DeVry Self & Faculty Performance Appraisal

TITLE ACADEMIC MANAGER Alan Runge

3/1/99-2/7/00

Your performance review self-evaluation provides you with the opportunity to evaluate your own performance as it applies to the stated job requirements. It also provides the opportunity to inform your Academic Dean of your personal and job-related accomplishments during the review period and to set personal and job-related goals for the next review year.

There are two parts to this evaluation. Part A pertains to the faculty job responsibilities as outlined in the faculty job description (Ref, FP-300, Faculty Job Description). Part B pertains to your personal and job-related goals and how these goals can be implemented.

In completing this portion of your self-evaluation, you should reference the faculty job description (Ref. FP-300, Faculty Job Description) and note the specific job responsibilities for your professorial rank.

Comment on each of the six (6) general areas listed below using the same rating scale and evaluation forms used in the overall evaluation. (Reference Exhibit E)

Instructional – Preparation (10%)

Instructional – Delivery (30%)

Testing Techniques & Grading (10%)

Student Interaction (20%)

Administrative (15%)

Professional (15%)

The self-evaluation provides the opportunity to communicate any other job-related activity to your Dean. The Faculty Annual Professional Development Plan section of the self-evaluation provides an opportunity to state your professional and job-related goals and how these goals can be implemented in the coming year.

Please comment on any additional information, relevant to your job performance that you feel exceeds the defined job description.

Referring to your goals defined at the previous review, identify your progress towards attaining those goals during this review period.

Please state your goals for personal and job development. Specifically, how can you become a more effective instructor?

Are there any other comments relative to your job performance?

Faculty Self-Evaluation

Part A Self-Evaluation of Job Performance

This report covers the period of February 1999 to January 2000.

Instructional – Preparation

In general, I believe this area deals with the overall ability to gather, retain, organize, and distribute course and lesson materials in an effective and timely manner to meet the course learning objective.

I spent the first year organizing and producing material "on-the-fly;" thus, last year, I rated myself as satisfactory for this area. During this evaluation period, I again consider most of my preparation to be "on-the-fly;" especially, during the Summer-1999 term. I'll rate myself as above average due to the efforts I have contributed to the rework of materials and related research.

I revised and update several handouts, exams, quizzes, and lab assignments and their formats during the past year. I continued to rewrite these items each time I did a course in an effort to meet new text materials as well as develop and cycle a questions pool. My major effort for the last two terms has been on the Senior Project course, which I will continure to concentrate efforts to design as high-quality capstone course.

During this evaluation period, I have tried a few different formats for organizing class, lab, and text materials as well as different approaches to planing a course from the lab up vice the class down. I have also tried some various lecturing and testing methods for both lab and class. Feedback provided from students via lab-comment sheets and term-essays have indicated positive results in my efforts to using varied approaches for the learning environment.

Instructional – Delivery

In general, I believe this area deals with the ability to encourage and promote learning through diverse delivery methods in a professional manner.

I spent the first year organizing my delivery methods "on-the-fly" in this area as well; thus, I rated myself as satisfactory. This year, I'll rate myself as above average due to my use of varied delivery methods, which include internet tools.

During this evaluation period, I again consider most of delivery methods to be impromptu. I have continued to use and develop delivery methods such as web pages, ftp, instant messaging, chat, list servers, and lab-demo lectures. I found that essay exams provide a better feedback as to the knowledge students are retaining as well as their professional written communication skills. I plan to work on my material organizational skills to provide a better understanding of the course objectives for students. I also plan to work on the timing of content delivery so not to "run-short" or "run-long" on the materials. This requires a better charting of the time available in and out of class to cover materials and do research on the student's part.

Testing Techniques & Grading

In general, I believe this area deals with the ability to use a variety of tools to measure and improve learning.

I spent the first year using scantron testing, essay testing, lab papers, and student comment sheets and rated myself as satisfactory. I'll rate myself as average because I've experimented with some various forms for testing and grading.

During this evaluation period, I've continued to use these same formats for testing as well as added a few modified testing techniques for both class and lab. I plan to develop a better understanding of subjective-grading techniques for use in both oral and written presentations. Essay grading proved to be a time consuming item due possibly to the format used and my comfort with the professional writing component. I will endeavor to identify and work with the General Education department in areas that will benefit my subjective grading and testing techniques. The best feedback occurred with an end-term essay requesting the student to critique the course, define what and how they learn, and suggest changes.

Student Interaction

In general, I believe this area deals with the ability to understand and respond to the students needs and concerns in a professional manner.

During the first year, I was available via office hours, email, ICQ and for weekend labs when needed. I rated myself as above average and continue to rate myself above average.

During this evaluation period, I've continued to use as many communication and feedback mean as possible. After doing research on the various interaction methods used at major universities, I decided to push for more one-on-one student interaction via Internet tools such as BBS, list servers, and chat-rooms. This will require IT support to be successful. I plan to spend more time finding ways to encouraging students to express their ideas freely in class and lab. The diversity of students provides a rich resource for business and technical experience. It is this diversity that I want to tap to better develop the course as well as have student buy-in for the course and overall program.

Administrative

In general, I believe this area deals with the ability to perform the record keeping and administrative communications necessary to our institute in a timely manner.

My overall opinion for this area last year was above average. I believe it to be the same this year: above average.

"I have used available tools to keep necessary records and communicate effectively with both faculty and students. I have also participated with administrative functions and provided comments and suggestions that I feel would benefit the institute as a whole." I have worked on refining my grading sheets for a better tool in scoring various testing and assessment methods. I have extended my availability via the Internet for both faculty and student, which includes my collection of materials. I have suggested team-driven development for courses I have been teaching, but feel that a better team-effort can be achieved within our institute.

Professional

In general, I believe this area deals with items related to both my teaching profession and the technical profession in which I instruct.

Last year was a fierce tenure to learn how to teach and gain technical knowledge. I rated myself as above average last year due to a large number of development hours (217.5 hours). This year, I would rate as average in comparison to my peers.

I was hired prior to my graduation at DeVry with qualifications and industry experience from the military and minimal network administration; thus, the extreme effort in development hours. This last year, I contributed minimal "class-hours" for professional development due to work overload. I did concentrate much effort on course development and job-related self-evaluation to determine my strengths and weaknesses relative to my career and current job. Being under new management, the Telecom Department this year, has allowed me to concentrate on the areas that interest me the most. This has allowed me to better focus my development in support of my short-term instructional goals and long-term career goals. Such focus allows me to more effectively and quickly development course materials.

Summary

My overall opinion on my job description performance is "above average." I believe that I am above average in my ability to learn and instruct, but have allowed myself to have been over challenged during the second year, which prevented myself from reaching goals. I found it difficult to impossible to study for certifications while preparing materials or working overtime. After this second year, I feel that I will be able to set more realistic goals from a better understanding of the dynamics of both my career and job-industry.

Part B Self-Evaluation of Professional Development

Below, I've listed some of the main objectives from last year's evaluations and added comments reflecting my review for the past year on my ability to meet these goals and continue my efforts.

"I will work with my Dean to develop a two-year plan that includes certification training for both the technical and teaching side as well as a personal sabbatical for medical work. "

I developed a two-year plan; however, overloads both in work and personal live prevented me from meeting my certification goals. I feel that I over scheduled myself without considering the "Murphy-Law" effect. I was able to advance my technical knowledge through self-study and improve my teaching through professor-student feedback loops.

"I will complete tests for which I have certified classes: CNA certificate test, two MCP certification tests, and one Cisco Router Configuration test."

