Rockford University
1 Main entrance/Gloyd Parkway
2 Blanche Walker Burpee Student Center Lower Level
Athletics
Main Floor
Bookstore
Career Development
Computer stations
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
English as a Second Language (ESL)
Faculty Dining Room
Mail Desk
Office of Global Affairs
President’s Dining Room
Regents Hall
Rockford University Dining Services
Third Floor
Forrest Cool Lounge
Hall of Distinction
President
3 Fisher Memorial Chapel
4
5 Starr Science Center
Audio Visual Services
Computer labs
Language Lab Nursing Learning Laboratory
(formerly
for Health and Wellness Counseling Center
Disability Support Services Faculty offices 10
Turner Street Entrance
Introduction
Welcome to the 2015-2016 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 2015-2016 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 Matthew Phillips, Interim Vice President for Enrollment Management, at (815) 394-5003
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
In 2008, the institution began a broad-based strategic planning process that refocused on eight goals that had potential for a more immediate impact. Objectives included curriculum review; improving the student experience, increasing support for faculty and staff, improving the college culture; enhancing physical, technological, and informational infrastructure; collaborating with our community; strengthening fundraising efforts; and implementing a disciplined fiscal planning and budgeting process. Phase I work concluded in 2010 and led into three Phase II strategies that defined the long-term goals to distinguish the University through academic reputation, the commitment to the whole student experience, and the stewardship of our assets.
Throughout the 2014-2015 year, the entire campus community worked to establish goals, objectives and priorities to revise the existing strategic plan to guide the University’s work through 2019 In December of 2014, the Board of Trustees approved a new strategic plan.
The overarching strategies for the 2015-2019 Strategic 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.
Behind each objective and goal is a commitment to concentrate available resources on a set number of issues to leverage the institution’s strengths and to take advantage of important opportunities. Although not intended to be a comprehensive list of activities, successfully completing the actions within the plan will have a significant impact on Rockford University.
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. Academic programs are based on a foundation of learning in the liberal arts. The university 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 2015-2016 academic year, 83 students were served through the ESL program. Several countries were represented by the international students, including:
China Saudi Arabia Jordan South Korea Mexico
Laos Spain India
Qatar France Turkey Congo
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 2015-2016 academic year:
• During Fall 2015 one student studied at University of Santiago de Compostela.
• Faculty trips were led to France by Jennifer Langworthy and Spain by Marilen Loyola.
• 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 Day of the Dead, Peace Day, Saudi National Day, Eid Al-Hajj and Eid Al-Fitr Dinners, Lunar New Year and the International Food Festival.
• The Council on Global Affairs moved internationalization efforts and planning forward.
• Intercultural workshops were provided by Nonnie Yang during the Fall 2015 semester.
What are the options for study abroad?
Rockford University has the following international exchange agreements.
China
China
China Shenyang Normal University
China
China
Sichuan University
Zhejiang Wanli University
England Regent’s University London
Japan Kobe College
Spain University of Santiago de Compostela
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).
Campus Crime Statistics
Offenses - On Campus
Criminal Offenses - On Campus, Residence Halls
SOURCE: Campus Safety and Security
NOTE: Crime statistics for 2015 will not be available until October 2016
Undergraduate Majors:
Tracks/Concentration in italics
Programs of Study
Accounting (CPA, Non-CPA) (B.A., B.S.)
Anthropology/Sociology (B.A., B.S.)
Criminal Justice
Pre-Social Work
Applied Anthropology
Art (B.A., B.F.A.)
2-Dimensional Art
3-Dimensional Art
Graphic Design
Art History (B.A.)
Biochemistry (B.S.)
Biology (B.A., B.S.)
Cellular & Molecular Biology
Evolution & Ecology
Organismal Biology
Business Administration (B.A., B.S.)
Finance
Management
Marketing
Chemistry (B.A., B.S., ACS certified)
Classics (B.A.)
Computer Science (B.A., B.S.)
Management Information Systems
Web Development
Dance (B.A., B.F.A.)
Early Childhood Education (B.A., B.S.)
Economics (B.A., B.S.)
Finance
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
Life Span
Gerontology
Humanities (B.A.)
Latin
International Studies (B.A., B.S.)
Security & Peace Studies
Environment & Development
Politics & Economy
Area Studies
Arts & Peoples
Ideas & Religions
Management Studies (B.S.M.S. – adult accelerated)
Human Resources
Mathematics (B.A., B.S.)
Computational
Music (B.A.)
Nursing (B.S.N.)
Philosophy (B.A.)
Physical Education (B.A., B.S.)
Sports Management
Teaching
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.)
