Portfolio for Applicants to the Society of Teaching Scholars

22The Mission of the Society of Teaching Scholars (STS) at the University of Florida College of Medicine is to honor and foster teaching excellence and educational scholarship.  Each year the STS invites about three new members to join the Society and help support this mission.  Nominees to the STS are asked to prepare an Education Portfolio similar to that used for promotion and tenure, in which they illustrate and emphasize their unique strengths and contributions.

This portfolio is a collection of materials documenting educational scholarship, both in terms of productivity and quality.  It consists of five sections, each of which addresses a goal of the Society of Teaching Scholars, and the relative weights of each section for scoring are indicated in parentheses.  The quality of the elements included in this portfolio is more important that quantity.  Please do not exceed 25 pages for the entire portfolio, which is longer than the P&T version.  (Comparable sections of and differences from Promotion & Tenure Educational Portfolio are indicated in parentheses.)



Part 1 (15%):  Education Narrative

A.  Please provide a brief (1-2 pages) description of your philosophy of education.  Indicate how you have responded to learner and observer feedback in adjusting your teaching approach, and any resulting improvements in evaluations or outcomes.  Explain the role your teaching has had in advancing your career and any aspirations you have toward educational leadership within the College of Medicine, University of Florida or at a national level.  (P&T 1.a, 1/2-1 page)

B.  Letter of support from your department chair.  It would be especially helpful if your chair addresses the scope of your teaching role(s), evidence of creativity, highlights or major accomplishments, use of novel and varied pedagogical methods, and responsiveness to feedback regarding teaching skills.  (P&T 1.b requests a letter from relevant education supervisor, which is an optional component of this portfolio in part 2)


Part 2 (15%):  Excellence in Teaching

Use this section to demonstrate excellence in teaching and your commitment to the education of physicians and/or scientists.  Please use the headings below to document a high level of teaching involvement and evaluation by learners and peers (such evaluation may be on a local, statewide or national scale).  List all your instructional activities since hire, or since your last promotion, whichever is applicable, under the applicable categories.  If any are recurring activities, list once and indicate the number of times or years you have performed the role(s).  Possible sources of evaluation data are listed below.

      • Learner Evaluations.  Within each category when possible, include a summary of learner evaluations with peer comparisons.  Please do not include or append raw learner evaluation data!  Provide a summary of student evaluations, including discussions about areas of major assignment, the context of the evaluations, ways that evaluation data have impacted your teaching, and/or trends in evaluations, e.g., “My student evaluations have always exceeded the departmental means for these lectures” or “Although my evaluations were below average for the first two years of my faculty appointment, I adjusted my delivery and incorporated more interactive methods in course XX and have consistently received excellent student ratings from 2009 to the present.”
      • Learner Outcomes.  Describe any objective outcomes for learners which have resulted from your activities, e.g., pass rates on resident in-service or national examinations, students who choose to enter your area of specialization partially as a result of your mentoring, etc.
      • Peer evaluations.  The purpose and level of rigor are important aspects of the utility of peer evaluations. This should include a description and appropriate context of what is provided in the packet (i.e., formative vs. summative, trained vs. untrained evaluators, solicited vs. unsolicited review, departmental vs. institutional, explanation of ways that the review(s) impacted teaching).
      • Letter from an education supervisor (this is an optional letter in addition to the letter from your chair, and may be from a course or clerkship director, program director, appropriate Associate or Senior Associate Dean) discussing the scope of your teaching, evidence of creativity, major accomplishments, use of varied pedagogical methods, and responsiveness to feedback regarding teaching skills.

A.  Course or Clerkship Director – indicate if for the College of Medicine, Graduate School, undergraduate course; provide course number and title; semester and year(s) you were course director.  (P&T 2.a.i)

B.  Lectures within Courses – lecture title, course name and number, semester and year(s) provided.  (P&T 2.a.ii)

C.  Lectures in other forums – indicate lecture title and venue, dates, location – if not onsite.  CME courses can be included here.  (P&T 2.a.iii)

D.  Small group and seminar sessions led – provide course name, frequency of meetings, semester and years.  (P&T 2.a.iv)

E.  Clinical teaching of professional students (medical students, nursing students, PA students, etc.) – Provide a description of setting, type of trainee, frequency of contact, number of trainees for each rotation.  Indicate the number of weeks or months for each academic year you serve as a clinical instructor.  (P&T 2.a.v)

