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Academic Annual Report 2010­2011

About Us

...let nothing stand in your way...

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We know that maintaining quality requires ongoing measurement to confirm that our students are getting the outstanding education they expect and deserve, to pinpoint the areas where we can do better, and to document our improvements over time.

David J. Pauldine President, DeVry University

a message from the President

We are proud to present the 2010-2011 DeVry University Academic Annual Report­the second annual snapshot of our academic initiatives and progress. In this report, we share both our strengths and our opportunities for improvement in a number of areas, including our performance against measures of quality in student academic and career outcomes. We think it is important to measure not just our graduation rates, but also our students' progress throughout the educational experience at DeVry University. We know that maintaining quality requires ongoing measurement to confirm that our students are getting the outstanding education they expect and deserve, to pinpoint the areas where we can do better, and to document our improvements over time. We remain focused on the core values that have made us strong over the years­and on the aggressive performance measurements that enable us to improve continuously. DeVry University is committed to providing our students with superior academics and student services. We are convinced that our devotion to high quality in every phase of the student experience is the best way for us to ensure DeVry University's growth. At the same time, the world around us is moving at a rapid pace and we cannot afford to rest on our laurels. Perhaps now more than ever, we are driven to those initiatives that improve academic quality and student outcomes. Our philosophy is simple, and it is that quality leads to growth. First is our focus on quality, which includes our commitment to hiring and developing faculty with strong credentials in education and in their industries. This drives strong student outcomes and gives our graduates an edge in their careers. When our graduates perform well for their employers, DeVry University's reputation grows stronger, which drives student retention and enrollment growth. That growth gives us the means to re-invest in the quality of our operations, including academic programs, technology and student services. We appreciate the chance to share this year's achievements and opportunities with you.

David J. Pauldine President, DeVry University

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Contents

1 4

4 4 4 4 5 5 5 5 6

A Message from the President About Us

History Values Vision Mission and Purposes New and Expanded Degree Programs Advisory Boards and Professional Memberships Locations Economic Impact Opportunities for Improvement

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32 33 35 36

Academic Quality Tenet 4: Student Persistence and Graduation

Measuring Persistence Student Services Graduation Rates Opportunities for Improvement

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37 39 40

Academic Quality Tenet 5: Student Career Progression

Career Services Alumni Engagement Opportunities for Improvement

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7 7 9 11 14

Accessible Options

Providing Accessible Options for a Diverse Population Enrollment and Student Demographics Accessibility Affordability Opportunities for Improvement

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41 41 41 42

Doing Well by Doing Good

The DeVry Advantage Academy FIRST Robotics HerWorld® Volunteer Tax Preparation

16 17

17 18 19

A Message from the Provost Academic Quality

Continuous Improvement Accreditation Opportunities for Improvement

43 44

Appendix A: DeVry University Locations Appendix B: Program Accreditations

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20 20 21 21 23 24

Academic Quality Tenet 1: Learning Methodologies

Active Learning The Blended Modality Experiential Learning University Library "21st Century Learning" Initiatives Opportunities for Improvement

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26 27 27 28

Academic Quality Tenet 2: Student Learning Outcomes

Writing Assessment Program (WRAP) Capstone Project Course Tracking Student Outcomes Opportunities for Improvement

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29 29 31

Academic Quality Tenet 3: Faculty Development

Faculty Mission Statement Faculty Development and Advancement Opportunities for Improvement

Note: Unless otherwise noted, the data and information presented in this 2010­2011 report pertain to fiscal year 2011, the period from July 1, 2010, through June 30, 2011. Where dates are listed as "2011" or "2010," the corresponding fiscal year is implied.

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Business & Management

College of

Engineering & Information Sciences

College of

College of

Health Sciences

Liberal Arts & Sciences

College of

Media Arts & Technology

College of

Colleges and Programs of Study

College of College of

Business & Management

Associate Degree:

·

Engineering & Information Sciences

Associate Degree:

· ·

College of

Health Sciences

Associate Degree:

· ·

Accounting Accounting Business Administration Management Technical Management Accounting & Financial Management Business Administration Human Resource Management Project Management Public Administration

Electronics & Computer Technology Network Systems Administration Biomedical Engineering Technology Computer Engineering Technology Computer Information Systems Electronics Engineering Technology Game & Simulation Programming Network & Communications Management Electrical Engineering Information Systems Management Network & Communications Management

Electroneurodiagnostic Technology Health Information Technology Clinical Laboratory Science Healthcare Administration

Bachelor's Degree:

· · · ·

Bachelor's Degree:

· · · · · ·

Bachelor's Degree:

· ·

Master's Degree:

· · · · ·

Keller Graduate School of Management

Master's Degree:

· ·

Master's Degree:

· · ·

Accounting Accounting & Financial Management Business Administration Human Resource Management Information Systems Management Network & Communications Management Project Management Public Administration

College of

Liberal Arts & Sciences

Bachelor's Degree:

· ·

·

College of

Media Arts & Technology

Associate Degree:

·

· · · · ·

Communications Justice Administration

Web Graphic Design Multimedia Design & Development

Master's Degree (School of Education):

· ·

Bachelor's Degree:

·

Education Educational Technology

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About Us

History

Founded by Dr. Herman DeVry in 1931 to prepare students for technical work in electronics, motion pictures and radio, DeVry University was originally known as DeForest Training School. More than 80 years later, we are proud to be one of the largest private, degree-granting, regionally accredited higher education systems in North America. Through our five colleges of study, we offer undergraduate and graduate degree programs at more than 95 locations in the United States and Canada, as well as online. The majority of our graduate degree programs are offered through DeVry University's Keller Graduate School of Management, founded in 1973 by Dennis Keller and Ronald Taylor.

Values

In striving to accomplish our vision and meet the needs of our students, we share the following values:

T eamwork and Communication E mployee Focus A ccountability + Integrity = Ownership C ontinuous Improvement H elp Our Students Achieve Their Goals

Vision

To be The Career University

Mission and Purposes

The mission of DeVry University is to foster student learning through high-quality, career-oriented education integrating technology, science, business and the arts. The university delivers practitioner-oriented undergraduate and graduate programs onsite and online to meet the needs of a diverse and geographically dispersed student population. DeVry University seeks to achieve the following purposes:

·

To offer applications-oriented undergraduate education that includes a welldesigned liberal arts and sciences component to broaden student learning and strengthen long-term personal and career potential. To offer practitioner-oriented graduate education that focuses on the applied concepts and skills required for success in a global economy. To provide market-driven curricula developed, tested and continually improved upon by faculty and administrators through regular outcomes assessment and external consultation with business leaders and other educators. To continually examine the evolving needs of students and employers for careeroriented higher education programs as a basis for development of additional programs. To promote teaching excellence through comprehensive faculty training and professional development opportunities. To provide an interactive and collaborative educational environment that strengthens learning, provides credentialing opportunities and contributes to lifelong educational and professional growth. To provide student services that contribute to academic success, personal development and career potential. To serve student and employer needs by offering effective career entry and career development services.

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About Us 4

New and Expanded Degree Programs

To help ensure our students' success in an ever-changing job market, we continuously update course offerings within our current degree programs and add new degree programs based on industry shifts and emerging technologies. We introduced 10 new degree offerings this year, including three new bachelor's degrees, six new program concentrations and one new graduate certificate:

· ·

·

Updates to our associate degree in Accounting and our master's degree in Accounting & Finance to reflect new developments in the field.

Each of DeVry University's five colleges is actively researching and developing ideas for new courses and programs that will target high-demand growth areas and increase students' appeal to potential employers. We are also working to develop more degreecompletion programs for transfer students and to continually measure our current offerings against employers' hiring criteria.

Bachelor of Science in Justice Administration Bachelor of Science in Communications with concentrations in:

- - -

Business Communication Emerging Media Communication Technical Communication

Advisory Boards and Professional Memberships

To connect directly with employers who hire our graduates, leaders from each of our five colleges meet regularly with advisory boards made up of representatives from the industries related to our degree programs. These advisors give us realworld feedback about our graduates' academic preparedness and the skill sets they look for in new hires. As a result, we continuously adapt and improve our programs according to their input to ensure that our graduates possess the right competencies for their specific industries. Our advisors also give us an inside look at how their industries are changing, so we can better prepare our students for the marketplace. Advisory boards provide insights into local employers, hiring demands and industry changes specific to the city or market. We encourage our academic leaders and faculty to stay abreast of industry developments, professional innovations and best practices by maintaining membership in their industries' professional associations.

· ·

Bachelor of Science in Healthcare Administration Concentrations in the College of Business & Management and the College of Engineering & Information Sciences:

- - -

Sustainability Management (undergraduate) Sustainability Management (graduate) Renewable Energy Engineering Technology

·

Graduate Certificate in CPA Preparation

Our Bachelor of Science in Justice Administration program began in March 2011 and has enrolled more than 1,300 new students as of early 2012; our Bachelor of Science in Communications program started in November 2010 and has enrolled more than 160 new students. Our concentrations in Sustainability Management and Renewable Energy Engineering Technology have attracted more than 125 new students; and the Graduate Certificate in CPA Preparation, launched to further strengthen DeVry University's accounting offerings, has enrolled 80 new students. Last year, we developed new degree programs in healthcare and education to meet the growing demand for workers in those fields. The Bachelor of Science in Healthcare Administration program, with its first classes meeting in 2012, has enrolled more than 40 students preparing for careers as leaders in healthcare. Course topics include a mix of policy and technology as well as business skills tailored to the health-services sector. The Master of Science in Education degree program, with classes beginning in spring 2012, is offered in our new School of Education within the College of Liberal Arts & Sciences. This degree is designed to help K­12 educators advance in their careers and become tomorrow's leaders in education--the nation's secondlargest industry, providing more than 13 million jobs, 67 percent of which are in the K­12 environment1. The program incorporates courses in leadership, management, learning theory, research/ assessment, curriculum development and educational technology. Concentrations and graduate certificates are available in Curriculum Leadership, Educational Leadership and Educational Technology Leadership. New degree programs in development for 2012 and beyond include:

·

Locations

DeVry University offers courses at more than 95 locations and online, with the goal of providing the flexibility our students need to complete their educations at the most convenient times and places, and in the modalities that work best for their learning styles. Our approach combines the best features of onsite and online learning to prepare students for real-world workplace situations. For a full list of our locations, see Appendix A on page 43.

Economic Impact

Every community that is home to a DeVry University location receives economic benefits from the presence of our students, faculty and staff. A 2011 study2 commissioned by DeVry Inc., DeVry University's parent organization, and conducted by the market-research firm The Cicero Group, examined 58 DeVry University locations in California, Colorado, Florida, Georgia, Illinois, New Jersey, New York, Ohio and Texas. In total, DeVry University produced $688 million in economic impact; paid more than $80 million in federal, state and local taxes; and supported 6,605 jobs in those states. At the end of a seven-year period (2003-2010), study respondents who completed a bachelor's degree from DeVry University earned $42,661 annually, while respondents who expressed interest in attending but ultimately chose not to pursue the degree earned $29,224--nearly 32 percent less than our graduates. In total, 40,570 students who graduated from DeVry University during the study period earned $567,980,000 more than those who did not complete degrees.

2 The Cicero Group, DeVry Inc. FY2010 Societal and Individual Economic Impact Report, available at http://investors.devryinc.com/Theme/DeVry/ files/doc_presentations/DeVry_Economic_Impact_Model_Oct2011.pdf.

Bachelor's and master's degree programs in Accounting, which began in March 2012. We piloted these programs in select geographic areas and will roll out to more locations in 2012 and 2013.

1 U.S. Department of Labor, Bureau of Labor Statistics, Career Guide to Industries, 2010­11 Edition, Educational Services, available at www.bls.gov/oco/cg/ cgs034.htm.

About Us 5

Opportunities for Improvement

We have worked over the past year to build better processes for rolling out new degree programs and to strengthen partnerships with potential employers.

Ongoing Opportunity

Make New Degree Programs Available to Students More Quickly

Ongoing Opportunity

Track Advisory Committee Meetings and Partnerships

Improvements Opportunity Improvement

In 2010, DeVry University began to streamline the process for creating new degree programs. We formed a crossdepartment New Degree Program Team to forge a new process, and a New Degree Program Steering Committee made up of key university leaders.

To strengthen our national and local partnerships, we maintain advisory committees on which DeVry University faculty and staff members serve alongside industry experts and employers' representatives, providing feedback on ways to improve our programs in order to maximize our students' career readiness. In 2010, we committed to tracking committee meetings at all of our locations to confirm that we are meeting at least twice annually with our graduates' most likely potential employers.

Update

The program team gained momentum in 2011, streamlining internal processes so that we were able to roll out the new programs described on page 5. We introduced a "portfolio management" structure in which each of our national deans creates a college-specific strategy for integrating new and existing programs in a way that is relevant to the job market. National deans and program teams meet once per session with the New Degree Program Steering Committee to provide updates, receive direction and guidance, and ensure that our programs stay relevant to the needs of students, potential employers and industries overall.

Update

To ensure that our partnerships adhere to the same guiding principles across all DeVry University locations, we formed a task force that drafted a Local Advisory Committee Policy, which we implemented in 2011. The policy covers the goals and purposes of local advisory committees, outlines the suggested composition of committees, explains the role of committee members external to DeVry University, and provides instructions for preparing for a committee meeting. It also includes a robust tracking system to ensure that the twice-annual committee meetings take place as scheduled.

Our timelines for launching new programs are influenced by external factors such as regulatory requirements and review periods set by third-party accrediting and licensing agencies. To accommodate these challenges and still deliver quality academic programs to our students in a timely way, we are examining strategies that include rolling out new programs on a market-by-market basis rather than launching nationally. We will continue to refine our processes in the coming year.

About Us 6

Accessible Options

Providing Accessible Options for a Diverse Population

For more than 80 years, DeVry University has been committed to making college accessible to those who want to pursue higher education. Many of our students are considered "non-traditional": working adults looking to change their career paths or expand their options; single parents balancing school, work and family; and adult learners returning to higher education so they can succeed in the careers they choose. Many of our students also come to DeVry University from populations that are underrepresented on college campuses: active military members, those who are the first in their families to attend college, minorities and recent immigrants. We are also proud to serve our more traditional students who have recently graduated from high school and are looking for educational opportunities that give them both a strong theoretical foundation and the practical experience that will translate to the workplace. DeVry University is dedicated to providing every student, no matter what his or her background and goals, with a high-quality, career-oriented education.

Enrollment and Student Demographics

DeVry University is one of the nation's largest private-sector universities. During the 12-month period ending June 30, 2011, more than 146,000 students were enrolled.1 Undergraduates make up 77 percent of our student population, while graduate students make up 23 percent. Enrollment during fiscal year 2011 increased 5.8 percent for undergraduate students and 9.6 percent for graduate students compared to the previous 12-month period.

Undergraduate and Graduate Enrollment

Graduates

Undergraduates

2011 2010

1 DeVry Inc.'s public enrollment reporting differs from the time period used in reporting to the U.S. Department of Education.

Accessible Options 7

Accessible Options

Undergraduate Graduate

Fifty-seven percent of our undergraduates are men and 43 percent are women; in our graduate programs, 55 percent are women and 45 percent are men.

DeVry University Student Race/Ethnicity Statistics

Statistics for fiscal year 2011*

White

Student Gender 2011

57% 43% 45% 55%

42% 28% 16% 7% 5% 1% 1% 1%

35% 35% 9% 7% 8% 0% 4% 1%

Black/African American Hispanic (of any race) Race/Ethnicity unknown Asian/Native Hawaiian/Pacific Islander American Indian/Alaska Native Non-resident Alien Two or more races

*Data has been rounded to the nearest percentage point.

Undergraduates

Male Female

Graduates

Half of our undergraduates and more than half of our graduatelevel students are minority, as compared to the national averages of 33 percent and 23 percent, respectively, reported in the fall of 2009 by the National Center for Education Statistics2.

Student Diversity 2011*

DeVry University's undergraduate and graduate student body includes more ethnic minorities than the average educational institution's. In 2011, the percentage of African-American undergraduate students at DeVry University (28 percent) was nearly double the percentage of African-American students at educational institutions nationwide (15 percent). The percentage of AfricanAmerican graduate students at DeVry University (35 percent) was more than triple the national average (11 percent)3. Our enrollments also show a slightly higher percentage of Hispanic students than those of other schools4. We continue to be ranked among the country's top producers of Hispanic graduates earning bachelor's degrees in computer and information sciences; we are also a top producer of minority graduates in business marketing and management5.

Undergraduates

Minority White Unknown or non-resident alien

*Data has been rounded to the nearest percentage point.

Statistics for fiscal year 2011*

White Black/African American Hispanic (of any race) Race/Ethnicity unknown Asian/Native Hawaiian/Pacific Islander American Indian/Alaska Native Non-resident Alien Two or more races

*Data has been rounded to the nearest percentage point. 2 U.S. Department of Education, National Center for Education Statistics First Look Report, Table 1, "Enrollment at Title IV institutions, by control and level of institution, student level, attendance status, gender, and race/ethnicity: United States, fall 2009," available at http://nces.ed.gov/das/library/tables_listings/ spring2010compendium.asp.

42% 28% 16% 7% 5% 1% 1% 1%

DeVry University Undergraduates

Graduates

55% 15% 13% 9% 6% 1% 2% 0%

DeVry University is proud to serve a high percentage of minority students, who have traditionally been underserved by postsecondary education. Many of these students come from immigrant or low-income households and are the first in their families ever to attend college.

3 DeVry University numbers are as of fiscal year 2011. Source for national averages: January 2012 analysis of 2010­11 12-month enrollment data obtained from IPEDS Data Center, National Center for Education Statistics. 4 Noted in Diverse: Issues in Higher Education, June 2009. 5 Ibid.

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National Undergraduates

Comparison of Race/Ethnicity of DeVry University Undergraduate Students to National Undergraduate Students

DeVry University Graduate Students

Statistics for fiscal year 2011*

White Black/African American Hispanic (of any race) Race/Ethnicity unknown Asian/Native Hawaiian/Pacific Islander American Indian/Alaska Native Non-resident Alien Two or more races

*Data has been rounded to the nearest percentage point.

35% 35% 9% 7% 8% 0% 4% 1%

National Graduate Students

Comparison of Race/Ethnicity of DeVry University Graduate Students to National Graduate Students

DeVry University Graduate Student Age as Compared to All Degree-Granting Institutions

55% 11% 6% 13% 5% 1% 9% 0%

40+ 25-39 Under 25

DeVry University National

DeVry University's model of learning, which includes onsite, online and blended courses, fits the lives of adult learners who are juggling the responsibilities of family, work and school. Nationwide, 67 percent of undergraduates are under the age of 256. At DeVry University, 69 percent of our undergraduates are 25 or older; 18 percent are age 40 or older.

Among our graduate students, 94 percent are 25 or older, and 31 percent are 40 or older. Although it can sometimes be challenging for our professors to teach such a wide range of ages in a single class, we welcome all of our students' diverse perspectives.

DeVry University Undergraduate Student Age as Compared to All Degree-Granting Institutions

Accessibility

Accessibility for Working Students

For more than a decade, DeVry University has offered "anytime, anywhere" education online to students who need the flexibility that online courses offer. Many of our students have fulltime jobs, families and other responsibilities that can make onsite college attendance difficult--but DeVry University has built an integrated curriculum that delivers the same highquality educational experience whether students attend onsite or online. We use technologies that enable students to communicate seamlessly with their professors and peers, so even students who are able to attend onsite classes often choose to "mix and match" onsite and online. For more about our onsite, online and blended learning modalities, see page 20.

40+ 25-39 Under 25

DeVry University National

Accessibility for Students with Limited Math and English Skills

Many of our applicants have been away from the classroom for many years, and we know that they can sometimes be extremely challenged by college-level math and English courses. We do not accept all applicants but do assess the math and English skills of all accepted students. Those whose scores do not qualify them for the math or English courses their degree programs require are placed in either a foundations course or a skills-development course. Prospective students with the lowest scores begin with a foundations course in math and/or English, which we offer free of charge to those who hope to qualify to enroll at DeVry University. If needed, they can take either or both courses twice to ensure that they feel confident about their skills. Once they complete the foundations program and officially enroll at DeVry University, students may move on to a skillsdevelopment program that includes two more courses in math and two more courses in English, designed to prepare them for coursework in their general-education and degree programs.

6 DeVry University numbers are as of fiscal year 2011. Source for national averages: January 2012 analysis of fall 2010 enrollment data obtained from IPEDS Data Center, National Center for Education Statistics.

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Accessible Options

In fiscal year 2011 (July 2010­June 2011), 62 percent of those enrolled in our English foundations class completed it satisfactorily. The satisfactory completion rate for our math foundations class was 55 percent. We measure student success in skills-development courses by reporting the percentage of students who earn a letter grade of A, B or C in English and an A or a B in math. In our two English skills-development courses, success rates were 61 percent and 64 percent. Our two math skills-development courses reported student success rates of 53 percent and 69 percent. Students who completed skills-development courses became eligible to advance into their chosen programs of study at DeVry University. We are working to improve the percentages of students who pass their foundations classes and skills-development classes; see "Opportunities for Improvement" on page 14 for more information. college and life experience, and our Bachelor of Science in Technical Management program was created to help students add business, management and technical skills to their current knowledge base. We accept transfer credits from the College Board's CollegeLevel Examination Program (CLEP) test and the DANTES Subject Standardized Testing Program (DSST). We also accept Advanced Placement credits as well as credits based on recommendations by the American Council on Education College Credit Recommendation Service (ACE CREDIT) and the National College Credit Recommendation Service (CCRS, formerly known as National PONSI).

Articulation Agreements

We maintain articulation agreements with more than 100 institutions in the United States and other countries to ensure that students will be able to transfer eligible college credits to DeVry University. Many students who have already earned twoyear degrees want to go on to earn bachelor's degrees, but many four-year institutions lack the space to accommodate graduates of two-year institutions. DeVry University's articulations with community colleges help to provide these students with pathways to four-year degrees. DeVry University also works directly with employers, such as GE Healthcare, to enable their employees to begin degree programs that build on training they have received on the job. We have also partnered with multi-site technical education systems, including Universal Technical Institute (UTI), whose graduates want to continue beyond the two-year degrees they earn. And our articulations with two colleges that serve large numbers of military personnel, Central Texas Community College and Coastline Community College, help members of the armed services leverage their community-college credits into bachelor's degrees even while deployed overseas.

Options for Transfer Students

We have resources in place to help students who have started degree programs elsewhere and want to finish them at DeVry University.

As increasing numbers of students earn credits from multiple institutions, we consider it our responsibility to make it easy for them to combine their transfer credits and finish their degrees.

According to the 2011 National Survey of Student Engagement (NSSE)7, transfer students often bring a particular set of challenges to the college experience: they tend to be older, have more family and work commitments, and belong to traditionally underserved racial and ethnic groups. All DeVry University degree programs accept eligible transfer credits. Our deans and registrars confirm the quality of these credits and work closely with students to help them make the most of the academic work they have already completed. Our centralized transcript evaluation center employs dozens of fulltime staff members who review more than 90,000 transcripts each year, drawing up multiple degree paths for each student based on how their credits could transfer. Our student success coaches and academic advisors then talk with transfer students individually to map a successful path to graduation. Two of our College of Business & Management bachelor's degree programs were designed specifically as degree-completion programs for working adults who want to advance their careers into supervisory or managerial roles: our Bachelor of Science in Management program is intended for students with some

Options for Military Personnel and Veterans

DeVry University was one of the first schools approved to accept the original G.I. Bill after World War II. Today, we are the nation's second-largest provider of education to students under the Post9/11 G.I. Bill. Currently, approximately 13 percent of degreeseeking students at DeVry University are active-duty military members or military veterans. We offer special tuition rates for active-duty military personnel and their spouses, opportunities to transfer eligible military coursework hours toward our degree programs, and grants and scholarships for veterans. Many of our locations are members of the Yellow Ribbon G.I. Education Enhancement Program, which gives eligible Post-9/11 G.I. Bill recipients additional benefits.

7 National Survey of Student Engagement, Indiana University Center for Postsecondary Research, Fostering student engagement campuswide--annual results 2011, available at http://nsse.iub.edu/NSSE_2011_Results/pdf/NSSE_2011_ AnnualResults.pdf.

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We are honored to help educate America's military service members. Not only do we give them the option to take online courses from anywhere in the world, but we also work to ensure that our faculty understand these students' specific challenges.

As a member of the Servicemembers Opportunity Colleges (SOC) consortium, we provide flexible policies to allow service members and their families to complete degrees. We encourage military students to continue their education, and we strive to be flexible and responsive to their needs. In 2012, we entered into two agreements that will help us serve even more military personnel and veterans, and their families. Under our agreement with the Fallen Heroes Survivors Foundation, Inc., we will provide special tuition rates for the spouses and children of deceased veterans of the wars in Iraq and Afghanistan. And a Memorandum of Understanding signed with the U.S. Department of Defense will enable us to accept military tuition assistance, which helps active-duty service members pay for college.

sessions rather than committing to a traditional 16-week semester, which enables student athletes to balance their education and training schedules.

International Students

In 2011, DeVry University was honored by the U.S. Department of Commerce with an Export Achievement Certificate, which recognizes businesses and educational organizations that have made U.S. higher education a key destination for international students. The certificate acknowledged the results of the international-student recruitment program that we began in 2008, when we initiated a partnership with the Department of Commerce to create a strategy for reaching students overseas. When we began the program, our international-student population was about 300 students; by the fall of 2010, more than 1,400 international students were enrolled in DeVry University degree programs. Resources we have put in place to serve international students include a dedicated orientation program, increased levels of support services and multicultural training for our staff.

Affordability

According to an analysis of 2010­2011 data on tuition and fees provided by the Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics, undergraduate tuition amounts at DeVry University place us in the lower third of all four-year private institutions. Even so, we are exploring ways to serve our students better by improving the affordability of our programs. In 2011, DeVry University tuition rates represented an expected weighted average increase of approximately 2.9 percent for undergraduates as compared to 2010. The weighted average increase for graduate tuition was 2.5 percent.

Team USA

At the end of 2011, DeVry Inc. was named an official education provider of the United States Olympic Committee (USOC). We will provide undergraduate and graduate degree opportunities and scholarships for U.S. Olympic and Paralympic athletes and training hopefuls through 2016. The USOC chose DeVry University because we provide the flexible educational options that student athletes need in order to pursue their educations and their sports simultaneously. The first class of Team USA athletes enrolled in online undergraduate and graduate courses through DeVry University in November 2011, and we continue to enroll new Team USA students at the start of each semester. Our flexible scheduling allows students to enroll for eight-week

Scholarship Programs

We are committed to providing grant and scholarship funding for students who demonstrate need and proven academic achievement. In fiscal year 2011, we funded 16 scholarship and grant programs totaling more than $25 million and benefiting more than 10,000 students.

I enrolled in DeVry University because I wanted to make sure I was ready for what I would do after weightlifting. Athletic careers are so short, and it's important to start preparing early. You need to be very dedicated and always give your best effort every day to get the most out of your studies.

­ Donovan Ford is a Team USA weightlifter from Sacramento, Calif., who enrolled at DeVry University in the fall of 2011.

Accessible Options 11

Accessible Options

We offer a variety of scholarship options, including awards earmarked for high school students, military personnel and community college transfer students. One locally administered program, 21st Century/Metz grants, provides discretionary grants of $500­$2,500 per semester to full-time students with financial need and GPAs of 2.5 or higher. A supplement to our institutional scholarships, the DeVry University Education Fund is a 501(c)(3) organization that provides scholarships for our students. The fund receives support from donors who include DeVry University employees, corporate partners and alumni. To date, the fund has awarded more than $500,000 in scholarships to students.

We take very seriously our responsibility to track our students' borrowing and to build financial literacy into our curriculum to ensure that they have the information and tools they need to repay their loans.

The average national cumulative debt has increased by 5.6 percent, or $1,139, each year since 2003­2004. Today, the average cumulative debt of a student graduating from a U.S. four-year institution is $24,651 (including federal student loan debt and PLUS loans). One-fourth of borrowing students borrow $30,526 or more, and one-tenth borrow $44,668 or more.9 DeVry University graduates have an average total debt of $38,685. The national cohort default rate continues to rise steadily since 2004, reaching 8.8 percent in 2009. DeVry University has consistently posted a lower default rate than other institutions in the private sector; see Cohort Default Rate chart on page 13.

Tuition Grants and Degree-Based Pricing

We have been exploring alternative tuition approaches to give our students more options. We began piloting two tuition programs at several campus locations in 2009: the Tuition Rewards Grant and Degree-Based Pricing. The Tuition Rewards Grant pilot provided a $500 grant to students who enrolled in at least 12 credit hours in one semester, with the grant automatically applied to the next semester. Students can earn up to three grants (for a total of $1,500) over a lifetime of study. Although this program is still in the pilot stage, we have seen a slight increase in persistence from one semester to the next among students who have received grants. Due to system limitations, we have not offered this program to all locations, but we continue to evaluate its effectiveness. Our second pilot program, Degree-Based Pricing, created predictable tuition expenses by allowing new students to lock in a flat rate for tuition and fees for every semester from the beginning to the end of their program. Due to low interest in this program, we stopped offering it to new students in July 2011.

Financial Literacy Program

We are committed to working closely with our students in an effort to lower the cohort default rate. In addition to the staff, programs and services we have in place to help track and manage student loan repayment, DeVry University introduced a Financial Literacy Program in 2010 (see "Opportunities for Improvement" on page 15) to help our students comprehend the complexities of taking on and paying down student loan debt. In 2011, the program received the Excellence in Debt Management Award from USA Funds, which named ours one of the top-three school programs nationwide. The DeVry University Financial Literacy Program is staffed by financial literacy consultants (FLCs) who help onsite and online students both before and after graduation. FLCs work one-onone with students to help them finish school on time with a sound plan for financing their education; complete federally required exit counseling; understand their loan responsibilities, repayment strategies and options; and learn lifelong financialmanagement skills. We also make education-related financial advising available to all alumni at any point in their lives. The ultimate goal is to help our students avoid loan default and learn to make sound financial decisions.

Financial Literacy Services

According to the U.S. Department of Education's 2007­2008 National Postsecondary Student Aid Study, nearly 66 percent of all students in four-year undergraduate programs borrow money to pay for college8. At DeVry University, 84 percent of our undergraduates and 72 percent of our graduate students rely on federal financial aid (not including PLUS loans). Because our sector educates students who are more likely to come from lower-income households and to be the first in their families to attend college, our students are more likely to borrow money and less likely to have experience paying off debt. We make it a priority to educate students about educational loans and the ramifications of unpaid debt, and we arrange one-on-one time for students to meet with student finance consultants who explain the tuition payment process in depth.

8 Calculated by Mark Kantrowitz, http://finaid.org/loans, using the data analysis system for the 2007­2008 National Postsecondary Student Aid Study (NPSAS) conducted by the National Center for Education Statistics at the U.S. Department of Education, available at http://nces.ed.gov/surveys/npsas.

9 Ibid.

Accessible Options 12

In 2012, we launched a new financial-literacy website. "My Financial Future" offers a complete section dedicated to student loans and other methods of paying for school; students can also explore the site for education about credit, loans, identity theft, savings and retirement planning. The site features a virtual assistance component that simulates a meeting with one of our FLCs, along with interactive lessons on topics like living on a budget while in school, paying for college and repaying student loans.

At entrance sessions, FLCs introduce concepts that will help students keep their payment records and credit histories on track as they begin college. And when a student graduates or withdraws from DeVry University, we contact him or her no fewer than three times to offer an exit session in person, over the phone or online. Since we integrated exit counseling into our Financial Literacy Program in fiscal year 2011, FLCs have completed more than 39,000 sessions. 10

Entrance and Exit Loan Counseling

The federal government mandates that all institutions provide entrance and exit counseling sessions to student borrowers. Other universities meet the minimum requirements for these sessions with letters or e-mails, but we believe that personal contact is a much more effective way to transmit this information. Our FLCs meet personally with students to ensure that they understand their rights, responsibilities and loan-repayment options.

DeVry University Cohort Default Rate

2007 2008 2009

DeVry University

Keller Graduate School of Management

DeVry University/ KGSM Institutions

All Private-Sector Institutions9

All Institutions

9.0% 10.2% 14.2%

2.7% 2.6% 3.9%

7.9% 9.0% 12.4%

11.0% 11.6% 15.0%

6.7% 7.0% 8.8%

10 U.S. Department of Education, Official Cohort Default Rates for Schools, September 2011, available at http://www2.ed.gov/offices/OSFAP/ defaultmanagement/cdr.html.

Accessible Options 13

Opportunities for Improvement

Our goals include boosting our students' ability to finish their degree programs and ensuring that every student has a strong understanding of the basics of financial literacy.

Ongoing Opportunity

Track Effectiveness of Foundations Coursework and Raise Admission Standards for Specific Degree Programs

Ongoing Opportunity

Improve Tracking of Transfer Students After Matriculation

Improvements Opportunity Improvement

We have not been satisfied with the pass rates for our two foundations math courses and are committed to improving the courses so that more students pass them and go on to graduate from their degree programs. In addition, to make certain that the students who start our programs are equipped to finish them, we also continue to evaluate our admissions standards for specific degree programs. For example, in 2010 we analyzed graduation results and tightened our admissions criteria for our Game & Simulation Programming degree to require incoming students to have mastered specific levels of math.

We are committed to meeting transfer students' unique needs and doing everything we can to help them finish their degrees. Last year, we identified a need to improve the way we track the number of transfer students who graduate from DeVry University, so that we can better understand the services and resources we can provide to help these students complete college.

Update

In 2011, we completed a detailed review of all of our foundations courses to assess their effectiveness and are redesigning these courses to improve the success rates of students who take them. This may involve rethinking the "mastery learning" approach that we have used in the past, which allowed students to work at their own pace to master a concept before moving on to the next one. We want to confirm that the learning methodologies in foundations courses are as effective as possible for the students who need them.

Update

Our Business Services and Innovation team has developed new reporting capabilities that allow us to track retention and graduation rates for our transfer students. We use criteria that include how many credits these students transfer to DeVry University, which program they are entering, whether they are full-time or part-time, and whether they are studying onsite or online. Our improved ability to track students who share similar characteristics and look at "snapshots" of particular groups of students will give us information we can use to help improve graduation rates for our transfer students.

Accessible Options 14

New Opportunity

Increase Number of Articulations With Two-Year Institutions

New Opportunity

Centralize Service for Military Students

Ongoing Opportunity

Build Financial-Literacy Curriculum and Expedite Services to Students

Articulations with two-year institutions help us develop relationships with those schools and let their students know about options for continuing their educations beyond the associate degree level.

The DeVry University team needs to develop special expertise in order to maximize the service we provide to prospective and enrolled students who are military personnel, veterans or family members of those in the service. We have already created a centralized academic advising team for online students who are in the military and convene an annual summit for staff members who work with military students at all levels of the university.

In 2010, we hired 262 new staff members who either work directly on financial-literacy teams or who integrate financial-literacy efforts into their work with students. We also built a financial-literacy presentation into our first-year critical-thinking course, attended by more than 27,000 students annually. Because its content is so important to our students' lives, we knew that we needed to continue to develop and strengthen this program in 2011.

Plan

We are developing more articulation agreements while always keeping DeVry University's program requirements in mind. Our national deans now provide input on the value of each articulation we add. To make sure that articulations reflect our commitment to academic quality, we also plan to revisit the template we use to create articulations and add language that will require us to review each articulation for renewal at regular intervals.

Plan

Our Military Affairs team is developing training for advisors that will give them strong knowledge of military culture and information about services available to military personnel and their families. We will certify advisors who take this training as military specialists and will make sure that all military students are assigned to advisors who have achieved certification. In addition, we are creating a new Student Finance team devoted to military students; team members will be trained to address the unique financial issues military students face.

Update

In March 2011, we integrated a full financialliteracy component into the Critical Thinking course. Now, students get a complete picture of their program of study, learn to budget while in school, budget for student loan payments and see their estimated loan payment amounts under each potential repayment plan. The course, now in its third iteration, has been well received by faculty and students. In 2012, the Financial Literacy department will hold its second annual financial-literacy fair. More than 21,000 undergraduate and graduate students will be invited to participate. This year, borrowers with past-due accounts will be invited to the fair and given one-on-one counseling to get back on track with their repayment. We are committed to spending $4 million annually to maintain and assess our Financial Literacy Program.

Accessible Options 15

Whether our students are pursuing higher education for the first time or are returning to school after a long absence, we are committed to preparing them thoroughly for the challenges they face in the marketplace.

Donna M. Loraine, Ph.D. Provost/Vice President, Academic Affairs Dean, Keller Graduate School of Management

a message from the Provost

When Dr. Herman DeVry founded a technical school for working adults in Chicago in 1931, he envisioned an institution that would provide high-quality education to help students get better jobs and improve their lives. A great deal has changed in the ensuing decades, but one thing remains constant: DeVry University is still devoted to making sure that our students receive the best possible preparation for rewarding careers. At each of our DeVry University locations, academic quality is our No. 1 focus. In today's difficult economic climate, it is more important than ever for us to give students an academic foundation that not only increases their value in the current job market, but also encourages them to become lifelong learners who are capable of acquiring new skills and adapting to evolving technology. Whether our students are pursuing higher education for the first time or are returning to school after a long absence, we are committed to preparing them thoroughly for the challenges they face in the marketplace. As you will see in the following sections of this report, we measure how well we achieve that goal by evaluating our performance according to our five tenets of academic quality: Donna M. Loraine, Ph.D. Provost/Vice President, Academic Affairs Dean, Keller Graduate School of Management 1. Learning methodologies 2. Student learning outcomes 3. Faculty development 4. Student persistence and graduation 5. Student career progression Our students' success depends in part on the curriculum and learning methods we employ­but it depends even more on the strength of our faculty. We take great pride in hiring faculty members who hold outstanding educational credentials and are both excellent teachers and accomplished practitioners in their fields. We also make our faculty an integral part of our processes as we work toward ever higher levels of academic quality. Together, our faculty, staff and students work to create an academic community that is a proud testament to the legacy of our founders.

A Message from the Provost 16

Academic Quality

Continuous Improvement

DeVry University participates in the Academic Quality Improvement Program (AQIP) of The Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools (NCA). This accreditation model, based on the Malcolm Baldrige National Quality Award program, consists of a community of select accredited schools that demonstrates a clear commitment to continuous quality improvement. AQIP schools maintain their accreditation by:

· · ·

Defining continuous-improvement principles and processes. Implementing a comprehensive approach to continuous improvement. Instilling a culture of continuous improvement.

Institutions meet AQIP requirements by defining, pursuing and evaluating annual action projects designed to make measurable quality improvements, and by participating in AQIP's review and feedback process. Every four years, AQIP evaluates our results, and every seven years we are reviewed for re-accreditation.

Current AQIP Action Projects

DeVry University's 2011­2012 AQIP action projects are: Project Snapshot Phase III--The goal of Project Snapshot is to help students learn more effectively by measuring learning outcomes and gauging improvement in learning over time. Strengthening our learning assessment program will help us modify and strengthen our academic programs and the services we provide to students. Project Snapshot Phase I (2009) involved collecting, analyzing and reporting on all of DeVry University's learning assessment program activities. Our review of that data revealed a need for clearer measurement of students' subject mastery, so in Phase II (2010) we created an assessment plan that establishes concrete learning objectives for every course we offer and ensures that each course's final exam measures how well students have mastered the material taught. We use the resulting data to improve our course delivery. In Phase III, we are piloting additional testing to measure criticalthinking skills, general education proficiency and programmatic outcomes (e.g., tests to see how well students have mastered the academic content in their major courses). We will compare the results with those of similar students at comparable institutions. Project Faculty Symposium--DeVry University professors teach courses at more than 95 locations as well as online, and we have found that it is critical to identify innovative ways for them to connect. One such method, our Faculty Symposium, brings faculty members together for a three-day event that features workshops, roundtable discussions and poster sessions. The 2012 symposium, our third annual event, will gather more than 200 faculty members from all five DeVry University colleges to share their knowledge and experience, continue their professional development, connect with the university's mission, strengthen working relationships with their colleagues, and communicate their learnings back to their home locations.

Academic Quality 17

Academic Quality

We will evaluate Project Faculty Symposium's success by tracking how well we are able to meet operational milestones and attract faculty from a wide range of locations; outcomes of the project will be measured through participant feedback that we will deliver to the DeVry University colleges for use in improving teaching and learning. For more information about the symposium and our other faculty-development efforts, see page 29. Project Sunlight--Project Sunlight's goal is to improve our coursedevelopment process by reshaping it to include more faculty input and provide greater transparency to students and faculty alike. With the 2009 launch of the blended learning modality (see page 20 for more information) that added online learning materials to courses conducted onsite, we needed to strengthen our courses so that students could take advantage of the new materials while still achieving consistently solid learning outcomes. The course-development process involves several functional teams: faculty subject-matter experts, college deans, and specialists in academic technology and instructional design. Project Sunlight's early phases focused on crosstraining and socializing these teams so they could effectively increase faculty members' input into the course-development process. The project will also pilot new course-development technologies (see "Opportunities for Improvement" on page 19). We will measure our success by tracking the functional teams' self-reported progress and collecting metrics from students and faculty who participate in the new courses. Our goals are to increase efficiencies and to create stronger, collaboratively developed courses that enable students and faculty to achieve better learning processes and outcomes. demonstrate a high level of performance, integrity and quality that conforms to the standards set by the accrediting agency. DeVry University is accredited by The Higher Learning Commission (HLC) and is a member of the North Central Association of Colleges and Schools (NCA). The University's Keller Graduate School of Management is included in this accreditation. The HLC is one of six regional agencies that accredit U.S. colleges and universities at the institutional level. It is recognized by both the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) and accredits approximately one-third of U.S. regionally accredited public and private educational institutions. DeVry University is a member of the CHEA, a national advocate and institutional voice for self-regulation of academic quality through accreditation. An association of 3,000 degree-granting colleges and universities, CHEA recognizes 60 institutional and programmatic accrediting organizations. In addition to our regional accreditation through HLC and NCA, DeVry University holds a number of programmatic accreditations. A full listing of our program accreditations can be found in Appendix B on page 44. Some of our recent achievements include:

·

Measuring Student Engagement

We formerly measured student satisfaction using the biennial Noel-Levitz national student-satisfaction surveys, last conducted in 2009. Those results, available in our 2010 Academic Annual Report, showed a continuing trend of improvement in all eight of the surveys' major measurements of undergraduate student satisfaction. To give us another view of our students' overall experience with DeVry University, in the spring of 2012 we will begin using the National Survey of Student Engagement (NSSE), a nationally respected measure of undergraduate student engagement. The results from the NSSE will allow us not only to analyze our own results and use them to identify areas for continuous improvement, but also let to benchmark DeVry University against more than 1,400 other colleges and universities in the United States and Canada that use the NSSE. The NSSE will measure the extent to which students are engaged in educational practices that correlate to high levels of learning and development (including the amount of time and effort that students put into their studies), as well as how DeVry University deploys its resources to encourage students to participate in activities linked to successful learning.

In 2011, the National Accrediting Agency for Clinical Lab Sciences (NAACLS) accredited our Bachelor of Science in Clinical Laboratory Science degree, offered at our Phoenix, Ariz., location. This accreditation makes DeVry University the only higher-education institution in Arizona to offer a NAACLS-accredited bachelor's degree program in Clinical Laboratory Science. Our undergraduate business and accounting programs are candidates for accreditation by the Accreditation Council for Business Schools and Programs (ACBSP). We have submitted a self-study of our programs to the ACBSP and expect a site visit from ACBSP accreditors in the spring of 2012; future accreditation is not guaranteed. We anticipate the results in the near future. Our onsite Engineering Technology bachelor's degree programs received renewed program accreditation from the Technology Accreditation Committee of the Accreditation Board for Engineering Technology (TAC of ABET). Three of our human-resource management programs were recognized by the Society for Human Resource Management (SHRM) for being in full alignment with SHRM's curriculum guidebook and templates. The three programs recognized were our Bachelor of Science in Business Administration with Human Resource Management Concentration, Bachelor of Science in Management with Human Resource Management Concentration, and Bachelor of Science in Technical Management with Human Resource Management Specialty.

·

·

·

Accreditation

Accreditation is a recognition process that affirms the quality of an educational institution or a specific program of study. To achieve accredited status, an institution or program must consistently

Academic Quality 18

Opportunities for Improvement

Over the next year, we plan to continue improving our academic quality by implementing technology that enhances the DeVry University student experience and by communicating our strong commitment to academic integrity.

New Opportunity

Improve Technology Research and Development

New Opportunity

Communicate Student Academic Integrity Policy More Clearly

Improvements Opportunity Improvement

We are committed to using technology throughout the entire educational process to provide the best possible learning experience for every student. To bring this commitment to life, in 2011 we established a new educational technology research and development group to identify and evaluate emerging technologies that will help our students achieve their educational and career goals.

DeVry University is deeply committed to high standards of academic integrity and strives to build a community of students, faculty, staff and administrators within which academic integrity is a guiding principle. In 2011, we strengthened our Student Academic Integrity policy to provide clearer guidelines on how we expect our students to conduct themselves academically.

Plan

The R&D group is evaluating several promising solutions designed to enable learning that is more collaborative and engaging, personalized and adaptive, and convenient no matter where students are learning. Pilot projects currently underway include adaptive-learning platforms that meet the unique needs of each student, and social technologies that enable more efficient communication and learning. We will analyze the data we collect from these pilots and then select the technology that best meets our students' needs. The team is also exploring technology that will help us improve our financial-aid processes, career assistance and other areas that are important to the overall student experience.

Plan

Creating a culture of academic integrity is a top priority at DeVry University. In 2012, we will conduct a university-wide awareness campaign to implement the new Student Academic Integrity policy; we also have plans to conduct ongoing training sessions at our campus locations and online.

Academic Quality 19

Learning Methodologies

DeVry University's degree programs balance core education coursework in math, science, social sciences, humanities and communications with career-focused coursework that we develop with input from industry leaders and employer partners. We know that our students enter DeVry University expecting their courses to be flexible, portable and transferable, and their learning to be supported by leadingedge technology. We provide all of our students with the same high-quality education whether they take onsite, online or blended courses.

Academic Quality Tenet 1:

Active Learning

All of our learning methodologies are predicated on one goal: promoting studentcentered active learning that engages the student at every juncture. The traditional model of a lecture hall full of students whose role is to absorb information passively from a lecturing professor has evolved into a classroom of actively engaged students who learn through cognitive and sensory engagement, and who are guided by a professor who creates an active learning environment. We define an effective active learning environment for onsite and online courses as one in which the professor:

· · ·

Uses teaching strategies that meet a range of student learning preferences. Fosters a creative learning climate focused on outcomes. Establishes a clear purpose for new learning tasks, followed by opportunities for students to apply what they have learned. Moves from surface to deep learning with activities that lead students to make connections, categorize, paraphrase/summarize, reflect and self-assess. Encourages ongoing practice through the use of online tools.

·

·

The Blended Modality

Our "blended" modality combines onsite and online learning approaches. Students attending a course at one of our campus or center locations complete a portion of their instruction online through our eLearning platform, which provides a common course structure and communication vehicle along with a centralized set of course resources. The blended format corresponds to the reality of the workplace, where onsite and online interaction combine to accomplish organizational objectives. Blended courses also support our goal of providing active learning for our students. It gives them control of content they can use to review and prepare for in-class meetings; encourages higher-level thinking through online interaction with professors and fellow students; and lets faculty customize their lesson plans to the format best suited for each learning task. Our full-time professors teach in all three modalities: onsite, online and blended. We have created a single unified curriculum and academic policy, and are now focused on giving our faculty a robust "One University" vision for teaching and learning: a seamless learning and service environment that does not label students as "onsite" or "online" learners. Given DeVry University's nationwide geographic presence and our strong online capabilities, we are uniquely positioned to become "One University" that provides the best of both onsite and online instruction and service to our students. For more information, see "Opportunities for Improvement" on page 24.

Tenet 1: Learning Methodologies 20

Experiential Learning

Study-abroad programs that immerse students in experiences outside of their usual learning environments can provide some of the most meaningful moments of their academic careers. When students have the opportunity to participate in a program that combines theoretical learning with an active, hands-on experience, whole new worlds open up. In 2011, DeVry University launched its first study-abroad program with trips in July and November. In total, 49 undergraduate

University Library

Research and information literacy skills are critical for academic success, and they are also critical for those entering the 21st-century work force, where such skills have become a core competency expected of all working professionals. To prepare students to navigate the wealth of information they will process throughout their careers, the DeVry University library offers not only a comprehensive range of collections and services, but also a strategic approach to information literacy.

Online classes can be very convenient, but they're not easier than onsite classes--in fact, they can be more challenging, because students have to be extremely selfmotivated. As academic advisors, we're here to give students whatever tools and advice they need to succeed in their unique situations. We're really focused on doing whatever we can to help our students get the most out of the learning experience.

­ Tanya Lapinski is an academic advisor to students enrolled in DeVry University and Keller Graduate School of Management programs in Finance and Accounting.

students from the College of Business & Management and the College of Liberal Arts & Sciences participated in online courses about international marketing and cultural exploration--and then saw the material come to life when they spent two weeks traveling to France and Germany under the guidance of DeVry University professors. Activities included tours and networking opportunities at companies such as ExxonMobil, Audi, Dow Chemical and Steelcase; a visit to the Council of Europe headquarters; and cultural activities such as visits to museums and significant architectural sites. Most students who participated rated the program as "Excellent," with one student commenting that "it is highly recommended for others to participate and see for themselves what it is like in another country. The knowledge we have obtained can help inspire us to do better and appreciate what we have in our own country." We believe that study abroad is a valuable experience that should be available to all eligible students who want to participate; the success of the first two trips led us to develop three additional trips scheduled for May of 2012, two of which will be our first study-abroad trips for graduate students. In 2012­2013, we will expand the program to include undergraduate and graduate students from other colleges, and will continue to assess possibilities for trips to other countries and continents.

The size, scope, and structure of the DeVry University library provides career-focused collections and services that reflect our organizational mission to empower our students to achieve their educational and career goals.

Staffing and Locations

DeVry University has a network of 27 campus libraries staffed by 28 professional librarians, each of whom has a Master of Library and Information Science degree. The number of professional librarians we employ compares favorably to the number of professional library staff at other colleges and universities in our Carnegie Classification (Master's Colleges and Universities [larger programs]). DeVry University librarians are available in person, via phone and by e-mail to provide assistance to students, faculty and staff. Resources include dozens of full-text periodical and research databases, print and electronic books, videos and more. Using our intra-campus library loan system, materials may be borrowed from any campus library and sent to the nearest DeVry University location or to the student's home at no cost to the student. DeVry University alumni are welcome to use all collections and services

Tenet 1: Learning Methodologies 21

Academic Quality Tenet 1:

of the library (including checking out material) by visiting any one of our campus library locations. Alumni also have remote access to selected electronic resources. In the last year, our 27 campus libraries had more than 800,000 visits, with many of our students--both onsite and online coursetakers--also accessing our library online.

Learning Methodologies

Ask-a-Librarian and E-books

DeVry University offers an online chat-based reference service, Ask-a-Librarian, to provide immediate research assistance. This service, available seven days a week, gives students real-time interaction with a DeVry University professional librarian for one-on-one help with research, database demonstrations and research-related questions. Students' use of this service has grown exponentially over the past three years.

Collections

The library's collections compare favorably to the national average for both print books and e-books, according to a 2010 Academic Libraries Survey from the National Center for Education Statistics1. DeVry University holds approximately 350,000 print books compared to the national average of 328,066. DeVry University's e-book collection includes more than 110,000 titles, compared to the national average of 49,295. In addition to our book and e-book collections, our electronic resources include 30 periodical and research databases that provide access to more than 60,000 e-journals, the majority of which is available in full-text format.

Ask-a-Librarian Usage, 2009­2011

DeVry University Library Holdings Compared to National Average 2011

Number of Interactions

2011 2010 2009

As the popularity of tablet computers and e-readers has grown, we have increased the number of e-books we offer to our students. E-books have the advantages of being available to multiple students simultaneously, searchable, updatable and available anytime from any location.

E-Book Circulation, 2009­2011

E-Books

329% increased circulation

Books

DeVry University National

E-Books Circulated

2011 2010

1 U.S. Department of Education, National Center for Education Statistics, Academic Libraries Survey (ALS), 2010, available at http://nces.ed.gov/ pubs2012/2012365.pdf.

2009

Tenet 1: Learning Methodologies 22

Library and Information Literacy Instruction

DeVry University considers information literacy a key skill for a successful graduate. Put simply, information-literacy skills have become life skills, necessary in a global environment that is information-rich and increasingly complex. During their course of study at DeVry University, students are provided with instruction in information literacy, including opportunities to practice and hone those skills. Our professional librarians teach information literacy in the classroom and to individuals, onsite at our campuses and centers, and remotely using conference calling and videoconferencing. These sessions introduce students to the basics of selecting a research topic; identifying resources; and searching, evaluating and citing sources related to their studies. Additional information-literacy resources, including DeVry-produced videos, are available on the library website and in "The Hub," our central repository for electronic learning media. Members of the library and university academic teams recently developed an information-literacy initiative. The program's five modules and corresponding lesson plans are based on standards developed by the Association of College and Research Libraries; it was piloted at approximately a dozen DeVry University locations in 2011. We offered more than 1,600 library and information literacy instruction sessions.

technology-literacy skills. To date, we have spent $5.5 million on the following classroom-design initiatives; each of these new learning spaces is being incorporated into every new DeVry University location, and our efforts to renovate established locations are well underway. The Advanced Technology Classroom is a general-purpose active learning environment for all DeVry University programs of study. This classroom provides movable tables and chairs to allow students to work in pairs, small groups or with the entire class. Whiteboard wall surfaces allow plenty of space for brainstorming, and a mobile lectern is commonly placed at the center of the room so professors can move around to facilitate team projects or group discussions. The most striking features of the classroom are its technological capabilities. High-definition video and audio conferencing allow us to connect learners at multiple campus locations and to bring in subject-matter experts from off campus. Multiple displays give each team an electronic canvas on which to create, and an interactive whiteboard allows digital content to be created, stored and shared. We originally designed the Advanced Technology Classroom for 32 students, and have also designed a 16-seat version for our smaller campuses. We have completed construction of 13 Advanced Technology Classrooms at a total cost of $1 million. DevStudio 2.0 is an on-campus production studio that mirrors commercial media production environments. Students use industry-standard hardware and software to develop and test websites, interactive media, video games and film projects. Each DevStudio is aligned to the curricular needs of the College of Media Arts & Technology as a flexible space to support preproduction, production and post-production. For pre-production, tables and chairs can be moved to a conference-table arrangement so interdisciplinary teams can meet to plan their work. In the production phase, this furniture can be moved out of the way or used to hold equipment for photography, video recording and audio recording. Computer workstations are arranged in pods, each with a large-format display and collaborative software, to support teams as they edit their work and create digital content. These resources allow students to create significant media projects that develop the technical and artistic skills their future employers expect. To date, 17 DevStudios 2.0 have been completed at a cost of $1.6 million. E-Lab 2, our engineering laboratory, defines a new approach to teaching in our College of Engineering & Information Sciences. Originally designed as an electronics lab, its flexible design allowed us to expand capabilities to support engineering technology, information sciences and computer networking students. Stations with deep work surfaces provide ample space for traditional electronic test equipment, virtual instrumentation and computers for analysis and simulation. Networking gear is available in equipment racks or, at some locations, on mobile carts that include supplies and storage. While technology is crucial, effective instruction is equally important. The open design and movable tables of the E-Lab 2 allow the option for students to work individually or in teams as necessary. Open sightlines allow for presentations and discussion as students share the results of their work. These approaches result in graduates who are not only technologically savvy, but who also demonstrate the communication and leadership skills that allow them to make immediate contributions to their employers' organizations. To support this goal, we have thus far invested $2.9 million in the construction of 19 E-Lab 2 facilities.

"21st Century Learning" Initiatives

As we change the way we deliver instruction, we are also changing the spaces where learning happens. Traditional classrooms put the professor at the center, with class time spent in lectures and on other "knowledge transfer" activities. In contrast, contemporary classrooms place students at the center of the instructional process. Tasks to build basic knowledge are often conducted as homework exercises, opening up classroom time for student projects, discussion and other active learning practices that create a community of learners.

We know that today's students expect academic technology to be well integrated with the spaces in which they learn. While technology is left at the classroom door at many institutions, we see it as an opportunity to expand our students' learning horizons.

Our students agree: when surveyed about technology preferences, DeVry University students value the use of information technology more than their peers at other institutions. Our participation in the 2011 EDUCAUSE Center for Applied Research National Study of Undergraduate Students and Information Technology2 showed us that nearly 65 percent of our students prefer taking courses that use information technology extensively or exclusively, compared to the U.S./Canadian average of slightly more than 27 percent. In 2009, we committed $19 million to designing and constructing student-centered classrooms that combine architectural features such as collaborative, flexible furniture with audiovisual solutions and web-based technologies that reinforce information and

2 EDUCAUSE Center for Applied Research, National Study of Undergraduate Students and Information Technology, 2011, available at http://net.educause.edu/ir/ library/pdf/ERS1103/ERS1103W.pdf.

Tenet 1: Learning Methodologies 23

Opportunities for Improvement

We are enhancing students' learning experience by creating a seamless educational environment, expanding information-literacy programs and providing content in students' preferred formats.

New Opportunity

Expand Opportunities for Faculty to Develop Technology Skills

Ongoing Opportunity

Provide "One University" Experience for All Students

Improvements Opportunity Improvement

The adoption of innovative technologies opens new academic possibilities, but we can only realize technology's full benefits if our faculty members are well prepared to use it to its greatest potential.

We have a growing number of students who "mix and match" onsite, online and blended courses, and we want their experiences to be as seamless as possible. Students in all modalities should experience the same level of academic rigor and the same support services no matter how or where they take DeVry University courses. We call this the "One University" model, in which we offer a single curriculum across all modalities.

Plan

We strive to make our academic innovations easy to use, but also realize that even the best technologies will be easier to adopt if we provide our faculty members with coaching tailored to their unique needs and skills. We intend to coach new users through their first experiences with new technologies, and to expand development opportunities for professors that will enable them to use technology to innovate in their pedagogical approaches and share best practices with their colleagues.

Update

In September 2011, 47 of our full-time campus professors began to teach courses online; by January 2012, more than 240 of them had taught online at least once. By June 2012, all full-time faculty members will have taught at least one online course, helping us to ensure that all of our professors are comfortable teaching in multiple modalities. After we received feedback that our blended courses needed design improvements and more consistent instructional delivery, we formed a team of professors and academic leaders to address these points. Our ongoing goals are to revisit our course-design strategies to ensure that we provide a high-quality experience for students whether they are learning onsite, online or in a blended course. We have also created tools­including a unified faculty guidebook, the Professor's Guide to Excellence­that will allow our faculty to strengthen their skills and collaborate on content development and teaching techniques no matter where they are located.

Tenet 1: Learning Methodologies 24

Ongoing Opportunity

Improve Library Services and Expand Information-Literacy Curriculum

New Opportunity

Provide Content in the Formats Students Prefer

In 2010, we acknowledged our need to update DeVry University's library holdings and increase staff. We identified a new search engine, initiated a project to find a better enterprise-wide integrated library system, and began an evaluation of the Ask-a-Librarian program. Most important, we began to develop a plan to integrate information-literacy instruction more widely into the curriculum and also began surveying students for their feedback.

As tablet computers and e-readers grow in popularity, we have increased the number of e-books that we offer. When we received feedback from students that the software we used for e-books lacked functionality, we began to explore other options to make it as easy as possible for students to access their course materials.

Update

Plan

In early 2011, we solicited input on new e-book software from nearly 100 faculty members and more than 350 undergraduate and graduate students. In September, we launched the software, VitalSource Bookshelf, which allows students to access e-books from their phones and tablet computers. In 2012, we will add new functions and support for more smartphone models. Some students also told us that they prefer to be able to look at printed copies of course texts that are currently available only as e-books. We piloted a print-on-demand program at four locations to enable students to order paper versions of e-book texts. We have received positive feedback and plan to roll out the option for all e-book courses beginning in July 2012.

We are moving forward with our search-engine and integrated-library projects, and are currently negotiating with two industry-leading vendors with a goal of having the technology implemented by the fall of 2012. We have developed a series of information-literacy instruction modules, and we are piloting the content in six metro locations in early 2012.

Tenet 1: Learning Methodologies 25

Student Learning Outcomes

We continually measure what our students have learned in their classwork at DeVry University and how well they are able to apply it to real-world scenarios. Rigorous measurement of our students' learning outcomes gives us the information we need to improve our curriculum and teaching methodologies so we can serve our students better. In early 2012, each national dean of DeVry University's five colleges submitted official assessment plans to our provost/vice president of academic affairs, outlining current and proposed methods for measuring student outcomes. These plans (which include surveys of alumni as well as assessment of current students) are tied to our ongoing accreditation efforts and our work to continuously improve the quality of our instruction. Each college will examine the resulting data internally and will share the results with faculty, accreditors and students. The provost and deans will review and adjust the assessment plans every six months.

Academic Quality Tenet 2:

Writing Assessment Program (WRAP)

We know that our graduates need to be able to communicate effectively in order to succeed in the workplace. We build writing and communication skills instruction into our curriculum throughout students' DeVry University experience, and we evaluate its effectiveness through our Writing Assessment Program (WRAP). WRAP data provides information we use to calibrate our efforts and ensure that all students receive the same rigorous level of writing instruction system-wide. We gather WRAP data annually from the final exams of students in our Technical Communication, Technical Writing and Professional Writing courses. In these exams, each student is asked to write a professional document in response to a given prompt. The resulting documents are pooled and randomly distributed to 21 WRAP teams, each made up of four professors who have been trained to rate the documents on a holistic scale. Each WRAP team rates two sets of 22 documents, with each set being rated by a pair of professors. Any documents that receive scores too far apart (as determined by the scoring rubric) are assigned to a third reader from the same WRAP team. The number of third readings for each team is used to determine the level of system-wide agreement, or congruence, in writing instruction. Since we implemented WRAP, we have seen improvements in congruence. An improvement of 18 percent between 2007 and 2011 indicates that approaches to writing instruction have become more consistent across the DeVry University system. In 2011, an executive team of associate deans from the College of Liberal Arts & Sciences recommended improvements designed to improve the WRAP process. Changes made included:

·

Revising final-exam prompts to emphasize writing competency and de-emphasize decision-making, so students can focus on writing an effective document rather than on how they decided to handle the situation in the prompt scenario. Enhancing and clarifying the "Elements of a Desired Response" list that tells students how their documents will be assessed and gives them guidelines for creating an effective document. Expanding training for WRAP metro team leaders (who work with several campuses in one metro area) to include instructions for using the WRAP database and to more closely align WRAP teams and WRAP course professors for consistency in assessing student documents. Increasing responsibilities of WRAP metro team leaders to include communicating information to all metro WRAP professors; training WRAP teams on processes and scheduling; and communicating with University Academic Affairs.

·

·

·

Tenet 2: Student Learning Outcomes 26

Placing responsibility and accountability with local administrators ensures that each DeVry University location can provide the most effective writing instruction for its students. We continue WRAP training initiatives to improve our writing instruction and better assess our students' communication strengths and weaknesses.

Final Exam Review

This initiative, created internally at DeVry University, involves correlating final-exam questions to course and program objectives and tracking students' scores on each question so we can evaluate their skills and ability to apply specific course material. The review rolled out with 200-level online and onsite classes in our College of Business & Management.

Capstone Project Course

Every undergraduate and graduate degree program finishes with a capstone project course that integrates classroom learning with group creativity and skills application. Capstone projects prepare DeVry University graduates to apply their problem-solving skills in real-world situations, help with community needs and collaborate effectively in the workplace. In the College of Business & Management, students identify their own projects by working in teams to analyze a local business issue, create a list of possible solutions and implement the best idea. In 2011, students' capstone projects ranged from redesigning a small business's e-commerce website and marketing plan to building an authentication system that uses biometric sensors to confirm an airline pilot's identity and sobriety before takeoff. Another particularly valuable outcome of some capstone courses in the College of Media Arts & Technology and the College of Engineering & Information Sciences is an electronic portfolio, which serves as each student's showcase of his or her best work to present to potential employers. In 2011, we adopted a new electronic portfolio tool, the Career Web Portfolio (CWP), after our technology team assessed a number of tools and collected feedback from faculty and students. For more information, see "Opportunities for Improvement" on page 28.

Major Field Tests

The Major Field Tests measure the effectiveness of specific programs and the knowledge, analytical skills and problemsolving skills that our students gain in these fields of study. These tests are given to seniors in our Business Administration undergraduate degree program and to our MBA students in the semester before they graduate; students can see how their results compare to those of students at other institutions. We are currently piloting the Major Field Tests in our Criminal Justice and Justice Administration courses. Through the spring of 2012, we will continue with expanded pilots of these tests to determine whether we will launch a full-scale rollout and/or use Major Field Tests to assess additional academic programs. Results from the pilot of the Major Field Tests have been incorporated into our application for accreditation with the Accreditation Council for Business Schools and Programs (ACBSP). DeVry University has achieved candidacy status with the ACBSP for our business and accounting programs; future accreditation is not guaranteed.

iCritical ThinkingTM Certification Exam

We piloted the iCritical Thinking Certification exam, designed by the Educational Testing Service (ETS) to measure information and communication technology literacy skills. Freshman and senior undergraduate students took the test and we compared their results internally; we are pleased to report that we saw a significant gain in critical-thinking skills from our students' freshman years to their senior years. Of the 77 students who took the exam, 16 received iCritical Thinking Certification in performing tasks that require the use of software, databases and web-based tools. ETS has discontinued offering this exam; we are evaluating whether to continue with its replacement, the iSkills Assessment, which measures problem-solving skills in a digital environment.

Tracking Student Outcomes

Last year, DeVry University began to pilot standardized assessments to be given to students periodically.

We want to select the assessments that will give us the data we need to continuously improve our teaching methodologies, pilot the assessments with both onsite and online students, and use them to set baselines for future validation and measurement. By next year, we expect to be able to report on the data we have gathered.

The Educational Testing Service Proficiency Profile®

We piloted the Proficiency Profile, which assesses critical-thinking, reading, writing and math skills, in the spring of 2011 with a small number of freshmen and seniors from our undergraduate programs. Our sample showed some growth between freshman and senior years, but also revealed opportunities to improve students' overall proficiency. We plan to test a larger sample in the spring of 2012 and compare our results with those of more than 400 other schools nationwide that use the profile.

Tenet 2: Student Learning Outcomes 27

Opportunities for Improvement

Ongoing Opportunity

Provide All Students with Electronic Portfolio Option

We want to ensure that our students have a variety of ways to show potential employers that DeVry University has prepared them well to succeed in their careers.

Ongoing Opportunity

Support Student Success on Certification Exams

Improvements Opportunity Improvement

An electronic portfolio is a dynamic, easily updated tool for graduates to use in showcasing their résumés, work samples and personal achievements for potential employers. In 2010, we selected a new electronic portfolio tool, the Career Web Portfolio (CWP), that is easy for students to learn and convenient for potential employers to access through any web browser. Students in some College of Media Arts & Technology and College of Engineering & Information Sciences courses use the CWP to design, modify and maintain a full spectrum of web content to highlight their work and abilities.

The Health Information Technology (HIT) associate degree program, within the College of Health Sciences, gives its learners tools to meet the demands of today's healthcare technology workplace. Graduates of the program are eligible to sit for the American Health Information Management Association's Registered Health Information Technologist (RHIT) examination. An important signal of achievement to employers, the RHIT credential is one that we expect all of our HIT students to seek. DeVry University offers an examination prep course and will pay the RHIT registration fee for all students who complete it successfully.

Update

Plan

In the past, communication to students about the availability of the RHIT examination prep course and registration-fee payment was not well coordinated, leading many students to miss the opportunity. To communicate more consistently and encourage more students to take the exam, we initiated an aggressive communication campaign in 2012. We now e-mail HIT students as they reach key program milestones to remind them of the free prep course and our offer to pay the exam fee.

In 2011, we piloted the CWP and rolled it out to our Game & Simulation Programming, Multimedia Design & Development and Web Graphic Design students. More than 2,000 students have created electronic portfolios to date. DeVry University supports the annual cost of the CWP while a student is enrolled in a program of study and for one year following graduation. In 2012, we plan to add CWP capability to additional courses.

Tenet 2: Student Learning Outcomes 28

Faculty Development

Since DeVry University's founding, our core values have included a strong commitment to building a faculty made up of people who are both active practitioners in their fields and excellent instructors. Our professors are real-world industry experts who are also passionate about teaching, helping their students pursue rewarding careers and encouraging students to become successful lifelong learners.

Academic Quality Tenet 3:

We believe that investing in our faculty is equally as important as investing in our students, so we work continuously to create career paths that help us attract and retain talented, experienced and committed faculty members.

To support our professors' success, DeVry University provides an environment that encourages academic and career development. In 2010, we developed the Professor's Guide to Excellence, a handbook designed to give our faculty members the information they need to pursue the complementary goals of student achievement and their own professional development. Faculty members collaborated to write the guide and the Faculty Mission Statement, which were introduced to all professors in 2011.

Faculty Mission Statement

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.

Faculty Development and Advancement

DeVry University employs more than 750 full-time professors (42 percent of whom have or are working on doctoral degrees), more than 2,900 visiting professors and more than 3,800 adjunct professors. Visiting professors are closely tied to the University, performing services like curriculum review in addition to their teaching duties, while adjunct professors are full-time practitioners in their fields who teach as an augmentation to their primary professional roles. In 2010, we instituted a new faculty development and advancement system that formalized opportunities for professional development and promotion. Full-time faculty members at DeVry University hold the titles of assistant professor, associate professor, professor or senior professor, the last of which can be supplemented by the short-term, special-appointment post of either distinguished professor or endowed chair (see "Opportunities for Improvement" on page 31). In 2011, 79 faculty members were promoted into new professorial ranks. That total includes seven senior professors who qualified for promotion by earning their doctoral degrees, spending more than five years as professors and achieving outstanding classroom ratings. We now have more than 170 senior professors on staff.

Faculty Symposium

One of our most significant faculty-development efforts is our annual Faculty Symposium, hosted by University Academic Affairs. The 2011 symposium, "Bringing the Future into the Classroom," helped to commemorate DeVry University's 80th anniversary by bringing together 200 faculty members to share innovative ideas and best practices--and to build camaraderie among professors who work in locations far from one another. Professors submit proposals for workshops, papers, roundtable

Tenet 3: Faculty Development 29

Academic Quality Tenet 3:

discussions or poster sessions to present at the symposium; a faculty selection committee reviews the proposals and invites participants to contribute their expertise to the program. One participant in last year's symposium summed up how the event has become a valued part of the faculty-development culture at DeVry University: "I have taught at DeVry for 12 years and have kept a fairly low profile during that time, rarely venturing too far from my office and my classroom. My experience really opened my eyes to the opportunities to make connections and grow both personally and professionally." The next faculty symposium, "Many Voices: One University," is scheduled for April 2012. To date, 300 full-time faculty members have participated in at least one symposium; we have invited another 215 to participate this year, with preference given to firsttime attendees. Our goal is to have every full-time faculty member at DeVry University attend a symposium. After this year's event, we will be more than halfway to that goal.

Faculty Development

to maintaining the quality of education that DeVry University professors provide, we encourage eligible faculty members to pursue one of our sabbatical options:

·

Professional Development and Renewal sabbaticals, available once every five years, for which professors submit written plans that include both specific professional development goals and personally meaningful self-renewal activities to be accomplished during the sabbatical. Special Assignment sabbaticals, available twice during a faculty member's career, which are customized to allow faculty members to take advantage of relevant opportunities such as coursework toward a higher degree, opportunities for partnerships with businesses or other educational institutions, research projects or dissertation work.

·

Faculty Evaluation

Faculty members' performance is evaluated regularly by academic administrator review and by student feedback. We also survey students with the MyClass Evaluation (MCE) system at the end of

DeVry University has been very encouraging of my independent research, much of which centers on understanding the biological mechanisms of Parkinson's disease and other movement disorders. My passion for research goes hand in hand with my drive to teach. My students challenge me in the very best ways: they want to learn, and they want to know what value the material I'm teaching has to their lives.

­ Dr. Kris Horn is a senior professor of science who teaches at DeVry University's Phoenix, Ariz., location.

Project Delight

Project Delight, one of the action projects for our participation in the AQIP accreditation program (see page 17 for more information), included an initiative designed to help faculty provide world-class instruction to all DeVry University students and boost student satisfaction with the DeVry experience. Faculty members helped us develop a workshop (based on a 2010 initiative designed to help DeVry University staff members provide students with world-class customer service) that they delivered to their colleagues in nearly two dozen locations in 2011.

every course. MCE asks each student to rate the faculty member in areas that include instructor professionalism, knowledge, presentation skills, interaction with students and feedback/ communication. The aggregated, anonymous results are shared with the professor, academic leadership at the professor's location, program deans and national college deans. In 2010, DeVry University faculty received an average 3.58 MCE rating out of a possible 4.0. As we continue to survey more students, we are seeing our results maintain that position consistently, ranging between "fully meets expectations" and "exceeds expectations."

Faculty Sabbaticals

While DeVry University has long had a sabbatical program in place, it has historically been an underused benefit. Because we believe that professional development and renewal are essential

Tenet 3: Faculty Development 30

Opportunities for Improvement

The quality of our faculty has a direct impact on the quality of the education our students receive, so we are working to strengthen faculty credentials and recognize outstanding faculty members.

New Opportunity

Raise the Bar on Faculty Credentials

New Opportunity

Establish Distinguished Professorships and Endowed Chairs

Improvements Opportunity Improvement

Last year, we set an institution-wide goal to increase the percentage of doctoral credentials held by our full-time faculty from approximately 30 to 50 by 2015. Our faculty development and advancement system requires faculty members to have doctoral degrees in their fields of teaching, as well as business or industry experience and/or prior teaching experience, before they can advance to the rank of senior professor.

To offer continuing advancement possibilities for DeVry University faculty who achieve the rank of senior professor--and to ensure that we provide ongoing career satisfaction and rewards--we are developing plans to create two short-term, specialappointment positions, preliminarily defined as distinguished professor and endowed chair.

Update

Plan

We have convened two national focus groups of DeVry University senior professors from a wide range of locations and disciplines to help define the criteria for the responsibilities and perquisites that these roles will encompass. Following the work of several faculty committees, we plan to begin accepting applications later in 2012 to start the selection process for the first appointments.

In 2011, 42 percent of our full-time faculty held or were working toward doctoral degrees. Eighty candidates are currently enrolled in full-time doctoral programs, and we have begun formally tracking information about the programs of study and institutions where faculty members are seeking advanced degrees. To support those who are working toward their doctoral degrees, we have created a community on our intranet where more than 100 members are currently discussing topics such as starting doctoral programs, conducting research and defending dissertations. This social network connects DeVry University faculty across the nation and allows colleagues to support one another and celebrate successes.

Tenet 3: Faculty Development 31

Academic Quality Tenet 4:

Student Persistence and Graduation

Improving student persistence is a top priority at DeVry University: better persistence leads to higher retention rates, which improve our ability to help more of our students graduate. We track persistence and retention rates closely and use various strategies to address the factors that contribute to student attrition. Our approaches include proactive advising and other student-focused services offered through Student Central, as well as tutoring and other academic assistance.

Measuring Persistence

In addition to tracking student attendance and intervening with those whose attendance gaps raise red flags, we track system-wide persistence rates: rates of student enrollment from one semester to the next with no semesters dropped in between. Students who attend consecutive semesters are far more likely to graduate than those who do not. We track persistence by comparing the persistence rate of two consecutive semesters (e.g., persistence from spring to summer 2011) to that of corresponding consecutive semesters in the previous year (e.g., persistence from spring to summer 2010). This gives us a precise measure of how effectively we are helping our students make it through their programs, and helps us set goals for improvement over the previous year's rates. We also track persistence by location so we can measure how specific campus initiatives help to increase persistence.

System-wide Persistence Rates

Persistence variance is stated in basis points, which are calculated as 100 times the variance of the current semester compared to the same semester one year prior. A positive basis point shows an increase in persistence. Thanks in part to efforts such as proactive advising, a policy of calling students to follow up on attendance and enrollment issues, effective teaching and learning, successful orientations and an overall focus on providing excellent service, we have seen increases in graduate persistence rates in six of the past nine semesters.

System-wide Basis Point Variance of Persistence Rates for Graduate Students

Summer into Fall Fall into Spring Spring into Summer

Academic Year

2009

2010

2011

-23 -59 93

150 161 -4

32 92 123

Tenet 4: Student Persistence and Graduation 32

We have also charted increases in undergraduate persistence rates for seven of the past nine semesters.

First-Year Retention Rates

Because a student's success in the first year at DeVry University reliably predicts his or her chances of making it to graduation, we track first-year retention rates carefully using the same fall-to-fall retention measure used by the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS). Fulltime students entering DeVry University in the fall of 2009 as first-time, bachelor's-degree-seeking students had a first-year retention rate of 50 percent; part-time students had a retention rate of 42 percent. See page 36 for information about how we are working to improve these rates.

System-wide Basis Point Variance of Persistence Rates for Undergraduate Students

Summer into Fall Fall into Spring Spring into Summer

Academic Year

2009

2010

2011

186 183 315

67 111 60

19 -99 -191

Student Services

Student Central

Our research shows that retention and persistence improve when students have good relationships with knowledgeable, approachable advisors. To ensure that students get the proactive advising help that they need, in 2011 we completed the rollout of Student Central to all DeVry University locations. Designed to provide a one-stop solution for everything our onsite students need, Student Central offices are staffed with "success teams" that include student success coaches (i.e., academic advisors) and student finance consultants. Each student is assigned to a dedicated team whose members are trained to help navigate their degree programs, understand financial aid and chart a path to graduation. Success teams provide support for each of their assigned students through the entirety of the students' academic careers. (Online students receive services by phone that are identical to those offered at Student Central locations, including coaching, academic advising and financial consulting.) Students can call, e-mail or visit their coaches and finance consultants anytime; the success team also initiates contact frequently, especially with students who are new or in college for the first time, and stays in close touch with faculty members to ensure that students are succeeding in class. In 2011, we extended our service-center hours so that students can receive help with academic-advising questions until midnight CST and help with financial questions until 10 p.m. CST, seven days a week. Our students value the ability to speak to a DeVry University associate even when their success teams are not available. Student Central also offers other services, with a mission of fostering student development through learning, mentoring and developing student leadership skills. Services provided include part-time jobs, counseling and advising, student housing and/or referral housing, and student activities and events (depending on location). In addition, the Student Services team provides support and accommodations to students with disabilities in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. To ensure that we are helping every student as much as possible and continuously improving the level of service we offer through Student Central, in 2011 we began measuring our service levels every month in three areas:

·

In 2011, we began to see the effects of the challenging economy on student persistence. Some students have chosen to sit out semesters because they cannot afford tuition. Others are looking at lower-cost educational options like switching to community colleges to take general courses for transfer back to DeVry University. And some students are choosing to delay their education so they can work and save money to attend school in the future. To keep improving our persistence rates even in the face of these challenges, we piloted a coaching program called InsideTrack in 2011.

In partnership with our student success coaches and academic advisors, InsideTrack coaches work one-on-one with students to identify and overcome the obstacles to their success--and to provide DeVry University with valuable, actionable feedback about the student experience.

Another strategy we are using to improve persistence is to make our new-student orientation process more welcoming and less overwhelming. Focus groups revealed that new students were receiving dozens of inconsistent messages from multiple departments and were often not clear on the steps they needed to take to begin classes. Understandably, some students became discouraged quickly and did not persist at DeVry University. To make the new-student experience more welcoming as well as energizing, we piloted the "My Compass to Day One" program in the spring of 2011. The program includes a more engaging, interactive orientation experience, with opportunities to meet faculty, staff and fellow students and learn useful tips for navigating campus life. In a follow-up survey, 96 percent of the new students who came to the pilot session said it was worth attending. My Compass to Day One will roll out systemwide in June 2012. We are also designing "My Compass to Degree" and "My Compass to Career" platforms to support students in all phases of their educational journeys.

The time it takes our success teams to respond to student, staff or faculty requests for help and the number of proactive contacts the teams make during each session. Success team members' knowledge of the key processes, procedures and responsibilities of their roles as measured by learning modules and their associated assessments. Observation of how well our success teams interact with students in person, via e-mail and on the phone.

·

·

Tenet 4: Student Persistence and Graduation 33

Academic Quality Tenet 4:

Student Central was one of the top strategies cited by McKinsey & Company in a report1 recognizing DeVry University as a model of how the United States can meet the challenge of producing more college-educated workers in the face of shrinking public budgets and rising tuitions.

Co-funded by the Bill & Melinda Gates Foundation, the report cited DeVry University as one of the high-performing institutions that is achieving degree productivity up to 60 percent better than its peer-group average. Our career-focused curriculum, flexibility in onsite and online learning, student-information system and focus on our mission were also lauded in the report as successful strategies that either increase the rate at which students complete their degrees or reduce costs per student. An important way we measure student satisfaction is through the Net Promoter Score (NPS) survey. This technique is used by many organizations to track customers' perception of service. The survey asks one question: How likely are you to recommend DeVry University to a friend or colleague? Because Student Central is our students' main service center, we believe that our NPS results reflect increasing student satisfaction with Student Central services and staff. The NPS survey also asks a follow-up question that invites respondents to provide their comments on why they scored DeVry University the way they did. We collect both the quantitative and qualitative data from NPS at the end of every session. These measurements and comments allow us to get a true picture of how students feel about their current experience and let us respond immediately to the feedback we receive. In July 2011, our NPS from students in onsite DeVry University classes was 42.05, up from 33.27 the previous year. Before we launched Student Central in 2009, our NPS was 21.93. Our goal is to achieve a world-class NPS of 50.

Student Persistence and Graduation

NPS Improvement after Student Central Launch

2011 2010 2009

ASPIRE

We realize that DeVry University students are juggling a number of potentially stressful responsibilities: school, work, family and finances. In 2011, we introduced a free 24/7 counseling service to help students and their family members navigate some of the challenges they face so that students can focus their attention on succeeding in school. The ASPIRE service is similar to the employee assistance plans offered by many employers. Students can call or e-mail anytime to be connected with a trained clinician who can provide counseling or referral to a wide range of services, including childcare providers, legal experts, mental-health counseling or financial advisors. ASPIRE provides students with the support they need in an easy-to-use, always-accessible format. In 2011, nearly 3,000 students and their family members contacted ASPIRE for help with issues that ranged from finding emergency child care to managing school-related anxiety to finding a way out of financial hardship.

Academic Success Centers and Online Tutoring Resources

DeVry University provides a number of tutoring services to help students improve their persistence and their GPAs. Our Academic Success Centers, located in more than 20 major campus communities, offer free tutoring and other resources to all students who need academic assistance outside the classroom. The centers offer assistance that includes:

· · ·

Individual and small-group tutoring Group review sessions for midterms and finals Seminars on topics like time management, test-taking strategies and preparing for finals Keyboarding and typing tutorial software Course reference and study skills materials Writing support

· · ·

1 Byron G. Auguste, Adam Cota, Kartik Jayaram, Martha C. A. Laboissière, Winning by degrees: The strategies of highly productive higher-education institutions, November 2010, available at http://mckinseyonsociety.com/winning-by-degrees/.

Ten of our Academic Success Centers' tutoring programs--including our program at DeVry College of New York on Madison Avenue in Manhattan--have received International Tutor Training Program

Tenet 4: Student Persistence and Graduation 34

Certification from the College Reading and Learning Association (CRLA). CRLA certification means that our tutors undergo a rigorous training program designed to ensure their mastery of a range of tutoring skills, topics and materials. Our locations offer different mixes of professional tutors (many of whom are current or retired teachers), peer tutors and DeVry University faculty members who tutor. One student who took advantage of the DeVry College of New York tutoring program as she worked toward her degree wrote to say, "I found the most wonderful, helpful, accommodating and brilliant people to help me through this difficult class...each session I walked out with the feeling that I understood what I was just taught. By the end of my eight weeks of Statistics, I was able to feel comfortable in putting all the pieces together to problem solve. Your staff is excellent!" All of our students--in onsite, online or blended courses-- can take advantage of the Academic Success Centers and can also access an online tutoring resource called Smarthinking TM. Especially useful for students who are not able to visit Academic Success Centers, Smarthinking offers live tutoring sessions via e-chat, assessment of writing assignments and answers to subject-related questions. Our Academic Success Center managers are collecting data and student feedback about Smarthinking to assess its overall impact and value.

In early 2011, we launched a new web portal for students that consolidates course applications, grades, financial aid and billing information onto one easy-to-use web page. In July 2011, we rolled out student-accounts functionality that allows students and DeVry University employees access to up-to-the-minute financial records: all charges and payments are now reflected as soon as they are made. In 2012, the final phase of Project DELTA will launch the academics functionality of the SIS, with student-centered benefits such as allowing self-registration for classes and beginning a new semester at the start of any eight-week session. The SIS was designed to accommodate the continuous improvement at the heart of all our efforts to ensure that we are meeting students' needs.

Graduation Rates

Through the Integrated Postsecondary Education Data System (IPEDS), the U.S. Department of Education collects graduationrate data from all institutions participating in Title IV financial-aid programs. However, only students entering full-time and who are first-time-to-college are tracked. This constitutes less than half of DeVry University's entering degree-seeking population. Students entering part-time or as transfers must be excluded from the IPEDS cohort. Using IPEDS criteria, DeVry University's 2010 graduation rate is 29 percent in the United States and 30 percent system-wide (including Calgary, Alberta). If new full-time transfers are included, the rate is 41 percent. According to our analysis of data from National Center for Education Statistics' (NCES) IPEDS Data Center, the 2010 IPEDS graduation rate among degree-granting four-year institutions is approximately 53 percent for the public sector and 32 percent for the private sector. The difference is much smaller when looking at schools with characteristics similar to those of DeVry University (e.g., 30 percent or more of undergraduates receiving Pell grants; locations in medium or large cities or suburbs). Among these schools, the graduation rate is approximately 44 percent for the public sector and 40 percent for the private sector. We are working on several strategies for improving our graduation rates, some of which are outlined on page 36.

Academic Success Centers are one of the DeVry University strategies recognized in a 2011 study by the Pell Institute for the Study of Opportunity in Higher Education.2 The study reported that low-income, first-generation college students at DeVry University receive high levels of personal and academic support.

According to the institute's previous research, effective support services can have a positive impact on disadvantaged students, helping them to persist in their studies and graduate. Other essential elements of DeVry University's support services cited by the Pell study include Student Central, our early-intervention system that alerts us when a student needs help, degree progress tracking, and Career Services.

Celebrating Graduation

We are proud of our students who succeed in completing their educations at DeVry University--and we are honored to celebrate with them when they graduate. In June 2011, we held our first national graduation ceremony to recognize graduates' achievements and mark our 80th anniversary. More than 45,000 students, family members, friends, faculty, staff and alumni joined us for this momentous event, with 41 percent of eligible online graduates opting to walk in the ceremony (up from 10 percent in previous years). Ceremonies were simulcast across the United States to 34 metro locations over two days, bringing the DeVry University community together like never before. We used Facebook® and Twitter ® in the weeks leading up to the historic ceremony to spread the word and to introduce our nationally recognized keynote speaker, Chris Anderson, editor-in-chief of Wired magazine and best-selling author of The Long Tail. "I have a real resonance with the path that many of you have taken," Anderson told our graduates: he graduated college at the age of 27--an experience mirroring that of many DeVry University students. 2

Project DELTA

Since 2010, we have been rolling out a new suite of enterprise software applications that improves our ability to provide students with world-class service and real-time information. Referred to as "Project DELTA," the initiative's first rollouts included new customer relationship management (CRM) and admissions systems that made it easier for DeVry University staff members to access the information they need to assist students on the spot. The centerpiece of Project DELTA is a student information system (SIS) that integrates information from various student processes into one system, providing access to student information in a central location. This SIS serves as the system of record and supports business processes for course registration, academic history, accounts receivable and graduation.

2 The Pell Institute for the Study of Opportunity in Higher Education, Promising Practices Supporting Low-Income, First-Generation Students at DeVry University, May 2011, available at http://www.pellinstitute.org/downloads/publicationsPromising_Practices_at_DeVry_University_May_2011.pdf

Tenet 4: Student Persistence and Graduation 35

Opportunities for Improvement

We are continually exploring new ways to give students the support they need to stay enrolled at DeVry University and to complete their degrees successfully.

Ongoing Opportunity

Increase Investment in First-Year Retention Efforts

New Opportunity

Boost Graduation Rates

New Opportunity

Recognize Those Students Who Go Above and Beyond

Improvements Opportunity Improvement

While we continue to improve our first-year retention rates, too many DeVry University students still leave school before they complete their first year. We continue to increase our investment in early retention efforts.

While our graduation rates are comparable to those of schools that share similar characteristics with DeVry University, we know that we can improve them. We are currently developing several initiatives designed to help more of our students successfully complete their degrees.

Students who are recognized for their academic efforts are more engaged and more likely to finish their degrees. Our primary focus is to provide DeVry University students with a highquality education, but we also want to recognize students for outstanding achievement. One way to do this is by inducting highachieving students into national honor societies and professional organizations.

Update

Plan

We intend to streamline our admissions criteria and standardize test scores across programs so that we are admitting students with a solid chance of completing their degree programs. We also plan to redesign our "transitionto-college" programs so that we better prepare our incoming students, and will tailor and improve the interventions we currently offer to students to address their individual needs. Finally, we are exploring focused programs for our highachieving students. (An honors track and expanded study-abroad programs are among ideas under consideration.) This combination of initiatives gives us a framework for an ongoing focus on ensuring that prospective students are adequately prepared, and that current students are operating in an environment that is set up to help them excel in their studies and graduate.

Plan

We are working with the deans of our five national colleges to solicit their recommendations for honor societies and professional organizations specific to each academic discipline. We intend to compile a roster and evaluate local and national societies and organizations for which high-achieving DeVry University students are eligible.

Our 2011 pilot of the InsideTrack coaching service was designed to increase first-year retention rates and improve student persistence by having InsideTrack coaches work alongside student success coaches to give students even more support during their first four semesters. Early data from InsideTrack at the first two pilot locations shows that this increased level of support is translating into an improvement in persistence of more than 12 percent. We plan to expand the pilot and continue to evaluate its results.

Tenet 4: Student Persistence and Graduation 36

Student Career Progression

We evaluate our effectiveness as an educational institution based on how well we prepare our graduates for their post-DeVry University goals, whether that means starting and maintaining a rewarding career or making a career change. Our Career Services advisors work closely with students to help them hone their job-search skills. We measure the employment rates of our graduates and survey the companies that hire them. And we work actively to engage our alumni so we can learn more about their successes and connect them with each other through our alumni association.

Academic Quality Tenet 5:

Career Services

Our team of more than 150 Career Services advisors offers a wide range of resources and support to help Keller Graduate School of Management students and DeVry University and Keller alumni launch or advance their careers.

Advisors begin working with students when they enter DeVry University, maintain the relationship until six months after graduation and are available to help alumni at every stage of their careers. Advisors also cultivate relationships with employers, so they are able to send résumés of talented graduates directly to potential employers who have successfully hired DeVry University alumni in the past.

DeVry University Career Services offers:

· · ·

Individual phone, e-mail or in-person sessions with Career Services advisors. Help creating résumés, preparing for interviews and negotiating salaries. An online portal where students and alumni can post résumés and view hundreds of job opportunities with many of North America's top companies. Career fairs where students can meet and talk with corporate recruiters.

·

Alumni who want to initiate new career searches or refresh their job-search skills have access to all of these resources at no cost.

Graduate Employment Rates

Even in today's challenging job market, a high proportion of 2010 DeVry University graduates in the active job market were either employed in their fields before graduating or found jobs within six months of graduation. For those who earned associate degrees, the employment rate was 79 percent; the rate was 89 percent for those who earned bachelor's degrees.1 Since 1975, more than 250,000 DeVry University graduates have put their education to work.

1 Combined statistics for February, June and October 2010 graduating classes system-wide.

Tenet 5: Student Career Progression 37

Academic Quality Tenet 5:

Graduates who actively pursued and obtained employment and those already employed in education-related careers within 180 days of graduation

Student Career Progression

Graduates employed in education-related positions within 180 days of graduation Average reported annual compensation3 Graduates eligible for career assistance4

Combined statistics for students who graduated from the February 2010, June 2010 and October 2010 classes.

ASSOCIATE DEGREE PROGRAM Accounting Electroneurodiagnostic Technology Electronics & Computer Technology Health Information Technology Network Systems Administration Web Graphic Design TOTAL BACHELOR'S DEGREE PROGRAM Biomedical Engineering Technology2 Business Administration Clinical Laboratory Science Computer Engineering Technology Computer Information Systems Electronics Engineering Technology Game & Simulation Programming Multimedia Design & Development Network & Communications Management Technical Management

2345

75% 100% 87% 76% 84% 50% 79% 80% 90% 100% 80% 84% 88% 63% 0% 90% 92% 89%

$33,066 $47,840 $33,381 $31,561 $38,263 $30,827 $34,145 $42,480 $39,220 $49,640 $37,369 $43,849 $41,297 $38,847 N/A $44,287 $46,649 $43,953

90 2 331 489 540 273 1,725 76 1,550 7 134 718 256 374 1 511 3,608 7,235

70 2 254 356 329 131 1,142 70 1,314 7 119 628 238 334 1 462 3,052 6,225

Graduates who actively pursued employment for up to 180 days and those who were already employed5

2010 Career Services Results by degree program

Graduates

56 2 210 283 248 60 859 64 1,237 6 105 530 215 226 1 411 2,827 5,622

42 2 182 215 209 30 680 51 1,115 6 84 443 190 143 0 369 2,594 4,995

TOTAL

HireDeVry

Our Career Services advisors use the proprietary HireDeVry system to help students connect with employers and find job leads. Students can access HireDeVry when they reach their final semester at DeVry University; they have automatic access for a period of six months after graduation and can reactivate their accounts at any time. We have an initiative underway that will allow select employers to access HireDeVry to post jobs, review student and alumni résumés and tailor candidate searches to their needs.

2 Biomedical Technology in New York. 3 Includes base salary and any additional taxable compensation. Graduates employed in education-related positions prior to graduation generally earn more than graduates who accept new employment after graduation. All compensation is reported in U.S. dollars. 4 Excludes graduates continuing their education, foreign graduates legally ineligible to work in the United States/Canada and those unable to accept career advising assistance because of extreme circumstances such as military deployment, national service (Peace Corps, Teach for America etc.), participation in a religious mission, incarceration, critical illness or death. 5 Excludes graduates who actively pursued employment for less than 180 days and did not become employed. Statistics for graduates of new programs that do not yet have graduates will be available approximately six months after the first classes graduate. Information presented is based on graduate-provided data.

Employer Partnerships

DeVry University partners with Fortune 100 companies to design curricula that prepare students for the real-world challenges they will encounter in their chosen fields. The top five employers of DeVry University graduates over the last five years include the Fortune 100 companies AT&T, Verizon Communications, Bank of America, Lockheed Martin and Boeing. And for the last 10 years, DeVry University graduates have worked at more than 95 of the Fortune 100 companies.

Tenet 5: Student Career Progression 38

Alumni Engagement

The DeVry University and Keller Graduate School of Management Alumni Association

We believe that alumni who stay engaged with DeVry University and its Keller Graduate School of Management are an excellent resource for helping future alumni to grow and succeed. We also recognize that our alumni are our best source of honest, firsthand feedback about our academic quality. The foundation of our alumni engagement strategy is the DeVry University and Keller Alumni Association. The association's mission is to foster lifelong, mutually beneficial relationships among DeVry University, Keller Graduate School of Management and their alumni. The Alumni Association serves and supports our alumni with a wide range of networking opportunities, as well as services, benefits and programs that address their career and ongoing educational needs, including:

·

The Alumni Association will act on the results of this survey by continuing to expand its reach via social-media channels, and by encouraging alumni to use social media to network and share the information that contributes to their personal and professional success. Thanks in part to significant enhancements we have made to our alumni Facebook and LinkedIn® sites, by February 2012 nearly 20,000 alumni had registered as members of our official online community.

Career Advisory Board, Presented by DeVry University

In 2011, we established the Career Advisory Board--a group of business leaders, academics and career experts that convenes quarterly to share research into important career trends and provide actionable advice for job seekers. Board members, who include representatives from Microsoft, McDonald's, LinkedIn, IBM and other companies, collaborate on white papers and other proprietary content that will be shared with national media and the public. Our sponsorship of this elite group solidifies DeVry University's position as a thought leader on career and work force topics, and gives us another way to prepare our graduates for career success. The board's first two research topics: the future of millennial careers and top U.S. employers' ranking of key job skills. Its findings are available at www.careeradvisoryboard.org.

Access to career services such as résumé and interview advice, résumé postings and interviews with potential employers. Access to library resources, including local campus libraries and real-time reference assistance from our Ask-a-Librarian service. Reduced tuition for additional coursework. Local and national merchant discounts. SkillSoft online courses.

·

· · ·

The Pinnacle

We created a new alumni publication in 2011 to showcase some of the most impressive success stories from DeVry University and Keller Graduate School of Management alumni.

Eighteen local chapters of the Alumni Association have been established to give alumni the chance to network, attend professional-development events and meet current students. Chapters hosted more than 60 local events in 2011 to help build a sense of community. Many of this year's signature events centered around DeVry University's 80th anniversary celebration, connecting recent graduates, former classmates and professors throughout the United States to commemorate this milestone and celebrate our heritage.

The first edition of The Pinnacle features profiles of 50 successful alumni who are making a difference in business, philanthropy, community work and education.

In their honor, we also launched the Pinnacle Scholarship, which will award up to $1.1 million to deserving students.

Alumni Survey

We check in regularly with our alumni to ask them how well they feel DeVry University prepared them for the challenges of the job market and the workplace. We use surveys to track our graduates' career paths and salaries, and to collect candid, specific feedback about what we did well and how we can improve. In 2011, we made a comprehensive effort to update our alumni records, increasing the percentage of alumni with whom we are in active communication from 38 percent to 51 percent. We were then able to survey graduates of DeVry University and Keller Graduate School of Management about how our Alumni Association can serve them better. More than 4,400 alumni told us that they would like:

·

More communication via social media--including the Alumni Online Community available through the DeVry University website--than via e-mail. More information about and recognition of the achievements of their fellow graduates, faculty members and current students. Alumni feel that more recognition will enhance employers' perceptions of their programs and build the value of their degrees. More information about their specific degree programs, with which they feel the strongest affinity. More networking opportunities near them, and more opportunities to connect with faculty members.

·

·

·

Tenet 5: Student Career Progression 39

Opportunities for Improvement

Our ultimate goal is to see our graduates succeed in their chosen careers. We continually seek feedback from students and alumni and use their input to improve the programs and services we provide.

New Opportunity

Use Alumni Feedback to Address Alumni and Student Concerns

New Opportunity

Use Social Media to Connect with Alumni and Students

Improvements Opportunity Improvement

Alumni feedback has helped us identify several opportunities for improvement, including a perception among some alumni that Career Services was not providing enough assistance to graduate students.

Update

In 2011, we began a partnership with CareerBuilder.com, the largest online job site in the United States, with more than 24 million unique visitors, 1 million jobs and 45 million résumés. CareerBuilder offers qualified current graduate students and alumni a free Career Preparedness program designed specifically to enhance participants' marketability and provide exposure to job opportunities by helping them define their strengths, discover the right jobs, build job-search tools and pursue the careers they want. Career coaches and professional résumé writers provide one-on-one strategies to help students and alumni highlight their top skills, apply to the companies that are a good fit and ace their job interviews. Compared to résumés posted by Keller Graduate School of Management students and alumni who have not used CareerBuilder's services, the custom-tailored, keyword-rich résumés garner 44 percent more search activity and are viewed 34 percent more often by hiring managers and recruiters. The Career Preparedness program has proved popular with students and alumni: enrollment of those invited to participate during fiscal year 2011 exceeded our target rate by 34 percent. This high demand meant that we have been able to provide services only to those who have completed the program's registration process. We continue to evaluate how we can effectively broaden our reach and grow our partnership with CareerBuilder.com.

· · ·

Since forming a Social Media department in 2009, we have greatly increased DeVry University's presence on social-media channels like Facebook, Twitter® and LinkedIn. We now have nearly 50,000 Facebook fans, almost 70,000 Twitter followers and approximately 20,000 LinkedIn connections. Our social-media presence gives students and alumni valuable ways to connect and network­and it helps us serve our students and alumni better, too. Our Social Media team of five full-time staff members tracks all comments online and routes student questions or complaints to one of more than 250 subject-matter experts.

Update

Issues surfacing on social media during 2011 that we resolved quickly included: · Dean's List: Students provided feedback (on social media and elsewhere) that they want to be notified when they earned Dean's List distinction, so we implemented a recognition program that uses multiple notification vehicles, including a letter to the student's home, a poster publishing a list of recipients at the student's location, a local campus or center celebration event and a personalized certificate. Student Finance: Our Social Media team collaborated with the Student Finance team to ensure that students who tweeted or posted on Facebook with issues about disbursements or refunds had their concerns addressed immediately.

Other 2011 social-media initiatives included: The DriVen Class, a community that unites students and alumni online and in person. An "80 Images for 80 Years" photo contest on Facebook to celebrate DeVry University's 80th anniversary. Local Facebook pages for all campus locations. A student and alumni virtual networking event on LinkedIn.

· ·

Tenet 5: Student Career Progression 40

Doing Well by Doing Good

An important part of the DeVry University philosophy is to share our success by contributing time and money to the communities where our employees and students live and work. Our philosophy of "Doing Well by Doing Good" includes educational outreach efforts geared toward those who need them most; we are proud to share a few examples of the ways our students, faculty and staff members helped us give back during 2011.

The DeVry Advantage Academy

The DeVry Advantage Academy is a unique educational model that helps high school students get a head start on their college careers. A dual-enrollment program, Advantage Academy allows eligible high school students to complete their junior and senior years at DeVry University while also earning associate degrees, at no tuition cost to the students. Students enter the Advantage Academy at the start of junior year, completing two years and one summer term to earn both a high school diploma and an associate degree in Network Systems Administration, Web Graphic Design or Health Information Technology. During the program, they have full access to all DeVry University facilities and services, including libraries and laboratories, tutoring and career assistance. Tuition, books and charges for all eligible courses are paid for by the student's school district, by DeVry University or by other external funders (e.g., institutional, corporate or foundation grants). After they graduate, students can enter the work force or enroll in a four-year bachelor's degree program, either at DeVry University or another school. The first Advantage Academy launched in Chicago in 2004, followed by a second location in Columbus, Ohio, in 2006. Expansion continued in 2011 with the opening of additional sites in Decatur, Ga., and Houston, Texas. These two locations were created as part of DeVry Inc.'s partnership with America's Promise Alliance, the national youth organization founded by Gen. Colin Powell, former U.S. Secretary of State. To date, more than 950 students have enrolled in Advantage Academies; 95 percent have received their high school diplomas and 87 percent have earned their DeVry University associate degrees.

FIRST Robotics

FIRST Robotics, a nonprofit organization founded in 1989 by inventor and entrepreneur Dean Kamen, aims to inspire young people's interest and participation in science and technology by engaging them in mentor-based programs that build their scientific knowledge, technical skills and self-confidence. FIRST's most popular programs, the FIRST Robotics Competition (FRC) and the First Tech Challenge involve nearly 80,000 high school students competing at the local, state, regional and national levels to design and build sophisticated robots. To encourage high school students' participation in science and technology events, DeVry University sponsors regional FRC events and provides scholarships to FRC competitors who enroll full-time at one of our locations. Members of the DeVry University team have been involved for more than a decade serving as mentors, judges and advisors for regional events throughout the country.

HerWorld®

DeVry University's HerWorld program, which celebrated its 14th year in 2011, provides young women with the tools they need to be better prepared to succeed in college and introduces them to in-demand careers of the 21st century, including those in science, technology, engineering and math (STEM) fields. Every year, hundreds of high school juniors and seniors participate in HerWorld events featuring speakers such as actress/ author Danica McKellar as well as local leaders with careers ranging from U.S. Air Force engineer to medical professional to technology executive.

Doing Well by Doing Good 41

Doing Well by Doing Good

While their careers cover a wide spectrum of industries, HerWorld speakers have one thing in common: they are all role models for young women who advocate breaking down gender barriers in STEM industries. According to an August 2011 report by the U.S. Department of Commerce, although women fill close to half of all jobs in the U.S. economy, they hold less than 25 percent of STEM jobs; women also hold a disproportionately low share of STEM undergraduate degrees, particularly in engineering. "Our society still promotes outdated, negative stereotypes that lead girls from a young age to believe that math is too hard and that it's only for boys," McKellar said. "For several years, it's been my mission to reverse these damaging messages by giving girls the tools they need to improve their math skills and self-esteem, and showing them that intelligence is key to becoming a fabulous young woman someday. I'm thrilled to be partnering with DeVry University's HerWorld program to further this mission." the maximum refunds to which they are entitled--money that many families need in order to cover necessities like rent payments and car repairs. Students from all over the community are invited to participate in training at DeVry University's Phoenix campus and may then sign up for volunteer shifts during tax season. In partnership with representatives of the Internal Revenue Service, the American Society of Women Accountants and the Institute of Management Accountants, DeVry University faculty members help train the volunteers and ensure that they pass the required IRS certification test. DeVry University students, faculty and staff also participate in similar programs in Colorado, Florida and Illinois. In the Chicago area, our volunteers work not only in tax-preparation assistance, but also as part of the Life-Improving Financial Tools (LIFT) program. LIFT helps families complete the Free Application for Federal Student Aid form that colleges require in order for students to qualify for any grants, loans or work-study programs as well as many private scholarships.

Volunteer Tax Preparation

For the last seven years, DeVry University students in Phoenix, Ariz., have volunteered to help eligible low-income residents prepare and file their tax returns so that they can quickly receive

Advantage Academy was just that: an advantage. It got me ready for college early on and taught me a strong sense of responsibility and self-worth, which I think is invaluable.

­ Cynthia Aguilar graduated from Advantage Academy and continued her education at DeVry University, earning a degree in Computer Engineering Technology.

Doing Well by Doing Good 42

Appendix A: DeVry University Locations

With its nationwide network of more than 95 locations ­ as well as online delivery ­ DeVry University provides the flexibility students need to complete their education at the most convenient time and place.

Arizona

Glendale Mesa Northeast Phoenix** Phoenix

Georgia

Alpharetta Atlanta Buckhead** Atlanta Cobb­Galleria Atlanta Perimeter Decatur Gwinnett Henry County

Missouri

Kansas City Kansas City Downtown St. Louis

Pennsylvania

Ft. Washington King of Prussia Philadelphia Pittsburgh

California

Alhambra Anaheim Bakersfield* Daly City Fremont Fresno* Inland Empire­Colton Long Beach Oakland Oxnard Palmdale Pomona Sacramento San Diego San Jose Sherman Oaks

Nevada

Henderson

Tennessee

Memphis Nashville

Illinois

Addison Chicago Chicago Loop Chicago O'Hare Downers Grove Elgin Gurnee Naperville Schaumburg** Tinley Park

New Jersey

Cherry Hill North Brunswick Paramus

Texas

Austin Dallas/Irving Ft. Worth Houston Houston Galleria Richardson San Antonio Sugar Land

New York

DeVry College of New York Manhattan Midtown Manhattan Queens

North Carolina

Charlotte Raleigh­Durham

Indiana

Indianapolis Merrillville

Utah

Sandy

Colorado

Colorado Springs Denver South Westminster

Ohio

Cincinnati Columbus Columbus North Dayton Seven Hills

Virginia

Arlington Manassas South Hampton Roads

Kentucky

Louisville

Florida

Ft. Lauderdale Jacksonville Miami Miramar Orlando Orlando North Tampa Bay Tampa East

Maryland

Bethesda

Washington

Bellevue Federal Way Lynnwood

Michigan

Southfield*

Oklahoma

Oklahoma City

Minnesota

Edina St. Louis Park

Oregon

Portland

Wisconsin

Milwaukee Waukesha

Alberta, Canada

DeVry Institute of Technology Calgary

* Undergraduate courses only ** Graduate courses only

Appendix A 43

Appendix B: Accreditations

Program Accreditations

The following programs, at the following locations, are accredited by the Technology Accreditation Commission of ABET (TAC of ABET, www.abet.org):

·

Baccalaureate Biomedical Engineering Technology: Addison/Tinley Park, Chicago, Columbus, Decatur, Federal Way, Ft. Washington, Irving, Kansas City, Midtown Manhattan, North Brunswick, Northern California (Fremont), Orlando, Phoenix, Southern California (Pomona), South Florida (Miramar) Baccalaureate Computer Engineering Technology: Addison/Tinley Park, Arlington, Chicago, Columbus, Decatur/Alpharetta, Federal Way, Ft. Washington, Houston, Irving, Kansas City, Midtown Manhattan, Northern California (Fremont), Orlando, Phoenix, South Florida (Miramar), Southern California (Long Beach, Pomona, Sherman Oaks), Westminster Baccalaureate Electronics Engineering Technology: Addison/Tinley Park, Arlington, Chicago, Columbus, Decatur/Alpharetta, Federal Way, Ft. Washington, Houston, Irving, Kansas City, Midtown Manhattan, New Jersey (North Brunswick, Paramus), Northern California (Fremont, Sacramento), Orlando, Phoenix, South Florida (Miramar), Southern California (Long Beach, Pomona, Sherman Oaks), Westminster

CAHIIM requires separate review of each eligible program both online and at each physical location; evaluation for accreditation may not be requested until the program at that location is fully operational, and future accreditation is not guaranteed. The most recent information on CAHIIM accreditation of a location's HIT program, or of the BSTM program with a technical specialty in health information management, is available from the location and at www.devry.edu. The Electroneurodiagnostic Technology program at the North Brunswick campus is accredited by the Commission on Accreditation of Allied Health Education Programs upon the recommendation of the Committee on Accreditation for Education in Electroneurodiagnostic Technology. Commission on Accreditation of Allied Health Education Programs, www.caahep.org. DeVry University's Business Administration program, when completed with a project management major/concentration, is accredited by the Project Management Institute's Global Accreditation Center, as is the Technical Management program, when completed with a project management technical specialty. More information on this accreditation is available via www.pmi.org. The Canadian Institute of Marketing (L'Institut Canadien du Marketing, www.cinstmarketing.ca) accredits DeVry Institute of Technology's Bachelor of Business Administration Degree with specialization in Sales and Marketing. This grants graduates at least Graduate membership (or Associate or Professional membership), based on academic achievement in marketing and length and depth of experience. The following Keller programs are accredited by the Project Management Institute's Global Accreditation Center: Master of Business Administration, when completed with a concentration in project management; Master of Information Systems Management, when completed with a concentration in project management; Master of Network & Communications Management, when completed with a concentration in project management; and Master of Project Management. DeVry University, including Keller Graduate School of Management, is one of only 17 U.S. universities and 33 schools worldwide to be granted this designation. More information is available via www.pmi.org. The Society for Human Resource Management has acknowledged that the Master of Human Resource Management program fully aligns with SHRM's HR Curriculum Guidebook and Templates. More information on SHRM is available at www.shrm.org.

·

·

TAC of ABET requires separate review of each engineering technology program both online and at each physical location. The Engineering Technology­Computers, as well as the Engineering Technology­ Electronics, programs are offered online only and are currently not accredited by TAC of ABET. DeVry will seek accreditation for these programs as soon as appropriate, in accordance with TAC of ABET procedures. Future accreditation is not guaranteed. The CET and EET programs at DeVry Calgary are not eligible for this accreditation. The CET and EET programs are accredited by the Canadian Technology Accreditation Board (CTAB). CTAB is a standing committee of the Canadian Council of Technicians and Technologists (CCTT). The Master of Science degree program in Electrical Engineering (MSEE) is designed to satisfy the Engineering Accreditation Commission (EAC) of ABET criteria for advanced programs in engineering. EAC of ABET requires separate review of each engineering technology program offered online and at each site. Initial evaluation for newer programs, as well as for programs at newer locations, may not be requested until the first class of students has graduated, nor is future accreditation guaranteed. The MSEE program will be evaluated for EAC of ABET accreditation once the first class of students has graduated. The following programs, at the following locations, are accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM), www.cahiim.org:

·

Associate Health Information Technology: Online, Chicago, Columbus, Decatur, Ft. Washington, Houston, Irving, North Brunswick, Pomona Baccalaureate Technical Management with Health Information Management Specialty: Online

·

Appendix B 44

Appendix B 45

www.devry.edu DeVry University 3005 Highland Pkwy., Ste. 700 Downers Grove, IL 60515-5799 630.515.7700 800.733.3879

For comprehensive consumer information, visit devry.edu/studentconsumerinfo

In New York State, DeVry University and its Keller Graduate School of Management operate as DeVry College of New York.

DeVry University operates as DeVry Institute of Technology in Calgary, Alberta. 36 USC 220506. ©2012 DeVry Educational Development Corp. All rights reserved. 4/12 1M

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