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Johns Hopkins University considers the training of higher education teachers to be an important professional development opportunity that shapes the professoriate.
Meet our current cohort and past participants.
Cohort Profiles
Program Overview
Phase I
Teaching Academy Fellows must complete attend a total of any six workshops in combination.
Phase I training typically provides an introduction to:
- evidence-based inclusive teaching practices
- backward design
- active learning
- formative and summative assessments
- leading discussions or labs
- teaching philosophy development
Phase II
Teaching Academy Fellows must complete one training activity that a more in-depth exploration of instructional material development through participating in a credited course, Teaching Institute, IEE Summer Teaching Camp or a 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 teaching practicum in a higher education classroom. Teaching assignments may be completed by teaching a full course as the instructor of record or mentoring with a faculty to teach a portion of their course. Teaching opportunities are available at Johns Hopkins through a number of programs or at partner institutions through the Collaborative Teaching Fellows Program. Classroom observation and feedback from a teaching mentor, Center for Teaching Excellence and Innovation 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
- facilitating lessons with students in a classroom, lab, or online course setting
Teaching-as-Research (TAR)
Optionally, Teaching Academy 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).
Requirements
Johns Hopkins affiliates are eligible to apply to the Johns Hopkins Teaching Academy Certificate program. Applications are accepted on a continual basis and are typically reviewed within 1-week. You may complete the program in any order, activities completed prior to enrollment may count retroactively, and you may participate in the Teaching Academy trainings as long as you remain an affiliate of Johns Hopkins University.
Note: if you are in a visa status sponsored by JHU, you must contact the Office of International Services ([email protected]) to determine your eligibility to engage in paid teaching activities. Failure to do so could result in a violation of your visa status.
| Fall | Intersession | Spring | Summer | |
|---|---|---|---|---|
| Phase I Attend a minimum of any 6 workshops from any combination of Phase I training workshops. | KSAS Graduate Teaching Seminar (Homewood Campus) | KSAS Graduate Teaching Seminar (Homewood Campus) | ||
The School of Public Health’s TA training course may count as your Phase I activity. The University Writing Program’s training and teaching appointment fulfills the entire Certificate of Completion requirements. CIRTL Workshops (Online) |
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| Phase II Complete one: course, Teaching Institute or the IEE Summer Camp. | Preparation for University Teaching (Homewood Campus) | School of Medicine’s IEE Summer Camp (Homewood Campus) |
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CIRTL Courses (Online) Public Health’s Teaching Courses: R3: Evidence-based Teaching; Teaching, Learning, and Leading – in the classroom, the workplace, and the community; Foundation of University Teaching and Learning |
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| Phase III Complete one teaching practicum. | Please see Teaching Opportunities page and Collaborative Teaching Fellows Program for options. It is recommended that you have a least one classroom observation completed during your teaching assignment. |
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Application
Applications are accepted on a rolling basis and typically reviewed within 1-week of being received.
Apply Here
How to Prepare your Application
Step 1
In a word or text document, write your statement of purpose. You will need to copy and paste it into the application form. Your statement should be no more than 250 words and address the following questions:
- Why do you want to participate in this program?
- What teaching-related background or experience do you bring to the program? (None is required.)
- What are your professional career goals?
Step 2
For graduate students and post-doctoral fellows only: download the Memorandum of Understanding (MOU). This MOU contract is to be completed and signed by you and your advisor/PI. You will upload a scanned image or photo of the MOU. Please email [email protected] if your advisor has concerns about your participation.
Step 3
Make sure that you have an updated CV or Resume to submit with your application. A separate or distinct CV focused on your teaching experience (if any) is NOT required.
Step 4
Once you have the three documents prepared from steps 1-3, click on the ‘Apply Now’ link found on this page. Complete the brief form, copy and paste your personal statement in the box provided and upload your MOU and your CV or Resume. Click the ‘Submit’ button to send us your completed application.
Forms
- SharePoint Progress Tracker
After being accepted, this is where you go to log your activities for completion. - Memorandum of Understanding: Faculty Research Advisor – Student Advisee Agreement Form Students must consult with their faculty research advisers to secure their agreement to the student’s participation in the Teaching Academy certificate of completion track program.
- Memorandum of Understanding: Mentor – Mentee Agreement Form This form helps students to discuss and formulate an agreement with their teaching mentor, required for Phase III.
- Evidence of Participation Form The purpose of this form is to verify participation in a Phase I, II or III activity. Note: if it is a training organized by the Teaching Academy your attendance is recorded and no form is needed. For Phase III, a screen shot of you as the instructor in SIS or your course evaluations is sufficient evidence.
- Teaching Observations This information and forms support the mentor in their teaching observations and to provide constructive feedback to their mentee.
Frequently Asked Questions
What is the goal of the Teaching Academy’s Certificate of Completion program?
The Teaching Academy’s Certificate of Completion program is designed to help prepare post-secondary educators for academic careers and to provide a foundation for teaching responsibilities associated with faculty appointments.
What is the advantage to participating in the Teaching Academy’s Certificate of Completion program?
This professional development opportunity enhances participants’ competitive advantage in their current or future faculty appointments. Understanding best instructional practices and experiencing mentored teaching enhances the ability of professors to teach effectively and more efficiently.
Who is eligible to apply to this program?
The certificate track is open to JHU affiliates that have or seek careers that include teaching responsibilities.
When can I apply to the program?
Applications are accepted on a rolling basis so you can apply any time! You will typically receive notification of your enrollment in the program within 1-week of submitting your application. If you have any questions, please email [email protected].
Do graduate students and post-doctoral fellows need approval from their research advisors or PIs?
Yes. You should consult with your faculty research advisor/PI to secure agreement to participate. The Memorandum of Understanding (MOU) form available on this site will help students shape your request and once signed is uploaded to the enrollment form: Research Advisory MOU Form (required for enrollment).
What are the financial costs to participate in this program?
There is no cost to participate in any of the activities associated with the Teaching Academy’s Certificate of Completion program. However, unless a student is assigned full instructional responsibility for the Phase III teaching experience (as the instructor of record) or participates as a Teaching-as-Research Fellow, there is no compensation for the time committed to these activities.
Students who teach full courses through Dean’s Teaching Fellowships, Summer Session, Intersession, or other programs do receive teaching stipends through the normal route and these activities also fulfill the Phase III activity requirement.
What is the time commitment?
The Teaching Academy’s Certificate of Completion program is not a credit bearing program; it is a professional development opportunity. All three phases are designed to be concluded within a one-year time frame. However, given busy schedules and research and teaching priorities, the time to completion may extend beyond a single year. A minimum of ~30 hours is estimated to complete the full program.
I don’t have the opportunity to teach my own course, how do I find a faculty mentor?
If you plan to have a mentored teaching experience for Phase III, each participant should identify a faculty member who is willing to function as a teaching mentor. This identification is not required at the application stage, but the teaching mentor must be identified by the time Phase III begins. Click here to download the Mentor – Mentee agreement form. If you need assistance identifying a faculty teaching mentor email, [email protected].
What are the participation outcomes?
An annual event to celebrate the accomplishments of the Teaching Academy’s Certificate of Completion program participants highlight participants’ professional growth and teaching experiences and accomplishments. Participants receive a letter that describes the program and certificate of completion. Alumni of the program have evidenced that participation helped them succeed in securing their first faculty appointments.