I teach regularly within Duke’s Certificate in College Teaching, working with doctoral students and postdoctoral scholars as they develop their practice as university educators. My courses address pedagogy and course design, reflective practice, peer observation, digital teaching, and the professional articulation of teaching. Across this work, participants test approaches to teaching, examine evidence from their own practice, learn with colleagues across disciplines, and develop increasingly intentional accounts of themselves as educators.
GS750: Fundamentals of College Teaching
GS750 introduces doctoral students to pedagogy, course design, and classroom practice. The course emphasizes active learning, inclusive teaching, and alignment between learning outcomes, assessment, and instructional strategy. In recent years, I collaborated on the design of an online version to expand access for students with fieldwork, caregiving responsibilities, or international time zones. Across formats, the course centers reflective practice and structured feedback as foundations of effective teaching.
GS760: The College Teaching Portfolio
In GS760, participants develop teaching statements and digital teaching portfolios that integrate evidence of preparation, practice, feedback, and reflection. The course emphasizes peer critique, communication and design principles, and reflective writing, helping participants articulate teaching as an evidence-informed area of academic practice rather than simply personal style. Recent iterations also draw on the Professional Standards Framework to introduce international approaches to reflection and professional recognition.
GS780S: Graduate Instructor of Record Seminar
I developed GS780S as an interdisciplinary learning community for doctoral students teaching their own university courses as instructors of record. Participants bring current classroom questions and challenges into structured discussion, peer consultation, observation, and reflection, using colleagues across disciplines as a continuing source of feedback while developing greater confidence and intentionality in their teaching.
GS798: College Teaching Practicum and Observation
GS798 provides a structured framework for reciprocal, non-evaluative peer observation through the Teaching Triangles model. Participants observe teaching across disciplines, discuss what they notice, and use those conversations to reflect on their own practice. The practicum positions observation as collaborative inquiry rather than evaluation and connects peer learning with continuing professional development.
GS762: Digital Pedagogy, 2014-2018
I designed and co-taught GS762 to examine the pedagogical, practical, and ethical dimensions of online and hybrid teaching. Participants worked with course design, assessment, asynchronous interaction, educational media, intellectual property, and digital learning environments, with an emphasis on choosing technology in response to learning goals rather than adopting tools for their own sake.
GS764: Generative AI and College Teaching
Co-developed curriculum examining generative AI in course design, assessment, academic integrity, disciplinary practice, and student learning.
GS767: Teaching Diverse Learners
Established learning goals, led the needs assessment that identified demand for the course, participated in instructor recruitment, and incorporated the course into the Certificate in College Teaching curriculum.