Provost Internships Awarded to Ph.D. Students for Wide Range of Summer Research Experiences

Photos of 19 Ph.D. student grantees.
Top row: Mohammed Ali, Blake Beaver, James Chu, Rebecca Cook, Devin Cornell, Nova Déjardin; middle row: Natasza Gawlick, Nikolai Hay, Chloe Kaczmarek, Sinja Kuppers, Catherine Ji Won Lee, Botian Liu, Michael McGurk; bottom row: Joseph Ren, Elizabeth Schrader, Lorenza Starace, Nathan Tilley, Christopher Webb, Luoshu Zhang

Nineteen Duke University Ph.D. students have received Provost Internships for Summer 2022. These students will partner with Duke units and external organizations on research projects connected to their intellectual trajectories.

The recipients will be provided with a stipend as well as coverage of summer tuition and the summer health fee. They will also take part in an experiential learning workshop taught by Maria Wisdom or Rachel Coleman, or a relevant Duke Graduate Academy course.

Summer 2022 Provost Internships


Mohammed Ali, Ph.D. in History

Research and Publications, American Historical Association

Blake Beaver, Ph.D. in Literature

Preparation of Scholarly Work for Digital Projects, National Humanities Center

James Chu, Ph.D. in Music

Curriculum Development, Duke Curriculum Development Committee

Rebecca Cook, Ph.D. in Evolutionary Anthropology

Evolutionary Medicine Summer Programs Coordination, Triangle Center for Evolutionary Medicine

Devin Cornell, Ph.D. in Sociology

Data Analysis of Transfer Students, Creative and Liberal Arts, Durham Technical Community College

Nova Déjardin, Ph.D. in History

Humanities and Climate Communications, John Hope Franklin Humanities Institute at Duke University

Natasza Gawlick, Ph.D. in German Studies

Preparation of Scholarly Work for Digital Projects, National Humanities Center

Nikolai Hay, Ph.D. in Biology

Governance and Land Use, Duke Forest

Chloe Kaczmarek, Ph.D. in Romance Studies

Oral History, Historical Division, Duke Divinity School

Sinja Kuppers, Ph.D. in Classical Studies

Curriculum Development, Duke Curriculum Development Committee

Catherine Ji Won Lee, Ph.D. in English

Pedagogical Best Practices for College-Level Synchronous Online Instruction, Creative and Liberal Arts, Durham Technical Community College

Botian Liu, Ph.D. in Philosophy

Research and Grant Writing, The Purpose Project, Kenan Institute for Ethics at Duke University

Michael McGurk, Ph.D. in English

Preparation of Books for Publishing, Duke University Press

Joseph Ren, Ph.D. in Literature

Preparation of Books for Publishing, Duke University Press, and Qualitative Diversity and Inclusion Research, Duke Public Affairs & Government Relations

Elizabeth Schrader, Ph.D. in Religion

Curriculum Development, Duke Curriculum Development Committee

Lorenza Starace, Ph.D. in Romance Studies

Language Pedagogy for Undergraduate Education, Duke Department of Romance Studies

Nathan Tilley, Ph.D. in Religion

Oral History, Historical Division, Duke Divinity School

Christopher Webb, Ph.D. in Cultural Anthropology

Evaluation of COVID-19 Relief Solutions, Duke Social Science Research Institute

Luoshu Zhang, Ph.D. in English

American Literature Research for Curriculum Diversification, Creative and Liberal Arts, Durham Technical Community College


More Ph.D. Resources

Register Now for Ph.D. Coaching and Mentoring Groups This Fall

Portraits of 15 people on background of Duke campus.
Three coaches and 12 peer mentoring fellows are available to lead small groups of doctoral students in the fall.

This fall, the Office for Interdisciplinary Studies is offering two sets of opportunities for Ph.D. students in all disciplines. Registration is now open, and students can register for fall groups by July 1.

Rising Second Year and Above Ph.D. Students

The Ph.D. Transitions Group Coaching Program helps students navigate the many changes and learning curves embedded in a five-to-seven-year doctoral program. Facilitated by a professional coach, each group provides a confidential space for Ph.D. students within the company of a small group of supportive peers. Coaching can accommodate a wide variety of topics. Popular ones from past participants include:

  • Developing more productive working relationships
  • Expanding networks of mentors and collaborators
  • Adjusting to a new stage or set of expectations in one’s program
  • Developing work (or life) strategy for a summer or semester
  • Productivity and time management
  • Cultivating work/life balance

Learn about the program, meet the coaches and register by Friday, July 1.

Incoming First-Year Ph.D. Students

The Ph.D. Peer Mentoring Program is designed to help new doctoral students flourish during their first semester on campus. Facilitated by trained peer mentoring fellows, these groups provide a nonjudgmental and confidential space for participants to discuss issues related to their Ph.D. training. No two groups will be alike. The topics, discussions and activities will be shaped by the interests and skills of the peer mentoring fellow and the participants. However, every group will provide:

  • Multiple, fresh perspectives on issues and questions that participants bring to the groups
  • Support and strategies for enhancing participants’ resilience and well-being in graduate school
  • Opportunities for participants to realize that they are not alone in the challenges they face as Ph.D. students
  • Ways for participants to widen their academic, professional and social networks across Duke and to mentor other Ph.D. students

Learn more and view peer mentors’ profiles and register by Friday, July 1.

Questions

Please email Dr. Maria Wisdom, director of interdisciplinary mentoring and coaching programs, at maria.wisdom@duke.edu.

Symposium Explores How People and Nature are Inextricably Entwined

The massive Keeler Oak, a white oak (Quercus alba) in New Jersey.

An April symposium at Grainger Hall, People and Nature, brought a diverse set of speakers, both from Duke and other U.S. institutions, to examine the relationship between human culture and land and to discuss pressing issues such as environmental justice. The session was organized by PhD students from the Nicholas School of the Environment and the biology department.

Paul Manos of Duke Biology

Professor Paul Manos of Duke Biology told us how oaks, ubiquitous tree species in temperate regions, can make people think about nature. A walk in the woods looking at the different oaks can result in a fascinating journey of natural history. For those who are curious enough, an inquiry into the lives of oaks will take them deep into topics such as evolutionary history, leaky species boundaries, plant-animal interactions, among others, Manos said. Keeping true to the theme of the symposium, Manos explored some hypotheses about the first time that humans had contact with oaks, and how this relationship unfolded ever since.

Orue Gaoue of Tennessee-Knoxville

Associate Professor Orou G. Gaoue of the University of Tennessee, Knoxville, took us through a detailed case study of human and plant interactions with long-term data from the country of Benin, in Africa. He showed how the harvest of the African mahogany (Khaya senegalensis) affects human demography and even the marriage dynamics of the Fulani people, with many other insights into the intertwined relationship of the locals and their harvest.

Andrew Curley of Arizona

Central to the morning sessions were the rights of nature and the granting of personhood to non-humans, which is common in the cosmology of many indigenous cultures. For instance, Andrew Curley, assistant professor at the University of Arizona, mentioned in his talk that the O’odham people in the Sonoran Desert confer the Saguaro cactus personhood status. His talk exposed how colonial dynamics have created climate catastrophes and drought around the Colorado River, how indigenous peoples have to navigate these foreign systems, and how they understand their relationship with the land and water.

Michelle Carter, a first-year Masters of Environmental Management (MEM) student at Duke, examined the feasibility of the rights of nature in the US legal system. These rights allow certain natural features (e.g. rivers) to stand as a sole party in litigation and recover damages on their behalf. However, effective application and the enforcement of policy have been lacking.

Why is it important to jointly consider people and nature in your work?
What insights do you gain in your work by taking this approach?

The second part of the symposium focused on environmental justice. Duke Ph.D. student Maggie Swift presented a land acknowledgement which was divided into three parts: recognition of the violent history of the past; an understanding of the present with a celebration of the lives and achievements of current indigenous peoples; and a call to action so that participants were encouraged to financially support native-led organizations. Links for donations and more information can be found on the symposium website. The land acknowledgement was followed by a brief presentation on the project Unearthing Duke Forest that explores the human history surrounding Duke Forest.

Christine Folch of Duke Cultural Anthropology

Assistant professor Christine Folch, from Duke’s Department of Cultural Anthropology provided an analysis of the discourse around climate change. At the center was the question “do you believe in climate change?” which has ingrained the element of doubt and the ability of the speaker to say “no, I don’t.”

Associate professor Louie Rivers III, from NC State University, gave a talk on perceived environmental risks and their influence on social justice. He pointed out that these questions could be dismissed by certain groups such as black farmers, who are concerned and disproportionally affected by environmental issues but might not relate to how the question is addressed.

Sherri White-Williamson, Environmental Justice Policy director at NC Conservation Network, explained the concept of environmental justice and provided concrete examples of how certain policies (e.g. federal housing/lending policies or interstate highway systems) can create inequalities that leave communities of color to bear the exposure of environmental degradation. She also made us aware that this year is the 40th anniversary of the birth of the US environmental justice movement that started when an African-American community in Warren County, North Carolina organized to fight a hazardous waste landfill.

No exploration of people and nature would be complete without including the seas. A team of three students at the Duke University Marine Lab, undergrad Maddie Paris, second-year MEM Claire Huang, and Ph.D. student Rebecca Horan, presented two case studies of social and ecological outcomes linked to education and outreach interventions conducted in tropical marine environments.

Their first case study was on turtle education in Grenada, West Indies. Here a 10-week summer program for local children ages 9-12 created an improved understanding of marine turtle biology and its connection to the health of the ocean and their communities. The second case study was a 4-week training course for fisher people and fisheries officers in Mtwara, Tanzania. These participants increased their skills in monitoring the local reefs and were better equipped to educate their communities on marine environmental issues.

The symposium ended with two open questions for the audience, which should be considerations for anyone doing environmental research:

  1. Why is it important to jointly consider people and nature in your work?
  2. What insights do you gain in your work by taking this approach?

Originally posted on the Duke Research Blog as a guest post by Rubén Darío Palacio, Ph.D. 2022 in Conservation Biology from the Nicholas School of the Environment, and science director of conservation non-profit Fundacion Ecotonos in Colombia. Palacio’s role as symposium rapporteur was supported by the Office of Interdisciplinary Studies.

Ph.D. Students, Apply for Fall 2022 Teaching on Purpose Fellowships

Applications are now open for Teaching on Purpose.

Deadline: June 17, 2022

Duke University doctoral students do you get excited about teaching undergraduates? Do you want them to lead lives of meaning and purpose in addition to gaining valuable knowledge and thinking skills? Do you wonder about how to connect your subject matter to the “big questions” that undergraduates are grappling with?

You can apply to be a Teaching on Purpose Fellow to develop greater clarity and confidence in your purpose as a teacher and to join a community of like-minded graduate students and faculty at Duke.

Faculty are also invited to nominate graduate students from their departments whom they believe are excellent candidates for this fellowship. To do so, please email Jesse Summers at jesse.summers@duke.edu.

Applications are now open for the Fall of 2022! The deadline is Friday, June 17, by 11:59 p.m. Please review eligibility requirements and commitment before applying.

Eligibility

  • Discipline: Ph.D. student in any discipline taught at the undergraduate level (at Duke or other institutions)
  • Status: Must be ABD
  • No conflicts with other funding: Participation in this program must not conflict with policies of departmental or external funding sources.
  • Approval of DGS: Applicants must confirm at the time of application that their DGSs are aware that they are applying. The Purpose Project team will reach out to the DGSs of selected applicants to confirm approval of participation.

Commitment

  • Weekly 2.5-hour sessions (Tuesdays, 12-2:30 p.m., lunch provided), September 6-November 29 (no session October 11)
  • Must be able to attend most sessions, with no more than 2 absences due to prior engagements (prior notification required).
  • Modest preparation outside of sessions, such as short readings and written reflections (~2 hours/week)

Award

  • $3,000 stipend

Application Requirements

Short essays:

  • What do you find most rewarding about teaching undergraduates? If you have not had the opportunity to teach undergraduates yet, what would you most look forward to? (200 words max)
  • Why are you interested in the Teaching on Purpose Fellowship program? (200 words max)
  • If you could develop your own course on any topic, what would you love to teach? Write a brief course description. (150 words max)

You can also read an article about the program here.

Questions

Contact Katherine Jo (katherine.jo@duke.edu) or Jesse Summers (jesse.summers@duke.edu).

Ten Ph.D. Students Find Novel Ways to Enhance Their Education This Summer

Portraits of students with text, Graduate Student Training Enhancement Grants, Summer 2022.
Top row: Melissa Baroff, Jason Goldfarb, Dana Grieco, Jacob Harrison, Rachael Lau; bottom row: Xinyan Lin, Maria Nagawa, Ryan O’Connell, Jessica Orzulak, John Winn

Ten Duke University Ph.D. students have received Graduate Student Training Enhancement Grants (GSTEG) for Summer 2022 from the Office of the Provost.

Ph.D. students were invited to propose off-campus internships that would amplify their intellectual agendas beyond the offerings within their programs or elsewhere at Duke.

The recipients will be provided with a stipend as well as coverage of fringe and the summer health fee. They will also take part in an experiential learning workshop taught by Maria Wisdom or Rachel Coleman. Together the students will reflect on their time with their hosts and discuss implications for their intellectual trajectory and career aspirations.

Summer 2022 GSTEG Recipients


Melissa Baroff, Ph.D. in Classical Studies

Summer Intern, Women’s Classical Caucus

Jason Goldfarb, Ph.D. in Literature

Research Assistant in Economic Underdevelopment Lab, University of Massachusetts–Amherst

Dana Grieco, Ph.D. in Marine Science & Conservation

The Evidence Synthesis in Marine Conservation Internship, American Museum of Natural History

Jacob Harrison, Ph.D. in Biology

Science Communication and Outreach Through Visually-Guided Narratives, North Carolina Museum of Natural Sciences

Rachael Lau, Ph.D. in Civil & Environmental Engineering

Landslide Monitoring and Mitigation Using Synthetic Aperture Radar, Jet Propulsion Laboratory

Xinyan Lin, Ph.D. in Marine Science & Conservation

Philanthropy in Global Governance of Marine Biodiversity Conservation, Oceans Five

Maria Nagawa, Ph.D. in Public Policy

Burkina Faso Rural Land Governance Project, The Cloudburst Group

Ryan O’Connell, Ph.D. in Ecology

Evaluating the Impact of Multiple Management Strategies on Mountain Heartleaf (Hexastylis contracta), a Species of Conservation Concern, United States Forest Service

Jessica Orzulak, Ph.D. in Art, Art History & Visual Studies

Curatorial Intern, North Carolina Museum of Art

John Winn, Ph.D. in Literature

Curatorial Intern, Cosmic Rays Film Festival


Learn More

Spots for Duke Ph.D. Students in Yale Summer Dissertation Writing Groups

Deadline: May 6, 2022

Duke’s Office of Interdisciplinary Studies invites advanced Duke Ph.D. students in the Humanities or the Social Sciences to apply to participate in a collaboration with Yale University – Yale’s Humanities and Social Sciences Summer Dissertation Working Groups. Originally funded solely by the Mellon Foundation as part of a three-year grant, the Yale program continues this year with further support from the Yale Graduate School, the Yale Faculty of Arts and Sciences Dean’s Office and the Yale Graduate Writing Lab.

There will be two separate writing groups, one in the humanities and one in the social sciences. Ph.D. students in each group will gather virtually every day for six weeks of intensive writing experience, led by a faculty mentor. Yale has reserved a few slots in each group for Duke Ph.D. students who are in the intensive writing phase of their thesis work. This excellent opportunity is described below in more detail.

The Yale Summer Humanities and Social Sciences Dissertation Writing Working Groups

The Yale Graduate School will host one small group of students from across the humanities disciplines, and another from across the social sciences, to participate in writing groups. The idea is simple. Each writing group seeks to develop students’ skills as writers and as managers of long-term academic projects, while, at the same time, counteracting the isolating work practices typical of the dissertation writing phase of the Ph.D. program. Together with intensive faculty mentorship and professional development activities, the combined elements of the dissertation writing group program will help students build sustainable writing habits and enhance their ability to contribute to a cross-disciplinary intellectual community. Duke students selected to participate will receive a $500 professional development grant from the Provost’s Office to support research and conference travel in the following year.

The faculty mentors for the two writing groups are Yale English Professor Naomi Levine (for the Humanities group) and Yale Political Science Professor Alexander Coppock (for the Social Science group).  Levine and Coppock will convene their respective writing groups, which will meet for a six-week period during the summer, from June 20th through July 29th, remotely. Students are expected to participate daily, Monday through Friday, during regular working hours (9am-5pm) for the duration of the six-week period, except for cases of illness or brief travel to scheduled family or professional events. Students unable to participate in a sustained way, with no more than 2 days’ absence in total, should not apply. Yale’s Poorvu Center for Teaching and Learning will provide consultation and support to the workshop leaders on effective presentation, as necessary.

