A Trend Analysis of Entering Transfer Students Students 1995-1997

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A Trend Analysis of Entering Transfer Students 1995-1997

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Office of Institutional Planning and Research, April 1998
Philip Handwerk, Graduate Research Assistant
Denise Gardner, Coordinator of Survey Research


North Carolina State University
A Trend Analysis of Entering Transfer Students 1995-1997

This report presents information regarding the demographics, background, marketing information, educational interests, and educational goals of the entering transfer students at NC State from 1995 through 1997.

The data obtained from the transfer orientation sessions were analyzed using standard statistical methods. Responses were tested to determine whether there were significant differences when year entering NC State was considered. All questions requiring categorical responses were analyzed using chi-square tests, and all questions with numerically coded responses were analyzed using one-way analysis of variance (ANOVA) with Duncan's multiple comparison procedure. No significant differences were found between the survey group and the broader population of registered students for any of the years in the analysis; thus, the results may be regarded as representative of the entire transfer classes.

Summary:


DEMOGRAPHICS OF TRANSFER SURVEY RESPONDENTS
For each year tests of statistical significance revealed no significant differences between the survey group and the broader population of registered students for that particular year. Thus, the results obtained from analysis of the responses may be regarded as broadly representative of the entire group of entering transfer students.

Gender of Transfer Survey Respondents by Year

Gender
1995
1996
1997
Female
41.5%
43.1%
45.0%
Male
58.5%
56.9%
55.0%

Ethnicity of Transfer Survey Respondents by Year

Ethnic Group
1995
1996
1997
African-American
4.6%
5.0%
4.6%
White
86.4%
86.6%
88.2%
Other Minorities
9.0%
8.4%
7.2%

Classifications by Academic Unit
Academic Unit
1995
1996
1997
Agriculture and Life Sciences (Bachelor's)
24.6%
22.6%
21.2%
Design
1.5%
1.1%
2.0%
Education and Psychology
4.5%
4.2%
4.3%
Engineering
19.4%
21.4%
27.5%
Forest Resources
6.9%
7.5%
5.9%
Humanities and Social Sciences
18.4%
19.0%
21.1%
Management
17.9%
18.5%
12.7%
Physical and Mathematical Sciences
4.8%
3.5%
3.5%
Textiles
2.1%
2.6%
1.4%

NOTE: Textile Engineering Undesignated is included in the College of Engineering for enrollment and in the College of Textiles for statistics.

BACKGROUND INFORMATION

This section presents background information about transfer students, including whether they receive financial aid, personal and parental income, educational background of parents/guardians, and preparedness for college.


Type of Financial Aid Expect to Receive



Independent Student Pre-tax Income


Estimated Parent/Guardian Pre-Tax Income


Highest Level of Education Achieved by Father/Male Guardian


Highest Level of Education Achieved by Mother/Female Guardian


First Generation College Students


Preparedness for College


EDUCATIONAL INTENT AND INTERESTS

Educational intent and interests concern transfer students' majors, goals for attending NC State, level of education they planned to complete, time planned to complete bachelor's degree, and extra-curricular interests.


Certainty of College Major


Primary Goal for Attending NC State


Highest Level of Education Planned to Complete


Intended Time to Complete Bachelor's Degree from NC State


Employment Plans During First Semester at NC State


Co-Curricular Programs/Activities (Greatest Interest)


MARKETING RESEARCH

Marketing research concerns those factors transfer students considered influential in their decision to attend NC State, satisfaction with admissions processes, and transferring of courses.

Factors Influencing Decision to Attend NC State
  • Academic reputation
  • Facilities and resources available
  • Cost
  • Scholarships/financial aid available
  • Location
  • Campus visit prior to orientation
  • Size
  • Contact with a current student
  • Availability of program
  • Attendance at a College Fair
  • Recommended by a friend, family member, teacher, counselor, etc.
  • Publications from NC State
  • Extracurricular opportunities
  • Number of hours transferred/credited
  • Other
  • Level of support for my intended major


Top Factors Influencing Decision to Attend NC State


Most Influential Factors in Decision to Attend NC State


Satisfaction with Admissions Processes


Transfer of Courses


GOALS FOR UNDERGRADUATE EDUCATION

Transfer students rated their current level of development and importance on a set of goals held by NC State for undergraduate preparation. The goals are split into areas concerning general educational, personal development, and world views. In order to better understand what the transfer students believe to be priorities for them regarding the goals, a weighted analysis was conducted of the gaps between their current level of development and the importance they attributed to each goal.

General Education Goals
Personal Development Goals
World View Goals
  • Acquiring a broad general education
  • Taking responsibility for my own behavior
  • Understanding world issues and problems facing the world
  • Ability to communicate ideas in writing
  • Viewing learning as a lifelong process
  • Understanding the present as it relates to historical events/processes
  • Ability to communicate ideas orally
  • Recognizing and acting upon ethical principles
  • Being able to interact and work with people from diverse backgrounds
  • Developing good listening skills
  • Improving leadership and management skills
  • Advancing my appreciation of the arts, music, and literature
  • Developing good reading comprehension skills
  • Ability to function as part of a team
  • Having a tolerance for different points of view
  • Ability to apply mathematics skills
  • Being involved with public and community affairs
  • Valuing gender equity
  • Understanding how science and technology influence everyday life
  • Understanding my own abilities and interest
  • Valuing racial equity
  • Ability to apply scientific principles
  • Developing a commitment to personal health and fitness
  • Developing computer skills
  • Having self-confidence
  • Ability to critically analyze events, information, and ideas
  • Realizing my potential for success
  • Ability to plan and carry out projects independently
  • Clarifying personal identity
  • Understanding diverse cultures and values
  • Coping with change
  • Being independent and self-reliant
  • Handling stress
  • Managing my time
  • Having self-discipline

Goals for Undergraduate Education: Highest Levels of Current Development


Goals for Undergraduate Education: Most Important


A weighted analysis was conducted of the gaps between transfer students' current level of development and the importance they attributed to each of the goals. Initially, the mean score for the importance of a particular goal was subtracted from the mean of that goal's reported current level of development, resulting in the difference between where the student is now (current level) and where they hope to be (importance). When the outcome of this process yielded negative scores it indicated that the transfer students hoped to develop beyond their current levels for that particular goal. Next, the gap was multiplied by the mean importance score given the particular goal creating a weighted gap score. This weighted gap score not only took into account how far apart present development and desired development were, but also how meaningful that gap was to the student. For example, consider two goals with a gap score of -1. The first goal had a current level mean of 1 and importance mean of 2. The second goal's current level was 4 with an importance of 5. Clearly, the population regarded the second goal as more important and thus should be considered over the first goal, even though they had identical gap scores.

When viewing the chart below it is not as important what the weighted score is, but the focus should be given to the length of a goal's bar relative to the other goals. From the analysis it is clear that developing computer skills and managing my time have remained as priorities for students transferring to NC State.

Largest Weighted Gap Scores



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