Fact Book 2012-2013

rockford college fact book

2012–2013

Rockford College 19

H

10

11 12

13 14

9

D

6

C

15

8

16

7 5

18

24

21

F 22

17

3

C

G

20

23

25

2

33

E 4

32 26 27

B

28

29

A

30

31 34

parking 35

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 Student Administrative Services Financial aid Registration Student accounts Student Success and Retention Second Floor Cafeteria Center for Ethics and Entrepreneurship Copy Center Faculty Dining Room Mail Desk Marketing President’s Dining Room Regents Hall Rockford College Dining Third Floor Forrest Cool Lounge Hall of Distinction President 3 Fisher Memorial Chapel Scheduling Services 4 Clark Arts Center Art Gallery Art studios Box Office Cheek Theatre Dance Studio Maddox Theatre Multi-purpose Room

1

5 Starr Science Center Audio visual services Computer labs Language Lab Nursing Learning Laboratory Peterson Auditorium Rockford College Learning Center (RCLC) Small Science Auditorium 6 Refrigeration Plant 7 Howard Colman Library Academic Affairs Archives Faculty offices Information Technology Center Institutional Research Rare Book Room Registrar Writing Center 8 Scarborough Hall Faculty Lounge Faculty offices Severson Auditorium 9 Lang Center for Health and Wellness Counseling Center Disability Support Services Faculty offices 10 Emerson residence hall 11 Barnes residence hall 12 Cummings Center Honors Student Lounge 13 Talcott residence hall 14 Lathrop residence hall 15 Olson residence hall 16 Lion’s Den/Johnson Center 17 Nelson Hall Main Floor Athletic Department Second Floor Career Services and internships

(Nelson Hall continued) Conference room Dean of Students English Language Institute (ELI) Kobe-Regent’s Center for Global Education Northern Ill. Center for Nonprofit Excellence Parent Relations Residence Life 18 Caster residence hall 19 McGaw Hall 20 Ekvall residence hall 21 McPhail residence hall 22 Svenson Hall 23 Dayton residence hall 24 Kent Center Jane Addams Center for Civic Engagement Student Activities Student Clubs and Organizations Student Government 25 Marland Physical Plant Facilities services Safety and Security 26 Seaver Physical Education Center Athletic Training Room Faculty offices Fitness Center Free Weight Room Gymnasium Hall of Fame Swimming pool 27 Barnes Tennis Courts 28 Softball Diamond 29 Baseball Diamond 30 Smith Athletic Fields 31 Sam Greeley Field 32 Jane Addams International Peace Garden 33 Adams Arch 34 YWCA 35 5100 E. State Street Business Office Graduate Studies Return-to-College (BSMS) A-H Parking Lots Visitor parking: A, B, C, E, G Student parking: A, B, C, E, G Faculty/Staff parking: A, B, C, D, E, G

www.rockford.edu l 815.226.4000

12-0205 Jan2012

Rockford College Fact Book For the Academic Year 2012-2013 Table of Contents Core of Rockford

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

2 2 2 2 3 3 4 6 6

Academics

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

7 7 8 9 10 11 11 12

Enrollment

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

By Demographics

By Major

By Program Financial Aid

18 18 18 19 19 19 20 21 21 22 23 23

Students

Student Activities – Clubs and Organizations Athletics Residence Life

25 26 26

Alumni

Alumni

27

College Personnel

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

29 29 30 31 32 32 34 35 35 36

1

… CORE OF ROCKFORD …

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.

2

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.

3

Accreditations continued 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

American Chemical Society 1155 Sixteenth St. NW Washington, DC 20036 800-227-5558 www.acs.org

Illinois State Board of Education Professional Preparation and Recruitment 100 N. First St. Springfield, IL 62777 217-782-4321 www.isbe.net

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

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: China

Italy

Syria

Mexico

Vietnam

Saudi Arabia

Yemen

Democratic Republic of Congo

4

International Information continued 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: Country School

Programs Offered

China

Changzhou University

Exchange*

China

Shanghai International University

Exchange*

China

Shenyang Normal University

Exchange*

China

Exchange*

China

Xianyang Vocational & Technical College Sichuan University

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

• •

Exchange*

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.

5

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).

Campus Crime Statistics

2007

2008

2009

2010

2011

2012

Murder / Non-negligent manslaughter

0

0

0

0

0

0

Negligent manslaughter

0

0

0

0

0

0

Sex offenses - Forcible

0

0

0

0

0

0

Sex offenses - Non-forcible

0

0

0

0

0

0

Robbery

0

0

0

0

0

0

Aggravated assault

0

0

0

0

0

0

Burglary

8

28

19

18

19

20

Motor vehicle theft

1

0

0

1

1

1

Arson

1

0

0

0

0

0

Murder / Non-negligent manslaughter

0

0

0

0

0

0

Negligent manslaughter

0

0

0

0

0

0

Sex offenses - Forcible

0

0

0

0

0

0

Sex offenses - Non-forcible

0

0

0

0

0

0

Robbery

0

0

0

0

0

0

Aggravated assault

0

0

0

0

0

0

Burglary

1

10

6

7

2

5

Motor vehicle theft

0

0

0

0

0

0

Arson

0

0

0

0

0

0

Criminal Offenses - On Campus

Criminal Offenses - On Campus, Residence Halls

SOURCE: Campus Safety and Security, August 2013

6

… ACADEMICS …

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

7

Programs of Study continued

Undergraduate Minors:

Graduate Majors:

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

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

8

Community Education Programs

Enrollment - Unduplicated Headcount Fiscal Year

Fiscal Year

Fiscal Year

Program

2011

2012

2013

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

140 554 310

152 525 314

126 427 308

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.

9

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.

10

Campus Infrastructure

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

135 acres

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

Square Footage Classrooms and Labs* Theatres/Auditoriums Computer Labs 8,943 7 0 1 61,624 21 2 1 30,423 13 1 1 85,843 3 0 0 101,820 26 2 7 Square Footage # of Dorm Rooms Resident Capacity 32,568 112 181 8,142 29 47 8,142 25 40 8,142 29 47 8,142 29 47 8,500 25 43 8,500 25 43 8,500 25 43 8,500 25 43 8,500 25 43 8,500 25 43 Square Footage 77,253 7,450 44,200 12,512 3,713 9,967 23,014 9,500

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

Howard Colman Library

Library Resources Total Holdings Open Subscriptions Archives / Special Space Full-text Journals Entertainment DVDs and A/V Media Desktop PCs Study Suites Dedicated Individual Study Carrels SMART Tables

2009-2010

2010-2011

2011-2012

2012-2013

145,111 items 247 titles 795 linear feet 34,752 square feet 20489 journals 398 items 16 PCs 4 suites (2 suites with SMART Boards) 76 carrels

143,795 items 207 titles 795 linear feet 34,752 square feet 23,000 + journals 3,004 items 27 PCs 5 suites (2 suites with SMART Boards & 3 suites with A/V) 77 carrels 1 table

143,500 items 198 titles 795 linear feet 34,752 square feet 23,000 + journals 3,218 items 27 PCs 5 suites (1 suite with a SMART Board & 3 suites with A/V) 77 carrels 1 table

135,778 items 198 titles 795 linear feet 34,752 square feet 23,000 + journals 1,670 items 27 PCs 5 suites (1 suite with a SMART Board & 4 suites with A/V) 77 carrels 1 table

SOURCE: Howard Colman Library NOTE: Several categories were added in 2009-2010. A/V Media and Smart Table were added in 2010-2011.

11

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:

12

National Survey of Student Engagement (NSSE) continued

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.

First-year Rockford College Response rate

47%

Great Lakes Private

Senior

Carnegie Class

30%

NSSE 2013

22%

21%

Rockford College 53%

Great Lakes Private 34%

Carnegie Class 28%

NSSE 2013 26%

Engagement Indicators (EIs) provide a useful summary of the detailed information contained in NSSE responses.