Application

Ph.D. students who have begun the intensive writing phase of their thesis work, and who have full summer funding to support their research efforts (typically in years 5+), are eligible. Please send, by May 6, 2022, the following to Amy Feistel (amy.feistel@duke.edu), as a single PDF:

  • Cover letter of no more than one page, specifying the group for which you wish to apply, and detailing where you are in the writing of your dissertation and the reasons you wish to participate in this group
  • Brief CV (maximum 2 pages)

In addition, please arrange for your dissertation advisor to send, by that same deadline of May 6, 2022, also to Amy Feistel (amy.feistel@duke.edu), a very brief letter indicating your readiness to participate in the program.

The selection process will be overseen by the Vice Provost for Interdisciplinary Studies and will include other senior leaders at Duke.

FAQ

What kind of activities and conversation topics will be included in the meetings during the six-week program?

These are determined at the discretion of the advising faculty, however, topics for past groups have included workshops with writing coaches, preparing for the job market, dissertation to book workshops with publishers, non-academic career discussions, and more.

Will the meetings take up the full 9 a.m.-5 p.m. span, or is this the frame within which a certain number of hours would be scheduled?

Students are expected to use the full 9 a.m.-5 p.m. time frame to participate in the program. There will be breaks, but one goal of the program is to establish a writing practice that has a set schedule and allows for work-life balance.

Chris Beyrer Named Director of the Duke Global Health Institute

Chris Beyrer.
Beyrer is a leading expert on infectious disease, public health and human rights.

Christopher C. Beyrer, MD, MPH, an internationally recognized epidemiologist who has worked on the front lines of HIV/AIDS and COVID-19 treatment and research, will be the next director of the Duke Global Health Institute (DGHI), university officials announced Friday.

Beyrer will join Duke on August 30 from the Johns Hopkins Bloomberg School of Public Health, where he is the inaugural Desmond M. Tutu Professor of Public Health and Human Rights as well as a professor of epidemiology, nursing and medicine.

He succeeds Dennis Clements, MD, professor emeritus of pediatrics and research professor of global health, who has served as interim director since 2020.

“Chris Beyrer will be an outstanding and passionate leader of the Duke Global Health Institute,” said Provost Sally Kornbluth. “He is a researcher, a scholar, a teacher and an advocate whose work has made a difference around the world. There has never been a more important time for global health, and under Chris’s direction DGHI and Duke will continue to be a leader in research, education and service to society.”

Beyrer has extensive experience leading international collaborative research and training programs related to infectious disease epidemiology and disease prevention. At Johns Hopkins, he directs the Training Program in HIV Epidemiology and Prevention Science, serves as associate director of the Center for AIDS Research and the Center for Global Health, and is the founding director of the Center for Public Health and Human Rights.

“During this time of profound change, the Duke Global Health Institute has continued to shine a light on health and social inequities here and around the world,” said A. Eugene Washington, MD, chancellor for health affairs at Duke University and president and CEO of the Duke University Health System. “In Chris, we have an exceptional leader, outstanding administrator and a remarkable scholar of human rights and inequities across various social gradients. His background, experiences and unmitigated passion for global health make him an ideal leader to help grow and magnify the excellence and impact of the DGHI,” he added.

“The COVID-19 pandemic has taught us all how truly interconnected we are as a global human family and how essential advances in biomedical research have been,” Beyrer said, “but also how challenged we’ve been to address fundamental questions of equity, access to health care and compassion for the underserved. It is an honor and a privilege to join the extraordinary team at the Duke Global Health Institute, which will continue to be part of the solution to these inequities. I’m confident that we can make real change happen where it matters most — in the lives of those we seek to serve.”

Exterior sign.
DGHI uses faculty from across the university to lead collaborative research and education on the most important global health issues of our time.

Beyrer, who has worked on COVID-19 vaccine trials since 2020, currently serves as senior scientific liaison to the COVID-19 Vaccine Prevention Network.  He is past president of the International AIDS Society, the world’s largest body of HIV professionals and has served as advisor to the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR), the HIV Vaccine Trials Network, the National Institutes of Health’s Office of AIDS Research, the U.S. Military HIV Research Program, the World Bank, the World Health Organization, and the Open Society Foundations, among numerous other organizations.

“Our mission in the School of Medicine is to advance patient care, research and education locally and globally,” said Mary E. Klotman, MD, Dean, Duke University School of Medicine. “As an internationally recognized scientist and leader in human rights and public health, Dr. Beyrer will be a visionary leader for our Global Health Institute, expanding on the work already underway and opening the door to new opportunities.”

Born in Switzerland to American parents, Beyrer grew up in New York and has pursued research, studies and interests in more than 30 countries.  The author of “War in the Blood: Sex, Politics and AIDS in Southeast Asia,” he has conducted collaborative research in Thailand for 30 years.

He attended Hobart and William Smith Colleges, where he majored in history and was elected Phi Beta Kappa. He received his medical degree from SUNY Downstate Health Sciences University and holds a Master of Public Health from Johns Hopkins Bloomberg School of Public Health. Beyrer was elected to the National Academy of Medicine in 2014.

Beyrer’s appointment follows a global search led by Gillian Sanders Schmidler, professor of population health sciences and medicine and deputy director of the Duke Margolis Center for Health Policy, and a committee of Duke faculty and global health experts.

“I am very grateful to Dennis Clements for steering DGHI through the most significant public health crisis of the past century, and to the search committee for its persistence and dedication,” said Provost Kornbluth.

Beyrer is a widower. His late husband, Michael Smit, was a nurse practitioner in his native Baltimore.

Founded in 2006, the Duke Global Health Institute draws faculty from medicine and nursing, anthropology, psychology, public policy, engineering, environmental sciences and other fields to lead collaborative, interdisciplinary research and education on the most important global health issues of our time. DGHI hosts education programs for undergraduate, master’s degree, medical and doctoral students from a broad range of disciplines. In the most recent academic year, DGHI researchers led 270 research projects that received funding totaling over $75 million.

Originally posted on Duke Today

Duke TeachHouse Recognized as Successful Model Supporting North Carolina Public Education

Woman displays children's drawings and cards on the wall of her classroom.
TeachHouse alumna Brianna Tuscani (2018–2020) currently teaches English at Jordan High School, Durham Public Schools, where she was named the school’s 2021 Beginning Teacher of the Year. (Photo: Courtesy of Duke TeachHouse)

The North Carolina Department of Public Instruction has selected Duke TeachHouse for inclusion in its Promising Practices Clearinghouse, a resource for the state’s teachers, administrators, district personnel and other education advocates.

Front page of TeachHouse brief.Launched in 2015 and part of the Program in Education within the Trinity College of Arts & Sciences, Duke TeachHouse is a first-of-its-kind peer living and learning community for early career teachers, all graduates of Duke’s teacher preparation programs. TeachHouse cultivates and supports teacher peer networks; leadership skills; equity-based, culturally affirming, high impact practices; school innovation; and teacher health and well-being.

In 2021, TeachHouse expanded to two houses on 9th Street located across the street from a Durham Public Schools elementary school. At the same time, TeachHouse expanded its virtual professional learning community through the annual TeachHouse UnConference, a new virtual model that amplifies teachers’ power, autonomy and voice by allowing teachers to determine discussion topics, facilitate conversations and document actions to solve problems.

Jan Riggsbee, professor of the practice in education, is the cofounder and director of TeachHouse. “Universities have a responsibility not only to graduate highly qualified teachers,” she said, “but to then also continue to support them in their early career years, and as importantly, support the communities they serve. TeachHouse is an innovative model that is positioned to take a lead in efforts to transform the landscape and practices to recruit, cultivate and retain early career teacher-leaders in NC and beyond.”

“As a first-year teacher, you can kind of feel like you’re on your own a little bit. There are not many places where teachers can go and be themselves and have a place of growth … It’s been a great experience.” –Michele Saunders

“We’ve had the community dinners where we’re interacting with different leaders [and] we got to interact with all levels of the school system. It was truly incredible.” –Brianna Tuscani

“TeachHouse has done an incredible job of providing resources in different ways so that I can grow and use them in whatever ways I deem fit for my classroom.” –Savannah Windham

“I’ve grown in my own self advocacy, I’ve grown in my own self awareness as a professional, I’ve grown in ways of being intentional about my work. It has helped me to learn to relax and have fun in teaching.” –Corey Bray

Brianna Rochelle and Alejandra Gomez.

This school year, two first-year teachers and first-year TeachHouse fellows were named 2022 Beginning Teacher of the Year for their home schools: Alejandra Gomez at Brogden Middle School, and Brianna Rochelle at Club Boulevard Humanities Magnet Elementary School, both in the Durham Public Schools system.

The TeachHouse model is rooted in purpose and place. New teachers live, learn and engage in the communities they serve, and in so doing, become grounded in the history, stories, assets and culture that shape the lives of their students. Read the Promising Practices Clearinghouse brief and visit the the Duke TeachHouse website.