Fact Book 2010-2011

Page 1


Rockford College Fact Book 2010–2011

Introduction

Welcome to the 2010-2011 edition of the Rockford College Fact Book. An institutional fact book provides a centralized location for valuable information about the College . Data within this document are available to facilitate analysis of trends, decision-making and reporting . Existence of the Rockford College Fact Book helps institutionalize the collection, dissemination and use of standardized information

The fact book project was initially developed through the Rockford College Assessment Seminar (RCAS) and has been implemented by the Office of Institutional Research . Every effort is made to include the most accurate, currently available data along with historical trends Data in this edition reflect the 2010-2011 academic year

The Rockford College Fact Book is updated annually by the Office of Institutional Research . If you have questions or suggestions, please contact Ryan Chung, Coordinator of Institutional Research, at (815) 226-4186 or rchung@rockford .edu .

Mission and Vision

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

Our vision is to be Jane Addams’ college in the 21st century .

Strategic Direction

In 2008, Rockford College began a broad-based strategic planning process that refocused the college on eight goals that had potential for a more immediate impact . Objectives that 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 were tackled successfully Phase I work concluded in 2010 and led into three more advanced strategies that define the long-term goals for the College Phase II Strategies:

• To distinguish the College through academic programs designed to expand our academic reputation.

• To distinguish the College through our commitment to the whole student experience.

• To distinguish the College through stewardship of its assets.

Honor Societies and Programs

• Phi Beta Kappa

• Chi Alpha Sigma (Athletics)

• Omicron Delta Epsilon (Economics)

• Phi Alpha Theta (History)

• Phi Delta Kappa (Education)

• Phi Sigma Iota (Foreign Languages)

• Psi Chi (Psychology)

• Sigma Xi (Scientific Research)

• Honors Program in Liberal Arts

• Honors Program in Economics, Business and Accounting

Dr. Robert L. Head, President

President’s Executive Council

Dr Stephanie Quinn, Executive Vice President and Dean of the College

Ms Christina Anderson, Vice President for Business and Operations and Chief Financial Officer

Mr . Barrett Bell, Vice President for Enrollment Management

Mr Bernard Sundstedt, Vice President for Institutional Advancement

President’s Administrative Council

Ms Christina Anderson, Vice President for Business & Operations and Chief Financial Officer

Mr Raymond Baker, Division Chair, Social & Behavioral Science and Education, Professor of Economics, Business and Accounting

Mr Barrett Bell, Vice President for Enrollment Management

Ms . Rita Elliott, Interim Director of Communications

Mr Jeffrey Fahrenwald, Director of the Masters of Business Administration Program, Associate Professor of Economics, Business, and Accounting

Mr Todd Fischer-Free, Assistant Vice President for Student Administrative Services

Dr. Fred Hadley, Division Chair, Science, Mathematics, and Nursing, Bergmann Professor of Chemistry

Dr. Robert L. Head, President

Mr. Jeff Hendry, Division Chair, Arts and Humanities, Professor of Theater Arts and Performing Arts

Ms. Anna Jattkowski-Hudson, Registrar

Ms Bonnie Johnson, Director of Information Technology

Ms. Kristyn King, Interim Director of Athletics and Head Women’s Softball Coach

Mr. Bradley Knotts, Dean of Students

Mr. Justin Krueger, Business Office Accounting Manager

Mr John McNamara, Senior Development Officer

Dr . Michelle McReynolds, Director of the Master of Arts in Teaching Program

Ms. Jennifer O’Brien, Director of Human Resources

Ms Susan Oshinski, Executive Assistant to the President

Dr Colleen Page, Faculty Chair and Associate Professor of English

Mr . Matthew Phillips, Associate Vice President of Operations

Ms Teddy Phillips, Assistant to the President

Dr Stephanie Quinn, Executive Vice President and Dean of the College

Ms. Heather Snider, Coordinator of Institutional Research

Mr Bernard Sundstedt, Vice President for Institutional Advancement

Ms Cassie Swanson, Director of Marketing

Distinctions

Rockford College 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 colleges 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 . (2007)

Community Partnerships. Named one of only 64 colleges and universities by the Carnegie Foundation for the Advancement of Teaching to receive a new designation for universities notable for civic engagement (2010) College with a Conscience. One of 81 US colleges and universities in the Princeton Review book, Colleges with a Conscience, recognizing Rockford College’s strong ethos of civic engagement and the opportunities for community service offered to our students (2005)

Access through Economic Diversity. US News and World Report ranking of 9th among 130 Midwestern “master’s universities” for economic diversity – important recognition of our long-standing and successful effort to promote access for qualified students to excellent higher education, irrespective of the financial means of those students and their families . (2007)

Student Engagement Leads to Satisfaction. Shown by the 2008 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 College

“Best in the Midwest.” One of 158 colleges in the Midwest to receive the designation, which is based on student opinion data compiled by The Princeton Review and the Review’s standards for academic excellence within each region . (2005–2011)

