FYC Fact Sheet

Since 1995, the First Year College at North Carolina State University has been providing a comprehensive educational experience for first-year students who want to explore all that NC State has to offer, choose the right major, and graduate on time. This fact sheet details the continuing success of the First Year College in helping students explore, engage, and excel at NC State.

STUDENT LEARNING AND EXPERIENCES                                                                                                                                                         

 

PURSUING INVOLVEMENT AND LEADERSHIP

88% of FYC students participate in at least one club, organization or activity in their first year.  41% of students participate in a community service project, 28% in intramurals, 25% are involved in a campus religious organization, and 27% are involved with the Wolfpack Club.  Participation in Greek Life is at 20%.  9% of students serve as a leader in a club or organization in their first year.

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TIME MANAGEMENT

65% of FYC Students spend more than 21 hours per week on class-related activities. On average, students spent:

  • 6.12 hrs/week on Reading for Class [was 5.60 hrs/week in the fall semester]
  • 6.92 hrs/week on Reviewing Notes [was 6.49 hrs/week in the fall semester]
  • 7.85 hrs/week on Online Class-Activities (e.g., Moodle, Webassign, Maple, Quia, etc.)[was 7.90 hrs/week in the fall semester]
  • 6.22 hrs/week on Completing written homework for class [was 6.07 hrs/week in the fall semester]
  • 4.51 hrs/week on Participating in Tutoring, Supplemental Instruction, or a Study Group[was 3.95 hrs/week in the fall semester]
  • 31.61 hrs/week on all of the above, combined [was 30.03 hrs/week in the fall semester]

Only 13.2% of FYC Students work more than 7 hrs per week. 85% report spending fewer than 6 hours per week watching TV or movies and 47% report spending fewer than 6 hours per week on non-course-related texting, emailing, social media or other internet sites.

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GOAL-SETTING AND MONITORING                                                

More than 90% of FYC Students agreed with the following statements regarding their abilities in setting goals and monitoring progress toward achieving goals:

  • Compared to the start of the semester, my understanding of goal-setting has increased as a result of my experiences with my academic advisor. (95% agree, mean rating: 5.07 on a 6 point scale where 1="Completely Disagree" and 6="Completely Agree")
  • During this semester my advisor helped me establish educational goals. (97.2% agree, mean rating: 5.34)
  • I monitored my educational goals as the semester progressed. (96.2% agree, mean rating: 5.18)
    • [83.9% of all students were able to correctly project their actual GPA within 2/3 of a Grade Point (i.e., the difference between a 3.00 and a 3.67)]
  • I had all the resources I needed on campus to help me achieve my educational goals.(98.2% agree, mean rating: 5.36)

At least 75% of FYC Students set the following goals:

  • GPA Goal (89.6%)
  • Finding the right major for me (83.2%)
  • Grade-related goals in particular course(s) (80.2%)
  • Personal study habits goal(s) (75.2%)

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CHOOSING THE RIGHT COURSES

More than 90% of FYC Students were confident (somewhat or very) in their abilities to perform each of the following course selection tasks:

  • Identify courses that help me explore majors, minors, or career (97.4%)
  • Identify courses that satisfy the General Education Program (GEP) (95.6%)
  • Identify courses that satisfy major-related requirements(97.2%)
  • Identify courses in which I have a high likelihood of success (98.8%)

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CHOOSING A MAJOR

71% of FYC Students stated they were completely decided on a major at the end of their first year. After attending FYC's February Academic Networking event, 74% of students agreed that the event gave them a better understanding of how majors, minors, and programs relate to future career or graduate school options. In April, all first year FYC students wrote a letter of intent expressing their interest in a chosen major and giving support in terms of their unique skills, interests, and values. These letters were scored by instructors using a holistic critical thinking rubric. 78% of students were found to have given "Careful" or "Thorough" support for their major decision.

