Fact Book 2014-2015 by Rockford University

Rockford University

1 Main entrance/Gloyd Parkway

2 Blanche Walker Burpee Student Center

Lower Level

Athletics

Main Floor

Bookstore

Career Services and Internships

Dean of Students

Director of Campus Safety and Security

Jane Addams Center for Civic Engagement

Student Activities

Student Clubs and Organizations

Student Government

The Den

Second Floor

Cafeteria

Copy Center/Print Services

Faculty Dining Room

Mail Desk

President’s Dining Room

Regents Hall

Rockford University Dining Services

Third Floor

Forrest Cool Lounge

Hall of Distinction

President

3 Fisher Memorial Chapel

Chapel

Scheduling Services

4 Clark Arts Center

Art Gallery

Art studios

Box Office

Cheek Theatre

Dance Studio

Maddox Theatre

Multipurpose Room

5 Starr Science Center

Audio Visual Services

Computer labs

Language Lab

Nursing Learning Laboratory

Peterson Auditorium

Center for Learning Strategies (formerly RCLC)

Small Science Auditorium

6 Refrigeration Plant

7 Howard Colman Library

Academic Affairs

VP of Academic Affairs & Provost

(Howard Colman Library cont.)

Introduction

Welcome to the 2014-2015 edition of the Rockford University Fact Book. An institutional fact book provides a centralized location for valuable information about the University. Data within this document are available to facilitate analysis of trends, decision-making and reporting. Existence of the Rockford University Fact Book helps institutionalize the collection, dissemination and use of standardized information.

The fact book is produced by the Division of Enrollment Management. Every effort is made to include the most accurate, currently available data along with historical trends. A majority of the data in this edition reflects the 2014-2015 academic year. A PDF version of the fact book is available on the Rockford University website, www.rockford.edu.

The Rockford University Fact Book is updated annually by the Division of Enrollment Management. If you have questions or suggestions, please contact Dr. Eric Fulcomer, Vice President for Enrollment Management, at (815) 2263372.

Mission

Our mission is to educate men and women to lead responsible lives by means of a curriculum grounded in liberal arts learning and complemented and extended by professional and practical experience. Through the total academic and co-curricular experience, Rockford University strives to prepare students for fulfilling lives, careers, and participation in a modern and changing global society.

Learning Expectations

Rockford University Learning Expectations:

• Knowledge – for Understanding the world

• Values – for Envisioning the world

• Skills – for Shaping the world

Strategic Direction

Since 2008, the University has accomplished notable work through the execution of two strategic plans known as Phase I (2008-2010) and Phase II (2011-2016). In 2014, in order to be responsive to the dynamic landscape in higher education, the entire campus community was involved in establishing goals, objectives, and priorities to create an updated strategic plan that would guide the institution’s efforts for the following five years (2015-2019). In December of 2014, the Board of Trustees approved the new strategic plan. The overarching strategies of the plan include:

 To be the University of Choice

 To be the Employer of Choice

 To strengthen and grow the University programming, capital, and operational resources.

 To strengthen the University’s reputation and relationships among all stakeholders

Distinctions

Rockford University has garnered numerous distinctions in recent years, making it an institution that stands out. Here are the most notable:

 Phi Beta Kappa. One of 11 chapters in Illinois and 280 in the country with a Phi Beta Kappa chapter, the oldest and most prestigious liberal arts academic honor society.

 Ability to Add Value for Students. Named to the prestigious Colleges of Distinction group of 200 institutions recognized for their ability to add value for students through a broad commitment to enhancing student achievement. Colleges of Distinction are noted for their strong focus on teaching, wide variety of innovative learning experiences, opportunities for personal development, and their high value to graduate schools and employers for students’ outstanding preparation.

 Carnegie Foundation for the Advancement of Teaching – Community Engagement Classification. Rockford University joins just 361 other colleges and universities from across the nation, and one of only 11 in Illinois, to receive the 2015 Community Engagement Classification from The Carnegie Foundation for the Advancement of Teaching. The classification is valid through 2025. A listing of the institutions that hold the Community Engagement Classification can be found on NERCHE’s website.

 College with a Conscience. One of 81 U.S. colleges and universities in the Princeton Review book, Colleges with a Conscience, recognizing Rockford University’s strong ethos of civic engagement and the opportunities for community service offered to our students.

 Access through Economic Diversity. U.S. News and World Report ranking of 9th among 130 Midwestern "master's universities" for economic diversity (2007) - important recognition of our longstanding and successful effort to promote access for qualified students to excellent higher education, irrespective of the financial means of those students and their families.