Prestigious Honor for Community Service. One of only 83 colleges in the U.S. to receive the President’s Higher Education Community Service Honor Roll with Distinction, based on innovative and effective community service and service learning programs (2008–2010)

Accreditations

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

The Higher Learning Commission

North Central Association of Colleges and Schools

230 South LaSalle St, Ste 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 (phone)

202-776-8258 (fax) help@acs .org (e-mail) 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

iacbe@iacbe .org (e-mail)

National League for Nursing

Accrediting Commission, Inc. 3343 Peachtree Road NE, Suite 850 Atlanta, Georgia 30326

404-975-5000

www .nlnac .org

EnrollmentTrends

Full-timeUndergraduateEnrollment

Enrollment Trends

Full-time Undergraduate Enrollment: Average Headcount for Fall and Spring

Full-time Undergraduate Enrollment: Average Headcount for Fall and Spring

SOURCE:InstitutionalResearch

EnrollmentTrends

Full-TimeEquivalentEnrollment

**Anythingbelowthislinedoesnotgetcopiedintofactbook.Forworkingpurposesonly.**

Full-time Equivalent Enrollment

Full-Time Equivalent Enrollment

UndergraduateFTEGraduateFTETotalFTE

g includesnon-degree-seeking

99-0000-0101-0202-0303-0404-0505-0606-0707-0808-0909-10 Full-Time Equivalent

SOURCE:EnrollmentManagementTeam

NOTE:FTEincludesthefull-timeequivalentofpart-timestudents. g Fall 2010 credit hour activity

**Anythingbelowthislinedoesnotgetcopiedintofactbook.Forworkingpurposesonly.**

Spring 2011 credit hour activity

Summer 2011 credit hour activity Undergraduate FTE 884963920838767796

Student Profiles

New Student Profile: Degree-seeking Undergraduates, First-time and Transfer

Student Athlete* Yes787829%10632% No20719171%22768%

Permanent Residence Illinois20884%23089%24987%23989%28586% Out-of-State3514%2911%3613%2610%4213% International42%00%00%41%62%

States Represented

Countries Represented

SOURCE:OfficeofInstitutionalResearch

CO,IL,IN,KY, MI,MN,NE,NJ, NV,NY,OK,TX, WA,WI,WY

France,India, Panama,Swaziland

AZ,CA,HI,IA, IL,MI,MO,NJ, NY,TN,VA,WI

FL,IL,IN,IA, MN,MO,NE,NJ, NY,NC,OH,OK, TN,TX,WI Fall 2007

AZ,CO,GA,IA, IL,IN,MD,MI, MO,NJ,NY,OH, OR,TX,WI

AR,CA,CO,FL, GA,IL,IA,KS, KY,LA,MD,MI, MN,MO,NY,NC,

France,IndiaChina,Kyrgyzstan, Sweden,United Republicof Tanzania

3.033.103.163.063.19

NOTES:Percentagesmaynotaddto100%duetorounding. *CategoryaddedinFall2008.Studentswerecountedasathletesifthey(a)wereonafallrosteror(b)wereidentifiedasrecruitsinthestudentdatabase forawinterorspringsport.

Student Profiles

Undergraduate Student Profile newandcontinuing,degreeandnon-degree-seeking,includesBSMS

Undergraduate Student Profile: New and Continuing, Degree and Non-degree Seeking

Headcount

Enrolled Status

Full-time68878%75285%75386%75487%76689%

Part-time19222%13015%12114%11613%9711%

Gender

Male30735%32737%34139%34640%31937%

Female57365%55563%53361%52460%54463%

Race/Ethnicity

NonresidentAlien81%40%6<1%61%111% Black,non-Hispanic627%597%678%809%718%

AmericanIndian/AlaskaNative30%20%3<1%0<1%00% Asian/PacificIslander182%192%212%212%182% Hispanic485%526%516%556%597% White,non-Hispanic65775%64373%63272%62872%62072%

Twoormoreraces--------121%

Race/ethnicityunknown8410%10312%9411%809%728%

Age

under1851%51%30%4<1%20%

18-1917220%17420%20724%17220%20023% 20-2123527%23026%21825%21625%23527% 22-2417320%16919%16719%17220%16319% 25-299511%9911%9611%10212%8910%

30-34516%526%506%546%516%

35-39364%394%425%425%233%

40-49536%435%394%486%334%

50-64142%152%131%162%91% 65andover00%10%0<1%10%00%

Ageunknown465%556%394%435%587%

SOURCE:IPEDSEnrollmentSurveys

NOTES:Numbersincludestudentsenrolledintheaccelerateddegree-completionprogram.Percentagesmaynotaddto100%duetorounding.

Student Profiles

Graduate Student Profile: Degree and Non-degree Seeking

Graduate Student Profile degreeandnon-degree-seeking 467

Enrolled Status

Full-time21439%22333%11522%7315%7115%

Part-time33261%46167%40278%39885%39685%

Gender

Male17933%21431%17834%17637%16134%

Female36767%47069%33966%29563%30666%

Race/Ethnicity

NonresidentAlien20%41%71%61%31% Black,non-Hispanic163%335%367%102%112% AmericanIndian/AlaskaNative00%00%00%00%10% Asian/PacificIslander81%101%61%61%92% Hispanic367%609%438%255%276% White,non-Hispanic20638%24436%22644%23550%26657% Twoormoreraces41%

Race/EthnicityUnknown27851%33349%19938%18940%14631%

Age

under1800%00%00%00%00% 18-1900%00%00%00%10% 20-2110%00%00%20%10% 22-24519%588%6412%5411%6514% 25-2912122%14721%11422%11124%11024%

30-347714%8613%7715%9019%8017% 35-39499%7010%7815%7015%6213%

40-498415%11617%9819%8117%8518%

50-64479%6510%5410%449%4910% 65andover10%00%20%0<1%00% Ageunknown11521%14221%306%194%143%

SOURCE:IPEDSEnrollmentSurveys

NOTE:Percentagesmaynotaddto100%duetorounding.

FinancialAidDistributionbyType First-time,Full-timeFreshmen

Financial Aid Distribution by Type: First-time, Full-time Freshmen

SOURCE:StudentAdministrativeServices.

FinancialAidDistributionbyType AllFull-timeUndergraduates

**Anythingbelowthislinedoesnotgetcopiedintofactbook.Forworkingpurposesonly.**

Financial Aid Distribution by Type: All Full-time Undergraduates

SOURCE:StudentAdministrativeServices

FinancialAidDistributionbyType

Campus Crime Statistics

Campus Safety

Campus Crime Statistics

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)

ThefollowingcrimestatisticsareinaccordancewiththeJeanneCleryDisclosureofCampusSecurityPolicyand CampusCrimeStatisticsAct(formerlytheCampusSecurityAct).

20062007200820092010

Criminal Offenses - On Campus

Murder/Non-negligentmanslaughter00000

Negligentmanslaughter00000

Sexoffenses-Forcible00000

Sexoffenses-Non-forcible00000

Robbery00000

Aggravatedassault10000

Burglary258281918

Motorvehicletheft01001 Arson01000

Criminal Offenses - On Campus, Residence Halls

Murder/Non-negligentmanslaughter00000

Negligentmanslaughter00000

Sexoffenses-Forcible00000

Sexoffenses-Non-forcible00000 Robbery00000

SOURCE:CampusSafetyandSecurity,September2011

Student Activities – Clubs and Organizations

By participating in the Campus Activities Board (CAB), Rockford College students have a voice in planning their own events . 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 four standing committees of SGA: Academic Affairs, Allocation Committee, Campus Activities Board (CAB), and Residence Hall Council (RHC).

Rockford College has 26 registered student clubs and organizations .

Alpha Helix

Association of Professional Students

Board Game Club

Book Club

Cinema & TV Society

Embrace

Feminism Club

French Club

German Club

Intervarsity Christian Fellowship

Literary Magazine

Microfinance Club

Multicultural Club

Nursing Student Organization

Paranormal Society

Psych Society

Radio Club

Regent Athletics Getting Excited

Regent Players

Regent Reporter

Rotaract

Senior Class Club

Spanish Club

Student Secular Alliance

Teach

Xstinct

Athletics

RockfordCollegecompetesintheNCAADivisionIII,NorthernAthleticsConference.Approximately25%ofthefull-time undergraduatepopulationparticipatesinintercollegiateathleticseachyear.

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

Participation by Sport

Participation by Sport

SOURCE:AthleticRosters

Students Living on Campus

Residence Life

Students Living on Campus

SOURCE:InstitutionalResearch

NOTE:Percentagesrepresentthepercentageofalldegree-seekingstudentsineachcategory.

Library Resources

Library Resources

Resource

TotalHoldings141,274items146,829items145,111items143,7953items OpenSubscriptions385titles389titles247titles207 Archives/Special795linearfeet795linearfeet795linearfeet795linearfeet Space34,752squarefeet34,752squarefeet34,752squarefeet34,752squarefeet Full-textJournals20,48923,000+ EntertainmentDVD'sandA/VMedia3983004 DesktopPC's1627 StudySuites4(2w/smartboards)5(2w/smartboards,3w/A/V) DedicatedIndividualStudyCarrels7677

SmartTable1

SOURCE:HowardColmanLibrary;severalcategoriesaddedin2009-2010.A/VMediaandSmartTablewereaddedin2010-2011.

Study Abroad

Study Abroad

SOURCE:InstitutionalResearchandKobe-Regent'sCenterforGlobalEducation *Studentsbydivisionmaynotsumtothetotalnumberofstudentsstudyingabroadbecausesomestudentshavedoublemajorsthatcrossdivisions. †Studyabroadincludesbothsemester-longprogramsandshort-termtoursorganizedbytheCollege.Thesetwotypesofopportunitieswerereportedseparatelyforthe firsttimein2008-2009.

