Fact Book 2013-2014 by Rockford University

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

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)

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