 Student Engagement Leads to Satisfaction. Shown by the 2013 National Survey of Student Engagement as performing at or above U.S. norms on virtually all measures of student engagement in students' education. In a recent alumni survey, 91% indicated that they were either satisfied or very satisfied with their overall experience as a student at Rockford University.

 2015 US News & World Report. Named as a Best Regional University: Midwest Tier One

 "Best in the Midwest" Consistently ranked as One of the Best Colleges and Universities in the Midwest by The Princeton Review which is based on student opinion data compiled by The Princeton Review and the Review’s standards for academic excellence within each region

 Prestigious Honor for Community Service. Named consecutively since 2008 to the President’s Higher Education Community Service Honor Roll, including the 2008 designation as President’s Higher Education Community Service Honor Roll with Distinction, one of only 83 colleges in the U.S. to receive this honor, based on innovative and effective community service and service learning programs.

 Military Friendly School. Rockford University is included in the top 15 percent of colleges and universities in the U.S. to accommodate students with military experience by list of Military Friendly Schools, published by GI Jobs magazine. The list honors universities and trade schools that are doing the most to embrace America’s military service members and veterans as students.

Accreditations

Rockford University is a private, independent, coeducational university providing courses of study leading to baccalaureate and master’s degrees. The academic programs of students are based on a foundation of learning in the liberal arts and sciences. The college emphasizes excellence in teaching, and has a strong commitment to scholarly activity, creative expression and community service. The educational program is characterized by a concern for the needs of all students, and reflects the basic human rights and responsibilities of a democratic society.

Accreditations

Rockford University is accredited by the following organizations:

The Higher Learning Commission North Central Association of Colleges and Schools 230 South LaSalle St., Suite 7-500 Chicago, IL, 60604-1413 800-621-7440 www.ncahigherlearningcommission.org

International Assembly for Collegiate Business Education

P.O. Box 3960 Olathe, KS 66063 913-631-3009 www.iacbe.org

American Chemical Society 1155 Sixteenth St. NW Washington, DC 20036 800-227-5558

www.acs.org

Illinois State Board of Education Professional Preparation and Recruitment

100 N. First St. Springfield, IL 62777 217-782-4321 www.isbe.net

Accreditation Commission for Education in Nursing 3343 Peachtree Road NE, Suite 850 Atlanta, GA 30326 404-975-5000

International Information

English as a Second Language Program:

The English as a Second Language Program at Rockford University (ESL) is focused on students preparing for university study or professional programs. It is a course of study based on an integrated skills approach with listening, speaking, reading, writing, and grammar components. The ESL program is SEVIS approved to grant F-1 visas for international students. The goal is for students to pass the TOEFL test and matriculate to a baccalaureate or masters level program. Classes meet daily.

During the 2014-2015 academic year, 40 students were served through the ESL program. Several countries were represented by the international students, including:

China Saudi Arabia Yemen South Korea Mexico

Korea

Office of Global Affairs:

The Office of Global Affairs helps prepare Rockford University's students, faculty and community constituents for active participation in a rapidly changing global society by internationalizing our campus and curriculum, facilitating experiential learning opportunities, and developing our international partnerships to achieve the University's strategic objectives. They accomplish this through four key activities:

• International student support services

• Study abroad, international service learning

• Faculty-led, short term study abroad programs

• Intercultural competence focused activities and programs

Highlights from the 2014-2015 academic year:

• During Fall 2014 one student studied at Regents University and in Spring 2015 one student studied at Kobe College and another student studied at University of Santiago de Compostela.

• One faculty trip was lead to Chile by Professor John Burns.

• The Office of Global Affairs hosted trending now events to allow international and domestic students to present on important topics about their country. The tea time allowed students to get a cup a tea while meeting students from different countries, and world taste allowed for students to try new international foods in the cafeteria.

• Average small event attendance ranged from fifteen to twenty people per event.

• The Office of Global Affairs hosted or cosponsored monthly events which ranged from 90 – 400 people per event. Some of these events included Fiesta Latina, Peace Day, Eid Dinner, Swedish Midsummer Festival, Lunar New Year and the International Food Festival.

• The Council on Global Affairs was formed and hosted speakers on Korea and Cuba.

What are the options for study abroad?

Rockford University has the following international exchange agreements.

Country School

China Changzhou University

China Shanghai International University

China Shenyang Normal University

China Sichuan University

China Zhejiang Wanli University

England Regent’s College London

Japan

Kobe College

Spain University of Santiago

Sweden University of Skovde

Honor Societies and Programs

• Chi Alpha Sigma (Athletics)

• Omicron Delta Epsilon (Economics)

• Phi Alpha Theta (History)

• Phi Beta Kappa

• Phi Sigma Iota (Foreign Languages)

• Psi Chi (Psychology)

• Sigma Beta Delta (Business, Management and Administration)

• Sigma Xi (Scientific Research)

• Honors in Liberal Arts and Sciences Program

• Honors Program in Economics, Business and Accounting

Campus Safety

The following crime statistics are in accordance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (formerly the Campus Security Act).

Criminal Offenses - On Campus

Criminal Offenses - On Campus, Residence Halls

SOURCE: Campus Safety and Security NOTE: Crime statistics for 2014 will not be available until October 2015

Programs of Study

Undergraduate Majors:

Tracks/Concentration in italics

Accounting (B.A., B.S.)

Anthropology/Sociology (B.A., B.S.)

Criminal Justice

Pre-Social Work

Applied Anthropology

Art History (B.A.)

Biochemistry (B.S.)

Biology (B.A., B.S.)

Cellular & Molecular Biology

Evolution & Ecology

Business Administration (B.A., B.S.)

Finance

Management

Marketing

Chemistry (B.A., B.S., ACS certified)

Classics (B.A.)

Computer Science

Management Information Systems

Web Development (B.A., B.S.)

Early Childhood Education (B.A., B.S.)

Illinois Certification (Early Childhood Education)

Economics (B.A., B.S.)

International Economics

Public Policy

Elementary Education (B.A., B.S.)

English (B.A.)

Creative Writing

Literature

French (B.A.)

German (B.A.)

History (B.A., B.S.)

Human Development (B.A., B.S.)

Research

Child/Adolescent Development

Gerontology

Humanities (B.A.)

International Studies (B.A., B.S.)

Security & Peace Studies

Environment & Development

Politics & Economy

Area Studies

Arts & Peoples

Ideas & Religions

Latin (B.A.)

Management Studies (B.S.M.S. – adult accelerated)

Mathematics (B.A., B.S.)

Computational

Music (B.A.)

Nursing (B.S.N.)

Basic BSN Track

Nursing BSN-C

Philosophy (B.A.)

Physical Education (B.A., B.S.)

Sports Management

Political Science (B.A., B.S.)

American Studies

Constitutional Studies

Legal Studies

Political Ideas

Politics and Cultures

War and Peace

Psychology (B.A., B.S.)

Romance Languages (B.A.)

Science and Mathematics (B.A., B.S.)

Social Sciences (B.A.)

Spanish (B.A.)

Special Education (B.A., B.S.)

Illinois Certification (K-12)

Studio Art (B.A.)

Studio Art (B.F.A.)

2-Dimensional Art

3-Dimensional Art

Graphic Design

Theatre (B.F.A.)

Acting/Directing

Design/Technical

Musical Theatre Performance

Theatre Management

Theatre Arts (B.A.)

Pre-Professional Programs:

Pre-Law

Pre-Social Work

Health Professions

Pre-Dentistry

Pre-Medicine

Pre-Pharmacy

Pre-Veterinary Medicine

Certificate

Geropsychology

Undergraduate Minors:

Accounting

Ancient and Medieval Studies

Anthropology/Sociology

Art History

Biology

Business Administration

Chemistry

Child/Adolescent Development

Classical Civilization

Classics

Coaching

Communication

Creative Writing

Dance

Economics

Elementary Education

English

Entrepreneurship

Ethics

French German

Gerontology

Greek

Health Education

History

Human Development

Latin

Latin American, Caribbean, & Iberian Studies

Literature

Management Information Systems

Mathematics

Music

Peace and Conflict Studies

Philosophy

Physical Education

Physics

Political Science

Psychology

Religious Studies

Secondary Education (6-12)

Spanish

Special Education

Studio Art

Undergraduate Minors continued:

Theatre Arts

Theatre Management

Web Development

Graduate Majors:

Business Administration (M.B.A.)

Concentrations in:

• Marketing

• Entrepreneurship

• Finance

• Public/Non-Profit

• Strategic

• Accounting/CPA

• Health Administration

• Management

• Project Management

Teaching (M.A.T.)

Professional Educator Licensure (PEL)

endorsements in:

• Early Childhood

• Elementary

• Secondary

• K–12

• Special Education

• Reading Teacher

• Reading Specialist*

• Instructional Strategies*

• Education

*For licensed teachers only

Endorsements:

• Bilingual Teacher/ESL

• Learning Behavior Specialist I

• Middle School

• Reading Teacher

• Secondary

Program

Community Education Programs

Enrollment - Unduplicated Headcount

Accelerated B.S. inManagement

SOURCE: Program Office

Adult Accelerated B.S. in Management Studies: The Bachelor of Science in Management Studies (BSMS) degree program is designed to provide a quality educational experience for adult learners in the area. BSMS is an accelerated undergraduate degree completion program specifically designed for the adult learner who has some college credits or an associate degree or equivalent and wants to complete a bachelor’s degree program.

