Summer 2021 Provost Internships: Project Descriptions

The Duke University Office of the Provost is offering a broad set of opportunities to support Ph.D. students during Summer 2021. Among these opportunities are Duke internships offered by units across campus. See application details and FAQ.

Center for Cognitive Neuroscience

Impact Neuroscience Program Pilot

Proposed start and end dates: 5/24/2021 to 8/20/2021

This summer we plan to initiate a pilot program focused on supporting the career development of graduate students in neuroscience and related fields as well as improving the broader culture of science in which the students are training. An NIH grant has been submitted that would support this program long-term if funded. This summer pilot would lay the groundwork for the broader initiative which we are calling the Impact Neuroscience Program. The program will embrace and engage graduate students from backgrounds under-represented in science together with their peer colleagues and mentors, and improve the academic scientific training environment for all. The Impact Neuroscience Program includes targeted neuroscience training and professional development activities for graduate students from backgrounds under-represented in science.

Specifically, this summer graduate students would engage in targeted neuroscience training that will include specific neuroscience methods and skills training within faculty labs (customized depending on the students area of research),specialized training in data science and open science through a series of biweekly workshops, and active trainee and faculty participation in a weekly professional seminar that provides resources for career development and social community. A critical broader focus of the eventual broader Impact program includes supporting the scientist through community interventions that evolve the training infrastructure at Duke to facilitate thriving for all. Our goal is not to fix students who are disadvantaged in science, it is rather to change our paradigms and culture in order to enrich our community and catalyze achievement. This summer the fellows in the pilot program would have the opportunity to shape the future of this longer-term initiative. We hope to meaningfully engage graduate students in this project this summer while also directly supporting their own scientific training through specialized training activities (hands-on lab experiences as well as workshops and seminars) during the summer internship.

With respect to deliverables, students will submit a poster or recorded talk at the end of the summer based on the methods training they engaged with over the summer. They will also produce a set of reviews which include commentary on and recommendations for the broader community initiatives being developed in the Impact program longer-term. The benefits of participation to the trainees will be enhancement of their scientific skillset, further career development skills, engagement with a social cohort across multiple departments and centers engaged in neuroscience research, and the opportunity to engage with broader initiative development in the university setting.

Duke Clinical and Translational Science Institute

Community Engagement Research Initiative

Proposed start and end dates: 6/1/2021 to 8/20/2021

The intern will help the Community Engagement Research Initiative (CERI) at the Duke Clinical Translational Science Institute (CTSI) develop and implement a plan to assess the quality of its community engagement with partners. Partners will include Advisory Council members, community-based organizations and other community stakeholders supported through the Population Health Improvement Awards, AME Zion HEAL Partners, and stakeholders participating in CERI activities (community consultation studios; COVID-19 hubs).

The plan will include a mixed methods approach to allow for quantitative assessment of the quality of engagement (e.g., partner satisfaction) as well as a qualitative description that will allow the team to identify strengths and areas for improvement.

The intern will be responsible for submitting the IRB application, and leading data collection and analysis under the direction of the leadership team of CERI. The intern will: 1. Identify validated tools and approaches to assess the quality of community engagement for research; 2. Develop a protocol for assessing the quality of community engagement for CERI that includes mixed methods quantitative, qualitative, and data integration; 3. Lead data collection and analysis under the direction and in collaboration with the CERI team; 4. Work in teams to advance the quality of community engaged research and infrastructure support for this research; 5. Coauthor a presentation and publication based on this work.

Anticipated interactions and meetings for this project will include weekly meetings with CERI leadership, independent research, and interaction with community stakeholders. A Co-Director of CERI will be assigned as a point person to provide guidance and direction.

FILLED: Democratizing Health and Social/Environmental Data

Proposed start and end dates: 5/15/2021 to 8/15/2021

The intern will help the Duke Center for Community and Population Health Improvement with our Social Drivers of Health (SDOH) datamart and our Community Health Indicators project, both designed to democratize health and social/environmental data for the community. Social and environmental determinants of health are fundamental drivers of health and well-being as well as persistent health inequities in the United States. SDOH are comprised of non-medical conditions under which people live, work, and age. They are contributed to by a number of factors such as education, employment, or housing situation, and community-level environmental, neighborhood, or socioeconomic characteristics. They also include factors such as poverty and structural racism. The profound impact of these factors on health is evident through studies demonstrating that there are life expectancy gaps of 25 years for people living in different neighborhoods within the same city.

The intern will: 1. Assist with phenotyping health conditions through a process of assessing previously used phenotypes and conferring with clinicians. The phenotypes will then be integrated into the Community Health Indicators website, so community members and investigators all have access to the data. 2. Assist with curating social and environmental health data and community-ready health information for the SDOH datamart. 3. Explore health literacy and information accessibility. 4. Learn about social and environmental influences on health and the importance of community input and partnership in health equity work. 5. Work in teams to advance data democratization and health equity. Anticipated interactions and meetings for both projects include weekly meetings with the project teams, independent research, and interaction with clinicians and content experts. A project lead will provide guidance and direction.

