Current training opportunities for graduate/doctoral students and post-doctoral fellows of Johns Hopkins University can be found below.

Note: For certificate track participants, attending a total of any six workshops in combination [Pizza and Pedagogy, Eyes-on-Teaching, KSAS Graduate Teaching Seminar (KSAS only), additional series offered by the Teaching Academy, Faculty Exchanges (2 max), Workshops offered by CIRTL or Summer Institutes] may count as your Phase I Certificate of Completion/CIRTL Associate level.  Additional training may also be considered to count towards program completion on a case by case basis, email

Current listing:

Preparation for University Teaching (Credit Course, Spring Semester)

Join Professor Richard Shingles for "Preparation for University Teaching"! Interested participants must enroll in this course through SIS and participate in all sessions. Completion qualifies for completion of Phase II of the Teaching Academy's Certifcate of Completion.

Term: Spring 2022

Class #: AS.360.781 (01)

Instructor: R. Shingles

Credits: 0.0

Full-time A&S Graduate Students only. This course will prepare graduate students to teach at the university level. Topics covered include large and small class teaching, characteristics of student learning, syllabus construction, grading students, and developing a teaching portfolio. Co-listed with EN.500.781

01-24-2022 to 04-29-2022 | Th 04:00 PM - 05:15 PM | Online

Course Restriction(s): Available to the following students:
Grad students

Pizza & Pedagogy

Join your Teaching Academy Fellows for the opportunity to discuss teaching topics with guest faculty! Intended for those with little or no formal pedagogical training, these workshops are designed to prepare instructors to teach effectively at the university level. Open to all graduate students and post-doctoral fellows. 

Pizza & Pedagogy Series - Spring 2022

When: dates/times below
Location: Online via Zoom (register at links below for access) - Sorry ! No pizza at the moment due to COVID restrictions!
Registration: Register separately at links below. Attendance at all workshops in a series is encouraged, but not required.

Workshop Schedule

  • Classroom Management (Thursday, March 24th from Noon-1:30PM ET)

    For new faculty, classroom management can be a significant stressor. In this session, Dr. James Culhane, Professor and Assistant Dean for Student Academic Success Programs at Notre Dame of Maryland University will share his insights and best practices on how to create a safe, welcoming and productive classroom environment.

    Presented by 
    Dr. James Culhane, Assistant Dean for Student Academic Success Programs & Professor of Pharmaceutical Sciences, School of Pharmacy at Notre Dame of Maryland University


  • Assessment (Friday, April 15th from Noon-1:30 PM ET)

    Description coming soon...

    Presented by Dr. Elizabeth Golub, Director, Online Programs for Applied Learning, and Senior Lecturer, Epidemiology (BSPH) at Johns Hopkins University


KSAS Graduate Teaching Seminar

The KSAS Graduate Teaching Seminar is a workshop and forum for graduate students and post-docs interested in discussing teaching strategies and collaborating to generate solutions to challenges in the classroom. We welcome graduate students and post-docs from all Krieger School departments to attend any sessions that may be helpful for their teaching practice and professional development.

KSAS Graduate Teaching Seminar Series - Spring 2022

When: Wednesdays 12-1pm ET; dates below
Location: online


Please register separately for each date/workshop. You do not have to attend all. Open to KSAS graduate students only.

Workshop Schedule

All sessions presented by Allon Brann, Teacher Support Specialist, Teaching Academy & Center for Educational Resources, Johns Hopkins University.

Making Small Groups Work(February 9th):

  • What should we have students do in groups? What kinds of questions can we ask, what kinds of tasks can we assign—what makes a group activity successful? This session will help you get more comfortable planning and implementing the substance and logistics of small-group work.

Teaching Writing in Any Class (March 2nd):

  • How can we help students improve their writing when we have too much other content to work on? Or when we’re TAs with little control over the agenda for the course? Or when we’re not trained to be writing teachers at all? Come to this session to examine some strategies you can implement quickly in your courses to turn your content into opportunities for students to practice their writing.

Revising the Syllabus (March 30th):

  • What should a good syllabus do? Can we make the syllabus more interesting and useful to students? In this workshop, we’ll brainstorm and evaluate some different options for revision, some new approaches to an old document.

The Beginning of Class (April 13th):

  • What’s the best way to open a class? Which lines, questions, activities should we use to draw students in or prepare them for the work we want them to do? We’ll consider different approaches to making the first few minutes of class productive and memorable.


Workshops will take place on various Wednesdays from 12-1pm eastern on Zoom. Given limited capacity, please make sure to cancel your registration online in advance if your plans change.

If you have any questions or feedback, please email Allon Brann at

Culturally Responsive Teaching Series

The Teaching Academy, in partnership with the Community College of Baltimore County (CCBC), offers a special training opportunity: The Culturally Responsive Teaching (CRT) Workshop Series.

The CRT Program trains faculty and others by engaging them in self-reflective processes that allow them to convey to others—students, for example—the need for self-reflection, for self-awareness, for mindful engagement in life’s ever-changing cultural contexts. The CRT Program at CCBC emphasizes that because we human beings are the most social of animals, wherever human beings are, culture is always present. Our perceptions, interpretations, beliefs, and even our knowledge are culturally framed by our experiences in unique social networks of meaning making. Because perceptions of race are learned within bonded social-cultural networks, “race” too is always present and should be examined cooperatively and respectfully through dialogue.

Culturally Responsive Teaching Series  - Spring 2021

When: Wednesdays, April 20th, April 27th, May 4th, May 11th  from 6-8 PM ET
Location: Online
Registration: PhD and Post-doctoral Fellows at Johns Hopkins University can register by clicking the links below for the date they plan to attend; Registration required to receive access to Zoom session.


Please note that attending all four workshops in this series may count as your Phase I of the Teaching Academy's Certificate of Completion. 

April 20: Meanings of Culture and Race: The use of intersubjective dialogue in critical discussions

This is module is considered foundational to our training. It explores the multiple meanings of culture, and defines and explores race as a social construct. This workshop will lead participants through several simple activities that illustrate the CRTL principle that educators must always reflect on how the meanings of our cultures influence our interactions with others, particularly students. It explores the origins of race in the United States, as well as how its social construction leads to bias within our institutions. It will use role-play to explore the power of intersubjective dialogue in the classroom.


April 27: Facing Whiteness: White Supremacy as bonded social capital

Successful implementation of culturally responsive pedagogy begins when we reflect on our own cultural background, interpret how our experiences affects our practice, and inquire into opportunities for growth. This workshop offers a space for faculty and staff, particularly White faculty and staff who usually make up the majority of educational institution faculty and staff, to examine and consider how the social construction of Whiteness affects their lives and experiences.


May 4: Using Cognitive Dissonance to Combat Resistance

This module will help participants identify, understand and lessen resistance to equity-minded practices. When we discuss how and why race and culture impact equity in our institutions and create achievement differences, resistance may show up as belief in deficit mindedness, and denial and defense mechanisms. This training will illustrate how to help people navigate resistance and other defense mechanisms to reach a place of empathy and care by recognizing and "sitting with" feelings of dissonance. We will also discuss how transformational learning theory is a useful tool for promoting equity work.


May 11: Theory into Practice: What does a CRTL classroom look like?

Culturally responsive teaching should result in students achieving academic success, cultural competence, and socio-political consciousness. This workshop provides a framework for faculty to reflect on four domains of their teaching practice—curriculum, teaching methods, relationships, and personal beliefs—to identify areas to infuse cultural pedagogy. Participants will preview interventions that support CRTL, such as high impact practices, transparency in learning and teaching, and syllabus review.

CIRTL Online Workshops and Courses

The CIRTL mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners as part of successful and varied professional careers. The Johns Hopkins University is an active member of this national network comprised of resesearch universities across the nation and Canada that are committed to improving higher education by preparing the faculty of the future.

All workshops and courses are free to any JHU affliate.  You do not need to be part of the Teaching Academy community to take part in any of the training offered.  For those interested in earning the certificate of completion, CIRTL workshops my count towards your Phase I activity requirement and a CIRTL course may count as your Phase II activity requirement. 

Please see our news feed on the right-hand column of this page for upcoming CIRTL offerings or visit for more information.

Questions about CIRTL? Email Kelly Clark,, JHU's Co-Administrative Leader.