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DECLARING A MAJOR

95% of FYC Students stated they had a good understanding of NC State’s intra-campus transfer requirements by the end of the first year. 84.6% of the Fall 2010 cohort planned to matriculate into a major by the end of their third semester. By November of their third semester, 59% had matriculated.

 

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CAMPUS RESOURCES USE                                                                                                                     

75% of FYC Students used at least one on-campus resource to be successful in the spring semester of their first year.

  • 39.3% of students used the Counseling center or Student Health Center services [31.3% in fall]
  • 37.1% of students Discussed personal concerns with an RA/RD/RM, Advisor, or other NCSU staff member [37.3% in fall]
  • 21% of students used Supplemental Instruction (SI) sessions [18% in fall]
  • 19.4% of students used walk-in tutorial services in locations other than FYC Commons[18.2% in fall]
  • 15% of students used Packstudy tutorial services available in FYC Commons [13.9% in fall]
  • 14.8% of students used a personal or weekly assigned tutor obtained through NCSU Tutorial Center [13% in fall]
  • 12.8% of students Attended Academic Workshops through the Counseling Center [10.4% in fall]
  • 6.6% of students used a Writing and Speaking tutor in locations other than FYC Commons[3.9% in fall]
  • 6.4% of students used Writing and Speaking Tutorial Services tutor available in FYC Commons [4.6% in fall]

 

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COMMUNITY SERVICE                                                                                                              

60% of FYC Students attended community service activities or events in their first year. 40% participated in a one time community service project. 17% participated in ongoing community service events.

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ENGAGEMENT WITH PEERS AND FACULTY

90% of FYC Students report having talked with an instructor or TA about information related to a course they were taking (grades, make-up work, assignments, term paper, class project, etc.). 65.7% of students report having discussed their academic program or course selection with a faculty member other than their FYC Advisor.

35.1% of students report having socialized with a faculty member outside of class (had meal, snack, soft-drink, informal discussion, on field trip, etc.). 40.1% of students report having participated with other students in a discussion with one or more faculty members outside of class. 53.3% of students reported having applied material learned in a class to other areas (other courses, work, relationships with friends, family, etc.).

71.1% of students report having engaged with other students in discussions about diversity. 76% of students report having engaged with other students in discussions about spirituality or religion. 84.6% of students report having engaged with other students in discussions about societal issues/current events.

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APPRECIATING DIVERSITY

79% of FYC Students were able to give "proficient" or "exemplary" answers to the question:

What are three specific actions you will take to help create and maintain a campus community where diversity is valued and respected?

77% of FYC Students were able to able to demonstrate a ""proficient" or "exemplary" understanding of the University's statement of diversity and the climate it seeks to promote by giving a specific example of an occurence that either affirmed or contradicted a positive climate for diversity at NC State.

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STUDENT SUCCESS

STUDENT PROFILE

Applied 2,589
Enrolled 611
Women 292 (47.8%)
Men 319 (52.2%)
Asian 43 (7%)
Black/African American 39 (6.4%)
Hispanic 30 (4.9%)
Multi-Ethnic 25 (4.1%)
Native American 14 (2.3%)
White 521 (85.3%)

 

      HS GPA    
  | | | | |
  3.34 4.01 4.22 4.42 5.00
  Low 25% Median 75% High
           
      SAT (2-Part)    
  | | | | |
  900 1110 1180 1247 1540
  Low 25% Median 75% High

 

[Source: Fall 2011 Admissions and Enrollment Data]

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RETENTION RATES

89.8% of the 2010 FYC Cohort were retained to the 2nd year. 87% of the 2009 FYC Cohort were retained to the 2nd year. 86% of the 2008 cohort were retained to the 3rd year. 77% of the 2007 cohort were retained to the 4th year.

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GPAS

The 2009 cohort of FYC students finished their first year with an average GPA of 2.98. The following chart breaks out the cohort's GPAs by college-matriculated-into and compares the GPAs of non-FYC students in those colleges.

