

Rockford University
*Effective June 13, 2014, the Burpee Center is undergoing major renovations, and access is limited.
1 Main entrance/Gloyd Parkway
2 Blanche Walker Burpee Center*
Lower Level
Athletics
Rockford College Radio
Main Floor
Bookstore
24 Kent Center
English as a Second Language (ESL)
International Student and Scholar Services (ISSS)
Jane Addams Center for Civic Engagement
Residence Life
25 Marland Physical Plant
Facilities Services
Safety and Security

Second Floor
Cafeteria
Career Services and Internships
Copy Center/Print Services
Faculty Dining Room
Mail Desk
President’s Dining Room
Regents Hall
Rockford University Dining Services
Student Activities
Student Clubs and Organizations
Student Government
Third Floor
Forrest Cool Lounge
Hall of Distinction
President
3 Fisher Memorial Chapel
Chapel
Scheduling Services
4 Clark Arts Center
Art Gallery
Art studios
Box Office
Cheek Theatre
Dance Studio
Maddox Theatre
Multi-purpose Room
5 Starr Science Center
Audio Visual Services
Computer labs
Language Lab
Nursing Learning Laboratory
Peterson Auditorium (Starr Science cont.)
Center for Learning Strategies (formerly RCLC)
Small Science Auditorium
6 Refrigeration Plant
7 Howard Colman Library
Academic Affairs
VP of Academic Affairs & Provost
Archives
Dean of Students
(Howard Colman Library cont.)
Faculty offices
Information Technology Center
Institutional Research
Rare Book Room
Registrar
Writing Center
8 Scarborough Hall
Faculty Lounge
Faculty offices
Golden Apple Foundation
Severson Auditorium
9 Lang Center for Health and Wellness
Counseling Center
Disability Support Services
Faculty offices
10 Emerson Residence Hall
11 Barnes Residence Hall
12 Cummings Center
13 Talcott Residence Hall
14 Lathrop Residence Hall
15 Olson Residence Hall
16 Lion’s Den/Johnson Center
Lion’s Den Grill
17 Nelson Hall
Main Floor
Human Resources
Student employment
Student Administrative Services (SAS)
Student accounts & Financial aid
Registration
Student Success and Retention
Second Floor
Admission
18 Caster Residence Hall
19 McGaw Hall
20 Ekvall Residence Hall
21 McPhail Residence Hall
22 Svenson Hall
23 Dayton Residence Hall
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
Lower Level (east-side entrance)
Business Office
Development
Faculty offices
Graduate Office
Northern Illinois Center for Nonprofit Excellence
Main Floor (north-side entrance)
Adult Accelerated Program (BSMS)
Alumni Communications
Family Business Center
Marketing
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
Introduction
Welcome to the 2013-2014 edition of the Rockford University Fact Book. An institutional fact book provides a centralized location for valuable information about the University. Data within this document are available to facilitate analysis of trends, decision-making and reporting. Existence of the Rockford University Fact Book helps institutionalize the collection, dissemination and use of standardized information.
The fact book is produced by the Division of Enrollment Management. Every effort is made to include the most accurate, currently available data along with historical trends. A majority of the data in this edition reflects the 2013-2014 academic year. A PDF version of the fact book is available on the Rockford University website, www.rockford.edu.
The Rockford University Fact Book is updated annually by the Division of Enrollment Management. If you have questions or suggestions, please contact Dr. Eric Fulcomer, Vice President for Enrollment Management, at (815) 2263372.
Mission
Our mission is to educate men and women to lead responsible lives by means of a curriculum grounded in liberal arts learning and complemented and extended by professional and practical experience. Through the total academic and co-curricular experience, Rockford University strives to prepare students for fulfilling lives, careers, and participation in a modern and changing global society.
Learning Expectations
Rockford University Learning Expectations:
• Knowledge – for Understanding the world
• Values – for Envisioning the world
• Skills – for Shaping the world
Strategic Direction
In 2008, the institution began a broad-based strategic planning process that refocused on eight goals that had potential for a more immediate impact. Objectives included curriculum review; improving the student experience, increasing support for faculty and staff, improving the college culture; enhancing physical, technological, and informational infrastructure; collaborating with our community; strengthening fundraising efforts; and implementing a disciplined fiscal planning and budgeting process. Phase I work concluded in 2010 and led into three more advanced strategies that define the long-term goals for the University through 2015.
Throughout the 2013-2014 year, efforts involving the entire campus community have been ongoing to establish goals, objectives and priorities to revise the existing strategic plan to guide the University’s work through 2019:
Phase II Strategies:
To distinguish the university through academic programs designed to expand our academic reputation.
To distinguish the university through our commitment to the whole student experience.
To distinguish the university through stewardship of its assets.
Distinctions
Rockford University has garnered numerous distinctions in recent years, making it an institution that stands out. Here are the most notable:
Phi Beta Kappa. One of 11 chapters in Illinois and 280 in the country with a Phi Beta Kappa chapter, the oldest and most prestigious liberal arts academic honor society.
Ability to Add Value for Students. Named to the prestigious Colleges of Distinction group of 200 institutions recognized for their ability to add value for students through a broad commitment to enhancing student achievement. Colleges of Distinction are noted for their strong focus on teaching, wide variety of innovative learning experiences, opportunities for personal development, and their high value to graduate schools and employers for students’ outstanding preparation.
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 University’s strong ethos of civic engagement and the opportunities for community service offered to our students.
Access through Economic Diversity. U.S. News and World Report ranking of 9th among 130 Midwestern "master's universities" for economic diversity (2007) - important recognition of our longstanding and successful effort to promote access for qualified students to excellent higher education, irrespective of the financial means of those students and their families.
Student Engagement Leads to Satisfaction. Shown by the 2013 National Survey of Student Engagement as performing at or above U.S. norms on virtually all measures of student engagement in students' education. In a recent alumni survey, 91% indicated that they were either satisfied or very satisfied with their overall experience as a student at Rockford University.
"Best in the Midwest" Consistently ranked as One of the Best Colleges and Universities in the Midwest by The Princeton Review which is based on student opinion data compiled by The Princeton Review and the Review’s standards for academic excellence within each region
Prestigious Honor for Community Service. Named to the President's Higher Education Community Service Honor Roll based on innovative and effective community service and service learning programs since 2008. One of only 83 colleges in the U.S. to be named to the Honor Roll with Distinction (2008).
Military Friendly School. 2011-2014 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 University is a private, independent, coeducational university providing courses of study leading to baccalaureate and master’s degrees. The academic programs of students are based on a foundation of learning in the liberal arts and sciences. The college emphasizes excellence in teaching, and has a strong commitment to scholarly activity, creative expression and community service. The educational program is characterized by a concern for the needs of all students, and reflects the basic human rights and responsibilities of a democratic society.
Rockford University is accredited by the following organizations:
The Higher Learning Commission
North Central Association of Colleges and Schools 230 South LaSalle St., Suite 7-500 Chicago, IL, 60604-1413 800-621-7440 www.ncahigherlearningcommission.org
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
Accreditation Commission for Education in Nursing 3343 Peachtree Road NE, Suite 850 Atlanta, GA 30326 404-975-5000
International Information
English as a Second Language Program:
Helping Students Make Their Dreams Come True Through English
The English as a Second Language Program at Rockford University (ESL) is focused on students preparing for university study or professional programs. It is a course of study based on an integrated skills approach with listening, speaking, reading, writing, and grammar components. The ESL program is SEVIS approved to grant F-1 visas for international students. The goal is for students to pass the TOEFL test and matriculate to a baccalaureate or masters level program. Classes meet daily.
During the 2013-2014 academic year, 33 students were served through the ESL program. Several countries were represented by the international students, including:
China
Korea
Office of Global Affairs: Making Rockford University A Window To The World
The Office of Global Affairs helps prepare Rockford University's students, faculty and community constituents for active participation in a rapidly changing global society by internationalizing our campus and curriculum, facilitating experiential learning opportunities, and developing our international partnerships to achieve the University's strategic objectives. They accomplish this through four key activities:
• International student support services
• Study abroad, international service learning
• Faculty-led, short term study abroad programs
• Multicultural and cross-cultural affairs activities and programs Highlights from the 2013-2014 academic year
• During the Fall 2013 semester, one student studied abroad through Kobe College in Japan.
• During the Spring 2014 semester, three students studied abroad through the University of Santiago in Spain.
• During the 2013-2014, two students studied at Regents University of London.
• There were two faculty-led trips. Professor Stephanie Quinn took five students to Rome, Italy and Professors Sharon Bartlett and Jennifer Langworthy took six students to France.
