My academic development practice is grounded in sustained inquiry into teaching, early-career academic formation, and the institutional structures that support and recognize teaching in higher education. My scholarship examines peer observation and peer learning, graduate teaching development, professional formation, and the ways programs such as teaching certificates and mentoring initiatives shape academic practice. I combine scholarly inquiry with program evaluation, using evidence from practice to inform both institutional development and wider conversations in academic development and the scholarship of teaching and learning.
Much of my scholarship develops from programs I lead. Current and recent work includes longitudinal evaluation of the Certificate in College Teaching and Preparing Future Faculty; research on interdisciplinary peer observation through Teaching Triangles; needs assessment and evaluation of teaching-assistant development; and institutional assessment of graduate student learning. My work draws on surveys, qualitative reflection, portfolio evidence, participant and mentor feedback, enrollment data, and mixed-method program evaluation.
Crumley, H., & Goldwasser, M. (in press). “Discovering impact through collaboration: Duke’s Certificate in College Teaching.” In M. Hatcher, K. Kearns, M. Philipson, & L. von Hoene (Eds.), Graduate Teaching Certificates in Practice: Conditions, Realizations, and Growth. Routledge.
Greene, A. C., Goldwasser, M., & Crumley, H. (2025). “Interdisciplinarity and peer evaluation as tools for enhancing graduate student teaching training.” To Improve the Academy: A Journal of Educational Development, 44(2).
https://doi.org/10.3998/tia.6437
Rudd, M., Nagler, A., & Crumley, H. (2014). “Teaching Triangles.” MedEdPORTAL.
https://doi.org/10.15766/mep_2374-8265.9966
Crumley, H. (2010). “Instructional technology in international teaching assistant programs.” CALICO Journal, 27(2), 409–431.
https://doi.org/10.11139/cj.27.2.409-431
Crumley, H., & James, D. (2009). “Lessons from graduate student instructors on the peer review of teaching.” Journal of Faculty Development, 23(2), 25–29.
Crumley, H., & Goldwasser, M. (2026). Beyond incremental change: Building inclusive peer-learning communities for early-career educators. Advance HE Teaching & Learning Conference, Sheffield, UK.
Crumley, H., Tietjen, P., Doriott-Anderson, V., Mittal, M., Rybarczyk, B., & Wells, A. (2026). Graduate Teaching Assistant Preparation and Support Strategies: Best Practices from Three Campuses. North Carolina Council of Graduate Schools Conference.
Greene, A. C., Goldwasser, M., & Crumley, H. (2024). Interdisciplinarity and Peer Evaluation to Enhance Graduate Student Teaching Training. Lilly Conference on Evidence-Based Teaching & Learning, San Diego, CA.
Crumley, H., & Stone, S. (2022). Graduate Student Development Showcase: Re:Connecting Pedagogy and Professional Development. POD Network Conference, Seattle, WA.
Crumley, H. (2026). “Senior Fellowship as Structured Reflection.” Advance HE.
https://advance-he.ac.uk/news-and-views/senior-fellowship-structured-reflection/