Beginning in 2002, respondents were asked to evaluate financial aid staff, on a scale from 1='Poor' to 4='Excellent'. Ratings have grown increasingly more positive over the survey years. In each year, financial aid advisor staff received highest ratings, ranging from a low of 2.87 to a high of 3.15.

Table 13: Satisfaction with Financial Aid Package

Table 14: Satisfaction with Financial Aid Staff (Q)

Off-campus Degree Program (Table 15)

Respondents participating in an off-campus degree program were asked to gauge the likelihood that they would have received their degree on a UNC campus had the off-campus degree program been unavailable. In 2000, over 60 percent of those getting their degree through an off-campus degree program said that it was "probably not likely" (33.3%) or "not likely" (27.3%) that they would have gotten their degree without the program. Since then, such feelings have been reported by between about 43 and 47 percent of off-campus degree students.

Table 15: Off-Campus Degree Program (among off-campus degree recipients)

General Growth and Training (Table 16)

Students were asked to rate how well NC State met their intellectual growth, personal growth, career training needs on a scale from 1 = "poorly" to 4 = "very well." In general, students were satisfied with how well NC State met their needs in these areas. In every year, students were most impressed with NC State's contribution to their intellectual growth, followed by contributions to personal growth and career training growth. While average ratings for NC State meeting respondents' intellectual growth and personal growth needs have been generally stable over time, ratings for career training growth needs have experienced a slight but steady decline since 1999.

Table 16: NC State???s Contribution to???

Knowledge, Skills, and Personal Growth (Table 17)

Using a scale of 1 = "not at all" to 4 = "very much," graduating seniors were asked to indicate the extent to which their NC State education contributed to their knowledge, skills, and personal development in each of 35 areas. In each year, the majority of respondents felt positively about NC State's contribution to their growth in these areas. Respondents rated goals related to general education and personal development more favorably than they did many of the world view items.

In all survey years, respondents consistently gave highest ratings to NC State's contribution to enhancing analytic skills, ability to plan and carry out projects independently, ability to critically analyze ideas and information, ability to function as part of a team, and, in later years, personal growth, valuing learning as a lifelong process, and developing potential for success. Respondents consistently gave lower ratings to NC State's contribution to their appreciating racial equity, appreciating gender equity, exercising public responsibility and community service, developing a commitment to personal health and fitness, and advancing an appreciation of the arts.

In most cases, while ratings did not steadily improve over the survey years, ratings are notably higher in recent years compared to those found in the mid-1990's. Thus, in general it appears graduating seniors are becoming increasingly satisfied with NC State's contribution to growth in all of these areas. The items related to diversity are among the relatively few in the list that have experienced a steady increase in ratings since 1999: understanding diverse cultures and values, developing a tolerance for divergent views, appreciating racial equity, and appreciating gender equity. Other items with increasingly higher ratings during that time are recognizing/acting on ethical principles, exercising public responsibility/community service, understanding the present as it relates to history,and advancing appreciation of the arts. While such improvement in ratings in these areas is noteworthy, it is important to point out that the lack of significant change in other items probably reflects a "ceiling effect" to some extent. It is difficult for already high ratings to experience much positive growth.

Table 17: Contribution to Knowledge, Skills, and Personal Growth (Q)

Number of Hours Worked (Table 18)

The percentage of respondents who indicated they were employed at some time while at NC State has fluctuated between 74 percent and 83 percent over the study years. Between 1995 and 2001, there was little fluctuation in the percentage of respondents who reported working 20 or more hours per week while at NC State (ranging between 36.9% and 40.5%). Since 2000, however, there has been a significant and steady increase in the number of hours employed respondents are working. In 2000, 39 percent of working students worked 20 or more hours per week. By 2004, this number had increased to 57 percent.

Table 18: Number of Hours Worked (among those working)

Job Relationship to Major (Table 19)

Between 1995 and 1997, about 40 percent of employed respondents said their job was "not related" to their academic major, while less than 30 percent said their job was "directly related" to their major. Between 1998 and 2002, these figures became more similar when one-third of respondents reported "unrelated" jobs and one-third reported "directly related" jobs. In 2003 and 2004, respondents were asked about both on-campus and off-campus work. Respondents were most likely to report that their job was "not related" to their academic major, regardless of whether they worked on- or off-campus, although the likelihood was notably larger among those who worked off-campus (49.9% "not related" vs. 26.3% "directly related," in 2004). Among those taking jobs unrelated to their majors, a large majority have always reported doing so by choice.

Table 19: Job Relation to Academic Major

Co-op Experience (Table 20)

The number of respondents reporting having had a co-op, internship, practicum, or field experience while at NC State has declined fairly steadily from 56.3 percent in 1998 to 40.2 percent in 2004. In addition, the number of those saying they received a job offer from their employer declined from a high of 44.1 percent in 2001 to 31.2 percent in 2002 and to an all time low of 24.8 percent in 2004. In each survey year, however, about two-thirds of those participating said their experience made an "excellent" contribution to their personal or professional growth.

Table 20: Co-op Experience and Contribution

Extracurricular Involvement (Table 21)

Beginning in 1999, students have been asked to indicate the school-related groups in which they had been involved while at NC State. In each survey year, the most frequent responses were organizations/clubs related to your major, intramural/recreational sports, and academic extracurricular activities. While interest in most activities has remained fairly stable over the survey years, there has been a slight increase in the number of respondents expressing an interest in minority student groups and religious/political/interest groups, and a slight decrease in the number of respondents expressing an interest in intramural/recreation sports, organizations/clubs related to major, and honor/service/professional fraternity/sorority.

Table 21: Extracurricular Involvement at NC State (Q)