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Q&A Session: Elizabeth Davies, Ph.D., Provost and Vice President for Academic Affairs
09/11/2024 3:44 pm
Q: What drew you to Rockford University?
A: The opportunity to work on a gorgeous campus at an esteemed educational institution that is so committed to its students and community was irresistible! Rockford University has a terrific reputation, and is leading the way in demonstrating a nimble response to the challenges facing higher education; altogether, these factors made me thrilled to join the RU team. In addition, the fact that both RU and my alma mater, Swarthmore College, have a connection to Jane Addams, makes it feel especially like it was meant to be!
Q: What drew you to this specific role?
A: The opportunity to serve as provost with such a dedicated faculty, president, deans, and colleagues, and to support an institution so committed to student success, particularly for first-generation college students, was deeply appealing.
Q: What makes Rockford University so special?
A: Rockford is a unique higher education institution in that it both embodies what is best about the liberal arts tradition- a strong arts and humanities focus, a vibrant intellectual life (as reflected in part by its Phi Beta Kappa chapter), and a wonderful tradition of theater, music, creative writing, and visual arts- coupled with an incredibly strong and successful career focus, as reflected by our education, nursing, business and science programs (among many others!). It really makes a powerful argument for the value of getting a bachelor’s degree. And of course, there are the wild turkeys!
Q: What impact do you hope you make in this role?
A: If I can create more space for meaningful dialogue and communication between all the stakeholders of the university- faculty, students, staff, alumni, administrators, community members, and others- so that we can all collaborate for the betterment of each other and RU, I will feel like I have had a positive impact.
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This article is part of the 2023-2024 issue of Catalyst.
Q&A Session: Damian Evans, Associate Vice President of Student Life & Diversity Officer
09/11/2024 3:35 pm
Q: Can you describe the role of a Diversity Officer at Rockford University?
A: The role of the Diversity Officer at Rockford University is to champion goals and outcomes and create a climate that allows all members of the RU community to be authentic in their teaching and learning experience—creating a campus culture that is conducive for living, learning, leadership preparation and students that will be positive contributors to society. These goals are accomplished through training, policy, practice and procedure assessment, and community connections.
Therefore, the role is complex and addresses multiple intersections of teaching and learning, knowledge development, and gaining pre-professional and professional experience. Being the first person in the role means much assessment must be completed to determine where to begin adding value to the current practices. Then, there has to be a strategy and a strategic plan developed, as well as more tactical efforts. However, those are the primary steps to setting and achieving the goals identified by the Campus, Campus Leadership, and the Diversity Officer.
Q: What drew you to Rockford University?
A: I was drawn to RU because the role provides an opportunity to continue contributing to Student Success through the lens of Diversity, Equity, and Inclusion. Furthermore, it is a small institution with the goal of student success, and to attain it, RU must be an inclusive environment. To attain that goal, it is necessary to have a diverse and inclusive culture, and its campus community feels they belong. The city of Rockford is moving in a direction that embraces Diversity and Belonging utilizing organizations like Eliminate Racism 815 and the Belonging Taskforce. In addition, I am a native of Beloit, WI, and RU is also close to home.
Q:What drew you to this specific role?
A: Malcolm X stated, “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” This powerful quote guides my efforts to lead campus diversity and inclusion efforts. I am a lifelong learner who has found purpose in sharing Diversity, Equity, and Inclusion spaces with additional educators.
Therefore, when the opportunity presented to RU as the Associate Vice President for Student Life and Diversity Officer, I decided to take the challenge because the role addresses two areas I value. Student Success and Diversity, Equity, and Inclusion are intrinsic to my purpose and passion. My role here at RU allows me to continue to impact the areas that are important to me.
Q: What makes Rockford University so special?
A: RU is a special place because of its size and the campus community. The students, staff, and faculty contribute to the knowledge and growth of the campus and local community. It is a small community designed to significantly impact the production of knowledge and positive members of society.
Q:What impact do you hope you make in this role?
A: I plan to assist RU in becoming Rockford’s four-year institution of choice by developing a campus community where all members will feel they belong. Further, I want to increase the value placed on diverse experiences, ensure equitable practices, and pursue inclusivity for all while fostering an environment of belonging. These goals will be accomplished by assessing current practices, modeling best practices, and having an open mind regarding cultural differences and lifestyle choices; lastly, implementing a plan that lends itself to the growth mindset and the growth of students, faculty, and staff.
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This article is part of the 2023-2024 issue of Catalyst.
Mitigating the Skills Gap
09/11/2024 3:25 pm
By Deepshikha Shukla, Ph.D.
The rapid acceleration of technological advancements in the modern era fueled by internet-based technologies and unprecedented growth in semiconductor chip design has exposed a skills gap in today’s workforce.
Forbes magazine reports: “According to a McKinsey report, lack of career development and advancement is the top reason for leaving a job. Eighty-seven percent of organizations ‘know they have a skills gap or will have one within the next few years.’ However, in a study by PWC, only 40% of employees say their company is upskilling, and only 26% said their employer is automating or enhancing work through technology.”
The skills gap refers to the disparity between the skills employers need and job seekers’ skills. This can occur due to technological advancements, changes in industry requirements, and inadequacies in the education system to equip individuals with relevant skills, among other reasons. The higher education industry, which has traditionally prepared future job-seekers, is massive and therefore has substantial inertia that hinders agility.
This paved the way for companies like Google, IBM, Salesforce, etc. who developed in-house industry certifications to meet their needs through competency-based education – learning that focuses on demonstrating specific skills or competencies rather than the time spent in a classroom. Large companies such as these had the means and they adapted. However, the bulk of the small- and medium-sized businesses that make up a significant part of the United States (or global) economy and drive prosperity at the local and state level do not have the same means, resources, and access.
Suppose you add to that the challenge of digital transformation necessitated by generative AI and Cybersecurity considerations. In that case, there continues to be a substantial demand for re-envisioning the current workforce development needs. Gradual changes to adapt are not enough to catch up. In a report called “How Skills Are Disrupting Work: The Transformational Power of Fast Growing, In-Demand Skills,” the Burning Glass Institute argues the need to differentiate between these disruptive skills. For example, Artificial Intelligence and Machine Learning-based skills have had a growth rate of over 370% over the five years preceding the report. This is the most aggressively growing skills sector.
Rockford University (RU) recently launched the College of Professional and Extended Learning (CPEL) to provide programming to address and bridge the skills gap in the greater Rockford area by consolidating and/or enhancing existing programming. Annual Business Summits and networking opportunities intend to create a continued conversation between various stakeholders in the area. Competency-based education through credentialing, courses, workshops, and boot camps scaffold the traditional curriculum and offer options to current and future employees individually or through employers.
Companies can access custom programming to meet their specific needs. Focused partnerships with industries, K-12, and post-secondary organizations will shape pathways toward a common goal of economic prosperity in the region. Re-envisioned career preparation for RU students and alumni leveraging connections to local businesses promises to streamline the pipeline for a future workforce. We are Rockford’s University and we are excited about the future and invested in the growth of our region.
References:
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This article is part of the 2023-2024 issue of Catalyst.
Art Gallery Director Talks Sculpting, Career Beginnings
09/09/2024 2:50 pm
By Sara Myers-Hogshead, Digital Media & Communications Specialist
Some may say that Ari Norris was born to be an artist, having been raised by two artists. Norris’ parents taught art classes at Muskegon Community College in Muskegon, Michigan, where he grew up.
However, Norris differentiates from his parents regarding medium. His parents are painters, whereas Norris found his love of sculpting during his first year at Muskegon Community College.
That’s where Norris took a class on the history of the Civil War, which included a field trip to Gettysburg, Pennsylvania.
“I just thought it was a trip to Gettysburg for a weekend,” Norris said. “I just thought it was a great way to see something new. I met Gary there, and I wrote (to) him later. That was just an attempt at finding an opportunity.”
Gary Casteel is a nationally recognized sculptor and the last living artist to produce a monument in the Gettysburg National Military Park. Casteel presented his sculpture of General James Longstreet during Norris’ class trip.
Norris was inspired by Casteel’s work and wrote to him to ask if he needed an apprentice. Casteel agreed, and Norris spent two summers in Pennsylvania working with him. Toward the end of his second summer, Norris started to work on his sculpture “The Doris Rucks Memorial Sculpture,” located at Muskegon Community College.
“He instructed me through it and showed me not just the sculpting process but also how to invoice a client, and manage those tasks as a 21-year-old.”
Norris’ piece was sculpted in clay during the summer of 2017 and dedicated in 2018 once the bronze cast was done.
He met Professor Frank Trankina at a portfolio review day at the School of the Art Institute of Chicago. That interaction convinced him to attend Northern Illinois University. In 2018, he transferred to NIU in DeKalb, where he received a BFA in sculpture and an MA in metalwork, jewelry design, and digital fabrication.
Once he graduated with his master’s, Norris became an artist-in-residence for 18 months at the Art Casting of Illinois, Inc. in Oregon, Illinois. He used the foundry to cast his sculptures.
It was in August 2022, when he had a conversation with a friend who was leaving their job as Art Gallery Director at Rockford University. Norris’ friend asked him if he would be interested in the job. It was part-time, which was perfect for Norris as he wanted to spend the rest of his time working on another sculpture of his that would eventually become “Band Together” at Rowan Park in Muskegon Heights, Michigan.
Norris took the job and has been Art Gallery Director at RU ever since. As the director, his main job is to curate shows. He searches for two artists that work well together and asks the artists around 6 to 12 months in advance if they would be interested, and if they say yes, that gives them enough time to start planning. Norris will often travel and meet artists in their studios. Sometimes he will book solo shows for just one artist.
For example, a recent show by artist Esau McGhee examined the 10 years after he completed his MFA at Northwestern University in 2013. The retrospective survey show was called: “Long Time No See (Exhibit A).”
When he’s not working on his duties as gallery director or working on his art, Norris has recently started teaching drawing classes at RU.
“I’m really glad I got my MA from NIU, otherwise, I would not be able to do that,” he said. “It’s been a blast learning, and learning through teaching.”
Norris’ last sculpture, “Band Together,” took about 22 months to complete. He worked out of his parents’ studio in Muskegon to create the piece.
“The studio was my parents’ studio, but they don’t work on that scale anymore,” he said. “They made a series of collaborative paintings for about 15 years that are in the 12-foot range. I just started moving more things (in the studio). As long as I was getting commissions (they said) they can justify holding on to it for me.”
He adds that most of his sculpture work has been commissioned by Michigan groups, so it made sense to keep his “statue studio.”
When it comes to balancing his artwork and working as a gallery director, Norris is still trying to achieve that balance.
“Gary always stressed the idea of rotating in threes,” he said. “You have one piece at a Foundry being made, one piece that you’re sculpting, and back at the studio, the third piece is in the works. I just haven’t gotten to that rotation yet. Right now after this large piece (has been completed), I can enjoy a little bit of a breather.”
You can see all of Norris’ work on his two websites: arinorris.us and norrisstatues.com.
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This article is part of the 2023-2024 issue of Catalyst.
Farewell to the Needle and Thread
08/16/2023 11:53 am
Rockford University Costume Designer Takes Last Bow
By Aris Sherwood
Walk into the lobby of Maddox Theatre in the Clark Arts Center at Rockford University, and you will find mannequins dressed in costumes of shows past. Underneath them are the designers’ names on plaques. Newly retired professor of theater arts and costume designer, Jeff Hendry’s name is captured on many.
Hendry retired at the end of the 2023 spring semester after 41 years. During his time here, Hendry has worn many different hats due to his diverse background. He has directed shows and has even taught Rockford University theater history and Shakespeare courses.
Originally from Phoenix, Arizona, Hendry received his Bachelor of Fine Arts in Theater Production from the University of Arizona, and Master of Fine Arts in Costume Design from University of Massachusetts, Amherst.
When he left graduate school, Hendry said he was searching for jobs primarily in the Midwest. Rockford University was where he ended up and stayed.
“I kind of bounced around a lot,” he said.
Designer of Many Hats
“I have an odd skill set compared to most costume designers,” he said. “Most design people have a secondary emphasis in graduate school in another design area. I didn’t. I had directing as my secondary emphasis. I guess that’s always interested me.”
In the early 1990’s, the faculty from the theater department came together to create a musical theater major, Hendry said. Since then, Hendry has taught both performance and history/literature. He is now the only professor left of the program’s original creators.
“Professor Mogford likes to refer to me as a ‘Renaissance Man,’” he said. “I wear a lot of hats, and quite frankly, that’s part of the reason why I’ve stayed here for so long. If I had gone to a larger university, I’d end up in the costume shop and that’s all I’d be doing, because I wouldn’t have the opportunity to work in these other areas that I really enjoy.”
Besides teaching, costume designing, and directing, on top of his extensive freelancing career, Hendry said Rockford University has given him opportunities beyond what he ever expected. Back when the university was connected to Regents College in London, England, Hendry said he was sent to London to oversee and operate the program.
“Living in London for a year and a half totally changed my outlook on life,” he said.
When Rockford University applied for and received a grant from the American and Japanese Foundation of Education, three professors were chosen to work on a communications effort with 9 other schools in the country and travel to Japan for research of their choosing.
“I was researching Kabuki Theater and came back and produced a play in traditional Kabuki style, which was really exciting for me and the students. I could have never imagined doing that sort of thing when I came here”
For those future Rockford University students and next generation of costume designers who will not get to experience Jeff Hendry, the professor, he had one piece of advice:
“Don’t be afraid to take a risk. If any place, this is the place you can take a risk,” he said. “When I was starting here, my God, I made so many mistakes when I look back on it. But I learned from every single one of them, and it made me a better teacher and a better designer.”
This story was originally published in the Spring/Summer 2023 issue of Catalyst.
Kelly Monson, Ed.D, Assistant Professor of Education
06/25/2020 12:04 pm
As the effects of COVID-19 began to settle into our environment, I vowed to provide a safe and inclusive atmosphere, to foster relationships, and to individualize the learning experience for my students.
My first priority was to find a balance between maintaining course content integrity and supporting the individual needs of my students in the shift to online learning. I began by revising presentations and assignments to an online format. I established a system to provide ongoing updates and announcements to students, ensuring clear communication of expectations and maintaining course objectives.
To foster ongoing relationships, I incorporated weekly virtual meetings to encourage positive face-to-face interactions and meaningful discussions both as a whole class and in smaller groups through online breakout rooms. In these meetings, students challenged their understanding of course topics and supported one another by sharing their personal stories which encouraged solidarity, optimism, and hope among their peers. The average online attendance for my classes remained consistent at 90-100 percent, which I attribute to the students’ desire for consistency and personal connection.
Students also took advantage of virtual office hours offered through email, phone, and virtual meetings for clarity on course expectations and support with assignments. The shift to online learning was challenging for most of my students, who benefited from the personal connection, routine, and accountability offered in face-to-face classes. Despite the challenges, they continually validated a shared appreciation for professors holding them to the same level of accountability that they had in the classroom and for the flexibility offered as they navigated the emotional impact of the stay-at-home order.
The semester was a challenging one for many reasons, however, my Urban Education graduate students had a wonderful ending to all their hard work. Despite the difficult situation, this group of Rockford Public School teachers attended online classes every week with passion and perseverance, wholly supporting one another. For our last session, Assistant Professor of Education and the Director of our Secondary Programs & Urban Education Graduate Program, Annie Baddoo, and I combined both of the educational cohorts for an online celebration to acknowledge everything this amazing group of students accomplished this semester. We ended our evening by inviting guest speaker, Gregory Michie, author of Same As It Never Was: Notes on a Teacher’s Return to the Classroom, to the virtual meeting. His book was one of many we studied , and it was the perfect ending to a unique semester!
Deepshikha Shukla, Ph.D., Associate Professor of Physics
06/25/2020 10:40 am
Catalyst: An entity that causes change.
I have been teaching for nearly ten years. The role of a teacher is clear: to be a catalyst that shapes the future of the next generation. I had established a norm for my teaching by combining interactive lecture sessions with demonstrations, tutorials, group discussions, polling, and experimentation.
Suddenly, COVID-19 happened, and with it came the realization that a new normal was not only critical to teaching but also for our survival of life. Almost immediately, faculty became inundated with resources and options to support online instruction from well-meaning colleagues, companies, and professional organizations. Debates over synchronous vs. asynchronous sessions, discussions about online assignments, accommodations, and exams became commonplace, and they added confusion to the decision-making process.
I decided going back to the basics was the best option for me, so I focused on three things:
- Know your audience: With a hastened move to online instruction imminent, I needed to know my students differently. A survey during the extended spring break informed me about my students’ access to technology, any added job responsibilities, and the obligations of students who were also parents and helping homeschool their kids. I also asked how comfortable my students were with online instruction.
- Adapt with compassion: The survey gave me the information I was looking for, allowing me to be inclusive and trim parts of my course that were not suited to this delivery model. I adopted synchronous online instruction to reach those students who needed structure and discipline to succeed. I also provided recordings of these sessions to reach students who needed to watch at an alternate time or could benefit from the review.
- Follow-up and individualize: The most challenging part has been tracking students and their performance. To accomplish that goal, I reviewed information from attendance in synchronous sessions, such as Canvas (the University’s learning management platform), and online homework/assignment activities. I wrote several emails to students daily and made myself available via phone or Zoom for questions and additional support.
Shortly after coursework ended for the semester, I received two emails from students. They wrote, “This subject was not the easiest for me but the way you handle/manage your course helped out a ton!” and, “I was always terrified to take any sort of physics course, and you made this one fun and interesting… thank you for all your patience, consistency, and understanding.”
As I reflect on the second half of the semester, I am amazed by the resilience and tenacity of our students. They have overcome an unannounced challenge so admirably that it reinforces my confidence in the next generation.
I am happy to be a catalyst!
Mandolen Mull, Ph.D., Assistant Professor of Leadership, Chair of the Puri School of Business, Director of Business Degree Completion Program
06/25/2020 8:31 am
As a former corporate leader at a property preservation company during the housing crisis, I thought I knew a thing or two about how to guide a team through uncertain times. As a scholar with a doctorate in organizational change, and teaching numerous courses on the subject matter, I thought I knew how to launch change initiatives and navigate obstacles successfully. As an organizational behavioralist and leadership consultant, I thought I knew how to lead, having trained leaders across the globe on how to be flexible with their leadership styles to adhere to the myriad contexts in which we may find ourselves.
Then COVID-19 arrived at our doorstep, and I had to put all of my experience, knowledge, and leadership self-efficacy to use as my students and colleagues in the Puri School of Business looked to me as department chair to assist in shifting our instructional delivery to a fully online format.
Now, I had some luck (as a good Irish lass almost always does!), in that I had started teaching online courses in our combined Bachelor’s/Master’s program in January of 2019, in the MBA program in May of 2019, and other members of our department began teaching online undergraduate courses this past spring. Therefore, our department was fairly well-equipped to quickly shift our teaching modality mid-semester, but perhaps my biggest asset was the willingness of the Puri School of Business team to make it all work. Every single member of the Puri School of Business readily set out to find innovative ways to transform their courses to ensure students continued to receive quality instruction. Not only did they inspire me in their ability to fearlessly wade into uncertain territory, but their constant refrain of, “we must do everything we can to support our students as we may be their only outlet of normalcy right now,” made me beam with pride. It is indeed an honor to work alongside these thoughtful, talented, and committed department members.
But that wasn’t my only luck. Oh, how my students gave such support and grace to the faculty and each other! Each week, students showed up en masse to voluntarily tune in to online Zoom lectures, lectures I was writing merely days before to ensure that I was responding to the context of our COVID-19 world and to their feedback in their course reflection papers.
As I continued to also consult clients, I was able to show our MBA Consulting Class members the “behind the scenes” changes I had made to guarantee I offered clients relevant value in the preparation of a post COVID-19 world. The barrier (if there ever was one) between professor and student certainly came down in our classes, as we truly embraced the “altogether, as one” mentality.
Class discussions hinged on topics such as furloughs, feelings of guilt for still having a job when others do not and burnout. We also discussed confidence in the investment that students made in themselves to pursue their degree, feelings of hope as students networked and learned from each other, and consistently focused on leadership.
Now, more than ever, is the time for great leadership. My research has shown that as much as 75 percent of all change initiatives fail. In addition, only 45 percent of initiatives that succeed produce positive results. There are countless variables that cause this alarming failure rate, but two overarching components are at the crux: leadership and transformation. Indeed, the only way organizations typically change is through massive, revolutionary, transformational change, and great leadership is what makes the difference.
Now, more than ever, is the time for great leadership. As we embark upon our journey of a post COVID-19 world, I am confident that Rockford University, the faculty within the Puri School of Business, and all of our students are primed and ready to deliver the great leadership needed to usher in positive change. Oh, what great opportunity lies ahead!
Chris Sisson, M.F.A., Chair of the Art & Art History Department/Associate Professor of Art
06/24/2020 1:09 pm
How does one teach studio art, sculpture or printmaking when traditional spaces and methods are removed from the equation? Rockford University’s art faculty and students transitioned their very visual work to a new method of learning when the pandemic began.
The easiest transition developed for art history courses as Dr. Jennifer Langworthy already had a course structure in place that fit within the University’s existing learning management platform, Canvas.”
Studio Art classes utilized a combination of approaches. Weekly assignments included reading, a sketchbook exercise, and a discussion to supplement ongoing projects. Discussion boards became the primary mode by which students shared and critiqued their work. In many ways, this format has advantages for students in that comments are archived, and they can go back and re-read helpful suggestions and interactions at any time to improve.
Students in painting courses used their own supplies or could use free painting applications and continue to apply painting principles digitally. Drawing students were less affected by a lack of materials (as pencils and paper are easy to come by). Still, they adjusted to alternative subject matter, working from their own photo references, assembling still-life arrangements at home, and using YouTube/ Vimeo channels devoted to life-drawing sessions in order to study the figure.
All classes utilized Zoom demos and photographic submission of assignments is essential.
Thanks to its already tech-centered nature, Graphic Design courses were able to make a comfortable move to the online environment. Without lab access, the biggest challenge for these courses was making software available, but solutions were quickly found and students continued to apply design theory to their projects and provide critical feedback to their peers.
3-D courses, like Professor Philip Soosloff’s sculpture class, approached assignments by showcasing contemporary, historically-relevant art such as Andy Goldsworthy or Sandy Skoglund. The work demonstrated an approach to creating sculpture that highlights a specific technique. Students found inspiration from everyday objects in their homes and continued to create compelling art.
Advanced students preparing for their Senior Seminar Exhibition were able to complete and photograph their individual pieces and design the exhibit “walls,” virtually using image compositing technology. Students completing their BFA will be allowed to return to school and host a physical exhibit when circumstances permit.
Both faculty and students rose to the occasion during this strange and difficult time. While everyone missed the face-to-face interaction so strongly associated with artmaking, together students and faculty found innovative solutions to continue the journey of learning and artmaking. Those efforts speak volumes about the dedication and creativity that drives all learning at Rockford University.
(Image 1) Student artwork by Laura Becerra. (Image 2) Student artwork by Elizabeth Kasyanyuk.
Student artwork by Changru Liu.
Student artwork by Ashley Nord.
Student artwork by Ashley Nord.
Student artwork by Fengshi Zhoa.
