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 early March. Here’s a preview of the short-courses that will be offered:
The Franklin Humanities Institute’s Faculty Book Manuscript Workshop Program provides support for the development and completion of scholarly monographs. It provides a structure for generating constructive, informed criticism on near-final book manuscripts, at a moment in the writing process when authors can most effectively utilize feedback. The aim of the program is to transform already excellent scholarly projects into superior published works.
The FHI introduced the Faculty Book Manuscript Workshop Program in 2008 and developed it with generous funding from the Andrew W. Mellon Foundation from 2011 to 2015. In recognition of the support that the program provides for faculty research, it is now funded by the Provost as part of the university’s academic strategic plan, Together Duke.
The Book MS Workshop award includes funding as well as logistical support. (Note that it does not include fellowship or course-release funding.)
All regular rank faculty in the humanities, arts, and interpretive social sciences, regardless of seniority, are eligible to apply, but Assistant Professors will receive priority consideration. We are also interested in translations, collaborative projects, and innovative major publications in a variety of formats and platforms.
Timing and Leave
Junior faculty are strongly advised to apply for the workshop in advance of their junior leave. While the award does not include funding for additional leave, the FHI commits to assisting workshop recipients who plan to apply for additional leave in order to support the final revisions of their manuscripts.
When applying, applicants should consider carefully their anticipated writing schedule. The FHI will work with each awardee to schedule their workshop, based on a realistic due date for a complete draft of the book manuscript, which will be sent to participants at least one month prior to the workshop date.
For digital or multi-modal projects, a workshop earlier in the research and writing process might be more useful; feel free to consult the FHI about timing at firstname.lastname@example.org.
Deadline to Apply
The deadline for proposals is Tuesday, March 23, 2021.
Each workshop convenes two senior scholars whose work is relevant to the subject of the book in question, an acquisitions editor from a major scholarly press, and a select group of local faculty from Duke and area universities.
The faculty member whose project is the focus of the workshop will select each participant. The FHI will handle all logistics related to the workshop, including sending formal invitations to workshop participants, making travel arrangements for external guests, scheduling the workshop, reserving a room, printing and distributing manuscripts to workshop participants, providing catered meals, and issuing honoraria. This allows faculty to focus on finishing their manuscripts in the months approaching the workshop.
The half-day workshop begins with presentations from the invited guests, each of whom will be asked to make a formal presentation of their thoughts on the strengths of the draft and areas for further development. The author responds, and an open discussion with the group follows, continuing over a working lunch.
Workshops are closed, and groups are limited to 15 total participants, selected by the author.
Note About COVID-19 Arrangements
Since Fall 2020, the workshops have taken place via Zoom; participants value the stimulating and substantive discussions, and authors find them rewarding. In Fall 2021, we hope to resume in-person workshops if health and safety guidelines allow; nevertheless, please note that travel may still be restricted for health or budgetary reasons, and non-local guests will probably continue to participate virtually. If you have questions about workshop arrangements during these unprecedented times, please contact Sylvia Miller at the email below.
Proposal Requirements and Selection Criteria
Proposals should focus on scholarly manuscripts being produced with the aim to secure a publishing contract. One workshop per year may be dedicated to digital or multi-modal projects.
Authors and their projects will be selected based on the potential significance of the finished work to the field in question, and the potential impact of the work on the author’s career. The applicant’s academic accomplishments will also be taken into account. Workshop proposals must include the following components:
A one-page summary of the project in development, including a schedule for completion. In this summary, applicants should also include a statement indicating whether the work is under contract with a publisher, a list of publishers who have expressed interest, or a list of publishers the applicant feels would be ideal for the project but who have not yet been approached.
A one-page narrative explaining why and how this opportunity will be important to the process of completing the work. If appropriate, applicants should include a brief statement specifying their tenure and/or promotion timelines in this narrative.
