Enduring Educational Materials


This award will be given to faculty members whose contributions to the development of high quality, enduring educational materials (as a Baylor College of Medicine faculty member) match or exceed the contributions contained in the standard-setting examples.

Development of Enduring Educational Materials might include authoring a textbook or textbook chapter; publishing a review article (particularly one intended primarily to aid learners); preparation of teaching cases (such as those used in problem-based learning); writing computer-based instructional programs; producing an educational video; or authoring test questions for national testing organizations. (See a more complete list of types of Enduring Educational Materials.)

To qualify as "enduring" materials must be used repeatedly over an extended period of time by educators other than the author(s) and by learner groups other than the one taught by the author(s), and disseminated outside of Baylor.

To qualify as "educational" materials must have been designed explicitly to promote knowledge, skills or attitudes of specific populations of learners (as opposed to materials designed specifically to communicate results of research or patient care activities to other scientists or to other healthcare practitioners, respectively). Possible populations of learners that are relevant to Baylor’s educational mission may include nurses, health professions, graduate and medical students; residents; physicians in CME courses; other professionals; faculty members and instructors; patient groups; public undergraduate students; students in grades K–12; etc.

Evidence of Quality should include a description of your rationale/goals for dedicating professional time to the development of enduring materials; a description of your preparation/background and ongoing self-improvement which enables you to prepare high-quality materials; letters of support; peer review of completed materials; usage statistics; and learner evaluations. .

Evidence of Quantity must include the number of distinct items developed (e.g., number of textbook chapters); the scope or size of each item (e.g., number of pages, number of learning "contact hours"); estimates of the number of learners or distinct populations of learners using each item; and the number of years each item has been in use. Include numerical estimates of the amount of effort expended (e.g., hours per week and number of weeks).

Dimensions of Breadth might include the number of different formats in the design of the materials (e.g., print, apps, video, computer); the number of distinct populations of learners for which your materials are intended; and the number of distinct content areas addressed in the materials.




To be eligible you must be a Baylor Faculty member in support of the educational mission. For more information please contact


Instructions for Submitting a Development of Enduring Educational Materials 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 meet the standards of quantity, quality and breadth for the Development of Enduring Educational Materials Category. As a candidate, you should accumulate and document at least as much overall evidence of accomplishment as is 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 enduring materials you include.

The examples have been prepared using a template which you should use in your mini-portfolio.

Example 1 - Ph.D. in clinical department

Example 2 - M.D./Ph.D. in basic science department

Example 3 - Ph.D. in basic science department

Example 4 - M.D. in clinical department

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.