The Glenda Garvey Teaching Academy - Columbia University Medical Center

Over the past 15 years, new organizational structures have been formed to develop and advance the best practice instructional methods in the education of health professionals. These "academies" are dedicated to the support of education and are independent of traditional departmental structure, under whose auspices teaching has historically operated. They foster teaching as a scholarly activity, offer recognition to outstanding educators, provide role models for faculty who wish to become outstanding educators and promote innovation in the curriculum. At the same time, they complement the research, public health and patient care missions by fostering skills common to all three areas.

Although each "academy" develops within the culture of the individual school, most are characterized by four features:

At Columbia University, the desire to enhance the teaching environment and support the teaching mission of the faculty led us to develop the Glenda Garvey Teaching Academy. The Glenda Garvey Teaching Academy will include the: College of Physicians & Surgeons, College of Dental Medicine, Mailman School of Public Health, the School of Nursing and our PhD Programs.

Dr. Glenda Garvey embodied the traits of the ideal educator and would have been recognized as such in any of the schools which make up the Academy. First, she was a recognized expert in a body of knowledge. Second, she was an effective communicator who transmitted concepts, facts and her own enthusiasm for learning. Third, she was dedicated to her students, both during the time when they were under her tutelage and in subsequent stages of their careers. And finally, she, had the highest professional standards which she demonstrated in her own behavior and expected from her students.

Dr. Garvey earned numerous accolades for teaching throughout her career at Columbia University Medical Center. She exerted an especially profound influence as Director of the Clerkship in Medicine, a fundamental learning experience in which medical students first begin to apply their knowledge of basic science to the treatment of patients. An enthusiastic proponent of practicing what one teaches, she made daily patient rounds for more than two decades with every intern and resident in the Department of Medicine. She was a consummate clinical and classroom teacher. By naming the Academy after Dr. Garvey, we endeavor to expand the spirit of her skill and dedication to learning throughout the health professional schools at Columbia.

Mission: The Glenda Garvey Teaching Academy will recognize excellence, support educational activities and promote innovation in the education of health professionals.

To accomplish this mission, the Academy will create a setting that will recognize excellence and innovation in education. It will establish a community where educators from our various academic centers can come together to share information and ideas and explore new ways of teaching in the health professions. The Academy will offer a variety of faculty development programs that will stimulate curriculum innovation and reform across the continuum of health sciences education. It will provide advocacy, mentoring, support and recognition for faculty educators. The Academy will encourage extramural funding for educational initiatives, and advance educational scholarship.

Major Activities: The activities of the Glenda Garvey Teaching Academy include:

Academy initiatives will foster faculty members' growth as educators. Seminars, colloquia, and educational retreats will highlight education across a wide range of disciplines that include the humanities, law, business and other subjects relevant to health sciences education. Symposia and colloquia will feature presentations by Columbia faculty and outside experts. The entire medical center campus will be invited, including faculty, students, house officers, and post-doctoral fellows. The Academy will sponsor activities to enhance faculty members' skills: workshops on teaching, individual consultation. It will support attendance at professional educational conferences.

Interdisciplinary, integrative programs and projects

These events will be designed to encourage the sharing of information and ideas. Faculty from across the medical center campus will have opportunities to learn about teaching and curricular innovations from their colleagues during interdisciplinary seminars. The Academy will coordinate development of innovative collaborative interdisciplinary projects that promote knowledge and use of teaching techniques across the health sciences.

Recognition for excellence in education

The Academy will increase recognition for outstanding teaching and educational contributions throughout the continuum of undergraduate, graduate, and continuing education. Academy members will serve as advocates for promising new teaching faculty.

Educational Grants

Faculty in any of the Schools in the Columbia University Medical Center can apply for Educational Grants which will provide seed money for projects to develop innovative teaching tools, methods or curriculum.

Curricular innovations

The Academy will foster development and sharing of educational innovations, such as application of state-of-the-art technologies and teaching techniques like simulations and new assessment methods.

Mentoring and advocacy

Experienced faculty teachers will provide guidance and support for the creative ideas of young faculty members and will offer advice about advancing their careers in education. Successful faculty educators will advocate for the needs of teachers across the medical center campus.

Scholarship and educational research

A focus on scholarship and research will elevate the educational mission. The Academy will provide expertise in the development of educational grant proposals, research projects, publications and presentations at national and international educational meetings.

Membership: Fellows of the Glenda Garvey Teaching Academy will be selected annually based on peer review process which includes evaluation of an educational portfolio. This will demonstrate a record of excellence and achievement and the development of new ideas in education. Membership will be inclusive and proportional of each of the schools/programs. A balance of senior and junior faculty members will assure development of the next generation of faculty educators. Each Academy member will serve for a five-year term and will be eligible for re-election one time. "Emeritus members" will have a special role as mentors and advisors.

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