Rockford College
Introduction
Welcome to the 2012-2013 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. A majority of the data in this edition reflects the 2012-2013 academic year. A PDF version of the fact book is available on the Rockford College website, www.rockford.edu.
The 2012-2103 edition of the Fact Book will serve as the last under the name Rockford College. As of July 1, 2013, the College officially transitioned to Rockford University. As a result of the change in status from College to University, some departments also underwent name changes effective July 1, 2013. Since this Fact Book’s time frame is focused on the 2012-2013 academic year, all former department names will appear in parentheses behind the new names.
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
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 College strives to prepare students for fulfilling lives, careers, and participation in a modern and changing global society.
Learning Expectations
Rockford College Learning Expectations:
• Knowledge – for Understanding the world
• Values – for Envisioning the world
• Skills – for Shaping the world
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.
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 283 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.
• College with a Conscience. One of 81 U.S. 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. 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 2012 National Survey of Student Engagement as performing at or above U.S. norms on virtually all measures of student engagement in students' education.
• "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.
• President’s Higher Education Community Service Honor Roll. (2008-2013) Named consistently to the Community Service Honor Roll based on innovative and effective community service and service learning programs. One of only 83 colleges in the U.S. to be named to the Honor Roll with Distinction (2008).
• Military Friendly School. (2011-2013) Honored by G.I. Jobs magazine as a Military Friendly School and recognized in the top 20 percent of colleges and universities in the U.S. that are doing the most to embrace America’s military service members and veterans as students.
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.
Accreditations
Rockford College is accredited by the following organizations:
The Higher Learning Commission
North Central Association of Colleges and Schools
230 South LaSalle St , Suite 7-500 Chicago, IL, 60604-1413
800-621-7440 www.ncahigherlearningcommission.org
International Assembly for Collegiate Business Education
P.O. Box 3960 Olathe, KS 66063 913-631-3009 www.iacbe.org
American Chemical Society 1155 Sixteenth St. NW Washington, DC 20036 800-227-5558 www.acs.org
Illinois State Board of Education
Professional Preparation and Recruitment
100 N. First St. Springfield, IL 62777 217-782-4321 www.isbe.net
National League for Nursing Accrediting Commission, Inc. 3343 Peachtree Road NE, Suite 850 Atlanta, GA 30326 404-975-5000 www.nlnac.org
International Information
English as a Second Language
The English as a Second Language Program (ESL) at Rockford College is focused on students preparing for college 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 goal is for students to pass the TOEFL test and matriculate to a Baccalaureate program, preferably at Rockford College.
The ESL program offers a high quality English program for degree-seeking students. Rockford College strives to meet or exceed our students’ expectation for developing their linguistics and academic skills. Students are supported to make the transition from their own countries to life in the United States. The small classes enable Rockford College to meet the ordinary and extraordinary needs of its students, ensuring that their experience at the ESL is productive and fulfilling. Rockford College’s ESL program is accredited by the Higher Education Commission Association of Colleges and Schools.
During the 2012-2013 year, Rockford College had students from the following countries in the ESL Program:
International Student and Scholar Services (ISSS) [formerly Kobe-Regents Center for Global Education]
“The world is a book and those who do not travel read only one page.” - Augustinus
The ISSS has a tap on the pulse of everything international in Rockford and is therefore a necessary destination for any students, faculty, or staff, with international aspirations or questions. The ISSS helps to prepare Rockford College’s (RC) students, faculty, and community constituents for active participation in a rapidly changing global society by internationalizing our campus and curriculum, facilitating study abroad, and developing our international partnerships to achieve the University’s strategic objectives. They accomplish this through four key activities:
1. Providing support services for Rockford College International Students
2. Administering, Promoting, and Supporting RC’s Study abroad programs around the world
3. Facilitating Faculty-led short term study abroad programs
4. Proliferating multicultural and cross cultural activities and programs
New To Traveling? No Problem. No experience necessary.
The ISSS caters to everyone no matter where they are from, from right here in Rockford to across the world in Kathmandu and everywhere in between. So don’t worry if you’ve never been on a plane or even outside the Rockford area, the ISSS is there to make your journey as easy and fun as possible.
Highlights of past Kobe-Regents Center events:
• The International Food Festival is an annual fair that is attended by both RC students and the greater Rockford area. There are edible representations from a veritable globe of kitchens, activities to engage students in the various cultures represented, from cooking to dancing.
• Each year, there are several short-term faculty led trips, taking students around the world. Past locations have included: Paris, France; Santiago, Chile; Dublin, Ireland; Istanbul, Turkey; and Kobe, Japan.
• The ISSS regularly holds events aimed to engage the students with an international flair and are generally accompanied by free international cuisine as well.
Rockford College has the following International Agreements:
China Changzhou University Exchange*
China Shanghai International University Exchange*
China Shenyang Normal University Exchange*
China Xianyang Vocational & Technical College Exchange*
China Sichuan University Exchange*
China Zhejiang Wanli University Exchange*
England Regent’s College London Exchange – Semester abroad
Japan Kobe College Exchange – Semester abroad
Spain University of Santiago Exchange – Semester abroad
Sweden University of Skovde Exchange – Semester abroad
• There will be a summer exchange available to a Chinese University starting Summer 2014.
• There will be additional programs available in the future to Italy and France.
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 Theta Tau (Nursing)
• Sigma Xi (Scientific Research)
• Honors in Liberal Arts and Sciences Program
• Honors Program in Economics, Business and Accounting
Campus Safety
The following crime statistics are in accordance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (formerly the Campus Security Act).
Criminal Offenses - On Campus
Criminal Offenses - On Campus, Residence Halls
SOURCE: Campus Safety and Security, August 2013
Programs of Study
Undergraduate Majors:
Tracks/Concentration in italics
Accounting (B.A., B.S.)
Anthropology/Sociology (B.A., B.S.)
Criminal Justice
Pre-Social Work
Art History (B.A.)
Biochemistry (B.S.)
Biology (B.A., B.S.)
Business Administration (B.A., B.S.)
Finance
Management
Marketing
Chemistry (B.A., B.S., ACS certified)
Classics (B.A.)
Computer Science: Management Information
Systems (B.A., B.S)
Early Childhood Education (B.A., B.S.)
Economics (B.A., B.S.)
International Economics
Public Policy
Elementary Education (B.A., B.S.)
English (B.A.)
French (B.A.)
German (B.A.)
History (B.A., B.S.)
Human Development (B.A., B.S.)
Research
Child/Adolescent Development
Gerontology
Humanities (B.A.)
International Studies (B.A., B.S.)
Security & Peace Studies
Environment & Development
Politics & Economy
Area Studies
Arts & Peoples
Ideas & Religions
Latin (B.A.)
Management Studies (B.S.M.S. – adult accelerated)
Mathematics (B.A., B.S.)
Computational
Music (B.A.)
Nursing (B.S.N.)
Basic BSN Track
Nursing BSN-C
Philosophy (B.A.)
Physical Education (B.A., B.S.)
Sports Management
Political Science (B.A., B.S.)
American Studies
Constitutional Studies
Legal Studies
Political Ideas
Politics and Cultures
War and Peace
Psychology (B.A., B.S.)
Romance Languages (B.A.)
Science and Mathematics (B.A., B.S.)
Social Sciences (B.A.)
Spanish (B.A.)
Special Education (B.A., B.S.)
Studio Art (B.A.)
Studio Art (B.F.A.)
2-Dimensional Art
3-Dimensional Art
Graphic Design
Theatre Arts (B.A.)
Theatre (B.F.A.)
Acting/Directing
Design/Technical
Musical Theatre Performance
Theatre Management
Pre-Professional Programs:
Pre-Law
Pre-Social Work
Health Professions
Pre-Dentistry
Pre-Medicine
Pre-Pharmacy
Pre-Veterinary Medicine
Undergraduate Minors:
Accounting
Ancient and Medieval Studies
Anthropology/Sociology
Art History
Biology
Business Administration
Chemistry
Child/Adolescent Development
Classical Civilization
Classics
Coaching
Communication
Computer Science: Management Information
Systems
Economics
English
Entrepreneurship
Ethics
French
German
Gerontology
Greek Health Education
History
Human Development
Latin
Latin American, Caribbean, & Iberian Studies
Mathematics
Music
Peace and Conflict Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religious Studies
Secondary Education (6-12)
Secondary Education (No licensure)
Spanish
Special Education
Studio Art
Theatre Arts
Graduate Majors:
Business Administration (M.B.A.)
Concentrations in:
• Marketing
• Entrepreneurship
• Finance
• Public/Non-Profit
• Strategic
• Accounting/CPA
• Health Administration
• Management
• Project Management
Teaching (M.A.T.)
Professional Educator Licensure (PEL)
endorsements in:
• Early Childhood
• Elementary
• Secondary
• K–12
• Special Education
• Reading Teacher
• Education Alternative Certification
• Reading Specialist*
• Instructional Strategies*
• Education
*For licensed teachers only
Teaching Endorsements:
• Bilingual Teacher/ESL
• Learning Behavior Specialist I
• Middle School
• Reading Teacher
• Secondary
Community Education Programs
Enrollment - Unduplicated Headcount
Program
SOURCE: Program Office
Adult Accelerated B.S. in Management Studies: The Bachelor of Science in Management Studies (BSMS) degree program is designed to provide a quality educational experience for adult learners in the area. BSMS is an accelerated undergraduate degree completion program specifically designed for the adult learner who has an associate degree or equivalent and wants to complete a bachelor’s degree program.
Northern Illinois Center for Non-Profit Excellence: The Northern Illinois Center for Nonprofit Excellence (NICNE) works to build the management capacity of nonprofit organizations. The numbers reported here represent unduplicated enrollments in the Center's core programs including the Proposal Writing Workshops, Leadership Café, Leadership Certification Program, Board Training, Nonprofit Dialogue, Economic Impact Dialogue, and Nonprofit Summit. Other offerings include agency assessments and technical assistance, a foundation directory, and an annual business plan competition.
Rockford University Center for Learning Strategies* (formerly Rockford College Learning Center): The Rockford University Center for Learning Strategies (RUCLS) offers academic support to members of the community. The RUCLS 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.
*NOTE: With the transition from Rockford College to Rockford University on July 1, 2013, the Rockford College Learning Center underwent a name change to the Rockford University Center for Learning Strategies.
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: Institutional Research
NOTE: There was a large increase in the number of Fall 2011 courses classified as CBL courses. This resulted in a drastically larger percent in all categories.
Campus Infrastructure
Below you can find out a little more about the nuts and bolts of our campus.
SOURCE: Physical Plant; Residence Life
NOTE: * Classrooms and Lab counts do not include offices or conference rooms.
Howard Colman Library
SOURCE: Howard Colman Library
NOTE: Several categories were added in 2009-2010. A/V Media and Smart Table were added in 2010-2011.
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 College administers each academic year. This year, NSSE was administered during the Spring 2013 semester, with results not becoming available until September 2013 The NSSE underwent significant changes this year. The graphics below highlight the key changes made to this year’s NSSE:
National Survey of Student Engagement (NSSE)
NSSE – Response Rate and Engagement Indicators
This year, Rockford College had a much higher response rate than its comparison groups. The following information is reproduced from Rockford College’s NSSE 2012 Benchmark Comparisons Report and Multi-Year Benchmark Report.
Engagement Indicators (EIs) provide a useful summary of the detailed information contained in NSSE responses. By combining responses to related NSSE questions, each EI offers valuable information about a distinct aspect of student engagement. Ten indicators, based on three to eight survey questions each (a total of 47 survey questions), are organized into four themes as shown below:
Theme
Academic Challenge
Learning with Peers
Experiences with Faculty
Engagement Indicator
Higher-Order Learning
Reflective and Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
S tu dent-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Campus Environment
Supportive Environment
SOURCE: 2012 NSSE Report, Rockford College
National Survey of Student Engagement (NSSE)
NSSE – Executive Snapshot
The Executive Snapshot summarizes benchmark results (based on mean comparisons) for Rockford College and its three comparison groups. Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. The ten indicators are organized within four themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. The table below compares average scores for Rockford College students with those in its comparison groups.
First-Year (FY) Students
Theme
Engagement Indicator
Higher-Order Learning
Reflective and Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Supportive Environment
Seniors
Theme
Engagement Indicator
Higher-Order Learning
Reflective and Integrative Learning
Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Supportive Environment
▲ 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.
National Survey of Student Engagement (NSSE)
NSSE – High Impact Practices
Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." High-impact practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. NSSE asks students about their participation in the six HIPs shown below. This report provides information on the first three for first-year students and all six for seniors. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, seniors' responses include participation from prior years.
High-Impact Practices in NSSE
● Learning community or some other formal program where groups of students take two or more classes together
● Courses that included a community-based project (service-learning)
● Work with a faculty member on a research project
● Internship, co-op, field experience, student teaching, or clinical placement
● Study abroad
● Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)
The figures 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.
SOURCE: 2012 NSSE Report, Rockford College
First-Year Students Seniors
National Survey of Student Engagement (NSSE)
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.
Time Spent Preparing for Class
This figure reports the average weekly class preparation time fo r your first-year and senior students compared to students in your comparison group.
Reading and Writing
These figures report the average number of hours your s t udents spent reading for their courses and the average number of pages of assigned writing compared to students in your comparison group.
Challenging Courses
To what extent did your students' courses challenge them to do their best work? Response options ranged from 1 = "Not a
all" to 7 = "Very much."
Academic Emphasis
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."
National Survey of Student Engagement (NSSE)
NSSE – Item Comparisons
This section displays the five questions on which the first-year and senior students scored the highest and the five questions on which they scored the lowest, relative to students in Rockford College’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 College’s mission or current program.
First-year
Highest Performing Relative to Great Lakes Private
About how many…courses have included a community-based project (service-learning)?e (HIP)
Quality of interactions with… Other administrative staff and offices... d (QI)
Worked with a faculty member on activities other than coursework (…)b (SF)
Discussions with… People of a race or ethnicity other than your own b (DD)
Asked another student to help you understand course material b (CL)
Lowest Performing Relative to Great Lakes Private
Evaluating a point of view, decision, or information source c (HO)
Evaluated what others have concluded from numerical information b (QR)
Summarized what you learned in class or from course materials b (LS)
Identified key information from reading assignments b (LS)
Participated in an internship, co-op, field exp., student teach., clinical placemt. (HIP)
Senior
Highest Performing Relative to Great Lakes Private
Discussed your academic performance with a faculty member b (SF)
Quality of interactions with… Other administrative staff and offices... d (QI)
Reviewed your notes after class b (LS)
Tried to better understand someone else's views by imagining…his or her perspective b (RI)
Completed a culminating senior experience (…) (HIP)
Lowest Performing Relative to Great Lakes Private
Instructors… Clearly explained course goals and requirements c (ET)
Inst. emphasizes… Providing support to help students succeed academicallyc (SE)
Inst. emphasizes… Providing opportunities to be involved sociallyc (SE)
Inst. emphasizes… Using learning support services (…)c (SE)
Participated in a study abroad program (HIP)
Percentage Point Difference with Great Lakes Private
a. The displays on this page draw from the 53 items that make up the ten Engagement Indicators and six High-Impact Practices. Key to abbreviations: HO = HigherOrder Learning, RI = Reflective & Integrative Learning, LS = Learning Strategies, QR = Quantitative Reasoning, CL = Collaborative Learning, DD = Discussions with Diverse Others, SF = Student-Faculty Interaction, ET = Effective Teaching Practices, QI = Quality of Interactions, SE = Supportive Environment, HIP = High-Impact Practice. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE Web site.
b. Combination of students responding "Very often" or "Often."
c. Combination of students responding "Very much" or "Quite a bit."
d. Rated at least 6 on a 7-point scale.
e. Percentage reporting at least "Some."
Enrollment
Student Enrollment - Fall 2012
Total all undergraduate
Total all graduate GRAND TOTAL ALL STUDENTS
SOURCE: IPEDS 2012 Fall Enrollment Survey
Full-time Undergraduate Enrollment: Average Headcount for Fall and Spring
SOURCE: Institutional Research
NOTE: Included in this count are non-degree seeking students
SOURCE: Institutional Research
NOTE: FTE includes the full-time equivalent of part-time students. The FTE figures listed are based on credit hour activity. In calculating FTE, three part-time students are equivalent to one full-time student.
Student Profiles
Entering Students
SOURCE: Undergraduate Admissions and the Graduate Office
Source: IPEDS 2012 Fall Enrollment Survey
Total
Completions
SOURCE: Registrar Office and Institutional Research
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
/ Ethnicity
SOURCE: Registrar Office and Institutional Research
NOTE: Percentages may not add to 100% due to rounding. In 2009-2010, the race/ethnicity categories changed to accommodate new federal categories.
Completions
Bachelor's Degrees Conferred by Major
Total Number of Graduates
SOURCE: Registrar Office and Institutional Research
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%.
Total Number of Graduates
SOURCE: Registrar Office and Institutional Research
NOTE: Beginning in 2006-2007 alternative teacher certification students continuing with the program to earn an MAT were counted separately from students in the traditional programs. Percentages may not add to 100% due to rounding.
* The MAT program created a general education track during the 2006-2007 academic year.
**The first MAT degrees in K-12 were conferred in 2010-2011.
† Program is phasing out due to Illinois statutory regulations.
Financial Aid
Source: Rockford College Student Administrative Services
* ** The cost per credit hour for BSMS Cohorts 1-18 is $403.00 and the cost for Cohorts 19-present is $410.00. The meal plan options are based on the number of meals (breakfast, lunch, and dinner) a student is allowed in a 7-day period.
Aid Awarded to Enrolled Undergraduates - 2011-2012*
Below are the total dollar amounts awarded to enrolled full-time and less than full-time degree-seeking undergraduates. These totals also include aid awarded to international students. Aid that was non-need-based but that was used to meet need is reported in the need-based aid columns.
Need-based $ (Include non-needbased aid used to meet need.)
Non-need-based $ (Exclude non-needbased aid used to meet need.)
Scholarships/Grants
Federal
State (i.e., all states, not only the state in which your institution is located)
Institutional: Endowed scholarships, annual gifts and tuition funded grants, awarded by the college, excluding athletic aid and tuition waivers (which are reported below).
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
Tuition Waivers
Athletic Awards
$2,132,054
$0
$1,992,213 $4,021
$6,575,118 $966,497
$185,461 $231,950
$10,884,846$1,202,468
$7,631,881 $1,132,421
$75,785
$71,716 $81,736
$7,779,382$1,214,157
$721,764 $632,560
$4,050 $6,075
$0 $0
Source: The Common Data Set (Tab H) 2012-2013, with data provided by Student Administrative Services *Please note that this data is from the 2011-2012 academic year. Data for the 2012-2013 academic year will not be available until late Fall 2013.
Student Activities – Clubs & Organizations
By participating in the Campus Activities Board (CAB), Rockford College 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 four standing committees of SGA: Academic Affairs, Allocation Committee, Campus Activities Board (CAB), and Residence Hall Council (RHC).
During the academic year 2012-2013, Rockford College had 21 registered student clubs and organizations:
Alpha Helix
Art Society
Campus Activity Board (CAB)
Change Business Center
Chess Club
Fashion Society
Garden Club
Intervarsity
Math Club
Mock Trial Team
Multicultural Club
Music Club
Muslim Student Association
Nursing Student Organization
Psych Society
Regent Players
Rockford College Disc Golf
Rockford College Literary Magazine
Student Government Association (SGA)
Spanish Club
T.E.A.C.H.
The Regent Reporter
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.
SOURCE: Athletic Department Rosters
Residence Life
SOURCE: Institutional Research, IPEDS Fall Enrollment Survey NOTE: Percentages represent the
Let's take a look at where we can find our RC Alumni across the country…
...and around the globe!
Countries represented by each Continent:
North
UNITED STATES
AUSTRIA CHINA CHAD
CANADA BOSNIA HONG KONG EAST AFRICA
BELIZE BULGARIA INDIA KENYA
COSTA RICA CROATIA JAPAN NIGER
COCOS ISLANDS FRANCE KYRGYZSTAN SOUTH AFRICA
TURKS & CAICOS ISLANDS GERMANY MALAYSIA TANZANIA
South America GREECE NORTH KOREA TOGO
ARGENTINA GUERNSEY OMAN
BRAZIL ICELAND PAKISTAN
ECUADOR ITALY SAUDI ARABIA
PARAGUAY NETHERLANDS SINGAPORE
Australia NORWAY SOUTH KOREA
AUSTRALIA SPAIN SRI LANKA
GUAM SWEDEN TAIWAN
NAURU
SWITZERLAND TURKEY
UNITED KINGDOM
Faculty & Staff Profiles
Full-time Faculty Profile
Full-time Faculty
SOURCE: Human Resources Office and Academic Affairs Office
NOTE: Percentages may not add to 100% due to rounding.
* In Fall 2008, faculty and staff were re-surveyed for demographic information to accommodate new federal categories. In order to honor their rights to not respond, the number of unknowns increased. The re-survey process also created an opportunity for individuals to identify themselves as belonging to two or more racial/ethnic groups.
** In Fall 2011, the subcategories "Terminal Degree and "Non Terminal Degree" were added. A Terminal Degree refers to the highest degree possible in a field of study. Total
Faculty & Staff Profiles
Total Full-time Staff Members
Full-time Staff Profile
Race / Ethnicity*
Assigned Position
SOURCE: Human Resources 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.
Faculty & Staff Profiles
Part-time Faculty and Staff Profile
Total Part-time Faculty and Staff
Race / Ethnicity*
Assigned Position
SOURCE: Human Resources 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.
Length of Employment by Employee Type (Fall 2012)
Total Employed
SOURCE: Human Resources Office
NOTE: This data excludes adjunct faculty and graduate assistants.
List of Faculty by Division and Department
Deborah Mogford, Department Chair
Dr. Jennifer Langworthy
David Menard
Art
English
History
Christopher Sisson
Philip Soosloff
Dr. Colleen Page, Department Chair
Dr. William Gahan
Dr. Susan Porterfield
Dr. Kyle Stedman
Modern & Classical Languages
Performing Arts
Dr. Michael Perry Philosophy
Dr. Mary Weaks-Baxter
Dr. Catherine Forslund, Department
Chair
Dr. David Sytsma
Religious Studies
Dr. John Burns, Department Chair
Dr. Joseph Kobylas
Dr. Rafal Krazek
Dr. Donald Martin
Dr. Stephanie Quinn
Deborah Mogford, Department Chair
Timm Adams
Jeff Hendry, Division Chair
Angelo O’Dierno
Dr. Matthew Flamm, Department Chair
Dr. Shawn Klein, Department Chair
Dr. Stephen Hicks
Dr. Patricia Walters
Chemical & Biological Sciences
Computer Science
Library
Mathematics
Dr. Fred Hadley, Division Chair
Dr. Deborah Breiter, Department Chair
Dr. James Marshall, Department Chair
Dr. Sean Beckmann
Dr. Troy Skwor
Dr. Joseph Ward, Department Chair
Carol Kalen, Department Chair
Dr. Joseph Ward
Kelly James, Interim Director
Dr. Mehmet Dik, Department Chair
Dr. Filiz Dik
Psychology
Sarah Gabua, Department Chair
Nola Addante
Andrea Anderson
Virginia Aulik
Denise Boxleitner
Jacqueline Garland
Marilyn Greer
Dr. Phyllis Thomson
Cheryl Troxel
Dr. Gopalarao Nalamolu, Department
Chair
Dr. Belinda Wholeben, Department Chair
Dr. Joel Lynch
Elaine Sharpe
Anthropology & Sociology
Economics, Business, & Accounting
Dr. Lynn Newhart, Department Chair
Dr. Matthew Dalstrom
Dr. Thomas McIntyre
Robert Evans, Department Chair
Januarius Asongu
Henry Espensen
Jeffrey Fahrenwald
Dr. Ina Freeman
Gary Green
Dr. Roxana Idu
James Jarrard
William Lewis
Dr. Masoud Moallem
Dr. Fred Rezazadeh
SOURCE: Academic Affairs – Divisions & Departments
Jean Harezlak, Unit Head
Marcia Blascoe
Dr. Debra Dew, Division Chair
Dr. Louis Ferroli
Karen Rossi
Dr. Susan Smith
Lynn Stafford
JoEllen Vause
Tammy Schiek, Department Chair
Ann Boe
William Langston
Dr. Jules Gleicher, Department Chair
Robert Evans
President’s Administrative Council
Ms. Kimberly Adams, Director of Human Resources (Through December 2012)
Ms. Christina Anderson, Vice President of Business and Chief Financial Officer
Ms. Lisa Bartholme, Coordinator of Alumni Affairs (Effective March 2013)
Mr. Barrett Bell, Vice President for Enrollment Management (July 2012 – October 2012)
Dr. Deborah Breiter, Bartels Professor of Chemistry/Biochemistry
Ms. Elizabeth Burke, Development Coordinator (Through June 2013)
Dr. Chih Ming (Ryan) Chung, Coordinator of Institutional Research
Dr. Deb Dew, Division Chair, Social & Behavioral Science and Education, Professor of Economics, Business and Accounting
