Fact Book 2015-2016

Rockford University fact book 2015–2016

Rockford University 10

11 12

13

14

9

D

6

C

15

8

16

7 5

18

23

20

F 21

17

3

C

G

19

22

24

2

32

E 4

31 25 26

B

27 28

A

29

Turner Street Entrance

30 33

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 Chapel Scheduling Services 4 Clark Arts Center Art Gallery Art studios Box Office Cheek Theatre Dance Studio Maddox Theatre Design Lab 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

parking

1

parking

34

East State Street Entrance 6 Refrigeration Plant 7 Howard Colman Library Academic Affairs VP of Academic Affairs & Provost Archives Computer stations Faculty offices Information Technology Center Rare Book Room Registrar Writing Center 8 Scarborough Hall Computer Lab Faculty Lounge Faculty offices Golden Apple Foundation Severson Auditorium 9 Lang Center for Health and Wellness Counseling Center Disability Support Services Faculty offices 10 Emerson Residence Hall 11 Barnes Residence Hall 12 Cummings Center 13 Talcott Residence Hall 14 Lathrop Residence Hall 15 Olson Residence Hall 16 Johnson Alumni Center 17 Nelson Hall Main Floor Human Resources Student employment Student Administrative Services (SAS) Student accounts & Financial aid Registration Student Success and Retention Second Floor Admission 18 Caster Residence Hall

19 Ekvall Residence Hall 20 McPhail Residence Hall 21 Svenson Hall 22 Dayton Residence Hall 23 Kent Center Residence Life 24 Marland Physical Plant Facilities Services Safety and Security 25 Seaver Physical Education Center Athletic Training Room Faculty offices Fitness Center Free Weight Room Gymnasium Hall of Fame Multipurpose Gym 26 Barnes Tennis Courts 27 Softball Diamond 28 Baseball Diamond 29 Smith Athletic Fields 30 Sam Greeley Field 31 Jane Addams International Peace Garden 32 Adams Arch 33 YWCA 34 PURI School of Business Lower Level (east-side entrance) Business Office Development Faculty offices Graduate Office Northern Illinois Center for Nonprofit Excellence Main Floor (north-side entrance) Adult Accelerated Program (BSMS) Alumni Communications Computer Labs Marketing A-G Parking Lots Visitor parking: A, B, C, E, G Student parking: A, B, C, E, G Faculty/Staff parking: A, B, C, D, E, G

rockford.edu • 815.226.4000

17-0024 July 7, 2016

Rockford University Fact Book For the Academic Year 2015-2016 Table of Contents Core of Rockford

Introduction Mission Learning Expectations Strategic Direction Distinctions Accreditations International Information Honor Societies and Programs Campus Safety

2 2 2 3 4 4-5 5-6 7 7

Academics

Programs of Study Undergraduate Majors Undergraduate Minors Graduate Majors/Endorsements Community Education Programs Community-Based Learning Campus Infrastructure Howard Colman Library Resources National Survey of Student Engagement (NSSE)

8-9 8 9 9 10 11 12 13 14-19

Enrollment

Enrollment Student Enrollment Enrollment Trends FTE Enrollment Student Profiles Entering Students Current Students Completions – Bachelor’s and Master’s Degrees

By Demographics

By Major

By Program Financial Aid

20-21 20 20 21 21-22 21 22 23-25 23 24 25 26-27

Students

Student Activities – Clubs and Organizations Athletics Residence Life

28 29 29

Alumni

Alumni

30-31

College Personnel

Faculty and Staff Profiles Full-Time Faculty Profile Full-Time Staff Profile Part-Time Faculty and Staff Profile Length of Employment List of Faculty by Department President’s Executive Council Board of Trustees Members Rockford University Presidents

32-37 32 33 34 35 35-37 38 38 39

1

… CORE OF ROCKFORD …

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

2

Strategic Direction

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.

3

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.

4

Accreditations continued 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

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

International Assembly for Collegiate Business Education P.O. Box 3960 Olathe, KS 66063 913-631-3009 www.iacbe.org

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 Laos

Qatar

Jordan

South Korea

Spain France

Mexico

India Turkey

5

Congo

International Information continued 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.

