Pa
ge
2
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
1.0
Pa
ge
3
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
Pa
ge
5
I loved teaching, but academic leadership intrigued me. Having the opportunity to pursue that here at DeVry Universitywas a win-win for us both.
“
”
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
c h a r t i n g Y o u r o w n c o u r s e2.0
SE
CT
ION
2.0
Pa
ge
6
TeaCHing and Leading FACULTY CAREER OPTIONS
c h a r t i n g Y o u r o w n c o u r s e2.0
SE
CT
ION
2.0
Pa
ge
7
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.
SE
CT
ION
2.0
Pa
ge
7
Pa
ge
8
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.
TeaCHing and Leading FACULTY CAREER OPTIONS
c h a r t i n g Y o u r o w n c o u r s e2.0
career path examples
Non-academic Leadership Academic Leadership
Senior Professor
Distinguished Professor and Endowed Chair
Professor
Associate Professor
Assistant Professor
SE
CT
ION
2.0
Pa
ge
8
Pa
ge
9
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
SE
CT
ION
2.0
Pa
ge
9
Pa
ge
10
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.
TeaCHing and Leading FACULTY CAREER OPTIONS
c h a r t i n g Y o u r o w n c o u r s e2.0
SE
CT
ION
2.0
Pa
ge
10
Pa
ge
11
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.
“
”
SE
CT
ION
2.0
Pa
ge
13
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.
“
”
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
i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e3.0
SE
CT
ION
3.0
Pa
ge
14
wHaT’s in a naMe? TITLES AND ACCOUNTABILITIES
3.0 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
SE
CT
ION
3.0
Pa
ge
15
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
SE
CT
ION
3.0
Pa
ge
15
Pa
ge
16
• 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
wHaT’s in a naMe? TITLES AND ACCOUNTABILITIES
3.0 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
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:
SE
CT
ION
3.0
Pa
ge
16
Pa
ge
17
• 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
• 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
• All degrees held must be from regionally accredited institutes.
• Three to five years of business, or industry experience appropriate to the course subject matter
• 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:
SE
CT
ION
3.0
Pa
ge
17
Pa
ge
18
• 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
wHaT’s in a naMe? TITLES AND ACCOUNTABILITIES
3.0 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
• 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
• Doctorate degree in their field of teaching, education, or relevant field of study
• All degrees held must be from regionally accredited institutes.
• Three to five years of business, or industry experience appropriate to the course subject matter
• 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:
SE
CT
ION
3.0
Pa
ge
18
Pa
ge
19
• 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:
SE
CT
ION
3.0
Pa
ge
19
Pa
ge
20
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.
wHaT’s in a naMe? TITLES AND ACCOUNTABILITIES
3.0 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
SE
CT
ION
3.0
Pa
ge
20
Pa
ge
21
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.
“
”
SE
CT
ION
3.0
Pa
ge
23
Promotion at DeVry University is all about achievement, and that really motivates me.
“
”
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
i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e3.1
SE
CT
ION
3.1
Pa
ge
24
rewarding aCHieVeMenTs PROMOTIONS
3.1 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
The professors in my department know where they want to go with their careers. Part of my job is helping them get there.
“”
SE
CT
ION
3.1
Pa
ge
25
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.
?
?
p r o m ot i o n s
The professors in my department know where they want to go with their careers. Part of my job is helping them get there.
SE
CT
ION
3.1
Pa
ge
25
Pa
ge
26
• 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.
?
rewarding aCHieVeMenTs PROMOTIONS
3.1 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
SE
CT
ION
3.1
Pa
ge
26
Pa
ge
27
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.
SE
CT
ION
3.1
Pa
ge
27
Pa
ge
29
In my evaluation, I don’t feel like I’m being judged; I’m being coached.
“
”
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
i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e3.2
SE
CT
ION
3.2
Pa
ge
30
TeaCHing and PerFOrManCe exCeLLenCe IPP
3.2 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
SE
CT
ION
3.2
Pa
ge
31
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%
SE
CT
ION
3.2
Pa
ge
31
Pa
ge
32
TeaCHing and PerFOrManCe exCeLLenCe IPP
3.2 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
SE
CT
ION
3.2
Pa
ge
32
Pa
ge
33
• 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:
SE
CT
ION
3.2
Pa
ge
33
Pa
ge
34
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
TeaCHing and PerFOrManCe exCeLLenCe IPP
3.2 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
SE
CT
ION
3.2
Pa
ge
34
Pa
ge
35
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
EC
TIO
N 3
.2P
ag
e 3
5
Pa
ge
36
• 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.
