Teaching Opportunities

There a many opportunities to gain teaching experience both here at Johns Hopkins and at our partner colleges and universities in our surrounding area.  A few international and online teaching opportunities are also available.  Positions vary in terms of responsibilities, time commitment and whether or not compensation is offered. 

If you have never taught before you may wish to consider a  mentored teaching opportunity where you work with a faculty to help teach a portion of their course or propose to teach a short course during intersession.  Another great option for first time or relatively new teachers is to teach a 1-credit course through the HEART or SOUL programs.  If you aim to obtain a career with teaching responsibilities, consider teaching a 3-credit course here at JHU or through our Collaborative Teaching Fellows Program. Please see below for information on these opportunties and more! 

Need help deciding which is the best option for you? Email [email protected] with your questions or to set up a consultation.

Please 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. 

Post-doctoral fellows that are employed at a rate of 100% FTE (Full Time Equivalent) for their research/appointment must be pre-approved before any additional work (e.g. a paid teaching opportunity) is undertaken. Please work with your department or center Administrator who will work with the Office of the Dean on the necessary approval, before you accept a paid teaching opportunity.

Please understand that these policies are not to limit our support of your professional development but to protect you from being in violation of possible visa and/or funding restrictions. Both the Office of International Services and your department or center Administrator will be able to review your specific case and make recommendations based on your eligibility. 

Current listing:
Open to: Homewood graduate students across the humanities and humanistic social sciences

Blast Courses in the Humanities

The Alexander Grass Humanities Institute invites grad students across the humanities and humanistic social sciences to submit their proposals for Blast Courses in the Humanities. For Summer 2022, a program of up to 12 summer classes for 5-week, fully online, and free public humanities courses on a topic of your choosing will be run. At least one course will be reserved for a Baltimore and/or local interest topic. 

All instructors will be compensated. Current grad students across Homewood are welcome to apply, as are recent graduates (who defended in AY 2021-22). Returning instructors are welcome to propose new courses. The program will run for the five weeks beginning July 11th through Aug. 8th, 2022.

Feel free to email [email protected] with any questions!

The deadline for proposals is Friday, April 1st. Approved instructors will be notified by mid-April.

Click here to review Blast Courses homepage
Open to: All JHU and University of Maryland, Baltimore Graduate Students and Post-doctoral Fellows

Collaborative Teaching Fellows Program

The Collaborative Teaching Fellows program aims to give Graduate students and postdoctoral fellows at Johns Hopkins a hands-on teaching experience with mentorship and coaching from exemplary undergraduate teaching faculty at local partner institutions such as Towson, Loyola, Goucher, Notre Dame of MD, Stevenson and Morgan State.

Open to: Krieger School of Arts and Sciences Graduate Students

Dean’s Teaching Fellowship

The Dean’s Teaching Fellowship (DTF) of the Office of the Dean of Arts and Sciences is designed to foster innovation in the undergraduate curriculum, to give advanced graduate students experience teaching their own undergraduate courses, and to provide funding for graduate research. This prestigious fellowship provides graduate students an opportunity to grow both as educators and scholars by allowing them to propose, design and offer an undergraduate seminar course.

Eligibility: Open to KSAS graduate students only. Must be in residence for the academic year during which you teach and have achieved ABD (all but dissertation) status before teaching.

Application period: Early September - Early October (exact dates vary) for courses taught in the following academic year.  
Note: Many departments have their own internal deadlines 1-2 weeks earlier (mid to late September)

We recommend you begin to work on your application in July/early August. If you would like help with your DTF course proposal, please contact Allon Brann ([email protected]) the Teaching Academy’s Teacher Support Specialist. Allon and the Center for Teaching Excellence and Innovation’ staff will also be available to help with any of your teaching needs once your course is approved.

Open to: All JHU Graduate Students and Post-doctoral Fellows (with relevant subject matter expertise)

Engineering Innovation Pre-College Programs

Engineering Innovation Pre-College Programs are courses offered to high school students either online or in-person (summer only). Students have the opportunity to earn three college credits from Johns Hopkins University for each program they complete.

  • Explore Engineering Innovation (EEI) is based on an introductory engineering course taught to undeclared freshmen engineering students at JHU. EEI covers a range of fundamental engineering topics including materials science, computer science, civil, mechanical, and chemical engineering. The course includes lectures but focuses on hands-on lab experiments and group data analysis. Graded coursework includes lab reports, homework assignments, a group presentation, and a design project. [Online or In-person]
  • Biomedical Engineering Innovation (BMEI) introduces biomedical engineering to high school students by (1) modeling biological systems and designing experiments to test those models and (2) introducing engineering principles to solve design problems that are biological, physiological, and/or medical. Students will model human efficiency and the cardiovascular system, design a biomedical sensor using Arduino, and complete an independent research project. [Only only]
  • Sustainable Energy Engineering (SEE) gives students the fundamental knowledge necessary to understand the challenges and opportunities in sustainable energy engineering. Students examine personal energy consumption, collect data from a wind turbine model, build an AC generator, compare energy use in various forms of transit, and measure energy transfer in several building materials. [In-person only]

Ultimately, the goal of each program is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. We are looking for instructors who understand, appreciate, and can apply an instructional style that emphasizes the process of problem-solving rather than memorizing material. To view current teaching opportunities, visit https://ei.jhu.edu/about/employment-opportunities/.

Open to: Bloomberg School of Public Health Doctoral Students

Gordis Teaching Fellowships

Through support from the Deans of the Krieger School of Arts and Sciences and the Bloomberg School of Public Health, the Gordis Teaching Fellowship program supports up to 10 fellows per year to teach small, seminar-style courses in the Undergraduate Program in Public Health Studies. Gordis Fellows receive $8,000 for teaching a course. Fellows may not co-teach a course with another student.

Eligibility: All JHSPH doctoral students are eligible to apply. 

The application for the Gordis Teaching Fellowship typically opens in April or May of each year. Here is an example of the application form from previous years for planning purposes only.

Questions related to the Gordis Fellowship program should be directed to Natalie Boyd, [email protected]

Open to: All JHU Graduate Students and Post-doctoral Fellows (with relevant subject matter expertise)

Hopkins Engineering Applications & Research Tutorials (HEART) Program

The Hopkins Engineering Applications & Research Tutorials (HEART) program provides undergraduate students a window into cutting-edge engineering research and its applications to society. These small classes are taught in the fall by advanced graduate students and postdoctoral fellows. Students are introduced to cutting-edge engineering research and learn how that research impacts society.  

Open to: PhD students or postdoctoral fellows from the School of Engineering, BME (Medicine), and EHE (Public Health).

Hopkins Engineering Research-Opened Investigation Courses (HEROIC)

The HEROIC program provides upper-division undergraduates with a chance to learn about the frontiers of research being explored in Hopkins laboratories. These small classes are taught by advanced PhD students and postdoctoral fellows working on engineering-related projects across the institution who have distinguished themselves as exemplary instructors in the HEART program. Like HEART courses, HEROIC courses are kept small—with a limit of about 12 in each section—so students will have ample time to interact with their instructor and each other. Please see this linked flyer for details on the program and how to apply.

Open to: All JHU Graduate Students, Post-doctoral Fellows, Faculty and Staff

Johns Hopkins Center for Talented Youth

The world leader in gifted education since 1979, Johns Hopkins Center for Talented Youth (CTY) is a nonprofit dedicated to identifying and developing the talents of academically advanced pre-college students around the world. CTY serves bright learners and their families through  research, advocacy, and counseling, as well as through their signature gifted and talented summer, online, international, and family programs.

Teaching with CTY offers a substantive range of benefits for graduate students and post-doctoral fellows who are interested in teaching (at any level)—specifically, opportunities to:

  • Work directly with students who are passionate about the subject (having chosen to spend 2-3 weeks studying it for the better part of every day), are free from the pressure of grades, and who are typically much more inquisitive that first-year university students
  • Supervise a TA
  • Hone curriculum and pedagogy that can often later be modified for a university environment
  • Work and live in a rich, intensive learning environment with other committed instructors and TAs; cross-pollination of teaching ideas is a tremendous and lasting part of the CTY teaching experience
  • Log significant teaching hours in a student-centered environment
  • Diversify one’s CV: competitive colleges and universities are increasingly interested in candidates who have experience with pre-university outreach programs; should the grad student or post-doc need to expand their job searches, experience with younger students opens up possibilities in public and private secondary schools, museums, educational outreach programs, and so on

A number of CTY instructors have gone on to faculty and administrative roles and have highlighted CTY as central to both getting their jobs and to their success as faculty members.

CTY instructional and administrative positions are now available and online. Please see the links below to explore current openings. 

  • Summer Teaching Opportunities
  • Online Teaching Opportunties  Filtered for 'CTY'. Note: for online, there are summer positions as well as positions throughout the year
  • International Teaching Opportunities  All international Sites run for a single session for the dates specified below. CTY pays for room and board at international sites. CTY will assist with travel to international sites.
  • CTY is also working increasingly closely with the Baltimore City Public Schools. This takes a range of forms, from teacher training to parent workshops to direct work with the schools. Those interested in outreach activities with CTY should contact [email protected]
Open to: Johns Hopkins alumni, faculty, staff, and community partners

Odyssey Program

The Johns Hopkins University / Office of Alumni Relations is pleased to invite proposals for the Summer 2023 Odyssey Program, the region's award winning and lifelong learning partner for over 25 years. Open to anyone who wants to learn, our non-credit, personal enrichment course catalog is made possible by curious and collaborative alumni, faculty, staff and local experts delivering diverse workshops, travel experiences and lectures each year to JHU constituent communities far and wide.  

For Summer 2023 consideration, complete our online submission form no later than May 1, 2023. The Office of Alumni Relations will review proposals on a rolling basis and if approved, provide additional resources including promotion and registration support. Visit https://odyssey.jhu.edu for complete instructor information including stipend rates and policies. 

Summer 2023 courses will run June 5 - July 28th. When creating your course schedule, please select day/times within the assigned term (8 weeks maximum).

Contact Brian Davis, Associate Director, [email protected], with questions related to your course proposals. Sara Halim, Program Assistant, will continue to support students with registration questions and technology concerns through Spring 2023. Starting Summer 2023, we are excited to welcome Victoria Portia Asiedu to this role.

As always, contact [email protected] with general questions or additional information. 

Open to: All JHU Graduate Students, Post-doctoral Fellows, Faculty and Staff (with relevant subject matter expertise)

Special Opportunities for Undergraduate Learning (SOUL) Courses

Would you like to introduce your field to undergraduates? Would students benefit from small, skill-oriented half-semester courses? Would you like to introduce undergraduates to the types and standards of research in your discipline? Then consider offering a SOUL course!

These courses are small (enrollment 15 or fewer), 1-credit hour courses graded on a Satisfactory/Unsatisfactory (S/U-pass/fail) basis. Courses are to be academic in nature, but they can focus on skills that will be valuable to future study in the field. Course content should be accessible by KSAS first-years and sophomores regardless of major.

Courses run for five weeks, meeting either once or twice per week for a total of 12.5 hours of instruction time. No class sessions should be held during reading week or the final exams period. Some form of assessment is required, and student attendance is mandatory.

All SOUL courses are to be taught in person. Instructors are paid $2000 per course.

Eligibility: Graduate students, postdoctoral fellows, faculty, or staff are eligible to teach SOUL courses.


Key Dates:

Friday, June 14: Course proposal form opens

Wednesday, July 17 at 11:59 PM: Deadline for submission

On or before Friday, August 2: Applicants notified of their acceptance status

October 23rd- December 3rd: Fall Term II (5 weeks)

click here to be taken to the course proposal form.