Duke Forest

FILLED: Field Evaluation of Road Underpasses for Wildlife Habitat Connectivity

Proposed start and end dates: 5/24/2021 to 8/20/2021

The Office of the Duke Forest at Duke University – a primary convener and facilitator of the Eno-New Hope Landscape Conservation Group (ENH-LCG) – proposes a project to support implementation of A Landscape Plan for Wildlife Habitat Connectivity (Tuttle et al., 2019). A field-based evaluation of the underpass locations to assess wildlife passage is essential for understanding the ecological viability of the proposed network. To evaluate these locations, the student will first develop an appropriate rapid-assessment protocol, in consultation with local experts and with consideration of existing protocols, and then will implement the assessment protocol at priority locations. Once the data have been collected, the student will evaluate the present network with respect to the passage potential and create recommendations for improving passage at each location. The student will work directly with the Duke Forest Director, the Eno-New Hope Landscape Conservation Group Coordinator, and local experts that the Director and Coordinator connect the student with.

The student will have the opportunity to participate in ENH-LCG meetings. The objectives of the project include: development of a rapid assessment protocol for wildlife passage in consultation with local experts and with consideration of existing protocols; implementation of the rapid assessment protocol at priority locations within the landscape network; evaluation of the viability of passage within the network and recommendations for improving passage at each location. Primary reference:

FILLED: Socioeconomic Analysis of Landscape Habitat Connectivity

Proposed start and end dates: 5/24/2021 to 8/20/2021

The Office of the Duke Forest at Duke University – a primary convener and facilitator of the Eno-New Hope Landscape Conservation Group (ENH-LCG) – proposes a project to support implementation of the recently funded grant proposal entitled, “Ensuring Resilience through Collaborative Landscape Conservation Planning in the Eno-New Hope Watersheds.” Promoting a landscape-level network of conserved natural areas and corridors will support availability of, and access to, clean water, clean air, nature-based recreation, and other ecosystem services (in addition to the primary benefit of biodiversity conservation). With a local political focus on affordable housing, climate resilience, and public health, successful implementation of a landscape conservation plan will require us to assess and better understand the socioeconomic characteristics and political drivers in our region, as well as the overlap between landscape conservation priorities and related benefits to local communities.

The student will work directly with the Duke Forest Director and Eno-New Hope Landscape Conservation Group Coordinator. The student will have the opportunity to participate in ENH-LCG meetings and to connect with other group members. As needed, ENH-LCG group members will facilitate contact with local governments, local universities, local resource agencies, and more. The objectives of the project include: a spatial and quantitative analysis of socioeconomic data as it relates to the Eno-New Hope landscape; a spatial and qualitative analysis of the most pressing local-government political drivers across the region; based on the above, a deeper investigation into where landscape habitat connectivity may have related benefits for ecosystem services, public health, and climate resilience, including the equitable distribution of these related benefits. Primary reference:

Duke Global Health Institute

Textbook Preparation

Proposed start and end dates: 5/25/2021 to 8/20/2021

This opportunity is for PhD students with an interest in interdisciplinary health research and pedagogy. The intern will assist Dr. Eric Green (Associate Professor of the Practice of Global Health) to prepare materials for his open access textbook on global health research methods.

Activities will include: Helping to create new homework assignments, assessments, and in-class activities to accompany the text; Finding study examples from the open access literature, ensuring that examples represent diversity in fields, settings, and authorship team characteristics (e.g., representation from low and middle-income countries, female authors, etc.); Obtaining associated data and code from the authors and creating code examples to accompany the text; Obtaining permission to reproduce any figures/tables not falling under an creative commons license; Copyediting; Possibly editing audio interviews with study authors.

Preference will be given to students with knowledge of R and previous quantitative training (to help create code examples). Start date is flexible. Contact Eric Green ( with questions.

Duke University Libraries

FILLED: Exhibition on Latinx History at Duke

Proposed start and end dates: 5/24/2021 to 8/20/2021

Duke University Archives, Duke University Library Exhibition Services and the Duke University History Department seek applicants for a curatorial internship to work as part of a team completing an exhibition tracing the history of Latinx students, faculty and staff at Duke University from the early 1900s to the present moment. This exhibition will be mounted in the Chappell Family Gallery in the Duke University Libraries.

Using the University Archives and oral histories, the curators for the first time will explore the complex story of Latinx presence at Duke. As a member of the exhibition team, the curatorial intern will be responsible for synthesizing research conducted by a team of students in the Spring 2021 Latinx Social Movements course, as well as for conducting original archival research to supplement the exhibition. Additionally, the intern will work on a wide range of exhibition services including copyright and bibliographic research, editing exhibit copy, assisting with graphic and exhibit design, and utilizing digital humanities tools to expand the online presence for this exhibition.