Northern Illinois Center for Non-Profit Excellence: The Northern Illinois Center for Nonprofit Excellence (NICNE) works to build the management capacity of nonprofit organizations. The numbers reported here represent unduplicated enrollments in the Center's core programs including the Proposal Writing Workshops, Leadership Café, Leadership Certification Program, Board Training, Nonprofit Dialogue, Economic Impact Dialogue, and Nonprofit Summit. Other offerings include agency assessments and technical assistance, a foundation directory, and customized consulting and professional services.

Rockford University Center for Learning Strategies: The Rockford University Center for Learning Strategies (CLS) offers academic support to members of the community. The CLS emphasizes quality teaching with a strong commitment to aid each student in attaining academic potential while directing the student towards independent learning and improved personal achievement. Programs and services include diagnostic testing; reading, writing, math, and study skills courses; private tutoring; ACT, Illinois TAP, GRE and GMAT preparation, and academic summer camps.

Community-Based Learning

Community-based Learning (sometimes called service learning) links the classroom to the community in an experiential learning process. Professors, students and community agencies learn collaboratively while benefiting the wider Rockford community.

SOURCE: Academic Affairs & CBL Coordinator

NOTE: There was a large increase in the number of Fall 2011 courses classified as CBL courses. This resulted in a drastically larger percent in all categories.

Campus Infrastructure

Below you can find out a little more about the nuts and bolts of our campus.

Rockford University Campus Acreage: 135 acres

Other Campus Facilities Square Footage

SOURCE: Physical Plant; Residence Life

NOTE: * Classrooms and Lab counts do not include offices or conference rooms.

StudySuites

DedicatedIndividualStudyCarrels

SOURCE: Howard Colman Library

Howard Colman Library

5suites(1suitewitha SMARTBoard&3 suiteswithA/V)

5suites(1suitewithaSMART Board&4suiteswithA/V)

1,670items-plusaccessto thousandsoftitlesin10subject specificdigitalstreamingvideo collections

1,774items-plusaccessto thousandsoftitlesin10subject specificdigitalstreamingvideo collections

5suites(1suitewithaSMART Board&4suiteswithA/V)

National Survey of Student Engagement (NSSE)

The National Survey of Student Engagement (NSSE) is an assessment tool that Rockford University administers each academic year. This year, NSSE was administered during the Spring 2014 semester, with results September 2014. The NSSE underwent significant changes implemented in 2013 The graphics below highlight the key changes:

National Survey of Student Engagement (NSSE)

NSSE – Response Rate and Engagement Indicators

This year, Rockford University had a much higher response rate than its comparison groups. The following information is reproduced from Rockford University’s NSSE 2014 Benchmark Comparisons Report and Multi-Year Benchmark Report.

Engagement Indicators (EIs) provide a useful summary of the detailed information contained in NSSE responses. By combining responses to related NSSE questions, each EI offers valuable information about a distinct aspect of student engagement. Ten indicators, based on three to eight survey questions each (a total of 47 survey questions), are organized into four themes as shown below:

Theme Engagement Indicator

Academic Challenge

Learning with Peers

Experiences with Faculty

Higher-Order Learning

Reflective and Integrative Learning

Learning Strategies

Quantitative Reasoning

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

Quality of Interactions

Campus Environment

Supportive Environment

SOURCE: 2014 NSSE Report, Rockford University

National Survey of Student Engagement (NSSE)

NSSE – Executive Snapshot

The Executive Snapshot summarizes benchmark results (based on mean comparisons) for Rockford College and its three comparison groups. Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. The ten indicators are organized within four themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. The table below compares average scores for Rockford University students with those in its comparison groups.

▲ Your students’ average was significantly higher (p<.05) with an effect size at least .3 in magnitude.

△ Your students’ average was significantly higher (p<.05) with an effect size less than .3 in magnitude. No significant difference.

▽ Your students’ average was significantly lower (p<.05) with an effect size less than .3 in magnitude.

▼ Your students’ average was significantly lower (p<.05) with an effect size at least .3 in magnitude.

First-Year Students

Theme Engagement Indicator

Higher-Order Learning

Reflective & Integrative Learning

Learning Strategies

Quantitative Reasoning

Learning with Peers

Seniors

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

Quality of Interactions

Supportive Environment

Theme Engagement Indicator

Higher-Order Learning

Reflective & Integrative Learning

Learning Strategies

Quantitative Reasoning

with Peers

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

Quality

National Survey of Student Engagement (NSSE)

NSSE – High Impact Practices

Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." High-impact practices (HIPs) share several traits: they demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. NSSE asks students about their participation in the six HIPs shown below. This report provides information on the first three for first-year students and all six for seniors. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, seniors' responses include participation from prior years.

