Educational Research


This award will be given to faculty whose contributions to educational research matches or exceeds the quality and quantity of research included in the standard-setting examples.

Educational Research includes activities related to many forms of disciplined inquiry (some of which may not traditionally be thought of as "research") which involve the investigation of specific questions and the sharing of results through formal and informal means of dissemination. These forms of disciplined inquiry might include collecting and reporting the results of an evaluation of a curriculum intervention; organizing and reporting longitudinal outcome information about student performance in a course undergoing "continuous improvement;" obtaining and reporting results of a needs assessment; or conducting and reporting a comparison of two types of teaching methods.

Evidence of Quality should include a description of your rationale/goals for dedicating professional time to educational research; a description of your preparation/background and ongoing self-improvement which enables you to do this research well; letters of support; and published peer-reviewed articles that include research methods used, results and impact of findings. Your work must be published to be eligible for this award.

Evidence of the Quantity of educational research might include the number of specific questions examined; the number of initiatives (i.e., discrete studies) associated with each question; and the number of disseminations.

Evidence of Breadth might include different thematic areas; different types of questions focused on different educational issues and/or learner populations; different types of research methods; and different venues for disseminating results. Depth and scope may also be counted as breadth in Educational Research.




To be eligible you must be a Baylor Faculty in support of our education mission. For more information please contact


Instructions for Submitting an Educational Research Portfolio


A mini-portfolio is a structured presentation of evidence of quality, quantity, and breadth of educational contributions specific to a given category. The mini-portfolio consists of a structured summary, structured abstracts, a personal statement, supporting documentation, and CV. We have provided examples for structured summaries that illustrate the preferred format of the mini-portfolio and define the overall amount of evidence needed to achieve the Norton Rose Fulbright Excellence Award for this category.

Your goal is to organize evidence of your accomplishments in a chosen category - using one or more standard-setting examples as a model - so that you can demonstrate to the reviewers that you have at least as much evidence as presented in the example(s). This will require that you extract information from your CV, educational portfolio, or other documentation of your educational accomplishments.

At the beginning of your mini-portfolio, you will be asked to identify the standard-setting example(s) you used as a model and to briefly describe how the types of activities in the example(s) match or do not match your own experience.

When describing the quantity of your activities, use language consistent with the standard-setting example(s) you used as a model.

By the deadline for the chosen review cycle submit all documents in one electronic file (no originals or print outs). Your documents should appear in the following order:


Examples of Structured Summaries


The following examples illustrate how a variety of faculty satisfy the standards of quantity, quality and breadth for the Educational Research category. A candidate should accumulate and document at least as much overall evidence of accomplishment as contained in the individual examples. While your exact combination of accomplishments related to quality, quantity and breadth will be unique, you will be required at the start of your mini-portfolio to identify which standard-setting example(s) best match(es) the types of research activities you include.

Example 1
M.D. in clinical department.

Example 2
Ph.D. in basic science department.

Example 3
Ed.D. in education section of a department.

Just as these 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.