Fact Book 2006-2007

Page 1


Introduction

WelcometotheinauguraleditionoftheRockfordCollegeFactBook.Aninstitutionalfactbookprovidesacentralized locationforvaluableinformationabouttheCollege.Datawithinthisdocumentareavailabletofacilitateanalysisof trends,decisionmaking,andreporting.ExistenceofaRockfordCollegeFactBookwillhelpinstitutionalizethecollection, dissemination,anduseofstandardizedinformation.

ThefactbookprojectiscoordinatedbytheRockfordCollegeAssessmentSeminar(RCAS).Everyeffortwasmadeto includethemostaccuratecurrentlyavailabledataalongwithhistoricaltrends.Datawere(a)extractedfromthe IntegratedPostsecondaryEducationDataSystemand(b)suppliedbyvariouscampusoffices.*Thedataprovidedare notconsideredall-inclusive,andfutureeditionsofthefactbookareexpectedtobemoreexpansive.

TheRockfordCollegeFactBookwillbeupdatedannuallyeachNovember.RCASwelcomessuggestionsfor improvementstothispublication.SuggestionsshouldbesubmitttedtoEnrollmentandRetentionResearchAnalyst HeatherSnideratHSnider@rockford.eduor815.226.4186.

*All data were thought to be accurate at the time of publication; however, historical information may change as we better define data elements.

About Rockford College

RockfordCollegeisaprivate,independent,coeducationalcollegeprovidingcoursesofstudyleadingtobaccalaureate andmaster’sdegrees.Theacademicprogramsarebasedonafoundationoflearningintheliberalartsandsciences. Thecollegeemphasizesexcellenceinteachingandhasastrongcommitmenttoscholarlyactivity,creativeexpression, andcommunityservice.Theeducationalprogramischaracterizedbyaconcernfortheneedsofallstudentsandreflects thebasichumanrightsandresponsibilitiesofademocraticsociety.

Mission and Vision

Ourmissionistoeducatemenandwomentoleadresponsibleproductivelivesbymeansofacurriculumgroundedin liberalartslearningandcomplementedandextendedbyprofessionalandpracticalexperiences.Throughthetotal academicandco-curricularexperience,RockfordCollegestrivestopreparestudentsforfulfillinglives,careers,and participationinamodernandchangingglobalsociety.

OurvisionistobeJaneAddams’collegeinthe21stcentury.Addamswasamongthefirsttoearnabaccalaureatefrom RockfordCollege.ShewasalsothefounderofChicago’sHullHouseandaNobelPeacePrizerecipient.Herlegacy inspiresRockfordCollege’scommitmenttoapracticaleducation,civicengagement,agility,andaccountability.

Strategic Goals

1.Weshallorderourlivesacademicallyandadministrativelybasedonthebestoftheliberalartstradition—expansive thinking,interdisciplinarywork,moralreflection,andcreativeenergy.

2.Theboundariesofourcampuswillbemoreandmorefluid.

3.Weshalllinklearningandscholarshipwithcivicengagementandleadershipinallwedoasacollege.

4.Weshallbuildourcommunitysothatourworkiscommon,ourbehavioriscivil,andourattitudeisresponsive.

Distinctions

•Named“BestintheMidwest”by The Princeton Review threeyearsinarow(2005–2007).

•Designatedasa“CollegewithaConscience”by The Princeton Review andCampusCompact,oneofonly81nationwide.

•SelectedbytheCarnegieFoundationfortheAdvancementofTeachingasoneof76U.S.collegesanduniversitiesto holda“CommunityEngagement”classification(2007).

•Honoredasoneof11collegesinIllinoisand276inthecountrywithaPhiBetaKappachapter,theoldestandmost prestigiousacademichonorsociety.

•Nameda“CollegeofDistinction”byStudentHorizons(2007).

THEHIGHERLEARNINGCOMMISSION

NorthCentralAssociationofCollegesandSchools

30NorthLaSalleStreet,Ste.2400

Chicago,IL60602-2504

Phone:800.621.7440

www.ncahigherlearningcommission.org

AMERICANCHEMICALSOCIETY

1155SixteenthStreetNW

Washington,DC20036

Phone:800.227.5558

www.acs.org

ILLINOISSTATEBOARDOFEDUCATION

ProfessionalPreparationandRecruitment

100NorthFirstStreet,E-310

Springfield,IL62777-0001

Phone:217.782.4330 www.isbe.net

Accreditation

INTERNATIONALASSEMBLYFORCOLLEGIATE BUSINESSEDUCATION

P.O.Box25217

OverlandPark,KS66225

Phone:913.631.3009 www.iacbe.org

NATIONALLEAGUEFORNURSING–ACCREDITINGCOMMISSION

61Broadway

NewYork,NY10006

Phone:800.669.1656ext.153 www.nlnac.org

Honor Societies

PhiBetaKappa

OmicronDeltaEpsilon(Economics)

PhiAlphaTheta(History)

PhiDeltaKappa(Education)

PhiSigmaIota(ForeignLanguages)

PsiChi(Psychology) Administrators

Dr. Richard Kneedler,InterimPresident

Dr. Stephanie Quinn,ExecutiveVicePresidentandDeanoftheCollege

Mr. Hank Espensen,VicePresidentforStudentLife(throughFebruary2007),DirectorofAthletics

Mr. Brad Knotts,DeanofStudents(asofFebruary2007),DirectorofStudentRetention

Mr. John McNamara,VicePresidentforCollegeDevelopment

Ms. Jennifer Nordstrom,DirectorofUndergraduateAdmission

Ms. Christina Sisson,ControllerandChiefFinancialOfficer

Enrollment Trends

Student Profiles

New Student Profile Degree-Seeking Undergraduates Fall 2006 Census

268 Fall 2005 Census

247

Total New NumberPercentNumber Percent

Enrolled Status

Full-Time24391%22290%

Part-Time259%2510%

New Student Type

First-TimeFreshman11041%10040% FreshmanTransfer4416%3815% OtherTransfer11443%10944%

Gender Male9134%8334% Female17766%16466%

Race/Ethnicity

NonresidentAlien41%31%

Black,non-Hispanic239%2711%

AmericanIndian/AlaskaNative21%00% Asian/PacificIslander62%52% Hispanic156%135%

White,non-Hispanic18469%18173%

Race/EthnicityUnknown3413%187%

Residence

Illinois24190%20884% Out-of-State228%3514% International52%42%

States Represented

Countries Represented

Academic Profile

Average ACT Score

Average High School GPA

CT,FL,GA,IL,IA,MI,MN, MO,NJ,NY,WI

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

Guernsey,Japan,Mongolia, Nepal,Thailand France,India,Panama, Swaziland

SOURCE:OfficeofEnrollmentManagement NOTE:Percentagesmaynotaddto100%duetorounding.

Student Profiles

Undergraduate Student Profile

full-timeandpart-time,degreeandnon-degree-seeking

Enrolled Status

Full-time77479%69981%73883%73184%68878% Part-time20221%16719%14917%14116%19222%

Gender

Male36638%33038%35440%31336%30735%

Female61063%53662%53360%55964%57365%

Race/Ethnicity

NonresidentAlien263%121%81%172%81% Black,non-Hispanic717%688%728%617%627% AmericanIndian/AlaskaNative4<1%3<1%3<1%4<1%3<1% Asian/PacificIslander232%172%172%142%182% Hispanic404%405%445%425%485% White,non-Hispanic80482%71983%68377%64374%65775% Race/ethnicityunknown81%71%607%9110%8410%

Age

under1871%2<1%51%51%51% 18-1920121%18521%19822%21725%17220% 20-2127929%24328%18621%22826%23527% 22-2417118%16920%19822%13515%17320% 25-2910911%10312%8710%8910%9511% 30-34737%647%516%455%516% 35-39475%324%293%475%364% 40-49697%496%546%455%536% 50-64152%121%131%142%142% 65andover51%1<1%1<1%00%00% Ageunknown00%61%657%475%465%

SOURCE:IPEDSEnrollmentSurveys

NOTE:Percentagesmaynotaddto100%duetorounding.

Student Profiles

Graduate Student Profile full-timeandpart-time,degreeandnon-degree-seeking

Fall 2005

Enrolled Status

Full-time12422%9819%21439% Part-time44778%40681%33261%

Gender

Male16429%14429%17933% Female40771%36071%36767%

Race/Ethnicity

NonresidentAlien31%2<1%2<1% Black,non-Hispanic51%92%163% AmericanIndian/AlaskaNative2<1%31%00% Asian/PacificIslander51%41%81% Hispanic265%184%367%

White,non-Hispanic31756%26452%20638% Race/EthnicityUnknown21337%20440%27851%

Age under1800%00%00% 18-1900%00%00% 20-211<1%1<1%1<1% 22-246111%5210%519% 25-2911720%9118%12122% 30-34549%6813%7714% 35-396011%418%499% 40-4911420%10020%8415% 50-646311%7715%479% 65andover00%1<1%1<1% Ageunknown10118%7314%11521%

SOURCE:IPEDSEnrollmentSurveys

NOTE:Percentagesmaynotaddto100%duetorounding.

Student Life

Residence Life

Percentage of Students Living on Campus

First-time, First-year (Freshman) Fall 2006 All Undergraduates Fall 2006

SOURCE: US News & World Report MainStatisticalSurvey

Campus Safety

Criminal

Hate Offenses: Hateoffensesmanifestevidenceofprejudice basedonrace,religion,sexualorientation,gender, disability,orethnicity/nationalorigin.

SOURCE:CampussecuritystatisticsreportedtotheUSDepartmentofEducation.Formoreinformationaboutcampussafety andsecurityvisithttp://www.rockford.edu/safety/index.asp.

Student Life

Athletics

Approximately180student-athletesparticipatedinintercollegiatesportsduringthe2006–2007academicyear.Rockford Collegehas15varsityteams,andbelongstotheNCAADivisionIII,NorthernAthleticsConference,andUpperMidwest AthleticConference(footballonly).

Men’s SportsWomen’s Sports

BaseballBasketball

BasketballCrossCountry

CrossCountrySoccer

FootballSoftball

GolfTennis

SoccerTrackandField

TennisVolleyball

TrackandField

Clubs and Organizations

RockfordCollegehad28registeredstudentorganizationsduringthe2006–2007academicyear.

AlphaHelix

Anthropology/SociologyClub

BlackStudentUnion(BSU)

CampusActivitiesBoard(CAB)

Cheerleading

DanceTeam

FriendsofGermany

Gay-StraightAlliance(GSA)

Intervarsity

ModelUN

MoreThanaDiagnosis

MulticulturalClub

MusicClub

NursingStudentOrganization(NSO)

PeaceJam

PLEASE(PreservingLifeandEnergyviaAction,Service,andEducation)

PokerClub

PsychSociety

RAGE(RegentAthleticsGettingExcited)

RegentPlayers

RegentTimes

Rotoract

SeniorClub

SocietyofArtsyPeople(SOAP)

SpanishClub

StudentGovernmentAssociation(SGA)

TEACH(Tomorrow’sEducatorsAchievingChallengingHeights)

YESClub(YoungEaglesSuccessClub)

Library Resources

Holdings-Total144,970items Holdings-OpenSubscriptions393titles Holdings-Archives/Special795linearfeet Space34,752squarefeet

SOURCE:HowardColmanLibraryspaceauditandrecordsofholdings.

Study Abroad

SOURCE:KobeRegentsCenterforGlobalEducation *Majorsmaynotadduptothetotalnumberofstudentsstudyingabroad,becausesomestudentshavedoublemajors.

Graduate and Community Education Programs

People Served by Graduate and Community Education Programs

Total Served

MBA Program

MAT Program

BSMS (BSinManagementStudies)

ESL (EnglishasaSecondLanguage)

NICNE (NorthernIllinoisCenterforNon-ProfitExcellence)

Music Academy

RCLC (RockfordCollegeLearningCenter)

BSN-C (BSinNursing-Completion)

SOURCE:OfficeofGraduateandCommunityEducation

NOTE:Countsmaycontainduplicates.

Community-Based Learning (CBL)

Community-BasedLearning(sometimescalledservice-learning)linkstheclassroomtothecommunityinan experientiallearningprocess.InCBL,theprofessor,students,andthecommunityagencylearncollaboratively whilehelpingtheRockfordcommunity.

*IndividualstudentscanhavemultipleexperiencesbytakingmorethanoneclasswithaCBLcomponent.

National Survey of Student Engagement

TheNationalSurveyofStudentEngagement(NSSE)measuresfivebenchmarksofeffectiveeducationalpractice. Benchmarkscoresarecalculatedona100-pointscale,butdonotrepresentpercentages.Comparisonswithreference groupsaremoreinformativethanactualscores.SeeAppendixforabenchmarkinterpretationguide.

Benchmark One: Level of Academic Challenge (LAC)

Challengingintellectualandcreativeworkiscentraltostudentlearningandcollegiatequality.Collegesanduniversities promotehighlevelsofstudentachievementbyemphasizingtheimportanceofacademiceffortandsettinghigh expectationsforstudentperformance.SurveyitemscontributingtoLACinclude:

•Preparingforclass(studying,reading,writing,rehearsing,etc.relatedtoacademicprogram)

•Numberofassignedtextbooks,books,orbook-lengthpacksofcoursereadings

•Numberofwrittenpapersorreportsof20pagesormore;numberofwrittenpapersorreportsofbetween5and19 pages;andnumberofwrittenpapersorreportsoffewerthan5pages

•Courseworkemphasizinganalysisofthebasicelementsofanidea,experienceortheory

•Courseworkemphasizingsynthesisandorganizingofideas,information,orexperiencesintonew,morecomplex interpretationsandrelationships

•Courseworkemphasizingthemakingofjudgmentsaboutthevalueofinformation,arguments,ormethods

•Courseworkemphasizingapplicationoftheoriesorconceptstopracticalproblemsorinnewsituations

•Workingharderthanyouthoughtyoucouldtomeetaninstructor'sstandardsorexpectations

•Campusenvironmentemphasizingtimestudyingandonacademicwork

The LAC reported by Rockford College students was not significantly different from that reported by students in any comparison group.

Footnotes

aWeightedbygender,enrollmentstatus,andinstitutionalsize b*p<.05**p<.01***p<.001(2-tailed)

cMeandifferencedividedbycomparisongroupstandarddeviation

All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).

National Survey of Student Engagement

TheNationalSurveyofStudentEngagement(NSSE)measuresfivebenchmarksofeffectiveeducationalpractice. Benchmarkscoresarecalculatedona100-pointscale,butdonotrepresentpercentages.Comparisonswithreference groupsaremoreinformativethanactualscores.SeeAppendixforabenchmarkinterpretationguide.

Benchmark Two: Active and Collaborative Learning (ACL)

Studentslearnmorewhentheyareintenselyinvolvedintheireducationandaskedtothinkaboutwhattheyarelearning indifferentsettings.Collaboratingwithothersinsolvingproblemsormasteringdifficultmaterialpreparesstudentsforthe messy,unscriptedproblemstheywillencounterdailyduringandaftercollege.SurveyitemscontributingtoACLinclude:

•Askedquestionsinclassorcontributedtoclassdiscussions

•Madeaclasspresentation

•Workedwithotherstudentsonprojectsduringclass

•Workedwithclassmatesoutsideofclasstoprepareclassassignments

•Tutoredortaughtotherstudents

•Participatedinacommunity-basedprojectaspartofaregularcourse

•Discussedideasfromyourreadingsorclasseswithothersoutsideofclass(students,familymembers,co-workers,etc.)

The ACLexperienced by Rockford College students was not significantly different from that experienced by students in any comparison group.

Footnotes

aWeightedbygender,enrollmentstatus,andinstitutionalsize

b*p<.05**p<.01***p<.001(2-tailed)

cMeandifferencedividedbycomparisongroupstandarddeviation

All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).

National Survey of Student Engagement

TheNationalSurveyofStudentEngagement(NSSE)measuresfivebenchmarksofeffectiveeducationalpractice. Benchmarkscoresarecalculatedona100-pointscale,butdonotrepresentpercentages.Comparisonswithreference groupsaremoreinformativethanactualscores.SeeAppendixforabenchmarkinterpretationguide.

Benchmark Three: Student-Faculty Interaction (SFI)

Studentslearnfirsthandhowexpertsthinkaboutandsolvepracticalproblemsbyinteractingwithfacultymembersinside andoutsidetheclassroom.Asaresult,theirteachersbecomerolemodels,mentors,andguidesforcontinuous,life-long learning.SurveyitemscontributingtoSFIinclude:

•Discussedgradesorassignmentswithaninstructor

•Talkedaboutcareerplanswithafacultymemberoradvisor

•Discussedideasfromyourreadingsorclasseswithfacultymembersoutsideofclass

•Workedwithfacultymembersonactivitiesotherthancoursework(committees,orientation,student-lifeactivities,etc.)

•Receivedpromptwrittenororalfeedbackfromfacultyonyouracademicperformance

•Workedwithafacultymemberonaresearchprojectoutsideofcourseorprogramrequirements

SFI at Rockford College is not significantly different from that for any comparison group.

Footnotes

aWeightedbygender,enrollmentstatus,andinstitutionalsize

b*p<.05**p<.01***p<.001(2-tailed)

cMeandifferencedividedbycomparisongroupstandarddeviation

All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).

National Survey of Student Engagement

TheNationalSurveyofStudentEngagement(NSSE)measuresfivebenchmarksofeffectiveeducationalpractice. Benchmarkscoresarecalculatedona100-pointscale,butdonotrepresentpercentages.Comparisonswithreference groupsaremoreinformativethanactualscores.SeeAppendixforabenchmarkinterpretationguide.

Benchmark Four: Enriching Educational Experiences (EEE)

Complementarylearningopportunitiesenhanceacademicprograms.Diversityexperiencesteachstudentsvaluable thingsaboutthemselvesandothers.Technologyfacilitatescollaborationbetweenpeersandinstructors.Internships, communityservice,andseniorcapstonecoursesprovideopportunitiestointegrateandapplyknowledge.Surveyitems contributingtoEEEinclude:

•Participatinginco-curricularactivities(organizations,publications,studentgovernment,sports,etc.)

•Practicum,internship,fieldexperience,co-opexperience,orclinicalassignment

•Communityserviceorvolunteerwork

•Foreignlanguagecoursework&studyabroad

•Independentstudyorself-designedmajor

•Culminatingseniorexperience(capstonecourse,seniorprojectorthesis,comprehensiveexam,etc.)

•Seriousconversationswithstudentsofdifferentreligiousbeliefs,politicalopinions,orpersonalvalues

•Seriousconversationswithstudentsofadifferentraceorethnicity

•Usingelectronictechnologytodiscussorcompleteanassignment

•Campusenvironmentencouragingcontactamongstudentsfromdifferenteconomic,social,andracialorethnicbackgrounds

•Participateinalearningcommunityorsomeotherformalprogramwheregroupsofstudentstaketwoormoreclassestogether

Rockford College seniors report more EEE than students in our Carnegie peer group. No other comparisons were significantly different.

Footnotes

aWeightedbygender,enrollmentstatus,andinstitutionalsize

b*p<.05**p<.01***p<.001(2-tailed)

cMeandifferencedividedbycomparisongroupstandarddeviation

All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).

National Survey of Student Engagement

TheNationalSurveyofStudentEngagement(NSSE)measuresfivebenchmarksofeffectiveeducationalpractice. Benchmarkscoresarecalculatedona100-pointscale,butdonotrepresentpercentages.Comparisonswithreference groupsaremoreinformativethanactualscores.SeeAppendixforabenchmarkinterpretationguide.

Benchmark Five: Supportive Campus Environment (SCE)

Studentsperformbetterandaremoresatisfiedatcollegesthatarecommittedtotheirsuccessandcultivatepositive workingandsocialrelationsamongdifferentgroupsoncampus.SurveyitemscontributingtoSCEinclude:

•Campusenvironmentprovidesthesupportyouneedtohelpyousucceedacademically

•Campusenvironmenthelpsyoucopewithyournon-academicresponsibilities(work,family,etc.)

•Campusenvironmentprovidesthesupportyouneedtothrivesocially

•Qualityofrelationshipswithotherstudents

•Qualityofrelationshipswithfacultymembers

•Qualityofrelationshipswithadministrativepersonnelandoffices

Rockford College students’perceptions of a SCE were not significantly different from the perception of students in any comparison group.

Footnotes

aWeightedbygender,enrollmentstatus,andinstitutionalsize

b*p<.05**p<.01***p<.001(2-tailed)

cMeandifferencedividedbycomparisongroupstandarddeviation

All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).

Total Degrees Conferred

Gender

Bachelor’s Degrees Conferred

Bachelor's Degrees Conferred by Gender and Race / Ethnicity

NumberPercentNumberPercentNumberPercentNumberPercentNumber Percent

Men6926%6929%8236%8740%5229% Women19874%17371%14864%13260%12871%

Race / Ethnicity

NonresidentAlien114%115%42%21%106%

Black,non-Hispanic104%167%83%136%42% AmericanIndianorAlaskaNative1<1%1<1%1<1%1<1%11% AsianorPacificIslander31%42%73%52%21% Hispanic83%135%115%94%53% White,non-Hispanic23387%19581%19987%18685%14983% Race/EthnicityUnknown1<1%21%00%31%95%

SOURCE:IPEDSCompletionSurveysandgraduationlists.

NOTE:Percentagesmaynotaddto100%duetorounding.

Bachelor's Degrees Conferred by Major

Total Degrees Conferred

Academic Program

NumberPercentNumberPercentNumberPercentNumberPercentNumber Percent

Accounting187%104%125%105%95% Anthropology/Sociology41%73%94%94%42% Art104%73%42%73%42% ArtHistory21%31%00%31%32% AthleticTraining*00%31%31%NANANANA Biochemistry1<1%1<1%21%31%21% Biology104%62%1<1%73%53% BusinessAdministration5119%5523%2712%3014%3519% Chemistry62%1<1%1<1%1<1%11% ChildDevelopment†6524%21%NANANANANANA Classics21%1<1%1<1%00%00% ComputerScience145%125%157%52%21% Economics62%73%83%63%53% Education00%73%42%52%53% ElementaryEducation†00%5021%6026%5324%4525% English145%125%83%52%84% French00%1<1%00%1<1%11% German1<1%00%00%00%00% History41%31%73%115%32% Humanities00%00%00%00%00% HumanRelations*1<1%NANANANANANANANA InternationalStudies00%00%00%00%00% Latin00%00%00%00%00% Mathematics31%31%83%1<1%84% Mathematics&ComputerScience*1<1%1<1%1<1%NANANANA Music00%00%00%00%00% MusicHistory00%00%1<1%1<1%00% MusicalTheatrePerformance21%21%21%1<1%11% Nursing156%177%177%188%116% Philosophy41%31%42%42%00% PhysicalEducation187%83%63%146%106% PoliticalScience62%73%83%73%00% Psychology197%219%219%157%137% RomanceLanguages00%00%00%00%00% ScienceandMathematics00%00%00%00%00% SocialSciences1<1%31%42%21%32% Spanish41%31%31%31%42% SpecialEducation00%00%00%00%00% TheatreArts1<1%1<1%52%1<1%42%

SOURCE:IPEDSCompletionSurveysandgraduationlists.

NOTE:Summingthenumberofdegreesconferredforeachmajordoesnotequalthetotalnumberofdegreesconferred,becausesomestudentsgraduatewithdoublemajors.Similarly,the sumofpercentageswillbegreaterthan100%.

*Degreehasbeenphasedout.

†ElementaryEducationwaspreviouslyChildDevelopment.

Total Degrees Conferred

Gender

Master’s Degrees Conferred

Master's Degrees Conferred by Gender and Race / Ethnicity

NumberPercentNumberPercentNumberPercentNumberPercentNumber

Men2925%5023%2716%4522%5723% Women8575%16777%14584%16478%19177%

Race / Ethnicity

NonresidentAlien00%73%00%52%1<1% Black,non-Hispanic11%21%42%31%31% AmericanIndianorAlaskaNative00%00%11%00%00% AsianorPacificIslander11%21%11%00%00% Hispanic22%52%32%21%146% White,non-Hispanic11096%20193%16294%18388%18575% Race/EthnicityUnknown00%00%11%168%4518%

SOURCE:IPEDSCompletionSurveys NOTE:Percentagesmaynotaddto100%duetorounding.

Total Degrees Conferred

Master's Degrees Conferred by Program

Master's of Art in Teaching97

ElementaryEducation*1816%3014%3118%3818%4518% SecondaryEducation*54%63%169%2110%2711% Reading*65%31%42%42%94% SpecialEducation*33%52%74%21%73% InstructionalStrategies*5851%13361%9656%11756%14558% ArtTeacherEducation**00%21%11%00%00% English/LanguageArtsTeacherEducation**44%1<1%21%00%00% ForeignLanguageTeacherEducation**00%31%00%00%00% MathematicsTeacherEducation**11%00%00%1<1%00% SocialStudiesTeacherEducation**22%94%00%21%00%

SOURCE:IPEDSCompletionSurveys

NOTES:EachMATstudentiscountedonce,eitherwithintheappropriatecurriculumofferedbyRockfordCollegeorwithintheappropriatestatecertificationtrack.Beginninginacademicyear2005-2006,all statecertificationstudentswererolledupintoeitherelementaryorsecondaryeducationbasedontherecommendationoftheIllinoisIPEDScoordinator.Percentagesmaynotaddto100%duetorounding. *curriculumofferedbyRockfordCollege **statecertificationtrack

Alumni Profiles

RockfordCollegehasover10,000alumni.In2006,4,750ofthesealumniprovidedinformationforadirectory. Datarelatedtocareersandadvanceddegreesarebasedontheseresponses.

Alumni Careers

Education(teaching,administration,studentaffairs)31%

Business(accounting,management,marketing,banking,insurance)29%

HealthProfession(physician,nurse,counselor,pharmacy,dentist)14%

NaturalScience(architecture,construction,computer,engineering)6%

SocialScience(ministry,arts,library)6%

Writing/Publishing(writing,publishing,advertising,journalism)3%

PublicService(government-elected,nonelected,volunteerism)3% Law2%

Other(childcare,homemaking,military,utilities)6%

SOURCE:Percentagesarebasedon4,750responsestoanalumnisurveyconductedin2006tocreatethe HarrisDirectory.

Advanced Degrees

Seventeenpercentofour4,750reportinggraduatesinformedthecollegethattheyhave completedahigherdegree.Theyobtainedtheirdegreesin:

SOURCE:Percentagesarebasedonresponsestoanalumnisurveyconductedin2006tocreatetheHarris Directory.

NOTE:Percentagesmaynotaddto100%duetorounding.

Alumni Profiles

Alumniresidencedataisbasedon10,317alumniforwhichmailingaddressesareavailable.

Alumni Residences

NorthCarolina1% Pennsylvania1% Connecticut1% Ala.,Alaska,Ark.,Del.,DistrictofColumbia, Hawaii,Idaho,Kan.,Ky.,La.,Maine,Md.,Miss., Mont.,Neb.,Nev.,N.H.,N.J.,N.M.,Okla.,Ore., PuertoRico,R.I.,S.C.,S.D.,Tenn.,U.S.Virgin Islands,Utah,Vt.,W.Va.,Wyo.

<1%each

SOURCE:Percentagesarebasedonalumniforwhichwehavecurrentmailing addresses.

NOTE:Percentagesmaynotaddto100%duetorounding.

Faculty and Staff Profiles

Full-Time Faculty Profile

Total Full-Time Faculty

Gender

Male4161%3856%3658% Female2639%3044%2642%

Race / Ethnicity*

NonresidentAlien00%12%

Rank Instructor00%11%12% AssistantProfessor2233%1928%1829% AssociateProfessor1928%2131%1829% Professor2639%2740%2540%

Tenure

Non-TenureTrack46%812%46% TenureTrack1928%1624%1626% Tenured4466%4465%4268%

SOURCE:IPEDSHumanResourcesSurvey

NOTE:Percentagesmaynotaddto100%duetorounding.

*Dataonfacultyrace/ethnicitywerenotreportedin2004.

Full-Time Staff Profile

Ethnicity*

Assigned Position Executive/Administrative/Managerial55%910% OtherProfessional(support/service)5154%5862% ClericalandSecretarial3234%2426% SkilledCrafts00%33% Service/Maintenance66%00%

SOURCE:IPEDSHumanResourcesSurveys

NOTE:Percentagesmaynotaddto100%duetorounding. *Dataonstaffrace/ethnicitywerenotreportedin2004.

Faculty and Staff Profiles

Part-Time Faculty and Staff Profile

Total Part-Time Faculty and Staff NumberPercentNumber

Gender

Male5841%4430%

Female8559%10170%

Race / Ethnicity*

NonresidentAlien00%

Black,non-Hispanic11%

AmericanIndianorAlaskaNative00% AsianorPacificIslander00% Hispanic00% White,non-Hispanic2114%

Race/EthnicityUnknown123**85%

Assigned Position

Faculty9264%9263%

GraduateAssistants2517%3121% Executive/Administrative/Managerial11%11% OtherProfessional(support/service)75%53% Technical/Paraprofessional11%00% ClericalandSecretarial75%128% Service/Maintenance107%43%

SOURCE:IPEDSHumanResourcesSurvey

NOTE:Percentagesmaynotaddto100%duetorounding. *Dataonfacultyandstaffrace/ethnicitywerenotreportedin2004. **All123fallintothefacultyandgraduateassistantscategories.

<1year23%1827%416% 1-5years1524%3654%1352% 6-10years711%57%416% 11-15years1118%34%28% 16-20years1118%46%28% 21-25years58%11%00% 26+years1118%00%00%

SOURCE:HumanResourcesOffice

NOTES:Facultydatarepresentemploymentasoffall2006.StaffdatarepresentemploymentasofJuly2006. Percentagesmaynotaddto100%duetorounding.

Acknowledgements

TheRockfordCollegeAssessmentSeminar(RCAS)coordinatesthefactbookprojectunderthedirectionofDr. StephanieQuinn,ExecutiveVicePresidentandDeanoftheCollege.Specialthanksgoestothefollowingindividuals.

Dr.BelindaWholeben

ProfessorofPsychology

RCASCo-chair

Ms.HeatherSnider

EnrollmentandRetentionResearchAnalyst DataCollectionandReporting

Ms.MonnaOhme

GraphicDesigner/CoordinatorofPrintServices LayoutandDesign

Appendix Benchmark Interpretation Guide

To focus discussions about the importance of student engagement and guide institutional improvement efforts, NSSE created five clusters or "benchmarks" of effective educational practice: (1) Level of academic challenge, (2) Active and collaborative learning, (3) Student-faculty interaction, (4) Enriching educational experiences, and (5) Supportive campus environment. Rockford College's performance on each benchmark is compared with selected peers, Carnegie peers, and all 2006 NSSE institutions. More detailed information about how benchmarks are created can be found on the NSSE Web site at www.nsse.iub.edu/html/2006_inst_report.htm.

Statistical Significance

Class and Sample

Means are reported for first-year students and seniors (institution reported). All randomly selected students are included in these analyses. Students in targeted or locally administered oversamples are not included.

Mean

The mean is the weighted arithmetic average of student level benchmark scores. Although institutional benchmark score calculations have not changed from prior years, reference group calculations were revised in 2005.

Benchmark Description & Survey

Items

A description of the benchmark and the individual items used in its creation are summarized.

Footnote

Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.05, p< .01, and p<.001). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. Large sample sizes (as with the NSSE project) tend to produce more statistically significant results even though the magnitude of mean differences may be inconsequential.

Level of Academic Challenge (LAC)

Benchmark Mean Comparisons NSSE

NSSEville State comparedwith:

Selected Peers

Levelof AcademicChallenge (LAC) Items

Challengingintellectualand creative work is central tostudentlearning and collegiate quality.Colleges and universities promotehigh levels of student achievement by emphasizing the importance ofacademiceffort andsetting high expectationsfor studentperformance.

Preparing for class (studying, reading, writing,rehearsing, etc. related to academic program)

Numberof assigned textbooks, books,or book-length packs of course readings

Numberof written papers orreports of 20 pagesor more; number ofwritten papersor reportsof between5and 19pages; and numberof writtenpapers orreports offewerthan 5pages

Coursework emphasizing analysis of the basic elements of an idea, experience or theory

Coursework emphasizing synthesis and organizingof ideas,information, or experiences into new,more complex interpretations andrelationships

Coursework emphasizing themaking ofjudgments about the value of information, arguments,or methods

Coursework emphasizing applicationof theories orconcepts to practical problemsor innewsituations

Working harder than you thought you could to meet an instructor's standardsor expectations

Campusenvironment emphasizing timestudying and on academic work

Effect Size

Effect size indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the standard deviation of the group to which the institution is being compared (selected peers, Carnegie peers, or all NSSE 2006 schools). In practice, an effect size of .2 is often considered small, .5 moderate, and .8 large. A positive sign indicates that your institution’s mean was greater, thus showing an affirmative result for the institution. A negative sign indicates the institution lags behind the comparison group. Look for patterns of effect sizes that point to areas of student or institutional performance that warrant attention.

Bar Charts

A visual display of first-year and senior mean benchmark scores for your institution and three reference groups.

All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).

Carnegie Peers

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