TeaCHing and PerFOrManCe exCeLLenCe IPP
3.2 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
Key accountability 2:
Course Content expertise (Technical Content) 30% weighting
Your objectives should:
Key accountability 3:
Contribution at the Program/Curriculum Level 20% weighting
Your objectives should:
SE
CT
ION
3.2
Pa
ge
36
Pa
ge
37
• 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.
Key accountability 4:
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:
Key accountability 5:
student service Focus 5% weighting
Your objectives should:
SE
CT
ION
3.2
Pa
ge
37
Pa
ge
38
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.
TeaCHing and PerFOrManCe exCeLLenCe IPP
3.2 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
Key accountability 6:
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.
SE
CT
ION
3.2
Pa
ge
38
Pa
ge
39
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.
SE
CT
ION
3.2
Pa
ge
39
Pa
ge
40
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.
TeaCHing and PerFOrManCe exCeLLenCe IPP
3.2 i n s p i r i n g a c h i e v e m e n t , r e a c h i n g f o r e x c e l l e n c e
SE
CT
ION
3.2
Pa
ge
40
Pa
ge
41
Knowing that my opinion is heard makes learning a two-way street. I think that empowers both professor and student.
“
”
SE
CT
ION
3.2
Pa
ge
43
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.
“
”
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
t i m e t o s u c c e e d4.0
SE
CT
ION
4.0
Pa
ge
44
dediCaTed TO TeaCHing exCeLLenCe FULL-TIME FACULTY ASSIGNMENTS
4.0 t i m e t o s u c c e e d
SE
CT
ION
4.0
Pa
ge
45
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
SE
CT
ION
4.0
Pa
ge
45
Pa
ge
46
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
dediCaTed TO TeaCHing exCeLLenCe FULL-TIME FACULTY ASSIGNMENTS
4.0 t i m e t o s u c c e e d
SE
CT
ION
4.0
Pa
ge
46
Pa
ge
47
My professors are prepared and engaged in the classroom, and they’re accessible outside of class too. That’s important.
“
” SE
CT
ION
4.0
Pa
ge
49
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.
“
”
y O u r T i M e : M E E T I N G P R O F E S S I O N A L E x P E C T A T I O N S A N D C O M M I T M E N T S
t i m e t o s u c c e e d4.1
SE
CT
ION
4.1
Pa
ge
50
yOur TiMe MEETING PROFESSIONAL ExPECTATIONS AND COMMITMENTS
4.1 t i m e t o s u c c e e d
SE
CT
ION
4.1
Pa
ge
51
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.
SE
CT
ION
4.1
Pa
ge
51
Pa
ge
52
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
4.1 t i m e t o s u c c e e d
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
SE
CT
ION
4.1
Pa
ge
52
Pa
ge
53
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.
“”
SE
CT
ION
4.1
Pa
ge
55
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.
“
”
B e y O n d T e a C H i n g : O P P O R T U N I T I E S F O R D E V E L O P M E N T
e x p a n d i n g Y o u r h o r i z o n s5.0
SE
CT
ION
5.0
Pa
ge
56
BeyOnd TeaCHing OPPORTUNITIES FOR DEVELOPMENT
5.0 e x p a n d i n g Y o u r h o r i z o n s
SE
CT
ION
5.0
Pa
ge
57
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
SE
CT
ION
5.0
Pa
ge
57
Pa
ge
58
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.
BeyOnd TeaCHing OPPORTUNITIES FOR DEVELOPMENT
5.0 e x p a n d i n g Y o u r h o r i z o n s
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.
SE
CT
ION
5.0
Pa
ge
58
Pa
ge
59
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.
SE
CT
ION
5.0
Pa
ge
59
Pa
ge
60
BeyOnd TeaCHing OPPORTUNITIES FOR DEVELOPMENT
5.0 e x p a n d i n g Y o u r h o r i z o n s
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.
SE
CT
ION
5.0
Pa
ge
60
Pa
ge
61
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
SE
CT
ION
5.0
Pa
ge
61
Pa
ge
62
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.
BeyOnd TeaCHing OPPORTUNITIES FOR DEVELOPMENT
5.0 e x p a n d i n g Y o u r h o r i z o n s
SE
CT
ION
5.0
Pa
ge
62
Pa
ge
63
Earning a Ph.D. is the benchmark of my profession. Tuition reimbursement will help make that a reality.
“”
SE
CT
ION
5.0
Pa
ge
65
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.
Pa
ge
65
6.0
Top Related