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. Reviews of applications take place on a rolling basis. Review of applications will be completed by national Academy experts (an external group of Medical Educator 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.

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

  • Member (available now)
  • Master Educator (available now)
  • Distinguished Educator (future)
  • Affiliate Community Faculty (future)
  • Protégé (future)

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.

(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.

Terms 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.

All members, regardless of category type, are expected to be actively involved in the FFAOE, as demonstrated by:

  • maintaining the high level of work in education and teaching that qualified them for membership
  • actively participating in Academy activities, with a minimum of 10 hours each year
  • attending and contributing to Academy work team meetings
  • attending Academy sponsored faculty development activities
  • serving as a formal mentor to a junior faculty member, resident or fellow
  • initiating departmental faculty development activity under the auspices of the Academy

If a member loses membership in the Academy due to inactivity, they will need to reapply in the same fashion as a new member.