The internship’s contributions will help to shape the further evolution of the Latinx Social Movements course and will also provide important information to inform the upcoming Duke University centennial. Responsibilities: working with Duke faculty, staff, and graphic designer on exhibit design; editing student written exhibition label copy; conducting supplemental archival research and image research for exhibit as needed; writing supplemental exhibition text as needed; performing copyright searches and bibliographic research for proper exhibition citations; if possible, translating of text into Spanish; creating online exhibition using Omeka; creating promotional materials for exhibition such as blog posts, postcards, and posters.

Qualifications and experience required: excellent research skills; excellent communication, writing, and editing skills. Student must provide their own laptop. Preferred: knowledge of and interest in Latinx history; fluent Spanish (reading and writing); experience conducting research in archives; experience with museum or library exhibits and/or digital/Web resource design.

Duke University Press

Data Security Toolkit Creation

Proposed start and end dates: 5/31/2021 to 8/20/2021

Duke University Press has begun offering services to other non-profit scholarly publishers. This internship will result in the creation of a branded, easy-to-engage template or “toolkit.” The intern will collect existing security documentation and information from internal and external sources and synthesizing it data security documentation that could be provided to prospective organizations as part of their services contracting process. The intern will report to the Press IT Manager, who will provide guidance and oversight. This intern will also work with the Services Manager and Web Platform Manager, who will contribute insights of from the client engagement and procurement process. Work may also involve engagement with stakeholders across Duke such as ITSO and E-Commerce.

FILLED: Journal Platform Creation

Proposed start and end dates: 5/31/2021 to 8/20/2021

This effort will focus on creating scholarly journal content sites for clients of the Scholarly Publishing Collective (SPC) journals. SPC is a new initiative at Duke University Press offering journal services for nonprofit scholarly journal publishers and societies. The intern will report to the Business Systems Manager, who will provide training, guidance, and ensure that resources and direction are available to be successful. This position will be responsible for contributing to the creation of 135 journal sites, including site review and QA, and digital content loading (XML) to the sites. The intern will work closely with the SPC project manager, the Web Platform Manager, and the Digital Content Manager to understand project goals and timelines and to learn business data flows and the tools involved in creating full journal content sites.

Franklin Humanities Institute

FILLED: Digital Publics

Proposed start and end dates: 5/31/2021 to 8/20/2021

This project seeks to activate humanities “content” from the FHI’s extensive video and essay collections for growing online audiences of cultural, social, and historical analysis. Wide-ranging and broadly interdisciplinary, the FHI archives are particularly strong in critical race studies, world art and culture, health humanities, and environmental humanities.

In the US, the strains and tumults of the past year have led to a surge of public interest for informed analysis of “big questions” such as democratic culture, work life and home life, the ever-shifting forms and legacies of racism, etc. In this context, humanistic scholarship, concepts, and modes of interpretation seem to have attained a new level of currency. Terminology that might once have been regarded (or indeed dismissed) as academic jargon – “structural racism” and “intersectionality” to take just two – now has a foothold in public discourse. (In one striking example of this apparent new receptivity, Teen Vogue recently ran an article on the philosopher Achille Mbembe’s concept of “necropolitics” in relation to the pandemic.) The shift of academic work (and ordinary social life) into online spaces also means that more and more scholars are experimenting with new modes of digital engagement and reaching wider audiences through Zoom events, videos, podcasts, newsletters, syllabi, reading lists, think pieces, and more.

The FHI will look to the Digital Public intern(s) to help us better understand these new, or newly expanded, public vistas for the humanities and interpretive social sciences, as well as to craft a creative strategy in response. Assuming a roughly 12-week duration, we envision 3 core tasks for the intern(s):

  • First 4 weeks: Conduct data-informed, qualitative research on who’s consuming this “new humanities content” (e.g. by education, age, national location, or other demographic markers); how deeply they are engaging with it; on what platforms do deeper/more extended engagements tend to take place, etc. Given the limited time frame, we will work with the intern to focus on specific topics and types of material, based on mutual interests. The Intern(s) will also begin familiarizing themselves with FHI digital content.
  • Second 4 weeks: Generate a set of recommendations for the FHI on how best to mobilize our extensive video archives (including episodes of Left of Black, which shifted productions to the FHI in 2019) and essay collections for the audiences and modes of engagement identified through the research conducted in (1). Crucial to this part of the internship will be conversations with the Director, Associate Director, and other staff on FHI intellectual priorities and general communications strategies.
  • Final 4 weeks: Design and implement a pilot project based on one or more strategic recommendations outlined in (2), in close consultation with FHI Associate Director and other FHI staff.

We’re looking for students in the humanities, arts, and interpretive social sciences who have experience researching digital culture and writing for/engaging with online audiences on scholarly or critical topics. Ability to connect and synthesize ideas across the FHI’s broadly interdisciplinary video and essay collections is also important. The ideal intern(s) will combine their own interests creatively with the institutional and intellectual priorities of the FHI. Depending on the generativity of the internship this summer, the position may be extended into the regular school year.

Global Health and Cultural Anthropology

Health Humanities Workshop and Curriculum

Proposed start and end dates: 5/24/2021 to 8/20/2021

We seek two graduate PhD student research assistants, previously trained in health humanities (or with a strong interest in health humanities), to participate in the development of a six-session interactive colloquium in health humanities curriculum and pedagogy to collaborate with faculty at the Durham Technical Community College as they build a new program in health humanities with input from members of the Duke University Health Humanities Lab.

