Issuu

Rockford University

1 Main Entrance/Gloyd Parkway

2 Blanche Walker Burpee Student Center Lower Level

Athletics

Main Floor

Bookstore

Career Development

Computer stations

Dean of Students

Director of Campus Safety and Security

Jane Addams Center for Civic Engagement

Student Activities

Student Clubs and Organizations

Student Government

The Den

Second Floor

Cafeteria

Copy Center/Print Services

English as a Second Language (ESL)

Faculty Dining Room

Mail Desk

Office of Global Affairs

President’s Dining Room

Regents Hall

Rockford University Dining Services

Third Floor

Forrest Cool Lounge

Hall of Distinction

President

3 Fisher Memorial Chapel

4 Clark Arts Center Art Gallery

5 Starr Science Center

Audio Visual Services

Computer labs

Language Lab

Nursing Learning Laboratory

Peterson Auditorium Center for Learning Strategies (formerly RCLC) Small Science Auditorium 6

… CORE OF ROCKFORD …

Introduction

Welcome to the 2016-2017 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 2016-2017 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 Matthew Phillips, Vice President for Enrollment Management, at (815) 394-5003.

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 Phase II strategies that defined the long-term goals to distinguish the University through academic reputation, the commitment to the whole student experience, and the stewardship of our assets.

Throughout the 2014-2015 year, the entire campus community worked to establish goals, objectives and priorities to revise the existing strategic plan to guide the University’s work through 2019. In December of 2014, the Board of Trustees approved a new strategic plan.

The overarching strategies for the 2015-2019 Strategic Plan include:

• To Be the University of Choice

• To Be the Employer of Choice

• To Strengthen and Grow the University Programming, Capital and Operational Resources

• To Strengthen the University’s Reputation and Relationships Among All Stakeholders.

Behind each objective and goal is a commitment to concentrate available resources on a set number of issues to leverage the institution’s strengths and to take advantage of important opportunities. Although not intended to be a comprehensive list of activities, successfully completing the actions within the plan will have a significant impact on Rockford University.

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.

 Carnegie Foundation for the Advancement of Teaching – Community Engagement Classification. Rockford University joins just 361 other colleges and universities from across the nation, and one of only 11 in Illinois, to receive the 2015 Community Engagement Classification from The Carnegie Foundation for the Advancement of Teaching. The classification is valid through 2025. A listing of the institutions that hold the Community Engagement Classification can be found on NERCHE’s website.

 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.

 2015 US News & World Report. Named as a Best Regional University: Midwest Tier One

 "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 consecutively since 2008 to the President’s Higher Education Community Service Honor Roll, including the 2008 designation as President’s Higher Education Community Service Honor Roll with Distinction, one of only 83 colleges in the U.S. to receive this honor, based on innovative and effective community service and service learning programs.

 Military Friendly School. Rockford University is included in the top 15 percent of colleges and universities in the U.S. to accommodate students with military experience by list of Military Friendly Schools, published by GI Jobs magazine. The list honors universities and trade schools 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. Academic programs are based on a foundation of learning in the liberal arts. The university 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.

Campus Accreditation

Rockford University is accredited by the Higher Learning Commission (HLC) which is the regional accrediting body for the North Central Association of Colleges and Schools. Rockford University has been accredited since 1913. For more information on HLC, visit http://www.hlcommission.org

Specialized Accreditation

In addition to the campus accreditation, the following Rockford University programs are accredited by the relevant disciplinary accrediting bodies:

Accrediting Agency

Accreditation Commission for Education in Nursing, Inc. (www.acenursing.org)

American Chemical Society (www.acs.org)

International Assembly for Collegiate Business Education (www.iacbe.org)

Accredited Program(s)

BS in Nursing (BSN)

BS in Chemistry

BA in Chemistry

BS in Chemistry, ACS Certified

BA in accounting

BS in Accounting

BA in Business Administration

BS in Business Adminiatration

BA in Economics

BS in Economics

BSMS in Management Studies

MBA in Business Administration

Accreditations (Continued)

Specialized Approval

In addition to the campus accreditation, the following Rockford University programs are approved by the relevant disciplinary accrediting bodies:

Illinois State Board of Education Approved Programs (www.isbe.net)

OptionEndorsement

Early Childhood Education

Childhood (Birth-Grade 3)1 (April 2010)1 (April 2010)

Early Childhood Special Education Approval

International Information

English as a Second Language Program:

The Rockford University’s English as a Second Language Program’s (ESL) objective is to guide students to academic and professional competence in English. RU’s ESL program focuses on the primary language skills areas of listening, speaking, reading, writing, and grammar. There are many secondary skills that are refined including but not limited to pronunciation, presentation, intercultural, and soft skills that are developed as students progress through the program.

The ESL Program is approved by SEVIS to host F-1 students for their ESL studies, and it enrolls members of the greater Rockford metropolitan area. International students who hold F-1 visas have gone on to be successful in Bachelors and Masters Programs at Rockford University and other institutions. Students from the greater Rockford area have gone on to complete their GED, Associates, Bachelors and Masters degrees and have improved their professional situation after completing the ESL program. The mix of international students from abroad and area residents gives RU ESL students the opportunity to improve their competency in English for a wide range of academic and professional real life situations.

During the 2016-2017 academic year, 78 students studied in RU’s ESL program. Several countries were represented by the international students, including:

China Saudi Arabia Yemen South Korea Mexico

Laos Brazil India

Qatar France Colombia Congo

Office of Global Affairs:

The Office of Global Affairs fosters a campus culture in which international and intercultural opportunities are accessible by students, faculty, staff, and the greater Rockford community. These opportunities arise from:

 On campus programming where international and domestic students can share their cultural experiences and learn from each other

 Immersion experiences abroad through short-term and semester study abroad trips

 Collaboration between RU and its international university partnership network

 Support services for international students at RU and domestic students abroad

 Engaging the RU community in dialogues on current global trends and intercultural topics

 The Council on Global Affairs’ ongoing dialog, input, planning, and support of international and intercultural events

Study Abroad

2016-2017 Accomplishments

 Two students studied at Regents University London in the U.K.

 Two students studied at Universidade de Santiago de Compostela in Santiago, Spain

 Seven students participated in a Classics Course’ short-term study abroad trip that Professor Quinn led to Rome in June 2017.

 Rockford University staff visited RU’s China university partners in March and May of 2017.

 President Fulcomer signed a sister college agreement at Kobe College on May 29th

On Campus Events

Global Affairs sponsored the following events that were attended by 50-500 people:

 Day of the Dead as observed in Mexico

 Eid Al-Fitr Dinner

 Eid Al-Hajj Dinner

 Global Communication Hour

 Global Cultural Events

 Immigration Informational Sessions

 International Food Festival

 Lunar New Year as observed in China

 Saudi National Day

 Study Abroad Fairs

 Swedish Festival

 Tea Time

 Trending Now

Study Abroad Partner Institutions

Country

Institution

China Capital University of Economics and Business

China Shanghai University’s SILC Business School

China Chinese Service Center for Scholarly Exchange – IGEC University Network

China Jiangsu Technological University

England Regent’s University London

Japan Kobe College

Spain University of Santiago de Compostela

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 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).

Criminal Offenses - On Campus

Criminal Offenses - On Campus, Residence Halls

SOURCE: Campus Safety and Security NOTE: Crime statistics for 2016 will not be available until October 2017

Undergraduate Majors:

Tracks/Concentration in italics

Programs of Study

Accounting (CPA, Non-CPA) (B.A., B.S.)

Anthropology/Sociology (B.A., B.S.)

General

Criminal Justice

Pre-Social Work

Applied Anthropology

Art (B.A., B.F.A.)

2-Dimensional Art

3-Dimensional Art

Graphic Design

Art History (B.A.)

Biochemistry (B.S., ACS Certified)

Biology (B.A., B.S.)

