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