Instructions for Applying for Membership in the Academy

The AEE Membership Committee oversees all aspects of membership including membership application and selection. The Membership Committee solicits applications annually. Application is a two-step process. 

  • Step 1

    In the first step, applicants are required to submit the following two items here: 2025 AEE Membership Application Step 1.

    1. Application/Nomination letter: A letter stating the reasons you believe you are an appropriate candidate for the Academy, based on your areas of strength as defined under Membership Selection Criteria
    2. Curriculum Vitae: A CV in which key educational accomplishments that align with AEE selection criteria are highlighted in yellow.  

    Following initial review of Step 1 materials, select applicants will be invited to complete Step 2. The remainder of applicants will be contacted about the status of their application. 

    Step 2

    Those selected to complete Step 2 of the application will receive a link to submit the remainder of the application materials including the following:

    1. An Educator Portfolio (can be, but is not required to be in Interfolio format)
    2. A Reflective Teaching Statement
    3. Letters of Recommendation (minimum of 3 letters from faculty and no more than 6 total letters).

      One recommendation letter must be written by a teaching supervisor (e.g., a dean, program director, chair, course director). Other letters may be from educator peers who can attest to the level of excellence. In some cases, it may be appropriate to also include letters from former learners/mentees who can attest to the excellence of the candidate. 

  • The Membership Committee will convene, review all applications, and reach a decision about each application. Each newly selected member is introduced and honored by their fellow Academy members at the annual Academy dinner in April that is held in conjunction with the Chapman/Flexner Speakership. Once a faculty member is selected for Academy membership, they will receive an orientation to the Academy to facilitate early and ongoing involvement.

  • The components of the educator portfolio should be customized and not necessarily all inclusive. The purpose is to document the essential components of an educator’s activities. A detailed review of the subject is available in Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Access the VUMC Interfolio page here. 

    A typical portfolio could include: 

    1. Honors, Awards, Recognitions 
      • Awards – Departmental, Institutional, National 
      • Invitations (speakerships, workshops, invited articles)
      • Educational consulting at the national level
    2. Teaching Activities and Teaching Effectiveness
      • Lecture titles, small group topics, problem-based learning scenarios, brief synopsis of responsibilities and roles in this learning activity, type of learner
      • Student evaluations (3 years) – evidence of sustained excellence
      • Statements from learners or teaching colleagues addressing effectiveness as an educator
      • Demonstration of student learning – scores on standardized tests possibly in comparison to national norms, successful career progression by the learners
    3. Mentoring Activities and Mentoring Effectiveness 
    4. Educational Leadership and Administration 
      • Local, regional, or national service and/or leadership roles on education-related committees
    5. Scholarly Approach to Education 
      • Educational grants or contracts
      • Citations of publications (original educational articles, MedEd Portal, manuscripts, books, videos)
      • Listings of abstracts, posters, oral presentations at meetings, invited seminars, etc.
    6. Curriculum Development 
      • Design or revision of curriculum and/or educational materials
      • Other evidence of creative or exemplary approaches such as but not limited to webcasting/podcasting, interactive website programming
    7. Professional Development
      • Degree programs
      • CME credits, workshops

    Vanderbilt's standard format for educator portfolios is available as an option (Educator Portfolio). The Membership Committee allows the use of other educator portfolio formats. Candidates for Academy membership are referred to national standards and examples that have been published by 

     

  • The purpose of the Reflective Teaching Statement is to convey a brief statement showcasing your teaching philosophy, strategies and objectives. Describe your teaching goals for the next few years. Share your vision of why and where you wish to serve as a member of the Academy for Excellence in Teaching. Keep it brief (1-2 pages).