If you would like help with your course proposal, please contact Allon Brann ([email protected]) the Teaching Academy’s Teacher Support Specialist. Allon and the Teaching Academy staff will also be available to help with any of your teaching needs once your course is approved. Also note that teaching a SOUL course fulfills Phase III of the Teaching Academy’s certificate of completion program.

SOUL Program questions may be directed to Amber Glaros ([email protected]).

Open to: Master’s degree in a related field. Ph.D. in a relevant discipline is preferred.

Summer at Hopkins!

Summer at Hopkins offers credit-bearing two-week Pre-College programs to academically advanced high school students from around the globe. Please see this linked flyer for details. Applications are due by the priority deadline of March 19, 2023.

 

 

Open to: All JHU Graduate Students, Post-doctoral Fellows, Faculty and Staff

Summer (June-August) & Intersession (January) Sessions

The Office of Summer and Intersession Programs (OSIP) serves pre-college, visiting undergraduate, and JHU undergraduate audiences.

Summer (June-August) and Intersession (January) course offerings are determined by each academic department and may be taught by faculty, staff, postdoctoral fellows, or graduate students. If you are interested in offering an existing or new Summer or Intersession course, please contact your department administrator to confirm what documents you must submit to teach or propose a course (CV, draft syllabus, etc.) and what the deadline is for doing so.


Intersession courses are exploratory in nature:

  • Courses focus on subjects that are not typically part of traditional university offerings during the academic year.
  • Courses are designed to enrich the intellectual and social life of the Homewood campus.
  • Intersession courses are graded Satisfactory/Unsatisfactory.
  • An Intersession course can be a maximum of 2 credits.
    • 1 credit = a minimum of 700 minutes of instructional time
    • 2 credits = a minimum of 1400 minutes of instructional time
  • Previous Intersession course offerings can be edited by departmental coordinators in CLSS.
  • New Intersession courses must be submitted by the departmental coordinator who manages class scheduling via  ASEN Scheduling’s SharePoint using the New Course Request Form.

Intersession Course Proposal/Approval Process

  • Each department reviews course proposals from its faculty and staff, and approves its own Intersession course offerings.
  • Approval typically involves the department chair and the director of undergraduate studies.
  • “Undergraduate Intersession Proposed Course Details” is a form that can be used to gather specific details from individuals proposing courses, but use of this form is not required.
  • The stipend for a 1-credit Intersession course is $1,500. The stipend for a 2-credit course is $2,000. Co-instructors split the stipend for a course.

The Office of Summer and Intersession Programs is not involved in approving courses for Intersession, nor in reviewing course proposals. OSIP:

  • provides data to departments regarding enrollment trends.
  • contracts instructional staff who teach Intersession courses.
  • serves as a resource, if engaged by the department, to consult on potential course ideas or 
  • proposals.

The B’More Program, which runs the final week of Intersession, has a specific application and course proposal process managed by the Center for Social Concern. For more information, please visit CSC's B'More Program webpage.

For more logistical information, you can also visit the OSIP Faculty Fundamentals webpage and here for timelines.

Open to: All JHU Graduate Students and Post-doctoral Fellows

Teaching Apprenticeships

The Teaching Academy Apprenticeship is a professional development opportunity for graduate students and post-doctoral fellows to acquire significant teaching experience under the mentorship of faculty members. The Teaching Academy participant will work closely with a faculty mentor to help plan, teach, and assess a portion of a course in which the mentee is responsible for class instruction.  Interested in finding a teaching mentor? Email [email protected]

Open to: Krieger School of Arts and Sciences Graduate Students and Post-doctoral Fellows

University Writing Program

KSAS Postdoctoral and Graduate Student Teaching

The University Writing Program invites recent Johns Hopkins PhDs and current graduate students with teaching experience to apply for one-year teaching positions. These competitive positions include participation in a fall workshop in the teaching of writing and the teaching of one or more spring sections of first-year writing (Reintroduction to Writing, AS.004.101). Read more about the opportunities and how to apply, here

Add a Teaching Opportunity

If you know of a teaching opportunity that should be added to this page, please fill out the form in the body of the mailto link below: