Teaching and Evaluation


This award will be given to individuals with a record of quality, quantity, and breadth of teaching and/or evaluation of learners (as a Baylor College of Medicine faculty member) which matches or exceeds the evidence contained in the standard-setting examples (see examples at the bottom of this page).

Teaching and Evaluation activities might include preparing and giving lectures, teaching in the ambulatory setting, teaching in the basic science laboratory, teaching rounds, facilitating small groups, working one-on-one with learners, making education-related presentations, and assisting in learner evaluations (i.e. OCSE's).

Evidence of Quality (e.g., success of teaching) should include a description of your goals, preparation to teach, ongoing development, summarized student ratings, peer observation, course director ratings, letters of support, outcome indicators (student performance), and enrollment figures.

Evidence of Quantity (e.g., amount of teaching) must include number of hours teaching (duration and frequency of lectures), number of hours preparing, updating, and follow up (e.g., exam grading), number of years teaching, and number of learners. This evidence should focus on activities as a Baylor faculty member within the past 5 years.

Dimensions of Breadth (e.g., diversity of teaching) might include different levels or types of learners, different courses, different styles or formats of teaching and evaluation, old versus new curriculum, and internal versus external teaching.




To be eligible you must be a Baylor Faculty member in support of our education mission with a minimum of five years of teaching experience as a Faculty member (with at least three years at Baylor). For more information please contact


Instructions for Submitting a Teaching and Evaluation 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, 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 Matching Standard-Setting Examples


The following examples set forth the standards of quantity, quality, and breadth for the category of Teaching and Evaluation. You must accumulate and document at least as much evidence of accomplishment as contained in one or more of these 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 teaching and evaluation you have included.

Example 1
Ph.D. in 5-8th year in a basic science department who teaches almost entirely in the graduate school.

Example 2
Ph.D. in 8th year and beyond in a basic science department who teaches almost entirely in the graduate school.

Example 3
Faculty in a basic science department who actively participates in both medical and graduate school.

Example 4
M.D. in clinical department who teaches both medical students and residents through lecture, small group, and bed-side teaching.

Example 5
M.D. in a clinical department who primarily works with learner in a clinical setting.

Just as the standard-setting 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, as long as the overall combination compares favorably to at least one of the standard-setting examples in terms of quantity, quality, and breadth.

A number of faculty who have received an award in the Teaching and Evaluation category have agreed to make their mini-portfolios available for general review. If you would like to review one of these documents, contact the Office of Faculty Development at (713) 798-7285 or email Deborah Fernandez at