After One Academic Year
Cohort College of Study Total FYC Transfers FYC Cohort GPA Non-FYC GPA
2009 Ag. and Life Sciences 56 3.33 3.04
2009 Design 6 3.38 3.48
2009 Education 9 2.92 3.14
2009 Engineering 19 3.42 3.05
2009 Natural Resources 28 3.15 2.91
2009 Humanities and Social Sciences 92 3.31 3.10
2009 Physical and Math. Sciences 3 3.57 3.08
2009 Textiles 13 3.20 3.05
2009 Management 75 3.40 3.15
2009 FYC 
(Not in major after 1st Year)
390 2.72 N/A

[Source: Records Data Extracted by UPA, February 2011]

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GRADUATION RATES   

72% of the 2004 FYC Cohort graduated in 6 years (compared to only 68% of their non-FYC, matched peers). 66% of the 2005 FYC Cohort graduated in 5 years (compared to only 65% of their non-FYC, matched peers). 40% of the 2006 FYC Cohort graduated in 4 years (compared to only 37% of their non-FYC, matched peers).

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IMPACT OF FYC VILLAGE

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IMPACT OF LINKED COURSES

92% of the 2004 FYC Cohort who participated in a linked course were retained to the second year. Among non-linked students in that same cohort, only 87% were retained. 

Linked students in the 2004Cohort consistently maintained higher cumulative GPAs and posted a significantly higher six year graduation rate than did the non-linked students in that same cohort (74% of Linked, FYC students graduated in six years compared to only 63% of non-linked, FYC students).

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STUDENT SATISFACTION

WHY STUDENTS CHOOSE FYC

94% of FYC students chose to enroll in FYC for at least one reason related to the ffive FYC program goals.

  • I was looking for the best way to get connected to the entire university and have the best experience at NC State. (40%)
  • I wanted help choosing the right major and exploring possible careers so I wouldn't have to switch majors later. (83.7%)
  • I wanted to learn more about my personal interests, skills, and values. (49%)
  • I wanted to get accurate information on NC State's majors and possible careers before choosing a major. (57.8%)
  • I wanted to learn more about NC State's diverse and multicultural community. (8.8%)

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ACADEMIC ADVISING                                                                                                  

98% of FYC students reported that the Academic Advising they received met their needs (The national norm was 85%). 46% of FYC students said the FYC Academic Advising system met their needs "Exceptionally Well" (The national norm was 22%).

Students were asked about specific advising needs and reported, for each, whether these items were discussed with their academic advisor and, if so, how satisfied they were with those discussions. Note that FYC students are far more satisfied than the national norms (scale of 1 to 5, "Very Dissatisfied" to "Very Satisfied").

Advising Need/Topic FYC % Discussed FYC Avg. Rating National % Discussed Nat'l Avg. Rating
Scheduling/registration procedures 94.8 4.55 63.3 4.15
Dropping/adding courses 88.8 4.52 45.5 4.19
Selecting/changing my major area of study 88.6 4.51 32.4 4.19
Identifying career areas that fit my current skills, abilities, and interests 87.5 4.48 31.1 4.27
My academic progress 94.2 4.46 51.5 4.15

Impressions of Academic Advisor. Students discussed their impressions of their academic advisor, noting their level of agreement with each advisor trait (scale of 1 to 5, "Strongly Disagree" to "Strongly Agree").

"My Advisor..." FYC Avg. Rating Nat'l Avg. Rating
Seems to enjoy advising 4.81 3.94
Is approachable and easy to talk with 4.78 4.07
Is on time for appointments with me 4.75 3.99
Is a helpful, effective advisor whom I would recommend to other students 4.73 3.95
Keeps personal information confidential 4.73 4.10
Knows who I am 4.72 3.73
Respects my right to make my own decisions 4.71 4.12
Has a sense of humor 4.65 4.01
Provides me with accurate information about requirements, prerequisites, etc. 4.64 4.01
Encourages my involvement in extra-curricular activities 4.48 3.46
Encourages my interest in an academic discipline 4.53 3.68
Encourages me to talk about myself and my college experiences 4.43 3.50