Programs & Projects

I founded and direct Duke’s Certificate in College Teaching (CCT), a cross-disciplinary teaching-development program for doctoral students and postdoctoral scholars. The certificate combines pedagogy coursework, teaching experience, the Teaching Triangles peer-observation model, and a reflective teaching portfolio. Approximately 450–500 participants are active annually, and more than 600 have completed the program. CCT uses a distributed model that combines Graduate School courses with more than 30 discipline-specific pedagogy offerings across Duke. 

I direct Duke’s Preparing Future Faculty (PFF) program, a year-long mentoring and academic-career development initiative for advanced doctoral students and postdoctoral scholars. Fellows work with faculty mentors at six partner institutions, participate in campus visits and structured conversations, and examine how teaching and academic work differ across institutional contexts. More than 250 participants have completed placements or participated as fellows. I also lead the program’s senior faculty and administrator advisory board and ongoing evaluation. 

I direct the Graduate School’s Responsible Conduct of Research (RCR) education program, which serves doctoral and master’s students across disciplines. I have reframed the program from a primarily compliance-oriented model toward discussion-based learning in research ethics, mentorship, academic integrity, equity, and professional responsibility. A major curriculum redesign expanded online and flexible participation for students managing fieldwork, caregiving, scheduling, and time-zone constraints; in 2024–25 the program delivered more than 130 sessions and recorded more than 4,200 completions. 

I designed and lead Teaching Triangles, an interdisciplinary, non-evaluative peer-observation model centered on collegial dialogue and reflective practice. Participants observe one another’s teaching, discuss what they notice, and use those conversations to examine their own practice rather than evaluate their peers. More than 1,000 participants have taken part over 15+ years, and the model has been adapted beyond CCT, including within Duke’s School of Medicine. The program has also generated peer-reviewed scholarship on teaching development. 

I lead Duke’s Advance HE Fellowship Preparation initiative, a cohort-based writing and peer-review program supporting academic staff, doctoral students, and postdoctoral scholars pursuing Advance HE Fellowship recognition. Through facilitated writing groups, peer feedback, and individual consultation, participants develop reflective, evidence-based accounts of practice aligned with the Professional Standards Framework. I also incorporate PSF-informed reflection into CCT portfolio work, connecting U.S.-based teaching development with an internationally recognized framework for academic practice.