By combining responses to related NSSE questions, each EI offers valuable information about a distinct aspect of student engagement.

Ten indicators, based on three to eight survey questions each (a total of 47 survey questions), are organized into four themes as shown below: Theme

Engagement Indicator

Academic Challenge

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

Learning with Peers

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

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

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

SOURCE: 2012 NSSE Report, Rockford College

13

National Survey of Student Engagement (NSSE) continued

NSSE – Executive Snapshot The Executive Snapshot summarizes benchmark results (based on mean comparisons) for Rockford College and its three comparison groups. Engagement Indicators are summary measures based on sets of NSSE questions examining key dimensions of student engagement. The ten indicators are organized within four themes: Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment. The table below compares average scores for Rockford College students with those in its comparison groups.

First-Year (FY) Students Theme

Engagement Indicator

Your FY students compared with

Your FY students compared with

Your FY students compared with

Great Lakes Private

Carnegie Class

NSSE 2013

Quantitative Reasoning

-----

Learning with Peers

Collaborative Learning

--

Experiences with Faculty

Student-Faculty Interaction

Campus Environment

Quality of Interactions

Higher-Order Learning Academic Challenge

Reflective and Integrative Learning Learning Strategies

Discussions with Diverse Others

Supportive Environment

Seniors Theme

Engagement Indicator

Academic Challenge

Reflective and Integrative Learning Learning Strategies

Collaborative Learning

Experiences with Faculty

Student-Faculty Interaction

Campus Environment

Quality of Interactions

▲ ▲

▲ ▲

▲ ▲

▲ ▲

Your seniors compared with

Your seniors compared with

Your seniors compared with

Great Lakes Private

Carnegie Class

NSSE 2013

△ △ △

△

--

Discussions with Diverse Others

--

Effective Teaching Practices

--

Supportive Environment

--

--

△ △ -△ △ △ ▲

--

Quantitative Reasoning Learning with Peers

▲ ▲

△ △ △

Higher-Order Learning

-----

▲ ▲ ▲

--

Effective Teaching Practices

-----

--

---

▲ Your stude nts’ ave rage was significantly higher (p<.05) with an effect size at least .3 in magnitude. △ Your stude nts’ ave rage was significantly higher (p<.05) with an effect size less than .3 in magnitude.

-- No significant difference.

▽ Your stude nts’ ave rage was significantly lower (p<.05) with an effect size less than .3 in magnitude. ▼ Your stude nts’ ave rage was significantly lower (p<.05) with an effect size at least .3 in magnitude.

14

△ △ △ --

△ △ ▲ △ △ --

National Survey of Student Engagement (NSSE) continued

NSSE – High Impact Practices Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." High-impact practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. NSSE asks students about their participation in the six HIPs shown below. This report provides information on the first three for first-year students and all six for seniors. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, seniors' responses include participation from prior years.

High-Impact Practices in NSSE

● Learning community or some other formal program where groups of students take two or more classes together ● Courses that included a community-based project (service-learning) ● Work with a faculty member on a research project ● Internship, co-op, field experience, student teaching, or clinical placement ● Study abroad ● Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

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

First-Year Students

Seniors Rockford University

Rockford University

13%

Great Lakes Privat e

11%

50%

Great Lakes Privat e

Carnegie Class

11%

47%

Carnegie Class

57%

26%

NSSE 2013

12%

46%

NSSE 2013

60%

24%

0%

71%

25%

Participated in two or more HIPs

50%

75%

100%

Participated in one HIP

SOURCE: 2012 NSSE Report, Rockford College

15

79%

15%

72%

0%

25%

Participated in two or more HIPs

18%

50%

75%

100%

Participated in one HIP

National Survey of Student Engagement (NSSE) continued

NSSE – Additional Results The Academic Challenge theme contains four Engagement Indicators (HO, RI, LS, QR) as well as several important individual items. The results presented here provide an overview of these individual items.

Time Spent Preparing for Class First-year Rockford University

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

11.0

Great Lakes Private

15.9

Senior Rockford University

15.7

Great Lakes Private

15.4 10

0

20

30

Average Hours per Week Preparing for Class

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

First-year Rockford University

4.5

Great Lakes Private

32.9 57.0

7.1

Senior Rockford University

7.2

90.4

Great Lakes Private

6.9

95.5

0

10

20

Average Hours per Week on Course Reading

30

0

50

100

150

Average Pages of Assigned Writing

200

Challenging Courses

Academic Emphasis

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

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

First-year

Senior

100%

First-year Rockford University

75%

61%

64%

61%

50%

25%

78%

40%

Great Lakes Private

87%

Senior Rockford University

87%

Great Lakes Private

84%

58% 38%

34%

37%

0% 0%

Rockford Great Lakes University Private

25%

50%

75%

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

Rockford Great Lakes University Private

16

100%

National Survey of Student Engagement (NSSE) continued

NSSE – Item Comparisons This section displays the five questions on which the first-year and senior students scored the highest and the five questions on which they scored the lowest, relative to students in Rockford 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

Item #

12.

+23

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

13e.

+23

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

3b.

+23

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

b

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

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

8a.

+21

1e.

+21

-30

Lowest Performing Relative to Great Lakes Private

-20

-10

0

4d.

-3

b

Evaluated what others have concluded from numerical information (QR)

6c.

-5

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

9c.

-5

Identified key information from reading assignments (LS)

9a.

-6

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

11a.

-6

Evaluating a point of view, decision, or information source c (HO)

b

10

20

30

Percentage Point Difference with Great Lakes Private

Senior

Highest Performing Relative to Great Lakes Private

Item #

3d.

Discussed your academic performance with a faculty memberb (SF)

+15

13e.

+14

9b.

+12

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

2e.

+11

Completed a culminating senior experience (…) (HIP)

11f.

+10

d

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

Reviewed your notes after class (LS)

-30

Lowest Performing Relative to Great Lakes Private

-20

-10

5a.

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

0

-2

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

14e.

-3

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

14c.

Participated in a study abroad program (HIP)

11d.

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

20

30

-2

14b.

c

10

-6 -16

Percentage Point Difference with Great Lakes Private a. The 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."

17

… ENROLLMENT …

Enrollment

PART-TIME

FULL-TIME

Student Enrollment - Fall 2012 Men

Women

Men

Women

69 42 223 334

36 29 465 530

0 2 44 46

0 5 74 79

0 334

3 533

0 46

0 79

5 10

4 16

2 47

19 56

2 17

6 26

39 88

107 182 992 313 1,305

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

SOURCE: IPEDS 2012 Fall Enrollment Survey

Full-time Undergraduate Enrollment: Average Headcount for Fall and Spring 900 Average Headcount

850 800 750 700 650 600 550 500

Academic Year

SOURCE: Institutional Research NOTE: Included in this count are non-degree seeking students

18

Enrollment continued

Full-Time Equivalent Enrollment

Full-Time Equivalent

Undergraduate FTE 1600 1400 1200 1000 800 600 400 200

Graduate FTE

Total FTE

99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 Academic Year

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

Fall 2012 First-Year, First-Time Undergraduate Students

Undergraduate Transfer Students

Graduate Students

Applicants

1,455

777

39

Admits

584

427

27

Enrollees

106

193

22

Part Time

0

9

4

Full Time

106

184

18

SOURCE: Undergraduate Admissions and the Graduate Office

19

Student Profiles continued

Current Students

Fall 2012 Undergraduate Students

Graduate Students

867 125

43 270

2 16 68 62 4 58 91 674 17

1 3 12 12 0 6 102 171 6

2 147 266 248 126 73 37 51 23 0 19

0 0 1 25 64 56 39 71 49 1 7

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

Top Five States Represented: Illinois

Wisconsin

California

Missouri

Source: IPEDS 2012 Fall Enrollment Survey

20

Iowa

Completions

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

Academic Year

Academic Year

Academic Year

Academic Year

2008-09

2009-10

2010-11

2011-2012

2012-2013

213

195

207

245

253

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates Gender Men Women Race / Ethnicity Nonresident Alien Black or African American American Indian or Alaska Native Asian Native Hawaiian or Other Pacific Islander Hispanic / Latino White, non-Hispanic Two or more Races Race / Ethnicity Unknown

77 136

36% 64%

51 144

26% 74%

81 126

39% 61%

92 153

38% 62%

69 184

27% 73%

2 6 1 6

1% 3% <1% 3%

9 173

4% 81%

16

8%

1 7 1 6 0 12 152 1 15

<1% 4% <1% 3% 0% 6% 78% <1% 8%

0 14 0 6 0 9 161 0 17

0% 7% 0% 3% 0% 4% 78% 0% 8%

4 18 0 1 0 10 192 4 16

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

3 9 0 7 1 12 185 12 24

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

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 Academic Year

Academic Year

Academic Year

Academic Year

Academic Year

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

254

120

144

145

79

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates Gender Men Women Race / Ethnicity Nonresident Alien Black or African American American Indian or Alaska Native Asian Native Hawaiian or Other Pacific Islander Hispanic / Latino White Two or more races Race / Ethnicity Unknown

71 183

28% 72%

34 86

28% 72%

56 88

39% 61%

44 101

30% 70%

33 46

42% 58%

0 24 0 2

0% 9% 0% 1%

28 120

11% 47%

80

31%

2 5 0 1 0 3 67 1 41

2% 4% 0% 1% 0% 3% 56% 1% 34%

0 2 0 4 0 8 88 1 41

0% 1% 0% 3% 0% 6% 61% 1% 28%

0 5 0 3 0 6 82 6 43

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

3 5 0 0 0 1 56 2 12

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

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.

21

Completions continued

Bachelor's Degrees Conferred by Major Academic Year

Academic Year

Academic Year

Academic Year

Academic Year

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

213

195

207

245

253

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates

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

19 9 5 1 4 7 12 1 0 5 2 3 41 9 0 0 7 0 0 4 0 16 8 1 1 22 2 19 1 17 0 0 1 2 0 5

9% 4% 2% <1% 2% 3% 6% <1% 0% 2% 1% 1% 19% 4% 0% 0% 3% 0% 0% 2% 0% 8% 4% <1% <1% 10% 1% 9% <1% 8% 0% 0% <1% 1% 0% 2%

10 3 10 0 2 14 23 0 0 0 1 1 45 6 0 0 8 0 0 1 0 20 4 0 6 13 0 6 3 14 0 0 2 1 0 2

5% 2% 5% 0% 1% 7% 12% 0% 0% 0% 1% 1% 23% 3% 0% 0% 4% 0% 0% 1% 0% 10% 2% 0% 3% 7% 0% 3% 2% 7% 0% 0% 1% 1% 0% 1%

7 6 5 1 2 10 19 1 1 2 3 1 41 3 0 0 8 0 0 0 0 31 2 1 7 16 0 13 3 19 0 0 1 3 0 1

3% 3% 2% 0% 1% 5% 9% 0% 0% 1% 1% 0% 20% 1% 0% 0% 4% 0% 0% 0% 0% 15% 1% 0% 3% 8% 0% 6% 1% 9% 0% 0% 0% 1% 0% 0%

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

5% 3% 1% 0% 3% 4% 6% 1% 0% 0% 1% 1% 18% 3% 0% 0% 4% 0% 0% 0% 0% 14% 3% 0% 1% 12% 1% 11% 1% 5% 0% 0% 0% 1% 0% 1%

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

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%.

22

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

Completions continued

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

Academic Year

Academic Year

2008-2009

2009-2010

2010-2011

2011-2012

2011-2012

254

120

144

145

79

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Number of Graduates

Master of Business Administration

23

9%

21

18%

27

19%

38

26%

35

44%

Master of Art in Teaching Elementary Education Secondary Education K - 12** Reading/Reading Specialist Special Education Instructional Strategies Education, General*

231 32 15 N/A 1 0 54 16

91% 13% 6% N/A <1% 0% 21% 6%

99 20 21 N/A 5 0 33 11

83% 17% 18% N/A 4% 0% 28% 9%

117 22 15 5 5 0 49 16

81% 15% 10% 3% 3% 0% 34% 11%

107 20 16 1 15 2 32 21

74% 14% 11% 1% 10% 0% 22% 14%

44 15 7 2 4 1 6 9

56% 19% 9% 3% 5% 0% 8% 11%

Alternative Certification Program†

113

44%

9

8%

5

3%

0

0%

0

0%

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

2012-2013 Costs Full Time UG Full-time Undergraduate Tuition (includes nonresident aliens) Cost per Credit Hour

Required Fees (per year) Required Fees (per semester)

$26,210.00 $715.00

Part Time UG

$715.00

BSMS

Graduate

$403.00* $410.00**

$700.00

$100.00 $40.00

$40.00

Room Costs Double Suite Single Super Single Double as a Single

$4,070.00 $4,380.00 $5,600.00 $6,600.00 $6,600.00

175 meal block plan 15 meal plan 19 meal plan

$3,060.00 $3,110.00 $3,250.00

Meal Plan Costs

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.

23

Financial Aid continued

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

Scholarships/Grants Federal State (i.e., all states, not only the state in which your institution is located) Institutional: Endowed scholarships, annual gifts and tuition funded grants, awarded by the college, excluding athletic aid and tuition waivers (which are reported below).

Scholarships/grants from external sources (e.g., Kiwanis, National Merit) not awarded by the college Total Scholarships/Grants Self-Help Student loans from all sources (excluding parent loans) Federal Work-Study 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 $10,884,846

$231,950 $1,202,468

$7,631,881

$1,132,421

$75,785

$71,716 $7,779,382

$81,736 $1,214,157

$721,764

$632,560

$4,050 $0

$6,075 $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.

24

… STUDENTS …

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

25

Athletics

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

4-year

2009-2010

2010-2011

2011-2012

2012-2013

Average

Roster Totals

223

269

284

297

253

Men's Teams Baseball Basketball Cross Country Football Golf Soccer Tennis Track & Field (indoor) Track & Field (outdoor) Total Men

37 15 8 52 6 17 7 9 8 159

46 20 10 56 5 20 7 13 11 188

42 23 10 63 4 22 8 20 9 201

51 21 9 80 7 17 8 10 13 216

44 20 9 63 6 19 8 13 10 191

Women's Teams Basketball Cross Country Soccer Softball Tennis Track & Field (indoor) Track & Field (outdoor) Volleyball Total Women

9 4 15 11 6 3 3 13 64

11 6 20 15 7 5 7 10 81

12 6 21 17 8 7 7 11 89

11 7 20 14 7 5 5 12 81

11 6 19 14 7 5 6 12 79

Unduplicated Student Athletes

187

215

216

236

214

% of Full-time Undergraduates

25%

28%

27%

27%

27%

SOURCE: Athletic Department Rosters

Residence Life

Full-Time Undergraduate Students Living on Campus

First-Year Students All Undergraduates

Fall 2008

Fall 2009

Number Percent 92 76% 346 40%

Number Percent 54 59% 256 33%

Fall 2010 Number 96 303

Percent 81% 40%

Fall 2011 Number 114 289

Percent 75% 34%

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

26

Fall 2012 Number 85 322

Percent 81% 37%

… ALUMNI …

Alumni

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

27

Alumni continued

...and around the globe!

