Programs & Projects

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 frequently cite 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 engage in mentoring, site visits, and structured dialogue guided by an external advisory board. Each year, 25–30 fellows participate, with more than 250 alumni completing the program since I assumed leadership—many of whom now hold faculty roles across institutional types. Fellows describe PFF as transformative in broadening their career horizons and preparing them to navigate diverse academic environments. 

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 embeds inclusion and reflective ethics directly into required graduate training. 

I lead the development of a structured partnership between Duke and Durham Technical Community College that enables Duke PhD students and postdocs to serve as instructors of record in community-college classrooms as part of the Certificate in College Teaching. This collaboration reflects a shared commitment to inclusive, practical teaching experience in diverse educational settings and integrates these placements with the Teaching Triangles peer-observation practicum.  Participants gain full responsibility for course design and delivery, strengthen their pedagogical practice, and prepare for teaching-focused academic roles. 

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 analyzes its impact and ongoing refinement. 

I established Duke’s first Advance HE Fellowship mentoring initiative, creating a structured writing and peer-review process for colleagues seeking HEA recognition. Through facilitated writing groups and individual consultation, I support applicants in articulating evidence-informed teaching practice aligned with the UK Professional Standards Framework (UKPSF). I also integrate UKPSF-informed reflection into the Certificate in College Teaching, enabling participants to situate their U.S.-based development within internationally recognized standards. Colleagues have successfully achieved Fellowship, strengthening Duke’s engagement with global academic practice.