Country

School

China

Changzhou University

China

Shanghai International University

China

Shenyang Normal University

China

Sichuan University

China

Zhejiang Wanli University

England

Regent’s University London

Japan

Kobe College

Spain

University of Santiago de Compostela

Sweden

University of Skovde

6

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

2011

2012

2013

2014

Murder / Non-negligent manslaughter

0

0

Negligent manslaughter

0

0

Sex offenses - Forcible

0

0

Sex offenses - Non-forcible

0

0

Robbery

0

0

Aggravated assault

0

0

Burglary

19

20

Motor vehicle theft

1

1

Arson

0

0

0 0 0 0 0 0 3 3 0

0 0 0 0 0 0 1 0 1

Murder / Non-negligent manslaughter

0

0

Negligent manslaughter

0

0

Sex offenses - Forcible

0

0

Sex offenses - Non-forcible

0

0

Robbery

0

0

Aggravated assault

0

0

Burglary

2

5

Motor vehicle theft

0

0

Arson

0

0

0 0 0 0 0 0 0 0 0

0 0 3 0 0 4 0 0 0

Criminal 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

7

… ACADEMICS …

Programs of Study

Undergraduate Majors:

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

Tracks/Concentration in italics

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

8

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

9

Community Education Programs

Enrollment - Unduplicated Headcount Fiscal Year

Fiscal Year

Fiscal Year

Fiscal Year

Program

2013

2014

2015

2016

Adult Accelerated B.S. in Management Studies Northern Illinois Center for Nonprofit Excellence Rockford University Center for Learning Strategies

126 582 308

121 609 265

116 712 288

97 900 230

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.

10

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.

11

Campus Infrastructure

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

Rockford University Campus Acreage: Classroom Buildings 5100 Building Clark Arts Center Scarborough Hall Seaver Physical Education Center Starr Science Center Residence Halls Cummings Complex Emerson Hall Barnes Hall Talcott Hall Lathrop Hall Caster Hall Dayton Hall Ekvall Hall McPhail Hall Olson Hall Svenson Hall Other Campus Facilities Blanche Walker Burpee Center Fisher Memorial Chapel Howard Colman Library Kent Center Lang Center for Health and Wellness Johnson Center Maryland Physical Plant Nelson Hall

155 acres Square Footage Classrooms and Labs* Theatres/Auditoriums Computer Labs 27,057 12 0 1 61,624 21 2 1 30,423 13 1 1 85,843 3 0 0 101,820 26 2 7 Square Footage # of Dorm Rooms Resident Capacity 32,568 112 181 8,142 29 47 8,142 25 40 8,142 29 47 8,142 29 47 8,500 25 43 8,500 25 43 8,500 25 43 8,500 25 43 8,500 25 43 8,500 25 43 Square Footage 77,253 7,450 44,200 12,512 3,713 9,967 23,014 9,500

SOURCE: Physical Plant; Residence Life NOTE: * Classrooms and Lab counts do not include offices or conference rooms.

12

Howard Colman Library

Library Resources

2012-2013

2013-2014

2014-2015

2015-2016

Total Physical Holdings Number of Print Serial Subscription Titles Number of Electronic Serial Subscription Titles Number of E-Books Archives / Special Space Full-text Journals

135,778 items 198 titles

135,778 items 198 titles 59,418+ titles 1893 795 linear feet 34,752 square feet 23,000 + journals 1,670 items- plus access to thousands of titles in 10 subject specific digital streaming video collections 27 PCs

136,093 items 157 titles 59,418+ titles 131,893 795 linear feet 34,752 square feet 23,000 + journals 1,774 items- plus access to thousands of titles in 10 subject specific digital streaming video collections 27 PCs

140,406 items 65 titles 289,617 titles 147,002 795 linear feet 34,752 square feet 23,000 + journals 1,765 items- plus access to thousands of titles in 10 subject specific digital streaming video collections 27 PCs

5 suites (1 suite with a SMART Board & 4 suites with A/V) 77 carrels 1 table

5 suites (1 suite with a SMART Board & 4 suites with A/V) 77 carrels 1 table

5 suites (1 suite with a SMART Board & 4 suites with A/V) 77 carrels N/A

Entertainment DVDs and A/V Media Desktop PCs

Study Suites Dedicated Individual Study Carrels SMART Tables

795 linear feet 34,752 square feet 23,000 + journals

1,670 items 27 PCs 5 suites (1 suite with a SMART Board & 4 suites with A/V) 77 carrels 1 table

SOURCE: Howard Colman Library

13

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:

14

National Survey of Student Engagement (NSSE) continued

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.

First-year

Response rate

Rockford University

Great Lakes Private

47%

31%

Senior

Carnegie Class

NSSE 2013 & 2014

Rockford University

Great Lakes Private

22%

49%

33%

22%

Carnegie Class 27%

NSSE 2013 & 2014 26%

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

Hi gher-Order Lea rni ng Refl ecti ve a nd Integra ti ve Lea rni ng Lea rni ng Stra tegi es Qua nti ta ti ve Rea s oni ng

Learning with Peers

Col l a bora ti ve Lea rni ng Di s cus s i ons wi th Di vers e Others

Experiences with Faculty Student-Fa cul ty Intera cti on Effecti ve Tea chi ng Pra cti ces Campus Environment