High-Impact Practices in NSSE

● Learning community or some other formal program where groups of students take two or more classes together

● Courses that included a community-based project (service-learning)

● Work with a faculty member on a research project

● Internship, co-op, field experience, student teaching, or clinical placement

● Study abroad

● Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

The figures belowdisplay the percentage ofstudents who participated in high-impact practices.Both figures include participation in learning communities,service-learning,and research with faculty.The seniorfigure also includes participation in internships orfield experiences,study abroad,and culminating seniorexperiences.The first segment in each barshows the percentage ofstudents who participated in at least two HIPs,and the fullbar(both colors)represents the percentage who participated in at least one.

SOURCE: 2014 NSSE Report, Rockford University

First-Year Students Seniors

National Survey of Student Engagement (NSSE)

NSSE – Additional Results

The Academic Challenge theme contains fourEngagement Indicators (HO,RI,LS,QR)as wellas severalimportant individual items.The results presented here provide an overviewofthese individualitems.Formore information about the Academic Challenge theme,see your Engagement Indicators report.To furtherexplore individualitemresults,see your Frequencies and Statistical Comparisons, the Major Field Report, orthe NSSE Institutional Report Builder (described on p.4).

Time Spent Preparing for Class

This figure reports the average weekly class preparation time foryourfirst-yearand senior students compared to students in yourcomparison group.

Reading and Writing

These figures report the average numberofhours your students spent reading fortheir courses and the average numberofpages ofassigned writing compared to students in yourcomparison group.

Challenging Courses

To what extent did yourstudents'courses challenge themto do theirbest work? Response options ranged from1="Not at all" to 7="Very much."

Academic Emphasis

Howmuch did students say theirinstitution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."

National Survey of Student Engagement (NSSE)

NSSE – Item Comparisons

This section displays the five questions on which the first-year and senior students scored the highest and the five questions on which they scored the lowest, relative to students in Rockford University’s comparison group. Parenthetical notes indicate whether an item belongs to a specific Engagement Indicator or is a HighImpact Practice. While these questions represent the largest differences (in percentage points), they may not be the most important to Rockford University’s mission or current program.

First-year

Highest Performing Relative to Great Lakes Private

About how many…courses have included a community-based project (service-learning)? e (HIP)

Quality of interactions with… Other administrative staff and offices... d (QI)

Worked with a faculty member on activities other than coursework (…)b (SF)

Discussions with… People of a race or ethnicity other than your own b (DD)

Asked another student to help you understand course material b (CL)

Lowest Performing Relative to Great Lakes Private

Evaluating a point of view, decision, or information source c (HO)

Evaluated what others have concluded from numerical information b (QR)

Summarized what you learned in class or from course materials b (LS)

Identified key information from reading assignments b (LS)

Participated in an internship, co-op, field exp., student teach., clinical placemt. (HIP)

Senior

Highest Performing Relative to Great Lakes Private

Discussed your academic performance with a faculty member b (SF)

Quality of interactions with… Other administrative staff and offices... d (QI)

Reviewed your notes after class b (LS)

Tried to better understand someone else's views by imagining…his or her perspective b (RI)

Completed a culminating senior experience (…) (HIP)

Lowest Performing Relative to Great Lakes Private

Instructors… Clearly explained course goals and requirements c (ET)

Inst. emphasizes… Providing support to help students succeed academically c (SE)

Inst. emphasizes… Providing opportunities to be involved socially c (SE)

Inst. emphasizes… Using learning support services (…)c (SE)

Participated in a study abroad program (HIP)

Percentage Point Difference with Great Lakes Private

a.The displays on this page drawfrom the 53 items that make up the ten Engagement Indicators and sixHigh-Impact Practices.Keyto abbreviations:HO = HigherOrder Learning, RI= Reflective &Integrative Learning,LS = Learning Strategies,QR = Quantitative Reasoning,CL= Collaborative Learning,DD = Discussions with Diverse Others, SF = Student-FacultyInteraction,ET = Effective Teaching Practices,QI= Qualityof Interactions,SE = Supportive Environment,HIP = High-Impact Practice. Item numbering corresponds to the surveyfacsimile included in your InstitutionalReport and available on the NSSE Web site.

b.Combination of students responding "Veryoften" or "Often."

c.Combination of students responding "Verymuch" or "Quite a bit."

d.Rated at least 6 on a 7-point scale.

e.Percentage reporting at least "Some."

Enrollment

Student Enrollment - Fall 2014

Total all undergraduate

Total all graduate GRAND TOTAL ALL STUDENTS

SOURCE: IPEDS 2014 Fall Enrollment Survey

SOURCE: Student Administrative Services

NOTE: Included in this count are non -degree seeking students

SOURCE: Student Administrative Services

NOTE: The FTE figures listed are based on credit hour activity.

Entering Students

Student Profiles

SOURCE: Undergraduate Admission and the Graduate Office

Top Five States Represented:

Student Profiles

Source: IPEDS 2014 Fall Enrollment Survey

Illinois Wisconsin California Missouri Texas

Completions

Bachelor's Degrees Conferred by Gender and Race / Ethnicity

/ Ethnicity

SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology

NOTE: Percentages may not add to 100% due to rounding. In 2009-2010, the race/ethnicity categories changed to accommodate new federal categories.

Master's Degrees Conferred by Gender and Race / Ethnicity

SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology

NOTE: Percentages may not add to 100% due to rounding. In 2009-2010, the race/ethnicity categories changed to accommodate new federal categories.

Completions

Number of Graduates

SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology

NOTE: Summing the number of degrees conferred for each major does not equal the total number of graduates because some students graduate with double majors. Similarly, the sum of percentages will be greater than 100%.

*The First Bachelor’s Degrees in Early Childhood Education were conferred in 2014-2015

Completions

Master's Degrees Conferred by Program

Graduates

SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology

NOTE: Percentages may not add to 100% due to rounding.

*The first MAT degrees in K-12 were conferred in 2010-2011.

† Program is phasing out due to Illinois statutory regulations. Total Number of

Source: Rockford University Student Administrative Services.

* The cost per credit hour for BSMS Cohorts 1-18 is $403.00

**The cost per credit hour for BSMS Cohorts 19-present is $410.00.

***The cost per credit hour for BSMS Corhorts 28-32 is $414.00

****The cost per credit hour for BSMS Corhots 33+ is $420.00

Aid Awarded to Enrolled Undergraduates - 2013-2014*

Below are the total dollar amounts awarded to enrolled full-time and less than full-time degree-seeking undergraduates. These totals also include aid awarded to international students. Aid that was non-need-based but that was used to meet need is reported in the need-based aid columns.

Need-based $ (Includenon-needbased aid used to meetneed.)

Non-need-based $ (Excludenon-needbased aid used to meetneed.)

Scholarships/Grants

Federal

State(i.e.,all states,notonlythestatein which your institution is located)

Institutional:Endowed scholarships,annual gifts and tuition funded grants,awarded bythecollege, excludingathletic aid and tuition waivers (which are reported below).

$2,002,043

$1,833,450 $0

$6,521,758 $975,294

Scholarships/grants fromexternal sources (e.g., Kiwanis,National Merit)notawarded bythecollege $168,046 $120,793

Total Scholarships/Grants

Self-Help

Studentloans fromall sources (excludingparent loans)

Federal Work-Study

Stateand other(e.g.,institutional)workstudy/employment(Note:Excludes Federal WorkStudycaptured above.)

Total Self-Help

Other

ParentLoans

Tuition Waivers

Athletic Awards

$10,525,297 $1,096,087

$7,128,665 $1,183,652

$74,065

$48,004 $82,036

$7,250,734 $1,265,688

$592,640 $621,493

$0 $0

Source: The Common Data Set (Tab H) 2014-2015, with data provided by Student Administrative Services *Please note that this data is from the 2013-2014 academic year. Data for the 2014-2015 academic year will not be available until late Fall 2015.

Student Activities – Clubs & Organizations

By participating in the Campus Activities Board (CAB), Rockford University students plan their events for the entire campus to enjoy. CAB is a student group that brings musicians, comedians, and other performers to campus. CAB also programs Homecoming, Family Weekend, April Weekend, and dances.

Students also play an important role in college governance through the Student Government Association (SGA). Student representatives may hold memberships on the Board of Trustees and its Student Life Committee, as well as being members of the standing committees of SGA: Academic Affairs, Allocation Committee.

During the academic year 2014-2015, Rockford University had 23 registered student clubs and organizations:

Alpha Helix

Archery Club

Art Society

Black Student Union

Business Club

Campus Activity Board (CAB)

Cheerleading Club

Intervarsity

Math Club

Multicultural Club

Muslim Student Association

Nursing Student Organization

Psych Society

Regent Players

Rockford College Disc Golf

Literary Magazine

Literati

Student Government Association (SGA)

Spanish Club

Spirit Squad

Svenson Scholars

T.E.A.C.H.

Tennis Club

Rockford University competes in the NCAA Division III, Northern Athletics Conference. Approximately 25% of the full-time undergraduate population participates in intercollegiate athletics each year.

Participation by Sport

Women's Teams

Starting in 2014-2015 Rockford University no longer sponsors men’s and women’s tennis. Tennis averages were therefore based off of 3 year data.

SOURCE: Athletic Department Rosters Residence Life

SOURCE: Residence Life, IPEDS Fall Enrollment Survey

NOTE: Percentages represent the percentage of all full-time undergraduate students in each category.

Let's take a look at where we can find our RU Alumni across the country…

...and around the globe!

Countries represented by each Continent:

Africa

UNITEDSTATES AUSTRIA CHINA CHAD

CANADA BOSNIA HONGKONG SWAZILAND

BELIZE BULGARIA INDIA KENYA

COSTARICA CROATIA JAPAN NIGER

COCOSISLANDS FRANCE KYRGYZSTAN SOUTHAFRICA

TURKS&CAICOSISLANDSGERMANYMALAYSIA TANZANIA

South America GREECE NORTHKOREATOGO

ARGENTINA GUERNSEY OMAN

BRAZIL ICELAND PAKISTAN

ECUADOR NETHERLANDS SAUDIARABIA

PARAGUAY NORWAY SINGAPORE

COLOMBIA SPAIN SRILANKA

Australia SWEDEN TAIWAN

AUSTRALIA SWITZERLAND TURKEY

GUAM UNITEDKINGDOM KOREA

NAURU INDONESIA

SOURCE: Office of Advancement

Total Full-time Faculty

Faculty & Staff Profiles

Rank

SOURCE: Human Resources Office and Academic Affairs Office

NOTE: Percentages may not add to 100% due to rounding.

* In Fall 2008, faculty and staff were re-surveyed for demographic information to accommodate new federal categories. In order to honor their rights to not respond, the number of unknowns increased. The re-survey process also created an opportunity for individuals to identify themselves as belonging to two or more racial/ethnic groups.

** In Fall 2011, the subcategories "Terminal Degree and "Non Terminal Degree" were added. A Terminal Degree refers to the highest degree possible in a field of study.

Total Full-time Staff Members

Race / Ethnicity*

Faculty & Staff Profiles

SOURCE: Human Resources Office

NOTE: Percentages may not add to 100% due to rounding.

Race / Ethnicity*

Faculty & Staff Profiles

SOURCE: Human Resources Office

NOTE: Percentages may not add to 100% due to rounding. Total Part-time Faculty and Staff

Total Employed

College of Arts & Humanities

Dr. Jennifer Langworthy, Department

David Menard

Art & Art

History

English

History

Dr. John Burns, Department Chair

Dr. Sharon Bartlett

Christopher Sisson David Korfhagen

Phillip Soosloff

Chair Modern & Classical Languages & Religious Studies

Dr. Michael Perry, Department Chair

Dr. William Gahan

Performing Arts

Dr. Donald Martin

Dr. Stephanie Quinn

Dr. Patricia Walters

Deborah Mogford, Department Chair Timm Adams

Jeff Hendry

Angelo O’Dierno

Dr. Tara Wood Amy Wright

Dr. Susan Porterfield

Dr. Kyle Stedman

Dr. Mary Weaks-Baxter

Dr. Catherine Forslund, Department

Chair and Dean of the College

Dr. David Sytsma

SOURCE: Human Resources Office

Philosophy

NOTE: This data excludes adjunct faculty and graduate assistants.

Dr. Matthew Flamm, Department Chair

Dr. Stephen Hicks

Dr. Shawn Klein

Department

Chemical & Biological Sciences

Faculty & Staff Profiles continued

College of Science, Mathematics, & Nursing

Faculty

Dr. James Marshall, Department Chair

Dr. Sean Beckmann

Dr. Deborah Breiter, Dean, College of Science, Mathematics, and Nursing

Dr. Matthew Bork

Dr. William Doria

Dr. David Kell

Dr. JTroy Skwor

Dr. Mehmet Dik, Department Chair

Department

Nursing

Mathematics, Computer Science, and Physics

Dr. Filiz Dik

Carol Kalen

Psychology

Faculty

Nola Addante, Department Chair (Fall 14)

Cheryl Troxel, Department Chair (Spring 15)

Alissa Althoff

Andrea Anderson

Denise Boxleitner

Jennifer Grobe

Jacqueline Garland

Kimberley Hartwig

Kim McCullough

Dr. Nancy Kertz, Chief Nurse Administrator and Assistant Dean for Nursing Education

Dr. Joel Lynch, Department Chair

Elaine Sharpe

Dr. Jonathan Skalski

Dr. Belinda Wholeben

Anthropology & Sociology

College

Dr. Lynn Newhart, Department Chair

Dr. Matthew Dalstrom

Dr. Thomas McIntyre

Robert Evans, Department Chair

Henry Espensen

Jeffrey Fahrenwald

Dr. Ina Freeman

Brian Huels

Economics, Business, & Accounting

Education

Dr. Roxanna Idu

Stanley Klatka

William Lewis

Dr. Caleb Lewis Political

Gary Lubbert

Dr. Masoud Moallem

SOURCE: Academic Affairs – Divisions & Departments

Kimberlee Wagner, Unit Head and Department Chair

Dr. Robin Miller Young

Dr. Debra Dew, Dean

Dr. Lydia Gerzel-Short

Dr. Jacob Hardesty

Karen Ruffner

Dr. Susan Smith

Lynn Stafford

Dr. Karen Walker (Fall 14)

Tammy Schiek, Department Chair

Ann Boe

Dr. Jason Hunter

Dr. Jules Gleicher, Department Chair

Robert Evans

Dr. Robert Head, President

Dr. Steven Siconolfi, Vice President of Academic Affairs and Provost (Thru May 2015)

Dr. Belinda Wholeben, Interim Vice President of Academic Affairs and Provost (June 2015)

Ms. Christina Anderson, Vice President of Business and Chief Financial Officer

Dr. Eric Fulcomer, Vice President for Enrollment Management

Mr. Bernard Sundstedt, Vice President for Institutional Advancement

Board of Trustees Members

Officers:

Thomas A. Muldowney

James W. Keeling

Barbara R. Tanaglia

Ray Wood

Robert L. Head, Ph.D

Members:

Charles L. Colman

Charles Box

James H. Clarke, Ph.D.

Elizabeth Donovan

Thomas Gendron

Dawn R. Hallsten

Elizabeth Hegel

L. Thomas Heiser

Helen C. Hill

Nathan Howard

Dennis W. Johnson

Iain D. Johnston

Marci K. Taets

Deborah Mogford (Eff. 6/2015)

Joel J. Moore

Donald R. Patrick

Sunil Puri

David R. Rydell

Jane R. Thomas, Ph.D.

Frank E. Walter

James S. Whitehead

Jonathan S. Whitlock

Belinda Wholeben, Ed.D.

Frederic M. Young

Emeriti Trustees:

James H. Clarke, Ph.D

Georganne H. Eggers

Charles P.A. Frankenthal

Kenelm A. Groff

Charles J. Howard

Teresa J. Ingrassia

Kent A. Mallquist

Richard M. Schilling, Sr.

Louise C. Sinclaire

Stanton K. Smith, Jr.

Angelo L. Spoto

Stuart M. Weller

John B. Whitehead

Rockford University Presidents

The following is a list of our past and present Rockford University Presidents. Included in this count are the first four principals of Rockford Female Seminary.

 Anna Peck Still – Founder and 1 st Principal of Rockford Female Seminary, 1852 -1884

 Martha Hillard, 2 nd Principal of Rockford Female Seminary, 1884 -1888

 Anna Gelston – 3rd Principal of Rockford Female Seminary, 1888 -1890

 Sarah F. Anderson –4th Principal of Rockford Female Seminary and President of Rockford College, 1890-1896

 Phebe T. Sutliff – 5th President of Rockford College, 1896 -1901

 Emily K. Reynolds – 6th President of Rockford College, 1901-1902

 Julia Gulliver – 7th President of Rockford College, 1902 -1919

 Dr. William A. Maddox – 8th President of Rockford College,1919-1933

 Dr. John Gordon – Acting President of Rockford College, 1933-1934

 Dr. Gordon K. Chalmers – 9th President of Rockford College, 1934 -1937

 Dr. Mary Ashby Cheek – 10th President of Rockford College, 1937 -1954

 Dr. Leland H. Carlson – 11th President of Rockford College, 1954 -1959

 Dr. John A Howard – 12th President of Rockford College, 1960-1977

 John D. Spence – Acting President of Rockford College, 1977-1979

 Dr. Norman Stewart – 13th President of Rockford College, 1979-1988

 Dr. Gretchen Von Lowe Kreuter – 14th President of Rockford College, 1988 -1992

 Dr. William A Shields – 15th President of Rockford C ollege, 1992 -2002

 Dr. Paul Pribbenow – 16th President of Rockford College, 2002 -2006

 Dr. Richard Kneedler – Interim President of Rockford College, 2006 -2008

 Dr. Robert Head – 17th President of Rockford University, 2008-present