In collaboration with Duke faculty co-Directors of the Duke Health Humanities Lab, you will build health humanities content and pedagogical “best practices” into a cluster of six 90-minute seminars that will guide Durham Technical Community College faculty as they embark on developing new curricular opportunities for their professional students in health-related majors and professions. Durham Technical Community College students are either currently employed in healthcare settings, plan to work in healthcare upon receipt of a two-year associate’s or applied science degree (e.g. Associate Degree Nursing, Anesthesia Technology, Medical Assisting, Pharmacy Technology), or plan to transfer to a four-year degree in a healthcare-related program such as nursing, pre-med, or pre-dental. Curricula at NC community colleges are dictated by strict guidelines set by the state legislature, so students who fall into any of the aforementioned categories have few opportunities to take courses in the humanities, and instructors do not have the flexibility to create new courses from scratch. Therefore, this six-session workshop will afford Durham Technical Community College faculty the opportunity to deeply engage in professional conversations as they test ideas for new health humanities programming for their pre-professional healthcare students.

Possible topics include: social justice, health equity, death and dying, disability studies, provider-patient communication, intercultural communication, empathy, caregiver burnout. Possible methodological approaches include: film analysis, graphic comics creation, narrative medicine and reflective writing, and arts-based methods such as Photovoice, body mapping and story completion.

The existing Durham Tech courses targeted for curricular enhancement are: Communication 120 & 123, Interpersonal Communication and Public Speaking; English 112, Writing Research in the Disciplines; Humanities 115, Critical Thinking; Philosophy 240, Ethics, and Psychology 241, Developmental Psychology.

RA duties and deliverables: lead and execute all aspects of research, course development, discussion guides, resource curation, and implementation necessary to create a website (Sakai or WordPress) with six modules, each focusing on a different aspect of the health humanities. All modules will include: readings and other content resources, pedagogical approaches, case studies, interactive assignments for students both for in class and outside class, and assessment and evaluation rubrics. In addition to the Duke-Durham Tech project described above, if time allows, there is possibility for co-authorship with faculty on health humanities pedagogy manuscripts. Weekly Zoom meetings.

Graduate Liberal Studies Program

FILLED: Benchmarking Research Project

Proposed start and end dates: 5/24/2021 to 8/20/2021

This position will assist the Duke Graduate Liberal Studies Program in completing a benchmarking research project that will inform efforts in2021-22 to undertake strategic planning for our interdisciplinary liberal arts master’s program. The strategic planning project, in turn, will be aimed at positioning GLS better as a key component of Duke’s work to create “transformative educational experiences” in graduate-level liberal arts study for a diverse community of learners (including non-traditional students, working adults, and Duke employees) not otherwise well served by Duke’s graduate liberal arts doctoral programs or more specialized master’s programs. Initial data collection for the benchmarking project will have concluded by the time the internship begins, so the PhD intern’s major charge will be data cleaning, follow up, contextual research, and analysis.

The final deliverable will be a summary report that can be used by the GLS staff and Advisory Committee to do planning in 2021-22 that focuses on: curriculum change (possible creation of curricular “tracks” or pathways through the program, including a possible pathway in applied liberal studies; better integration of GLS program with existing campus certificate programs; adjustments to the program capstone project requirements to expand options and create a non-project pathway); program innovations (exploration of creating a 4+1 option for Duke undergraduates in the Program II curriculum; exploration of creating sustainable online and/or “low-residency” components or pathways through the program; exploration of creating signature “study away” options, including a summer study-away experience exploring race and public history at historic sites and museums related to the study of Black history in the U.S. South); marketing and recruitment (further developing targeted marketing and recruitment efforts directed at working adult learners in the Triangle and nationwide; graduates of small liberal arts colleges; Duke employees; HBCUs); development, fundraising, and affordability (creating effective and integrated annual and endowment fundraising campaigns to raise funds to restore our historic commitment to providing generous scholarship aid to increase the accessibility and affordability of our program to diverse populations).

This internship would be appropriate for PhD students in Arts and Sciences fields who have an interest in innovative graduate education, especially in the humanities and social sciences. Excellent writing and analytical ability are crucial. Experience with structured data, spreadsheets, pivot tables, and data visualization would be helpful.

Graduate Program in Literature

FILLED: Summer Graduate Intern

Proposed start and end dates: 5/24/2021 to 8/20/2021

The Graduate Program in Literature Summer Internship welcomes a Summer Graduate Intern who will be tasked with enhancing current, and developing new, programmatic resources aimed at assisting students with their successful progression through their graduate careers in the Program. Drawing from personal experiences as well as those of fellow students, the Intern will work on the administrative aspects related to offering clear understanding of all programmatic requirements and procedures, as well as opportunities for research and professional development available both within the department and at Duke, but also outside the university. The Intern will work directly with the Program officers (DGS and DGSA, and Post-Exam/Job Placement Officer), but will also be expected to consult with other fellow students as needed.

Specific deliverables include: updating, revising, and restructuring the Graduate Student Handbook; updating the GPL webpage/Sakai website to include clear outlines and guides for all procedures and best practices pertaining to the requirements of Literature’s Graduate Program; developing/updating lists of research and professionalization resources (e.g., archives, journals, societies, related national and international affiliated departments, pedagogical tools and training resources, job sites, etc.); developing an Introductory Guide to Graduate Life in the research triangle aimed at assisting incoming cohorts with the day-to-day demands/particulars of moving to the area; developing other initiatives per the Intern’s own suggestions, or those the Intern discovers through engaging with fellow students during the internship.

Requirements/desired skills: The Intern will have to be enrolled in the Graduate Program in Literature during the summer term without another source of fellowship or internship funding: students in the third year and greater only will be considered. Priority will be given to students within their years of funding, international students without a source of summer funding, and lastly students in years six and beyond who have a plan for completion and are without summer funding. It is expected that the Intern will have good knowledge of GPL requirements and resources, or will be able to gain this knowledge during the summer internship.

More specifically: The intern will check in with the DGSA once a week, and the DGS once every month. As needed, the intern will also check in with the Post-Exam/Job Placement Officer. The intern will need to have computer/technology experience (will be able to work with Sakai and other online databases/forms and other electronic documents, as needed). The ideal candidate will propose and complete 1-2 final products using textual and/or other media approaches (audio and/or video) to assist future cohorts through their graduate careers. To apply: Please email your application, including a proposal of 1-2 particular topics/ideas of programmatic development, to the DGSA, Nancy Morgans, by May 1, 2021: Applications will be considered by the Literature Executive Committee and the award announced by May 15, 2021. You may include samples of projects you have completed as examples of a potential final product.

Marine Lab

FILLED: C-CoAST Community Engagement

Proposed start and end dates: 5/24/2021 to 8/20/2021

C-CoAST ( is a Research Coordination Network (RCN) funded by the National Science Foundation (NSF) to address grand challenges in coastal resilience. Developed coastal environments are shaped by interactions between human activities and natural processes. Through a set of collaborative activities, C-CoAST aims to build a research agenda that connects short-term decision making with long-term consequences for the resilience of coastal communities, ecosystems and landscapes. The C-CoAST RA will work with the C-CoAST network on a set of engagement activities designed to integrate researcher, practitioner, and stakeholder expertise across the spectrum of coastal interests, culminating in the co-production of a research agenda that supports coastal communities. In winter and spring 2021, C-CoAST has been conducting a series of virtual Listening Sessions bringing together researchers, practitioners, and stakeholders to develop a shared understanding of barriers to managing coastal systems in a way that considers how short-term couplings unfold over longer time scales.

Under supervision of the C-CoAST Community Engagement Co-Leads, the summer RA will synthesize and analyze data from the Listening Sessions and develop strategies for presenting the data at a series of interactive, public Gallery Walks that then elicit new feedback. The RA also will be responsible for planning a culminating Research Agenda Workshop that brings together researchers, practitioners, stakeholders, and community members in a set of directed activities to co-produce and prioritize a set of research questions.

The RA also will have opportunity to contribute to an academic publication on the science co-production process. The RA will be located at the Duke University Marine Lab in Beaufort, NC. Through ongoing consultation with the supervising Community Engagement Co-Leads, the RA will be expected to: create an analysis plan for Listening Session transcripts and whiteboard output; execute the analysis plan in the form of a written report and a contribution to an academic journal article; design a format and execution strategy for Gallery Walks to be conducted in summer/fall 2021; and contribute to the design of a culminating Research Agenda Workshop. The RA will develop skills in community engagement and facilitation strategies, gain applied experience in qualitative data analysis and synthesis, participate in larger meetings of the C-CoAST network, and contribute to network planning.

FILLED: Community Science Initiative (CSI)

Proposed start and end dates: 5/24/2021 to 8/20/2021

DUML’s Community Science Initiative (CSI) works with our community to conduct research on coastal resilience and intergenerational transfer, create citizen science programs, deliver outreach programs, and develop programs/training that mobilizes the knowledge gained from DUML research into K-12 and community resources. The goals of the this RA are to support CSI’s civic engagement work and provide an opportunity for a Duke graduate student to engage with the local coastal communities of NC.