Countries represented by each Continent:

North America UNITED STATES CANADA BELIZE COSTA RICA COCOS ISLANDS TURKS & CAICOS ISLANDS South America ARGENTINA BRAZIL ECUADOR PARAGUAY Australia AUSTRALIA GUAM NAURU

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

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

28

Africa CHAD EAST AFRICA KENYA NIGER SOUTH AFRICA TANZANIA TOGO

… COLLEGE PERSONNEL …

Faculty & Staff Profiles

Full-time Faculty Profile Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

66

67

71

71

74

Total Full-time Faculty

Number Percent Number Percent Number Percent Number Percent Number Percent Gender Male Female

39 27

59% 41%

39 28

58% 42%

41 30

58% 42%

40 31

56% 44%

41 33

55% 45%

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

0 2 0 0 0 0 31 2 31

0% 3% 0% 0% 0% 0% 47% 3% 47%

0 2 0 0 0 1 34 0 30

0% 3% 0% 0% 0% 1% 51% 0% 45%

0 2 0 0 0 1 38 2 28

0% 3% 0% 0% 0% 1% 54% 3% 39%

0 0 0 7 0 2 62 0 0

0% 0% 0% 10% 0% 3% 87% 0% 0%

0 1 0 4 0 2 66 0 1

0% 1% 0% 5% 0% 3% 89% 0% 1%

Rank Instructor Assistant Professor Associate Professor Professor

5 17 19 25

8% 26% 29% 38%

2 24 18 23

3% 36% 27% 34%

2 27 17 25

3% 38% 24% 35%

0 31 17 23

0% 44% 24% 32%

0 35 17 22

0% 47% 23% 30%

8

12%

8

12%

11

15%

13

20%

16

24%

17

24%

45

68%

43

64%

43

61%

11 7 4 22 16 6 38 30 8

15% 64% 36% 31% 73% 27% 54% 79% 21%

12 5 7 20 14 5 39 32 7 3

16% 42% 58% 27% 70% 25% 53% 82% 18% 4%

Tenure** Non-Tenure Track Terminal Degree Non-Terminal Degree Tenure Track Terminal Degree Non-Terminal Degree Tenured Terminal Degree Non-Terminal Degree Terminal Contract

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.

29

Faculty & Staff Profiles continued

Full-time Staff Profile Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

97

102

101

108

114

Total Full-time Staff Members

Number Percent Number Percent Number Percent Number Percent Number Percent Gender Male Female

37 60

38% 62%

37 65

36% 64%

38 63

38% 62%

40 68

37% 63%

39 75

34% 66%

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

0 3 0 2 0 1 68 1 22

0% 3% 0% 2% 0% 1% 70% 1% 23%

0 4 0 2 0 1 85 0 10

0% 4% 0% 2% 0% 1% 83% 0% 10%

0 3 0 2 0 1 94 0 1

0% 3% 0% 2% 0% 1% 93% 0% 1%

1 2 1 0 4 0 100 0 0

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

0 5 1 1 4 0 103 0 0

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

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

19 54 0 20 1 3

20% 56% 0% 21% 1% 3%

20 59 1 18 1 3

20% 58% 1% 18% 1% 3%

23 53 1 20 1 3

23% 52% 1% 20% 1% 3%

28 56 0 20 0 4

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

36 52 0 20 0 6

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

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.

30

Faculty & Staff Profiles continued

Part-time Faculty and Staff Profile Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

145

148

148

155

142

Number Percent

Number Percent

Number Percent

Number Percent

Number Percent

Total Part-time Faculty and Staff Gender Male Female Unknown

71 74

49% 51%

69 79

48% 54%

71 77

49% 53%

63 92

41% 59%

62 80

44% 56%

0 6 0 2 0 3 112 1 21

0% 4% 0% 1% 0% 2% 77% 1% 14%

0 3 0 1 0 2 112 0 30

0% 2% 0% 1% 0% 1% 77% 0% 21%

0 6 0 2 0 2 131 2 5

0% 4% 0% 1% 0% 1% 90% 1% 3%

2 9 1 2 0 4 137 0 0

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

2 5 1 2 0 2 130 0 0

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

Faculty

74

51%

82

57%

85

59%

90

58%

85

60%

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

41 2 13 1 6 1 7

28% 1% 9% 1% 4% 1% 5%

41 0 11 0 6 2 6

28% 0% 8% 0% 4% 1% 4%

41 0 7 0 6 2 7

28% 0% 5% 0% 4% 1% 5%

37 3 12 0 4 0 9

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

29 0 11 0 11 0 6

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

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

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

31

Faculty & Staff Profiles continued

Length of Employment by Employee Type (Fall 2012) Full-Time Faculty

Full-time Staff

Part-time Staff

74

114

28

Total Employed

Number Percent

Number

Percent

Number Percent

< 1 year 1-5 years 6-10 years

0 28 12

0% 38% 16%

14 50 29

12% 44% 25%

6 14 6

21% 50% 21%

11-15 years 16-20 years 21+ years

8 7 19

11% 9% 26%

8 6 7

7% 5% 6%

0 2 0

0% 7% 0%

SOURCE: Human Resources Office NOTE: This data excludes adjunct faculty and graduate assistants.

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

Art

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

English

Dr. Colleen Page, Department Chair Dr. William Gahan Dr. Michael Perry Dr. Susan Porterfield Dr. Kyle Stedman Dr. Mary Weaks-Baxter

History

Department Modern & Classical Languages

Performing Arts

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

Philosophy

Dr. Catherine Forslund, Department Chair Dr. David Sytsma

Faculty

Dr. Shawn Klein, Department Chair Dr. Stephen Hicks

Religious Studies

32

Dr. Patricia Walters

Faculty & Staff Profiles continued

Science, Mathematics, & Nursing Division Department

Chemical & Biological Sciences

Faculty

Department

Dr. Fred Hadley, Division Chair

Sarah Gabua, Department Chair

Dr. Deborah Breiter, Department Chair

Nola Addante

Dr. James Marshall, Department Chair Dr. Sean Beckmann Dr. Troy Skwor

Andrea Anderson Virginia Aulik Denise Boxleitner Jacqueline Garland Marilyn Greer Dr. Phyllis Thomson Cheryl Troxel Dr. Gopalarao Nalamolu, Department Chair

Nursing

Dr. Joseph Ward, Department Chair Computer Science

Faculty

Carol Kalen, Department Chair Dr. Joseph Ward

Physics

Library

Kelly James, Interim Director

Mathematics

Dr. Mehmet Dik, Department Chair Dr. Filiz Dik

Dr. Belinda Wholeben, Department Chair Psychology

Dr. Joel Lynch Elaine Sharpe

Social & Behavioral Science and Education Division Department Anthropology & Sociology

Economics, Business, & Accounting

Faculty Dr. Lynn Newhart, Department Chair

Department

Faculty Jean Harezlak, Unit Head

Dr. Matthew Dalstrom

Marcia Blascoe

Dr. Thomas McIntyre Robert Evans, Department Chair Januarius Asongu Henry Espensen Jeffrey Fahrenwald Dr. Ina Freeman

Dr. Debra Dew, Division Chair Dr. Louis Ferroli Karen Rossi Dr. Susan Smith Lynn Stafford JoEllen Vause Tammy Schiek, Department Chair Ann Boe

Gary Green Dr. Roxana Idu

Education

Physical Education

James Jarrard William Lewis Dr. Masoud Moallem

William Langston Dr. Jules Gleicher, Department Chair

Political Science

Dr. Fred Rezazadeh

SOURCE: Academic Affairs – Divisions & Departments

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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

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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:

Members (continued):

Emeriti Trustees:

Charles L. Colman Thomas A. Muldowney Barbara R. Tanaglia Ray Wood Robert L. Head, Ph.D

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

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

Members: Charles Box Kelly Fitz Dawn R. Hallsten Helen C. Hill Teresa J. Ingrassia Dennis W. Johnson Marci K. Taets

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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

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Rockford College becomes Rockford University July 1, 2013.

5050 E. State Street l Rockford, IL 61108 l 815.226.4000 l www.rockford.edu 14-0030