Community Education Programs

Community Education Programs

Enrollment - Unduplicated Headcount

Enrollment - Unduplicated Headcount

AdultAcceleratedB.S.inManagementStudies125140 EnglishLanguageInstitute3810 NorthernIllinoisCenterforNonprofitExcellence793554 MusicAcademyofRockfordCollege1674N/A* RockfordCollegeLearningCenter297310

SOURCE:ProgramOffices

*TheMusicAcademyisnolongerapartofRockfordCollege

Adult Accelerated B.S. in Management Studies

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 an associate degree or equivalent and wants to complete a bachelor’s degree program .

TheBachelorofScienceinManagementStudies(BSMS)degreeprogramisdesignedtoprovideaquality educationalexperienceforadultlearnersinthearea.BSMSisanacceleratedundergraduatedegreecompletion programspecificallydesignedfortheadultlearnerwhohasanassociatedegreeorequivalentandwantsto completeabachelor’sdegreeprogram.

English Language Institute. The English Language Institute (ELI) helps students learn English for the purposes of transferring or beginning studies at an American college or university, improving career opportunities and growing professionally, and fully experiencing cultural exchanges in the United States The Rockford College ELI offers and intensive day program, evening program, customized courses for businesses, and private tutoring

English Language Institute

TheEnglishLanguageInstitute(ELI)helpsstudentslearnEnglishforthepurposesoftransferringorbeginning studiesatanAmericancollegeoruniversity,improvingcareeropportunitiesandgrowingprofessionally,andfully experiencingculturalexchangesintheUnitedStates.TheRockfordCollegeELIoffersandintensiveday program,eveningprogram,customizedcoursesforbusinesses,andprivatetutoring.

Northern Illinois Center for Nonprofit Excellence. The Northern Illinois Center for Nonprofit Excellence (NICNE) works to build the management capacity of nonprofit organizations The numbers reported here represent unduplicated enrollments in the Center’s core programs including the Proposal Writing Workshops, Leadership Café, Leadership Certification Program, Board Training, Nonprofit Dialogue, Economic Impact Dialogue, and Nonprofit Summit Other offerings include agency assessments and technical assistance, a foundation directory, and an annual business plan competition

Northern Illinois Center for Non-Profit Excellence

Rockford College Learning Center. The Rockford College Learning Center (RCLC) offers academic support to members of the community The RCLC 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 Basic Skills, GRE and GMAT preparation; and academic summer camps

TheNorthernIllinoisCenterforNonprofitExcellence(NICNE)workstobuildthemanagementcapacityof nonprofitorganizations.ThenumbersreportedhererepresentunduplicatedenrollmentsintheCenter'score programsincludingtheProposalWritingWorkshops,LeadershipCaf é, LeadershipCertificationProgram,Board Training,NonprofitDialogue,EconomicImpactDialogue,andNonprofitSummit.Otherofferingsinclude agencyassessmentsandtechnicalassistance,afoundationdirectory,andanannualbusinessplancompetition.

Rockford College Learning Center

TheRockfordCollegeLearningCenter(RCLC)offersacademicsupporttomembersofthecommunity.The RCLCemphasizesqualityteachingwithastrongcommitmenttoaideachstudentinattainingacademic potentialwhiledirectingthestudenttowardsindependentlearningandimprovedpersonalachievement. Programsandservicesincludediagnostictesting;reading,writing,math,andstudyskillscourses;privatetutoring; ACT,IllinoisBasicSkills,GREandGMATpreparation,andacademicsummercamps.

10/7/2011

7

Community Based Learning

Community-Based Learning (CBL)

Community Based Learning

Community-basedLearning(s

Community-Based Learning (sometimes called sevice 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

Community-basedLearning(sometimescalledservicelear

Percentage of FTE Faculty Participating in Community-Based

Learning Courses

Percentage of Enrollments in Community-Based Learning Courses

Percentage of Courses Offering Community‐Based Learning

Percentage of Courses Offering

Percentage

Community-Based

Learning

Standardized Institutional Assessment

RockfordCollegeparticipatesintwostandardizedassessmentsofstudentlearning:theCollegiateLearningAssessment(CL NationalSurveyofStudentEngagement(NSSE).Thesetwoassessmenttoolsareadministeredinalternateyears.Themost CLAadministrationwasduringthe2010-2011academicyear,andNSSEwasmostrecentlyadministeredinSpring2010.

Rockford College participates in two standardized assessments of student learning: the Collegiate Learning Assessment (CLA) and the National Survey of Student Engagement (NSSE) These two assessment tools are administered in alternate years The most recent CLA administration was during the 2010-2011 academic year, and NSSE was most recently administered in Spring 2010

TheCLAisdesignedtomeasureaninstitution’scontribution,orvalue-addedscore,tothedevelopmentofhigher-orderskil analyticreasoningandevaluation,writingeffectiveness,writingmechanics,andproblemsolving.)Thisassessmenttoolran assignsstudentstotakeeitheraPerformanceTaskoranAnalyticWritingTask.TheAnalyticWritingTaskincludesapair calledMake-an-ArgumentandCritique-an-Argument.Thistypeofassessmentrequiresthatstudentsusecriticalthinking communicationskillstoperformcognitivelydemandingtasks.

Collegiate Learning Assessment

The CLA is designed to measure an institution’s contribution, or value-added score, to the development of higherorder skills (e g analytic reasoning and evaluation, writing effectiveness, writing mechanics, and problem solving ) This assessment tool randomly assigns students to take either a Performance Task or an Analytic Writing Task The Analytic Writing Task includes a pair of prompts called Make-an-Argument and Critique-an-Argument This type of assessment requires that students use critical thinking and written communication skills to perform cognitively demanding tasks

TheCLAallowstheCollegetodeterminewhetherourfirst-yearandseniorstudentsareperforming(a)nearexpected,(b) expected,(c)belowexpected,(d)wellaboveexpected,and(e)wellbelowexpected,basedontheirgeneralaptitude.Itals institutiontocompareitsstudents’learningresultstothoseatsimilarinstitutions.Finally,theCLAisintendedtoassistfac schooladministrators,andothersinterestedinprogrammaticchangestoimprovebothteachingandlearning.

The CLA allows the College to determine whether our first-year and senior students are performing (a) near expected, (b) above expected, (c) below expected, (d) well above expected, and (e) well below expected, based on their general aptitude It also allows an institution to compare its students’ learning results to those at similar institutions Finally, the CLA is intended to assist faculty, school administrators, and others interested in programmatic changes to improve both teaching and learning

Thefollowingtableshowsaveragescoresandperformancelevelsoffirst-yearandseniorstudentswhoparticipatedinthe20 CLA.

The following table shows average scores and performance levels of first-year and senior students who participated in the 2010-2011 CLA

Collegiate Learning Assessment Scores 2010 - 2011

Collegiate Learning Assessment Scores 2010–2011

First-Year Students Senior Students

Performance Levels by Task PerformanceTaskAtAbove AnalyticWritingTaskAtNearExpected Make-an-ArgumentAtNearExpected Critique-an-ArgumentAtAbove

Overall Performance Level AtNear Expected

SOURCE:2010-2011CLAInstitutionalReport-RockfordCollege

Based on the average Entering Academic Ability score of Rockford College first-year students, we would expect the average CLA score to be 1050 The actual average was 1121, which is at the expected level

Based on the average Entering Academic Ability score of Rockford College seniors, we would expect the average CLA score to be 1156 Or seniors scored 1208, which is well above the expected level

The 2010-2011 CLA results should be interpreted with caution due to small sample sizes and high transfer-in rates 9 freshmen and 22 seniors (including 19 seniors transfer-in students) . Please contact Chih-Ming (Ryan) Chung Ph . D ., Coordinator of Institutional Research, at rchung@rockford edu for additional information

Standardized Institutional Assessment

National Survey of Student Engagement

The NSSE is an indirect measure of student learning based on five benchmarks of effective educational practice: Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences and Supportive Campus Environment . Benchmark scores are calculated on a 100-point scale, but do not represent percentages Comparisons with reference groups and trends over time are more informative than isolated scores The reference groups with which Rockford College compares itself include a group of selected peers, colleges in the same Carnegie Classification, and all schools that participated in NSSE

The following information is reproduced from Rockford College’s NSSE 2010 Benchmark Comparisons Report and Multi-Year Benchmark Report The Executive Snapshot summarizes benchmark results for Rockford College and its three comparison groups A plus sign (+) indicates that Rockford College scored significantly higher than the respective comparison group (p < 05), a minus sign (–) indicates that Rockford College scored significantly lower than the comparison group, and a blank space indicates no significant different between Rockford College and the comparison group . After the summary table, benchmark comparisons and trend information are presented separately for each of the five benchmarks

Comparison

Groups

Executive Snapshot

Challengingintellectualandcreativeworkiscentraltostudentleraningandcollegiatequality.Collegesanduniversities promotehighlevelsofstudentachievementbyemphasizingtheimportanceofacademiceffortandsettinghighexpectationsfor studentperformance.

Level of Academic Challenge

Challenging intellectual and creative work is central to student leraning and collegiate quality . Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance

Active and Collaborative Learning

Standardized Institutional Assessment

Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings . Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college

Active and Collaborative Learning

Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college

First-year Student Trends

Senior Student Trends

Student-Faculty Interaction

Standardized Institutional Assessment

Studentslearnfirsthandhowexpertsthinkaboutandsolvepracticalproblemsbyinteractingwithfacultymembersinsideandoutsidethe classroom.Asaresult,theirteachersbecomerolemodels,mentors,andguidesforcontinuous,life-longlearning.

Student-Faculty Interaction

Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom As a result, their teachers become role models, mentors, and guides for continuous, life-long learning

First-year Student Trends

*2003'SFI'scoresarenotprovidedbecausethesescoresarenot comparablewiththoseoflateryears.TheCollegedidnot participateinNSSE2004.