• The Office of Global Affairs hosted Global Communication Hours throughout the year, which were bimonthly presentations given by our international students detailing their culture and home information. Syria and Ukraine were just two of the many interesting topics presented.
• The Office of Global Affairs hosted a weekly Tea Time.
• Average attendance of the presentations hosted by the Office of Global Affairs (ISSS) ranged from fifteen to twenty people per event.
• The Office of Global Affairs hosted monthly events which ranged from 90 – 550 people per event. Some of these events include a Swedish Midsummer Festival, Lunar New Year and the International Food Festival.
What are the options for study abroad?
Rockford University has the following International Agreements.
Country
China
School
Changzhou University
China Shanghai International University
China
Shenyang Normal University
China Sichuan University
China Zhejiang Wanli University
England Regent’s College London
Japan Kobe College
Spain University of Santiago
Sweden University of Skovde
Honor Societies and Programs
• Chi Alpha Sigma (Athletics)
• Omicron Delta Epsilon (Economics)
• Phi Alpha Theta (History)
• Phi Beta Kappa
• Phi Sigma Iota (Foreign Languages)
• Psi Chi (Psychology)
• Sigma Beta Delta (Business, Management and Administration)
• Sigma 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 200820092010201120122013
Criminal
Criminal Offenses - On Campus, Residence Halls
SOURCE: Campus Safety and Security, August 2014
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
Applied Anthropology
Art History (B.A.)
Biochemistry (B.S.)
Biology (B.A., B.S.)
Cellular & Molecular Biology
Evolution & Ecology
Business Administration (B.A., B.S.)
Finance
Management
Marketing
Chemistry (B.A., B.S., ACS certified)
Classics (B.A.)
Computer Science
Management Information Systems
Web Development (B.A., B.S.)
Early Childhood Education (B.A., B.S.)
Illinois Certification (Early Childhood Education)
Economics (B.A., B.S.)
International Economics
Public Policy
Elementary Education (B.A., B.S.)
English (B.A.)
Creative Writing
Literature
French (B.A.)
German (B.A.)
History (B.A., B.S.)
Human Development (B.A., B.S.)
Research
Child/Adolescent Development
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.)
Illinois Certification (K-12)
Studio Art (B.A.)
Studio Art (B.F.A.)
2-Dimensional Art
3-Dimensional Art
Graphic Design
Theatre (B.F.A.)
Acting/Directing
Design/Technical
Musical Theatre Performance
Theatre Management
Theatre Arts (B.A.)
Pre-Professional Programs:
Pre-Law
Pre-Social Work
Health Professions
Pre-Dentistry
Pre-Medicine
Pre-Pharmacy
Pre-Veterinary Medicine
Certificate
Geropsychology
Programs of Study continued
Undergraduate Minors:
Accounting
Ancient and Medieval Studies
Anthropology/Sociology
Art History
Biology
Business Administration
Chemistry
Child/Adolescent Development
Classical Civilization
Classics
Coaching Communication
Creative Writing
Economics
Elementary Education
English
Entrepreneurship
Ethics
French
German
Gerontology
Greek Health Education
History
Human Development
Latin
Latin American, Caribbean, & Iberian Studies
Literature Management Information Systems
Mathematics
Music
Peace and Conflict Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religious Studies
Secondary Education (6-12)
Spanish
Special Education
Studio Art
Theatre Arts
Theatre Management
Web Development
Graduate Majors:
Business Administration (M.B.A.)
Concentrations in:
• Marketing
• Entrepreneurship
• Finance
• Public/Non-Profit
• Strategic
• Accounting/CPA
• Health Administration
• Management
• Project Management
Teaching (M.A.T.)
Professional Educator Licensure (PEL)
endorsements in:
• Early Childhood
• Elementary
• Secondary
• K–12
• Special Education
• Reading Teacher
• Reading Specialist*
• Instructional Strategies*
• Education
*For licensed teachers only
Endorsements:
• Bilingual Teacher/ESL
• Learning Behavior Specialist I
• Middle School
• Reading Teacher
• Secondary
Community Education Programs
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: Academic Affairs & CBL Coordinator
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. Beginning with 2013-2014, all data used to calculate CBL information was from Fall Census and unduplicated.
Campus Infrastructure
Below you can find out a little more about the nuts and bolts of our campus.




















