Explore the 2022 Data+ Projects and Apply Now

Data+ info fair.

Deadline: February 25, 2022

Interested in exploring new data-driven approaches to interdisciplinary challenges? Student applications are now open for this summer’s Data+ research program. The application deadline is February 25, but applications will be evaluated on a rolling basis, so students should apply as soon as possible.

Data+ is a full-time ten-week summer research experience for undergraduates and master’s students. Students join small teams and learn how to marshal, analyze and visualize data, while gaining broad exposure to the field of data science. In 2022, the program will run from May 23 through July 29.

Participants will receive a $5,000 stipend, out of which they must arrange their own housing and travel. Participants may not accept employment or take classes during the program.

Data+ is offered through the Rhodes Information Initiative at Duke and is part of the Bass Connections Information, Society & Culture theme. See details and apply.

Summer 2022 Data+ Projects

Information Fair

Register here for the virtual Data+ Information Fair on January 21, 1:30-3:30 p.m. EST.

Work With Health Policy Leaders as a Margolis Summer Intern

Margolis Summer Internship Progrm.

Deadline: January 31, 2022

Internship Program Overview

Effectively improving health and the value of health care requires multidisciplinary teams and capabilities. To meet this aim, Duke-Margolis Center for Health Policy uniquely brings together teams of health care and policy experts and organizations to assess key policy and practice challenges and identify and implement impactful solutions. As future policy-leaders and -aware professionals, students are integral team members. The Center offers students (undergraduate and graduate) opportunities to contribute to a variety of projects aimed at improving health and the value of health care through research and the development of innovative, practical, and evidence-based policy solutions through a collaborative and mentored summer internship experience.

Goals of the Internship Experience

  • Learn through challenging and meaningful activities
  • Link academic learning to policy and practice
  • Gain professional experience within the field of health policy
  • Build positive relationships with faculty and staff
  • Identify, clarify, and/or confirm direction as it relates to their academic studies and future career path
  • Develop strong networking/mentoring relationships
  • Strengthen our Margolis student community

Program Details

Locations

Durham, NC or *Washington, D.C. or *Virtual

*Participants must attend in-person Orientation in Durham on May 18-19, 2022.

Projects / Learning Outcomes

The intern will support the team’s efforts to conduct rigorous analyses and communicate their findings. Individual tasks will be project-specific, but will include assignments such as literature reviews, data analyses and visualizations, and writing/editing a broad variety of work products, including project reports, policy briefs, blog posts, and article submissions for peer review.

Compensation & Hours

Paid, dependent on education level. Approximately 40 hours per week.

Approximate Program Length

10 weeks, May 18- July 29, 2022

Apply

Apply now for our Margolis Summer Internship Program! Follow the link to our application portal: Apply Now

Applicant Information

Qualifications & Eligibility

Our internship program is available to all Duke University and non-Duke University students. Current students at the undergraduate, graduate, professional, Ph.D. level, and recent graduates (less than 3 months) are also eligible.

All applicants must be able to or willing to physically reside in Durham, NC, or Washington DC for the 10-week summer program.

Each mentor and their projects require a unique skill set. Applicants should demonstrate the skills and qualifications outlined in the individual job descriptions that they apply for.

Application Materials

  • Resume/CV, Unofficial Transcript(s) and Academic Writing Sample (one related to health and health policy preferred, additionally, preferably no co-authored samples)
  • Please combine documents into one PDF in the order above

Dates to Know

Application Available: December 2, 2021

Application Deadline: January 31, 2022

Decision Notification Date: March 15, 2022

Internship Dates: May 18, 2022 – July 29, 2022

Learn more

Ph.D. Students Can Apply for GSTEG Summer Internship Funding

Graduate Student Training Enhancement Grants (GSTEG) for Summer 2022.

Extended Deadline: February 14, 2022

Overview

The Office of the Provost seeks applications from Ph.D. students who, with endorsement from their programs, wish to pursue a summer internship with an off-campus host that is related to their intellectual trajectory. This Graduate Student Training Enhancement Grants (GSTEG) opportunity is limited to current Ph.D. students without any funding for Summer 2022. Applications will be accepted via Formstack (https://dukeinterdisc.formstack.com/forms/gsteg_2022).

RFP released 12/01/2021
RFP deadline for submission 02/14/2022 at 5:00 p.m.
Anticipated recipient notification 02/28/2022
Funds made available 06/01/2022
Funds to be expended by 08/31/2022

Rationale

The goal of this grant competition is to expand opportunities for Ph.D. students to augment their core research and training by acquiring additional skills, knowledge or experiences through an off-campus summer internship. We believe such experiences will lead to better preparation/training, whether for academic positions or other career trajectories. We will consider proposals from current Ph.D. students without any summer funding for internships with a non-Duke 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

  • All internships must have a non-Duke host (i.e., may not involve research, training, or other engagement with a Duke unit).
  • Internships should involve up to three months of engagement. Internships must take place between May 16 – August 19, 2022 with no more than 19.9 hours/week of engagement.
  • Any proposal for an internship must comply with Duke University coronavirus response policies and the residency requirement detailed below.
  • International Ph.D. 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.
  • GSTEG recipients may receive other Duke summer funding; however, total Duke summer funding may not exceed $8,750.
  • Internship hosts must either be based in North Carolina or an approved U.S. jurisdiction available for Duke employment: California, the District of Columbia, Florida, Georgia, Hawaii, Maryland, New York, South Carolina, Tennessee, Texas and Virginia.
  • All recipients will be required to take the experiential workshop, GS950, during Duke Summer Session I or II.

Eligibility

  • All current Ph.D. students who do not have summer funding may propose internships. Students who will matriculate in the summer/fall of 2022 are not eligible.
  • Ph.D. student applicants must be resident this summer in North Carolina or an approved U.S. jurisdiction available for Duke employment: California, the District of Columbia, Florida, Georgia, Hawaii, 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

In person, remote and/or hybrid internships will be considered. The proposed internship experience should last for up to three months in the summer and proposals may be configured in one of the following formats:

  1. Three-month (19.9 hours/week) internship; awardee will receive a stipend of $8,250 as well as coverage of summer tuition and health fee
  2. Two-month (19.9 hours/week) internship; awardee will receive a stipend of $5,500 as well as coverage of summer tuition and health fee
  3. One and a half month/6-week internship (19.9 hours/week); awardee will receive a stipend of $4,125 as well as coverage of summer tuition and health fee

Proposal Requirements

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 (if relevant)
  • A letter from the prospective host that offers details about the anticipated project or projects, identifies the person within the organization to whom the Ph.D. student would report, describes the nature of engagement with organizational staff members, specifies how the organization envisages a remote/virtual work experience (if relevant), and confirms whether the host can provide a 50% cost-share of the proposed stipend amount
  • A brief plan (maximum one page) for any complementary training/research activities that a Ph.D. student will undertake during engagement with the host (such as other specific research activities or dissertation writing)
  • For those applying for less than a three-month internship, a brief plan (maximum one page) for how the internship will intersect with other activities (i.e. research or teaching)
  • A letter or e-mail of support from your primary faculty advisor, sent separately to Amy Feistel, amy.feistel@duke.edu, 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 other summer funding. If applicants receive news about other funding proposals after the submission deadline, they should provide updated information to Amy Feistel, amy.feistel@duke.edu.

To apply, visit https://dukeinterdisc.formstack.com/forms/gsteg_2022

Resources

The GSTEG resource page provides:

  • Advice for Ph.D. 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 Ph.D. students
  • Links to information about past GSTEG awardees.

Contact

For any questions related to the online application and/or other logistical questions, please contact Amy Feistel, amy.feistel@duke.edu.

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, melissa.bostrom@duke.edu (any discipline)
  • Rachel Coleman, Director of Career Development & Education, Duke Career Center, rachel.coleman@duke.edu (all areas of knowledge)
  • Maria Wisdom, Director of Interdisciplinary Advising and Engagement, maria.wisdom@duke.edu (humanities and interpretive social sciences)

FAQ

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 Ph.D. students.

I’m a Ph.D. 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 Ph.D. 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, melissa.bostrom@duke.edu (any discipline)
  • Rachel Coleman, Director of Career Development & Education, Duke Career Center, rachel.coleman@duke.edu (all areas of knowledge)
  • Maria Wisdom, Director of Interdisciplinary Advising and Engagement, maria.wisdom@duke.edu (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.

Any proposed internship must be virtual/remote and in compliance with Duke University’s coronavirus response policies.

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 Ph.D. students who during the term of the internship reside in North Carolina or in a U.S. jurisdiction available for Duke employment outside of North Carolina. These jurisdictions are: the District of Columbia, California, Florida, Georgia, Hawaii, 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 Visa Services 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.

New Opportunity: Summer Course Development Grants

Summer course development grants.

Extended Deadline: March 1, 2022

Overview

For the summer of 2022, Duke’s offices of Undergraduate Education and Interdisciplinary Studies, in partnership with Duke Learning Innovation, are offering Summer Course Development Grants (SCDG) to schools, departments and other units that offer undergraduate curricula. These grants seek to foster the development or redesign of summer session courses that:

  • Align with the curricular priorities of the school, department or other unit
  • Have a good chance of attracting significant student interest from year to year
  • Incorporate innovative pedagogical approaches, which may include asynchronous components as part of an in-person class experience, or the development of hybrid courses
  • Will be taught by one or more Ph.D. students on a regular basis, beginning in Summer 2023.
RFP released 11/02/2021
RFP deadline for submission (extended) 03/01/2022 at 5:00 p.m.
Recipients notified 03/11/2022
Funds made available 05/01/2022
Funds to be expended by 08/15/2022

Rationale

The last two summers have demonstrated significant demand by Duke students and undergraduates from other institutions for summer courses, including many offered online, that enable them to make progress on their educational plans. We see an opportunity to capitalize on that interest, while allowing departments and programs to expand and improve their undergraduate curricula, and provide Ph.D. students with opportunities to receive summer funding and gain experience as teachers.

This RFP offers schools, departments and other units that offer majors, minors or certificates the opportunity to develop or redesign a regular summer course that fulfills a critical curricular niche and will likely attract strong student interest. The data from Duke summer sessions indicates that broadly-based courses, particularly those fulfilling widely needed curricular requirements, are most likely to attract significant enrollment. More specialized offerings that dovetail closely with doctoral research topics, by contrast, typically under-enroll and risk cancellation.

One challenge for many Ph.D. students who teach in the summer has been the need to develop course materials. Through this funding opportunity, we hope to generate departmental or program resources that instructors of record can build on from year to year, lowering the time summer instructors must invest to get a course up and running. Those resources might include asynchronous elements (e.g., recorded lectures, interviews, or conversations), and guidelines for assignments, such as guided research, data analysis, primary source analysis, group projects, and ongoing partnerships with Durham- or Triangle-based organizations related to those projects.

Grant Details

Departments or other units that are awarded an SCDG will receive a funding package for one Ph.D. student in Summer 2022 (a half-stipend of $4,125, including fringe, coverage of the full summer health fee, and tuition) to work as a research assistant (RA) developing course materials in partnership with one faculty member. Departments or other units must commit to providing the remaining Ph.D. student stipend ($4,125, including fringe). The faculty member overseeing the RAship will receive $3,000 in research funding; applications with more than one faculty member will receive up to $5,000 in shared research funding.

Duke Learning Innovation will provide both formal course design guidance, which may take the form of an intensive kick-off workshop, and ongoing consultation to faculty and RAs funded by SCDGs. Learning Innovation will also convene the RAs periodically to share ideas, offer feedback on initial plans and build a cohort experience. In many cases, we presume that the Ph.D. student who works on developing or redesigning a course in Summer 2022 will have the chance to teach the resulting new or redesigned course in Summer 2023.

Restrictions and Parameters

  • Funds may only be used for Ph.D. student research assistantships and faculty research funds.
  • The research assistantship must take place between May 16 – August 19, 2022.
  • Ph.D. students should spend approximately 19.9 hours/week on course development work, which should include not just syllabus creation, but also the creation of course materials, structures for assignments, and any asynchronous modules, such as recordings of conversations or interviews with faculty members.
  • Courses must be offered during one of the two 2023 summer sessions.

Eligibility

  • Any school, department or other unit that offers an undergraduate major, minor or certificate is eligible for the grant. Applications should be submitted by the relevant director of undergraduate studies.
  • Two or more units may submit a joint application for a course that is or will be cross-listed.
  • International doctoral students who are included in the application as the RA should consult with Duke Visa Services for assistance with any visa-related requirements.

Review Process

The selection process will be overseen by the vice provosts for undergraduate education and interdisciplinary studies.

Proposal Requirements

Applications should consist of:

  • A description (maximum two pages) of the new or revised course, including:
    • The expected mix of asynchronous and synchronous components
    • Anticipated assignments
    • Anticipated role of the course within the unit’s curriculum
  • A brief overview from the department or unit providing a high-level sketch of course development activities to be completed during the RAship
  • A letter of support from the faculty partner or partners, discussing their role in assisting/overseeing the course development process
  • A CV (maximum two pages) for each faculty partner.

If a department or other unit has already identified an interested Ph.D. student who would serve as RA, and likely teach the developed course in Summer 2023, the application may also contain a letter of interest from that student.

To apply, visit: https://dukeinterdisc.formstack.com/forms/scdg_2022

Contact

For any questions related to the online application and/or logistical questions, please contact Amy Feistel. For questions about the application, or to talk through specific ideas for a proposal, please contact Gary Bennett, vice provost for undergraduate education, or Ed Balleisen, vice provost for interdisciplinary studies.

FAQ

I am a faculty member with a new course idea. Am I eligible to apply for this grant?

Any school, department or unit that offers an undergraduate major, minor or certificate is eligible for an SCDG. Please coordinate an application with your department director of undergraduate studies, who will need to bring the idea forward.

Our program offers a certificate but we do not have Ph.D. students in our program. Am I eligible to apply for this grant?

Yes, any school, department or unit that offers an undergraduate major, minor or certificate is eligible for an SCDG. Ph.D. students from other programs can be added to the application as a possible RA. Please contact Ed Balleisen if you need assistance with finding a Ph.D. student for your application.

Our department received a grant but we have been unable to hire a Ph.D. student for the RA position. Do we still receive the grant?

No; disbursement of funds is dependent upon recruiting and hiring a student for the RA position.

Can a master’s or professional student be hired for the RA position?

No; only Ph.D. students are eligible for this funding.

Our proposed course will be a special topics course and will only be taught once. Are we eligible?

No. We are looking to seed courses that will be taught from summer to summer and that address curricular needs.

Our proposed course will be cross-listed. Are we still eligible for an SCDG?

Yes, though in that case, both units should endorse the proposal.

We would like two faculty members to serve as advisers for the course development process. Is that allowed?

More than one faculty member may partner on the grant. Awardees with more than one faculty partner will receive up to $5,000 in shared research funding.

We have more than one Ph.D. student whom we would like to hire for the RA position. May we hire more than one student?

No; this funding is for one RA position filled by one Ph.D. student.

Collaborate With Local Communities Through GradEngage

GradEngage.

Deadline: November 28, 2021

GradEngage is a fellowship opportunity for graduate and professional school students to engage with Duke’s neighboring communities through projects with a community partner organization that seek to create social change. GradEngage is offered through the Kenan Institute for Ethics.

Graduate studies can be all-consuming, and it’s too easy to live your years at Duke inside a bubble, even when you are committed to being part of the broader community. GradEngage, a program of The Purpose Project at Duke, helps graduate students from any academic or professional field create space to deepen community relationships, work with a partner organization to develop solutions to address pressing social issues, and participate in reflective conversation with like-minded students.

Based on DukeEngage—Duke’s signature immersive community engagement program for undergraduates—GradEngage enables graduate and professional school students to integrate community involvement that promotes the common good into their educational experience at Duke. In addition to a stipend, the program provides a learning community where Fellows reflect together upon the challenges of community engagement, what it involves in practice, and its impacts on their own sense of moral purpose.

Award

  • $2,000 honorarium for projects of 100+ hours

Criteria

  • Eligibility: Any graduate or professional school student may apply.
  • Time period: Must spend 100+ hours on projects between December 15, 2021 and April 30, 2022.
  • Collaboration with partner organization: Projects must be developed and implemented in collaboration with a non-Duke community organization serving Durham or its surrounding communities and contribute to ongoing efforts to advance the mission of the organization.
  • Existing relationship: The applicant must have an existing relationship with the partner organization that has been established through prior involvement in a clearly defined capacity.

Commitment

  • Training: Two-hour orientation before starting the project (Friday, January 14, 2022, 12-2PM)
  • Time on project: Must spend 100+ hours on projects between December 15, 2021 and April 30, 2022
  • Monthly lunches: February 11, March 11, April 8; 12-1:30PM. In person unless otherwise required by university policy. Short readings or other materials may be assigned.
  • Written reflections: Four blog posts over the course of the project

Apply

Deadline: Monday, November 28, 2021 (11:59PM)
Apply now

Questions?

Learn more and contact Katherine Jo at katherine.jo@duke.edu.

Plug Into Energy Data This Summer as a Ph.D. Student Fellow

Abstract matrix of blue-toned lines, graphs, numbers in background. Logos for Nicholas Institute and Duke University Energy Initiative in overlapping rings. Logo for Alfred P. Sloan Foundation. Text: Energy + Data? Are you a Ph.D. student interested in applying data science techniques to energy challenges? Doctoral students at Duke, NC A&T, NC State, UNC-CH, UNCC, and UNCG are invited to apply for the Summer '22 cohort of interdisciplinary Energy Data Analytics Ph.D. Student Fellows. Apply by 12/10/21: bit.ly/edafellows .

Deadline: December 10, 2021

Are you a full-time Ph.D. student interested in energy and data science? The Duke University Energy Data Analytics Ph.D. Student Fellows Program is accepting applications for its Summer 2022 cohort. Fellows will receive financial support to pursue summer research projects applying data science techniques to energy application areas. Cross-disciplinary workshops with faculty and peers will help strengthen fellows’ research, enrich their understanding of energy and data science topics, and boost their scholarly communication skills.

The program is open to doctoral students at Duke University, North Carolina A&T State University, North Carolina State University, University of North Carolina at Chapel Hill, University of North Carolina at Charlotte, and University of North Carolina at Greensboro.

About the Fellows Program

The recent growth of energy-related data and evolution of data science techniques have created promising new opportunities for solving energy challenges. Capitalizing on these will require scholars with training in both data science and energy application domains. Yet traditional graduate education is limited in its ability to provide such dual expertise. In 2018, the Duke University Energy Initiative established the Energy Data Analytics Ph.D. Student Fellows program, preparing cohorts of next-generation scholars to deftly wield data in pursuit of accessible, affordable, reliable, and clean energy systems. This program is funded by a grant from the Alfred P. Sloan Foundation.

Each Ph.D. Student Fellow in the program conducts a related research project, working with faculty from multiple disciplines and receiving financial support for 3 months of summer support and $1,500 in research funds for computation and professional development. The fellows take part in regular mentorship and training workshops to improve their understanding of energy systems and data science tools and practices as well as to enhance their skills at collaborating and communicating across disciplines.

The first three cohorts of fellows have included doctoral students from degree programs in civil and environmental engineering, computer science, earth and ocean sciences, electrical and computer engineering, environmental policy, and parks, recreation, and tourism management. The program welcomes applications from doctoral students at Duke University, North Carolina A&T State University, North Carolina State University, University of North Carolina at Chapel Hill, University of North Carolina at Charlotte, and University of North Carolina at Greensboro.

The program is affiliated with the Energy Data Analytics Lab, a collaborative effort of the Duke University Energy Initiative (which houses it), the Rhodes Information Initiative at Duke, and the Social Science Research Institute. (Note: Conclusions reached or positions taken by researchers or other grantees represent the views of the grantees themselves and not those of the Alfred P. Sloan Foundation or its trustees, officers, or staff).

Learn More and Apply

Learn more, then submit your application to Trey Gowdy (trey.gowdy@duke.edu) as a PDF by 5:00 p.m. ET on Dec. 10, 2021 and ask your faculty project advisors to submit their nomination letters by the same date.

Questions

Contact Trey Gowdy (trey.gowdy@duke.edu), Program Coordinator for the Energy Data Analytics Lab.

Collaborative Project Expeditions: Create or Redesign an Undergraduate Course

Deadline: Rolling

Collaborative Project Expeditions 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 per year. Applications are accepted on a rolling basis.

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 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
  • Facilitate teamwork (e.g., build effective teams, develop and scaffold key resources, troubleshoot interpersonal/team issues)
  • Broaden their intellectual networks and build strategic external partnerships
  • Teach and mentor undergrads

Application and Selection

To apply, please email Meghan O’Neil (mmo12@duke.edu) a proposal including a:

  1. 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
  2. Plan detailing when you plan to complete this program (e.g., Fall 2021, Spring 2022, Summer 2022) and the specific tasks that you will undertake to develop this idea over 75 hours
  3. 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
  4. 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 their 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.

Propose a 2022-2023 Bass Connections Project by November 1

Request for proposals, Bass Connections projects.

Deadline: November 1, 2021

Bass Connections is now accepting proposals for 2022-2023 projects that engage faculty, undergraduates and graduate/professional students in the interdisciplinary exploration of complex societal challenges. Please see the project proposal guidelines. The deadline to propose a project is November 1 at 5:00 p.m.

Projects may be proposed in relation to one or more of the five, broad interdisciplinary themes of Bass Connections, or to Bass Connections Open – a channel that invites proposals that align with the model of Bass Connections but otherwise fall outside the parameters of the existing themes.

This year, we have a new theme, Race & Society, that will support interdisciplinary teams of faculty and students in their exploration of race-related issues. In 2022-2023, we also particularly encourage projects across all themes that display the range of ways in which different forms of art intersect with how we understand, convey and engage with societal challenges.

Themes include:

Bring Your Questions to Drop-in Office Hours

Interested faculty, particularly those who have never led a Bass Connections team, are encouraged to contact a Bass Connections theme leader or Laura Howes, director of Bass Connections. Faculty can also discuss potential ideas or ask questions during our drop-in office hours (https://duke.zoom.us/j/96763627470):

  • Friday, September 10, 10:00-11:00
  • Friday, September 24, 10:00-11:00
  • Friday, October 8, 9:00-10:00
  • Friday, October 22, 11:00-12:00

Special Opportunities for 2022-2023

When completing a proposal, faculty may choose to take advantage of the following opportunities. Please note that applying for these opportunities will not increase your project budget, but rather may increase the likelihood that your project will be selected by allowing us to leverage funds designated for a specific purpose.

  • Joint proposals for a Bass Connections project and a Summer 2022 Data+ and/or Story+ project (You may propose a Data+ or Story+ summer project linked to a year-long Bass Connections project through the Bass Connections RFP. You do not need to complete a separate application for Data+/Story+. Please contact Paul Bendich or Gregory Herschlag with questions about Data+ and Amanda Starling Gould with questions about Story+.)
  • Biodiversity Conservation
  • Ethics
  • Arts
  • Humanities & Digital Humanities

Learn More