Overview

Johns Hopkins University considers the employment and training of graduate and post-doctoral teachers to be a professional apprenticeship that shapes the professoriate of the future. To help prepare and recognize Ph.D. student and post-doctoral teachers who devote time to improving their teaching, the University offers a Certificate of Completion Program. Meet our current cohort and past participants.

To access the page above, please use, 
YourJhedID@​jh.edu
as your account name. 
 

Mission

To develop graduate students and post-doctoral fellows into effective teachers. The Teaching Academy,

  • introduces pedagogy and evidence-based teaching practices,
  • provides opportunities for mentored teaching & teaching-as-research (TAR),
  • creates a mutually supportive community of future faculty and,
  • enhances participants competitive advantage in seeking faculty appointments.

Overview

The Teaching Academy offers Ph.D. students and post-doctoral fellows from all divisions across Johns Hopkins University, college teacher training and academic career preparation opportunities through courses, workshops, teaching practicums, teaching-as-research fellowship appointments and individual consultation.  

Three core concepts align the Teaching Academy trainings with the mission and learning outcomes of the Center for Integration of Research, Teaching, and Learning (CIRTL):

Evidence-based Teaching

Promotes evidence-based learning practices and provides opportunities for participants to gain an understanding of and experience with the teaching-as-research process.

Learning-through-Diversity

Promotes educational experiences that help participants understand how diverse backgrounds and learning preferences positively impact learning and how to implement curricular, teaching, and assessment practices that promote learning for all.

Learning Communities

Fosters interdisciplinary collaboration and networking among its members and promotes learning activities that expose participants to the skills and strategies needed for teaching at the university level.

Ph.D. students and post-doctoral fellows interested to improve their teaching skills may take part in any of the Teaching Academy trainings on an ad-hoc basis. However, those interested in committing more fully to their professional development and teaching preparation may participant in the Certificate of Completion Program:

Certificate of Completion Program Overview

For specific training options, please visit the Requirements page. 

Phase I

Teaching Academy Fellows must complete 6-10 hours of introductory teaching material through attending a minimum of 6 workshops offered either in-person or through CIRTL’s online workshops. Phase I training typically provides an introduction to:

  • evidence-based teaching
  • backward design
  • active learning
  • leading discussions
  • leading labs
  • teaching philosophy statements

Phase II

Teaching Academy Fellows must complete one activity that provides a minimum of 12 hours or 1-credit of instructional material development through participating in a course, 3-Day Teaching Institute, IEE Summer Teaching Camp or an online CIRTL course. Phase II activities provide opportunities to:

  • search discipline-specific literature
  • build a syllabus
  • develop learning objectives
  • develop active learning exercises
  • design a grading rubric
  • participate in a micro-teaching assignment
  • use instructional technology

Phase III

Teaching Academy Fellows must completed a minimum of 6 hours of teaching in a higher education classroom.  Teaching assignments may be completed by teaching a full course as the instructor of record or apprenticing with a faculty to teach a portion of their course.  Teaching opportunities are available at Johns Hopkins through a number of programs or at a partner institution through the Collaborative Teaching Fellows Program. Classroom observation and feedback from a teaching mentor, Center for Educational Resources staff and/or Teaching Academy peer is highly recommended.  Phase III activities involve:

  • composing course and/or unit learning objectives, course materials and activities
  • developing and implementing formative and summative assessment plans
  • teaching a minimum of 6 hours

Teaching-as-Research (TAR)

Optionally, Fellows may also apply to the Teaching-as-Research Fellowship to conduct a small educational research project.  TAR Fellows present their project results and findings at a final recognition event or professional meeting. Publication is possible (requires IRB approval).