Rockford University Campus Acreage: 135 acres















































Other Campus Facilities Square Footage Blanche








SOURCE: Physical Plant; Residence Life












NOTE: * Classrooms and Lab counts do not include offices or conference rooms.
Howard Colman Library
Total Physical Holdings143,795
Number of Print Serial Subscription titles
Number of Electronic Serial Subscription titles
Number of E-Books 1893
titles
Archives / Special 795 linear feet795 linear feet795 linear feet795 linear feet
Space 34,752 square feet34,752 square feet34,752 square feet34,752 square feet
Full-text Journals 23,000 + journals23,000 + journals23,000 + journals23,000 + journals
Entertainment DVDs and A/V Media 3,004 items 3,218 items 1,670 items 1,670 items- plus access to thousands of titles in 10 subject specific digital Desktop
Study Suites 5 suites (2 suites with SMART Boards & 3 suites with A/V) 5 suites (1 suite with a SMART Board & 3 suites with A/V) 5 suites (1 suite with a SMART Board & 4 suites with A/V) 5 suites (1 suite with a SMART Board & 4 suites with A/V)
Dedicated Individual Study Carrels
SOURCE: Howard Colman Library
NOTE: Several categories were added in 2009-2010. A/V Media and Smart Table were added in 2010-2011. Library Resources
National Survey of Student Engagement (NSSE)
National Survey of Student Engagement (NSSE)
The National Survey of Student Engagement (NSSE) is an assessment tool that Rockford University administers each academic year. This year, NSSE was administered during the Spring 2014 semester, with results not becoming available until September 2014 The NSSE underwent significant changes implemented in 2013 The graphics below highlight the key changes:


National Survey of Student Engagement (NSSE)
NSSE – Response Rate and Engagement Indicators
This year, Rockford University had a much higher response rate than its comparison groups. The following information is reproduced from Rockford University’s NSSE 2013 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 Engagement Indicator
Academic Challenge
Learning with Peers
Experiences with Faculty
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
Campus Environment
Supportive Environment
SOURCE: 2013 NSSE Report, Rockford University
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 University students with those in its comparison groups.
▲ Your students’ average was significantly higher (p<.05) with an effect size at least .3 in magnitude.
△ Your students’ average was significantly higher (p<.05) with an effect size less than .3 in magnitude. No significant difference.
▽ Your students’ average was significantly lower (p<.05) with an effect size less than .3 in magnitude.
▼ Your students’ average was significantly lower (p<.05) with an effect size at least .3 in magnitude.
First-Year (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
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 belowdisplay the percentage ofstudents who participated in high-impact practices.Both figures include participation in learning communities,service-learning,and research with faculty.The seniorfigure also includes participation in internships orfield experiences,study abroad,and culminating seniorexperiences.The first segment in each barshows the percentage ofstudents who participated in at least two HIPs,and the fullbar(both colors)represents the percentage who participated in at least one.
SOURCE: 2013 NSSE Report, Rockford University
First-Year Students Seniors
National Survey of Student Engagement (NSSE)
NSSE – Additional Results
The Academic Challenge theme contains fourEngagement Indicators (HO,RI,LS,QR)as wellas severalimportant individual items.The results presented here provide an overviewofthese individualitems.Formore information about the Academic Challenge theme,see your Engagement Indicators report.To furtherexplore individualitemresults,see your Frequencies and Statistical Comparisons, the Major Field Report, orthe NSSE Institutional Report Builder (described on p.4).
Time Spent Preparing for Class
This figure reports the average weekly class preparation time foryourfirst-yearand senior students compared to students in yourcomparison group.
Reading and Writing
These figures report the average numberofhours your students spent reading fortheir courses and the average numberofpages ofassigned writing compared to students in yourcomparison group.
Challenging Courses
To what extent did yourstudents'courses challenge themto do theirbest work? Response options ranged from1="Not at all" to 7="Very much."
Academic Emphasis
Howmuch did students say theirinstitution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."

Responding "Very
or "Quite a
National Survey of Student Engagement (NSSE)
NSSE – Item Comparisons
This section displays the five questions on which the first-year and senior students scored the highest and the five questions on which they scored the lowest, relative to students in Rockford University’s comparison group. Parenthetical notes indicate whether an item belongs to a specific Engagement Indicator or is a HighImpact Practice. While these questions represent the largest differences (in percentage points), they may not be the most important to Rockford University’s mission or current program.
