The Re-Imagining Medicine Fellowship (ReMed), sponsored by the Trent Center for Bioethics, Humanities & History of Medicine, Trinity College, and the Kenan Institute for Ethics, will offer 15 pre-health Duke students a virtual, interactive summer program exploring the intersection of medicine, virtue and moral purpose.
ReMed seeks to foster the character, imagination and practices needed to work effectively in contexts of human suffering and healing. Leaders across disciplines — history, ethics, spirituality and expressive writing, as well as doctors and other healthcare professionals help students explore themes often absent in traditional medical education.
Fellows will meet weekly on Thursday evenings in June and July. Each Fellow will be paired with a medical mentor for additional engagement throughout the summer.
Fellows will receive a stipend of $1000.
Virtually all graduates of US medical schools take some form of the Hippocratic Oath, one of the oldest covenants in history and an expression of ideal conduct for the physician. The ancients could not have imagined the complex moral landscape of medical practice today, from protecting patient privacy to responding to a global pandemic to addressing inequities based on race, class, and location.
In this Fellowship program, you are invited to imagine the ways that doctors and other healthcare professionals can use their specialized knowledge and skills with humility to care for individuals, cure and prevent disease and suffering, flourish in their chosen profession, and work toward the greater good.
This Fellowship is a program of The Purpose Project at Duke. The Purpose Project, sponsored by The Duke Endowment, makes matters of character, questions of purpose, and explorations of one’s life’s work signature features of the Duke experience.
ReMed will begin in mid-May with a virtual welcome event for introductions and orientation. In June-July, we will meet in the evening once a week for discussions and problem-solving activities focused on questions such as:
How do we move from what we can do to what we should do?
What does it mean in practice to “do no harm”? And how do we affirmatively “do good”?
What historical and sociological understandings must inform our work to ensure that healthcare is just, fair humane and equitable?
How can we prepare to practice medicine with character, to develop a sense of meaning and purpose, and to contribute to society?
What skills are needed to be a “good” doctor, and where can we learn, develop and see them in practice?
As we consider these questions in the context of professional life and current events, we will focus on the broader implications of the work of healthcare professionals for society as a whole and how they contribute to a just and equitable society and human flourishing more generally. We will work to cultivate student creativity, compassion and humility. We will practice ethical reasoning in context. We will also explore civic virtues—justice, inclusion and service—and the moral and intellectual virtues that promote contributions to the public good: autonomy, judgment, honesty and empathy.
The Fellowship will also connect students with mentors in the health professions. When we return to campus in the fall, ReMed will conclude with a Summer in Review conversation and a final (hopefully in-person) event to celebrate completion of the program. Enthusiastic participation in all aspects of the program, May-October, is required.
To apply, please complete and submit the application, including your résumé and contact information for a faculty member who will serve as a reference, by April 9, 2021. Fellows will be selected and all applicants notified no later than April 21. The program will begin in mid-May with Orientation and end in October with a closing event. Participants do not need to reside in Durham during the summer.
Together Duke is pleased to announce a new session of the Duke Graduate Academy, which offers online short courses that introduce Duke graduate and professional students and postdoctoral fellows to skills, tools and knowledge that augment their regular coursework and research. These short courses help emerging scholars prepare for high-level research, innovative teaching, leadership and/or public engagement.
Courses in the Duke Graduate Academy cover topics not typically included in a graduate curriculum, or provide an intensive introduction for graduate students and postdocs who might not have the time or inclination to pursue a full course in a subject. Instructors are Duke faculty as well as highly trained Duke staff and Ph.D. students.
The Graduate Academy welcomes all doctoral, master’s and professional students at any stage of their studies and all postdoctoral fellows. There are no prerequisites for any of the courses.
The Duke Graduate Academy Summer Session courses will be offered May 17 – 28 and June 7 – 18, 2021. Each course meets regularly for 1 – 2 weeks.
Courses are not for credit, but will appear on Duke graduate student transcripts. All courses are graded pass/fail. None of the offerings require prerequisites or assume areas of knowledge. Classes are offered online with synchronous and asynchronous elements. Instructors will emphasize interactive discussion and group activities/projects to maintain a high level of student engagement.
There is no cost for Duke participants.
All Graduate Academy classes meet online/virtually. Individual class schedules are noted in the course descriptions and in DukeHub. Meeting details will be confirmed by instructor email or through course Sakai sites.
Participation in the Duke Graduate Academy is open to Duke graduate students, including Duke law and medical students, master’s and professional students. The Graduate Academy is also open to all Duke postdocs. Space is filled on a first-come, first-served basis during registration.
Most courses will enroll 30 students, although some courses may be smaller or larger. Courses with fewer than 8 enrolled students may be canceled. Course participation will appear on Duke graduate students’ transcripts.
Contact and Additional Information
For questions regarding the Duke Graduate Academy please contact Amy Feistel at firstname.lastname@example.org.
Keep in mind that enrolled Ph.D. students can also propose a summer internship that they arrange themselves through the Graduate Student Training Enhancement Grants (GSTEG) program. (Update: The GSTEG deadline was March 22.)
Provost Experiential Fellowships
A limited number of experiential fellowships with external organizations are available by application. The partner organizations will offer three-month summer internship experiences for Ph.D. students. Interested students should search the opportunities to match both skills/background and research interests.
Host organizations will consider applications on a rolling basis through April 21. Ph.D. students may apply to only two (2) positions (this could be two experiential fellowships, or one fellowship and one of the Duke internships in the section below); please apply separately for each.
Questions for all external experiential fellowships should be directed to Maria Wisdom, Director of Graduate Student Advising and Engagement.
Work on projects such as collecting data on history PhDs and making teaching resources available for instructors. Update Where Historians Work website, assist in cleaning and creating data web-scraping sources, analyze survey results, vet and update Remote Teaching Resources
Diversify curriculum for important gen ed courses (British Lit) to be inclusive of groups that are left out of the Western canon. Will connect with faculty and resources involved in similar projects, research work from underrepresented communities in British Lit, create course content to be accessed by future instructors.
Support selection and adaptation of an intervention to address equity gaps in student success rates. Will review the literature to find promising interventions, work with community college instructors to adapt the intervention so it can be piloted in a first-year composition class.
Help organize, market and run a two-week professional development seminar, Why Humanities Now; help design, develop and market a toolkit of resources; help organize materials for Summer Teaching Institutes
Lead outreach efforts to minority-serving and access-oriented institutions for Humanities for All and Study the Humanities initiatives; conduct research and outreach concerning humanities recruitment efforts and publicly engaged teaching and scholarship at minority-serving and access-oriented institutions
Assist with development of curricular materials, student mentoring, metadata management, interview transcription, research into funding opportunities, creation of promotional and publicity materials, administrative outreach
3 possible projects: Explore ways to improve disclosures consumers receive from companies and make consumer choices more informed; explore ways to use technological tools to obtain information that would help identify matters where consumers are being harmed and may need protection; determine optimal options for allocating money obtained in a multistate settlement
Quantify economic impact of climate change; estimate increased incidence of inland flooding and its economic impact on infrastructure; develop data and modeling resources that can provide improved estimates of increased environmental damage to infrastructure in the US with climate change; develop spatially explicit economic characterizations of buildings and infrastructure
Examine role of natural climate solutions in 2020 and 2021 NDC submissions; identify magnitude of anticipated emission reductions from these activities; review and synthesize LULUCF components of country's NDC submissions, generate estimates of magnitude of emissions reductions from mitigation actions, collaborate with a project team to conduct economic analyses of mitigation commitments, assist with report writing and manuscript development
Develop framework to estimate the economic impacts, at a sectoral level, from interventions in the on- and off-grid sectors; assist in development of a survey instrument, data curation and compilation, drafting literature review, visualization and summarization of modeling outputs, inputs to a draft manuscript
Characterize fossil fuel and electricity use in residential and commercial buildings and/or industrial processes; identify electrification technology options; develop data and modeling resources to characterize temporal and spatial distribution of economy-wide costs, environmental benefits and electricity system investments required to support large-scale electrification
Assist across national and international projects in South Africa that seek to reduce substance use, HIV, risk behaviors, gender violence and stigma; promote treatment effectiveness and compliance; and enhance family and community support in addressing substance use and related gender issues in underserved populations in community-based settings
Provost Internships at Duke
This is a list of Duke internship and research assistant opportunities offered by units across campus. Ph.D. students should search for opportunities that match both their skills/background and research interests. You may apply to only two (2) positions (this could be two internships, or one internship and one of the experiential fellowships in the section above); please apply separately for each. Applications will be considered on a rolling basis through April 21.
Participate in pilot program focused on supporting career development of grad students in neuroscience and improving the broader culture of science. Will submit poster/recorded talk at the end of the summer based on the methods training engaged in over the summer, produce commentary on and recommendations for the the initiative.
Contribute to 2 projects focusing on democratizing health and social/environmental data: assist with phenotyping health conditions and curating social and environmental health data; explore health literacy and information accessibility; learn about social and environmental influences on health
Develop rapid assessment protocol for wildlife passage in consultation with local experts and with consideration of existing protocols; implement rapid assessment protocol at priority locations; evaluate viability of passage within the network and recommendations for improving passage at each location
Conduct spatial and quantitative analysis of socioeconomic data as it relates to Eno-New Hope landscape; conduct spatial and qualitative analysis of most pressing local-government political drivers across region; investigate where landscape habitat connectivity may have related benefits for ecosystem services, public health, and climate resilience
Synthesize research conducted by students in Spring 2021 Latinx Social Movements course; conduct original archival research to supplement exhibition; work on exhibition services (copyright and bibliographic research, editing exhibit copy, assisting with graphic and exhibit design, utilizing digital humanities tools to expand online presence)
Create branded, easy-to-engage template for clients; collect existing security documentation and information from internal and external sources; synthesize data security documentation to be provided to prospective organizations as part of their services contracting process
Create scholarly journal content sites, including site review and QA, and digital content loading (XML) to the sites. Will learn business data flows and tools involved in creating full journal content sites
Build health humanities content and pedagogical "best practices" seminars. Lead and execute all aspects of research and course development; create six modules on a different aspect of health humanities
Assist in completing a benchmarking research project to facilitate transformative educational experiences in graduate-level liberal arts study. Main duties include data cleaning, follow-up, contextual research, analysis
Enhance and develop resources to help grad students understand programmatic requirements and procedures, and discover opportunities for research and professional development; update Student Handbook, Sakai website with guides; develop guide to research
Work with C-CoAST network on engagement activities designed to integrate researcher, practitioner and stakeholder expertise across the spectrum of coastal interests, culminating in coproduction of a research agenda that supports coastal communities
Support CSI’s civic engagement work and engage with the local coastal communities of NC; projects include STEM Pathways; Training for Resiliency and Race-Equity; K-12 curriculum program evaluation, modification and teacher support; citizen science data collection and analyses
Help create Fisheries Consortium of Eastern NC to facilitate intersciplinary collaboration; produce consortium website; form interest/focus groups, host meetings and surveys; develop framework for consortium meetings
Review and synthesize academic literature related to underlying theories that ground NCLF program; develop scoping paper that discusses potential lines of research for future projects; participate in planning and execution of ongoing NCLF programs; possibly assist with next steps for NCLF core program
Work on development of active learning sessions and assignments for Duke undergrad courses with group of fellows. Will hold office hours to support development of each project, serve as a peer mentor for fellows, organize trial teaching for fellows to test their modules, coordinate project development workshops for fellows, review and provide regular feedback to fellows on work
Provide critical engagement in SSRI's university- and community-partnered efforts; contribute to a community-engaged evaluation research study in partnership with a social-change youth orchestral program that works with Triangle-area Title 1 schools, interview-based data collection and analysis; develop evaluation design for emerging Duke anti-racism initiatives
Facilitate design, development, piloting and refinement of intervention/program activities and materials; identify optimal delivery modes for highest impact, from perspective of historical and scientific accuracy as well as effectiveness of delivery
Develop evolution-based K-12 lesson plans for Darwin Day Roadshow. Responsibilities include conceptualizing lessons, aligning lesson plans with NC Standards, developing comprehensive teacher resources for lesson plans (presentations, worksheets, suggestions for further student exploration). Will develop at least one lesson plan and modify/update existing lesson plans
The Bass Connections program offers Collaborative Project Expeditions, which provides support for doctoral students to work with a faculty sponsor to create or redesign an undergraduate course at Duke that integrates collaborative, project-based work as a central element of the course design. Participating students will receive a stipend of $1,500 and will be expected to spend approximately 75 hours over the course of the summer or a semester developing the collaborative project in consultation with their faculty sponsor. We expect to fund two to four doctoral students.
While we will consider applications on a rolling basis, the priority deadline for applicants proposing a Summer 2021 expedition is Friday, April 16 at 5:00 p.m.
What Are Collaborative Projects?
Collaborative projects are learning experiences that require students to work in teams on a research question using the academic knowledge and skills concurrently being developed in the course. Collaborative projects strengthen students’ ability to apply classroom learning to interdisciplinary or disciplinary challenges and work effectively on teams, and should culminate in the creation of new knowledge, tangible works and/or creative or artistic products.
Collaborative projects can take a variety of shapes and may be adjusted to fit different courses, disciplines, levels and goals. Examples of collaborative projects deployed in other courses include having teams of students:
Examine a collection of archival materials to develop an interactive library exhibit and research guides to “open” the archive to new scholarship
Develop, test and iterate an open-source application to address an identified problem
Work with nonprofit clients to design program evaluation plans that meet each client’s needs
Partner with an NGO to develop a white paper on a current or emerging policy issue
For an example of how faculty and doctoral students might leverage the Collaborative Project Expeditions program, read reflections from Professor of Sociology Jen’nan Read and Ph.D. student Colin Birkhead, who redesigned SOC 250: Immigration and Health to integrate client-based collaborative projects.
How Does the Expedition Work?
Participating doctoral students will be expected to work 75 hours over the course of the term to develop their collaborative project. Depending on the objectives of the faculty sponsor and participating student, this time may include:
Consultations between the student and faculty sponsor
Development or modification of a course syllabus and project modules
Design of course materials and resources for student teams
Development of assessment rubrics
Outreach to project partners and relationship cultivation
Specific tasks that doctoral students might think through as part of the expedition (with the caveat that no one student could do all of these tasks) would include how to:
Plan and scope collaborative projects
Structure class time
Design project plans, milestones and deliverables
Identify and cultivate relationships with internal and external project partners (if applicable)
Create and manage student teams
Manage collaborative student projects in remote learning environments
Design and/or connect students to relevant project resources
Assess student work (including teamwork)
In cases where a doctoral student is helping a faculty member redesign a course that already includes a collaborative project component, a narrower focus on a particular planning area may be more appropriate. For example, a student could focus her work on identification and outreach to external partners and relationship building, or resource creation for project scaffolding, or another element of project design entirely. Expectations for how a student spends his/her time will be dependent on what is most needed.
Students will participate in a brief virtual boot camp at the beginning of the program (depending on the number of students selected) and will have the option to “meet” as a cohort to brainstorm ideas and share experiences and lessons learned. Students will also be expected to write a short reflection on their experience for publication or for use in a professional portfolio or relevant job market materials related to pedagogy, teaching, teamwork/collaboration and/or project management.
Benefits for Doctoral Students
Through this opportunity, doctoral students will have the chance to practice course design, collaboration, project scoping and management, team building and leadership.
Ideally, this experience will enable doctoral students to:
Work collaboratively with faculty (and possibly staff and external partners) on course design, project management and team building
Think critically about course pedagogy and when to integrate collaborative projects into courses
Develop concrete learning objectives and clear course syllabi
Plan and scope applied research projects, especially with short timelines
Broaden their intellectual networks and build strategic external partnerships
Teach and mentor undergrads
Application and Selection
To apply, please email Meghan O’Neil (email@example.com) a proposal including a:
Description of the course that you will be helping to design/update, including an overarching vision for the collaborative project, how the project will be integrated into the course and how this project will enhance student learning in the course
Plan detailing when you plan to complete this program (e.g., Summer 2021, Fall 2021, Spring 2022) and the specific tasks that you will undertake to develop this idea over 75 hours
Statement of support from the faculty sponsor that includes a clear articulation of the faculty member’s commitment to the course design plan and the objectives of the proposed expedition
Brief description of your other sources of funding during the period in which you plan to complete this program. Please include opportunities that are confirmed or in process, as well as those for which you plan to apply. (Please confirm that any awarded fellowships during the same period allow supplemental work and compensation.)
Applications will be reviewed by Bass Connections. The strongest applications will be those which include: a strong commitment from the faculty sponsor, clear rationale for how a collaborative project is integral to the course’s learning objectives, well-articulated expectations for what the student will achieve in their 75 hours of work, and evidence of a strong working plan between the student and her faculty sponsor.
Eligibility and Funding Restrictions
Participating students are responsible for adhering to financial policies and restrictions (including restrictions on hours of work per week) set by grantors of any other fellowships or positions held during the funding period. Please note that some fellowships do not allow supplemental funding. Please see the Graduate School Supplementation Policy for more information. We also advise that students consult with their advisor and Director of Graduate Studies about how this opportunity would fit in their academic and funding plans for the proposed period of work.
The Nicholas School of the Environment (NSOE) and the Duke Global Health Institute (DGHI) invite pilot research proposals in the field of global environmental health. Through this RFP, NSOE and DGHI seek to provide pilot funds to stimulate interdisciplinary research in global environmental health, with the larger goal of enabling investigators to leverage preliminary findings and data to obtain larger awards of external funding.
We are especially interested in funding research around the effects of climate change on health outcomes. Collaborative and interdisciplinary proposals are required. Investigators are particularly encouraged to submit proposals that plan to leverage existing studies, population cohorts, or data sets to address an important and novel global environmental health problem. Junior faculty and newly appointed faculty are encouraged to apply and will be given special consideration.
Collaborative and interdisciplinary proposals are required. Teams including new investigators, investigators new to global environmental health, and/or investigators from low and middle-income countries, are encouraged.
NSOE and DGHI are looking for global health research ideas that will improve health equity and benefit hard-to-reach populations, low-resourced areas and partners.
Duke regular rank faculty are eligible to apply for funding. Proposals that include collaborators from other institutions are encouraged. Study teams must include NSOE and DGHI participants and have a plan for leveraging this seed funding for additional external support.
The budget may include: supplies, support for technicians, research assistants, and graduate students/postdoctoral affiliates; research-related travel; and other justifiable and allowable research expenses. Faculty salary, travel to scientific meetings, and indirect costs will not be paid by DGHI and should not be included in the budget submitted. Applicants may apply for up to $50,000 for a 12-month project. Smaller proposals for shorter periods are also encouraged. Given current spending and travel restrictions at Duke, expenses must be approved by your Department. If possible, please discuss your budget with appropriate Department personnel before submitting; we will be confirming approval before an award can be made.
Proposals must be for activities in low, lower- and upper- middle-income countries (a listing of eligible countries can be found at the World Bank website: http://data.worldbank.org/about/country-and-lending-groups) OR focused on health disparities in the American South. (If you wish to propose a global health project that does not include LMIC or American South activities, please contact Kelly Deal to discuss and receive approval.) Applicants are encouraged to identify collaborating in-country/local investigators, and should describe plans for how the results generated will be applied to future external funding, as this will be an important criterion in the review.
Cover Page. Must include the following information:
Name, title, departmental affiliation, address, email address, and telephone number of all proposed investigators
Designation of a Principal Investigator or Co-Principal Investigators
Abstract (250 words maximum)
Research Plan (3 page maximum; single-spaced, 12 point font, 1” margins) including the following sections:
Statement of research objectives
Significance of the research (including significance to NSOE/DGHI and/or Global Health and to research setting)
Proposed methods and plans for data analysis (specific details recommended)
Work already completed related to the proposed work (if relevant)
Description of the research team and research setting, including site collaboration plan
Plan for leveraging this seed funding for future external grant support
[a bibliography can be included as needed and does not count toward page limit]
Appendix Materials (1-page maximum each; single-spaced, 12 point font, 1” margins) including:
Research timeline and milestones
Letter of support from a collaborating researcher at research site
Budget and Justification (1-page maximum)
NIH Biosketch OR Curriculum Vitae
Include current grant support and limit to 5 pages for each investigator
Please combine all required elements into a single pdf document and submit via email to firstname.lastname@example.org with the subject line of “NSOE/DGHI Pilot Grant Submission.”
Application receipt date: April 15, 2021
Project start date: May 30, 2021
We welcome the opportunity to answer questions from potential applicants. Please submit inquires related to this funding announcement to: Kelly Matthews Deal, MPH Assistant Director, Research, Duke Global Health Institute: Kelly.email@example.com
The Energy Internship Program connects Duke students from all majors, backgrounds, and degree programs to summer internship opportunities across the energy sector, including at start-ups, utilities, renewable energy developers, large firms, government agencies, and non-governmental organizations.
FUND YOUR INTERNSHIP— Duke undergraduate and graduate students (excluding those who will be graduating in May 2021) may apply for supplementary funding through the Energy Internship Program once they have been offered an energy-related internship. This funding can be used to turn an unpaid internship into a paid internship or increase the stipend for a low-paying internship.
The internship does not have to be included on the Energy Initiative’s list of opportunities for you to be eligible for funding.
The amount of financial support will be negotiated with both student and employer, based on numerous factors, including the extent of compensation (if any) indicated in the internship offer letter. Funding decisions are made on a rolling basis, so apply ASAP after receiving your internship offer!
Thanks to a partnership with the Energy Access Project at Duke, some funding is reserved for internships related to energy access or energy transitions in low- and middle-income countries.
Note: Internships funded by the Energy Internship Program in summer 2021 may need to be conducted remotely if Duke University’s evolving pandemic policies require it.
ADDITIONAL RESOURCES— Explore other Duke-affiliated programs on our summer experiences page. And of course, the career center affiliated with your Duke school has information about other potential opportunities and is an excellent source of advice on interviewing and other career development skills.
QUESTIONS? Contact Stacy Peterson (Assistant Director for Student and Alumni Engagement, Duke University Energy Initiative).
The Duke I&E Summer Accelerator (virtual in 2021) provides select teams with access to additional resources in order to further their ventures. Students in the Accelerator receive mentorship, classes, community-building activities, and a $5,000 stipend. Additionally, Duke I&E staff will provide ongoing support, tailored resources, and relevant connections to Duke and external community members.
Each Accelerator cohort will include teams and solo entrepreneurs. The cohorts will be kept small, with fewer than 20 students accepted.
Each student receives a $5,000 stipend, with a maximum of two stipends per team.
The Accelerator will be virtual in Summer 2021; no coworking space will be provided to participants. Students will learn of acceptance to the program by April 1, 2021 and will be expected to sign a contract committing to the program requirements.
Timeline for Summer 2021
March 1 – Applications open
March 24 – Applications due
April 1 – Offers made
April 15 – Contracts due
June 1 – Schedule provided
June 7 – August 6 – Programming
August 5 – Pitch Day
Undergraduate, graduate, and professional students are encouraged to apply.
Students who will graduate in Spring 2021 are still eligible to apply.
While preference is given to students working in teams on their ventures, individuals are also eligible.
Participation in the Student Founder Program or any other program or course is not required to apply.
Admissions are vertical agnostic; all types of ventures are welcome. Applicants should have a prototype and should have done significant customer research.
Participation. If you are selected for the program, working on your project will be your full-time job. You’ll complete assigned readings, watch videos, give presentations to mentors, receive feedback, and participate in discussions with field experts.
Attendance. A member of each team will attend every event, with attendance recorded by I&E staff. Required programming will take place during the business day (9am-5pm ET) and will not exceed 10 hours per week, including a weekly check-in with the whole cohort.
Passion. With the ups and downs intrinsic to entrepreneurship, and with progress being unpredictable, enthusiasm for your work is one of the most important factors for your success.
Coachability. You’ll receive a lot of feedback—some of which you’ll love and some of which you won’t. We ask that you take all feedback respectfully and thoughtfully.
Transparency. We’ll expect you to share business plans, presentation pitches, financial projections, and additional information with mentors, staff, and other cohort teams.
Free short-courses help graduate students and postdocs expand their skill sets and prepare for a wide range of careers
When Elizabeth Schrader signed up for a free short-course in the summer of 2019, the doctoral candidate in religion had no idea it would have an immediate impact on her scholarship.
Two years earlier, Schrader published an article arguing that early Christian copyists may have altered the Gospel of John to minimize the role of Mary Magdalene. This was an important finding, but it wasn’t getting the attention in scholarly circles that she’d hoped for.
“Although my work had appeared in a prestigious journal (the Harvard Theological Review), the article was hidden behind a paywall,” she explained. “This meant that few people could actually read it, so it was difficult to spread the news about my work.”
“Thanks to the course, I learned about the importance of open access,” Schrader said. “With Liz and Dave’s guidance, I looked at my publisher agreement and discovered there was a legal way to make my work available to the general public. Liz then introduced me to a writer at University Communications, Eric Ferreri, who wrote about my work in Duke Today and pitched the story to national news outlets. The story was picked up by Religion News Service; that’s when my research really started to gain traction.”
Beyond the media attention and increased readership, Schrader was able to bring her work into the public conversation through discussion forums and speaking engagements. (See the open access article.) “I owe so much to Liz and Dave!” she enthused.
Created as an element of the Together Duke academic strategic plan with the goal of enhancing students’ preparation for careers in academia or outside of it, the Duke Graduate Academy launched in 2018 as a free summer program. In the summer of 2020, all eight courses (virtual due to the pandemic) were filled within minutes. Responding to the demand, the university opened up a second session of ten courses. In total, 483 graduate students and postdocs were able to enroll, with 335 remaining on waitlists.
In December and January, the academy expanded to include a winter session for the first time. Taking advantage of nine courses, 182 graduate students and postdocs enrolled.
Read selected reflections from participants and instructors:
“The week has been really amazing. I think the best resource has been getting to know Howie [Rhee, Managing Director of Student Programs, Duke Innovation & Entrepreneurship] and seeing how he thinks about problems. It’s very eye-opening to see the way that he approaches different student ideas and projects. I feel strongly that this class has really opened my mind to different career paths and actually given me more hopefulness […] about job hunting in the future. I feel like I’ve been invigorated during a challenging time.”
“This has been an incredibly profound experience, not only learning about entrepreneurship but more importantly being able to see how others think about it and how they approached the subject. It’s very easy to think about something in a bubble, but to really sell a product or an idea you need to understand how others are lensing it through their own experience.”
“This short course introduced us to ways of ‘teaching with archives’ in undergraduate courses that we may teach in the future, and specifically to some of the amazing resources right here on campus in Duke’s library and special collections.
“One of the big takeaways was that when students have an opportunity to encounter historical documents—rare manuscripts, letters that soldiers wrote home, old advertising posters and maps, anything really—history comes alive in new and exciting ways that differ from the history encountered in scholarly publications.
“In other words, there’s a world of difference between giving students a medieval manuscript to contemplate and asking them to read a scholarly book about medieval science, literature or history. Both are important, but letting students do the ‘real work’ of researching and interpreting historical documents allows them to do creative projects and ask questions that interest them.”
“The academy was an attractive option for me to build on the departmental pedagogy course required by Romance Studies, since I wanted to see how instruction was being envisioned by our colleagues in other disciplines. Teaching with Archives showed me that putting students in contact with archival materials can create conditions favorable to shared inquiry and the exploration of research methods.”
Following the academy, Mulligan received a grant from Duke Libraries in which he applied his growing knowledge. “My Archival Expeditions project was focused on a service learning program in 1930s Spain. I was able to acquire archival materials (regional transcriptions of frontier ballads) used in these “Pedagogical Missions,” which would invite students to engage those poems as aesthetic objects and at the same time to ask why such materials and not others were chosen for the education reform program.”
“I have to lead teams a fair amount now, as a senior postdoc, when supervising student projects or leading a working group in a multi-institution collaboration. It is not something I was trained for in any way, and it can be very challenging! So I thought I’d take advantage of this course, because it became clear to me that limited leadership skills can have negative effects on the team. On the flip side, the benefits of better leadership skills can be far-reaching and everybody in the team gains from it.”
“The winter break is really long, and I was thinking that this is a great opportunity to use Duke’s resources to improve myself. This will come on my transcript when I graduate, so I’ll be able to say I did a leadership course and that will help me with my future career goals.”
“I am currently working on another writing project based on my dissertation research and have developed a plan for publishing and communicating this work based on what I learned in the course. Specifically, I intend to strategically select keywords to make my work more discoverable via search engines, promote my work through virtual conference meetings and track how accessible my work is to my target audience via online analytics. These are just a few of the topics covered in the class, which I recommend to anyone who is interested in learning how to effectively and efficiently communicate their work online.”
Buz Waitzkin, Deputy Director, Duke Initiative for Science & Society; Duke Graduate Academy Course Instructor
“This year we experienced a dramatic increase in the number of Ph.D. students interested in exploring how science policy is developed and regulated. There has probably never been a time when we have watched science policy formulated on prime time television and it was clear that students want to better understand how the system does and should work.”
Front End Web Development
Sandra Bermond, Program Manager, Innovation Co-Lab; Duke Graduate Academy Course Instructor
“Several students showed me their work as we went. They created a variety of pages, from portfolios to destination keepsakes, all very different in their styling and content, but all very well thought-out and pleasing to look at. I am very confident that most of the students who attended this course will continue to create websites for themselves, their friends and potentially their schools, and continue to learn web development as they do so. It was a pleasure to teach motivated individuals who had excellent questions throughout the week, and I look forward to doing it again!”
We will announce the Duke Graduate Academy Summer Session 2021 in March. Here’s a preview of the short-courses that will be offered: