Welcome to the 2018-2019 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 2018-2019 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 Todd Fischer-Free, Assistant Vice President for Enrollment Management, at (815) 226-3385.
Mission
Our mission is to educate men and women to lead responsible lives by means of a curriculum grounded in liberal arts learning and complemented and extended by professional and practical experience. Through the total academic and co-curricular experience, Rockford University strives to prepare students for fulfilling lives, careers, and participation in a modern and changing global society.
Learning Expectations
Rockford University Learning Expectations:
• Knowledge – for Understanding the world
• Values – for Envisioning the world
• Skills – for Shaping the world
Strategic Direction
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.
Campus Accreditation
Rockford University is accredited by the Higher Learning Commission (HLC) which is the regional accrediting body for the North Central Association of Colleges and Schools. Rockford University has been accredited since 1913. For more information on HLC, visit http://www.hlcommission.org
Specialized Accreditation
In addition to the campus accreditation, the following Rockford University programs are accredited by the relevant disciplinary accrediting bodies:
Accrediting Agency
Accreditation Commission for Education in Nursing, Inc. (www.acenursing.org)
American Chemical Society (www.acs.org)
International Assembly for Collegiate Business Education (www.iacbe.org)
Accredited Program(s)
BS in Nursing (BSN)
BS in Chemistry
BA in Chemistry
BS in Chemistry, ACS Certified
BA in Accounting
BS in Accounting
BA in Business Administration
BS in Business Adminiatration
BA in Economics
BS in Economics
BSMS in Management Studies
MBA in Business Administration
Accreditations (Continued)
Specialized Approval
In addition to the campus accreditation, the following Rockford University programs are approved by the relevant disciplinary accrediting bodies:
Illinois State Board of Education Approved Programs (www.isbe.net)
International Information
English as a Second Language Program
Rockford University’s English as a Second Language (ESL) Program aims to provide the opportunity for non-native speakers of English to reach academic and professional proficiency in the English language. RU’s ESL program accomplishes this by focusing on the vital English language skills.
The primary language skills that our learners master are:
Listening
Speaking
Reading Writing
Secondary skills that students improve are:
Pronunciation
Presentation
Grammar
Soft skills Intercultural Communication Skills
Rockford University’s ESL Program is approved by The Department of Homeland Security to host F-1 students to study on our campus. Holders of other visas are allowed to enroll as long as their visa status allows for study while in the U.S. Local residents and U.S. citizens who are non-native speakers of English also enroll in the program.
International students who have completed the RU ESL program have successfully continued on to their degree programs while local residents and citizens have taken high school equivalency exams, and obtained vocational certificates and college degrees. These ESL graduates have had many new opportunities because of the skills they learned while studying in RU’s intensive language program
The mix of international students from abroad and non-native speakers of English from the area gives RU ESL students the opportunity to improve in a dynamic and multicultural environment. During the 2018-2019 academic year, 90 students studied in RU’s ESL program. Several countries were represented by the international students, including:
Albania
Brazil
China
Colombia
France
Germany
Iraq
Japan
Mexico
Office of Global Affairs:
Saudi Arabia
Spain
Turkey
Yemen
The Office of Global Affairs advances an internationalized campus culture that allows students, faculty, staff, and the greater Rockford Community to enjoy a worldly experience.
These opportunities arise from:
On campus opportunities for international and domestic students to learn from each other
Short-term and semester study abroad trips
International university partnership network collaborations
Support services for international students at RU and for RU students abroad
Dialogues on trending global and intercultural topics
RU’s Council on Global Affairs’ internationalization efforts
Global Affairs sponsors events throughout the calendar year that are attended by 50-500 people.
Campus Events
Day of the Dead as observed in Mexico
Eid Al-Fitr Dinner
Eid Al-Hajj Dinner
French Tour
Global Communication Hour
Global Cultural Events
Global Tastes
International Food Festival
Lunar New Year as observed in China
Posadas (Christmas) as observed in Mexico
Saudi National Day
Study Abroad Fairs
Tea Time
Intercultural Workshops
Study Abroad Partner Institutions
People’s Republic of China Shanghai University’s SILC Business School Poland Kazimierz Wielki University*
People’s Republic of China Suzhou Institute of Trade and Commerce United Kingdom Regents University London
Kyrgyz Republic International University of Central Asia Spain University of Santiago de Compostela
Japan Kobe College Sweden University of Skovde
* Kazimierz Wielki University partnership is pending final Erasmus review 2018-2019 Accomplishments
Rockford University hosted:
Two students from the International University of Central Asia
Two students from the University of Skovde in Sweden
Two students from Kobe College in Japan
Beijing Prepare Education
The Council of Independent Colleges U.S.-Mexico Summit Campus Visit
International University of Central Asia delegates
Near East University delegates
Rockford University sent:
Five students on a short-term Art History study abroad trip to Paris, France lead by Dean Langworthy
One student to Regents University London in the U.K.
Two students to the University of Skovde in Sweden
Rockford University representatives to visit partners in the People’s Republic of China
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
Criminal Offenses - On Campus, Residence Halls
SOURCE: Campus Safety and Security
NOTE: Crime statistics for 2018 will not be available until October 2019
Programs of Study
Undergraduate Majors:
Tracks/Concentration in italics
Accounting (CPA, Non-CPA) (B.A., B.S.)
Art (B.A., B.F.A.)
2-Dimensional Art
3-Dimensional Art
Graphic Design
Art History (B.A.)
Biochemistry (B.S., ACS Certified)
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 (Grades 1-6) (B.A., B.S.)
Elementary Education without licensure (Grades 16) (B.A., B.S.)
English (B.A.)
French (B.A.)
History (B.A., B.S.)
Human Development (B.A., B.S.)
Research
Child/Adolescent Development
Gerontology
Humanities (B.A.)
International Studies (B.A., B.S.)
Security & Peace Studies
Environment & Development
Politics & Economy
Area Studies
Arts & Peoples
Ideas & Religions
Latin (B.A.)
Management Studies (B.S.M.S. – adult accelerated)
Human Resources
Mathematics (B.A., B.S.)
General
Computational
Middle Grades Education (B.A., B.S.)
Music (B.A.)
Nursing (B.S.N.)
Philosophy (B.A.)
Physical Education (B.A., B.S.)
Exercise Science
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.)
General
Criminal Justice
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
Undergraduate Minors:
Accounting
Ancient and Medieval Studies
Art
Art History
Bilingual Education
Biology
Business Administration
Chemistry
Classical Civilization
Classics
Coaching
Dance
Economics
English
English as a Second Language
Entrepreneurship
Ethics
Exercise Science
French
Gender Studies
Graphic Design
Greek
Health Education
History
Human Development
Child/Adolescent Development Gerontology
Lifespan
K-12 Education
Latin
Latin American, Caribbean, & Iberian Studies
Management Information Systems
Mathematics
Music
Peace and Conflict Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religious Studies
Secondary Education (9-12)
Sociology
Spanish
Special Education
Sports Management
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/Social Science
Mathematics
• K–12
Foreign Language (French, German, Spanish)
Physical Education
Visual Arts
Special Education (LBS1)
• Middle Grades
*For licensed teachers only Programs for Licensed Educators:
• Bilingual Teacher
• English as a Second Language
• Learning Behavior Specialist I
• Reading Teacher
• Reading Specialist
Programs without Professional Educator
License:
• Education
• Instructional Strategies
Master of Education (M.Ed.):
• Pedagogical Practice
• Urban Education
Community Education Programs
SOURCE: Program Office
NOTE: Information for CLS for Fiscal Year 2018 was unavailable
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.
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; testing services for academic accommodation plans; supplemental course instruction; peer tutoring; study skills workshops; and ACT, SAT, GRE, and GMAT preparation.
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
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.
Howard Colman Library
SOURCE: Howard Colman Library
National Survey of Student Engagement (NSSE)
The National Survey of Student Engagement (NSSE) is an assessment tool that Rockford University utilizes once every two years. The following information is reproduced from Rockford University’s NSSE 2018 reports:
NSSE – Response Rate and Engagement Indicators
Rockford University had a much higher response rate than its comparison groups.
a. Comparison group response rate and sampling error were computed at the student level (i.e., they are not institution averages).
b. Also called “margin of error,” sampling error is an estimate of the amount the true score on a given item could differ from the estimate based on a sample. For example, if the sampling error is +/- 5.0% and 40% of your students reply "Very often" to a particular item, then the true population value is most likely between 35% and 45%.
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
Academic Challenge
Learning with Peers
Experiences with Faculty
Campus Environment
Engagement Indicator
Higher-Order
Learning
Reflective & Integrative Learning
Learning
Strategies
Quantitative Reasoning
Collaborative
Learning
Discussions with Diverse Others
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Supportive Environment
National Survey of Student Engagement (NSSE)
NSSE – Executive Snapshot
The Executive Snapshot summarizes benchmark results (based on mean comparisons) for Rockford University and 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
Collaborative Learning
Discussions with Diverse Others
Experiences
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Supportive Environment
Seniors
Theme Engagement Indicator
Higher-Order Learning
Reflective & Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
Experiences with Faculty
Student-Faculty Interaction
Effective Teaching Practices
Your first-year students compared with Your first-year students compared with Your first-year students compared with
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. The 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
Service-Learning
Courses that included a community-based project
Learning Community
Formal program where groups of students take two or more classes together
Research with Faculty
Work with a faculty member on a research project
Internship or Field Experience
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 service-learning, a learning community, and research with faculty. The senior figure also includes participation in an internship or field experience, study abroad, and culminating senior experience. The first segment in each bar shows the percentage who participated in at least two HIPs, and the fullbar (both colors) represents the percentage who participated in at least one.
National Survey of Student Engagement (NSSE)
NSSE – Additional Results
The Academic Challenge theme contains four Engagement Indicators as well as several important individual items. The results presented here provide an overview of these individual items.
Time Spent Preparing for Class
This figure reports the average weekly class preparation time foryourstudents compared to students in yourcomparison group.
Reading and Writing
These figures summarize the numberofhours yourstudents spent reading fortheircourses and the average numberof pages ofassigned writing compared to students in your comparison group.Each is an estimate calculated fromtwo or more separate survey questions.
Challenging Students to Do Their Best Work
To what extent did students'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."
Responding "Very
or "Quite a
National Survey of Student Engagement (NSSE)
NSSE – Item Comparisons
This section displays the five questions (see footnote a) 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 High-Impact 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
Discussed your academic performance with a faculty member b (SF)
Talked about career plans with a faculty memberb (SF)
Discussed course topics, ideas, or concepts with a faculty member outside of class b (SF)
Worked with a faculty member on activities other than coursework (…)b (SF)
Instructors provided feedback on a draft or work in progress c (ET)
Lowest Performing Relative to Great Lakes Private
Institution emphasis on encouraging contact among students from different backgrounds... c (SE)
Institution emphasis on providing support to help students succeed academically c (SE)
Spent more than 10 hours per week on assigned readingf
Quality of interactions with student services staff (…)d (QI)
Extent to which courses challenged you to do your best workd
Senior
Highest Performing Relative to Great Lakes Private
About how many courses have included a community-based project (service-learning)? e (HIP)
Talked about career plans with a faculty memberb (SF)
Discussed your academic performance with a faculty member b (SF)
Discussed course topics, ideas, or concepts with a faculty member outside of class b (SF)
Summarized what you learned in class or from course materials b (LS)
Lowest Performing Relative to Great Lakes Private
Institution emphasis on using learning support services (…)c (SE)
Reached conclusions based on your own analysis of numerical information (…)b (QR)
Assigned more than 50 pages of writingg
Quality of interactions with facultyd (QI)
Participated in a study abroad program (HIP)
Percentage Point Difference with Great Lakes Private
a.The displays on this page drawfrom the items that make up the ten Engagement Indicators (EIs),sixHigh-Impact Practices (HIPs),and the additionalacademic challenge items reported on page 2.Keyto abbreviations for EIitems:HO = Higher-Order 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 items are also indicated.Item numbering corresponds to the surveyfacsimile included in your Institutional Report and available on the NSSE website.
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.
Student Enrollment - Fall 2018
Enrollment
Total all undergraduate
Total all graduate GRAND TOTAL ALL STUDENTS
SOURCE: IPEDS 2018 Fall Enrollment Survey
SOURCE: Student Administrative Services
NOTE: Included in this count are non-degree seeking students
SOURCE: Student Administrative Services
NOTE: The FTE figures listed are based on credit hour activity.
Student Profiles
Entering Students
SOURCE: Undergraduate Admission and the Adult Accelerated and Graduate Admission Office
Source: IPEDS 2018 Fall Enrollment Survey
Completions
Bachelor's Degrees Conferred by Gender and Race / Ethnicity
SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology
NOTE: Percentages may not add to 100% due to rounding.
Master's Degrees Conferred by Gender and Race / Ethnicity
SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology
NOTE: Percentages may not add to 100% due to rounding.
Completions
Bachelor's 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 Degree in Dance was conferred in 2016-2017
**The First Bachelor’s Degrees in Early Childhood Education were conferred in 2014-2015
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.
† Program is phasing out due to Illinois statutory regulations.
**The first Master of Education Degrees were conferred in 2018-2019.
Financial Aid
SOURCE: Rockford University Student Administrative Services
Aid Awarded to Enrolled Undergraduates - 2017-2018*
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.
Aid Awarded to Enrolled Undergraduates - 2017-2018*
Need-based $ (Include nonneed-based aid used to meet need.) Non-need-based $ (Exclude nonneed-based 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).
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
State and other (e.g., institutional) workstudy/employment (Note: Excludes Federal WorkStudy captured above.)
Total Self-Help
Other
Parent Loans
$2,161,538 $443
$1,744,225 $3,821
$8,290,368 $1,449,361
$198,697 $92,270
$12,394,828 $1,545,895
$6,789,833 $960,499
$90,885
$68,495 $80,695
$6,949,213 $1,041,194
$1,054,232 $703,248
Tuition Waivers $0
Awards
Source: The Common Data Set (Tab H) 2017-2018, with data provided by Student Administrative Services *Please note that this data is from the 2017-2018 academic year. Data for the 2018-2019 academic year will not be available until late Fall 2019
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 2018-2019, Rockford University had 20 registered student clubs and organizations:
Alpha Helix
Anime Club
American Chemical Society
Art Club
Campus Activity Board (CAB)
Chinese Club
Computer Science Club
Craft Club
It’s Getting Dicey (Board Game Club)
Jazz Band Club
Math Club
Movie Club
Multicultural Club
Nursing Student Organization
Philosophy Club
Queer Transgender Identity Panel (QTIP)
Regents Against Modern Slavery (RAMS)
Spanish Club
Student Athlete Advisory Committee (SAAC)
Student Government Association (SGA)
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.
SOURCE: Athletic Department Rosters
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…
...and around the globe!
Countries represented by each Continent:
NORTH AMERICA EUROPE ASIA AFRICA
BAHAMAS AUSTRIA CHINA CHAD
BELIEZE BOSNIA GAZA STRIP KENYA
CANADA BULGARIA HONG KONG NIGER
COSTA RICA CORATIA INDIA SOUTH AFRICA
UNITED STATES FRANCE INDONESIA SWAZILAND
SOUTH AMERICA GERMANY JAPAN TANZANIA
ARGENTINA GREECE KOREA TOGO
BRAZIL GUERNSEY KYRGYSTAN
ECUADOR ICELAND MALAYSIA
PARAGUAY ITALY OMAN
OCEANA NETHERLANDS PAKISTAN
AUSTRALIA NORWAY SAUDI ARABIA
COCOS ISLANDS SAN MARINO SINGAPORE
NAURU SPAIN SRI LANKA
SWEDEN TAIWAN
SWITZERLAND TURKEY
UKRAINE
UNITED KINGDOM
SOURCE: Office of Advancement
Full-time Faculty
Faculty & Staff Profiles
SOURCE: Human Resources Office and Academic Affairs Office
NOTE: Percentages may not add to 100% due to rounding.
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
Length of Employment by Employee Type (Fall 2018)
SOURCE: Human Resources Office
NOTE: Percentages may not add to 100% due to rounding.
Department Faculty
Art & Art
History
List of Faculty by College and Department
College of Arts & Humanities
Department Faculty
English
History, Politics, and International Studies
Dr. Jennifer Langworthy, Dean of the College
Christopher Sisson, Department Chair
David Menard
Phillip Soosloff
Dr. William Gahan, Department Chair
Dr. Michael Perry
Dr. Jennifer Rea
Dr. Kyle Steadman
Dr. Mary Weaks-Baxter
Dr. Catherine Forslund, Department Chair
Dr. Ed Mathieu
Dr. Ron Lee
Dr. Robert Evans
SOURCE: Human Resources Office
Languages, Literatures, and Cultures
Dr. Sharon Bartlett, Department Chair
Dr. Marilen Loyola
Dr. Donald Martin
Dr. Stephanie Quinn
Dr. Genevive Dibley
Deborah Mogford, Department Chair
Timm Adams
Performing Arts
Jeff Hendry
Dr. Matthew Flamm, Department Chairs
Philosophy
NOTE: This data excludes adjunct faculty and graduate assistants.
Dr. Stephen Hicks
Department Faculty
Chemical & Biological Sciences
Mathematics, Computer Science, & Physics
Department
Anthropology & Sociology
Economics, Business, & Accounting
College of Science, Mathematics, & Nursing
Dr. Deborah Breiter, Dean, College of Science, Mathematics, and Nursing
Dr. Matthew Bork, Department Chair
Dr. William Doria
Dr. Jaimee Kubatzke
Dr. Beth Lipton
Dr. James Marshall
Dr. Kari Severson
Dr. Mehmet Dik, Department Chair
Dr. Filiz Dik
Dr. Donghwoon Kwon
Dr. Donna Ogle
Dr. Deepshikha Shukla
Department Faculty
Kimberly McCullough, Department Chair & Chief Nurse Administrator
Nola Addante
Andrea Anderson
Nursing
Psychology
Denise Boxleitner
Jacqueline Garland
Kimberley Hartwig
Helen Lawhorn
Gwen Zimmerman
Dr. Joel Lynch, Department Chair
Elaine Sharpe
Dr. Onna Breweri
Dr. Amy Martin
College of Social Sciences, Commerce, and Education
Dr. Michael Perry, Vice President of Academic Affairs and Provost
Ms. Lisa Custardo, Vice President for Finance and Chief Financial Officer
David Hawsey, Interim Vice President for Enrollment Management
Dr. Randy Worden, Vice President of Student Life
Board of Trustees Members
Officers:
Elizabeth Donovan
Barbara R. Tanaglia
L.Thomas Heiser
Jeffry Potter
Eric W. Fulcomer, Ph.D.
Members:
Greg Allen
Charles Box
Rebecca Epperson
William Gahan
Dawn R. Hallsten
Elizabeth Hegel
Helen C. Hill
Ganesh Iyer
Iain D. Johnston
James Keeling
Joel J. Moore
Bettyann Pappenfus
Mike Schablaske
Marci K. Taets
Patricia Tumilowicz
Frank E. Walter
Jonathan S. Whitlock
Frederic M. Young
Janet Zelenka
Emeriti Trustees:
James H. Clarke, Ph.D
Charles L. Colman
Georganne H. Eggers
Charles P.A. Frankenthal
Kenelm A. Groff
Charles J. Howard
Teresa J. Ingrassia
Dennis W. Johnson
Kent A. Mallquist
David Rydell
Sunil Puri
Richard M. Schilling, Sr.
Louise C. Sinclaire
Stanton K. Smith, Jr.
Angelo L. Spoto
James S. Whitehead
John B. Whitehead
President Emeriti:
Robert L. Head, Ph.D.
William A. Shields, Ph.D.
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, 2008-2016
Dr. Eric W. Fulcomer – 18th President of Rockford University, 2016-present