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-Physical Therapy
Pre-Veterinary Medicine
Certificate
Geropsychology
Programs of Study continued
Undergraduate Minors:
Accounting
Ancient and Medieval Studies
Anthropology/Sociology
Art
Art History
Bilingual Education
Biology
Business Administration
Chemistry
Child/Adolescent Development
Classical Civilization
Classics
Coaching
Creative Writing
Dance
Economics
English as a Second Language
Entrepreneurship
Ethics
French
Gender Studies
German
Gerontology
Graphic Design
Greek
Health Education
History
K-12 Education
Latin American, Caribbean, & Iberian Studies
Life Span: Human Development
Literature
Management Information Systems
Mathematics
Music
Peace and Conflict Studies
Philosophy
Physics
Political Science
Psychology
Religious Studies
Secondary Education (9-12)
Spanish
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
Biology
Chemistry
Drama/Theatre Arts
English/Language Arts
History
Mathematics
• K–12
Foreign Language (French, German, Spanish)
Physical Education
Visual Arts
Special Education (LBS1)
*For licensed teachers only
Endorsements for Licensed Educators:
• Bilingual Teacher
• English as a Second Language
• Learning Behavior Specialist I
• Middle School
• Reading Teacher
• Reading Specialist
Endorsements without Professional Educator License:
• Education
• Instructional Strategies
Community Education Programs
Enrollment - Unduplicated Headcount
Program
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) promotes innovation and excellence in the nonprofit sector providing education, technical assistance, consulting and support to over 900 nonprofit executives, managers and/or board members in 13 counties of northern Illinois and southern Wisconsin. The numbers reported here represent unduplicated enrollments in the Center's programs including the Certificate in Nonprofit Management, Certificate in Fund Development, Proposal Writing, Leadership Café, Effective Governance Training, and nationally recognized speakers (i.e. Dan Pallotta, Robert Lupton, Jodi Kretzmann). Other offerings include agency assessments and technical assistance, a foundation directory, and customized consulting/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 courses classified as CBL courses in 2011-2012. 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.
SOURCE: Physical Plant; Residence Life
NOTE: * Classrooms and Lab counts do not include offices or conference rooms.
SOURCE: Howard Colman Library
Howard Colman Library
National Survey of Student Engagement (NSSE)
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
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
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."
Total all undergraduate
Total all graduate GRAND TOTAL ALL STUDENTS
SOURCE: IPEDS 2015 Fall Enrollment Survey
Enrollment
NOTE: Included in this count are non-degree seeking students Student Enrollment - Fall 2015
SOURCE: Student Administrative Services
SOURCE: Student Administrative Services
NOTE: The FTE figures listed are based on credit hour activity.
Student Profiles
SOURCE: Undergraduate Admission and the Graduate Office
Source: IPEDS 2015 Fall Enrollment Survey
Total Number of Graduates
Completions
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.
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
of Graduates
Degrees Conferred by Major
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 Total Number
Completions
Master's Degrees Conferred by Program
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.
Financial Aid
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 - 2014-2015*
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 $ (Include non-needbased aid used to meet need.)
Non-need-based $ (Exclude non-needbased aid used to meet need.)
Scholarships/Grants
Federal
State (i.e., all states, not only the state in which your institution is located)
Institutional: Endowed scholarships, annual gifts and tuition funded grants, awarded by the college, excluding athletic aid and tuition waivers (which are reported below).
$2,234,867 $0
$1,883,279 $0
$7,065,857 $1,193,655
Scholarships/grants from external sources (e.g., Kiwanis, National Merit) not awarded by the college $199,027 $154,968
Total Scholarships/Grants
Self-Help
Student loans from all sources (excluding parent loans)
Federal Work-Study
State and other (e.g., institutional) work-study/employment (Note: Excludes Federal Work-Study captured above.)
Total Self-Help
Other
Parent Loans
Tuition Waivers
Athletic Awards
$11,383,030 $1,348,623
$7,296,041 $1,166,773
$72,798
$11,795 $72,443
$7,380,634 $1,239,216
$773,161 $712,890
$0
$0
$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 2014-2015 academic year. Data for the 2015-2016 academic year will not be available until late Fall 2016
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 2015-2016, 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 24% of the full-time undergraduate population participates in intercollegiate athletics each year.
Participation by Sport
Starting in 2014-2015 Rockford University no longer sponsors men’s and women’s tennis. Tennis averages were therefore based off of 2 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.
Alumni
Let's take a look at where we can find our RU Alumni across the country…
Alumni continued ...and around the globe!