Qua l i ty of Intera cti ons Supporti ve Envi ronment

SOURCE: 2014 NSSE Report, Rockford University

15

National Survey of Student Engagement (NSSE) continued

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

Your first-year students compared with

Your first-year students compared with

Your first-year students compared with

Great Lakes Private

Carnegie Class

NSSE 2013 & 2014

△

△

--

---

-----

Higher-Order Learning Academic Challenge

Reflective & Integrative Learning Learning Strategies Quantitative Reasoning

Learning with Peers

Collaborative Learning

Experiences with Faculty

Student-Faculty Interaction

Campus Environment

---

Effective Teaching Practices

---

△ △

Quality of Interactions

--

--

--

△

▲

▲

Your seniors compared with

Your seniors compared with

Your seniors compared with

Great Lakes Private

△ -▲

Carnegie Class

--

△ -△

NSSE 2013 & 2014

--

--

△

▲

△

△

▲ △ ▲ △

▲ △ ▲ △

Supportive Environment

Engagement Indicator

Higher-Order Learning Academic Challenge

---

--

△ △ △

Discussions with Diverse Others

Seniors Theme

---

--

Reflective & Integrative Learning Learning Strategies Quantitative Reasoning

Learning with Peers

Collaborative Learning

Experiences with Faculty

Student-Faculty Interaction

Campus Environment

Quality of Interactions

--

Discussions with Diverse Others

--

Effective Teaching Practices

▲ --

Supportive Environment

16

--

△ -△ --

National Survey of Student Engagement (NSSE) continued

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 below display the percentage of students who participated in high-impact practices. Both figures include participation in learning communities, service-learning, and research with faculty. The senior figure also includes participation in internships or field experiences, study abroad, and culminating senior experiences. The first segment in each bar shows the percentage of students who participated in at least two HIPs, and the full bar (both colors) represents the percentage who participated in at least one.

First-Year Students

Seniors Rockford University

Rockford University

13%

Great Lakes Private

11%

50%

Great Lakes Private

Carnegie Class

11%

47%

Carnegie Class

57%

26%

NSSE 2013

12%

46%

NSSE 2013

60%

24%

0%

71%

25%

Participated in two or more HIPs

50%

75%

100%

Participated in one HIP

79%

72%

0%

25%

Participated in two or more HIPs

SOURCE: 2014 NSSE Report, Rockford University

17

15%

18%

50%

75%

100%

Participated in one HIP

National Survey of Student Engagement (NSSE) continued

NSSE – Additional Results The Academic Challenge theme contains four Engagement Indicators (HO, RI, LS, QR) as well as several important individual items. The results presented here provide an overview of these individual items. For more information about the Academic Challenge theme, see your Engagement Indicators report. To further explore individual item results, see your Frequencies and Statistical Comparisons, the Major Field Report, or the NSSE Institutional Report Builder (described on p. 4).

Time Spent Preparing for Class This figure reports the average weekly class preparation time for your first-year and senior students compared to students in your comparison group.

First-year Rockford University

11.0

Great Lakes Private

15.9

Senior Rockford University

15.7

Great Lakes Private

15.4 0

10

20

30

Average Hours per Week Preparing for Class

Reading and Writing These figures report the average number of hours your students spent reading for their courses and the average number of pages of assigned writing compared to students in your comparison group.

First-year Rockford University

4.5

Great Lakes Private

32.9 57.0

7.1

Senior Rockford University

7.2

90.4

Great Lakes Private

6.9

95.5

0

10

20

30

0

Average Hours per Week on Course Reading

50

100

150

200

Average Pages of Assigned Writing

Challenging Courses

Academic Emphasis

To what extent did your students' courses challenge them to do their best work? Response options ranged from 1 = "Not at all" to 7 = "Very much."

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

First-year

Senior

100%

First-year Rockford University

75%

78%

40% 61%

64%

61%

50%

Great Lakes Private

87%

Senior Rockford University

87%

Great Lakes Private

84%

58% 25%

38%

34%

37%

0% 0%

Rockford Great Lakes University Private

25%

50%

75%

Percentage Responding "Very much" or "Quite a bit"

Rockford Great Lakes University Private

18

100%

National Survey of Student Engagement (NSSE) continued

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

Item #

12.

+23

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

13e.

+23

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

3b.

+23

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

b

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

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

8a.

+21

1e.

+21

-30

Lowest Performing Relative to Great Lakes Private Evaluating a point of view, decision, or information source c (HO)

-20

-10

0

4d.

-3

b

Evaluated what others have concluded from numerical information (QR)

6c.

-5

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

9c.

-5

Identified key information from reading assignments (LS)

9a.

-6

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

11a.

-6

b

10

20

30

Percentage Point Difference with Great Lakes Private

Senior

Highest Performing Relative to Great Lakes Private

Item #

3d.

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

+15

13e.

+14

Reviewed your notes after class (LS)

9b.

+12

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

2e.

+11

Completed a culminating senior experience (…) (HIP)

11f.

+10

d

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

-30

Lowest Performing Relative to Great Lakes Private

-20

-10

5a.

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

0

-2

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

14e.

-3

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

14c.

Participated in a study abroad program (HIP)

11d.

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

20

30

-2

14b.

c

10

-6 -16

Percentage Point Difference with Great Lakes Private a . The dis pla ys o n this pa ge dra w fro m the 53 ite m s tha t m a ke up the te n Enga ge m e nt Indic a to rs a nd s ix High-Im pa c t P ra c tic e s . Ke y to a bbre via tio ns : HO = Highe rOrde r Le a rning, R I = R e fle c tive & Inte gra tive Le a rning, LS = Le a rning S tra te gie s , QR = Qua ntita tive R e a s o ning, C L = C o lla bo ra tive Le a rning, DD = Dis c us s io ns with Dive rs e Othe rs , S F = S tude nt-F a c ulty Inte ra c tio n, ET = Effe c tive Te a c hing P ra c tic e s , QI = Qua lity o f Inte ra c tio ns , S E = S uppo rtive Enviro nm e nt, HIP = High-Im pa c t P ra c tic e .

Ite m num be ring c o rre s po nds to the s urve y fa c s im ile inc lude d in yo ur Ins titutio na l R e po rt a nd a va ila ble o n the NS S E We b s ite . b. C o m bina tio n o f s tude nts re s po nding "Ve ry o fte n" o r "Ofte n." c . C o m bina tio n o f s tude nts re s po nding "Ve ry m uc h" o r "Quite a bit." d. R a te d a t le a s t 6 o n a 7-po int s c a le . e . P e rc e nta ge re po rting a t le a s t "S o m e ."

19

… ENROLLMENT …

Enrollment

FULL-TIME

Student Enrollment - Fall 2015

PART-TIME

Men

Women

Men

Women

93 29 244 366

75 26 448 549

0 0 49 49

0 0 69 69

6 372

4 553

9 58

9 78

4 26

8 20

4 46

11 34

3 33

5 33

21 71

38 83 1,061 220 1,281

Undergraduates Degree-seeking, first-time freshmen Other first-year, degree-seeking All other degree-seeking Total degree-seeking All other undergraduates enrolled in credit courses Total undergraduates Graduates Degree-seeking, first-time All other degree-seeking All other graduates enrolled in credit courses Total graduate Total all undergraduate Total all graduate GRAND TOTAL ALL STUDENTS

SOURCE: IPEDS 2015 Fall Enrollment Survey

SOURCE: Student Administrative Services NOTE: Included in this count are non-degree seeking students

20

Enrollment continued

SOURCE: Student Administrative Services NOTE: The FTE figures listed are based on credit hour activity.

Student Profiles

Entering Students

Fall 2015 First-Year, First-Time Undergraduate Students

Undergraduate Transfer Students

Graduate Students

Applicants

2,250

589

35

Admits

1,211

355

28

Enrollees

169

157

28

Part Time

0

8

21

Full Time

169

149

7

SOURCE: Undergraduate Admission and the Graduate Office

21

Student Profiles continued

Current Students

Fall 2015 Undergraduate Students

Graduate Students

925 136

67 153

1 16 88 146 0 35 53 697 25

0 1 15 15 0 2 24 145 18

1 200 244 296 128 70 37 48 31 3 3

0 0 0 32 69 40 24 42 13 0 0

Enrolled Status: Full-Time Part-Time Ethnicity Breakdown: American Indian or Alaska Native Asian Black or African American Hispanic Native Hawaiian or Other Pacific Islander Two or More Races Unknown White Nonresident Alien Age Breakdown: Under 18 18-19 20-21 22-24 25-29 30-34 35-39 40-49 50-64 65 and Over Age Unknown

Top Five States Represented:

Illinois

Wisconsin

California

Texas

Source: IPEDS 2015 Fall Enrollment Survey

22

Arizona

Completions

Bachelor's Degrees Conferred by Gender and Race / Ethnicity Academic Year

Academic Year

Academic Year

Academic Year

Academic Year

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

245

253

247

276

234

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates

Gender Men Women

92 153

38% 62%

69 184

27% 73%

76 171

30% 68%

92 184

34% 67%

81 153

35% 65%

Race / Ethnicity Nonresident Alien Black or African American American Indian or Alaska Native Asian Native Hawaiian or Other Pacific Islander Hispanic / Latino White, non-Hispanic Two or more Races Race / Ethnicity Unknown

4 18 0 1 0 10 192 4 16

2% 7% 0% <1% 0% 4% 78% 2% 7%

3 9 0 7 1 12 185 12 24

1% 4% 0% 3% 0% 5% 73% 5% 9%

10 12 0 2 0 11 171 15 26

4% 5% 0% 1% 0% 4% 68% 6% 10%

0 16 0 9 0 11 203 22 15

0% 6% 0% 3% 0% 4% 74% 8% 5%

2 13 0 6 0 15 167 21 10

1% 6% 0% 3% 0% 6% 71% 9% 4%

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 Academic Year

Academic Year

Academic Year

Academic Year

Academic Year

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

145

79

88

117

87

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates

Gender Men Women

44 101

30% 70%

33 46

42% 58%

26 62

30% 70%

46 71

39% 61%

35 52

40% 60%

Race / Ethnicity Nonresident Alien Black or African American American Indian or Alaska Native Asian Native Hawaiian or Other Pacific Islander Hispanic / Latino White Two or more races Race / Ethnicity Unknown

0 5 0 3 0 6 82 6 43

0% 3% 0% 2% 0% 4% 57% 4% 30%

3 5 0 0 0 1 56 2 12

4% 6% 0% 0% 0% 1% 71% 3% 15%

3 1 1 1 0 3 62 4 13

3% 1% 1% 1% 0% 3% 70% 5% 15%

0 7 1 0 0 3 91 3 12

0% 6% 1% 0% 0% 3% 78% 3% 10%

5 6 0 2 1 4 60 0 9

6% 7% 0% 2% 1% 5% 69% 0% 10%

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.

23

Completions continued

Bachelor's Degrees Conferred by Major Academic Year

Academic Year

Academic Year

Academic Year

Academic Year

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

245

253

247

276

234

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates

Academic Program Accounting Anthropology / Sociology Art Art History Biochemistry Biology Business Administration Chemistry Classics Computer Science Economics Education, Early Childhood* Education, General Elementary Education English French German History Human Development Humanities International Studies Latin Management Studies Mathematics Music Musical Theatre Performance Nursing Philosophy Physical Education Political Science Psychology Romance Languages Science and Mathematics Social Sciences Spanish Special Education Theatre Arts

12 8 3 1 7 10 15 2 1 1 2 N/A 2 45 8 0 0 9 0 0 0 0 34 7 0 2 29 2 28 2 13 0 0 1 3 0 3

5% 3% 1% 0% 3% 4% 6% 1% 0% 0% 1% N/A 1% 18% 3% 0% 0% 4% 0% 0% 0% 0% 14% 3% 0% 1% 12% 1% 11% 1% 5% 0% 0% 0% 1% 0% 1%

10 10 7 2 1 7 17 0 1 5 0 N/A 5 35 5 0 0 7 4 0 0 0 39 0 2 0 46 3 12 1 29 0 0 2 2 0 6

4% 4% 3% 1% <1% 3% 7% 0% 0% 2% 0% N/A 2% 14% 2% 0% 0% 3% 2% 0% 0% 0% 15% 0% 1% 0% 18% 1% 5% 0% 11% 0% 0% 1% 1% 0% 2%

4 17 4 0 7 8 21 3 0 7 2 N/A 3 20 3 0 0 5 10 0 0 0 31 5 0 7 55 2 15 3 15 0 0 2 2 1 2

2% 7% 2% 0% 3% 3% 9% <1% 0% 3% <1% N/A 1% 8% 1% 0% 0% 2% 4% 0% 0% 0% 13% 2% 0% 3% 22% <1% 6% 1% 6% 0% 0% <1% <1% <1% 1%

7 19 6 2 9 7 20 1 1 4 0 3 2 15 4 0 0 7 16 0 0 0 30 9 1 3 64 0 22 2 15 0 0 2 3 3 3

3% 7% 2% 1% 3% 3% 7% <1% 0% 1% <1% <1% 1% 5% 1% 0% 0% 3% 6% 0% 0% 0% 11% 3% 0% 1% 23% <1% 8% 1% 5% 0% 0% <1% <1% <1% 1%

6 12 4 0 1 18 18 0 0 6 4 1 1 12 7 0 0 2 7 0 1 0 23 6 0 4 73 0 8 2 8 0 0 0 7 0 6

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

24

3% 5% 2% 0% <1% 8% 8% 0% 0% 3% 2% <1% <1% 5% 3% 0% 0% 1% 3% 0% <1% 0% 10% 3% 0% 2% 31% 0% 3% 1% 3% 0% 0% 0% 3% 0% 3%

Completions continued

Master's Degrees Conferred by Program Academic Year Academic Year Academic Year

Academic Year

Academic Year

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

145

79

88

117

87

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates

Master of Business Administration

38

26%

35

44%

29

33%

38

32%

30

34%

Master of Art in Teaching

107

74%

44

56%

59

67%

79

68%

57

66%

Elementary Education

20

14%

15

19%

11

13%

16

14%

7

8%

Secondary Education

16

11%

7

9%

9

10%

14

12%

11

13%

K - 12*

1

1%

2

3%

1

1%

5

4%

3

3%

Reading/Reading Specialist

15

10%

4

5%

1

1%

7

6%

3

3%

Special Education

2

0%

1

0%

1

0%

3

0%

2

2%

Instructional Strategies

32

22%

6

8%

22

25%

20

17%

22

25%

21

14%

9

11%

13

15%

14

12%

9

10%

0

0%

0

0%

1

1%

0

0%

0

0%

Education, General †

Alternative Certification 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.

25

Financial Aid

2015-2016 Costs Full Time UG Full-time Undergraduate Tuition (includes nonresident aliens) Cost per Credit Hour

Part Time UG

BSMS

Graduate

$28,200.00 $745.00

$745.00

$403.00*

$710.00

$410.00** $414.00*** $420.00**** Required Fees (per year)

$130.00

Required Fees (per semester)

$65.00

Room Costs Double

$4,310.00

Suite

$4,640.00

Single

$5,940.00

Super Single

$7,000.00

Double as a Single

$7,000.00

175 meal block plan

$3,630.00

15 meal plan

$3,480.00

19 meal plan

$3,310.00

Meal Plan Costs

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

26

$50.00

Financial Aid continued

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 $ Non-need-based $ (Include non-need- (Exclude non-needbased aid used to based aid used to meet need.) 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).

Scholarships/grants from external sources (e.g., Kiwanis, National Merit) not awarded by the college Total Scholarships/Grants Self-Help Student loans from all sources (excluding parent loans) Federal Work-Study

$2,234,867

$0

$1,883,279

$0

$7,065,857

$1,193,655

$199,027

$154,968

$11,383,030

$1,348,623

$7,296,041

$1,166,773

$72,798

State and other (e.g., institutional) work-study/employment (Note: Excludes Federal Work-Study captured above.)

Total Self-Help

$11,795

$72,443

$7,380,634

$1,239,216

Other Parent Loans

$773,161

$712,890

$0

$0

$0

$0

Tuition Waivers Athletic Awards

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.

27

… STUDENTS …

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

28

Athletics

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 4-year 2012-2013 297

2013-2014 268

2014-15 248

Baseball

51

44

48

Basketball

21

18

23

Cross Country

9

7

4

Football

80

62

61

Roster Totals

2015-16

265

Average 270

Men's Teams

Golf

7

6

7

Soccer

17

19

20

45 25 7 67 5 22

47

13

22 7 68 6 20

Tennis

8

4

-

Track & Field (indoor)

10

13

10

Track & Field (outdoor)

13

13

9

17 10

Total Men

216

186

182

198

196

11

17

14

11 8 17 12

13

6

-

11

Women's Teams Basketball Cross Country

7

5

5

Soccer

20

18

13

Softball

14

13

13

Tennis

7

8

-

Track & Field (indoor)

5

6

5

Track & Field (outdoor)

5

3

3

Volleyball

12

12

Total Women

81

82

Unduplicated Student Athletes

236

% of Full-time Undergraduates

27%

6 17 13 8

-

6

13

7 4 8

11

66

67

74

220

220

226

25%

23%

226 29%

4

24%

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

Full-Time Undergraduate Students Living on Campus

First-Year Students All Undergraduates

Fall 2011

Fall 2012

Fall 2013

Fall 2014

Fall 2015

Number Percent 114 75% 289 34%

Number Percent 85 81% 322 37%

Number Percent 86 81% 325 33%

Number Percent 126 84% 336 37%

Number Percent 124 74% 391 42%

SOURCE: Residence Life, IPEDS Fall Enrollment Survey NOTE: Percentages represent the percentage of all full-time undergraduate students in each category.

29

… ALUMNI …

Alumni

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

30

Alumni continued

...and around the globe!

Countries represented by each Continent: North America BELIZE CANADA COSTA RICA UNITED STATES South America ARGENTINA BRAZIL COLOMBIA ECUADOR PARAGUAY Oceana AUSTRALIA COCOS ISLANDS NAURU

Europe AUSTRIA BOSNIA BULGARIA CROATIA FRANCE GERMANY GREECE GUERNSEY ICELAND NETHERLANDS NORWAY SPAIN SWEDEN SWITZERLAND UNITED KINGDOM

Asia CHINA HONG KONG INDIA JAPAN KOREA KYRGYZSTAN MALAYSIA OMAN PAKISTAN SAUDI ARABIA SINGAPORE SOUTH KOREA SRI LANKA TAIWAN TURKEY

SOURCE: Office of Advancement

31

Africa CHAD KENYA NIGER SOUTH AFRICA SWAZILAND TANZANIA TOGO

… UNIVERSITY PERSONNEL …

Faculty & Staff Profiles

Full-time Faculty Profile Fall 2011

Fall 2012

Fall 2013

Fall 2014

Fall 2015

71

74

75

75

76

Number Percent

Number Percent

Total Full-time Faculty

Number Percent Number Percent Number Percent Gender Male

40

56%

41

55%

38

51%

40

53%

39

51%

Female

31

44%

33

45%

37

49%

35

47%

37

49%

Nonresident Alien

0

0%

0

0%

0

0%

0

0%

0

0%

Black or African American

0

0%

1

1%

1

1%

0

0%

0

0%

American Indian or Alaska Native

0

0%

0

0%

0

0%

0

0%

0

0%

Asian

7

10%

4

5%

0

0%

0

0%

2

3%

Native Hawaiian or Other Pacific Islander

0

0%

0

0%

4

5%

1

1%

0

0%

Hispanic / Latino

2

3%

2

3%

1

1%

1

1%

4

5%

White

62

87%

66

89%

69

92%

73

97%

69

91%

Two or more races

0

0%

0

0%

0

0%

0

0%

1

1%

Race / Ethnicity Unknown

0

0%

1

1%

0

0%

0

0%

0

0%

Instructor

0

0%

0

0%

0

0%

0

0%

0

0%

Assistant Professor

31

44%

35

47%

39

52%

39

52%

42

55%

Associate Professor

17

24%

17

23%

19

25%

18

24%

19

25%

Professor

23

32%

22

30%

17

23%

18

24%

15

20%

11

15%

12

16%

7

9%

10

13%

9

12%

Terminal Degree

7

64%

Non-Terminal Degree

4

36%

22

31%

20

27%

33

44%

31

41%

34

45%

16

73% 39

53%

35

47%

34

45%

33

43%

Race / Ethnicity*

Rank

Tenure** Non-Tenure Track

Tenure Track Terminal Degree Non-Terminal Degree

6

27%

38

54%

Terminal Degree

30

79%

Non-Terminal Degree

8

21%

Tenured

Terminal Contract

4% 3

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.

32

Faculty & Staff Profiles continued

Full-time Staff Profile Fall 2011

Fall 2012

Fall 2013

Fall 2014

Fall 2015

108

114

123

119

121

Number Percent

Number Percent

Total Full-time Staff Members

Number Percent Number Percent Number Percent Gender Male Female

40 68

37% 63%

39 75

34% 66%

47 76

38% 62%

45 74

38% 62%

43 78

36% 64%

Race / Ethnicity* Nonresident Alien Black or African American American Indian or Alaska Native Asian Native Hawaiian or Other Pacific Islander Hispanic / Latino White Two or more races Race / Ethnicity Unknown

1 2 1 0 4 0 100 0 0

1% 2% 1% 0% 4% 0% 93% 0% 0%

0 5 1 1 4 0 103 0 0

0% 4% 1% 1% 4% 0% 90% 0% 0%

2 6 1 2 4 2 106 0 0

2% 5% 1% 2% 3% 2% 86% 0% 0%

2 6 1 2 3 2 103 0 0

2% 5% 1% 2% 3% 2% 87% 0% 0%

2 6 1 1 0 1 108 2 0

2% 5% 1% 1% 0% 1% 89% 2% 0%

Assigned Position Executive / Administrative / Managerial Other Professional (support / service) Technical and Paraprofessional Clerical and Secretarial Skilled Crafts Service / Maintenance

28 56 0 20 0 4

26% 52% 0% 19% 0% 4%

36 52 0 20 0 6

32% 46% 0% 18% 0% 5%

41 49 0 26 0 7

33% 40% 0% 21% 0% 6%

36 49 0 27 0 7

30% 41% 0% 23% 0% 6%

35 47 0 30 0 9

29% 39% 0% 25% 0% 7%

SOURCE: Human Resources Office NOTE: Percentages may not add to 100% due to rounding.

33

Faculty & Staff Profiles continued

Part-time Faculty and Staff Profile Fall 2011

Fall 2012

Fall 2013

Fall 2014

Fall 2015

155

142

143

146

144

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Part-time Faculty and Staff

Gender Male Female Unknown

63 92

41% 59%

62 80

44% 56%

59 84

41% 59%

60 86

41% 59%

61 83

42% 58%

2 9 1 2 0 4 137 0 0

1% 6% 1% 1% 0% 3% 88% 0% 0%

2 5 1 2 0 2 130 0 0

1% 4% 1% 1% 0% 1% 92% 0% 0%

4 7 0 4 1 3 122 2 0

3% 5% 0% 3% 1% 2% 85% 1% 0%

3 9 0 4 1 3 124 2 0

2% 6% 0% 3% 1% 2% 85% 1% 0%

0 7 0 1 0 6 127 3 0

0% 5% 0% 1% 0% 4% 88% 2% 0%

Faculty

90

58%

85

60%

93

65%

97

66%

89

62%

Graduate Assistants Executive / Administrative / Managerial Other Professional (support / service) Technical / Paraprofessional Clerical and Secretarial Skilled Crafts Service / Maintenance

37 3 12 0 4 0 9

24% 2% 8% 0% 3% 0% 6%

29 0 11 0 11 0 6

20% 0% 8% 0% 8% 0% 4%

26 0 13 0 8 0 3

18% 0% 9% 0% 6% 0% 2%

26 0 14 0 6 0 3

18% 0% 10% 0% 4% 0% 2%

26 0 16 0 8 0 5

18% 0% 11% 0% 6% 0% 3%

Race / Ethnicity* Nonresident Alien Black or African American American Indian or Alaska Native Asian Native Hawaiian or Other Pacific Islander Hispanic / Latino White Two or more races Race / Ethnicity Unknown Assigned Position

SOURCE: Human Resources Office NOTE: Percentages may not add to 100% due to rounding.

34

Faculty & Staff Profiles continued

Length of Employment by Employee Type (Fall 2015) Part-time Full-Time Faculty

Full-time Staff

Faculty/Staff

76

121

144

Total Employed

Number Percent

Number

Adjunct/GA < 1 year 1-5 years 6-10 years

7 28 14

9% 37% 18%

25 46 22

11-15 years 16-20 years 21+ years

7 6 14

9% 8% 18%

17 3 8

Percent

Number Percent

21% 38% 18%

93 12 21 10

65% 8% 15% 7%

14% 2% 7%

0 1 7

0% 1% 5%

List of Faculty by College and Department College of Arts & Humanities Department

Art & Art History

English

History

Faculty Dr. Jennifer Langworthy, Department Chair David Menard Christopher Sisson Philip Soosloff

Dr. Michael Perry, Department Chair Dr. William Gahan Dr. Tara Wood Dr. Jennifer Rea Dr. Kyle Stedman Dr. Mary Weaks-Baxter

Department Modern & Classical Languages & Religious Studies

Performing Arts

Faculty 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 Jeff Hendry Angelo O’Dierno Amy Wright Dr. Matthew Flamm, Department Chair

Philosophy

Dr. Catherine Forslund, Department Chair and Dean of the College Dr. David Sytsma SOURCE: Human Resources Office NOTE: This data excludes adjunct faculty and graduate assistants.

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Dr. Stephen Hicks

Faculty & Staff Profiles continued

College of Science, Mathematics, & Nursing Department

Faculty

Department

Dr. James Marshall, Department Chair

Chemical & Biological Sciences

Dr. Sean Beckmann Dr. Deborah Breiter, Dean, College of Science, Mathematics, and Nursing Dr. Matthew Bork Dr. William Doria Dr. Troy Skwor

Andrea Anderson Denise Boxleitner Nursing

Dr. Gidget Tay

Dr. Mehmet Dik, Department Chair Mathematics, Computer Science, and Physics

Dr. Filiz Dik Dr. Deepshikha Shukla

Faculty Nola Addante, Department Chair (Spring 16) Cheryl Troxel, Department Chair (Fall 15)

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

Psychology

Charles Nelson

Elaine Sharpe Dr. Jonathan Skalski Dr. Amy Wright

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Faculty & Staff Profiles continued

College of Social Sciences, Commerce, and Education Department

Faculty

Department

Dr. Roger Villamar

Faculty Dr. Christopher McCullough, Unit Head and Department Chair Elisa Bott

Colleen Kennedy

Dr. Debra Dew, Dean

Dr. Lynn Newhart, Department Chair Anthropology & Sociology

Robert Evans, Department Chair Henry Espensen Jeffrey Fahrenwald Dr. Ina Freeman Brian Huels Economics, Business, & Accounting

Dr. Roxanna Idu Stanley Klatka

Education

Physical Education

Dr. Caleb Lewis

Dr. Lydia Gerzel-Short Dr. Jacob Hardesty Dr. Susan Smith Lynn Stafford Kimberlee Wagner Tammy Schiek, Department Chair Ann Boe Dr. Jason Hunter Dr. Jules Gleicher, Department Chair

William Lewis Dr. Masoud Moallem

Political Science

SOURCE: Academic Affairs – Divisions & Departments

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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:

Members:

Emeriti Trustees:

Thomas A. Muldowney James W. Keeling Barbara R. Tanaglia Ray Wood Robert L. Head, Ph.D.

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

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

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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

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