*2003'SFI'scoresarenotprovidedbecausethesescoresarenot comparablewiththoseoflateryears.TheCollegedidnot participateinNSSE2004.

Rockford College Selected Peers

Enriching Educational Experiences

Standardized Institutional Assessment

Complemetarylearningopportunitiesenhanceacademicprograms.Diversityexperiencesteachstudentsvaluablethingsabout themselvesandothers.Technologyfacilitatescollaborationbetweenpeersandinstructors.Internships,communityservice,andsenior capstonecoursesprovideopportunitiestointegrateandapplyknowledge.

Enriching Educational Experiences

Complemetary learning opportunities enhance academic programs . Diversity experiences teach students valuable things about themselves and others Technology facilitates collaboration between peers and instructors Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge

45.742.539.440.4

First-year Student Trends

*2003'EEE'scoresarenotprovidedbecausethesescoresarenot comparablewiththoseoflateryears.TheCollegedidnot participateinNSSE2004.

*2003'EEE'scoresarenotprovidedbecausethesescoresarenot comparablewiththoseoflateryears.TheCollegedidnot participateinNSSE2004.

Standardized Institutional Assessment

Supportive Campus Environment

Supportive Campus Environment

Studentsperformbetterandaremoresatisfiedatcollegesthatarecommittedtotheirsuccessandcultivatepositiveworkingandsocial relationsamongdifferentgroupsoncampus.

Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus

Student

Standardized Institutional Assessment

Highest Performing Areas

Highest Performing Areas

National Survey of Student Engagement 2007-2008

NationalSurveyofStudentEngagement2007-2008

GroupPercent of students who…

First-Year

Senior

Rockford College Selected Peers

Positivelyratedtheirrelationshipswithadministrativepersonnelandoffices181%60%

Saidtheinstitutionsubstantiallyencouragescontactsamongdiversepeers274%60%

Discussedgradesorassignmentswithaninstructor367%52%

Talkedaboutcareerplanswithafacultymemberoradvisor355%37%

Didapracticum,internship,fieldexperience,clinicalassignment41%9%

Participatedincommunityserviceorvolunteerwork78%64%

Positivelyratedtheirrelationshipswithadministrativepersonnelandoffices171%55%

Saidtheinstitutionsubstantiallyencouragescontactsamongdiversepeers264%51%

Saidtheinstitutionprovidessubstantialsupportforstudents'socialneeds251%39%

Didacommunity-basedprojectaspartofaregularcourse333%22%

SOURCE:NSSE2008ExecutiveSnapshot

NOTES:

1Ratedatleast5ona7-pointscale

2Combinationofstudentsresponding'verymuch'or'quiteabit'

3Combinationofstudentsresponding'veryoften'or'often'

Student

Lowest Performing Areas

Lowest Performing Areas

National Survey of Student Engagement 2007-2008

NationalSurveyofStudentEngagement2007-2008

GroupPercent of students who…

First-Year

Senior

Rockford College Selected Peers

Saidcoursesemphasized analyzing ideas,experiences,ortheories175%79%

Usedanelectronicmediumtodiscussorcompleteanassignment248%52%

Wrotemorethan10papersorreportsoffewerthan5pages47%49%

Workedwithclassmatesoutsideofclasstoprepareclassassignments241%48%

Wrotemorethan4papersorreportsbetween5and19pages23%44%

Madeaclasspresentation267%75%

Wrotemorethan4papersorreportsbetween5and19pages53%60%

Workedwithclassmatesoutsideofclasstoprepareclassassignments248%61%

Readmorethan10assignedbooksorbook-lengthpacksofreadings31%42%

Spentmorethan5hours/weekparticipatinginco-curricularactivities18%30%

SOURCE:NSSE2008ExecutiveSnapshot

NOTES:

1Combinationofstudentsresponding'verymuch'or'quiteabit'

2Combinationofstudentsresponding'veryoften'or'often'

Bachelor’s Degrees Conferred

Bachelor's

Degrees Conferred by Major

Bachelor’s Degrees Conferred by Major

Total Number of Graduates

NumberPercentNumberPercentNumberPercentNumberPercentNumberPercent Academic Program

Accounting74%73%199%105%73% Anthropology/Sociology105%73%94%32%63% Art11%52%52%105%52% ArtHistory11%00%1<1%00%10% Biochemistry42%52%42%21%21% Biology32%136%73%147%105% BusinessAdministration2011%2511%126%2312%199% Chemistry00%00%1<1%00%10% Classics00%00%00%00%10% ComputerScience11%31%52%00%21% Economics32%31%21%11%31% Education,General53%52%31%11%10% ElementaryEducation3921%5525%4119%4523%4120% English21%63%94%63%31% French00%00%00%00%00% German11%1<1%00%00%00% History74%52%73%84%84% Humanities00%00%00%00%00% InternationalStudies00%00%42%11%00% Latin00%00%00%00%00% ManagementStudies127%157%168%2010%3115% Mathematics42%63%84%42%21% Music00%1<1%1<1%00%10% MusicalTheatrePerformance42%31%1<1%63%73% Nursing2614%178%2210%137%168% Philosophy11%1<1%21%00%00% PhysicalEducation116%94%199%63%136% PoliticalScience42%31%1<1%32%31% Psychology1910%2511%178%147%199% RomanceLanguages00%00%00%00%00% ScienceandMathematics00%00%00%00%00% SocialSciences21%00%1<1%21%10% Spanish00%21%21%11%31% SpecialEducation00%00%00%00%00% TheatreArts00%1<1%52%21%10%