I was unable to complete any certifications this last year, but I was able to incorporate Cisco labs into three classes. I did this after researching, obtaining, and reviewing Cisco certification books I could recommend and use in a class/lab environment. Working with other faculty to avoid redundant duplication of effort, I plan to refine and publish my lab development.

"I also intend to develop a flexible class/lab plan for the courses that I have instructed this last year (TCM13O, TCM32O, TCM34O, TCM345, and TCM423) in order to be better prepared for instruction."

I redid the method of instruction and delivery for TCM340 for the Summer-1999 term and observed very good results towards moving the course to a general NOS survey. However, during the Fall-1999 term, when I took over the class from Professor Brown, the change of materials caused half of this course to "fail" in my opinion. I developed company models (Happy Jack Gumbo) to use in both TCM340 and TCM345 after my "Course Directions" presentation last year. I still feel that a common company model should be used for relating the course objectives to business issues.

I have spent a lot of effort to define the TCM423/TCM490 course for an effective capstone course. Most recently, I have been working with other professors to refine this course to assist in the TCM Assessment Program. I will concentrate on developing this capstone course as a well-defined program which ties together the management and technical skills necessary to demonstrate a well-rounded telecommunications management degree.

"I intend to devote more up-front time for course prep; especially, between terms in order to avoid organizing and producing material "on-the-fly."

I spent time prior to the Summer-1999 and Fall-1999 term redefining my tools and course outlining technique. However, I still feel that I need to improve in this area by finding more time to define course content and outline. Some of my weaknesses are a result of minimal industry or specific experience necessary for an effective and working understanding of certain courses or technologies. With my course load stabilized, I plan to examine methods to incorporate working-technical skills into my objectives. Such an example would be to design, propose, implement, and maintain the Internet connection and services necessary for TCM490, Senior Project and other courses. I would feel more optimistic if this was done under a team effort per course.

My objectives for this next year are simple and are based on the assumption that my core course concerns will be TCM130 and TCM490 with involvement in the TCM Assessment Program.

Work with various professors, faculty, and industry clients to produce a well defined Senior Project course as the capstone for the Telecommunications Program.

Increase my abilities and skills in relation to the Senior Project course: project management software, professional and report writing, project management theory, teaming, and course support tool.

Push for a separate system and Internet connection for the Senior Project course to advance its distance learning component.

Work with various professors and faculty to produce a well defined Introductory Telecommunications course for the Telecommunications Program.

Push for an internally driven certification classes or assistance program for DeVry faculty. Evaluate my certification goals and complete necessary certifications as I can.

Faculty Annual Professional Development Plan

To be appended to the Annual Performance Review

Describe activities you plan to accomplish during the next review period to enhance your professional development in each of the indicated areas. Provide goals and estimated timelines where appropriate.

1. Activities related to your teaching:

Attend classes, instructional seminars or workshops on lecturing and teaching methodologies, such as those held by K.C.P.D.C.

Use student feedback more often in class.

Have lectures video taped for review on my delivery persona.

2. Activities related to curriculum development for next review:

Attend classes, instructional seminars or workshops on Project Management theory and software, Teaming, Business Plans, and Professional Writing.

Work with various professors and faculty to produce a well defined Senior Project course as the capstone for the Telecommunications Program.

Push for a separate system and Internet connection for the senior project course to advance its distance learning environment.

Work with various professors and faculty to produce a well defined Introductory Telecommunications course for the Telecommunications Program.

3. Activities related to your own continuing education:

Push for an internally driven certification classes or assistance program for DeVry Faculty. Evaluate my certification goals and complete necessary certifications as I can.

Evaluate my certification goals against starting my Masters degree or components there of.

4. Activities related to publications, presentations, and personal study.

Produce and deliver one to two seminars on distance learning at the college level and proposed use at DeVry.

Examine and report on the development of various distance learning tools in curriculum.

5. Other planned activities.

Develop my time management skills. Organize my time for personal rehabilitation, technical growth or degree advancement.

Dean's Faculty Performance Appraisal