Training

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 teachingacademy@jhu.edu.

Current listing:

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 until we return in-person!
Registration: Open to grad students and post-docs. Please register separately at link below. Attendance at all workshops in a series is encouraged, but not required.

REGISTER

Workshop Schedule

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

    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

    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.
     

  • Course Design....Backwards! (Tuesday, May 3rd from 1:00 - 2:00 PM ET)

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

    Have you ever wondered how new courses are designed? Typically, faculty start the course design process by identifying the content that they want their students to absorb, but there is a more effective, goal-oriented method called Backward Design. In this workshop, we will explore aspects of Backward Course Design, which focuses on the end goals, or learning objectives, of the course. We will discuss the importance of starting with learning objectives, what it means for a learning objective to be SMART, and how to design assessments that align with those objectives. The use of examples, hands-on activities, and time for Q&A will help to ensure this is a participatory workshop.
     

  • Accessible Teaching: Some Places to Start (Friday, May 6th from Noon-1:00 PM ET)

    Presented by Dr. Royce Best, Post-doctoral Fellow, Expository Writing Programs (KSAS) at Johns Hopkins University

    This lecture and workshop will introduce teachers to some core and guiding principles of accessible pedagogy. Drawing from the field of disability studies, we will consider the extent to which our attitudes, policies, and practices are rooted in ableism. We will consider and interrogate our classrooms, content delivery, and assessment practices in an attempt to assemble tools for a more accessible future at Hopkins.
     

  • Life After Grad School: Pursuing a Career in Academia (Tuesday, June 14th from 1:00-2:00 PM ET)

    The panelists:

    Ashley E. Cureton, PhD, MSW, School of Social Work, School of Education, University of Michigan, Ann Arbor
    Janani Sampath, PhD, Chemical Engineering, University of Florida
    Aparna Shah, PhD, School of Neuroscience, Virginia Tech
    Tom Wilk, PhD, Humanities Division, Widener University

    What does it mean to make the move from graduate student or post-doctoral fellow to assistant professor?

    Join us for a panel discussion that will cover the transition from graduate student/post-doctoral fellow to a career in academia. No single summary can provide an adequate description of the variance to be found among different disciplines and the many different types of colleges and universities but during this panel discussion you’ll have the opportunity to hear first-hand from both early-career and experienced faculty about this important and challenging transition time. The panelists, three of which are JHU alumni, will walk through their own journeys and impart their advice so you can do it too! The session will begin with a few facilitated questions and then able time will be provided for you to ask questions.
     

  • Strengths Workshop (Tuesday, June 21st from 10:00AM-12:00PM ET)

    Please register at this link.

    Presented by Drs. Charlene Gamaldo and Rachel Salas, Johns Hopkins University, School of Medicine

Both Drs. Salas and Gamaldo are Gallup Strength Coach Certified and will be providing individualized feedback based on the results of your Strengths assessment. Due to this 'seats' are limited so please consider registering only if you can commit to the pre-work and attending from 10 AM – 12 PM.

This 2 hour program will apply strengths-based leadership development strategies for our Educators to facilitate the following:

1) introduce the strength-based paradigm strategy for educators to enhance teaching effectiveness

2) celebrate diversity of strengths amongst educators and foster a sense of community

By the end of the session, participants will be able to:

1. Name (Name It) the Talents/Strengths Revealed In Your Strengths Development Tool Survey

2. Identify (Claim it) previous examples of Teaching Success that Tapped into Your Strengths

3. Identify new strategies to cultivate and apply your strengths in your journey towards Teaching success (Aim it)

Pre-work Requirement:

Pre-work will be sent one week prior to the workshop and must be completed for access. (Estimated ~40 minutes to complete.) Because of the individualized support and feedback that will be involved in this session, if you do not complete the pre-work, you will not be able to attend the workshop. Thank you for understanding.

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 2022

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.

REGISTER

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 www.cirtl.net for more information.

Questions about CIRTL? Email Kelly Clark, kelly.clark@jhu.edu, JHU's Co-Administrative Leader.