Preparing Future Faculty Certificate Program
- To provide Johns Hopkins University doctoral students and postdoctoral fellows interested in faculty careers with an introduction to pedagogy and effective teaching practices.
- To enhance their competitive advantage in seeking their first faculty appointments.
Three core concepts align the program with the mission and goals of the Center for Integration of Research, Teaching, and Learning (CIRTL):
Promotes evidence-based learning practices and provides opportunities for participants to gain an understanding of and experience with the teaching-as-research process.
Learning in communities
Fosters interdisciplinary collaboration and networking among its members and promotes learning activities that expose participants to the skills and strategies needed for teaching at the university level.
Promotes educational experiences that help participants understand how diverse backgrounds and learning styles positively impact learning and how to implement curricular, teaching, and assessment practices that promote learning for all.
Complete one activity that provides 6-10 hours of introductory teaching material. Activities provide an introduction to:
- research-informed teaching
- backward design
- developing a lecture
- leading discussion
- leading labs
- engaging students
- active learning
Complete one activity that provides a minimum of 12 hours or 1-credit of instructional material development. Activities provide opportunities to:
- search discipline-specific literature
- develop instructional goals
- build a syllabus
- develop active learning exercises
- design a grading rubric
- participate in micro-teaching
- use instructional technology
Teach a full course; apprentice with a faculty and teach a minimum of 6 hours as instructor of record in faculty course; teach summer or intercession course. All options must include observation and feedback from a teaching mentor. Activities during the teaching experience may involve:
- composing course and/or unit learning objectives
- developing and implementing formative assessment plans
- developing and implementing summative assessment plans
- conducting a Teaching-as-Research (TAR) Project presenting results and findings at a final recognition event or professional meeting