F.  Clinical teaching of residents or fellows.  Provide a description of setting, type of trainee, frequency of contact, number of trainees for each rotation.  Indicate the number of weeks or months for each academic year you serve as clinical instructor.  Provide estimates if exact figures are not available, e.g., “I had an average of two [specialty] residents on my service for 3 weeks at a time over 4 months of the year.”  (P&T 2.a.vi)


Part 3 (40%):  Excellence in Educational Scholarship

Please use this section to demonstrate your professional development as an educational scholar and role model.  Only the products of educational scholarship, not other types of scholarship such as evidence of clinical or laboratory research, should be included.  A definition of educational scholarship can be found in the Summary Report and Findings from the AAMC Group on Educational Affairs Consensus Conference on Educational Scholarship entitled “Advancing Educators and Education:  Defining the Components and Evidence of Educational Scholarship”.  Excerpt:  “Educational Scholarship:  Faculty engage in educational scholarship by both drawing upon resources and best practices in the field and by contributing resources to it.  Documentation begins by demonstrating that an educational activity product is publicly available to the education community in a form that others can build on.  The product may be available at the local level – in the department, medical school, or university – or at the regional, national, or international level.  Once a product is public and in a form that others build on, peers can assess its value to the community applying accepted criteria.”

A.  Grants.  Peer-reviewed grant funding to support the development of educational materials or education research.  Indicate national, regional, institutional applications.  Provide title, agency, date, and indicate whether funded or not.  (P&T 3.a)

B.  Peer-reviewed education-related publications.  Indicate your role in the project that resulted in the publication and the impact the work has had at the institutional, regional or national level.  (P&T 3.b)

C.  Education-related Books and Book Chapters.  Indicate your role in the project that resulted in the publication and the impact the work has had at the institutional, regional or national level.  Indicate whether invited.  (P&T 3.c)

D.  Other education-related publications.  Indicate your role in the project that resulted in the publication and the impact the work has had at the institutional, regional or national level.  Indicate whether the work was invited.  (P&T 3.d)

E.  Educational Presentations.  Presentations (lectures, posters at professional conferences) on educational methods, assessments, or other innovations.  Indicate whether invited and in what category (international, national, regional, state, local, other).  (P&T 3.e)

F.  Educational materials, such as curricula and assessment tools (e.g., MedEdPORTAL publications or other methods that disseminate the content).  Describe new and revised syllabi, assessment tools, video and on-line instruction, simulation methods, and others.  Indicate whether peer-reviewed.  Enter illustrative examples in this section, if relevant.  (P&T 3.f)

      • Curricula developed, which may include: a description of curriculum, how it was developed (e.g., needs assessment, research into existing resources, goals and objectives, how teaching methods selected, implementation, assessment), and scope of use if used outside the institution.
      • Education-related regional or national paper, abstract or poster presentations (describe whether invited or peer-reviewed, impact of meeting on medical education community, any follow up such as requests to use materials or collaborate).
      • Regional or national education-related workshops (describe whether invited or peer-reviewed, impact of meeting on medical education community, any follow up such as requests to use materials or collaborate).

G.  Peer review activities related to educational scholarship.  List participation as a reviewer, editor, or member of an editorial board of an education journal.  Describe service as an abstract reviewer, grant reviewer or program planner for educational conferences and professional societies, selection to serve on national accrediting and licensing organizations (e.g., LCME, ACGME, NBME) or clinical specialty education committees, and/or grant review committees for national organizations.  (P&T 3.g)


Part 4 (15%): Self-improvement, educational leadership and service

Use this section to demonstrate a commitment to high quality teaching and learning, plus continuous quality improvement process of the educational program by providing leadership and evidence of growth as an educator.  Please organize according to the headings below.  Examples of possible activities are listed.

A.  Self-improvement. (this section is not in the P&T educational portfolio)

      • Participation in educational local CME seminars or workshops.
      • Attending regional and national education meetings.
      • Seeking peer evaluation.
      • Participation in other faculty development in medical education (e.g., seminars, workshops, longitudinal programs focusing on faculty development).  Please describe the time commitment to this program, the content learned, and where appropriate, include descriptions and/or examples of work products that resulted from these activities.

o   List any additional training in education, whether a formal degree program or CME activities specifically taken to improve skills in education

o   List any national, regional or local awards for educational programs, curricula, or projects not already listed in Section 2 (this does NOT include teaching awards).

B.  Major educational responsibilities.  Indicate role, title, and inclusive dates (e.g., clerkship director, program director, residency director, vice chair for education, assistant dean, etc.).    (P&T 4.a)

      • For educational administrative roles, please include evidence of effectiveness of leadership (e.g., program accreditation, program or course evaluations, innovations, successful learner outcomes, evaluations by learners, supervisors and peers) if possible.
      • Developing or revising a curriculum that is implemented across a local education program or course, or disseminated regionally or nationally.
      • Specific assessment tools developed with a description of the process, rationale for development, and any evidence of reliability.
      • Use of a variety of pedagogical and assessment methods and tools.
      • Evidence of effective curriculum or program development and assessment

C.  Awards Awards and Recognition.  List of teaching awards and honors (e.g., Exemplary Teacher Awards), by the categories listed below and include title of award(s), descriptions of criteria for award, number and types of learners, and date of award.   (P&T 4.b)

      1. Department
      2. College
      3. University
      4. Academic or Professional  Society
      5. Other

D.  Membership or leadership in local institutional educational committees, task forces or panels, etc.  (P&T 4.c)

      • Participation in the Graduate Medical Education, Curriculum, Admissions, Departmental Education, course/clerkship directors committees or other similar committees.
      • Service on an educational committee.  Please describe role with concrete descriptions of contributions.  Examples of work products that resulted from this committee work may be included in the portfolio, noting your role in developing them.

E.  Membership or leadership in extra-mural (regional and national) educational committees, task forces or panels, etc.  (P&T 4.d)

      • Active participation in national or international committees or organizations dealing with education in general (such as the LCME, AAMC Group on Educational Affairs, Group on Student Affairs, etc.) or specifically within a discipline (Clerkship Directors in Internal Medicine, Society of Teachers in Family Medicine, Program Directors of Surgery, or similar organizations).
      • Education committees of professional societies.
      • Reviewer of educational awards or grants (institutional, regional or national).
      • Service as an editor or a reviewer of educational submissions for a journal or educational abstract submissions.


Part 5 (15%):  Contributing to Academic Excellence by Mentoring

Use this section to describe how you enhance our educational mission by serving as a mentor and/or role model to junior faculty, residents, and/or students, and an assessment of the outcomes of mentorship.  Describe individuals and groups mentored by category below.  Indicate, if available, the achievements and accomplishments of mentees.  List any individual research mentees.  Describe any group mentees, e.g. residency interest groups.  Examples include:

  • serving as a resident advisor
  • counseling a learner with difficulty
  • speaking at a “career night” or discipline-specific student interest group
  • performing peer evaluations
  • mentoring activities within and outside of the department and/or institution
  • Participation in workshops or presentations on mentoring.

When possible, describe the context of your mentoring activity (including number of mentees, duration of mentoring relationships, type of mentoring [assigned advisor, mentoring a research project, overall career mentoring]), the impact your advisor/mentor activities have had on learners, and/or mentee accomplishments and successes related to the mentoring, such as tenure achievement, grants obtained, new courses developed.  Optional – one or more 1-2 page letters written by advisees or mentees may be included.

A.  Faculty  (P&T 5.a)

B.  Residents and fellows  (P&T 5.b)

C.  Students  (P&T 5.c)

D.  Post-doctoral fellows  (P&T 5.d)



  1. Members of the Society of Teaching Scholars will be happy to assist you in any way we can if at ANY time you have questions regarding the preparation of your application Portfolio, or regarding the application and/or selection process.  Please feel free to ask!
  2. Portfolios submitted since Fall 2014 will be kept on file for up to 3 years.  If not selected, all you would need to do to reapply for membership to STS over the next 3 years would be to submit a letter requesting reconsideration of your application, and to include an ADDENDUM with any updated/additional material you would like to submit to support your case.
  3. Because of the revision of the profile to match the P&T format, previous applicants (before Fall 2014) are asked to submit a portfolio in the format described above.