Countries represented by each Continent:
BELIZE AUSTRIA CHINA CHAD
CANADA BOSNIA HONG KONG KENYA
COSTA RICA BULGARIA INDIA NIGER
UNITED STATES CROATIA JAPAN SOUTH AFRICA
South America FRANCE KOREA SWAZILAND
ARGENTINA GERMANY KYRGYZSTAN TANZANIA
BRAZIL GREECE MALAYSIA TOGO COLOMBIA GUERNSEY OMAN
ECUADOR ICELAND PAKISTAN
PARAGUAY NETHERLANDS SAUDI ARABIA
Oceana NORWAY SINGAPORE
AUSTRALIA SPAIN SOUTH KOREA
COCOS ISLANDS SWEDEN SRI LANKA
NAURU SWITZERLAND TAIWAN
UNITED KINGDOM TURKEY
SOURCE: Office of Advancement
Total Full-time Faculty
Faculty & Staff Profiles
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
Faculty & Staff Profiles
SOURCE: Human Resources Office
NOTE: Percentages may not add to 100% due to rounding.
Total Part-time Faculty and Staff
Faculty & Staff Profiles
Race / Ethnicity*
SOURCE: Human Resources Office
NOTE: Percentages may not add to 100% due to rounding.
Length of Employment by Employee Type (Fall 2015)
Total Employed
Art & Art
History
Dr. Jennifer Langworthy, Department
Chair
David Menard
Christopher Sisson
Philip Soosloff
Modern & Classical Languages & Religious Studies
Dr. John Burns, Department Chair
Dr. Sharon Bartlett
Dr. Marilen Loyola
Dr. Donald Martin
Dr. Stephanie Quinn
Dr. Patricia Walters
Deborah Mogford, Department Chair
Timm Adams
Performing Arts
English
History
Dr. Michael Perry, Department Chair
Dr. William Gahan
Dr. Tara Wood
Dr. Jennifer Rea
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.
Jeff Hendry
Angelo O’Dierno
Amy Wright
Dr. Matthew Flamm, Department Chair
Dr. Stephen Hicks
College of Science, Mathematics, & Nursing
Department
Faculty
Dr. James Marshall, Department Chair
Dr. Sean Beckmann
Chemical & Biological Sciences
Mathematics, Computer Science, and Physics
Dr. Deborah Breiter, Dean, College of Science, Mathematics, and Nursing
Dr. Matthew Bork
Dr. William Doria
Dr. Troy Skwor
Dr. Gidget Tay
Dr. Mehmet Dik, Department Chair
Dr. Filiz Dik
Dr. Deepshikha Shukla
Charles Nelson
Department
Faculty
Nola Addante, Department Chair (Spring 16)
Cheryl Troxel, Department Chair (Fall 15)
Andrea Anderson
Denise Boxleitner
Nursing
Psychology
Jacqueline Garland
Kimberley Hartwig
Helen Lawhorn
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. Amy Wright
College of Social Sciences, Commerce, and Education
Department Faculty
Dr. Lynn Newhart, Department Chair
Anthropology & Sociology
Economics, Business, & Accounting
Dr. Roger Villamar
Colleen Kennedy
Robert Evans, Department Chair
Henry Espensen
Jeffrey Fahrenwald
Dr. Ina Freeman
Brian Huels
Dr. Roxanna Idu
Stanley Klatka
Dr. Caleb Lewis
William Lewis
Dr. Masoud Moallem
SOURCE: Academic Affairs – Divisions & Departments
Department
Faculty
Dr. Christopher McCullough, Unit Head and Department Chair
Elisa Bott
Dr. Debra Dew, Dean
Dr. Lydia Gerzel-Short
Education
Physical Education
Political Science
Dr. Jacob Hardesty
Dr. Susan Smith
Lynn Stafford
Kimberlee Wagner
Tammy Schiek, Department Chair
Ann Boe
Dr. Jason Hunter
Dr. Jules Gleicher, Department Chair
Robert Evans
President’s Executive Council
Dr. Robert Head, President
Dr. Belinda Wholeben, Vice President of Academic Affairs and Provost
Ms. Christina Anderson, Senior 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 (Thru 10/2015)
Dennis W. Johnson
Iain D. Johnston
Marci K. Taets
Deborah Mogford (Eff. 6/2015)
Joel J. Moore
Donald R. Patrick
Jeffry Potter
Sunil Puri
David R. Rydell
Jane R. Thomas, Ph.D.
Patricia Tumilowicz
Frank E. Walter
James S. Whitehead
Jonathan S. Whitlock
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 1st Principal of Rockford Female Seminary, 1852-1884
Martha Hillard, 2nd 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 College, 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