The RA would be working on the following ongoing CSI projects: STEM Pathways program (The DUML STEM Pathways program for local high school students was cancelled due to COVID in 2020. For 2021, we are in the process of reformatting it to adhere to the local COVID realities and restrictions. The RA would be in charge of developing and delivering online training to the STEM Pathways students and mentoring the high school students virtually with respect to their virtual projects.); Training for Resiliency and Race-Equity sensitivity for authentic social-emotional mentoring (In the fall of 2020, CSI designed, developed and delivered a virtual train-the trainer model in Resiliency and Multicultural Competency for DUML graduate students who volunteer as mentors within local K-12 schools and after-school programs. During the summer of 2021, the RA would support the program with bi-weekly check-ins and help plan for the 2021 training [2nd cohort of volunteers]. In addition, the RA would modify the training for the high school scientist mentoring programs at Beaufort and in Durham [STEM Pathways at DUML and a re-envisioned ESSP program in NSOE]. Our goal is to have the high-school training module developed so that we can deliver the training to the high-school students [within NSOE and DUMLs mentoring programs] once COVID restrictions allow.); K-12 Curriculum program evaluation, modification and teacher support (CSI currently has Water Quality and Marine Debris curriculums running within schools across NC as part of on-going intergenerational transfer research in environmental education) During COVID, these programs were modified for online programming and teacher support has also moved online. The RA will work with our teacher communities and evaluate the modifications using a focus group format. After conducting the focus groups, the RA will use data to improve and modify the programs and methods of supporting K-12 teachers.); Citizen science data collection and analyses (CSI launched a microplastic/storm water citizen science app [] with teachers in fall 2020. The RA will work with the data collected and create summary metrics for the app and the teachers involved.).

FILLED: Fisheries Consortium of Eastern NC

Proposed start and end dates: 5/24/2021 to 8/20/2021

This work aims to create and facilitate a Fisheries Consortium of Eastern North Carolina to bring together fisheries experts and community members to tackle institutional gaps and develop research ideas for both local and global problems in fisheries. Background: The marine labs of North Carolina house some of the best fisheries scientists in the world, from commons scholars and political ecologists to economists and policy experts to fisheries modelers and fish biologists. However, it is increasingly difficult for faculty and students to collaborate across institutional boundaries. Moreover, there is little opportunity for fisheries industry members to converse with these fisheries scientists. A fisheries consortium would sustain these collaborations, and fill a gap at Duke, neighboring academic and research institutions, and within the broader community.

The goal for the consortium is to facilitate collaboration regarding marine fisheries research in Eastern North Carolina. This would include many aspects of fisheries science, including: fish biology, fish and ecosystem ecology, fisheries as social-economic systems, and fisheries as political systems (both community-based and regulation-forced). It would bring together relevant faculty and research staff from Duke, NC State’s CMAST, UNC’s IMS, Carteret Community College, and local governmental organizations (NOAA, NC DMF, and the NC Coastal Reserve). It would include key stakeholders in North Carolina fisheries, including local harvesters, with a specific focus on young fishers, fish processors, local management agencies, and more. It would connect interested parties to the host of local fisheries researchers here, and invite new forms of collaboration. It would also make international connections to support problem solving and conflict resolution within NC.

Consortium outputs will include a website with mission and vision statements, bios of consortium members, a consortium board, dates and information for future meetings, and lists of current projects. We will develop a listserv, and quarterly consortium meetings (including a day-long conference plan for 2022). Members will record videos discussing their specific interests, to increase fisheries knowledge literacy for the broader community. Project Interactions and Meetings: We will reach out to the local marine labs and community members to form initial interest groups for the consortium, conduct Zoom meetings with interested parties, hold individual and/or small group meetings and individual surveys, and develop focus groups for consortium feedback.

We will develop a framework for quarterly consortium meetings. One of these quarterly meetings will involve a full day conference for both researchers and harvesters to present the results of on-going projects and form new discussion groups on relevant topics.

Nasher Museum of Art

Virtual Exhibition Development

Proposed start and end dates: 6/1/2021 to 8/20/2021

The Nasher Museum of Art seeks a graduate summer intern to assist with our Virtual Nasher project. Virtual Nasher emerged during the pandemic as a partnership between the museum and faculty and students in Duke’s Wired! Lab for Digital Art History & Visual Culture. When our building temporarily closed, we realized the urgent need to make our exhibitions and collections virtually accessible to better support faculty teaching, student learning, and engagement with the public. Virtual Nasher seeks to increase access to the museum’s holdings and reach global audiences through leading-edge online engagement, while also supporting the mission of museum to serve as a laboratory for interdisciplinary approaches for Duke students and faculty. Since March 2020, we have produced three virtual exhibitions: two interactive, immersive experiences, and one virtual video tour.

This summer the graduate intern will join the Virtual Nasher team and work collaboratively with Nasher staff in the Engagement & Marketing and Academic Initiatives departments, in addition to our colleagues in Duke’s Wired! Lab for Digital Art History & Visual Culture, to develop the museum’s next virtual exhibitions. Doctoral students in any discipline are welcome to apply, but experience with HTML/CSS/JavaScript is essential for this project. Experience with VueJS or similar front-end framework is ideal. Interest and/or experience in working with digital 3D models and/or Unreal Engine is a bonus. Previous museum experience is not required. The intern will also be introduced to and may participate in videography, graphic design, marketing, exhibition design and visual resource management. Internship start date is somewhat flexible.

NC Leadership Forum, Provost’s Office and Sanford School of Public Policy

Academic Research Agenda Development

Proposed start and end dates: 5/24/2021 to 8/20/2021

The NC Leadership Forum at Duke facilitates constructive engagement between North Carolina policy, business and non-profit leaders across party lines, ideologies, professional experiences, and regional perspectives. The NCLF was started at the Sanford School of Public Policy and currently is a project of the Provost’s Office. The initial goal of NCLF is to develop a cohort of state leaders who have the will, the skills, and the relationships with each other to work constructively with others of different political parties or ideologies. Over the long-term, NCLF aims to support a healthy and productive policy making environment for North Carolina and its local governments and provide a model for similar efforts in other states. To date, we have worked with over 125 NC leaders from the government, business, and nonprofit sectors, and we currently plan to expand our programming in the next two years to include new sites and additional states.

NCLF is seeking a PhD candidate to assist efforts to develop an academic research agenda that works with the issues raised by the NC Leadership forum. This position will review and synthesize academic literature related to the underlying theories that ground the NCLF program and develop a scoping paper that discusses potential lines of research for future projects.

Topics may include polarization and affective polarization in the US and how it can be addressed, leadership development for making leaders more effective in a diverse policymaking environment, deliberative democracy and dialogue, civic engagement and relationship building in the public arena, and/or how to best bridge policy practice and academic research in this context.

The Duke Social Science Research Institute (SSRI) is also currently completing an initial assessment of the NCLF core program and this position may assist with next steps around that project, such as future assessment and evaluation of the NCLF program as it expands. The research assistant in this position will work closely with the NCLF Executive Director and will have opportunities to work with NCLF’s Sanford faculty liaison and the NCLF steering committee as well. Opportunities will also be provided to participate in planning and execution of ongoing NCLF programs.

Office of Undergraduate Education

Academic Resource Center

Proposed start and end dates: 5/24/2021 to 8/20/2021

Research, program review and development: The intern will assist and lead the design, implementation, and evaluation of Academic Resource Center research and assessment activities to determine the efficacy of ARC services and programs. The ARC offers services to support students academically during their undergraduate careers at Duke.


Proposed start and end dates: 5/24/2021 to 8/20/2021

Research, program review and development: The intern will research best/peer practices for summer bridge programs for incoming 1GLIs (first-generation/low-income students). The Duke LIFE (Low-Income, First-Generation Engagement) office is a part of the Office of Undergraduate Education that is dedicated to welcoming and advocating for Duke’s students from first-generation and/or limited income backgrounds, who constitute about 20 percent of the undergraduate student body.

OUE Research

Proposed start and end dates: 5/24/2021 to 8/20/2021

Quantitative analysis, literature search and review: The intern will support data management, documentation, and analysis; literature search and review; report and manuscript preparation; and future research planning. Collaboration on a research project of mutual interest is also a possibility.

OUE and Student Affairs Campus Climate Committee

Proposed start and end dates: 5/24/2021 to 8/20/2021

Literature search and review, writing, and research: The intern will support the literature-review subcommittee and the interview (focus group, survey, and in-person interview) subcommittee of the Campus Climate Committee.

Rubenstein Rare Book & Manuscript Library

FILLED: Digital Archival Expeditions

Proposed start and end dates: 5/21/2021 to 8/13/2021

The Digital Archival Expeditions Coordinator will work closely with the Rubenstein Library’s Head of Research Services and a small team of Ph.D. fellows in the development of active learning sessions and assignments for Duke undergraduate courses. Fellows will utilize digital material from Duke and beyond, drawing on digital humanities methods to cultivate student learning in an online or hybrid environment. This position will hold regular office hours to support the development of each project, serve as a peer mentor for each fellow, organize trial teaching for fellows to test their modules, and coordinate project development workshops for the cohort. In addition, this position will review and provide regular feedback to the fellows on their work.

Opportunities to develop further programming for the cohort, working on digital literacy or teaching tools, and connecting with other groups on campus doing similar work are possible based on the successful candidate’s interests. A Ph.D. student with previous experience in teaching with primary sources or peer mentoring is preferred.

Social Science Research Institute

FILLED: Informing Social Change and Anti-Racism Initiatives through Applied Research and Evaluation

Proposed start and end dates: 5/24/2021 to 8/20/2021

The Social Science Research Institute’s Applied Research, Evaluation, and Engagement (AREE) area utilizes social science and evaluation methodology to develop responsive community research partnerships and to inform initiative decision-making and impact assessment. This position would work directly with the SSRI-AREE team to provide critical engagement in SSRI’s university- and community-partnered efforts.

The student would have primary involvement in two projects. First, the student would contribute to a community-engaged evaluation research study in partnership with a social-change youth orchestral program that works with Triangle-area Title 1 schools. The student would work closely with the team in interview-based data collection and analysis with caregivers as part of a mixed-methods design examining engagement with and impact of involvement in this community programming. In addition, the student may contribute to development of a manuscript on community-partnered research, drawing from the aforementioned project. Second, this student would focus on development of evaluation design for emerging Duke anti-racism initiatives, based out of a partnership with the SSRI-affiliated Center for Truth, Racial Healing & Transformation at Duke University (TRHT Center). This would examine impact on participant attitudes and the Duke campus culture; this student would work in collaboration with another PhD intern role based in the TRHT Center.

Beyond these projects, and based on interest, this role may have potential for involvement in additional SSRI-AREE projects/partnership (e.g., evaluation design and planning for a forthcoming Bass Connections team focused on fostering effective and ethical community-research partnership; evaluation efforts with Duke’s Clinical and Translational Science Institute, an NIH-supported entity that accelerates translational research at Duke’s School of Medicine). An incoming doctoral intern would be supported by members of this team, would be included in regular working team meetings, and would be provided with support in skill development.

We are open to students across disciplines, given the interdisciplinary nature of our work. Methodologically, we are interested in candidates with experience and/or interest in qualitative data collection (e.g., in developing interview guides, conducting semi-structured interviews, and/or analyzing qualitative data). Additional interest and/or experience in quantitative data collection (e.g. in particular, survey design) would be additionally useful. Beyond methodology, we would value experience and/or interest in program evaluation and evaluation research, including focus on the use of research processes to inform real-world initiatives.

Theory, Concept, and Development of Programming to Dismantle Racial Hierarchies

Proposed start and end dates: 5/24/2021 to 8/20/2021

The Center for Truth, Racial Healing & Transformation (TRHT Center) and the Social Science Research Institute’s program on the American South are working to develop programs and activities to dismantle deeply rooted beliefs in racial hierarchies and disrupt persistent structures and impacts of racism at Duke, in Durham, and beyond. The Ph.D. summer intern would work closely with the team to facilitate the design, development, piloting, and refinement of intervention/program activities and materials and identify optimal delivery modes for highest impact, both from the perspective of historical and scientific accuracy, as well as effectiveness of delivery. These programs will serve to complement existing offerings at the TRHT Center, such as Rx Racial Healing Circles and Transforming Dialogues, among others. This individual would be embedded within TRHT’s program development team, would be supported by members of this team, and would be included in regular working team meetings. This individual may additionally engage with another PhD summer intern to inform evaluation of the impact of these programs on participant attitudes and the Duke campus culture, generally.


FILLED: Refugee Integration Curriculum Development

Proposed start and end dates: 5/25/2021 to 8/19/2021

This internship will be a continuation of the 2020 collaborative project between Dr. Read, the project sponsor, World Relief Durham (WRD), a local organization that helps refugees integrate to their new communities, and Colin Birkhead, the PhD student intern. Last summer Dr. Read supervised Colin as he developed 5 projects that gave undergraduates direct insights into refugees’ integration and experiences in the United States. The projects focused on academic integration, parental engagement in children’s schooling, and community integration. These projects each consist of 3 parts: (1) analyzing and visualizing anonymized data from WRD to uncover broad, descriptive insights on refugee experiences; (2) grounding WRD’s integration programs in current literature on immigration, resettlement, and refugee health/mental health; and (3), applying theories to assess the efficacy of WRD’s programs, and, when appropriate, offering program recommendations.

The projects completed last summer were all focused on youth involvement in community events and success in traditional elementary and high school settings during the 2018-2020 academic years. Naturally, the educational setting for the 2020-2021 academic year was dramatically different than the years previously analyzed. Virtual learning may exacerbate existing challenges or present new ones to refugees integrating into their new communities. It is important to uncover these challenges and, ideally, apply lessons from innovative COVID-motivated research to improve integration efforts.

The internship proposed here would generate new projects using new data. The internship will produce 5 new projects for the Fall 2021 Health and Immigration class. Similar to last year, we anticipate that the intern will work 19 hours/week and meet with Dr. Read on an ad hoc basis, likely 1-2 times per week as the projects progress.

Triangle Center for Evolutionary Medicine

FILLED: Evolution-based K-12 Lesson Plan Development

Proposed start and end dates: 6/7/2021 to 7/2/2021

The Triangle Center for Evolutionary Medicine (TriCEM, seeks graduate students to develop evolution-based K-12 lesson plans for the Darwin Day Roadshow. The Darwin Day Roadshow is an educational initiative piloted by TriCEM in 2020. The Roadshow travels to K-12 schools across North Carolina and beyond to teach about evolution and its importance to everyday life, including applications to health. The graduate students involved in this project will broaden the impact of this important outreach program by creating formal open-access lesson plan resources for teachers.

Working closely with Dr. Meredith Spence Beaulieu, the graduate students will have the opportunity to further develop the previously used classroom activities and/or to create new lessons based on evolutionary concepts and their own research interests. Specific duties will include conceptualizing lessons, aligning lesson plans with NC Essential Science Standards and Next Generation Science Standards, and developing comprehensive teacher resources for the lesson plans, including but not limited to annotated PowerPoint presentations, student worksheets or other activity guides, and suggestions for further student exploration of the topic.

Interns will be expected to develop at least one lesson plan, and to modify and update existing lesson plans to prepare them for public availability. PhD students from any topical areas with an understanding of evolutionary principles and an interest in education and outreach are welcome to apply. Previous experience with science communication is beneficial, although prior experience with lesson plan development is not required.

See application details and FAQ.