This award will be given to faculty who demonstrate a record of significant leadership in a range of curriculum development or educational administration which matches or exceeds the record presented in the standard-setting examples. (See examples at the bottom of this page.)
Educational Leadership activities examples include serving on an education-related committee; receiving an educational-related grant; letters of support; developing an evaluation program; and serving as director of a course, program or clerkship. (See a list of activities specific to basic science faculty.)
Evidence of Quality might include peer review; administrator ratings (e.g., "360" evaluation); description of accomplishments; outcome indicators as a result of accomplishments; and external recognition. This criterion will count 50 percent of the final judgment of the Review Panel. See the general criteria for determining quality of educational scholarship for all Fulbright and Jaworski LLP Faculty Excellence Awards.
Evidence of Quantity of these activities might include number of positions held; duration of positions held (years); and total time commitment. This evidence should focus on activities as a Baylor College of Medicine faculty member within the past five years. This criterion will count 40 percent of the final judgment of the Review Panel.
Dimensions of Breadth might include different types of committees; different courses; different roles; inter- versus intra-departmental involvement; college-wide roles; or national roles. This criterion will count 10 percent of the final judgment of the Review Panel.
Instructions for Submitting Mini-Portfolios
Please review Submitting a Mini-Portfolio for general instructions regarding format and submission requirements.
The following examples set the standards of quantity, quality and breadth for the category of Educational Leadership. The examples also illustrate how a variety of faculty satisfy the standards of quantity, quality and breadth for Educational Leadership. A candidate should accumulate and document at least as much overall evidence of accomplishment as contained in the individual examples. While the exact combination of accomplishments related to quality, quantity and breadth will be unique, at the beginning of your mini-portfolio, you should identify which example(s) best match(es) the type of educational leadership you list in the portfolio. Just as the examples are not maximally strong in all areas, it is expected that faculty mini-portfolios will vary and not be maximally strong in all areas. In effect, weaker areas may be balanced out with stronger areas, so long as the overall combination compares favorably to the examples.
As you review these examples, pay particular attention to the format of the structured summary. Note that each summary contains a list of positions. For each position, the structured summary then presents a limited number of leadership-oriented activities directly related to the educational mission of the College. For each activity, the structured summary then includes a brief description of key steps taken to complete the activity (in the quantity of effort column) and a description of outcomes achieved (in the evidence of quality column). We strongly recommend that your mini-portfolio follows this template and that you use the best matched example(s) as a guide.
Ph.D. in basic science department who participates in both medical school and graduate school courses and committees.
M.D. in clinical department involved in courses and committees at the undergraduate, graduate and CME levels.
M.D. in clinical department with leadership responsibilities in graduate medical education, undergraduate medical education, and national professional societies.