Ms. Rita Elliott, Director of Communications
Ms. Rebecca Factor, English Language Institute Research/Director of Student Success and Retention
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 Business, Director for Student Administrative Services
Dr. Catherine Forslund, Professor of History
Dr. Eric Fulcomer, Vice President for Enrollment Management (Effective March 2013)
Dr. Jules Gleicher, Faculty Chair and Professor of Political Science
Ms. Elizabeth Goodwin, Development Coordinator
Ms. Jeanne Grey, Director of the Rockford College Learning Center
Dr. Fred Hadley, Division Chair, Science, Mathematics, and Nursing, Bergmann Professor of Chemistry
Ms. Jean Harezlak, Education Unit Head, Assistant Professor of Education
Dr. Robert Head, President
Mr. Jeffrey Hendry, Division Chair, Arts and Humanities, Professor of Theater Arts and Performing Arts
Ms. Kelly James, Acting Director of Library, Associate Professor of Library
Ms. Anna Jattkowski-Hudson, Registrar
Ms. Bonnie Johnson, Director of Information Technology (Through December 2012)
Ms. Kristyn King, Interim Director of Athletics and Head Women’s Softball Coach
Mr. Bradley Knotts, Dean of Students
Mr. Justin Krueger, Accounting Director (Effective January 2013)
Ms. Monique Lindstedt, Director of Human Resources (Effective January 2013)
Ms. Caitlin Ludwig, Coordinator of Alumni Affairs (Through December 2012)
Mr. John McNamara, Senior Development Officer
Ms. Nellie Miller, Director of Marketing
Ms. Jennifer Nordstrom, Associate VP for Undergraduate Admission and Strategic Marketing
Ms. Susan Oshinski, Executive Assistant to the President (Through September 2012)
Ms. Brenda Perrone, Executive Assistant to the President (Effective October 2012)
Mr. Matthew Phillips, Associate Vice President of Global Affairs & Operations
Ms. Teodora Phillips, Assistant to the President
Dr. Steven Siconolfi, Vice President of Academic Affairs and Dean of the College
Mr. Bernard Sundstedt, Vice President for Institutional Advancement
Ms. Donnette Tinsley, Director of the Jane Addams Center for Civic Engagement
Mr. Philip J. Way, Director of Information Technology (Effective March 2013)
Dr. Belinda Wholeben, Faculty Trustee, Professor of Psychology
President’s Executive Council
Dr. Robert Head, President
Dr. Steven Siconolfi, Vice President of Academic Affairs and Dean of the College
Ms. Christina Anderson, Vice President of Business and Chief Financial Officer
Mr. Barrett Bell, Vice President for Enrollment Management (July 2012 – August 2012)
Dr. Eric Fulcomer, Vice President for Enrollment Management (Effective March 2013)
Mr. James Sagona, Interim Vice President for Enrollment Management (October 2012 –March 2013)
Mr. Bernard Sundstedt, Vice President for Institutional Advancement Board of Trustees Members
Officers:
Charles L. Colman
Thomas A. Muldowney
Barbara R. Tanaglia
Ray Wood
Robert L. Head, Ph.D
Members:
Charles Box
Kelly Fitz
Dawn R. Hallsten
Helen C. Hill
Teresa J. Ingrassia
Dennis W. Johnson
Marci K. Taets
Members (continued):
James W. Keeling
Dan G. Loescher
Donald R. Patrick
Sunil Puri
David R. Rydell
Louise C. Sinclaire
Jane R. Thomas, Ph.D.
Frank E. Walter
James S. Whitehead
Jonathan S. Whitlock
Belinda Wholeben
Frederic M. Young
Emeriti Trustees:
James H. Clarke, Ph.D
Carl J. Dargene
Georganne H. Eggers
Charles P.A. Frankenthal
Kenelm A. Groff
Charles J. Howard
Kent A. Mallquist
Richard M. Schilling, Sr.
Stanton K. Smith, Jr.
Angelo L. Spoto
The Honorable John E. Sype
Stuart M. Weller
John B. Whitehead
Rockford College Presidents
The following is a list of our past and present Rockford College 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 College, 2008-present
Rockford College becomes Rockford University July 1, 2013.