Blast Courses in the Humanities

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.

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 (allon@jhu.edu) 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.

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/.

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, nhicks5@jhu.edu. 

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.  

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.

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 ctyinfo@jhu.edu. 

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, bdavi125@jhu.edu, 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 odyssey@jhu.edu with general questions or additional information. 

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 18 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 freshmen and sophomores.

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, January 12th: Course proposal form opens
Monday, February 5th at 11:59 PM: Deadline for submission
On or before Friday, February 16th: Applicants notified of their acceptance status
March 25- April 26: Spring 2023 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 (allon@jhu.edu) 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 (aglaros1@jh.edu).

Summer at Hopkins!

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.

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 teachingacademy@jhu.edu. 

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: