Category: Teaching Tips

Jul 11 2014

Blended and Flipped: Exploring New Models for Effective Teaching & Learning

Blended and Flipped: Exploring New Models for Effective Teaching & Learning (PDF) is a new resource just added to the Flipped Classrooms page in the CTL Teaching Toolkit. It is a detailed special report from Faculty Focus, which is comprised of many individual articles on integrating online and face-to-face activities, course design, reflection, flippable moments, and more! 


0 comments - Posted by Clark Shah-Nelson at 3:30 PM - Categories: Distance Learning | Innovation & Inspiration | Online Courses | Teaching Tips

Apr 17 2014

The Flipped Classroom

You may have heard of flipping the classroom as a model for active learning that works well in graduate level courses. It is not new, and some instructors are already practicing it here at JHSPH, but I often get questions about how to more effectively add these techniques into a course. Instructors want to know how much time it takes and if it is worth the effort. 

The flipped classroom is really just a way of making the most of face-to-face class time. Particularly with an eight week term, efficacy in short amounts of time is really important. When students leave your classroom, what is it that you want them to be able to do? Recite a few key points that they picked up from the readings and lectures? Or do you want them to have a deeper level of understanding and the confidence that comes from having applied their learning and worked through complicated problems? Flipping the classroom can help achieve this second outcome. Usually it works like this: there is some homework assigned, maybe even before the first day of class. It can be reading, watching a lecture, or listening to a podcast, something passive where students are getting the background information they need to be able to be an active participant in class. This prepares students to engage in class, and also gives them some confidence that they have some basis for participating when the time comes. Once in class, there are various activities that range from discussion, to group work, to case studies and problem solving, or even letting students teach a section, all of these help students to get a more memorable experience out of the course.

A key to success in the flipped classroom is setting student expectations up front. Letting students know what is expected of them and why you are doing what you are doing. This allows students to take a more active role in their education, and ultimately, get more out of the course. 

My colleagues and I are happy to talk in more detail about your specific courses and questions about implementing a similar model in your classroom. Drop by E5620, Wednesdays from 10-12 or Thursdays from 1:30-3:30, or come by any time and pick up a handout from our office door. 

We look forward to seeing you soon!


Findlay-Thompson, S., & Mombourquette, P. (2013). EVALUATION OF A FLIPPED CLASSROOM IN AN UNDERGRADUATE BUSINESS COURSE. Global Conference On Business & Finance Proceedings8(2), 138-145.

Bergmann, J., Overmyer, J., Wilie, B. (Aprils, 2012). The flipped class: What it is and what it is not. Retrieved from


For even more information on the topic:

Additional Flipped Classroom Resources Including an Infographic

May 8th Inside Higher Ed The Flipped Classroom Webinar

0 comments - Posted by Amy Kitchens at 3:12 PM - Categories: Teaching Tips

Apr 10 2014

The Innovative Instructor: Peer Learning, Formative Assessment and Poster Projects

For those who haven't yet subscribed to The Innovative Instructor, a blog by our colleagues in the Johns Hopkins Center for Educational Resources, you should! Aside from the very recent posts on our SPH symposium on Peer Learning and Assessment, and ideas on the social media keynote by Howard Rheingold, here are a a couple other recent posts you should definitely check out:

The Characteristics of High Quality Formative Assessments
Formative assessment still tends to lag behind summative assessment in terms of adoption in the classroom. This post provides background, research, loads of references, and will help get things started for incoroporating more. Not sure about the differences between formative and summative assessment? Here's a refresher from Carnegie Mellon.

Creative Student Assignments:  Poster Projects
"For STEM career-path students, poster sessions are certain to be a part of their futures. Increasingly, those in Humanities and Social Sciences are finding that poster sessions are being seen in their professional/academic conferences. Posters and similar presentation approaches are becoming part of business (including non-profit) practice as well."

On some floors of the School of Public Health you can see poster presentations on the walls. Were these created by faculty or by students? Whoever does the work, does the learning.

0 comments - Posted by Clark Shah-Nelson at 8:47 AM - Categories: General | Innovation & Inspiration | Teaching Tips

Mar 13 2014

March Workshops: 3/19 Peer Learning, 3/26 Plagiarism Prevention

You are invited:

The 2014 JHSPH Faculty Symposium: Peer to Peer: Engaging Students in Learning and Assessment
Wednesday, 3/19/14 12-4:30 in Feinstone Hall and online via Adobe Connect

The Office of Academic Affairs and Center for Teaching and Learning invite you to the 2014 JHSPH Faculty Symposium. The symposium will feature:

  • Lunch
  • An introduction to peer learning
  • a virtual presentation and Q&A with Howard Rheingold, Stanford lecturer, author of Net Smart: How to Thrive Online and editor of The Peeragogy Handbook (,
  • hands-on peer learning in science activity with Laura Foster, Assistant Director of Academic Support at JHU Krieger,
  • a panel of JHSPH professors on their successes and challenges with peer learning and assessment in the classroom and online
  • data from thousands of student participants in JHSPH Coursera course peer assessment assignments
  • an introduction to the new CTL peer assessment tool that will be available in CoursePlus for Summer 2014

Register for this event


Turnitin and Plagiarism Prevention
Wednesday, 3/26/14 12-1 pm in W4013 and streaming online via Adobe Connect

Plagiarism is a problem that has affected all of us at some point. The School is pleased to announce the general availability of Turnitin -- a website with tools that can help you detect plagiarism in your courses and which and helps students improve on their source referencing and source paraphrasing. CTL and the Office of Academic Integrity are partnering on this workshop to introduce you to Turnitin and how to most effectively use the tool. We strongly encourage you to attend to get a solid understanding of what Turnitin does and does not do, and to get a better understanding of the School's policy on Turnitin usage. The CTL team will also discuss how to help prevent plagiarism in assignments by creating assignments which make it fundamentally difficult for students to plagiarize.

Register for this event


Center for Teaching and Learning (CTL)

Posted by Clark Shah-Nelson at 8:51 AM - Categories: Distance Learning | General | Online Courses | Teaching Tips | Tech Tools

Feb 12 2014

Teaching During Inclement Weather

The polar vortex has been taking a toll on our time and class schedules! With eight week terms, losing one or two class sessions can make a big dent in our time with students. So the CTL has put together a page with some information on ways to keep the continuity of instruction in spite of the snow and ice...

Teaching During Inclement Weather - this page outlines several options for using previously recorded class sessions, recording new lecture materials using Voicethread, Audacity or Adobe Connect, as well as some information on how you can hold live virtual class (from your home or office) using Adobe Connect.

Stay warm, well, and connected :)


0 comments - Posted by Clark Shah-Nelson at 2:13 PM - Categories: General | Teaching Tips | Tech Tools

Nov 1 2013

November 13 & 22 Workshops: Service Learning

Utilizing Service-Learning Pedagogy to Integrate Public Health Practice into the Classroom
Wednesday, 11/13/13 12:15-1:15 p.m. OR Friday, 11/22/13 12:15-1:15 p.m.

We invite you to our November workshops:

Are you interested in giving your students practical, real-world experience through your course while providing them the opportunity to connect their career goals and their roles as citizens? This workshop will introduce how to do this through service-learning pedagogy. Community-Campus Partnerships for Health (CCPH) defines service-learning as “a structured learning experience that combines community service with preparation and reflection. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens” (Seifer, 1998). Service-Learning courses are an excellent means for students to fulfill their practicum requirement while engaging in meaningful service in Baltimore City.

This workshop is designed to provide background information on elements of service-learning including reflection and curriculum development by providing examples of Hopkins service-learning courses, discuss what is involved in integrating service-learning into a new or already existing course, and assist participants to identify whether their course is appropriate for service-learning. Finally, the workshop will discuss next steps for participants interested in service-learning. This introductory workshop will be led by SOURCE (Student Outreach Resource Center) staff. As the community service and service-learning center for the JHU Health Professional Schools, SOURCE partners with over 100 different community-based organizations (CBOs) in Baltimore City and matches courses with community-identified projects for the benefit of both student learning and health outcomes in Baltimore City.

=>Register for this event (11/13/13 12:15-1:15 p.m. @ Wolfe Street +Online)

=>Register for this event (11/22/13 12:15-1:15 p.m. @ Hampton House +Online)

Posted by Clark Shah-Nelson at 8:14 AM - Categories: Teaching Tips | General

Sep 10 2013

9/11 & 9/20 CTL Workshop: Accessibility

Did you know?

  • JHSPH currently has more students registered with the disability support office than any other graduate school at JHU?
  • During 2012-13 there were 39 students registered with a disability.  Some of the accommodations provided included:
    • 25 students received extended time on exams,
    • 8 required flexible/extended deadlines;
    • 5 required note takers/scribes in the classroom;
    • 3 required a reader to record scientific articles and book chapters (needed for dissertation work) in audio format; and
    • 4 required enlarged print (minimum 14 pt font) for all course materials. 
    • Some students received multiple accommodations. 

Please join CTL for our first workshop of the new academic year, and please feel free to forward and invite your TA's:

This workshop will feature special guests, Abigail Hurson, JHU Disability Services Officer and Betty H Addison, JHSPH Senior Director of Student Life Services. The session will summarize current legal obligations and strategies surrounding classroom and online accessibility, and will provide specific steps faculty can take to ensure student access to course materials. Designing course strategies and materials from the start with accessibility in mind will enhance the learning experience of all students, including students with disabilities. This workshop will provide resources to help faculty develop and update class materials (Microsoft Word, PowerPoint, PDF) to create an accessible and inclusive learning environment while ensuring JHU’s compliance with the Americans with Disabilities Act.

As always, you can register to participate either in person or remotely via Adobe Connect:

Wednesday, September 11, 12:15-1:15 Wolfe Street

Friday, September 20, 12:15-1:15 – Hampton House


Posted by Clark Shah-Nelson at 8:16 AM - Categories: Distance Learning | General | Online Courses | Teaching Tips

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