The Johns Hopkins Teaching Institute is a multi-day online teaching institute designed to help doctoral students and post-docs become 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. By the end of the institute, participants will be able to:

This institute meets online daily from Monday, June 10 through Friday, June 14 at 10am-1:30pm Atlantic / 9am-12:30pm Eastern / 8-11:30am Central / 7-10:30am Mountain / 6-9:30am Pacific. Participants can see a detailed schedule upon registration.

Workload

Participants are expected to continue working on their lesson plan and micro-teaching activity outside of daily sessions.

Registration & Enrollment

**This institute is at capacity as of Friday, May 3**

This institute has a cap of 25 CIRTL participants. Registration opens on Monday, April 22 and will be processed on a first-come, first-served basis. Registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority.

Once registration closes, all registrants will be notified of their enrollment status.

Accessibility

If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), CIRTL’s cross-Network programming coordinator, to let us know how we can help you have a successful experience.

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Evidence-Based Teaching

• Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
• Describe several assessment techniques and recognize their alignment with particular types of learning goals.
• Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning-through-Diversity

• Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
• Describe how an instructor’s beliefs and biases can influence student learning.
• Describe several learning-through-diversity (LtD) techniques and strategies.
• Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
• Describe the scope of diversity in learning environments, of both students and instructor.

Associate: Teaching as Research-TAR

• Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
• Describe a “full-inquiry” cycle
• Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners
• Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.