My academic development practice is grounded in sustained scholarly inquiry into teaching, professional formation, and institutional design in higher education. My research examines peer observation and teaching cultures, early-career academic formation, and the ways institutional structures—such as teaching certificates and peer-learning models—shape how teaching is understood and recognized. I contribute to both the scholarship of teaching and learning (SoTL) and the broader field of academic development, connecting institutional innovation with national and international conversations.
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., & Goldwasser, M. (in press). Collaboration and community-building in graduate teaching certificates: Insights from Duke University’s CCT Program. In M. Hatcher et al. (Eds.), Building Up Credit: Behind the Scenes of Graduate Teaching Certificate Programs in Higher Ed.
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., Cook, M., Seeley, J., & Korsnack, K. (2024). Career Moves: Preparing Yourself for Work That Matters. POD Network Conference, Chicago, IL.
Crumley, H. (2010). Instructional technology in international teaching assistant (ITA) programs. CALICO Journal, 27(2), 409–431. https://doi.org/10.11139/cj.27.2.409-431
Full list of publications, conference presentations and other scholarly outputs available.