SOURCE:IPEDSCompletionSurveys

NOTES:Summingthenumberofdegreesconferredforeachmajordoesnotequalthetotalnumberofgraduates,becausesomestudentsgraduatewithdoublemajors.Similarly,thesumofpercentageswillbe greaterthan100%.

Bachelor’s Degrees Conferred continued

Bachelor's Degrees Conferred by Gender and Race / Ethnicity

Bachelor’s Degrees Conferred by Gender and Race/Ethnicity

Total Number of Graduates

Men6033%6228%7736%5126%8139% Women12467%15772%13664%14474%12661%

Race / Ethnicity

NonresidentAlien42%00%21%1<1%00% BlackorAfricanAmerican95%146%63%74%147%

AmericanIndianorAlaskaNative21%00%1<1%1<1%00% Asian53%31%63%63%63%

NativeHawaiianorOtherPacificIslander00%00% Hispanic/Latino84%105%94%126%94% White,non-Hispanic13875%17178%17381%15278%16178% TwoormoreRaces1<1%00% Race/EthnicityUnknown1810%2110%168%168%178%

SOURCE:IPEDSCompletionSurveys

NOTE:Percentagesmaynotaddto100%duetorounding.In2009-2010,therace/ethnicitycategorieschangedtoaccommodatenewfederalcategories.Datafrompreviousyearsweremapped.

Total Number of Graduates

Master’s Degrees Conferred

Master's Degrees Conferred by Program

Master’s Degrees Conferred by Program

NumberPercentNumberPercentNumberPercentNumberPercentNumberPercent

Master of Business Administration 146%188%239%2118%2719%

Master of Art in Teaching 21194%20892%23191%9983%11781% ElementaryEducation198%219%3213%2017%2215% SecondaryEducation2812%219%156%2118%1510% K-12**N/AN/AN/AN/AN/AN/AN/AN/A53% Reading31%42%1<1%54%53% SpecialEducation1<1%1<1%00%00%00% InstructionalStrategies11451%7533%5421%3328%4934% Education,General*1<1%31%166%119%1611% AlternativeCertificationProgram†4520%8337%11344%98%53%

SOURCE:IPEDSCompletionSurveys

NOTES:Beginningin2006-2007alternativeteachercertificationstudentscontinuingwiththeprogramtoearnanMATwerecountedseparatelyfromstudentsinthetraditionalprograms.Percentagesmaynotaddto100% duetorounding.

*TheMATprogramcreatedageneraleducationtrackduringthe2006-2007academicyear.

**ThefirstMATdegreesinK-12wereconferredin2010-2011

†Programisphasingout.

Total Number of Graduates

Gender

Master’s Degrees Conferred by Gender and Race/Ethnicity

NumberPercentNumberPercentNumberPercentNumberPercentNumberPercent

Men5826%5625%7128%3428%5639%

Women16774%17075%18372%8672%8861%

Race / Ethnicity

NonresidentAlien1<1%31%00%22%00%

BlackorAfricanAmerican73%52%249%54%21%

AmericanIndianorAlaskaNative1<1%1<1%00%00%00%

Asian31%63%21%11%43%

NativeHawaiianorOtherPacificIslander00%00%

Hispanic/Latino219%2511%2811%33%86%

White12857%11250%12047%6756%8861%

Twoormoreraces11%11%

Race/EthnicityUnknown6428%7433%8031%4134%410%

SOURCE:IPEDSCompletionSurveys

NOTE:Percentagesmaynotaddto100%duetorounding.In2009-2010,therace/ethnicitycategorieschangedtoaccommodatenewfederalcategories.Datafrompreviousyearsweremapped.

Alumni

The charts below represent the increasing numbers of alumni (duplicated) who take part in the life of the college through their participation in Alumni events We are most proud of our marked increase in Academic and Co-Curricular program offerings, during which our alumni mentor and support current students of Rockford College

SOURCE:AlumniandDevelopment

SOURCE:AlumniandDevelopment

Alumni Participation by Event Type Change in Alumni Participation

SOURCE:AlumniandDevelopment

Faculty and Staff Profiles

<1year46%66%418% 1-5years2028%5453%1359% 6-10years1115%2323%314%

SOURCE:HumanResources

NOTE:Excludesadjunctfacultyandgraduateassistants.

