Rockford University
1 Main Entrance/Gloyd Parkway
2 Blanche Walker Burpee Student Center Lower Level Athletics Main Floor
Bookstore
Career Development
Chief of Police
Computer Stations
Grace Roper Lounge
Jane Addams Center for Civic Engagement
Student Activities
Student Clubs and Organizations
The Den VP for Student Life and Dean of Students
Second Floor
Cafeteria
Copy Center/Print Services
Dining Services
Faculty Dining Room Mail
Dining
7
4
A-G
Faculty
5
Business
Classroom
Faculty
Human
Classrooms
Visitor
Faculty/Staff
… CORE OF ROCKFORD …
Introduction
Welcome to the 2017-2018 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 2017-2018 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:
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, soft, and intercultural 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 residents of the greater Rockford area. International students who hold F-1 visas have continued on to be successful in Bachelors and Masters Programs at Rockford University and at other colleges and universities. Many students from the greater Rockford area have gone on to pass the High School Equivalency Exam, and others have received college degrees. In many cases, these community members have taken advantage of new opportunities because of the skills they learned in our ESL program. The mix of international students from abroad and area residents gives RU ESL students the opportunity to improve. The majority of RU ESL students gain competency in American English and culture for today’s academic and professional environments.
During the 2017-2018 academic year, 49 students studied in RU’s ESL program. Several countries were represented by the international students, including:
China Saudi Arabia Yemen Iraq Mexico
Spain Brazil Israel Palestine
France Colombia Syria Lybia
Office of Global Affairs:
The Office of Global Affairs advances an internationalized campus culture that allows 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 trending global and intercultural topics
The Council on Global Affairs’ ongoing mission to support Rockford University’s internationalization
Global Affairs sponsors and supports many on campus international events. Many of these events have 50 or more people attend while others have 200 to 500 people in attendance.
On Campus Events
Day of the Dead as observed in Mexico
Eid Al-Fitr Dinner
Eid Al-Hajj Dinner
Global Communication Hour
Global Cultural Events
Global Tastes
Immigration Informational Sessions
International Food Festival
Study Abroad Partner Institutions
Lunar New Year as observed in China
Saudi National Day
Study Abroad Fairs
Swedish Festival
Tea Time
Trending Now
Country Institution
China Capital University of Economics and Business
China Shanghai University’s SILC Business School
England Regent’s University London
Japan Kobe College
Spain University of Santiago de Compostela
Sweden University of Skovde
2017-2018 Accomplishments
Two students studied at Regents University London in the U.K.
Two students studied at Universidade de Santiago de Compostela in Santiago, Spain
One Student studied at Skovde University in Sweden.
Six students participated in a Spanish short-term study abroad trip to Madrid and Barcelona, Spain with Professor Marilen Loyola in May 2018.
Rockford University staff visited RU’s China university partners and had campus visits throughout the year.
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).
Campus Crime Statistics
Criminal Offenses - On Campus
Criminal Offenses - On Campus, Residence Halls
SOURCE: Campus Safety and Security
NOTE: Crime statistics for 2017 will not be available until October 2018
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
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.)
Management Information Systems
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
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
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
Management Information Systems
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.):
• 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
SOURCE: Program Office
NOTE: Information for CLS for Fiscal Year 2018 was unavailable
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.
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.
SOURCE: Physical Plant; Residence Life
NOTE: * Classrooms and Lab counts do not include offices or conference rooms.
SOURCE: Howard Colman Library Rockford
Howard Colman Library
National Survey of Student Engagement (NSSE)
The National Survey of Student Engagement (NSSE) is an assessment tool that Rockford University utilizes once every two years NSSE was administered during the Spring 2018 semester, with results available in September 2018 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
Theme Engagement 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
Theme Engagement Indicator
Higher-Order Learning
Reflective & Integrative Learning Learning Strategies
Quantitative Reasoning
Collaborative Learning
Discussions with Diverse Others
Experiences
Student-Faculty Interaction
Effective Teaching Practices
Quality of Interactions
Supportive Environment
Your first-year students compared with Your first-year students compared with Your first-year students compared with
Lakes Private Carnegie 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
● Culminating 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 participation 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 fullbar (both colors) represents the percentage who participated in at least one.
National Survey of Student Engagement (NSSE)
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.
Time Spent Preparing for Class
This figure reports the average weekly class preparation time foryourfirst-yearand senior students compared to students in yourcomparison group.
Reading and Writing
These figures summarize the numberofhours yourstudents spent reading fortheircourses and the average numberof pages ofassigned writing compared to students in your comparison group.Each is an estimate calculated fromtwo or more separate survey questions.
Challenging Students to Do Their Best Work
To what extent did students'courses challenge themto do theirbest work? Response options ranged from1="Not at all" to 7="Very much."
Academic Emphasis
Howmuch did students say theirinstitution emphasizes spending significant time studying and on academic work? Response options included "Very much," "Quite a bit," "Some," and "Very little."
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 member b (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 issue (…)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 succeed academically c (SE)
Quality ofinteractions 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 material 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 member b (SF)
Instructors provided feedback on a draft or work in progress c (ET)
Prepared for exams by discussing or working through course material 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 ofwritingg
Participated in a study abroad program (HIP)
Percentage Point Difference with Great Lakes Private
a.The displays on this page drawfrom the items that make up the ten Engagement Indicators (EIs),sixHigh-Impact Practices (HIPs),and the additionalacademic challenge items reported on page 2.Keyto abbreviations forEIitems:HO =Higher-OrderLearning,RI=Reflective &Integrative Learning,LS =Learning Strategies, QR =Quantitative Reasoning,CL=Collaborative Learning,DD =Discussions with Diverse Others,SF =Student-FacultyInteraction,ET =Effective Teaching Practices,QI=QualityofInteractions,SE =Supportive Environment.HIP items are also indicated.Item numbering corresponds to the surveyfacsimile included in your Institutional Report and available on the NSSE website.
b.Combination ofstudents responding "Veryoften" or"Often."
c.Combination ofstudents responding "Verymuch" or"Quite a bit."
d.Rated at least 6 on a 7-point scale.
e.Percentage reporting at least "Some."
f.Estimate based on the reported amount ofcourse preparation time spent on assigned reading.
g.Estimate based on numberofassigned writing tasks ofvarious lengths.
Student Enrollment - Fall 2017
Enrollment
Total all undergraduate
Total all graduate GRAND TOTAL ALL STUDENTS
SOURCE: IPEDS 2017 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.
Students
Student Profiles
SOURCE: Undergraduate Admission and the Graduate Office
Source: IPEDS 2017 Fall Enrollment Survey
Completions
Bachelor'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.
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.
Completions
Bachelor's Degrees Conferred by Major
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
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.
*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 - 2016-2017*
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.
Aid Awarded to Enrolled Undergraduates - 2016-2017*
Need-based $ (Include nonneed-based aid used to meet need.)
Non-need-based $ (Exclude nonneed-based aid used to meet need.)
Scholarships/Grants
Federal
State (i.e., all states, not only the state in which your institution is located)
Institutional: Endowed scholarships, annual gifts and tuition funded grants, awarded by the college, excluding athletic aid and tuition waivers (which are reported below).
Scholarships/grants from external sources (e.g., Kiwanis, National Merit) not awarded by the college
Total Scholarships/Grants
Self-Help
Student loans from all sources (excluding parent loans)
Federal Work-Study
State and other (e.g., institutional) workstudy/employment (Note: Excludes Federal WorkStudy captured above.)
Total Self-Help
Other
Parent Loans
Tuition Waivers
Athletic Awards
$2,182,863 $0
$1,875,183 $944
$8,307,170 $1,552,651
$210,867 $145,877
$12,576,083 $1,699,472
$678,167 $1,195,215
$77,835
$59,667 $254,339
$815,669 $1,449,554
$968,287 $796,699
$0 $0
$0 $0
Source: The Common Data Set (Tab H) 2016-2017, with data provided by Student Administrative Services *Please note that this data is from the 2016-2017 academic year. Data for the 2017-2018 academic year will not be available until late Fall 2018
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 2017-2018, Rockford University had 18 registered student clubs and organizations:
Alpha Helix
American Chemical Society
Campus Activity Board (CAB)
Chinese Club
Computer Science Club
Math Club
Movement
Multicultural Club
Nursing Student Organization
Psych Society
Queer Transgender Identity Panel (QTIP)
Regents Against Modern Slavery (RAMS)
Robotics Club
Saudi Student Association
Spanish Club
Student Athlete Advisory Committee (SAAC)
Student Government Association (SGA)
United Nations Association Chapter at Rockford University
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.
Participation by Sport
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 Survey
NOTE: Percentages represent the
of all full-time undergraduate students in each category.
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
COSTA RICA
BOSNIA GAZA STRIP CONGO
BULGARIA HONG KONG KENYA
UNITED STATES CROATIA INDIA NIGER
South America FRANCE INDONESIA SOUTH AFRICA
ARGENTINA GERMANY JAPAN SWAZILAND
BRAZIL GREECE KOREA TANZANIA
ECUADOR GUERNSEY KYRGYZSTAN TOGO
PARAGUAY ICELAND MALAYSIA
Oceana ITALY OMAN
AUSTRALIA
COCOS ISLANDS
NETHERLANDS PAKISTAN
NORWAY SAUDI ARABIA NAURU SPAIN SINGAPORE
SWEDEN SRI LANKA
SWITZERLAND TAIWAN
UNITED KINGDOM TURKEY
SOURCE: Office of Advancement
Faculty & Staff Profiles
Full-time Faculty Profile
Full-time Faculty
Race / Ethnicity*
SOURCE: Human Resources Office and Academic Affairs Office
NOTE: Percentages may not add to 100% due to rounding.
* In Fall 2008, faculty and staff were re-surveyed for demographic information to accommodate new federal categories. In order to honor their rights to not respond, the number of unknowns increased. The re-survey process also created an opportunity for individuals to identify themselves as belonging to two or more racial/ethnic groups.
** In Fall 2011, the subcategories "Terminal Degree and "Non Terminal Degree" were added. A Terminal Degree refers to the highest degree possible in a field of study.
Race / Ethnicity*
Faculty & Staff Profiles
SOURCE: Human Resources Office
NOTE: Percentages may not add to 100% due to rounding. Total Full-time Staff Members
Total Part-time Faculty and Staff
Faculty & Staff Profiles
Length of Employment by Employee Type (Fall 2017)
SOURCE: Human Resources Office
NOTE: Percentages may not add to 100% due to rounding.
Department Faculty
Art & Art
History
List of Faculty by College and Department
College of Arts & Humanities
Department Faculty
English
Christopher Sisson, Department Chair
David Menard
Dr. Jennifer Langworthy
Phillip Soosloff
Dr. William Gahan, Department Chair
Dr. Michael Perry
Dr. Jennifer Rea
Dr. Kyle Steadman
Dr. Mary Weaks-Baxter
Dr. Catherine Forslund, Department
Modern & Classical
Languages & Religious Studies
Performing Arts
Dr. Sharon Bartlett, Department Chair
Dr. Marilen Loyola
Dr. Donald Martin
Dr. Stephanie Quinn
Dr. Patricia Walters
Deborah Mogford, Department Chair
Timm Adams
Jeff Hendry
History
Chair and Dean of the College
Dr. Ed Mathieu
SOURCE: Human Resources Office
Philosophy
NOTE: This data excludes adjunct faculty and graduate assistants.
Dr. Matthew Flamm, Department Chairs
Dr. Stephen Hicks
Department Faculty
Chemical & Biological Sciences
Mathematics, Computer Science, & Physics
College of Science, Mathematics, & Nursing
Dr. Sean Beckmann, Department Chair
Dr. Deborah Breiter, Dean, College of
Science, Mathematics, and Nursing
Dr. Matthew Bork
Dr. William Doria
Dr. Eric Linder
Dr. James Marshall
Dr. Gidget Tay
Dr. Mehmet Dik, Department Chair
Dr. Filiz Dik
Dr. Deepshikha Shukla
Mr. Charles Nelson
Department Faculty
Nola Addante
Andrea Anderson
Denise Boxleitner
Jacqueline Garland
Nursing
Kimberley Hartwig
Helen Lawhorn
Courtney Lewis
Kimberly McCullough
Dr. Lauren Monahan, Department Chair & Chief Nurse Administrator
Dr. Joel Lynch, Department Chair
Psychology
Elaine Sharpe
Mr. James Conley Department Faculty Department Faculty
Anthropology & Sociology
Economics, Business, & Accounting
Dr. Onna Breweri
Dr. Amy Martin
College of Social Sciences, Commerce, and Education
Dr. Lynn Newhart, Department Chair
Collen Kennedy
Robert Evans, Department Chair
Henry Espensen
Dr. Ina Freeman
Dr. Roxanna Idu
Dr. Caleb Lewis
William Lewis
Dr. Masoud Moallem
Luis Romero
SOURCE: Academic Affairs – Divisions & Departments
Education
Dr. Christopher McCullough, Unit Head and Department Chair
Dr. Debra Dew, Dean
Dr. Jacob Hardesty
Dr. Susan Smith
Lynn Stafford
Kimberlee Wagner
Jean Sindle
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. Michael Mihalyo, 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
Bettyann Pappenfus
Jeffry Potter
Sunil Puri
David R. Rydell
Patricia Tumilowicz
Frank E. Walter
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
James S. Whitehead
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