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Jane Addams Center for Civic Engagement

Who We Are

02/13/2025 8:43 am

JACCE Staff

Weaks-Baxter, MaryDr. 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. 

Elizabeth Kromer is a JACCE student worker who designs advertisements, contributes to the food insecurity program Swipe Out Hunger, and organizes information for the center. She is a kinesiology major with a concentration in exercise science at Rockford University, dedicated to making a difference in her community. 

Kaeleigh Taylor is one of our student workers focused on sustainability, web design, and civic engagement. She is studying Computer Science focusing on Information System Management and Mathematics focusing on Data Science.  After completing 2 years as fellow she is wrapping up her final semester at the center.  

Jane Addams Fellows

Sandy Ruiz is a JACCE Fellow dedicated to organizing and presenting events that promote civic engagement and amplify the voices of the community, fostering a deeper connection between campus and local needs. She also is the College Advisor at CFNIL’s IWYT program, a consultant at the Writing Center, and is a monthly visit volunteer for a local Hospice center. She is studying Psychology and English, working to be a resource and aid for the Rockford community.

Jocelyn Solis is a Jane Addams Fellow who focuses on spreading literacy, uplifting student voices, and implementing service projects. She is majoring in Psychology with a minor in Human Development. She is excited to serve as a fellow for the 2024-2025 school year and welcomes new experiences as a learning opportunity.

 

 

JACCE Board of Advocates

Kristen Clarke

Kristen Clarke

Director of Lang Health Center

Catherine Forslund

Catherine Forslund

Isabel Ross Abbott Professor; Chair, HAIS

Annie Baddoo

Annie Baddoo

Assistant Professor of Education; Director, MEd in Urban Ed

Alex Johnson

Alex Johnson

Assistant Dean of Student Involvement and Orientation

Ronald Lee

Ronald Lee

Associate Professor, Political Science; Director of First Year Seminar

Amy Martin

Amy Martin

Assistant Professor of Psychology

Elaine Sharpe

Elaine Sharpe

Professor Emerita and University Trustee

Kristin Ravel

Kristin Ravel

Assistant Professor of English

Caryn Ruzic

Caryn Ruzic

Assistant Professor of Nursing

Elizabeth Twitty

Elizabeth Twitty

Assistant Professor of Criminal Justice

Civic Participation

10/29/2024 2:36 pm

Civic Participation

 

Through the legacy of Jane Addams and as a civic engagement center, the Jane Addams Center provides students with opportunities to develop skills to become effective leaders and active citizens.

This page is part of that effort and provides information for both our students from Illinois and from out of state. Our aim here is to help students become more knowledgeable about the process of voting: how to register, how to best be informed on candidates and policies, and where to vote. This page also includes information about how members of our campus community can be part of the democratic process by becoming an election judge.

Learn About The Issues

Gaining a deeper understanding of the issues that face our society is an important part of being an engaged and thoughtful citizen. Before you vote, it’s important to be up-to-date on current social issues that are happening nationwide, as they often come up when you’re researching candidates or policies on the ballet. To get the best understanding, look for balanced news sources and check their reliability.

Take advantage of the programming and activities on our campus that are intended to foster open communications and dialogue, and that encourage students to decide what they value and to speak up and promote causes that are important to them.

Resource pages on the Jane Addams Center website can help you get started: Anti-Racism Resources, LGBTQ+ Resources, and Land Acknowledgements Resources. Each of these pages are hyperlinked here, but you can also find them on our main page by looking at the tabs under Explore JACCE.

Volunteer

A way to learn about social issues impacting our local community is through volunteering. When you volunteer, you can better see where there is need for change and better understand the stances of political candidates and policies on the ballot.

Making connections in your community and going beyond your comfort zone to serve groups of people you don’t typically interact with is also one of the best ways to learn about the issues that people face in our communities. As Jane Addams said, in a democratic society based on the value of all human beings, we should “all turn out for one another” in our work for the common good.

Vote

Who can vote?

You must be a United States Citizen.
You must be 17 years old on or before the date of the Primary Election and turn 18 on or before the date of the General or Consolidated Election.
You must live in your election precinct at least 30 days prior to Election Day.
You may not claim the right to vote anywhere else.
You must have a valid driver’s license or state ID to register online.

To check your eligibility to vote in your state, take a look at the Vote.org – Voter Registration Rules webpage for state by state regulations.

How can I register to vote?

If you are an Illinois resident, you can register in a variety of different ways.  

  • You can go to the Office of Election Authority or a driver’s license facility (DMVs), or at a voter registration event with a deputy registrar. 
  • You can register through mail using the Illinois Voter Registration Application, available in English and Spanish. 
  • You can also register online using the official State Board of Elections website 

If you want to check your registration in Illinois, you can go to the State Board of Elections registration lookup page. 

If you are a resident of a state other than Illinois, you can register by using your state’s official website, which can be found through Campus Vote. Another way is through TurboVote where you can directly input your information to find your state.  

If you want to check your registration, go to the National Association of Secretaries of State, which will lead you to the webpage you’ll need to check. 

Where can I vote?

If you are a resident of Illinois, follow this link to the State Board of Elections for information about your polling place and district.

If you are from out of state, most likely you will be voting via the mail. While many states allow any voter to use mail-in voting, some have strict rules on who and who can’t vote by mail.  In order to learn about your state’s rules, follow this link to TurboVote

Because you’ll be receiving your ballot via mail if you’re able to use mail-in voting, be aware that if you live on campus, you’ll need to provide your Rockford University address on the form you fill out. You’ll need to include your dorm building and your room number, and your ballot will arrive at the Rockford University mailroom. 

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How can I learn about the candidates running for office and receive a sample ballot?

Illinois residents can learn more about the candidates by going to the official Illinois Voters’ Guide

If you’re from out of state, you can learn about candidates through websites like Vote411 or BallotReady, which give you nonpartisan information on candidates.

Be a Part of the Democratic Process

Another way to civically participate in the voting process is to become an election judge, working at the polls on election day. Election judges are a fundamental part of ensuring that we have free and secure elections in the United States.  

As an introduction, to the left, you’ll find a video created by the Jane Addams Center with a grant received through Help America Vote College Program in 2024. Our aim is to educate our students about what it means to be an election judge and encourage them to become life-long advocates and engaged citizens. Help us get the word out by watching our video and sharing! 

If this video inspires you to become an election judge, take a look at the Election Assistance Commission webpage. The page will give you the contact information that you will need to become an election judge for voters in your local community.

We encourage you to Help America Vote!

Sustainability Initiatives

10/08/2024 10:53 am

Graduation Banner

Sustainability Initiatives

 

Jane’s Closet


Jane’s Closet provides members of our campus community with commonly used items–free of charge. Our aim is to offer support to community members experiencing financial hardship, divert waste away from landfills, and promote the adoption of a sharing economy on campus. All members of the campus community are welcome to use Jane’s Closet. 

We accept the following new or gently-used items:

  • Books
  • Clothing – Excluding underwear, bras, socks, or pajamas
  • Shoes
  • School Supplies – Must be unopened and unused.
  • Refrigerators < 4.0 cubic feet
  • Microwaves < 1.1 cubic feet
  • Fans
  • Crockpots
  • Coffee makers
  • Electric kettles
  • Scented wax warmers
  • Vacuums
  • Accepted items are not limited to this list. Please review the residence hall policies for a list of items that can be used in campus dorms. 

You may drop donations off in the donation bin in Fisher Chapel outside the Jane Addams Center office.

RU Green?


RU Green
is our Earth Day celebration. Earth Day is recognized on April 21 each year, but we expand the activities into a full week.

For Earth Day Week 2024, we collaborated with organizations in the Rockford community, including Severson Dells Nature Center and Rotary Club of Cherry Valley, to challenge students to make sustainable choices and get into Nature.

To kick off the week, the RU football participated in a State Street cleanup. Other days, students tried plant-based meals in the RU Dining Hall, participated in iNaturalist activities through Severson Dells, and were encouraged to make choices like walking instead of driving through participation in the RU Green? campus challenge.

Community and Butterfly Gardens

 

The Butterfly Garden was dedicated in Spring 2024 in remembrance of student Dejan Kuljanin, who was a student in the Education Pathways program at RU. The memorial garden is located out the back entrance of Fisher Chapel.

Plants in the garden were carefully chosen to attract pollinators, including butterflies and bees, and to help sustain insects and birds living in our stressed natural environment. The garden is maintained by students in the Education Pathways program. 

Our Community Garden was established on campus in 2022 to help educate students about sustainability issues, encourage gardening as a way to manage stress, and improve awareness of fresh foods for a healthy lifestyle. Located between the softball field and the RU Maintenance Building, the Community Garden offers a chance for students, faculty, and staff to work together on a sustained project that helps benefit out environment. 

To promote the garden, JACCE has sponsored cook-offs featuring dishes created by RU faculty and staff. Students get the opportunity to vote for their favorite dish. If you are interested in participating in the Jane Addams Community Garden, please email us at jacce@rockford.edu.

 

 

LGBTQ+ Resource Page

11/09/2022 12:04 pm

LGBTQ+ Resource Page

 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.

Rockford University Resources

Safe Zones

 Safe Zones–Look for the Safe Zones sticker on office doors.

Sexuality and Gender Alliance (SAGA)

Student club for LGBTQIA+ students and allies. Contact faculty advisor, Kristin Ravel (kravel@rockford.edu) for more information. 

Lang Wellness Center

  • The center’s mission is to create a safe and supportive environment to meet the physical, mental, emotional, and spiritual needs of the Rockford University community. Free and confidential counseling services are available. Contact Lang Wellness Center (healthcenter@rockford.edu) for more information.

All Gender / Single-Stall Bathrooms

Burpee Student Center

  • Two single-stalls are located next to the Spirit Shop.

PURI School of Business

  • One single-stall is located downstairs next to classroom 019 and HR.

Seaver Physical Education Center 

  • One single-stall is located downstairs on the same floor as the gym, (go through main gym and then through the door on the left).

Clark Arts

  • One single-stall is located off the art offices in the lobby.

Lang

  • One all gender restroom located on the health center side
  • One all gender restroom located on the faculty office side

Name Change Policies at RU

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).

If you do not want to proceed with a legal name change to adjust the name on Self Service, you may alert your instructors via RU email with your chosen name preferences. See the Template Email to Instructor for Preferred Name document for an example of how that email could look. 

Canvas Display Name Change

Students and faculty may change their names on Canvas and/or add their pronouns. Instructions to do so are below:

  1. Log into Canvas
  2. Click on “Account” in the upper left-hand side and choose “settings” from the menu
  3. Click “Edit Settings” (on the lower right-hand side)
  4. Adjust “Display name” and “Full name” from there.
  5. Click “Update Settings” to save

Student-Athlete Bio Name Change

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. 

Local Community Resources

The Liam Foundation

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. 

Parents and Friends of Lesbians and Gays (PFLAG)

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 at  https://pflag.org/chapter/rockford/.

Regional Resources

Equality Illinois

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

 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/ 

National Resources

The Human Rights Campaign

“The things that make us alike are finer and stronger than the things that make us different.” – Jane Addams

Anti-Racism eBook Collection

03/04/2022 3:56 pm

Anti-Racism Resources Banner

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.”

Anti-Racism eBook Collection Catalog

Last updated March 2022.

  • A Black Woman’s History of the United States by Daina Ramey Berry and Kali Nicole Gross
  • American Sonnets for my Past and Future Assassin by Terrance Hayes
  • A More Beautiful and Terrible History by Jeanne Theoharis
  • An African American and Latinx History of the United States by Paul Ortiz
  • Angela Davis: an Autobiography by Angela Davis
  • An Indigenous People’s History of the United States by Roxanne Dunbar-Ortiz
  • Are Prisons Obsolete? by Angela Davis
  • Assata: an Autobiography by Assata Shakur
  • Between the World and Me by Ta-Nehisi Coates
  • Beyond Survival: Strategies and Stories from the Transformative Justice Movement by Leah Lakshmi Piepzna-Samarasinha
  • Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do by Jennifer Eberhardt
  • Black is the Body: Stories From My Grandmother’s Time, My Mother’s Time, and Mine by Emily Bernard
  • Black Stats: African Americans by the Numbers in the Twenty-first Century by Monique Morris
  • Caste: The Origins of Our Discontents by Isabel Wilkerson
  • Discourse on Colonialism by Aimé Césaire
  • Dog Whistle Politics: How Coded Racial Appeals Have Reinvented Racism and Wrecked the Middle Class by Ian Haney López
  • Emergent Strategy: Shaping Change, Changing Worlds by adrienne maree brown
  • Fatal Invention: How Science, Politics, and Big Business Re-create Race in the Twenty-First Century by Dorothy Roberts
  • For White Folks Who Teach in the Hood…And the Rest of Y’all Too : Reality Pedagogy and Urban Education by Christopher Emdin
  • Freedom Is a Constant Struggle : Ferguson, Palestine, and the Foundations of a Movement by Angela Davis
  • From #BlackLivesMatter to Black Liberation by Keeanga-Yamahtta Taylor
  • Habits of Whiteness by Terrance MacMullan
  • Heavy: An American Memoir by Kiese Laymon
  • How Does It Feel to Be a Problem? Being Young and Arab in America by Moustafa Bayoumi
  • How to Be an Antiracist by Ibram X. Kendi
  • How to Be Less Stupid About Race: On Racism, White Supremacy, and the Racial Divide by Crystal Marie Fleming
  • How We Fight for Our Lives: A Memoir by Saeed Jones
  • How We Get Free: Black Feminism and the Combahee River Collective by Keeanga-Yamahtta Taylor
  • I Hope We Choose Love: A Trans Girl’s Notes from the End of the World by Kai Cheng Thom
  • Just Mercy: A Story of Justice and Redemption by Bryan Stevenson
  • Let Freedom Ring: A Collection of Documents From the Movements to Free U.S. Political Prisoners by Matt Meyer
  • Let It Bang: A Young Black Man’s Reluctant Odyssey Into Guns by RJ Young
  • Nobody: Casualties of America’s War on the Vulnerable, From Ferguson to Flint and Beyond by Marc Lamont Hill
  • On the Other Side of Freedom : The Case for Hope by DeRay Mckesson
  • Pleasure Activism : The Politics of Feeling Good by adrienne maree brown
  • Policing the Black Man : Arrest, Prosecution, and Imprisonment by Angela Davis
  • Race for Profit : How Banks and the Real Estate Industry Undermined Black Homeownership by Keeanga-Yamahtta Taylor
  • Racism Without Racists : Color-Blind Racism and the Persistence of Racial Inequality in America by Eduardo Bonilla-Silva
  • Raising White Kids: Bringing Up Children in a Racially Unjust America by Jennifer Harvey
  • Sister Citizen by Melissa V. Harris-Perry
  • Sister Outsider: Essays and Speeches by Audre Lorde
  • So You Want to Talk About Race by Ijeoma Oluo
  • The Assassination of Fred Hampton: How the FBI and the Chicago Police Murdered a Black Panther by Jeffrey Haas
  • The Color of Success : Asian Americans and the Origins of the Model Minority by Ellen Wu
  • The Condemnation of Blackness : Race, Crime, and the Making of Modern Urban America by Khalil Gibran Muhammad
  • The Fire Next Time by James Baldwin
  • The Fire This Time: A New Generation Speaks About Race by Jesmyn Ward
  • The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander
  • The Wretched of the Earth by Frantz Fanon
  • Tulsa, 1921: Reporting a Massacre
  • Unapologetic : A Black, Queer, and Feminist Mandate for Radical Movements by Charlene Carruthers
  • We Are Not Here to Be Bystanders: A Memoir of Love and Resistance by Linda Sarsour
  • We Do This ‘Til We Free Us: Abolitionist Organizing and Transforming Justice by Mariame Kaba
  • We Will Not Cancel Us: And Other Dreams of Transformative Justice by adrienne maree brown
  • Well-Read Black Girl: Finding Our Stories, Discovering Ourselves by Glory Edim
  • White Flight: Atlanta and the Making of Modern Conservatism by Kevin Kruse
  • White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin DiAngelo
  • Why We Can’t Wait by Martin Luther King, Jr.

Land Acknowledgement Resources

10/22/2021 10:25 am

Land Acknowledgment Resources

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.

For more information on why we should recite land acknowledgements, follow this link to a talk given by Jane Addams Center in 2021.

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:

  • Kiikaapoi (Kickapoo)
  • Peoria
  • Sauk and Meskwaki
  • Bodéwadmiakiwen (Potawatomi)
  • Myaamia (Miami)
  • Waazija (Ho-Chunk / Winnebago)
  • Očhéthi Šakówiŋ

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:

  • Donating to an indigenous community or organization.
  • Attending indigenous-led demonstrations; volunteering for indigenous-led social movements and campaigns.
  • If they are a private landowner, paying a voluntary land tax.

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:

  • Poverty – As of 2020, 1 in 3 Native Americans are living in poverty, with Native Americans having a median annual income of $23,000.
  • Unemployment – As of 2019, the unemployment rate for Native Americans was 6.6%, considerably higher than the 3.9% national unemployment rate.
  • Incarceration – As of 2015, Native American men are incarcerated at four times the rate of white men, and Native American women at six times the rate of white women.
  • Access to education – As of 2020, just 17% of Native American students continue their education beyond high school compared to 60% of students of nationally.
  • Violence against women – As of 2020, 84% of Native women report experiencing violence at some point in their lives; Native women and girls are murdered at a rate 10 times higher than other ethnicities.
  • Medical racism – Serious allegations of abuse and malpractice have plagued the Indian Health Service, a federal agency providing healthcare to Native Americans, throughout its history. In 1976, the U.S. government reported that between 1973 and 1976, Indian Health Service personnel sterilized 3,406 Native women without their consent.
  • Sovereignty – Self-determination of Native tribes today is parceled and controlled by treaties, laws, executive orders, and government agencies whose implementations span over the centuries.
  • Environmental devastation – Often against the will of Native people, tribal lands have been made hosts of oil pipelines and have been exposed to other sources of environmental contamination.

 

For additional information and resources, refer to this page compiled by the Native Governance Center.

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Food Security Resources

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:

Swipe Out Hunger

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.

To apply for a Swipe Out Hunger grant, visit this link. Before you apply, you may want to refer to our Frequently Asked Questions (FAQ).

Swipe Out Hunger 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.

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 number 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 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 director of 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.

Food Pantries and Soup Kitchens

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.

Local Food Pantries

Emmanuel Lutheran Church
920 3rd Avenue, Rockford, IL 61104
(815) 963-4815

My Pantry Express
Online, various pick-up locations

Northern Illinois Food Bank
Various locations, including mobile pantries

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

Winnebago Community Market
765 Research Parkway, Rockford, IL 61109
(815) 639-1257 ext. 555

Local Soup Kitchens

Rockford Rescue Mission
715 W. State Street, Rockford, IL 61102
(815)965-5332

Supplemental Nutrition Assistance Program (SNAP)

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.

Online Communities

There are a number of online communities and tools dedicated to helping people prepare meals that are 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.

I am not currently experiencing food insecurity. How can I help my classmates who are?

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.

Anti-Racist Pedagogy

04/08/2021 5:44 pm

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Toward an Anti-Racist Pedagogy: Resources for Educators

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. 

1. Starting Your Journey

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.

Suggested Resources to Explore:

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.) 

2. Reflecting on Your Own Racial Identity, Experiences, and Biases

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.

Suggested Resources to Explore:

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.)

3. Critically Examining Your Course Curriculum

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? 

Suggested Resources to Explore:

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.”)

4. Building an Inclusive Classroom

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. 

Suggested Resources to Explore:

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. 

5. Taking Action Beyond the Classroom

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.

Suggested Resources to Explore:

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.)

Contact Us

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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.

  • Search for currently recruiting volunteer opportunities using VolunteerMatch.
  • Join a student organization. Not sure which one to join? Start your own! For more information, contact Alex Johnson, Director of Student Involvement and Orientation.
  • Connect with your friends, family, and neighbors to see what volunteer opportunities may be available to you.

You can also connect with one of our community partners, featured below!

Rockford Area Volunteer Opportunities

 

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.

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 Rockford University student in need of a warm meal? 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 this link

2022 International Day of Peace

___________

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.

Art and Writing Contest Winners

McKiah Bashay

About Me

Coming soon!

Carlos Martinez

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 Lacey

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.

Jonathon Schubert

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.