Full-time Faculty Profile

Gender

Male3658%4062%3959%3958%4158% Female2642%2538%2741%2842%3042%

Race / Ethnicity*

NonresidentAlien12%00%00%00%00%

BlackorAfricanAmerican12%12%23%23%23%

AmericanIndianorAlaskaNative00%00%00%00%00%

Asian00%00%00%00%00%

NativeHawaiianorOtherPacificIslander00%00%00%

Hispanic/Latino00%00%00%11%11%

White6097%6498%3147%3451%3854%

Twoormoreraces23%00%23%

Race/EthnicityUnknown00%00%3147%3045%2839%

Rank

Instructor12%46%58%23%23%

AssistantProfessor1829%1929%1726%2436%2738%

AssociateProfessor1829%1726%1929%1827%1724%

Professor2540%2538%2538%2334%2535%

Tenure

Non-TenureTrack46%1015%812%812%1115%

TenureTrack1626%1422%1320%1624%1724%

Tenured4268%4163%4568%4364%4361%

SOURCE:IPEDSHumanResourcesSurvey NOTES:Percentagesmaynotaddto100%duetorounding.

Faculty and Staff Profiles continued

Full-time Staff Profile

Full-time Staff Profile

Total Full-time Staff Members

Gender

Male2025%3639%3738%3736%3838% Female5975%5661%6062%6564%6362%

Race / Ethnicity*

NonresidentAlien00%00%00%00%00% BlackorAfricanAmerican00%22%33%44%33% AmericanIndianorAlaskaNative00%00%00%00%00% Asian11%11%22%22%22%

NativeHawaiianorOtherPacificIslander00%00%00% Hispanic/Latino11%00%11%11%11% White6177%8693%6870%8583%9493% Twoormoreraces11%00%00% Race/EthnicityUnknown1620%33%2223%1010%11%

Assigned Position

Executive/Administrative/Managerial2127%1516%1920%2020%2323% OtherProfessional(support/service)2633%4549%5456%5958%5352% TechnicalandParaprofessional911%11%00%11%11% ClericalandSecretarial1924%2325%2021%1818%2020% SkilledCrafts00%11%11%11%11% Service/Maintenance45%78%33%33%33%

SOURCE:IPEDSHumanResourcesSurvey NOTES:Percentagesmaynotaddto100%duetorounding.

*Infall2008,facultyandstaffwerere-surveyedfordemographicinformationtoaccommodatenewfederalcategories.Inordertohonortheirrightstonotrespond,thenumberofunknowns increased.There-surveyprocessalsocreatedanopportunityforindividualstoidentifythemselvesasbelongingtotwoormoreracial/ethnicgroups.

Faculty and Staff Profiles

Part-time Faculty and Staff Profile

Total Part-time Faculty and Staff

Gender*

Male5527%6042%7149%6948%7149% Female11556%8358%7451%7954%7753% Unknown3517%

Race / Ethnicity**

NonresidentAlien00%32%00%00%00%

BlackorAfricanAmerican31%75%64%32%64%

AmericanIndianorAlaskaNative00%00%00%00%00% Asian1<1%32%21%11%21%

NativeHawaiianorOtherPacificIslander00%00%00% Hispanic/Latino00%32%32%21%21% White2110%11580%11277%11277%13190%

TwoormoreracesNANANANA11%00%21%

Race/EthnicityUnknown18088%128%2114%3021%53%

Assigned Position

Faculty14370%8459%7451%8257%8559%

GraduateAssistants3517%3927%4128%4128%4128%

Executive/Administrative/Managerial00%00%21%00%00%

OtherProfessional(support/service)2512%43%139%118%75%

Technical/Paraprofessional1<1%00%11%00%00%

ClericalandSecretarial1<1%107%64%64%64% SkilledCrafts00%00%11%21%21% Service/Maintenance00%64%75%64%75%

SOURCE:IPEDSHumanResourcesSurvey

NOTE:Percentagesmaynotaddto100%duetorounding.

*Dataongraduateassistantgendernotreportedin2006.

**Infall2008,facultyandstaffwerere-surveyedfordemographicinformationtoaccommodatenewfederalcategories.Inordertohonortheirrightstonotrespond,thenumberofunknownsincreasedfromfall2007.In previousyears,mostpart-timestaffmembersintheunknowncategorywereadjunctfacultyorgraduateassistants.There-surveyprocessalsocreatedanopportunityforindividualstoidentifythemselvesasbelongingtotwoor moreracial/ethnicgroups.

Rockford College

1 Main entrance/Gloyd Parkway

2 Blanche Walker Burpee Center

Lower Level

CHIP Alumni

Golden Apple Foundation

Phantom Regiment

Main Floor

Admission

Alumni

Bookstore

Communications

Commuter Student Lounge

Development

Grace Roper Lounge

Human Resources

Student employment

Scheduling Services

Student Administrative Services

Financial aid

Registration

Student accounts

Student Success and Retention

Second

Cafeteria

Center for Ethics and Entrepreneurship

Copy

Faculty Dining Room

Marketing President’s Dining Room

Regents Hall

Rockford College Dining Third

5

(RCLC)

(Nelson

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