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Development Planning Tool KitProfessor’s Guide to Excellence

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a n i n t r o d u c t i o n f r o m t h e p r o v o s t

I would like to congratulate you on becoming a full-time faculty member and welcome you to DeVry University, a beacon of career education for 80 years.

DeVry University is dedicated to students’ academic and career development,

with degree programs designed to match current market needs and coursework

that will prepare them for the real challenges they will face in their careers and

life. In driving this commitment, the role of full-time faculty is very rewarding,

but it also carries great responsibility. To support our professors’ success,

DeVry University provides an environment that engenders academic and

career development. The Professor’s Guide to Excellence is intended to provide

the guidance to support your pursuit of the complementary goals of student

achievement and faculty development.

Table of Contents

1.0 introduction

charting your own course 2.0 Teaching and Leading: Faculty Career Options 4

inspiring achievement; reaching for excellence 3.0 What’s in a Name? Titles and Accountabilities 123.1 Rewarding achievements: Promotions 223.2 Teaching and Performance Excellence: Your Individual Performance Plan (IPP) and Your Future 28

time to succeed4.0 Dedicated to Teaching Excellence: Full-time Faculty Assignments 424.1 Your Time: Meeting Professional Expectations and Commitments 48

Expanding Your Horizons5.0 Beyond Teaching: Opportunities for Development 54

6.0 Conclusion 65

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All of these elements of professorship at DeVry University are focused on developing a dynamic

academic environment for DeVry University faculty that promotes intellectual curiosity, critical

thinking, lifelong learning, and the achievement of personal, academic, and career goals.

In their own words, the faculty of DeVry University have crafted this vision:

Our mission as DeVry University faculty members is to facilitate dynamic learning

environments that foster intellectual curiosity, academic integrity, and critical thinking skills,

preparing our students to become lifelong learners and leaders in their chosen career fields

and communities.

The success of this mission is predicated on and assumes mutual demands and commitments:

faculty members devote themselves to teaching excellence and their own professional and

academic development; DeVry University provides an environment and the means to achieve

these mutually-beneficial goals. This mission is succinctly expressed by DeVry University’s

TeaCH Values:

Teamwork and communication

employee focus

accountability + Integrity = Ownership

Continuous improvement

Helping our students reach their goals

The Guide lays out how to apply these values and the opportunities you have as a DeVry

University professor to achieve excellence in your classroom and in your career. I am proud and

honored to welcome you to this important role and wish you the best of success in your career

endeavors.

Donna M. Loraine, Ph.D.

Provost and Vice President, Academic Affairs

In overview, a full-time faculty position at DeVry University provides you with:

1. Professional role and stature commensurate with colleagues at leading teaching institutions

2. Progression of professional titles and roles for career advancement

3. A defined career path within the teaching arena and opportunities to pursue alternate paths

4. Professional promotion system that provides opportunities for performance-based advancement

5. Special assignment posts for the enrichment of Senior Professors

6. Sabbatical opportunities to further pursue career development

7. Substantial opportunity and tuition reimbursement for doctorate degree achievement

8. Dedicated time to prepare, develop, and refresh

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I loved teaching, but academic leadership intrigued me. Having the opportunity to pursue that here at DeVry Universitywas a win-win for us both.

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T e a C H i n g a n d L e a d i n g : F a C u L T y C a r e e r O P T i O n s

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TeaCHing and Leading FACULTY CAREER OPTIONS


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Career goals and interests change over time. At DeVry University, this is evident everyday in the students who turn to us to gain the education they need to pursue new professions.

When career interests shift for our faculty

members, we view this as an opportunity

for both the professor and the University.

Faculty and staff members who are fulfilled

and thriving are integral to the quality

education DeVry University provides

students. We encourage you to develop the

career track that is most fulfilling to you by

providing you with professional options.

equal Opportunity employer

DeVry University is an Equal Opportunity Employer, and all faculty members, regardless of title or level, are free to apply for any position outside the professor progression.

fa c u lt Y c a r e e r o p t i o n s

Career opportunities for DeVry University

professors are not limited to teaching and

the path to senior instructional roles. In

addition to professorial roles, positions in

academic and non-academic leadership

expand the opportunities open to you.

Together, these three paths — instructional

leadership, academic leadership and non-

academic leadership — provide options

that allow you to contribute to DeVry

University’s student-focused mission in the

career you are best suited for.

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instructional Leadership

First and foremost, DeVry University is a teaching institution, which means that we are

committed to creating an exceptional learning environment for our students. To create and

maintain this environment of excellence, we have established an instructional leadership

path that encourages development of faculty excellence from within the organization.

Levels are attained based on growth in and contribution to the learning environment.

In this guide, you will find opportunities to move along this path, where you can improve

your credentials and skills as you reach new levels. Faculty members for whom teaching

is their life’s passion are encouraged to become “champions in the classroom.” As you

advance through the professional levels, your success is central to achieving DeVry

University’s goal of continually improving academic quality.



career path examples

Non-academic Leadership Academic Leadership

Senior Professor

Distinguished Professor and Endowed Chair

Professor

Associate Professor

Assistant Professor

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Among many roles, positions in

academic leadership include:

• Chair

• Program Dean

• Assistant or Associate College Dean

• Academic Affairs Specialist

academic Leadership

After time spent in the classroom, you

may feel that the experience and skills

you have acquired might be valuable in

ways other than teaching students.

Perhaps while handling a special

assignment or while on sabbatical, you

discover a new interest or aptitude you

did not know you possessed. However

you come to realize your new professional

focus, DeVry University provides you an

option to pursue an academic career

outside of the classroom.

non-academic Leadership

Your experience in the classroom and

exposure to other functional areas of

DeVry University may also provide you

with a thorough understanding of other

non-teaching roles you might like to

pursue. By opening the door to career

opportunities in non-academic leadership,

you may find your talents are suited for

one of these roles.

Pursuit of a non-teaching Path

If you decide that a non-teaching path is one you would like to pursue, begin discussions

with your manager. We suggest these discussions begin after you have reached the level

of Associate Professor, once you have had the opportunity to develop your new career

path. At that point, you should work with your manager to identify goals, development

opportunities, and a timeline in support of following the new path. Success in transition

will be dependent upon your continued effective performance in your current role.

If you are interested in a non-teaching path, you may ask to attend meetings and events

to better familiarize yourself with opportunities and accountabilities.

In addition, DeVry University offers a variety of leadership courses and opportunities for

leadership development that can support your preparation for a new role.

Career options in non-academic

leadership include such positions as:

• Dean of Career Services

• Dean of Student Services

• Dean of Student Central

Some examples of these events are:

• New Student Orientation

• Stitch-in meetings

• Persistence meetings

• University Day

• Teaching committees

• Talent assessments

• Budget meetings

• Program reviews

• Accreditation-related meetings and reviews

• Advisory Boards

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Every faculty member at DeVry University has the opportunity to realize a fulfilling career that matches his or her talents and aspirations. DeVry University provides the means to help you make decisions about alternative career options outside of the professorial progression with the support to excel. Whether you pursue a senior instructional role or one in academic or non-academic leadership, your career at DeVry University should be a rewarding one.

Moving from a non-teaching Path Back to Faculty

If while on the course of your new career path, you wish to return to a full-time teaching

assignment, that request may be granted based on the following criteria:

1. An open role and need in the area you are credentialed to teach exists.

2. Your performance has continued to be successful.

3. You have the support and endorsement of both your current and new supervisor.

As you move back into your full-time teaching role, your new level will be determined by

a combination of your credentials, previous teaching experience, and leadership service,

but will not be lower than the level you left.

a second Full-Time Job

As a full-time faculty member, you are dedicated professionals. You focus your energy

and expertise on supporting our students success, the TEACH values and the mission of

DeVry University. To support you as you successfully navigate your career path at DeVry

University, we ask you not to engage in full-time employment beyond your position as

a professor here so you can best fill this critical role. Holding another full-time position

jeopardizes your ability to meet our shared expectations for your career.



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Right now, as Associate Professor, I’ve got my eyes on becoming Senior Professor. But that could change. It’s great to know that I have career opportunity options in non-academic and academic leadership here at DeVry University.

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As Senior Professor, I have anopportunity to mentor my students and have an impact on their future success. That makes all I did to earn the title worth it.

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w H a T ’ s i n a n a M e ? T I T L E S A N D A C C O U N T A B I L I T I E S

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wHaT’s in a naMe? TITLES AND ACCOUNTABILITIES

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The full-time faculty members at DeVry University hold the titles of Assistant Professor, Associate Professor, Professor, or Senior Professor, supplemented by the short-term, special appointment posts of Distinguished Professor and Endowed Chair.

The professorship titles and

accountabilities have been structured to

support DeVry University’s vision and align

with other major teaching universities. Our

respected reputation and commitment to

the education of our students has always

set DeVry University apart. Much of this

reputation was built on and is maintained

by our full-time faculty.

While subject to educational and

professional requirements as dictated by

our regional accreditation and the state in

which you teach, you must also meet DeVry

University’s own hiring requirements for

each professorial position.

t i t l e s a n d a cco u n ta b i l i t i e s

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• Master’s degree in the field of teaching, or

• Master’s degree outside of the field of teaching and 18 credit hours of Master’s coursework in the field of teaching

• Degrees held from regionally accredited institutes.

• Three to five years of business, or industry experience appropriate to the course subject matter

• Previous teaching experience

• Effective teaching

• Mastery of coursework

• Proficiency in all learning modalities required by the assignment and the expansion of the breadth of courses taught

• Content expertise

• Willingness to develop proficiency in all applicable learning methodologies

• Participation in capstone assessment in their program

• Participation in appropriate Industry Advisory Councils

• Student service involvement, e.g. workshops, student clubs, Technology Day, Student Appreciation Week, tutoring

• University service involvement, e.g. outreach, Department of Enrollment Management events, University Day, Career Services events

• Proactive student advisement

• Participation in all departmental and programmatic activities



assistant Professor

To provide the best learning environment for our students, DeVry University seeks

the most qualified Assistant Professor candidates who meet these minimum

hiring requirements:

In addition to the course load detailed in Section Four, Assistant Professors are also

responsible for these accountabilities:

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• Successful, active mentoring of new faculty members (full-time or adjunct)

• Capstone participation or advisement (outside of program)

• Active involvement with Industry Advisory Councils

• Increases levels of student and university service involvement

• Subject Matter Expert responsibilities

• Increases and successfully demonstrates responsibilities for program review, program assessment, program design, and program evaluation



• All degrees held must be from regionally accredited institutes.


• Two to five years previous teaching experience

• Solid evidence of leadership, regardless of chosen career focus

• Leadership roles: Sequence Chair, Assessment Chair, etc.

• Teaching roles: a champion of pedagogy and a leader of key activities dedicated to it

• Active engagement in persistence efforts

associate Professor

Each progressive professorial title brings with it added responsibilities and

accountabilities. Whether promoted from DeVry University Assistant Professor or hired

on as Associate Professor, candidates must meet at least these minimum requirements:

The expectations of Associate Professors reflect the increased knowledge and

achievement in their field in addition to their command of the subjects they teach

and their skill as instructors. Accountabilities for Associate Professors include the

responsibilities of Assistant Professor, plus:

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• Learning methodologies trainer

• Capstone participation: assist with assessment results

• Industry Advisory Council involvement: report on feedback

• Increased levels of student and university service involvement

• Exceptional delivery of learning systems as demonstrated through performance management measures

• Initiation of new teaching activities that are relevant to the courses they teach

• Sharing of best practices with faculty in the Metro, college, and DeVry University

• Assistance in the evaluation of teaching candidates

• Contribution of content to field of study

• Assistance in management of key program activities in the school or college

• Contribution to and cooperation within student service leadership and persistence initiatives

• Those who do not have a doctorate degree yet have aspirations to become Senior Professor must complete their Doctorate degree during their professorship to qualify for that title in the future





• Doctorate degree in their field of teaching, education, or relevant field of study

• All degrees held must be from regionally accredited institutes.


• More than five years of post-secondary teaching experience

Professor

The full Professor title requires a level of professional expertise reflective of the academic

quality and student service excellence so important to the University.

Though this is the highest professorial level without a Doctorate degree requirement, the

minimum requirement for Professors depends on whether the candidate is already a DeVry

University Associate Professor or an external candidate.

The highest-level position at which new faculty can be hired, Professors hired from outside

of DeVry University must hold the following credentials and experience:

Accountabilities for Professors, in addition to those of an Associate Professor are:

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• Learning methodologies trainer, mentor, training administrator

• Industry Advisory Council involvement: development of improvement plans from feedback report

• Increased levels of student and university service involvement

• Excels in delivery of learning systems as demonstrated through performance management measures (must receive this rating on their Individual Performance Plan (IPP) for the year leading to promotion and continue this pattern)

• Continued high level of contribution to discipline

• Representative of the program to local and academic communities

• Collaboration with University Academics to enhance and develop academic programs

• Leadership in University service

• Ongoing ownership and responsibility for student service support

senior Professor

The Senior Professor title reflects both the excellent achievement of the faculty member

holding the position, and the level of teaching excellence that we strive for and wish to

be known for as a University. Because of the importance of this position, the minimum

requirements for Senior Professor are unique.

As noted above, Senior Professorships can be held only by DeVry University Professors

promoted to the post; no external faculty member can be hired at this level. Together

with the required Doctorate degree, these minimum requisites ensure superior

knowledge of every Senior Professor’s field of study, proven achievement in the

classroom, and a thorough understanding of DeVry University’s student-focused

philosophy and mission.

In addition to the responsibilities of Professors, accountabilities for Senior

Professors include:

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special appointments

Earning a Senior Professorship does not mark the end of advancement possibilities for

DeVry University faculty dedicated to instructional excellence. To acknowledge and reward

you for your further accomplishments, as Senior Professor you can apply for two short-

term, special appointment positions.

These positions were preliminarily defined as Distinguished Professor and Endowed Chair.

Acceptance of applications for the first appointments is scheduled to begin sometime

in 2011, with the positions filled the following year in 2012. Several faculty committees

continue to assist in finalizing this model. You will receive more information about these

positions after these committees conclude their work.

Our professorial titles and accountabilities provide you with the responsibilities and stature you need to be a vital member of both DeVry University’s faculty and the academic community at large, while also providing opportunities for you to pursue your own career goals. They also align with the structures in place at peer universities. Finally, and equally important, they support DeVry University’s vision as a premier, student-focused teaching institution.



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The direct contact I get from Senior Professors at DeVry University motivates me to take full advantage of all the knowledge I can gain from them.

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Promotion at DeVry University is all about achievement, and that really motivates me.

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r e w a r d i n g a C H i e V e M e n T s : P R O M O T I O N S


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rewarding aCHieVeMenTs PROMOTIONS


The professors in my department know where they want to go with their careers. Part of my job is helping them get there.

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The desire to learn, improve, and achieve fuels the continuous quest for excellence that has become core to DeVry University’s culture.

To support this culture of continuous

improvement among our faculty, DeVry

University has developed a framework of

recognizing and inspiring achievement.

This achievement in turn will lead you to

excel in your field, fulfill your career goals,

and inspire excellence.

Recognition for achievement leads

to greater opportunities to excel and

contribute at higher levels. Supporting

our levels and titles for faculty is a

promotional path that duly recognizes your

contribution, and excellent performance.

This promotion process begins with

each faculty member representing the

embodiment of their achievements through

a professional application process.

The promotion application process is

defined on the next page, outlining

specific milestones required to attain

advancement. Since qualitative aspects

in promotion decisions are also taken into

account, the submission of a performance-

based curriculum vitae and/or portfolio

in the year you are being considered for

promotion is an important part of the

process. This submission process provides

you with the opportunity to demonstrate

your professional accomplishments both

in the classroom and beyond.

Curriculum what?

cur·ric·u·lum vi·tae;course of (one’s) life; def: an account of one’s career and qualifications prepared typically by an applicant for a position.

That is the dictionary definition. But what does a curriculum vitae look like? The short answer is that a curriculum vitae is like a very detailed résumé.

To provide a better answer, we have included links to examples and composition tips in the Forms and Resources section.

what should be in your portfolio?

This question does not lend itself to a short answer. Depending on the field, your portfolio could be a collection of past work, a compilation of published materials, or anything you can show that is representative of your high level of achievement. In the Forms and Resources section, you will also find a link to a seminar about portfolio development that DeVry University offers.

The information these resources provide will help you present yourself and your accomplishments in a way that clearly communicates your qualifications for the promotion opportunity you are pursing.

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p r o m ot i o n s

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• You must have held your current title for at least one full year before application.

• You must have received a “meets expectations” rating in the most recent evaluation and Individual Performance Plan prior to your promotion application.

• You must have achieved the accountabilities for your current level stated in the section “What’s In a Name? Titles and Accountabilities”.

• While you may not fully meet all of the accountabilities, you must demonstrate readiness to fully meet the accountabilities for the next level.

• You must hold a doctorate degree in your field, education, or other relevant area from a regionally accredited institute of higher learning.

• You must have held the title of Professor for at least five years of service prior to application.

• For the performance year prior to your promotion application, you must have received an “exceeds expectations” rating in the “effective delivery of learning systems” category.

• A Regional Review Board must grant final approval.

The application Process

Your application for promotion begins with submission of your portfolio or vitae to

your manager, with a cover letter requesting review for promotion. Your manager will

review with you your performance, progress, and portfolio against the requirements for

promotion and provide you with feedback on your readiness for the next level. If you

meet all the criteria, your promotion will occur at the next performance review cycle.

If not, your manager and you will develop a timeline and a plan to improve areas of

opportunity for development. Applications for promotion should be submitted by January

15 of each year to be considered for the September review period of the same calendar

year. If granted, titles and increases will occur at that time. A sample application cover

letter and guidance on developing your vitae/portfolio are included in the Resources and

Forms Section of this Guide.

The milestones and criteria that must

be met for promotion before final

approval are as follows:

For promotion from Professor to

Senior Professor, further milestones must

be met:

what constitutes a doctorate degree?

Generally speaking, doctorates are a class of academic and professional degrees that qualify one to teach at the highest level of a specific discipline — such as philosophy, literature, law and medicine — and/or to practice in that field of study.

Examples of doctorate degrees include Doctor of Philosophy, or Ph.D.; Doctor of Medicine, or M.D.; Doctor of Pharmacy, or Pharm.D.; Doctor of Veterinary Medicine, or D.V.M.; Doctor of Chiropractic, or D.C.; and Doctor of Dental Medicine/Doctor of Dental Surgery, or DDM/DDS; or Doctor of Jurisprudence (Law), or J.D.; Doctor of Psychology, or Psy. D. Doctorates are sometimes referred to as terminal degrees, and often a distinction is made between terminal professional degrees and terminal research degrees.

For advancement to DeVry University Senior Professor, many Doctorates from accredited institutions would qualify you. A Doctorate in your field of teaching, education, management, or field relevant to any of our programs of study would apply.

