I lead a portfolio of initiatives that prepare early-career academics to become reflective, inclusive, and effective teachers. These projects highlight my role in founding, directing, and innovating programs that extend beyond individual classrooms to shape institutional culture, connect local practice with international standards, and build communities of practice across disciplines and institutions.
I founded and direct Duke’s Certificate in College Teaching (CCT), the university’s flagship graduate teaching program. Open to PhD students across disciplines, it combines pedagogy coursework, the Teaching Triangles peer-observation model, and a reflective teaching portfolio. More than 600 students have completed the certificate, with hundreds active each year, making it Duke’s largest graduate certificate. Alumni consistently report the CCT as pivotal in shaping their teaching and strengthening their academic job applications.
I direct Duke’s Preparing Future Faculty (PFF) program, a year-long mentoring initiative that connects advanced PhD students and postdocs with faculty mentors at liberal arts colleges, community colleges, and historically Black universities. Fellows gain experience through mentoring, site visits, and panels, guided by an external advisory board. Each year 25–30 fellows join, with over 250 alumni placed since I took leadership. Participants consistently credit PFF with broadening their career horizons and preparing them to navigate diverse academic environments
I introduced and lead Teaching Triangles at Duke, a peer-observation model that fosters non-evaluative, collegial dialogue about teaching. Embedded in the Certificate in College Teaching, the program has also been adopted independently by faculty groups. Participants observe one another’s classes, exchange feedback, and reflect together, building confidence and pedagogical insight. Hundreds of doctoral students and postdocs have completed Teaching Triangles, and many faculty have adapted the model for their departments. A co-authored publication documents its impact and refinements.
I launched Duke’s first Advance HE Fellowship Mentoring program, supporting applicants for HEA Fellowships. Through structured writing groups, I mentor colleagues in aligning their practice with the UK Professional Standards Framework (UKPSF) and preparing reflective narratives. I also integrated UKPSF into the CCT curriculum, ensuring participants can connect their U.S.-based teaching development to internationally recognized benchmarks. Colleagues have successfully gained Fellowship, raising Duke’s visibility in global networks of academic practice.
I direct Responsible Conduct of Research (RCR) training for all Duke graduate students, reaching over 4,000 completions annually. I reframed RCR from a compliance exercise into a program where equity and mentorship stand alongside academic integrity as core ethical commitments. I expanded delivery options to include online modules and flexible scheduling, improving access for students with fieldwork, caregiving, or time-zone constraints. This redesign has been recognized for embedding inclusion and reflective ethics into graduate training.
I developed and now oversee Duke’s graduate courses on Digital Pedagogy (GS762) and Generative AI in College Teaching (GS764). These modules prepare early-career academics to engage critically with digital tools, ethics, and inclusivity. Participants explore how technology and AI shape teaching, assessment, and integrity, positioning them to lead in rapidly changing classrooms. I co-developed GS764 in collaboration with Duke Learning Innovation and continue to refine both courses in response to emerging sector needs.