The Johns Hopkins Teaching Academy offers a multi-day teaching institute to doctoral students and post-docs to advance the development of university-level educators by enhancing classroom teaching skills. The institute 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 fostering inclusive classrooms.  Participants will examine a variety of teaching practices and principles and will also participate in peer-evaluated micro-teaching exercises or choose to present a lesson plan that they develop as part of the Teaching Institute.


Teaching Institute participants will:

  • Explore and test multiple teaching methods that engage and assess diverse students;
  • Develop skills and strategies to continue growing as reflective instructors who employ evidence-informed teaching methods;
  • Identify strategies that improve student learning outcomes for all students;
  • Work in small groups to share ideas, build new skills, and cultivate partnerships in teaching and learning;
  • Create a peer-reviewed lesson plan;
  • Present their lesson plan or facilitate a micro-teaching exercise to their peer group.

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 an important processes of the Teaching Institute. The group process encourages the cross-fertilization of ideas among participants and across the many disciplines represented. Participants should feel free to ask questions or share comments about the group process.

Individual Presentations and Peer Review

Most of the morning on the last day is devoted to presentations. Each person will have up to 15 minutes to present either an overview of their lesson or use the time to practice a micro-teaching activity. Each presentation is followed by a 5-minute question-and-answer period. 

Topics Covered Include
  • Backward Design
  • Assessment
  • Active Learning
  • Universal Design for Learning
  • Inclusive Classrooms
  • Evaluation
  • Course Planning
  • Preparing for the 1st Day
  • Teaching-as-Scholarship


  • Anushka Aqil, Lecturer, Summer and Intersession Programs, School of Arts & Sciences
  • Anne-Elizabeth Brodsky, Senior Lecturer, Expository Writing Program, School of Arts & Sciences
  • Richard Brown, Associate Teaching Professor, Director of Undergraduate Studies, Mathematics, School of Arts & Sciences
  • Belinda Chen, Instructor, General Internal Medicine, School of Medicine
  • Emily Fisher, Senior Lecturer and Director of Undergraduate Studies, Biology, School of Arts & Sciences
  • Valerie Hartman, Sr. Instructional Designer, Learning Innovation, Peabody Institute Conservatory
  • Keilah Jacques, Instructor, School of Nursing
  • Krystal Lee, Research Associate, Health, Behaviour and Society, School of Public Health
  • Graham Mooney, Associate Professor, History of Medicine, School of Medicine
  • Alison Papadakis,Teaching Professor; Director of Clinical Psychological Studies, Psychological & Brain Sciences, School of Arts & Sciences
  • Rebecca Pearlman, Senior Lecturer, Biology, School of Arts & Sciences
  • Christov Roberson, Lecturer, Biology, School of Arts & Sciences
  • Michael Reese, Senior Lecturer, Sociology, School of Arts & Sciences and Associate Dean & Director, Center for Teaching Excellence and Innovation
  • Richard Shingles, Lecturer, Biology, School of Arts & Sciences
  • Sunita Thyagarajan, Senior Lecturer, Chemisty, School of Arts & Sciences
  • Kathryn Tifft Oshinnaiye, Senior Lecturer, Biology, School of Arts & Sciences
  • Rebecca WilbanksLecturer, University Writing Program, School of Arts & Sciences
  • Rebecca Wright, Assistant Professor, Nursing Faculty, School of Nursing