Cellular & Molecular Biology

Evolution & Ecology

Organismal Biology

Business Administration (B.A., B.S.)

Finance

Management

Marketing

Chemistry (B.A., B.S., ACS certified)

Classics (B.A.)

Computer Science (B.A., B.S.)

Enterprise Application Software

Web Development

Dance (B.A., B.F.A.)

Early Childhood Education (B.A., B.S.)

Economics (B.A., B.S.)

Finance

International Economics

Public Policy

Elementary Education (Grades 1-6) (B.A., B.S.)

English (B.A.)

French (B.A.)

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

German (B.A.)

History (B.A., B.S.)

Latin (B.A.)

Management Studies (B.S.M.S. – adult accelerated)

Human Resources

Mathematics (B.A., B.S.)

General

Computational

Music (B.A.)

Nursing (B.S.N.)

Philosophy (B.A.)

Physical Education (B.A., B.S.)

Exercise Science

Sports Management

Teaching

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.)

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-Physical Therapy

Pre-Veterinary Medicine

Certificate

Geropsychology

Undergraduate Minors:

Accounting

Ancient and Medieval Studies

Anthropology/Sociology

Art

Art History

Bilingual Education

Biology

Business Administration

Chemistry

Classical Civilization

Classics

Coaching

Dance

Economics

English

English as a Second Language

Enterprise Application Software

Entrepreneurship

Ethics

Exercise Science

French

Gender Studies

Graphic Design

Greek

Health Education

History

Human Development

 Child/Adolescent Development

 Gerontology

 Lifespan

K-12 Education

Latin American, Caribbean, & Iberian Studies

Mathematics

Music

Peace and Conflict Studies

Philosophy

Physics

Physical Education

Political Science

Psychology

Religious Studies

Secondary Education (9-12)

Spanish

Sports Management

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

Biology

Chemistry

Drama/Theatre Arts

English/Language Arts

History/Social Science

Mathematics

• K–12

Foreign Language (French, German, Spanish)

Physical Education

Visual Arts

Special Education (LBS1)

*For licensed teachers only Programs for Licensed Educators:

• Bilingual Teacher

• English as a Second Language

• Learning Behavior Specialist I

• Middle School

• Reading Teacher

• Reading Specialist

Programs without Professional Educator

License:

• Education

• Instructional Strategies

Master of Education (M.Ed.) (Spring 2017):

• Pedagogical Practice

Can include endorsements in:

• Special Education (LBS1)

• English as a Second Language

• Bilingual Teaching

• Urban Education

Community Education Programs

Enrollment - Unduplicated Headcount

Program

Adult Accelerated B.S. in Management Studies1261211169798

Northern Illinois Center for Nonprofit Excellence5826097129001,743

Rockford University Center for Learning Strategies308265288230215

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 some college credits or 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) promotes innovation and excellence in the nonprofit sector providing education, technical assistance, consulting and support to over 900 nonprofit executives, managers and/or board members in 13 counties of northern Illinois and southern Wisconsin. The numbers reported here represent unduplicated enrollments in the Center's programs including the Certificate in Nonprofit Management, Certificate in Fund Development, Proposal Writing, Leadership Café, Effective Governance Training, and nationally recognized speakers (i.e. Dan Pallotta, Robert Lupton, Jodi Kretzmann). Other offerings include agency assessments and technical assistance, a foundation directory, and customized consulting/professional services.

Rockford University Center for Learning Strategies: The Rockford University Center for Learning Strategies (CLS) offers academic support to members of the community. The CLS 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.

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 courses classified as CBL courses in 2011-2012. This resulted in a drastically larger percent in all categories.

Campus Infrastructure

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

Rockford University Campus Acreage: 155 acres

Classroom Buildings

Square FootageClassrooms and Labs*Theatres/AuditoriumsComputer Labs

5100 Building27,0571201

Clark Arts Center70,6852121

Scarborough Hall30,4231311

Seaver Physical Education Center85,843300

Starr Science Center101,8202627

Residence Halls

Square Footage# of Dorm RoomsResident Capacity

Cummings Complex32,568112181

Emerson Hall8,1422947

Barnes Hall8,1422540

Talcott Hall8,1422947

Lathrop Hall8,1422947

Caster Hall8,5002543

Dayton Hall8,5002543

Ekvall Hall8,5002543

McPhail Hall8,5002543

Olson Hall8,5002543

Svenson Hall8,5002543

Other Campus Facilities

Square Footage

Blanche Walker Burpee Center77,253

Fisher Memorial Chapel7,450

Howard Colman Library44,200

Kent Center12,512

Lang Center for Health and Wellness3,713

Johnson Center9,967

Marland Physical Plant23,014

Nelson Hall9,500

SOURCE: Physical Plant; Residence Life

NOTE: * Classrooms and Lab counts do not include offices or conference rooms.

Howard Colman Library

SOURCE: Howard Colman Library

National Survey of Student Engagement (NSSE)

The National Survey of Student Engagement (NSSE) is an assessment tool that Rockford University utilizes. NSSE was administered during the Spring 2017 semester, with results available in September 2017. The following information is reproduced from Rockford University’s NSSE 2016 reports:

NSSE – Response Rate and Engagement Indicators

Rockford University had a much higher response rate than its comparison groups.

a. Comparison group response rate and sampling error were computed at the student level (i.e., they are not institution averages).

b. Also called “margin of error,” sampling error is an estimate of the amount the true score on a given item could differ from the estimate based on a sample. For example, if the sampling error is +/- 5.0% and 40% of your students reply "Very often" to a particular item, then the true population value is most likely between 35% and 45%.

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

Academic Challenge

Learning with Peers

Experiences with Faculty

Campus Environment

Engagement Indicator

Higher-Order

Learning

Reflective & Integrative Learning

Learning

Strategies

Quantitative Reasoning

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

Quality of Interactions

Supportive Environment

National Survey of Student Engagement (NSSE)

NSSE – Executive Snapshot

The Executive Snapshot summarizes benchmark results (based on mean comparisons) for Rockford University and 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 Students

ThemeEngagement Indicator

Higher-Order Learning

Reflective & Integrative Learning Learning Strategies

Quantitative Reasoning

Learning with Peers

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

Quality of Interactions

Supportive Environment

Seniors

ThemeEngagement Indicator

Higher-Order Learning

Reflective & Integrative Learning Learning Strategies

Quantitative Reasoning

Collaborative Learning

Discussions with Diverse Others

Student-Faculty Interaction

Effective Teaching Practices

Quality of Interactions

Supportive

first-year students compared with Your first-year students compared with Your first-year students compared with

Lakes PrivateCarnegie Class NSSE 2015 & 2016

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. The 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 communitybased project (service-learning)

● Work with a faculty member on a research project

● Internship, co-op, ﬁeld experience, student teaching, or clinical placement

● Study abroad

● Culmina ng senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc.)

The figures below display the percentage of students who participated in High-Impact Practices. Both figures include participation in a learning community, service-learning, and research with faculty. The Senior figure also includes participat ion in an internship or field experience, study abroad, and culminating senior experience. The first segment in each bar shows the percentage of students who participated in at least two HIPs, and the full bar (both colors) represents the percentage who participated in at least one.

NSSE – Additional Results

The Academic Challenge theme contains four Engagement Indicators as well as several important individual items. The results presented here provide an overview of these individual items.

National Survey of Student Engagement (NSSE)

NSSE – Item Comparisons

This section displays the five questions (see footnote a) 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 High-Impact 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

Discussed your academic performance with a faculty memberb (SF)

Talked about career plans with a faculty memberb (SF)

Instructors provided feedback on a draft or work in progress c (ET)

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

Used numerical information to examine a real-world problem or i ssue (…)b (QR)

Lowest Performing Relative to Great Lakes Private

Explained course material to one or more students b (CL)

Institution emphasis on providing support to help students succ eed academicallyc (SE)

Quality of interactions with students d (QI)

Institution emphasis on encouraging contact among students from different backgrounds... c (SE)

Prepared for exams by discussing or working through course mate rial w/other students b (CL)

Percentage Point Difference with Great Lakes Private

Senior

Highest Performing Relative to Great Lakes Private

Discussed your academic performance with a faculty memberb (SF)

Instructors provided feedback on a draft or work in progress c (ET)

Prepared for exams by discussing or working through course mate rial w/other students b (CL)

Talked about career plans with a faculty memberb (SF)

Institution emphasis on attending campus activities and events (…)c (SE)

Lowest Performing Relative to Great Lakes Private

Completed a culminating senior experience (…) (HIP)

Spent more than 15 hours per week preparing for class

Institution emphasis on using learning support services (…)c (SE)

Assigned more than 50 pages of writingg

Participated in a study abroad program (HIP)

-30-20-100102030 3d.

Percentage Point Difference with Great Lakes Private

a. The displays on this page draw from the items that make up t he ten Engagement Indicators (EIs), six High-Impact Practices (HIPs), and the additional academic challenge items reported on page 2. Key to abbreviations for EI items: HO = Higher-Order Learning, RI = Reflective & Integrative Learning, LS = Learning Strategies, QR = Quantitative Reasoning, CL = Collaborative Learning, DD = Discussions with Diverse Others, SF = Student-Faculty Interaction, ET = Effective Teaching Practices, QI = Quality of Interactions, SE = Supportive Environment. HIP items are also indicated. Item numbering corresponds to the survey facsimile included in your Institutional Report and available on the NSSE website.

b. Combination of students responding "Very often" or "Often."

c. Combination of students responding "Very much" or "Quite a b it."

d. Rated at least 6 on a 7-point scale.

e. Percentage reporting at least "Some."

f. Estimate based on the reported amount of course preparation time spent on assigned reading.

g. Estimate based on number of assigned writing tasks of variou s lengths.

Enrollment

Student Enrollment - Fall 2016

Undergraduates

Degree-seeking, first-time freshmen 877300

Other first-year, degree-seeking 451400

All other degree-seeking2464445177

Total degree-seeking 3785315177

All other undergraduates enrolled in credit courses26831

Total undergraduates 4045395478

Graduates

Degree-seeking, first-time12569

All other degree-seeking19183236

All other graduates enrolled in credit courses342840

Total graduate 34276685

Total all undergraduate Total all graduate GRAND TOTAL ALL STUDENTS

SOURCE: IPEDS 2016 Fall Enrollment Survey

SOURCE: Student Administrative Services

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

SOURCE: Student Administrative Services

NOTE: The FTE figures listed are based on credit hour activity.

Student Profiles

Entering Students

SOURCE: Undergraduate Admission and the Graduate Office

Total Number of Graduates

Completions

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 by Gender and Race / Ethnicity

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

Total Number of Graduates

Academic Program Accounting104%42%73%63%135%

General52%31%21%1<1%21%

Elementary Education3514%208%155%125%83%

English52%31%41%73%83%

French00%00%00%00%00%

German00%00%00%00%00%

History73%52%73%21%62% Human Development42%104%166%73%135% Humanities00%00%00%00%00%

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%.

*The First Bachelor’s Degree in Dance was conferred in 2016-2017

**The First Bachelor’s Degrees in Early Childhood Education were conferred in 2014-2015

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.

Financial Aid

SOURCE: Rockford University Student Administrative Services

Aid Awarded to Enrolled Undergraduates

- 2015-2016*

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 non-needbased aid used to meet need.)

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

Scholarships/Grants

Federal

$2,273,423 $0

State (i.e., all states, not only the state in which your institution is located)$1,620,366 $3,916

Institutional: Endowed scholarships, annual gifts and tuition funded grants, awarded by the college, excluding athletic aid and tuition waivers (which are reported below).$7,538,262 $1,445,867

Scholarships/grants from external sources (e.g., Kiwanis, National Merit) not awarded by the college$214,010 $180,161

Total Scholarships/Grants

Self-Help

$11,646,061$1,629,944

Student loans from all sources (excluding parent loans)$7,102,254 $1,282,394

Federal Work-Study

$84,359

State and other (e.g., institutional) work-study/employment (Note: Excludes Federal Work-Study captured above.)$45,351 $308,469

Total Self-Help

Other

Parent Loans

Tuition Waivers

Athletic Awards

$7,231,964$1,590,863

$861,071$952,677

$0$0

Source: The Common Data Set (Tab H) 2015-2016, with data provided by Student Administrative Services *Please note that this data is from the 2015-2016 academic year. Data for the 2016-2017 academic year will not be available until late Fall 2017.

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 standing committees of SGA: Academic Affairs, Allocation Committee.

During the academic year 2016-2017, Rockford University had 24 registered student clubs and organizations:

Alpha Helix

American Chemical Society

Art Society

Black Student Union

Business Club

Campus Activity Board (CAB)

Craft Club

Education Club

LGBTQ+ Alliance

Literary Magazine

Literati

Math Club

Movement

Multicultural Club

Muslim Student Association

Nursing Student Organization

Psych Society

Regent Players

Robotics Club

Scripter

Student Athlete Advisory Committee (SAAC)

Student Government Association (SGA)

Spanish Club Spirit Squad

Rockford University competes in the NCAA Division III, Northern Athletics Conference. Approximately 24% of the full-time undergraduate population participates in intercollegiate athletics each year.

Starting in 2014-2015 Rockford University no longer sponsors men’s and women’s tennis. Tennis averages were therefore based off of 1 years data.

SOURCE: Athletic Department Rosters Residence Life

SOURCE: Residence Life, IPEDS Fall Enrollment

Alumni

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:

North

BELIZE AUSTRIA CHINA CHAD

CANADA BOSNIA GAZA STRIP CONGO

COSTA RICA BULGARIA HONGKONG KENYA

UNITED STATES CROATIA INDIA NIGER

South America FRANCE INDONESIA SOUTHAFRICA

ARGENTINA GERMANYJAPAN SWAZILAND

BRAZIL GREECE KOREA TANZANIA

ECUADOR GUERNSEY KYRGYZSTAN TOGO

PARAGUAY ICELAND MALAYSIA

Oceana ITALY OMAN

AUSTRALIA NETHERLANDS PAKISTAN

COCOS ISLANDS NORWAY SAUDI ARABIA

NAURU SPAIN SINGAPORE

SWEDEN SRI LANKA

SWITZERLAND TAIWAN

UNITED KINGDOM TURKEY

SOURCE: Office of Advancement

Faculty & Staff Profiles

SOURCE: Human Resources Office and Academic Affairs Office

Faculty Profile

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. Total Full-time Faculty

Assigned Position

SOURCE: Human Resources Office

NOTE: Percentages may not add to 100% due to rounding.

Total Part-time Faculty and Staff

Faculty & Staff Profiles

Race / Ethnicity*

Assigned Position

SOURCE: Human Resources Office

NOTE: Percentages may not add to 100% due to rounding.

Total Employed

Length of Employment by Employee

(Fall 2016)

Art & Art

History

English

History

Christopher Sisson, Department Chair

David Menard

Dr. Jennifer Langworthy

Philip Soosloff

Dr. William Gahan, Department Chair

Modern & Classical Languages & Religious Studies

Performing Arts

Dr. Sharon Bartlett, Department Chair

Dr. John Burns

Dr. Marilen Loyola

Dr. Donald Martin

Dr. Stephanie Quinn

Dr. Patricia Walters

Deborah Mogford, Department Chair Timm Adams

Jeff Hendry

Dr. Michael Perry Angelo O’Dierno

Dr. Tara Wood

Dr. Jennifer Rea

Dr. Kyle Stedman

Dr. Mary Weaks-Baxter

Dr. Catherine Forslund, Department Chair and Dean of the College

Dr. Ed Mathieu

Philosophy

Amy Wright

Dr. Matthew Flamm, Department Chair

Dr. Stephen Hicks

College of Science, Mathematics, & Nursing Department Faculty

Dr. James Marshall, Department Chair

Dr. Sean Beckmann

Dr. Deborah Breiter, Dean, College of Science, Mathematics, and Nursing

Chemical & Biological Sciences

Mathematics, Computer Science, and Physics

Dr. Matthew Bork

Dr. William Doria

Dr. Troy Skwor

Dr. Gidget Tay

Dr. Mehmet Dik, Department Chair

Dr. Filiz Dik

Dr. Deepshikha Shukla

Charles Nelson

Department Faculty

Nola Addante

Andrea Anderson

Denise Boxleitner

Jacqueline Garland

Kimberley Hartwig

Nursing

Psychology

Helen Lawhorn

Courtney Lewis

Kimberly McCullough

Dr. Laura Monahan, Department Chair & Chief Nurse Administrator

Dr. Joel Lynch, Department Chair

Elaine Sharpe

Dr. Jonathan Skalski

Dr. Amy Martin

College of Social Sciences, Commerce, and Education Department Faculty Department Faculty

Anthropology & Sociology

Economics, Business, & Accounting

Dr. Lynn Newhart, Department Chair

Dr. Roger Villamar

Colleen Kennedy

Robert Evans, Department Chair

Henry Espensen

Jeffrey Fahrenwald

Dr. Ina Freeman

Brian Huels

Dr. Roxanna Idu

Stanley Klatka

Dr. Caleb Lewis

William Lewis

Dr. Masoud Moallem

Luis Romero

SOURCE: Academic Affairs – Divisions & Departments

Education

Physical Education

Political Science

Dr. Christopher McCullough, Unit Head and Department Chair

Elisa Bott

Dr. Debra Dew, Dean

Dr. Lydia Gerzel-Short

Dr. Jacob Hardesty

Dr. Susan Smith

Lynn Stafford

Kimberlee Wagner

Tammy Schiek, Department Chair

Ann Boe

Dr. Jason Hunter

Dr. Ron Lee, Department Chair

Dr. Jules Gleicher

Robert Evans

President’s Executive Council

Dr. Eric W. Fulcomer, President

Dr. Belinda Wholeben, Vice President of Academic Affairs and Provost

Ms. Christina Anderson, Senior Vice President of Business and Chief Financial Officer

Matthew D. Phillips, Vice President for Enrollment Management

Mr. Bernard Sundstedt, Vice President for Institutional Advancement

Board of Trustees Members

Officers:

James W. Keeling

Barbara R. Tanaglia

Elizabeth Donovan

R. Ray Wood

Eric W. Fulcomer, Ph.D.

Members:

Charles Box

James H. Clarke, Ph.D.

Thomas Gendron

Dawn R. Hallsten

Elizabeth Hegel

L. Thomas Heiser

Helen C. Hill

Dennis W. Johnson

Iain D. Johnston

Marci K. Taets

Deborah Mogford

Joel J. Moore

Thomas Muldowney

Donald R. Patrick

Jeffry Potter

Sunil Puri

David R. Rydell

Jane R. Thomas, Ph.D.

Patricia Tumilowicz

Frank E. Walter

James S. Whitehead

Jonathan S. Whitlock

Frederic M. Young

Emeriti Trustees:

James H. Clarke, Ph.D

Charles L. Colman

Georganne H. Eggers

Charles P.A. Frankenthal

Kenelm A. Groff

Charles J. Howard

Teresa J. Ingrassia

Kent A. Mallquist

Richard M. Schilling, Sr.

Louise C. Sinclaire

Stanton K. Smith, Jr.

Angelo L. Spoto

Stuart M. Weller

John B. Whitehead

President Emeriti:

Robert L. Head, Ph.D.

William A. Shields, Ph.D.

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, 2008-2016

 Dr. Eric W. Fulcomer – 18th President of Rockford University, 2016-present