Academy membership is voluntary and open to all EVMS educators.

Initial applications are accepted from full-time faculty who have a significant role as an educator and are based at the EVMS campus. A call for applications from part-time and community faculty will be released after an initial round of implementation.

Applications can be submitted at any time during the year. They will be reviewed in June and December; submission deadlines are June 15 and December 15. Review of applications will be completed by members of the EVMS Academy Advisory Group (an internal group of EVMS peers).

The application format has been developed in consultation with the EVMS Academy Task Force. It is portfolio style and based on a national model of good practice (QEngage).1 The application is purposefully aligned with the EVMS Performance Appraisal and Promotion Dossier to facilitate ease of completion. Review the application process or apply now.

There are four categories of membership to accommodate the scope of faculty responsibilities at EVMS:

  • Member (available now)
  • Master Educator (available now)
  • Distinguished Educator (to be rolled out in June 2021)
  • Protégé (to be rolled out in June 2020)

These categories reflect faculty experience as an educator and accommodate the changing needs and desires of educators as they progress through their academic career. If faculty enter as a Member, progression to Master Educator and ultimately Distinguished Educator can occur over time. Dedicated activities offered by the Academy of Educators will support faculty in this progression. Staff who are educators can apply to be a Member.

CriteriaMember
(During the most recent 5 years)
Master Educator
(During the most recent 5 years)
Eligibility Faculty or staff position Faculty position
Quantity Substantial participation in >1 education domains and in >1 educational settings and/or levels of learners Consistent record of substantial participation in >2 education domains, in >2 settings, and >2 levels of learners
Quality Educational excellence in >1 education domains (e.g., effectiveness, goals achieved, peer and/or learner recognition, comparative results)
  • Sustained or increasing educational excellence in >2 education domains
  • Evidence of >2 examples of leadership or ongoing peer collaboration in education
Engagement-Scholarly Approach Evidence of drawing from educational literature, best practices, and/or learning from and interacting with others to enhance educator knowledge and skills (e.g., faculty development)
  • Purposefully draws from relevant educational literature and best practices to inform one’s work, innovation, and improvement within the education domains of interest
  • Purposefully builds upon one’s prior work and that of others
  • Engages with others as a community of practice to learn, improve, and innovate
Engagement-Scholarship Not required for this category
  • Ongoing educational innovation and improvement that yield outcomes or products that contribute to education/educator community
  • >3 examples of scholarly/peer-reviewed dissemination (e.g., poster, oral presentation, publication, adoption by others of best practices and/or materials)

Education domains

In general, the membership application requires information to show participation in educational activities, the quality of these activities and the use of a scholarly approach. Various domains of educational activities are available to reflect the different dimensions of the educator’s role:

  • Teaching
  • Curriculum Development and Assessment of Learning
  • Advising and Mentoring
  • Educational Leadership and Administration/Service
  • Educational Evaluation, Research and Scholarship

1Simpson D., Fincher R.M., Hafler J.P., Irby D.M., Richards B.F., Rosenfeld G.C., Viggiano T.R. Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Proceedings from the Association of American Medical Colleges Group on Educational Affairs Consensus Conference on Educational Scholarship, 9-10 February 2006, Charlotte, N.C. Washington D.C: AAMC 2007.

Glassick C.F., Huber M.T., Maeroff G.I. Scholarship Assessed: Evaluation of the Professoriate. San Francisco: Jossey-Bass, 1997.

Term of membership

Membership of the academy is for a five-year period and can be renewed based on continued work in the field of education (aligned with Q2Engage). In addition, active involvement in activities of the academy are expected.

The Academy facilitates members’ pursuit of their own and support others’ engagement in ongoing professional development as educators.  Members will contribute their expertise, experience, tacit knowledge, and leadership to sustain and enhance EVMS teaching and education mission.  Multiple categories of membership have been developed to accommodate the scope of an individual’s professional responsibilities at EVMS and to facilitate an inclusive and diverse community of educators.  The membership structure also accommodates the changing needs and desires of educators, individually and collectively, as they progress through the career continuum.

Chauvin, S. W. (2018) The Fine Family Academy of Educators: Model Design and Implementation

Membership categories include:

  1. Member (available now)
  2. Master Educator (available now)
  3. Distinguished Educator (rolled out in phase 2)
  4. Protégé (rolled out in phase 3)

Membership Categories & Criteria

CriteriaMember
(During the most recent 5 years)
Master Educator
(During the most recent 5 years)
Eligibility Faculty or staff position Faculty position
Quantity Substantial participation in >=1 education domains* and in >=1 educational settings and/or levels of learners Consistent record of substantial participation in >=2 education domains,* in >=2 settings, and >=2 levels of learners
Quality Educational excellence in >=1 education domains (e.g., effectiveness, goals achieved, peer and/or learner recognition, comparative results)
  • Sustained or increasing educational excellence in >=2 domains
  • Evidence of >=2 examples of leadership or ongoing peer collaboration in education
Engagement-Scholarly Approach Evidence of drawing from education literature, best practices, and/or learning from and interacting with others to enhance educator knowledge and skills (e.g., faculty development,collaborative projects)
  • Purposefully draws from relevant education literature and best practices to inform one’s work, innovation, and improvement within the education domains of interest
  • Purposefully builds upon one’s prior work and that of others
  • Engages with others as a community of practice to learn, improve, and innovate
Engagement-Scholarship Not required for this category
  • Ongoing educational innovation and improvement that yield outcomes or products that contribute to education/educator community
  • >=3 examples of scholarly/peer-reviewed dissemination (e.g., poster, oral presentation, publication, adoption by others of best practices and/or materials)