11/09/2022 12:04 pm
The Jane Addams Center for Civic Engagement in Partnership with Rockford University strives to create inclusive and accepting spaces not only in learning but in our global community.
JACCE understands that LGBTQIA+ is constantly evolving; therefore, if you have any suggestions for these resources please contact us at Jacce@rockford.edu.
Safe Zones–Look for the Safe Zones sticker on office doors.
Student club for LGBTQIA+ students and allies. Contact faculty advisor, Kristin Ravel (kravel@rockford.edu) for more information. https://rockford.presence.io/organization/sexuality-and-gender-alliance-saga
Burpee Student Center
PURI School of Business
Seaver Physical Education Center
Clark Arts
In order to have a name updated on Self-Service and other campus materials (such as email, campus ID, Canvas, Self-Service, Billing, and internal systems), students will need to complete a legal name change. Once a student’s name has been legally changed, they (1) need to fill out a “Name Change Form”—found at Student Administrative Services (SAS) and (2) provide two forms of identification showing the updated name. Generally, a court name change document and an updated driver’s license (or other form of ID with a picture) will work for these forms.
If a student would like the name change to be reflected on their Financial Aid and their diploma, one of the forms included will need to be an updated Social Security card.
If you have updated your legal name, and for any reason you don’t see your name updated on your RU email, just reach out to Support@Rockford.edu to make the request directly to IT, or follow up with SAS to let us know their name on their email hasn’t changed yet (please provide two weeks for changes to be made).
Students and faculty may change their names on Canvas and/or add their pronouns. Instructions to do so are below:
Should a time come when athletes want to change something on their bio, such as their name, the individual can either talk to or email Brian Vanden Acker (Assistant Director of Athletics), or if they would prefer, they can fill out the “Student-Athlete Bio Sheet Updates” form (https://rockfordregents.com/sb_output.aspx?form=14) on the website. The link to that form is directly under the original bio sheet form they previously filled out. The only difference between the two forms is that updates one only has the “First Name”, “Last Name”, “Sport(s)”, “e-signature” and “date” fields marked as required, whereas the original form has all fields marked as required. This simply allows the person to only fill out the fields that they would like updated instead of having to fill everything out again.
The Liam Foundation is the first LGBTQIA+ Resource Center in Rockford. They serve the LGBTQ+ community in our area by connecting folks to services. They also offer professional development trainings to other organizations to educate them on the unique challenges the community faces. You can connect with them by visiting theliamfoundation.org or their Facebook page.
PFLAG promotes the health and well-being of lesbian, gay, bisexual and transgender persons, their families and friends through support and resources. Learn more and connect with at PFLAGROCKFORD.org.
The mission of Equality Illinois is to secure, protect, and defend equal rights for lesbian, gay, bisexual, and transgender people in Illinois. They envision a fair and unified Illinois where everyone is treated equally with dignity and respect and where all people live freely regardless of sexual orientation, gender identity or expression. Learn more at http://www.eqil.org/.
The Department of Human Rights administers the Illinois Human Rights Act. The Human Rights Act (“Act”) prohibits discrimination in Illinois with respect to employment, financial credit, public accommodations, and real estate transactions on the bases of race, color, religion, sex (including sexual harassment), national origin, ancestry, military status, age (40 and over), order of protection status, marital status, sexual orientation (which includes gender-related identity), unfavorable military discharge and physical and mental disability. Learn more at https://dhr.illinois.gov/
“The things that make us alike are finer and stronger than the things that make us different.” – Jane Addams
03/04/2022 3:56 pm
The Jane Addams Center for Civic Engagement, alongside Howard Colman Library, curates the Anti-Racism eBook Collection. The titles in this collection–which wrestles with the topics of race, racism, and anti-racism–are available free of charge to the campus community via Colman Library. A list of all the titles in the collection is available here, as well as on the library’s website, which is where the books can be downloaded.
If you have suggestions for titles to add to our collection, email us at jacce@rockford.edu with subject line “Suggestion for Anti-Racism eBook Collection.”
Last updated March 2022.
Land Acknowledgement Resources10/22/2021 10:25 am
Our Land Acknowledgment
The Jane Addams Center for Civic Engagement sits on the original homeland of the Kiikaapoi (Kickapoo), Peoria, Sauk, Meskwaki, Bodéwadmiakiwen (Potawatomi), Myaamia (Miami), Waazija (Ho-Chunk / Winnebago), and Očhéthi Šakówiŋ peoples. We recognize the history of genocide and displacement to which these peoples were subjected, as well as the continuing impact of white supremacy and settler-colonialism on the lives of these peoples today. We affirm that advocacy for native peoples is an essential civic duty for all Americans. Therefore, we call on our staff, stakeholders, and friends to fulfill that duty by making contributions of money or time to Native-led movements for social justice.
What is a land acknowledgment?
A land acknowledgment is a statement made before an event recognizing the indigenous peoples who historically lived upon the location where the event is taking place. Land acknowledgments can be made by institutions as large as governments and university administrations, or by groups as small as sports teams and clubs.
Why should we recite land acknowledgments?
As Americans, we have a civic duty to acknowledge the terrible role that displacement and genocide of native peoples played in the foundation of this country, as well as to take action against the social and economic inequalities that still menace native communities to this day.
How should we recite land acknowledgments?
In order to learn how to properly recite an indigenous land acknowledgment, refer to this guide published by the Native Governance Center.
Generally, a proper land acknowledgment speaks to the past, present, and future of indigenous peoples. It emphasizes the role they played in the stewardship of their ancestral lands, and acknowledges that they were displaced from those lands by white supremacy and settler colonialism.
In forming your team or organization’s land acknowledgment, we recommend that you do your own research to discover which indigenous tribes lived in what is now the Rockford area. There are a number of resources online that will assist you in this process. Here is the list provided by one such resource, Native Land:
How do we go beyond land acknowledgements?
Jane Addams once said: “Action indeed is the sole medium of expression for ethics.” When indigenous people educate non-indigenous people about proper land acknowledgment, their teachings are in the same vein. They extol the importance of going beyond land acknowledgment for land acknowledgment’s sake; of seeing the land acknowledgment as a vehicle for social justice.
In your land acknowledgments, make sure to provide concrete actions for people to take that materially benefit indigenous people, such as:
More broadly, we recommend that you think critically about the intersections between indigenous people and your background, interests, and expertise. Consider the unique role your team or organization may play in securing justice for indigenous people, as well as what you can enact as an individual.
What challenges do indigenous people face today?
In order to better form your recommendations on actions to take in support of indigenous people, we recommend that you conduct your own research not only on the historical treatment of indigenous people by European settlers, but also on contemporary social and economic issues relating to indigenous peoples in North America today. These issues include, but are not limited to:
For additional information and resources, refer to this page compiled by the Native Governance Center.
JACCE@Rockford.edu
Submit your information as a potential volunteer or community partner
10/07/2021 10:38 am
If you are a Rockford University student currently experiencing food insecurity, the following resources may be able to help you:
Rockford University students currently experiencing food insecurity are eligible to receive assistance via our Swipe Out Hunger program built in collaboration between Fresh Ideas, Student Administrative Services, and the Jane Addams Center. Swipe Out Hunger provides grants of five to fifteen meal swipes for use in Burpee Dining Hall or The Den.
To apply for a Swipe Out Hunger grant, visit this link or scan the QR code below.
Before you apply, you may want to refer to our Frequently Asked Questions (FAQ).
Who is eligible for Swipe Out Hunger?
Swipe Out Hunger exists to serve all current Rockford University students who are experiencing food insecurity, whether permanent or short-term.
Commuter students and on-campus residents alike are eligible for Swipe Out Hunger.
You do not need to have a meal plan already purchased in order to use Swipe Out Hunger swipes. However, if you are not currently on a meal plan, you will need to visit SAS to have them activate your student ID card for use.
Do I need to show proof of income?
No. Swipe Out Hunger grants are available to all students regardless of income. Students who are not Pell-eligible will need to provide a brief explanation of their need for food assistance.
How do I use my Swipe Out Hunger grant?
Just like standard meal swipes, Swipe Out Hunger swipes can be used to dine in or carry out food from Burpee Dining Hall or The Den.
If students wish to swipe in The Den while the Dining Hall is operating, they may need to identify to the cashier that they are on the Swipe Out Hunger plan.
Please note that meal swipes can only be used in the Den during meal exchange periods. To view the meal exchange periods for each day of the week, visit https://www.rockford.edu/community/campus/dining/.
For students already on a meal plan, SOH swipes will automatically be used after you have exhausted your weekly swipe allowance.
How many times can I apply to Swipe Out Hunger?
If you applied to Swipe Out Hunger but were denied, we ask that you refrain from re-applying unless a dramatic change has taken place in your ability to purchase or prepare food.
For successful applicants, you are welcome to re-apply once you have exhausted all the swipes in your current meal swipe grant. There is currently no limit on how many times successful applicants may reapply. However, please remember that there is a limited amount of Swipe Out Hunger swipes available each year, and that this resource is meant as a temporary means of addressing food insecurity. If your experience with food insecurity is permanent or long-term, we recommend that you speak with JACCE about other options that may be available to you.
Can I carry out food using Swipe Out Hunger?
Yes. Using Swipe Out Hunger, you may purchase one swipe’s worth of items in The Den, or obtain one carry-out container from the Dining Hall to fill.
I want to apply to Swipe Out Hunger but I’m embarrassed. What should I do?
There is no reason to be ashamed or embarrassed to use Swipe Out Hunger. Food insecurity is not a choice, and therefore says nothing about who you are as a person. Your financial status has nothing to do with your personal character. On the other hand, reaching out for help with a problem—any problem—does. It demonstrates courage, humility, and personal responsibility.
Not to mention, by taking advantage of Swipe Out Hunger, you might inspire other students to apply for the program who may never have before. Beyond that, you will show RU that a need for food assistance exists and must be addressed on this campus.
Moreover, as an educational institution, Rockford University has an ethical responsibility to make sure that our students’ basic needs are met. These basic needs include the need for a steady and nutritious diet. Nutrition is especially important for college students, whose minds require fuel in order to grow. Here at Rockford University, we not only want to help you grow your mind—we want your mind to thrive.
Will anyone know that I am receiving assistance from Swipe Out Hunger?
The only people who will know that you are receiving Swipe Out Hunger grants are the people who need to know in order to administer the program: Dining Services, Student Administrative Services, and the Jane Addams Center.
However, if you are comfortable with it, we encourage you to publicly talk about your participation in Swipe Out Hunger. By sharing your experiences among your classmates, you will help to normalize conversations about food insecurity and student support services on campus, as well as encourage help-seeking behavior generally. You may even inspire somebody to apply for Swipe Out Hunger who may never have before.
Am I taking swipes from someone who might need them more?
We have obtained these swipes and set up this program in order to assist you because we believe that every one of our students deserves the nutrition they need in order to study, grow, and succeed. We would hate to learn that a student who would have benefitted from Swipe Out Hunger refused to apply solely because they were worried about taking swipes. Here at the Jane Addams Center, we believe in helping everyone in need of help.
In addition to Swipe Out Hunger, there are a number of resources within the Rockford community that provide food assistance to those experiencing need. These resources come in the form of food banks or food pantries, where patrons can obtain raw ingredients and pre-packaged foods to be prepared at home, as well as soup kitchens and community kitchens, where people in need can go to carry out hot meals or eat them on location.
While we have listed some examples below, we advise you to take a look at this map created by the Northern Illinois Food Bank that will help you discover which resources are located nearest to you.
If you are a parent or you have children in your household, you may want to consider Northern Illinois Food Bank’s Summer Meal Program, which feeds children under age 18 from June to August at Winnebago Community Market and other sites across Northern Illinois.
Emmanuel Lutheran Church
920 3rd Avenue, Rockford, IL 61104
(815) 963-4815
My Pantry Express
Online, various pick-up locations
Rock River Valley Pantry
1100 Broadway, Rockford, IL 61104 and 421 S. Rockton Avenue, Rockford, IL 61102
(815) 965-2466
Salvation Army Social Services Center
416 S. Madison Street, Rockford, IL 61104
(815) 972-1135
St. Elizabeth Catholic Community Center
1505 S. Main Street, Rockford, IL 61102
(815) 544-5434
Winnebago Community Market
765 Research Parkway, Rockford, IL 61109
(815) 639-1257 ext. 555
Rockford Rescue Mission
715 W. State Street, Rockford, IL 61102
(815)965-5332
St. Elizabeth Catholic Community Center
1505 S. Main Street, Rockford, IL 61102
(815)544-5434
The Supplemental Nutrition Assistance Program (SNAP) is a federal program providing funds for the purchase of staple foods and ingredients. Visit the SNAP website for more information as well as to check eligibility. Visit the Illinois Department of Human Services website in order to apply for SNAP benefits in Illinois.
If you have any questions about SNAP, please contact us at JACCE@rockford.edu and we will either provide you with the correct information or direct you to someone who can.
If you would prefer to speak to someone outside of Rockford University, you can reach Northern Illinois Food Bank’s SNAP Outreach team at 844-600-SNAP (7627) or by email at snap@northernilfoodbank.org. They can answer any questions you have about SNAP, as well as help you with the application process.
There are a number of online communities and tools dedicated to helping people prepare meals that are simultaneously affordable and nutritious.
One such community is the Eat Cheap and Healthy subreddit. Check out the sidebar on the main page of the subreddit for a list of their most popular posts and other resources. Topics that have been discussed on the forum include cooking as a student, cooking with only a microwave, and cooking using only ingredients that are purchasable on SNAP. Similarly, the Budget Food subreddit is also a helpful resource.
You might also check out Budget Bytes, a website dedicated to helping people cook healthy meals on a budget. They list affordable and easy to make recipes, including one-pot meals. They offer meal prep guides for a small fee. They also have a mailing list, a cookbook, and a mobile app.
One other resource we recommend is MyPlate. MyPlate is a tool developed by the U.S. Department of Agriculture to help Americans budget and plan for a healthy diet based on the U.S. government’s Dietary Guidelines for Americans. They have an app called Start Simple with MyPlate to help you build healthy eating habits. Their Shop Simple with MyPlate app searches for grocery discounts and rewards near you, and can be used to filter out area food retailers that accept SNAP.
You can help our food insecure students by making sure as many people as possible know about the programs and services that we have outlined on this page. Also, you can volunteer your time, labor, and supplies to your nearest food pantry, soup kitchen, or community garden. Additionally, you can organize at a local, state, and federal level for robust welfare policy and anti-poverty legislation more broadly. Finally, you can do your part to destigmatize poverty and food insecurity, to normalize conversations about wealth inequality in our society, and to promote help-seeking behaviors among those experiencing food insecurity or other socioeconomic hardship.
04/08/2021 5:44 pm
This teaching and learning page provides strategies and resources that encourage us to reflect on and have conversations about what it means for a university curriculum to be anti-racist and to guide us in taking a closer look at ways we at Rockford University can build an anti-racist community. The five steps outlined are intended to offer opportunities for you to enter into anti-racist work where you see yourself on this journey and to emphasize that this process is just that–a continuing process in personal and community growth.
This teaching and learning page has been developed by staff at the Jane Addams Center for Civic Engagement after a survey of best practices at other colleges and universities, and in consultation with faculty and staff on our campus. Work on this resource page is an important part of the Center’s commitment to Racial Justice and to the enduring legacy of Jane Addams at Rockford University. Because we at JACCE are not experts in the field of anti-racism work, we encourage you to contact us at jacce@rockford.edu if you have suggestions and comments for us or if you know of additional strategies and resources that can be added to this page.
Confront racism head-on. Understanding systemic racism and the ways systemic racism negatively impacts persons of color is an important first step. As a classroom instructor, it is critical for you to learn about the challenges faced by students of color not only through your own reading and studies but also through your observations of student learning and interactions in your classroom. Educate yourself about systemic racism and its roots in American culture, microaggressions, intersectionality, and the harmful effects of colorblindness. Keep in mind that this is an initial step, but should be part of a continuing process of self-education.
Act.tv. (2019). Systemic Racism Explained (A Crash-Course type short video that explains systemic racism.)
Jon Greenberg. (2015). “7 Reasons Why ‘Colorblindness’ Contributes to Racism Instead of Solves It.” (An article from the Everyday Feminism website that gives a high school teacher’s perspective on the harmful effects of colorblindness.)
Darnell Moore. (2016). “Here is the Problem with ‘All Lives Matter’” (A short video explaining why “All Lives Matter” is the wrong response to “Black Lives Matter.”)
National Humanities Center Education Programs. (2017). The History of White Supremacy: A Professional Development Webinar (Designed for teachers. An excellent resource for anyone interested in learning about the history of white supremacy.)
Netflix. (2016). 13th. (Documentary by Ava DuVerney on the systematic injustice of the prison system.)
NPR. (2010). “‘Whistling Vivaldi’ and Beating Stereotypes.” (An interview with Claude Steele, author of Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us, a book on social identity and the negative perceptions that come along with stereotypes.)
Monnica T. Williams. (2011). Colorblind Ideology Is a Form of Racism (An article from Psychology Today that explains the problems with colorblindness and the importance of valuing difference.)
What biases might you carry that you are unaware of? Understanding them is an important step in expanding your perspective. Consider taking the Harvard IAT to examine both your conscious and unconscious biases. Spend some time looking inward and examining how your own attitudes about race have been shaped by your own identity and experiences. Recognize that before you ask students to reflect on racial identity and biases, you must first interrogate and process your own. This experience may be challenging, but is necessary work.
Adichie, C.N. (2009). The Danger of a Single Story. (A TedTalk on the importance of recognizing the multiplicity of life stories that make us who we are and the cultural misunderstandings that can happen if we limit views of others to just a single story.)
Robin DiAngelo. (2018). White Fragility. Beacon. (Best-selling book on why white people find it so hard to talk about racism.)
Kimberly Harden & Tai Harden-Moore. (2019). “Moving from Ally to Accomplice: How Far Are You Willing to Go to Disrupt Racism in the Workplace?” Diverse: Issues in Higher Education (An article that explains why being an ally isn’t enough.)
Harvard Implicit Association Test (A tool for assessing your own implicit biases. The study takes about 10 minutes, and you’ll receive your IAT result at the end of the study.)
Willie Jackson. (2019). “To Promote True Advocacy, Don’t Be an Ally: Be an Accomplice.” From Day One. (An article from a business-focused website on the importance of being an accomplice.)
Ibram X. Kendi. (2019). How to Be an Anti-Racist (Short video with best-selling author Ibram X Kendi defining what it means to be Anti-Racist and discussing the importance of working to be Anti-Racist.)
Ibram X. Kendi. (2019). How to be an Anti-Racist. Penguin. (Best-selling book that proposes ways to bring about change on both personal and systemic levels.)
Peggy McIntosh. (1989). White Privilege: Unpacking Your Invisible Knapsack (A groundbreaking article in the discussion of white privilege.)
Refinery 29. Why Are White People So Bad at Talking About Race? (An interview with Robin DiAngelo, the author of White Fragility.)
This next step asks you to turn to your own course materials and content. Educate yourself about what an Anti-Racist curriculum is and look at Anti-Racist curriculum models. Educate yourself on best approaches to talking about race in the classroom. Is your course design intentionally and explicitly Anti-Racist? In a course where the content is race-focused, multiple voices and perspectives should be represented and whiteness decentered. If your course is not focused on race, there is opportunity for questioning: What is valued as important knowledge in the discipline? Who made those decisions? What voices are left out?
Antiracist Pedagogy Reading List (A resource list intended for college professors.)
Braun, Gina and Kristin Ravel. “Toward an Anti-Racist Curriculum.” (Powerpoint presented as part of RU’s Courageous Conversations series. The slides provide an overview of strategies for designing an anti-racist curriculum.)
Brown University Center for Teaching and Learning. Effective Teaching in Anti-Racist Teaching. (A webpage from Brown University that offers a process for working toward anti-racist teaching. Focuses on course goals, content, classroom discussions, and assessment.)
Jennifer Imazeki. Anti-Racism and Allyship in the Classroom (An extensive list that includes general and discipline-specific resources.)
Kernahan, C. (2019). Teaching About Race and Racism in the College Classroom: Notes from a White Professor. West Virginia University Press. (A university professor’s reflections on teaching about race.)
Taylor, S.D., Veri, M.J., Eliason, M., Hermoso, J.C.R., Bolter, N.D., & Van Olphen, J.E. (2019). The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 5(2), 133-66. (An article that suggests ways to design a syllabus that “signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation.”)
Students come into a classroom with a wide variety of perspectives and experience. No matter the content of the course, these differing outlooks vastly affect their beliefs and understanding of the subject. Keeping this in mind, it is important for your students to confront their own positionalities and biases. An Anti-Racist classroom encourages this reflection and interrogation. Fostering an Anti-Racist environment means meeting students where they are and engaging from there. This may result in challenging conversations or even resistance from certain students. Aim to work with your students on developing skills for having tough conversations. Doing so will also help them in addressing social injustices they see beyond the classroom.
Cora Learning. (2020, April 28). Responding to Racial Bias and Microaggressions in the Online Environment [Video]. Youtube.
Columbia University Center for Teaching and Learning (2017). Guide for Inclusive Teaching.
Harbin, M.B., Thurber, A., & Bandy, J. (2019). “Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors. Race and Pedagogy Journal, 4(1), 1-37.
Smith, L., Kashubeck-West, S., Payton, G., & Adams, E. (2017). White professors teaching about racism: Challenges and rewards. The Counseling Psychologist, 45(5), 651-68.
Supiano, B. (2020). Teaching: When students resist learning about racism. Chronicle of Higher Education.
It is important that your Anti-Racist work does not stop at the classroom door. Ask your students to reflect on ways we can build Anti-Racist communities and encourage them to think of ways they can take what they have learned in your classroom to other parts of their lives, both on and off campus. Consider ways that your work in the classroom can be translated into broader work on our campus. Reach out to others in departments that impact students and propose collaborations on Anti-Racist programs and discussions. Look at students holistically–not just within the limits of your classroom.
Colorado College. Our Work Toward Becoming an Antiracist Institution. (An open letter from Colorado College’s president that outlines steps being taken by the college to work toward becoming an anti-racist institution.)
Eliminate Racism 815. (Website for a growing group of community members in Rockford that aims to end racism and validate the importance of every individual.)
Ibram Kendi. (2020). “Making Higher Education Anti-Racist.” Harvard Gazette. (A short article about potential reforms in higher education.)
Errol Louis. (2020). ”Ibram X. Kendi: Building an Anti-Racist Society.” (An interview with Kendi on dismantling racist systems and building an anti-racist society.)
Krishni Metivier. (2020). “Envisioning Higher Education as Anti-Racist.” Inside Higher Education. (A checklist of key actions that colleges and universities should take in working toward an anti-racist campus culture.)
University of Dayton. (2020). Explore UD’s Steps Toward Becoming an Anti-Racist University. (An Open Letter to the University of Dayton Community from Members of the President’s Council Regarding Steps Toward Becoming an Anti-Racist University.)
JACCE@Rockford.edu
Submit your information as a potential volunteer or community partner
02/02/2021 1:34 pm
Community service and community-based learning shape how young professionals view the meaning of work. The urge to want to help people using one’s career is shared by most individuals. By beginning the journey of volunteerism within the community, a person begins to discover their dearest values while giving back to the people around them.
Will I be able to discuss my volunteerism with future employers?
Yes! In fact, employers look for people who have volunteer experience. Volunteering gives a person experience in a range of different fields and helps them garner valuable assets such as empathy, kindness, work ethic, and time management. These are all important skills to highlight as new graduates enter the professional realm, and make excellent material for a job interview or cover letter.
Can I put my volunteer experience on my resume even though I was not paid?
Of course! Experience on a resume does NOT have to be paid experience. Clubs, sports, and volunteering are all things that employers take into consideration. Because volunteer experiences are typically short-term, you have the opportunity to collect a wide and varied array of them. This can give you a wide range of exposure to different fields along with the ability to garner different skills.
How can I find volunteer opportunities in my area?
There are many ways people can get involved in volunteering. In fact, you may be able to volunteer right on campus! Take a look at the list below of ways to become involved.
You can also connect with one of our community partners, featured below!
National Land Institue: Fall Prairie Harvest Day
Help collect seeds from native wildflowers and grasses at Nygren Wetland Preserve, located at 3190 W. Rockton Rd., Rockton, IL 61072. These seeds will be used in future prairie plantings at Natural Land Institute preserves. Start anytime and work as long as you like during the event hours of 9 AM – 12 PM. Snacks and water will be provided. Dress for the weather, and make sure to wear comfortable closed-toed shoes.
Register to volunteer here. For more information, please contact Kim Johnsen at kjohnsen@naturalland.org or call (815) 964-6666.
Northern Illinois Food Bank
The Northern Illinois Food Bank is looking for volunteers for the Winnebago Community Market (WCM). WCM provides free, nutritious groceries to our neighbors in the Rockford area. Volunteers like YOU allow us to conduct market distributions open to anyone who may need it. Each shift needs approximately ten volunteers to serve our community most effectively. As a distribution volunteer, you will help us run the market by restocking shelves with more food, assisting neighbors with their groceries, and managing shopping carts as clients shop and unload items into their cars. All volunteers are required to wear closed-toed shoes.
If you are interested in volunteering, please visit our website at https://solvehungertoday.org/volunteer-opportunities/ to sign up for a shift. If you have any questions, please contact Mary Beth Finch at mfinch@northernilfoodbank.org or call (630) 443-6910 ext. 237.
KFACT
KFACT is a youth development and holistic mentoring organization for at-risk girls in Rockford. We are looking for volunteers for the following programs:
Learning Lab, every Thursday from 5 PM – 7:30 PM
Learning Lab is KFACT’s free tutoring opportunity. Students in our Safe Girl zone complete homework and study. Students usually receive one-on-one help and sometimes small group tutoring and mentorship. We’re always looking for volunteers to help tutor our girls.
Senior Saturdays, every Saturday starting October 15
Senior Saturdays consist of high-school seniors completing college applications, essays, researching schools, etc. Volunteers who can help in any of those areas are a massive help to us.
KFACT Enrichment, every Tuesday from 5 PM – 7:30 PM
KFACT enrichment is our large group activity. We connect as a large group with the week’s topic with an activity that aligns best. Volunteer duties for enrichment may require a light setup with decorations, supplies, food, etc.
If you are interested in volunteering, please contact Shamika Williams at Executivedirector@k-fact.org. Volunteers are required to complete a background check and training. Please visit https://k-fact.org or call (779) 772-1367 for more information.
01/25/2021 12:44 pm
The Jane Addams Center for Civic Engagement (JACCE) advances the ideals of Rockford University through the study and practice of citizenship, service, and lifelong learning. We work to connect the classroom to the community, while emphasizing community building and lifetime partnerships.
We are located in Fisher Chapel. Visit us during our open hours of 9AM to 4PM Monday through Friday, or email us anytime at JACCE@rockford.edu.
Like us on Facebook and follow us on Instagram.
Explore our website to learn more about the Center, our history, and our current work.
Are you a current Rockford University student experiencing food insecurity? Visit our Food Security Resources page to learn about our Swipe Out Hunger program and other potential ways to address food insecurity. If you would like to apply for Swipe Out Hunger, please visit tinyurl.com/swipeouthunger21, or scan the QR code below.
___________
The International Day of Peace was established in 1981 by the United Nations General Assembly and is designated as a 24-hour period of non-violence and cease-fire. For our 2022 celebration, we highlighted the works and legacy of peacebuilder, artist, and Rockford alum Roland Poska, who called on all of us to help foster a more peaceful, equitable world. See the highlights here! We hope to see you on September 21, 2023, for the next International Day of Peace.
About Me
Coming soon!
Carlos’s Work: Free Markets for the Arrangement of Peace
About Me
As an economics major, I have encountered numerous circumstances where economic theory is used to explain the forces at work in society. I thought peace utterly needed to be presented keenly from economic viewpoints and recount how much we need things like private property, the rule of law, or even sound money. In the future, I aspire to earn a Ph.D. in economics and be recognized as a renowned researcher and professor.
TJ’s Work: Cultural Autobiography
About Me
My name is TJ Lacey. I am a Graduate Student at Rockford University, studying to earn my MAT. I am also an assistant coach for the Men’s Basketball team. After college, I want to teach and continue coaching. My inspiration for my piece comes from my brother being harassed by the police recently. That situation left me thinking back about all I have endured over my life and wanting to be open about my upbringing. It also allowed me to understand that I will have to prepare my 2 baby boys for the harsh realities of the world.
About Me
My intended major is Economic Finance. This drawing is a representation of internal strife. I plan on pursuing a CFA charter in the Finance field to become an analyst in order to fund the opening of a music label for rock bands.
08/05/2020 2:09 pm
Here are stories from those who are making a difference.
For those of you who do not know, Beyer Stadium was home to the Rockford Peaches women’s baseball team that played in the All-American Girls Professional Baseball League from 1943 to 1954. If you have yet to do so, watch A League of Their Own which...
In September 2020, our Jane Addams Center for Civic Engagement held its annual Day of Service. While following state and university COVID-19 safety protocols, our students were able to get out into the Rockford community to make a difference whether it was...
As I near the end of my service year with AmeriCorps VISTA at Rockford University, I reflect on a year that was full of unpredictability, growth, and creation. I arrived at Rockford University fresh from my undergrad studies, unfamiliar with the city of Rockford and...
This past fall Semester, Maria Diemer, First Year Seminar instructor and Assistant Director of Global Affairs taught her First Year Seminar (FYS) with the topic “you are what you eat.”
Sarah Irvin, a Rockford University Senior in Dance, uses her influence to give hope to Rockford’s homeless community. Through her project called “Care Packs for the Homeless,” Irvine works to lift the strain on Rockford homeless shelters and population.
JACCE@Rockford.edu
Submit your information as a potential volunteer or community partner
08/03/2020 7:29 pm
Are you a Rockford University faculty member interested in learning how service can be part of the classroom experience? Visit our page on Community-Based Learning.
Students, are you interested in serving your community in ways that speak to your particular skills, interests, career goals, and availability? Learn more about how volunteerism and community-based learning can help you in fulfilling your career goals here.
Is your residence hall, student organization, or sports team looking for help in planning a community service project? Tell us about your group’s interests by filling out our participation form linked below.
Do you represent a community organization that is interested in learning how Rockford University can contribute to your mission and goals? Email us at jacce@rockford.edu to become our next Community Partner!
Join other Regents on a trip to Starkville, Mississippi to build a home for a family in need.
JACCE@Rockford.edu
Submit your information as a potential volunteer or community partner
08/03/2020 7:25 pm
The Jane Addams Center for Civic Engagement (JACCE) works to fulfill a mission of enriching our students’ educations and lives by engaging them with the community.
Creating meaningful connections between the University and communities beyond campus, JACCE organizes campus service projects, assists professors in creating Community-Based Learning and engaged research projects, and offers programming that cultivates an attitude of civic responsibility.
Our work at the Center is grounded in the ideals and life of Rockford University alumna Jane Addams, who believed in the importance of understanding and reaching out to people in need and taking action to help.
With those core values, the Jane Addams Center
Approaching civic engagement holistically, we at the Center see ourselves as not only working for the betterment of society but also empowering our students with the knowledge that they can bring about positive change in the world.
Rockford University is a member of Campus Compact, a national coalition of universities dedicated to the promotion of community service. Campus Compact is dedicated to advancing the public purposes of higher education through civic education and community development.
In partnership with the Corporation for National and Community Service (CNCS), the Campus Compact AmeriCorps VISTA Program seeks to activate higher education institutions and their partners by working together to make an impact on poverty in their local community. Campus Compact VISTA projects are developed in accordance with AmeriCorps VISTA’s core principles:
View the official Web site for Campus Compact at www.compact.org.
Learn more about our namesake, who inspired us to be more engaged with our community.
In cooperation with the Anti-Racism Alliance, the Jane Addams Center hosts a series of events known as Courageous Conversations. Courageous Conversations provide a safe environment on campus for students, faculty, and staff to discuss prominent issues such as racism and social unrest.
The Jane Addams Center is proud to partner with the Nobel Peace Center as an associate of the Ignitor Fellowship Program, an extracurricular leadership program dedicated to spreading knowledge of and participation in the Nobel Peace Prize awards process. Through this program, Master’s Degree students who are writing theses will receive assistance from the Nobel Peace Center in their research, as well as the opportunity to apply for a scholarship to attend the Nobel Peace Prize award ceremony in Oslo, Norway. Interested undergraduate students are able to participate in an online community to discuss and learn about the Nobel Peace Center and the Peace Prize.
Once a month, the Jane Addams Center brings in a community partner to meet with Rockford University students, faculty, and staff. During these events, our visitors educate the RU community about their organizations and let them know how we can get involved in support of their efforts. Our community partners are organizations that work within the Rockford area to fulfill people’s essential needs, address vital social issues, and build a sense of community.
Each year, two Rockford University students are selected to serve as Jane Addams Student Fellows. These Fellows receive a scholarship from the Jane Addams Center. In exchange, they work alongside JACCE staff to plan and implement year-long service projects within RU and throughout Rockford.
Administered collaboratively by the Jane Addams Center, Student Administrative Services, and Fresh Ideas, Swipe Out Hunger is Rockford University’s primary response to food insecurity among our students. Through the Swipe Out Hunger program, students experiencing food insecurity may apply for free meals in Burpee Dining Hall and The Den. Meals are doled out in blocks of 5 to 15 swipes at a time. Click here to learn more about Swipe Out Hunger and other food security resources available to RU students.
Dr. Mary Weaks-Baxter is the Director of the Jane Addams Center for Civic Engagement. She has over 30 years of experience teaching in higher education and in college administration, and has worked with students on civic engagement projects on issues ranging broadly from human trafficking and domestic violence to environmental conservation and job equity. She is currently working with the founding director of the Center, Belinda Wholeben, on a book about the current-day relevance of Jane Addams.
Director of Lang Health Center
Isabel Ross Abbott Professor of History and Women’s Studies; Chair, History, Politics and International Studies
Associate Professor of Kinesiology
Director of Student Involvement & Orientation
Associate Professor, Political Science; Director of First Year Seminar
Assistant Professor of Psychology
Associate Professor of English
Associate Professor of Psychology
Interim Provost & Vice President for Academic Affairs; Associate Professor of Physics
JACCE@Rockford.edu
Submit your information as a potential volunteer or community partner