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rewarding aCHieVeMenTs PROMOTIONS


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regional review Board approval

A Regional Review Board convenes each

year in each of the six geographical

groups of DeVry University. These Boards

are chaired by the Group Vice Presidents

and include three additional impartial

group members of their choosing. The

purpose of these Boards is to review all

Senior Professor applications submitted

by their management and to grant final

decisions. If the Review Board does

not approve a promotion to the Senior

Professor level, they instead provide in

writing to the applicant and their manager

recommendations on strengthening

the application.

Promotional Compensation increases

As part of the DeVry University

professional promotion and compensation

system, promoted faculty members move

from one level to the next. Each level is

associated with a compensation range.

The promotional increase associated

with movement to the new level will

occur at the time of promotion and be

communicated to each promotee by their

manager at the time of their promotion.

This amount will be assigned in addition

to any merit increase that has been earned

in the previous review period.

The development of our students and our professors go hand in hand. The framework of professorial titles and the process of advancement have been defined to encourage you to reach your full potential.

By providing you with such opportunities, we can together help DeVry University and our students strive to attain the same goals of achievement and excellence.

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In my evaluation, I don’t feel like I’m being judged; I’m being coached.

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T e a C H i n g a n d P e r F O r M a n C e e x C e L L e n C e : Y O U R I N D I V I D U A L P E R F O R M A N C E P L A N ( I P P ) A N D Y O U R F U T U R E


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TeaCHing and PerFOrManCe exCeLLenCe IPP


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The grades you assign to your students for each course are not as much an evaluation of their work as an assessment of their progress toward their greater goals.

your individual Performance Plan (iPP)

serves a similar function — with even more

emphasis on the progress of your career

development goals. A work in constant

progress, your IPP is a collaborative effort

by you, your manager, and your students.

After all, your progress is ultimately

measured by the quality of education you

provide them.

How well you educate your students is

the final arbiter of your performance as a

DeVry University professor. The different

aspects of how you provide that education

are weighed differently in the regular

evaluations of your IPP. Although the

criteria and weightings are the same for all

professorial levels, IPP objectives within

Key Accountability area vary.

This section will help you understand

DeVry University rules, processes,

policies, and procedures, and how they

apply to your Individual Performance

Plan evaluations, including a detailed

look at the Performance Management

Process and how it is organized to align

your Individual Performance Plan form,

which includes specific guidance for

each performance objective and its

corresponding Accountability. See the

Resources and Forms Section for a copy

of the Individual Performance Plan form.

Y o u r i n d i v i d u a l p e r f o r m a n c e p l a n

( i p p ) a n d Y o u r f u t u r eindividual Performance Plan (iPP)

In overview, your IPP will be assessed by these criteria and weightings, reflecting the relative value of them.

Effective Delivery of Learning Systems................................30%

Course Content Expertise.....................30%

Contribution at the Program/ Curriculum Level...................20%

Contribution at the University Level (includes community outreach that is tied to the University).......................10%

Student Service Focus (clubs, advisement, etc.)........................5%

Joint Professor/Manager-decided Objective.............................................. 5%

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• Clarity on individual objectives, so you can prioritize effectively

• A focus on personal development and professional growth

• Enhancement of your abilities to meet and exceed performance expectations

• Richer performance feedback, which increases your career satisfaction and professional growth

Performance Management

The commitment DeVry University makes to helping you achieve success in your career

cannot be overstated. As an important part of our mission to provide career education

excellence to our students, we want your objectives to align with the University’s

teaching excellence objectives. This alignment of objectives provides a firm foundation

for your effectiveness in both your role as a professor and as a contributor to the

University’s success.

To help facilitate the alignment of objectives, DeVry University has developed a

Performance Management process that guides you toward success as you teach,

work with students and colleagues, and serve the University. The benefits of this

process include:

• Agreed-upon performance objectives, four of which should be consistent with the Key Accountabilities, as defined later in this section. Your other two objectives may vary depending on your teaching role.

• Assessment of your contributions through an objective process that gathers measurable or verifiable information

• Feedback about how effectively your approach to teaching aligns with DeVry University’s TEACH Values, as defined in the Introduction

• A supportive work environment, maintained through open and honest communication, faculty development, and overall organizational success

your role in Performance Management and Key Outcomes

Your role as a professor is distinguished as the means by which the University’s

mission and values, as well as the organization’s goals and objectives, are achieved.

Your interaction with students every day helps us live our values. Together with your

manager, you carry the responsibility of ensuring that your performance development

provides the best opportunity to be a success. Add to this the regular and substantive

input you provide to the degree programs, curriculums, and the teaching/learning

environment, and the importance of Performance Management becomes even greater.

The Performance Management process is designed to provide all faculty members

and their manager with a simple yet consistent process by which their contributions

can be effectively planned and fairly assessed. Key targeted outcomes are:

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a Four-component Process

The Performance Management process has four main components:

Component 1: setting your Performance Objectives

At the beginning of the performance planning cycle, you and your faculty manager

collaborate to establish your performance objectives for the coming year. Once

determined, your faculty manager will complete Part I of the Individual Performance

Plan form, which you and your faculty manager will sign and date after the document

is finalized.

guidelines for setting Objectives

As you and your manager set your objectives, you should use the “sMarT” principles to

ensure that they are clearly defined, quantifiable, reachable, and pertinent, and include

milestones. Your objectives should be:

specific

Compose clear statements of the end-state for each objective. This ensures

that there is no potential confusion between you and your manager about what you will

work toward and accomplish.

measurable

Identify the objective information that will be collected to assess

how well each goal has been achieved. All objectives should be measurable, or at least

verifiable.

attainable

Define objectives that are not too easily reached but instead entail a reasonable degree

of stretch. Conversely, your goals should not be so difficult that they could be perceived

as “impossible,” which can have a de-motivating effect on you.

relevant

Align your objectives so that they are pertinent to the goals of the academic function,

the university, and DeVry Incorporated as a whole. If an objective does not support any

of these, then it probably should not appear on your list of objectives.

time-bound

Ensure the clarity of your objectives by setting key milestones and deadlines for them.

1. Clearly defined and documented performance objectives

2. A meaningful personal development plan and a solid understanding of how to execute it

3. Interim coaching discussions with your faculty manager to ensure ongoing feedback about your progress in attaining your objectives

4. Your annual performance evaluation: end-of-the-year performance feedback that is based on the performance expectations outlined at the beginning of the review period



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working with the individual Performance Plan

The objectives in your Individual Performance Plan should also be defined by taking

into consideration criteria specific to each of the Key Accountabilities. These criteria

are broad ranging, so we do not expect you meet them all every year. However, each

of your objectives should fulfill at least one of the criteria for each key accountability

listed below. To provide concrete examples of how the SMART principles and criteria

for the Key Accountabilities can be applied to the development of objectives, sample

objectives are also provided.

Key accountability 1:

effective delivery of Learning systems (Pedagogical Course delivery) 30% weighting

Your objectives should:

sample objectives:

1. Teach all assigned courses utilizing approved course delivery modalities.

2. Achieve minimum student learning assessment outcomes for each course taught.

3. Achieve the minimum target for student responses on all course evaluation or assessment tools utilized in each course.

• Follow the prescribed instructional methodologies for DeVry University-approved modalities, complying with the preparation, delivery, and evaluation requirements associated with each format

• Follow the model and tenets for course preparation, student grading, and evaluation from the Teaching Effectiveness Course and Blended Training Guide you received during instructional training

• Model effective written, oral (where appropriate), and online communications that engage students, provide clarity, and improve student learning

• Build on the logical organization, sequencing and progression of topics and a delivery pace that will meet individual learning levels, both falling within the approved guidelines for the course shell

• Accommodate appropriate educational technology to enhance learning and meet or exceed University standards for the quantity and quality of threaded discussions and other online interactivity in On site, Blended and On line courses

• Give students the opportunity to work in groups; develop written, oral, and online communication skills; take part in discussions; develop information-literacy and problem-solving skills; and apply theoretical knowledge through, for example, labs and real-world examples

• Incorporate higher-level learning goals, such as application, analysis, synthesis, and evaluation. They should support achievement of these goals by connecting current study to real-world applications and linking coursework to previous and future study in related disciplines

• Apply a student-centric teaching strategy that recognizes the different ways individuals learn (for example, visually, verbally, and kinesthetically)

• Challenge every student with appropriate opportunities to grow and achieve at higher levels. You should challenge high-achieving students too, by assigning them additional learning opportunities and leadership roles S

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• Demonstrate complete and current familiarity with the subject matter you are teaching and with disciplinary specialty areas.

• Encourage students to explore the course topic beyond the prescribed curriculum and help them put course content in the context of their career-oriented education.

• Take into consideration adjustments to content as needed, based on student performance and input.

sample objectives:

1. Analyze student learning outcomes and identify difficult content areas for additional review and resolution.

2. Develop alternative course content that will maximize student learning, based on assessment data.

• Be defined so that you become part of the process of determining what you teach and how DeVry University can reach students effectively.

• Promote participation in the development and/or selection of learning tools that will help DeVry University keep pace with other institutions and the business world. Once a tool has been selected, you will offer your full support, take advantage of training opportunities, and use each new tool in your course delivery wherever appropriate.

• Foster participation in the development and redevelopment of your program, curricula, and course content to enhance DeVry University’s ability to offer education that is meaningful and effective.

• Contribute to the effectiveness of your program review and evaluation.

• Promote participation in program- and curriculum-related committees.

• Involve curriculum integration initiatives, such as cross-discipline connections; applications, such as operational designs or models, and service learning paradigms; and reflective teaching.

• Include shared results, perhaps through the publication of findings internally or externally.

• Tap the talents of colleagues and library staff to develop course resources and applied research assignments.

• Incorporate other assignments as required.

sample objectives:

1. Participate in one curriculum design committee focused on new program development.

2. Serve as the lead reviewer/author for an existing or new curriculum guide or the lead reviewer/author for two existing or new curriculum guides.




Course Content expertise (Technical Content) 30% weighting



Contribution at the Program/Curriculum Level 20% weighting


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• Involve participation in system-wide committees or projects.

• Contribute academic initiatives designed to enhance student success.

• Encompass training or mentoring new faculty.

• Support staff engaged in activities like enrollment management efforts, career services, and community outreach.

• Include participation in commencement exercises when appropriate.

• Accommodate other relevant assignments as required.

sample objectives:

1. Actively participate in a minimum of one program related to a recruitment event in five out of the six course sessions.

2. Actively participate in any combination of this Key Accountability’s objectives 1 and 2 so that participation in ten events are documented during the performance review period.

• Accommodate legitimate student needs by making you accessible for academic consultation before or after class or during required office hours (as determined by your Metro); via online avenues; and in learning support areas, such as the computer lab, library, or the Academic Support Center (as appropriate and available).

• Enable all students to meet course and program objectives through proactive outreach.

• Promote contact with students who seem to have difficulties with your courses, so you can learn what their problem is and offer appropriate assistance to resolve their issues, such as linking them to other university resources.

• Treat all university employees and students with respect and fairness. This applies impartiality regardless of race, sex, age, disability, religion, sexual orientation, and ethnic origin.

• Help you maintain a professional demeanor at all times.

• Model ethics and integrity (See the Statements of Expectations Section.)

• Avoid inappropriate personal relationships. (See the Statements of Expectations Section.)

sample objectives:

1. Actively participate in a minimum of two programs or activities aimed at enhancing student persistence.

2. Serve as club sponsor for any academically-related student organization.


Contribution at the university Level 10% weighting

DeVry University depends upon you to act as a resource for activities beyond teaching

assignments, professional development efforts, and program involvement. Your input

into key university projects and initiatives helps demonstrate to students that all DeVry

University faculty members are interested and involved in activities that are important to

the student body. Toward this, your objectives should:


student service Focus 5% weighting


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sample objectives:

1. Assist in improving our focus on the adult learners by sharing best practices for adult learning with your department faculty.

2. Complete Principles of Adult Learning Seminar and provide a follow-up presentation to department faculty.




Joint Professor/Manager-decided Objective 5% weighting

You and your manager together will define this accountability. It may be from one of

the other Key Accountabilities or something that is unrelated to them. Whatever you

decide, it should be appropriate for your individual development goals and support

the University’s teaching excellence objectives, those of Academic Affairs and the

education goals of the students.

Component 2: individual development Planning

The Individual Development Plan (IDP) is a tool that allows you to clearly identify your

learning and development needs. Once defined, this plan helps you set objectives to

leverage your strengths to the fullest and to meet your development needs. This also

helps ensure that your objectives align with and support the University’s teaching

excellence objectives, those of Academic Affairs and the education goals of DeVry

University students. With your plan defined this way, your development will help you

maintain and improve your teaching effectiveness and prepare you for success in

future roles.

Ideally, your IDP should be completed shortly after your IPP objectives have been

set for each current year. You will draft your development plan, then meet with your

manager, who will provide input and feedback and identify challenging assignments

to promote growth and development. This collaborative effort will identify your

learning and development needs, specifying the type of training required, including

what is needed to teach blended learning courses.

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Component 3: interim discussions

Interim discussions with your manager will take place throughout the year to provide

ongoing feedback. These talks can be generally informal, but should also include

more structured discussions in a meeting setting at least two to three times a year

before, and not counting, your annual formal review. These more casual forums

are great opportunities for you and your faculty manager to review your progress

and keep you on a course to achieve your objectives by making any necessary

adjustments. These on going discussions also ensure that you are never surprised by

what is in your annual performance review.

Component 4: Performance evaluation Process

Your year-end performance evaluation provides you and your manager with an

opportunity for a formal discussion about how well you attained your goals during

the previous twelve months. You will receive clear and balanced feedback in an open

forum that stresses your personal development as a DeVry University faculty member.

This evaluation will take into account both quantitative and qualitative factors,

including:

• Your Individual Performance Plan and Individual Development Plan progress

• Classroom observations, documented in the appropriate form

• My Class Evaluations (See the Resources and Forms Section for sample forms.)

With your annual performance evaluation completed, the process begins afresh.

After the previous year’s professional and career development gained through

achieving your objectives, you will define new objectives to continue your growth

in a process of processes that has one goal: perpetual improvement.

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We encourage you to take full advantage of the Performance Management process. Like the grades you award your students, some of the means of the process are assessments of how well you perform your duties and responsibilities as a DeVry University professor. But also like your students’ grades, the ultimate goal of the process is always focused on your development — both in your vital role as a faculty member and in the furthering of your personal career objectives, wherever in DeVry University they may take you.

Performance Management

DeVry University’s Performance Management process provides you with the foundation

necessary for you to teach and perform at your best. Open and honest communication

is at the heart of our process. Every reasonable attempt will be made to ensure that you

are provided the opportunities and the supportive environment you need to deliver upon

the objectives you and your manager mutually define. Your local Human Resources

team is also always available to answer any questions you might have and to provide

additional support.



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Knowing that my opinion is heard makes learning a two-way street. I think that empowers both professor and student.

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It’s all about balance. I can be more effective in the classroom because of the balance in my course assignments and time I have outside of the class to prepare and refresh.

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d e d i C a T e d T O T e a C H i n g e x C e L L e n C e F U L L - T I M E F A C U L T Y A S S I G N M E N T S

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dediCaTed TO TeaCHing exCeLLenCe FULL-TIME FACULTY ASSIGNMENTS

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Dedication to teaching is one of the prime attributes of DeVry University professors. To nurture that dedication, we have created titles, a promotion process, and compensation structure that provide room to grow in proficiency and prestige.

We have also provided a distribution of

assignments and accountabilities that

provides balance to best complement

this growth. It is important to safeguard

this balance by placing parameters

on course load commitments for full-

time faculty members. This encourages

longevity for effective professors who

provide the quality student-focused

education that DeVry University is known

for. Without time to refresh regularly, the

demands of teaching can take its toll on

even the most dedicated professor. The

teaching schedule is designed to build

in opportunities to refresh and develop

during the year.

Looking at the big picture, your schedule

will be based on DeVry University’s

calendar year, which consists of six

consecutive eight-week course sessions.

The year begins on the first day of class

for the first course session in January

and ends on the last day of class for

the last course session in November

that same year. You will not be given

any course assignments for one course

session every year. Thus your course load

will be calculated on DeVry University’s

full calendar year, and your course

assignments will be distributed across

five of each year’s six course sessions.

f u l l-t i m e fa c u lt Y a ss i g n m e n t s

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The more flexibility a professor has in teaching the various disciplines, levels, and learning methodologies, the greater the variety of opportunities exist. If appropriately trained and credentialed, our professors are encouraged to teach a variety of delivery methods, courses, and degree levels to include Associate degrees through Masters degrees. This flexibility provides development opportunities, career enhancement, as well as more flexible course scheduling options. Most importantly, professors teaching a greater variety of courses bring a more dynamic and expansive expertise to their students in each class.

DeVry University’s annual teaching parameters for full-time faculty are:

Several needs—most notably the needs of our students—are taken into consideration in scheduling

courses. Matching appropriate learning methodologies with our students’ needs is our first

consideration. In addition, timeframes are selected to provide the most convenient and flexible

options for our students. Classroom and lab availability is an additional consideration. Where

possible, a professor’s request for a specific teaching timeframe will be considered; however, given

other needs, the request may not always be honored.

Teaching Courses at Other institutions

Teaching at other institutions can provide variety in experience, and enhance knowledge and

expertise. You may may accept teaching assignements elsewhere so as long as:

• The teaching is on an adjunct basis and not a full-time assignment

• Your performance as a DeVry University Professor does not decline

• The institution you are teaching at does not offer programs in competition with DeVry University

If you are unsure about the appropriateness of an outside teaching assignment, please seek advice from your manager, Dean of Academic Affairs, or Academic Administrator.

• 42 credit hours as a minimum per calendar year

• 47 credit hours as a maximum per calendar year

• Additional course teaching may be requested on an adjunct basis. To take on added course assignments, manager approval must be granted to ensure that the fulfillment of commitments to your regular annual course assignments and other accountabilities of your position are not jeopardized. No more than 24 additional credit hours may be taught during each calendar year and must be distributed across teaching sessions. To ensure that faculty vacation and contributions outside of the classroom are preserved, courses cannot be assigned during a non-teaching session

• State requirements, where they exist, will take precedent over DeVry University course load parameters to ensure compliance

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My professors are prepared and engaged in the classroom, and they’re accessible outside of class too. That’s important.

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I put my entire being into my classroom. After a couple teaching sessions, I really need time off to recharge. It just makes me a better professor.

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yOur TiMe MEETING PROFESSIONAL ExPECTATIONS AND COMMITMENTS


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The right balance in course assignments is critical to maintaining your dedication to teaching and your passion for the profession.

m e e t i n g p r o f e ss i o n a l e x p e c tat i o n s

a n d co m m i t m e n t s

To help you maintain your enthusiasm for

your work, we have designed a calendar

of distributed time to teach, to refresh, to

develop, and to contribute outside of the

classroom. This calendar consists of the

following components:

• Five eight-week sessions of teaching based on academic calendar dates

• Four non-teaching weeks distributed between semesters, again based on academic calendar dates

• An eight-week session of non-teaching time to be scheduled with your manager, based on the preference of each professor, while considering any unique course needs of the University

Inclusive in the twelve annual non-teaching

weeks are the following:

• Six weeks of paid vacation

• Paid holidays as stated in the employee handbook. These may change from year to year and are posted on The DeVry Commons.

• Approximately four weeks of time to pursue development and project work outlined in your Individual Performance Plan

To account for maximum planning ability

and choice, you will be asked to provide

your manager with your non-teaching

session requests for the year no later than

September 15 of the previous calendar

year. Because vacation time is part of

this non-teaching session and the four

additional non-teaching weeks, vacation

requests can be more flexible, but should

be made at least two weeks prior to

vacation time desired.

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These assignments can provide the experience upon which you may choose to vary your career path. They also provide opportunities for the University to gain valuable insight from your contributions. As such, they are worthwhile and encouraged additions to your Individual Performance and Development Plans. The balance of teaching time and time to refresh, develop, and contribute outside of the classroom provides the best environment for your career development. The next section is designed to help you chart development opportunities that further enhance your career.

yOur TiMe MEETING PROFESSIONAL ExPECTATIONS AND COMMITMENTS


In addition to paid holidays, DeVry

University provides the opportunity to

take seven personal/sick days during

each calendar year. This benefit applies

to full-time faculty and may be taken during

the year as needed. Request forms for non-

teaching session, vacation, and personal/

sick days can be found in the Resources

and Forms section. It is important to

note that non-teaching, vacation, and

personal/sick days for full-time faculty

are not recorded in the iEmployee system.

Therefore, these forms will need to be

submitted to your manager.

Should you decide to leave your position

as a DeVry University professor, accrued

but unused vacation time will be paid out

at the time of separation. Unused sick and

personal days will not be paid out.

There may be times when you need to

request a substitute professor for class

due to illness or a personal absence.

You may also be asked to substitute for

another professor, for the same reason.

As long as these requests are infrequent

and not ongoing, they will be considered

part of a professor’s professional role,

responsibility, and benefit. Substitutions

must be requested through your manager

to ensure that appropriate measures are

taken to provide class continuity. This

request form can be located the Resources

and Forms section.

Course release assignments

To support your career development and

professional needs, as well as the mutual

needs of the University, you may request

or be asked to serve outside the classroom

in a non-teaching capacity. These roles

will normally be either of short duration

or designed as part of your Individual

Performance Plan. On the occasion that

this role is ongoing and requires significant

time outside the classroom, a professor

may be released from a portion of his or

her annual course load. No more than 50%

of an annual course load can be released

without jeopardizing a professor’s faculty

status; therefore, these assignments will

be limited.

To ensure consistency in the types of

release assignments and time released,

your manager will provide the documented

details of the assignment for review to

your Dean of Academic Affairs or other

equivalent academic administrator. ( See

Resources and Forms section for this form.)

Examples of this type of ongoing

assignment are:

• Faculty Chair

• Interim Program Chair

• Delivery Champion/Trainer

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I know that to balance my life I have to take a course session off every now and then; I’m glad that my professors get to do that, too.

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I’m a dedicated teacher, but I need to expand my knowledge in the area I teach. This sabbatical has given me the opportunity to do so.

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BeyOnd TeaCHing OPPORTUNITIES FOR DEVELOPMENT

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As with all professions, staying on the leading edge of the field of knowledge enhances performance and career opportunity. As a professor for DeVry University, this is equally important both for your development and that of the University.

o p p o rt u n i t i e s f o r d e v e lo p m e n t

Our strength lies in the talent and diverse

expertise and interests of our faculty;

therefore, development opportunities

abound to provide the maximum in

opportunity, choice, and benefit. The result

of this robust development program will

resonate in continuous improvement in

academic quality and improved student

experience.

To support this program, each professor

with the help of his or her manager, will

create an Individual Development Plan

annually that is aligned with his or her

performance goals as detailed in Section

3.2. To assist in meeting these goals,

DeVry University has created the following

support environment:

• Four weeks of non-teaching time dedicated to professional development and contributions outside of the classroom

• Internal training classes and opportunities

• Opportunities to attend external training relevant to your teaching field of expertise

• Support in both tuition reimbursement and non-teaching time to pursue a Doctorate degree in your teaching area or a field relevant to education

• Sabbatical opportunities in support of development goals

• Membership and participation in relevant professional societies

• Honorarium program to support special short-term assignments

• Academic conference support, as time and resources permit, to include DeVry University’s annual Faculty Symposium

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Pursuit of the doctorate degree

Earning a Doctorate degree is the high benchmark of expertise in a field of discipline and,

balanced with effective teaching skills, can be the distinguishing characteristic in quality

higher education.

DeVry University encourages all faculty to pursue a Doctorate degree in their field of study

or a field relevant to higher education. While you may reach the level of Professor without

a Doctorate, this credential is required for promotion from Professor to Senior Professor.

The cost and time commitment that accompanies these studies can be significant. DeVry

University offers non-teaching and sabbatical time, as well as a substantive Doctorate

tuition reimbursement program, to support this important development commitment.



Tuition reimbursement for Pursuit of a doctorate degree

To support your pursuit of a Doctorate degree, we provide reimbursement of tuition

for courses taken in pursuit of a relevant, regionally accredited Doctorate in your field

or a field relevant to higher education. These are the provisions of our tuition

reimbursement plan:

For tuition assistance in non-doctoral areas and the appropriate process for applying for

all tuition reimbursement, please refer to area 7.0 in the Employee Handbook. For your

convenience, this section is also included in the Statement of Expectations section.

• You must have been an employee of DeVry University for one full year of service to receive tuition reimbursement.

• $10,000 is the annual maximum reimbursement, with a total maximum reimbursement of $50,000. If, after five years, you have additional coursework that needs to be completed for your degree and you have not yet received the maximum reimbursement, any remaining funds can be applied to tuition for the next two years, but not beyond seven years.

• You must remain a DeVry University full-time faculty member for three years after completing your Doctorate in reciprocal service for the tuition reimbursement you received. If you do not complete your reciprocal service, tuition reimbursements you received must be repaid. An agreement form must be signed as part of the tuition reimbursement process.

• Any federal or state tax requirements on tuition reimbursement plans will apply.

• To ensure relevance and appropriateness of the degree selected, you will need to secure your manager’s approval prior to entering the program if you are participating in the reimbursement plan. A request form can be found in the Resources and Forms section.

• You must maintain satisfactory progress in the degree program.

• Your progress must be reviewed annually with your manager, and your studies incorporated into your Individual Development Plan.

• You must successfully meet all the needs for your degree that the Doctoral institution you are attending specifies. A cumulative GPA of 3.0 (or a “B” average) is required to qualify for tuition reimbursement.

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sabbaticals

Professional development and renewal are essential to maintaining the quality of

education that DeVry University professors provide. A vital part of this vision is a support

structure for effective use of sabbaticals.

the professional development and renewal sabbaticalProfessional Development and Renewal Sabbaticals last for one full course session

(eight weeks), during which you receive continuing full-time compensation and full

benefits. You are eligible for this sabbatical every five years, pending approval of the

request and its timing to ensure that your absence from the classroom does not cause

any serious course or program deficiencies. Sabbaticals may align with your annual

non-teaching session if this does not jeopardize class needs.

To be eligible for a Professional Development and Renewal Sabbatical, you must be a

DeVry University faculty member with at least five continuous years of full-time service,

and be in good standing. (i.e. you have received satisfactory or better performance

reviews in your two most recent evaluations prior to your application and are not of

marginal or probationary status.)

To apply, each professor must develop a written plan, which includes both specific

professional development goals — including those for scholarship or other professional

activities — and personally meaningful self-renewal activities to be accomplished during

the sabbatical. Once completed, this plan will be submitted to your manager for review

and approval.

Your proposal will be evaluated, taking in several other factors, including:

• The strength of your proposal

• The needs of your program, courses, and students

• The length and quality of your service to DeVry University

• The time provided in advance notice

After your plan is approved, a written sabbatical agreement is signed by both the

approving manager and you, granting permission to take your sabbatical and

implementing your plan. All agreements must also be reviewed and signed by the Dean

of Academic Affairs or equivalent academic administrator. This form and a proposal

template may be found in the Resources and Forms section.

Each sabbatical carries a reciprocal teaching expectation. Therefore, professors taking

an eight-week sabbatical must agree to return to DeVry University for a teaching period

of eight weeks.

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At the conclusion of your sabbatical, you will be asked to prepare a written evaluation

of the outcomes you achieved as compared to your plan. Combined with your regular

performance review process, this evaluation will provide you and your manager additional

information for determining your continued development planning and action.

If you resign your DeVry University professorship before completing your reciprocal

teaching service, you must reimburse the university at the time of your separation, all

costs incurred by DeVry University for your sabbatical and all compensation provided

during your sabbatical period.

special assignment sabbaticalsIn addition to Professional Development and Renewal Sabbaticals, DeVry University

also provides the opportunity for professors to take a Special Assignment Sabbatical

twice in their DeVry University career. These sabbaticals are more customized to special

opportunities generally in the areas of:

• Professional development

• Pursuit of coursework towards a higher degree

• Scholarship or scholarly activity

• Educational, business, industry, or international opportunities for educational partnership

• Relevant research projects or dissertation work

As with a Professional Development and Renewal Sabbatical, a proposal for a Special

Assignment Sabbatical must be submitted for approval, and must include information

similar to what is required for a Professional Development and Renewal Sabbatical.

Special Assignment Sabaticals may be aligned with non-teaching sessions if class needs

permit, but may not exceed two semesters in length, beyond the non-teaching session.

The reciprocal teaching expectation, equal to the time taken for sabbatical applies. Special

Assignment Sabbatical proposals will be given strong consideration at all times, but

certain conditions—such as departmental coverage and economic conditions—may affect

whether or not they are approved. The proposal template and agreement approval form

may be found in the Resources and Forms section.

Membership and Participation in Professional societies

DeVry University recognizes membership to and participation in professional societies as

a means of networking, gathering information, and developing ideas.

For Assistant Professors and Associate Professors, DeVry University reimburses annual

membership dues and the cost of their associated journals for two professional societies

directly related to their academic disciplines. For Professors and Senior Professors,

DeVry University reimburses the same costs of three professional societies. To determine

appropriate and relevant societies for membership, you should consult with your manager.

Reimbursement should be requested through the local expense reimbursement process.

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Honorarium Program

DeVry University encourages professors to serve in important short-term assignments,

both internal and external, that are of value to the University. It is customary to award

monetary gifts symbolic of our appreciation for service rendered. Honorariums will be

provided by Deans of Academic Affairs or equivalent academic administrators, generally

for successful service in the following types of assignments:

• Director of officer level assignment for a relevant professional society or organization

• Committee chair, internal or external, for a key committee relevant to University academics or administration

• Service or position held for an assignment of a unique or special nature that may fall outside the parameters of a professor’s annual Individual Performance Plan

A professor may request an honorarium from their manager. A request form may be found

in the Resources and Forms section. More commonly, an honorarium is provided by the

organization as a way of honoring special service. These honorariums will be granted at

the discretion of each academic organization at an amount of $500 each. Larger amounts

for longer-term service can be authorized by the Dean of Academic Affairs or equivalent

academic administrator.

academic Conference and Meeting support

In addition to the development programs described, faculty may attend academic

conferences and meetings relevant to higher education and their area of teaching

expertise. Support will be provided with manager approval, prioritizing by impact

on University needs and economic resources available. In addition, relevance of the

conference/meeting to a professor’s Individual Development Plan must be shown.

There are many University-offered development events. Among these are:

• Local speakers/training

• University Day events

• Training and development on teaching methods and delivery

• Courses on a variety of topics such as: leadership, wellness, etc. through the Human Resources department

• Annual Faculty Symposium hosted by DeVry University Academic Affairs

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DeVry University’s professional development program presents vast opportunities to those who apply themselves. For your benefit, the benefit of our students, and the benefit of our University, we encourage you to take full advantage of these opportunities to maximize your career potential.

Methodology, support and Training

DeVry University is committed to utilizing teaching methodologies that provide the most

effective student outcomes. Our faculty provide important input into the discovery and

enhancement of these methods. It is our expectation that our professors will provide

recommendations for and reviews of new and existing methods, attend training on these

methods, stay current in the delivery systems we adopt, and become proficient with the

technology tools that we use. This can be done through internal training offered and

relevant external training opportunities.



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Earning a Ph.D. is the benchmark of my profession. Tuition reimbursement will help make that a reality.

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c o n c l u s i o n

The Professor’s Guide to Excellence is intended to provide you with a clear understanding of your role as a member of DeVry University’s full-time faculty.

This Guide examines not just the duties and obligations you have to your

students and the University, but also the opportunities for professional and

personal growth your position provides you. It is our sincere hope, and our

expectation, that you take full advantage of these opportunities to both excel

in your position as a DeVry University professor and achieve your career

aspirations. By embracing the TEACH values and the Faculty Mission Statement

—and by using this Guide to chart your path and performance—you can attain

these worthy goals. Your success ensures a high level of academic quality and,

ultimately, the success of our students.

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