First-year
Highest Performing Relative to Great Lakes Private
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 academically c (SE)
Inst. emphasizes… Providing opportunities to be involved socially c (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 drawfrom the 53 items that make up the ten Engagement Indicators and sixHigh-Impact Practices.Keyto abbreviations:HO = HigherOrder Learning, RI= Reflective &Integrative Learning,LS = Learning Strategies,QR = Quantitative Reasoning,CL= Collaborative Learning,DD = Discussions with Diverse Others, SF = Student-FacultyInteraction,ET = Effective Teaching Practices,QI= Qualityof Interactions,SE = Supportive Environment,HIP = High-Impact Practice. Item numbering corresponds to the surveyfacsimile included in your InstitutionalReport and available on the NSSE Web site.
b.Combination of students responding "Veryoften" or "Often."
c.Combination of students responding "Verymuch" or "Quite a bit."
d.Rated at least 6 on a 7-point scale.
e.Percentage reporting at least "Some."
Enrollment
Student Enrollment - Fall 2013
Undergraduates
Degree-seeking, first-time freshmen406325
Other first-year, degree-seeking372314
All other degree-seeking2314424273
Total
All other undergraduates enrolled
Graduates
Degree-seeking,
all undergraduate
SOURCE: IPEDS 2013 Fall Enrollment Survey
Full-time Undergraduate Enrollment: Average Headcount for Fall and Spring
SOURCE: Student Administrative Services
NOTE: Included in this count are non-degree seeking students

SOURCE: Student Administrative Services
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 2013
SOURCE: Undergraduate Admissions and the Graduate Office
Source: IPEDS 2013 Fall Enrollment Survey
Illinois Wisconsin California Missouri Iowa
Completions
Men5126%8139%9238%6927%7630%
Race / Ethnicity
Nonresident Alien1<1%00%42%31%104%
Black or African American74%147%187%94%125%
American Indian or Alaska Native1<1%00%00%00%00%
Asian63%63%1<1%73%21%
Native Hawaiian or Other Pacific Islander00%00%00%10%00% Hispanic / Latino126%94%104%125%114% White, non-Hispanic15278%16178%19278%18573%17168%
Two or more Races1<1%00%42%125%156% Race / Ethnicity Unknown158%178%167%249%2610%
SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology
NOTE: Percentages may not add to 100% due to rounding. In 2009-2010, the race/ethnicity categories changed to accommodate new federal categories.
Master's Degrees Conferred byGender and Race / Ethnicity
TotalNumber of Graduates
Race / Ethnicity
Nonresident Alien22%00%00%34%33%
Black or African American54%21%53%56%11%
American Indian or Alaska Native00%00%00%00%11%
Asian11%43%32%00%11%
Native Hawaiian or Other Pacific Islander00%00%00%00%00%
Hispanic / Latino33%86%64%11%33%
White6756%8861%8257%5671%6270%
Two or more races11%11%64%23%45%
Race / Ethnicity Unknown4134%4128%4330%1215%1315%
SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology
NOTE: Percentages may not add to 100% due to rounding. In 2009-2010, the race/ethnicity categories changed to accommodate new federal categories.
Completions
Science
SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology
NOTE: Summing the number of degrees conferred for each major does not equal the total number of graduates because some students graduate with double majors. Similarly, the sum of percentages will be greater than 100%.
Completions
SOURCE: Office of the Registrar and Student Administrative Services using IPEDS methodology
NOTE: Percentages may not add to 100% due to rounding.
*The first MAT degrees in K-12 were conferred in 2010-2011.
† Program is phasing out due to Illinois statutory regulations. Total Number of Graduates
Full-time Undergraduate Tuition (includes nonresident aliens)
Source: Student Administrative Services.
* The cost per credit hour for BSMS Cohorts 1-18 is $403.00
**The cost per credit hour for BSMS Cohorts 19-present is $410.00.
***The cost per credit hour for BSMS Cohorts 28-32 is $414.00
****The cost per credit hour for BSMS Cohorts 33+ is $420.00
Aid Awarded to Enrolled Undergraduates
- 2012-2013*
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 nonneed-based aid used to meet need.)
Non-need-based $ (Exclude non-need-based aid used to meet need.)
