The 2021 Teaching Institute has been modified to an online format in response to COVID-19. You can register and find more details about the new format on the Registration page.


The Johns Hopkins Teaching Academy offers a three-day teaching institute to doctoral students and post-docs to advance the development of university-level educators by enhancing classroom teaching skills. The three day event will be packed with information, experiences, tools, and resources. It is our hope that participants will benefit from getting to know one another and working together in a learning community comprised of fellow future faculty preparing for their initial teaching assignments.

Goal of the Teaching Institute

The goal of the Teaching Institute is to enable participants to be successful and confident classroom teachers. Participants will explore the benefits of active learning, ongoing assessment, and responsiveness to diversity.  Students will examine a variety of teaching practices and principles.  Students will also participate in peer-evaluated micro-teaching exercises.


Teaching Institute participants will:

  • Explore and test multiple teaching methods that engage and assess diverse students;
  • Create peer-reviewed instructional materials;
  • Develop skills and strategies to continue growing as reflective instructors who employ teaching-as -scholarship methods;
  • Identify strategies that help prioritize teaching practices;
  • Work in teams to share ideas, build new skills, and cultivate partnerships in teaching and learning.

Themes of the Teaching Institute

The Teaching Institute is based on the concept of teaching-as-scholarship, which challenges instructors to bring to teaching the critical thinking, rigor, creativity, and spirit of experimentation that defines research in all disciplines. Teaching as scholarship embodies three core themes: active learning, assessment, and diversity. The Teaching Institute uses a diverse collection of active learning and assessment techniques - diverse both in the goals and methods used and in the needs of the audience - to engage students in learning. Some activities will be more effective, some perhaps less so, and some may be unfamiliar or even uncomfortable. Regarding the diversity of activities throughout the week: each participant will be asked to note varied approaches to teaching and learning, take the time to reflect on the efficacy of each approach, and consider which methods could be adopted for his or her own teaching.

Format of the Teaching Institute

Interactive Sessions

The interactive sessions are designed to explore innovations and research about undergraduate education. Session leaders will present a series of mini-lectures and activities about each topic. In addition, teams of participants will work with session leaders to develop and lead reading assessment activities that are designed to assess understanding of the material.

Small-Group sessions

Group work is one of the most important processes of the Teaching Institute. The group process encourages the cross-fertilization of ideas among participants and across the many disciplines represented. Much of the week is devoted to group work. Participants should feel free to ask questions or share comments about the group process.

Group Presentations and Peer Review

Most of the last afternoon will be devoted to group presentations. Each group will have 15 minutes to present a teachable tidbit, followed by a 5-minute question-and-answer period. Presentations should include the three main themes of the Teaching Institute. Presentations should begin with a brief overview of the teachable tidbit and its learning goals to provide context about what each group hopes to accomplish. Participants will serve as the audience, providing verbal and written feedback.

Abbreviated Schedule

Day 1

  • Teaching-as-Scholarship
  • Inclusive Classrooms
  • Active Learning

Day 2

  • Assessment
  • Evaluation/Teaching-as-Research
  • Teaching Statements and Portfolios

Day 3

  • Course Planning
  • Preparing for the 1st Day
  • Final Presentations; Panel Discussion
  • Awarding of Certificates


The institute's instructors, all from Johns Hopkins, come from a wide range of disciplinary backgrounds:

  • Anne-Elizabeth Brodsky, Senior Lecturer, Expository Writing Program, School of Arts & Sciences
  • Richard Brown, Director of Undergraduate Studies, Associate Teaching Professor, Mathematics, School of Arts & Sciences
  • Laura Camarata, Instructor, Epidemiology, School of Public Health
  • Belinda Chen, Instructor, General Internal Medicine, School of Medicine
  • Michael Falk, Professor, Material Science & Engineering, Secondary Appointments: Mechanical Engineering; Physics and Astronomy, School of Engineering/School of Arts & Sciences
  • Christopher Falzone, Teaching Professor, Chemistry, School of Arts & Sciences
  • Emily Fisher, Senior Lecturer and Director of Undergraduate Studies, Biology, School of Arts & Sciences
  • Harry Goldberg, Assistant Dean, School of Medicine; Director of Academic Computing and Assistant Professor, Biomedical Engineering, School of Medicine
  • Jane Greco, Associate Teaching Professor, Chemistry, School of Arts & Sciences
  • Caitlin Hanlon, Post Doctorate Fellow, Biomedical Engineering, School of Medicine
  • Carolyn Machamer, Professor, Cell Biology, School of Medicine
  • Judy Mitrani-Reiser, Assistant Professor, Civil Engineering, School of Engineering
  • Louise Pasternack, Teaching Professor, Chemistry, School of Arts & Sciences
  • Rebecca Pearlman, Senior Lecturer, Biology, School of Arts & Sciences
  • Michael Reese, Jr., Associate Dean & Director, Center for Educational Resources
  • Christov Roberson, Lecturer, Biology, School of Arts & Sciences
  • Rachel Salas, Associate Professor, Neurology - Sleep Medicine, School of Medicine
  • Richard Shingles, Lecturer, Biology, School of Arts & Sciences
  • Kathryn Tifft Oshinnaiye, Senior Lecturer, Biology, School of Arts & Sciences