A list of prospective invitees to the workshop, to include: (1) two scholars external to Duke; (2) one acquisitions editor at a major scholarly press (not necessarily an editor who has been approached); and (3) a list of general invitees to the workshops from Duke and area universities. The list may include no more than 15 people, and should be divided into areas of relevance, with each prospective participant in each area ranked according to preference. Please note that this list is intended to give the review committee a sense of the proposed workshop and will not be considered final. Applicants should not make advance commitments to anyone on their list beyond confirming the general interest of the prospective participant, if this is deemed necessary. Applicants should be sure to include more than one scholar in each category.
A current curriculum vitae.
A firm date for completion of the book manuscript.
Proposals must be submitted by 5:00 PM on Tuesday, March 23, 2021 via email attachment (Word and PDF) to email@example.com. Please include the phrase “Book MS Workshop Proposal” in the subject line.
Applicants will be notified whether or not their applications have been successful approximately six weeks from the submission deadline.
The Duke Incubation Fund (the “Fund”) supports idea-stage projects at Duke University. The Fund makes a number of awards each year to teams and companies to support novel ideas, applied research, potential products, nascent services, and creative projects that, if successful, will lead to new opportunities in the market. To receive funding, projects must demonstrate a potential path to subsequent financial support, new company formation, licensing, partnering, or other channels to enable translation.
The Duke Innovation & Entrepreneurship Initiative, which administers the Fund, is interested in innovative projects that could lead to new products or services that will have a positive impact on society, including:
Demonstrating the feasibility of an idea or innovation for a commercial or social venture
Developing a working software or device prototype
Obtaining supporting evidence or proof-of-concept for new ideas
Developing new applications or markets for a technology under development
Creative projects that might lead to professionally produced content
Applications are welcome from all fields of inquiry. At least one member of any team must be employed at Duke in a faculty or staff capacity (including graduate students and postdoctoral researchers). Projects with a high likelihood of commercialization and/or with existing Duke intellectual property or potential to generate new Duke intellectual property are highly encouraged to apply. Proposals submitted by undergraduates as the primary applicant will not be considered.
Awards will be contingent on the innovator or company representative entering into a Simple Agreement for Future Equity (SAFE) with Duke.
II. Key Dates
Application Submission Deadline*: Friday, April 23, 2021, 5:00 p.m. EST
Final Selection and Notices of Award: mid- to late May, 2021
Funding Period: July 1, 2021 – June 30, 2022
*Award Cycles will typically occur twice per year (Fall & Spring).
Proposals may be submitted by Duke faculty (tenure and non-tenure track), graduate students, staff (including postdoctoral researchers), and medical residents and fellows with approval of the appropriate mentor or unit coordinator.
Proposals submitted by undergraduates as the primary applicant will not be considered, though undergraduates may be a part of a project team for a proposal submitted by an eligible primary applicant as outlined above.
Individuals may submit more than one proposal, but are only eligible to receive one award per cycle. Promising projects that are not selected will be encouraged to reapply.
Each award will consist of up to $40,000 (direct costs only). Preference will be given to applications with high potential for significant advancement. Funds may be spent within Duke or within a start-up company formed to commercialize the innovation. For projects without a company, one team member must establish a dedicated, project-specific cost object (WBS Fund) within their department to accept award. No funds can be distributed directly to individuals.
Funding will be in the form a Simple Agreement for Future Equity (SAFE) with Duke (see FAQ for SAFE details). Proceeds from the sales of the equity obtained through these agreements will be used to finance future awards. Note: This award is internally funded and does not need to be routed through the Duke Office of Research Administration (ORA).
VI. Application Procedure
The Duke Incubation Fund Award uses the MyResearchProposal online application software to submit applications.
To apply visit http://bit.ly/myresearchproposal, click on “Create New User” (or log in if you already have an account). Proposals must be submitted under the Principal Investigator’s name.
A step-by-step user’s guide for applying via the MyResearchProposal software is available – Please review this document.
Enter Access Code I&E then select the “Duke Incubation Fund Spring 2021” funding opportunity and follow the instructions.
For any questions concerning MyResearchProposal passwords or system issues, please contact Anita Grissom or Kara McKelvey at firstname.lastname@example.org
Applicants will enter general project information via the web-based form:
Project Title, Brief Description, and Amount Requested
General Project Information: Applicants will be asked to answer general questions regarding the project (e.g. type of business, relationship to Duke, stage of development, ongoing sources of funding).
Intellectual Property (IP) Status (Character Limit: 500; list submitted Invention Disclosure Forms (IDF), pending patent applications, issued patents, copyright, trademarks, and intent to file patent applications or maintain trade secrecy; if no anticipated IP, indicate “none”)
Compliance Plan as appropriate for adhering to IRB, IACUC, privacy, and confidentiality standards (Character Limit: 500)
Some proposal sections will be uploaded as individual PDF files. The application sections are:
Intellectual Property: Summarize intellectual property, including any know-how, invention disclosure numbers, patent filings, copyrighted material, etc.
Budget: Upload a one-year spending plan including a brief budget justification using the I&E Budget Form.
Team Experience: Include a resume or NIH Biosketches for each key member of the research team (as a single PDF). Each individual resume may not exceed 5 pages.
Project Description: The Project Description should include: Idea, Background, Justification, Problem-Being-Solved, Preliminary/Supporting Data, Methods, Quarterly Milestones to be achieved during the year, and a plan for follow-on funding (5-Page limit, including tables and figures; and shorter applications are welcome). References do not count toward the 5-page limit; single spacing, font no smaller than Arial 11 and margins greater than 0.5”. The follow-on funding plan may include plans to apply for other sources of non-dilutive funding such as federal or foundation grants, internal funding, equity raises, licensing, selling product, or strategic partnerships.
VII. Budget Guidelines
Any requested funds should directly support the progress of the Incubation Fund project.
Grant funds may be budgeted for:
Salary support for the PI or collaborators; research support personnel
Research supplies and core lab costs, and
Travel and other purposes deemed necessary for the successful execution of the proposed project
Grant funds maynot be budgeted for:
Company G&A, legal, or IP expenses
Capital equipment, overhead, or
Student tuition and fees
VIII. Terms of the Award
Approvals Required Prior to Funding Start Date: Prior to receiving funds, research involving human subjects must have appropriate approvals from the Duke IRB. If the research includes animals, the appropriate IACUC animal research forms must also be approved before the project’s start date. Failure to submit documents in the requested timeframe may result in cancellation of funding.
SAFE Agreement: Prior to receiving funds, applicants must complete a Simple Agreement for Future Equity (SAFE) with Duke.
Project Execution: Investigators agree to work in collaboration with Duke I&E and report the findings of their work at six months and twelve months. Duke I&E may terminate and reallocate residual funds for any team failing to submit required written reports in a timely manner. Proposed aims of funded projects may be changed, added or deleted during the funding period, pending Investigator and Duke I&E review and agreement. Any awardee who leaves his or her position should contact Duke I&E to discuss future plans for the project.
Post-Award Reporting. When requested, all awardees will be expected to provide updates that they achieved as a result of the award. Awardees will contact Duke I&E when an equity financing triggers conversion of the SAFE to equity.
During Summer 2021, the Provost’s Office will support professional development opportunities for current Duke PhD students who do not have summer funding. Units that would like to host such an opportunity may submit a proposal by February 19, 2021. Proposals will be accepted in Formstack (https://dukeinterdisc.formstack.com/forms/phd_internships_duke).
We are seeking PhD student internships opportunities that align with Together Duke and will provide PhD students with research experience connected to their intellectual trajectory. Examples from last year:
A Duke Forest student intern assessed emerging risks to the Forest.
Duke University Press hosted two student interns, who worked on an innovation team that explored digital strategies for authors to engage with readers during the pandemic.
The Triangle Center for Evolutionary Medicine had a student intern assist with development of curricular materials for K-12 schools (learn more and see other examples).
RFP deadline for submission
2/19/2021 at 5:00 p.m.
Anticipated unit/program notification
Anticipated application/selection period
3/4 – 4/21/2021
5/24 – 8/20/2021
Restrictions and Parameters
These opportunities will only be open to current PhD students without summer funding.
Interested students will apply for posted opportunities through a central Duke portal, though the selection process and decision will rest with internship hosts.
Internships should have an expectation of 19.9 work hours/week between May 24 – August 20, leaving time for students to engage with their own research.
The earliest date an internship may start is May 24, 2021; the latest an internship may end is August 20, 2021.
The Provost’s Office will provide the same funding as TGS Summer Research Fellowships – $6,500 plus summer health fee and fringe, paid across June – August payroll. The school of any selected student will be responsible for the provision of summer tuition scholarships.
Proposals may be submitted by the head of a unit (dean, director, chair, etc.).
Preference will be given to units that can provide a 50% cost share on the stipend and fringes.
Selection Criteria and Review Process
Host units and supervisors are asked to plan and design a program of work in advance, with clear goals and deliverables, preferably detailed in the proposed job description. We encourage host units to plan on having regular interaction with interns and to include them in team meetings. The interns may wish to participate in an experiential learning reflection course (meeting once per month) offered through Duke Summer Session Terms I and II.
Scope and Duration
The proposed internship will take place between May 24 and August 20, 2021, and interns will receive a stipend of $6,500 as well as coverage of summer tuition and the summer health fee across June – August payroll cycles.
The goal of this grant competition is to expand opportunities for PhD students to augment their core research and training by acquiring additional skills, knowledge, or experiences through an off-campus remote summer internship. We believe such experiences will lead to better preparation/training, whether for academic positions or other career trajectories.
PhD students who do not have any summer funding may submit proposals for virtual/remote internships with a community organization, government agency, NGO, or cultural institution, related to the student’s area of study. Successful applications will demonstrate how the activities associated with the proposed research experience aligns with the student’s fields of study and research interests.
The GSTEG resource page includes information and advice about how to explore research experiences eligible for GSTEG support.
Restrictions and Parameters
Grant funds may not be used for travel.
All internships must be performed virtually/remotely outside of Duke (i.e., may not involve research, training, or other engagement with a Duke unit).
Internships should involve three months of engagement (June – August).
International students who reside in North Carolina or an approved US jurisdiction detailed below and who wish to apply for a summer internship should consult as soon as possible with Duke Visa Services for assistance with filing applications for Curricular Practical Training and any other visa-related requirements.
Recipients of GSTEG funding cannot receive other Duke summer funding.
Internship hosts must either be based in North Carolina or one of the other US jurisdictions available for Duke employment: the District of Columbia, California, Florida, Georgia, Maryland, New York, South Carolina, Tennessee, Texas, and Virginia.
All recipients of GSTEG funding will be required to take the experiential workshop, GS 950, during the Duke Summer Sessions.
All current PhD students who do not have summer funding may propose internships.
PhD student applicants must be resident this summer in North Carolina, the District of Columbia, or one of nine other states available for Duke employment: California, Florida, Georgia, Maryland, New York, South Carolina, Tennessee, Texas, and Virginia.
Previous GSTEG awardees may not apply.
Selection Criteria and Review Process
Proposals should specify the type of internship being sought, describe the nature of activities, and explain how the experience will contribute to the student’s intellectual trajectory and dissertation research. Successful past applications have made a compelling case for how the proposed experience would amplify the student’s intellectual agenda beyond the standard offerings within their program and opportunities otherwise available at Duke. The review process will be overseen by the Vice Provost for Interdisciplinary Studies and the Executive Vice Provost.
Scope and Duration
The proposed internship experience will last for three months in the summer and awardees will receive a stipend of $6,500 as well as coverage of summer tuition and the summer health fee.
The Provost’s Office uses Formstack to submit applications. You will be asked to provide the following information:
An updated CV (maximum two pages);
A brief narrative (maximum three pages) that articulates the proposed activities for the internship, how the experience will contribute to amplifying research training, and how it fits with overall academic, research, and professional plans, and that also explains why the internship lends itself to a remote/virtual arrangement;
A letter from the prospective host that offers details about the anticipated project or projects, identifies the person within the organization to whom the PhD student would report, describes the nature of engagement with organizational staff members, and specifies how the organization envisages a remote/virtual work experience;
A brief plan (maximum one page) for any complementary training/research activities that a PhD student will undertake during engagement with the host (such as other specific research activities or dissertation writing);
A proposed budget (maximum one page) for up to $6500 (fringe and required summer health fee will be funded as well), and timeline for use of the funds;
A letter or e-mail of support from your primary faculty advisor, sent separately to Amy Feistel, email@example.com, indicating how the proposed activities will enhance your intellectual trajectory;
For international students applying for a summer internship, a description (maximum one page) of how the proposed activities align with visa requirements;
A listing of all already awarded summer funding, along with concurrent proposals for summer funding. If applicants receive news about other funding proposals after the submission deadline, they should provide updated information to Amy Feistel, firstname.lastname@example.org.
Advice for PhD students who wish to explore an individualized/custom summer internship;
A link to further advice from the Duke Career Center about arranging a remote internship;
Information about tax implications of internships occurring outside of North Carolina;
Information about visa implications of internships undertaken by international PhD students; and
Links to information about past GSTEG awardees.
For questions related to the online application and/or other logistical questions, please contact Amy Feistel, email@example.com.
For questions about whether to pursue a GSTEG application, or to talk through specific ideas for a proposal, such as identifying a potential summer internship host and developing a proposed plan of summer internship activities, the following individuals can provide guidance:
Melissa Bostrom, Assistant Dean, Graduate Student Professional Development, Duke Graduate School, firstname.lastname@example.org (any discipline)
Rachel Coleman, Associate Director, Duke Career Center, email@example.com (all areas of knowledge)
Maria Wisdom, Director of Graduate Student Advising and Engagement for the Humanities, firstname.lastname@example.org (humanities and interpretive social sciences)
What are the key elements of a strong GSTEG application?
The key is to articulate how the proposed experience will enhance your training in a substantial way and why the timing makes sense for where you are in your program.
Who is available to discuss whether a GSTEG proposal makes sense for me this year, given the range of options for seeking summer funding?
As with so many questions that confront graduate students, it’s a good idea to get input from multiple sources, though the mentors and sounding boards who make sense for individuals will vary. Your professors, your program’s DGS, key staff members with expertise about professional development, and peers can all be helpful; and you will need to discuss any proposal with your faculty advisor, since that individual will need to write a letter of endorsement on your behalf.
I’m a master’s student and would like to apply for a grant to fund a research internship.
We’re sorry – grants to support internships are only available for PhD students.
I’m a PhD student who is intrigued by the possibility of developing a proposal for a summer internship, but don’t have a good sense of how to get started. Who might be able to help me think about possible internships linked to my course of study and research interests, and guide me in reaching out to potential hosts and conceptualizing a proposal?
Several Duke PhD students have had internships. The GSTEG resource page includes links to reflections from these students, as well as some more general tips. In addition, there are several individuals who can help you think through this process, including:
Melissa Bostrom, Assistant Dean, Graduate Student Professional Development, Duke Graduate School, email@example.com (PhD and research master’s students in any area of knowledge)
Rachel Coleman, Associate Director, Duke Career Center, firstname.lastname@example.org (all areas of knowledge)
Maria Wisdom, Director of Graduate Student Advising and Engagement for the Humanities, email@example.com (humanities and interpretive social sciences)
I’ve heard that there are now some preconfigured internship opportunities with organizations that have previously partnered with Duke. Where can I find out about those opportunities?
We will soon be posting a set of summer experiential learning opportunities – preconfigured fellowships, RAships and internships, mostly with units around Duke, but also with some external organizations. That webpage will provide details about application processes. These opportunities do not fall under GSTEG, and will have a different application mechanism.
How long should internships be?
The appropriate amount of time for an internship can vary, depending on the nature of the research project(s) that you would be undertaking with your host organization and constraints related to your course of study and obligations within your program. This year, we are focusing on internships that will have a duration of three months, allowing interns to get to know collaborators, gain exposure to organizational culture, and complete a more substantial piece of work.
How should I think about the organization where I might pursue an internship?
As you consider different hosts for a potential internship, the most important consideration in putting together a GSTEG application is how that experience will enhance your intellectual development. Ideally, you want to find a host that will offer you the opportunity to engage with research projects that both provide value to the organization and will be relevant for your course of study. It’s also crucial that the host provides you with a clear supervisor and a plan for engagement with staff, so that you have a window on organizational culture and decision-making.
What are the tax implications of doing a remote internship?
Applicants for a GSTEG-supported remote internship should give careful thought to tax implications and other logistical challenges. Employment taxation follows the location of the individual taxed. Thus if you receive GSTEG funding for a remote internship and remain in North Carolina this summer, you will be subject to North Carolina taxation regardless of the location of your employer. By contrast, if you are currently residing outside North Carolina but still in the United States, you will be subject to taxation in that jurisdiction.
One issue to keep in mind: we can only fund remote internships for PhD students who during the term of the internship reside in North Carolina or in a US jurisdiction available for Duke employment outside of North Carolina. These jurisdictions are: the District of Columbia, California, Florida, Georgia, Maryland, New York, South Carolina, Tennessee, Texas, and Virginia.
Applicants who currently reside outside of North Carolina but within the US should note that even within these jurisdictions, there may be tax implications for income earned out-of-state, including separate withholding forms. Applicants should also consult their tax advisor with any questions.
Why do international students who want to pursue an internship need to reach out to Duke Visa Services?
International students need to remain in compliance with the terms of their student visas. Duke VisaServices can assist those students with fulfilling any additional requirements related to Curricular Practical Training provisions or other aspects of adhering to visa-related obligations and limitations.
Last January, ten groups of Duke faculty looked forward to beginning work on their 2020 Intellectual Community Planning Grants (ICPG). The COVID-19 pandemic interfered with their plans, but the groups succeeded in making strides and will continue to pursue their goals this year. Here are brief updates.
Transformative Learning: A Shared Intellectual Interest across the University
This group’s aim was to explore transformative learning in undergraduate education in the members’ disciplines and across units. Members met monthly to discuss selected readings, including Patricia Cranton’s book “Understanding and Promoting Transformative Learning: A Guide to Theory and Practice.” Three meetings were held in person before the pandemic caused the remainder to take place virtually. For two of the meetings, outside speakers were invited to share their scholarship. In February, Dr. Stacey Johnson (Vanderbilt) spoke on perspective transformation among language learners of minoritized communities and gave a keynote at the Duke Language Symposium. In October, Dr. Richard Kiely (Cornell) met with the group twice and gave a public talk.
To begin thinking about the future of the Duke Human Rights Center (DHRC), this group held numerous meetings with graduate students, undergraduates, and faculty members who are interested in this topic. They came up with ideas for house courses and other initiatives that ended up being stalled due to the pandemic, but the discussions helped inform their vision of how to proceed.
As the DHRC deepens its collaboration with the Health Humanities Lab and the Disability and Access Initiative, ICPG funds will support a speaker and two workshops for students about disability, human rights and the university in Spring 2021. The grant also gave members some intellectual space to imagine the parameters of a FOCUS cluster, Envisioning Human Rights, and allowed for Robin Kirk to bring in guest speakers and facilitators to her course on fiction, futurism and human rights.
Housing and Health: A Multisector Community-driven Approach to Achieving Health Equity
The group was able to hold two planning meetings with administrators from the Durham Housing Authority (DHA) in July and November. Participants agreed that a more strategic approach to research involving DHA would be needed before engaging residents. The pandemic also caused scheduling difficulties with the group’s second community partner, El Centro Hispano. The group’s current plan is to give a presentation at an upcoming LATIN-19 (Latinx Advocacy Team & Interdisciplinary Network for COVID-19) meeting to ask for volunteers to participate and provide community expert feedback on housing and health issues among the Latinx community.
North Carolina Saltwater Intrusion and Sea Level Rise
The primary goal of this project was to bring together scientists from across the state whose research focuses on the implications of sea level rise and salt water intrusion on natural ecosystems. The group hosted a workshop in February 2020, which was attended by faculty, postdocs, and graduate students from Duke, North Carolina State University, U.S. Geological Survey, U.S. Fish and Wildlife Service and U.S. Forest Service. Members presented their findings and approaches, identified key knowledge gaps and explored how bringing together different disciplines could lead to productive new approaches.
For many people, the workshop marked the first time meeting new colleagues and hearing about existing datasets and novel applications. This interaction kick-started several collaborative efforts. To date, the group has submitted one grant proposal and is completing a second proposal. Members continue to use a Google Group for sharing ideas for future proposals and collaborations.
This group aimed to cross-pollinate ideas among neuroscientists, engineers and data scientists. Members took part in an in-person kickoff meeting but had to postpone their plans to host seminars and discussions. Virtual meetings helped forge stronger contacts between the group members, and faculty have already initiated three new collaborations.
Entity Resolution with Applications to Public Policy and Business
Based on implementation of the novel Entity Resolution algorithm developed by Rebecca Steorts, the group spent time getting the code required to run the process up and running on Duke infrastructure. Master’s student Davis Berlind was able to run the process on some real-world data used to measure automation in the U.S. economy. With advising, he was also able to provide reports comparing the performance of the routine to other routines on these data. To further the collaboration, Victor Bennett took a training course to learn Spark, the multiprocessor parallel processing system on which Steorts’ code was implemented. The performance on the real-world data was less than expected, which was helpful to learn – the group concluded that their collaboration has a lot to contribute by improving the algorithm’s performance on commonly used data in business and public policy research.
Developing a Neuroethics and Theological Studies Network
In lieu of an on-campus gathering, this group began by spending a day on Zoom workshopping a coauthored manifesto and ideas for articles and grants. Patrick Smith has been in dialogue with the Duke Institute for Brain Sciences about a series of public conversations they are developing to catalyze work toward a science of social harmony and everyday morality. Brett McCarty engaged with Deborah Jenson to explore ideas. An unexpected fruit of the group’s efforts has been a growing network of national and international collaboration. The grant allowed the group to bring together international scholars working on questions regarding the intersection of theology and neuroethics, which led to Smith’s participation on a panel, “Linking Social Justice and Brain Injury Through Theology,” at the 2020 International Neuroethics Society Annual Meeting. “The grant allowed my research trajectory to take up important discussions at the intersection of theology, neuroethics, and social justice,” said Smith.
Duke SciReg Center: Science in Regulation, Law, and Public Policy
This group began with a planning meeting for the core group of faculty. With help from a summer research student, Sophie Mouros, the group conducted a survey of centers and courses at other universities that address the intersection of science and technology with regulation, law and policy. Members then conducted phone interviews with leaders of relevant centers and courses. Learning that most of those offerings are narrowly focused, they concluded that educating Duke faculty and students on the range and depth of the federal regulation of science – and on their ability to participate in that process – could position Duke to play a leadership role in this area.
Opioid Detection Technologies and Their Application to Addressing Various Aspects of the Opioid Crisis
The group was able to hold an in-person kickoff meeting and three information-sharing meetings where the members introduced their connections to the theme. Application-area experts from medicine and public health discussed the detection needs in their areas while the engineering experts discussed the capabilities of their detection modalities. Since a core aspect of this project was to transport scientific equipment to Texas in order to acquire baseline opioid signatures with the group’s detection equipment, and since many faculty were overwhelmed with COVID-related activities, all members agreed that activity should be suspended for the duration of the pandemic.
About Intellectual Community Planning Grants
A key goal of the Together Duke academic strategic plan is to invest in faculty as scholars and leaders of the university’s intellectual communities. To foster collaboration around new and emerging areas of interest, Intellectual Community Planning Grants are available to groups of faculty. Learn more, read about the 2019 recipients and see all Together Dukeinitiatives.