Scholarships/Grants
Federal
State (i.e., all states, not only the state in which your institution is located)
Institutional: Endowed scholarships, annual gifts and tuition funded grants, awarded by the college, excluding athletic aid and tuition waivers (which are reported below).
Scholarships/grants from external sources (e.g., Kiwanis, National Merit) not awarded by the college
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.)
$1,854,473 $846
$6,743,251 $1,077,304
$8,118,683 $1,129,085
$97,930
$55,711 $69,042
Source: The Common Data Set (Tab H) 2012-2013, with data provided by Student Administrative Services *Please note that this data is from the 2012-2013 academic year. Data for the 2013-2014 academic year will not be available until late Fall 2014.
Student Activities – Clubs & Organizations
By participating in the Campus Activities Board (CAB), Rockford University students plan their events for the entire campus to enjoy. CAB is a student group that brings musicians, comedians, and other performers to campus. CAB also programs Homecoming, Family Weekend, April Weekend, and dances.
Students also play an important role in college governance through the Student Government Association (SGA). Student representatives may hold memberships on the Board of Trustees and its Student Life Committee, as well as being members of the four standing committees of SGA: Academic Affairs, Allocation Committee, Campus Activities Board (CAB), and Residence Hall Council (RHC).
During the academic year 2013-2014, Rockford University 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 University 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: Residence Life, IPEDS Fall Enrollment Survey
NOTE: Percentages represent the percentage of all full-time undergraduate students in each category.
Let's take a look at where we can find our RU Alumni across the country…

...and around the globe!

Countries represented by each Continent:
UNITEDSTATES AUSTRIA CHINA CHAD
CANADA
BOSNIA HONGKONG EASTAFRICA
BELIZE BULGARIA INDIA KENYA
COSTARICA CROATIA JAPAN NIGER
COCOSISLANDS FRANCE KYRGYZSTAN SOUTHAFRICA
TURKS&CAICOSISLANDSGERMANYMALAYSIA TANZANIA
South America GREECE NORTHKOREATOGO
ARGENTINA GUERNSEY OMAN
BRAZIL ICELAND PAKISTAN
ECUADOR ITALY SAUDIARABIA
PARAGUAY NETHERLANDS SINGAPORE
Australia NORWAY SOUTHKOREA
AUSTRALIA
GUAM
NAURU
SOURCE: Office of Advancement
SPAIN SRILANKA
SWEDEN TAIWAN
SWITZERLAND TURKEY
UNITEDKINGDOM
Faculty & Staff Profiles
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. TotalFull-time Faculty
Assigned Position
SOURCE: Human Resources Office
NOTE: Percentages may not add to 100% due to rounding. TotalFull-time Staff Members
Assigned
SOURCE: Human Resources Office
NOTE: Percentages may not add to 100% due to rounding.
Art & Art
History
English
History
Dr. Jennifer Langworthy, Department
David Menard
Christopher Sisson
Phillip Soosloff
NOTE: This data excludes adjunct faculty and graduate assistants. Total Employed
Chair Modern & Classical Languages & Religious Studies
Dr. Colleen Page, Department Chair
Dr. William Gahan
Performing Arts
Dr. John Burns, Department Chair
Dr. Sharon Bartlett
Dr. Joseph Kobylas
Dr. Donald Martin
Dr. Stephanie Quinn
Dr. Patricia Walters
Deborah Mogford, Department Chair Timm Adams
Jeff Hendry
Angelo O’Dierno
Dr. Michael Perry Amy Wright
Dr. Susan Porterfield
Dr. Kyle Stedman
Dr. Mary Weaks-Baxter
Dr. Catherine Forslund, Department Chair and Dean of the College
Dr. David Sytsma
SOURCE: Human Resources Office
Philosophy
Dr. Matthew Flamm, Department Chair
Dr. Stephen Hicks
Chemical & Biological Sciences
College
Dr. Matthew Bork
Dr. William Doria
Dr. Deborah Breiter, Dean, College of Science, Mathematics, and Nursing
Dr. James Marshall, Department Chair
Dr. Sean Beckmann
Dr. Troy Skwor
Dr. Joseph Ward
Carol Kalen
Mathematics, Computer Science, and Physics
Dr. Mehmet Kavechi
Dr. Mehmet Dik, Department Chair
Dr. Filiz Dik
Psychology
Dr. Nancy Kertz, Assistant Dean and Department Chair
Cathy Akker
Nola Addante
Andrea Anderson
Jenifer Grobe
Denise Boxleitner
Jacqueline Garland
Marilyn Greer
Kim McCullough
Cheryl Troxel
Dr. Belinda Wholeben, Department Chair
Dr. Jonathon Skalski
Dr. Joel Lynch
Elaine Sharpe
College of Social Sciences, Commerce, and Education Department
Anthropology & Sociology
Economics, Business, & Accounting
Dr. Lynn Newhart, Department Chair
Dr. Matthew Dalstrom
Dr. Thomas McIntyre
Robert Evans, Department Chair
Henry Espensen
Jeffrey Fahrenwald
Dr. Ina Freeman
Brian Huels
Dr. Roxanna Idu
Stanley Klatka
Dr. Caleb Lewis
William Lewis
Gary Lubbert
Dr. Masoud Moallem
SOURCE: Academic Affairs – Divisions & Departments
Jean Harezlak, Unit Head
Dr. Debra Dew, Dean
Dr. Susan Smith
Lynn Stafford
JoEllen Vause
Kimberlee Wagner
Dr. Karen Walker
Dr. Robin Miller Young
Tammy Schiek, Department Chair
Ann Boe
Dr. Jason Hunter
Dr. Jules Gleicher, Department Chair
Robert Evans
Dr. Robert Head, President
Dr. Steven Siconolfi, Vice President of Academic Affairs and Provost
Ms. Christina Anderson, Vice President of Business and Chief Financial Officer
Dr. Eric Fulcomer, Vice President for Enrollment Management
Mr. Bernard Sundstedt, Vice President for Institutional Advancement
Board of Trustees Members
Officers:
Charles L. Colman
Thomas A. Muldowney
Barbara R. Tanaglia
Ray Wood
Robert L. Head, Ph.D
Members:
Charles Box
James H. Clarke, Ph.D.
Elizabeth Donovan
Thomas Gendron
Dawn R. Hallsten
Elizabeth Hegel
L. Thomas Heiser
Helen C. Hill
Nathan Howard
Teresa J. Ingrassia
Dennis W. Johnson
Iain D. Johnston
Marci K. Taets
Members (continued):
James W. Keeling
Dan G. Loescher
Donald R. Patrick Sunil Puri
David R. Rydell
Jane R. Thomas, Ph.D.
Frank E. Walter
James S. Whitehead
Jonathan S. Whitlock
Belinda Wholeben, Ed.D.
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.
Louise C. Sinclaire
Stanton K. Smith, Jr.
Angelo L. Spoto
The Honorable John E. Sype
Stuart M. Weller
John B. Whitehead
Rockford University Presidents
The following is a list of our past and present Rockford University Presidents. Included in this count are the first four principals of Rockford Female Seminary.
Anna Peck Still – Founder and 1st Principal of Rockford Female Seminary, 1852-1884
Martha Hillard, 2nd Principal of Rockford Female Seminary, 1884-1888
Anna Gelston – 3rd Principal of Rockford Female Seminary, 1888-1890
Sarah F. Anderson –4th Principal of Rockford Female Seminary and President of Rockford College, 1890-1896
Phebe T. Sutliff – 5th President of Rockford College, 1896-1901
Emily K. Reynolds – 6th President of Rockford College, 1901-1902
Julia Gulliver – 7th President of Rockford College, 1902-1919
Dr. William A. Maddox – 8th President of Rockford College,1919-1933
Dr. John Gordon – Acting President of Rockford College, 1933-1934
Dr. Gordon K. Chalmers – 9th President of Rockford College, 1934-1937
Dr. Mary Ashby Cheek – 10th President of Rockford College, 1937-1954
Dr. Leland H. Carlson – 11th President of Rockford College, 1954-1959
Dr. John A Howard – 12th President of Rockford College, 1960-1977
John D. Spence – Acting President of Rockford College, 1977-1979
Dr. Norman Stewart – 13th President of Rockford College, 1979-1988
Dr. Gretchen Von Lowe Kreuter – 14th President of Rockford College, 1988-1992
Dr. William A Shields – 15th President of Rockford College, 1992-2002
Dr. Paul Pribbenow – 16th President of Rockford College, 2002-2006
Dr. Richard Kneedler – Interim President of Rockford College, 2006-2008
Dr. Robert Head – 17th President of Rockford University, 2008-present