We support openness—both in sharing what we know and what we do. On this page, we share what our teams have done this year, what they’re working on now, and what they have planned next. Contact us if you would like to know more about any of this work or collaborate with us.

Tracking our progress for 2021-22. Our 2020-21 Annual Report is now available. We recently announced a new program – Carry the Innovation Forward – as our focus for 2021-22.

Teaching Innovation

The Teaching Innovation team consults with and advises Duke faculty on their teaching, leads development programs for educators and helps improve student learning at Duke.

Up next:


  • Collaborate with the Duke Kunshan University Center for Teaching and Learning to offer sixth annual DKU Learning Innovation Fellows program, a teaching development and orientation program for new DKU faculty.
  • Organize and lead graduate student pedagogical development offerings: Digital Pedagogy course (GS762), Digital Education Leadership Series (read about 2021’s Series) and the Bass Digital Education Fellowship Colloquium (GS772).
  • Consult with and actively support faculty recipients of certain “Carry the Innovation Forward” program awards:
    • Learning Together Apart: Rethinking the Asynchronous Module – Della Chambless, Luciana Fellin, Mattia Begali, Laura Bilanceri and Laura Casa (Romance Studies, Italian program)
    • Extending and maximizing effectiveness in virtual language learning beyond the pandemic – Rebecca Ewing (Romance Studies, Spanish program)
    • Assessing and Creating Classroom Climates that Support Learning through Diversity, Inclusion and Belonging – Faculty Learning Community lead by Barb Hooper and Lindy Norman (Physical Therapy)
    • Inclusive Assessment for Quantitative Disciplines – Faculty Learning Community lead by Stacy Tantum and Sophia Santillan (Pratt School of Engineering)
    • Transformative Learning at Duke – Faculty Learning Community lead by Joan Clifford, Liliana Paredes and Cori Crane.
    • CDS Anti-Racism Faculty Learning Community – Faculty Learning Community lead by Chris Sims and Michael Betts (Center for Documentary Studies)
  • Reevaluate the structure and function of the Teaching Support Network, a group comprised of representatives of units and programs at Duke which support faculty teaching professional development. Marketing the newly-developed Teaching Resources website.
  • Host drop in times for faculty to receive consulting through Learning Innovation Office Hours (4 hours/week).
  • Support Gradescope with faculty consultation, training, communication and vendor liaison activities.
  • Manage the digital projects of six 2021-22 Bass Digital Education Fellows across multiple disciplines.
  • Represent DLI and Duke as a member of the national Learning Technology Consortium.

Recently completed:

  • Organize public webinar “Creating Inclusive Learning Environments” with Rita Kumar and Brenda Refaei, editors of Equity and Inclusion in Higher Education: Strategies for Teaching.
  • Offered and lead Small Group Instructional Feedback sessions for Duke faculty.
  • Spring 2022 Inclusive Teaching workshop series.
  • Offer three sessions as part of the Spring 2022 TA Training workshop series.
  • With DLI’s Communications Strategist, incorporated valuable content from Flexible Teaching website into DLI’s website, and reorganized faculty development content on DLI’s site to better support faculty.
  • With DLI’s Communications Strategist, launched the Digital Education Alumni Spotlight Series of blog posts (see example), reporting on career outcomes of previous Bass Digital Education Fellows and Bass Online Apprentices who completed faculty-led digital projects under the guidance of Learning Innovation.
  • In partnership with other DLI teams, offered workshops for faculty during Spring back-to-school.
  • Served on Rubenstein Library search committee for Research Services Librarian.
  • Served on DKU Center for Teaching and Learning search committee for Educational Consultant for Sciences.
  • Served on review committee for Duke Graduate School’s Dean’s Award for Excellence in Teaching.
  • Marketing, outreach, and application review for the 2022 – 2023 (AY)  Bass Digital Education Fellows Program.
  • Upgraded to Gradescope’s LTI1.3 in December 2021 to better integrate Gradescope and Sakai.
  • Supported use of Labster during 2021 pilot of the tool, and help faculty transition off the tool (or to individually-funded licenses) at the end of the pilot in December 2021.
  • Conducted workshop on Effective Multiple Choice Questions for Duke Kunshan University’s faculty.
  • Offered the Fall 2021 Teaching Assistants (TA) Training Series, in partnership with the Duke Graduate School and the Office of Information Technology.
  • Participated in the PULSE Vison and Change review of the Duke Biology Department.
  • Authored Creating an Inclusive and Equitable Course teaching guide in collaboration with members of other DLI teams, as a self-help resource to provide in parallel with Fall workshop offerings.
  • Authored Hybrid, HyFlex or Concurrent Courses teaching guide.
  • Conducted 7 Small Group Instructional Feedback sessions for Duke faculty across departments.
  • Fall 2021 Inclusive Teaching workshop series.
  • In partnership with other DLI teams, offer workshops and short faculty development programs for faculty during Fall back-to-school and during the fall semester.

Learning Technologies

The Learning Technologies team breaks down barriers between teaching, learning, and technology at the university.

Up next:

  • Exploring development of a syllabus generator app
  • Enter a new phase of product development with Nudge.


  • Ed Discussions pilot
  • Sakai Conversations – new Sakai Q&A tool
  • Lead lifelong learning technology strategy working group with OIT, Trinity, SISS, and others.
  • Growing Kits – the Duke Learning App store – displays to learners a unified interface for accessing the instructional tools used by their learning communities. 
  • Supporting Gradescope, PlayPosit, and Voicethread with faculty consultation and training and vendor liaison activities.
  • Developing Sakai UI/UX.
  • Providing ongoing support, communication and documentation of changes and features in enterprise tools that support Flexible Teaching — ex: Zoom, Panopto, Warpwire 

Recently completed:

Online Duke

The Online Duke team helps faculty develop online learning opportunities that offer flexibility to Duke students, reach the extended community of alumni and prospective students and extend Duke’s global impact.

Up next:

  • Completing support of Duke Engineering in the second run of their new Coursera Certificate program on Blockchain Applications, a non-credit credential that stacks into Engineering’s new Master of Engineering in Financial Technology.
  • Working with faculty affiliated with the Center for Computational Thinking to design their modular content as a Coursera course on Data Science Foundations for Biosciences.
  • Designing Duke Divinity hybrid courses: Healthcare in Theological Contexts, Part II (part of the Certificate in Theology and Health Care) and Introduction to New Testament.
  • Designing the next two courses of UAS Applications and Operations in Environmental Science, a non-credit course series on drones technology from Duke Environment
  • A light redesign Duke’s Coursera Specialization on Data Analysis with R

Ongoing: Courses & Programs Currently in Production

  • Developing online education content with the Center for Computational Thinking and the Office of Information Technology’s Innovation Co-Lab.
  • Supporting Duke Divinity faculty in the development a hybrid Master of Divinity program.
  • Advising Duke Divinity on the design of a new curricular partnership with private colleges, as well as developing a short course series on Rediscovering the Heart of Methodism
  • Working with Duke Divinity to redesign and relaunch Intentional Life Design for Clinicians, a non-credit course for healthcare professionals to address burnout and rediscover calling in their work.
  • As part of the Carry the Innovation Forward Program, partnering with School of Medicine faculty to interactive video patient simulations for both the medical school curriculum and continuing medical education.
  • Also part of Carry the Innovation Forward, supporting the Sanford School in the development of a educational video library developed by PhD students, focused on creating videos that will be used in the Master of Public Policy summer math bootcamp and statistics and economics courses in the curriculum.
  • Advising on online course design for the Department of Anesthesiology in the Duke School of Medicine
  • Supporting a collaboration between Duke and Princeton to develop a Coursera course on Plato, Cicero, and important social issues of today’s world.
  • Several new Python specializations in the works
    • Fall 2021: Noah Gift  –Python Specialization (plus some bash and SQL scripting) for data engineering. The Specialization would also complement content taught in the MIDS program.
    • Fall 2021 – Summer 2022: Drew Hilton (with Eubank, Bradbury, Lipp) — Python Specialization in data science. This would either complement a course taught in the MIDS program or would align with the MIDS pre-program Python bootcamp.
    • Spring 2022 – Fall 2022: Susan Rodger (with Daily, Stephens-Martinez, Velasco) –  intro compsci Python Specialization that aligns with a revamp of Duke Compsci 101 that these faculty are currently working on.
  • Exploring redesigning modular content for Duke AI Health as a Coursera course on biostatistical foundations for clinical research.
  • Exploring how to better incorporate Universal Learning Design and Inclusive Learning Design principles into our course design processes and policies.

Recently completed:

  • Launched Space Medicine – Duke’s first Coursera course developed by alumni.
  • Launched Machine Learning for Surgeons, a continuing medical education course created in partnership with the +Data Science, the American College of Surgeons, and leading data science and medical faculty from Duke, Stanford, Harvard, and the University of Toronto.
  • Launched Decentralized Finance Coursera Specialization with Cam Harvey
  • Finished course design Healthcare in Theological Contexts, Part I, a course in Duke Divinity’s hybrid Certificate in Theology and Health Care.
  • Launched Nurturing Entrepreneurial Mindsets, the first course of Duke Divinity’s Rediscovering the Heart of Methodism course series.
  • Launched Introduction to UAS, the first course in Duke Environments non-credit course series on drones technology for environmental science and natural resource management.
  • Produced videos used for Co-Lab Roots online courses
  • Supported faculty teaching Infectious Disease Modeling, an online course co-developed by the Duke Global Health Institute and Moi University in Kenya.
  • Updated content for the marketing course for Duke Engineering’s online Master of Engineering Management
  • Finished media production for the successful launch of Duke Engineering’s AI Product Management Coursera Specialization, created by Jon Reifschneider
  • Revised the second course in Duke’s Java Programming and Software Engineering Fundamentals Coursera Specialization.

Research, Evaluation & Development

The Teaching Innovation R&D Lab team supports research and experimentation on teaching and learning across the Duke community with an emphasis on early-stage projects and translational research.

Up next:

  • Organized the next Pandemic Pedagogy Research Symposium (PPRS), an online conference showcasing new research on teaching and learning innovations that have emerged during the global pandemic. We recently closed the call for proposals and will be releasing the program this spring. The conference is co-sponsored by Stanford University, the University of Michigan, the University of Pennsylvania NC State University, the University of Georgia, and Princeton University.Read about the previous PPRS in our 2020 Annual Report
  • Collaborating with faculty members in the school of medicine to conduct research on medical education related to tele-health practices
  • Editing a book in the Transforming Teaching series that focuses on inclusive and equitable teaching practices


  • Variations in Student Sense of Community and Self-Efficacy in Introductory Quantitative Courses: Conduct research in partnership with Duke faculty members in math and statistics to determine whether different flexible teaching course structures and formats are associated with increases in student perceptions of community. This project is on-going since fall 2020 and will continue through the summer.
  • Partnering with Dr. Sheila Patek, director and founder of Muser, to conduct research on the impacts of using technology to anonymously match undergraduates to faculty-led research opportunities.
  • Supporting the Trauma-Informed Teaching, Learning, and Education Bass Connections team to conduct research on how student experiences of trauma affect teaching and learning at Duke.
  • Working with Prof Amanda Hargrove on a research-based seminar course (Chem 81S) for first year students that will help retain women and underrepresented minorities in STEM majors by giving them early-career access to hands-on research opportunities. Learning Innovation is helping Amanda develop the screening instrument that students will use to apply for this unique course.
  • Working with the Divinity School to refine their course assessment and evaluation tools for both graduate-level credit programs and non-credit professional development opportunities
  • Conducting a research project on Transformative Learning in German Language Classes: Identifies predictors of transformative learning experiences in beginning, intermediate, and advanced German language classes.
  • Supporting over 15 faculty-led research projects on teaching and learning including:
    • Sue Mathias and Minerva Matos-Garner’s work which examines the role of cohorts in Graduate Communication and Intercultural Programs
    • Nicki Washington’s 3C Assessment which explores identity in computing classrooms
    • Deb Reisinger’s work on the impact of online international exchanges in French courses.
    • Mohammad Noor’s research on using Star Trek to teach people college-level biology concepts

Recently completed:

  • Presented a workshop for faculty on inclusive assessment practices
  • Completed and submitted a manuscript on value-sensitive design in education technology development projects
  • Conducted focus groups with students in quantitative science courses to understand the relationship between course elements and student engagement
  • Supported Kip Coonley’s research on using lab kits to facilitate student learning in electrical and computer engineering courses
  • Provided data cleaning and management for Maria Tackett’s research on student-developed apps for learning foundational statistics concepts

Recent Publications

Clemontina A Davenport, Steven Grambow, Tara Kramling, Nicholas Janes, Kim Manturuk, Quentin Ruiz-Esparza, Heather Hans, Gregory P Samsa, Jesse D Troy, Megan L Neely1, L Ebony Boulware, Gina-Maria Pomann. 2022. “Preliminary Investigation of a Novel Hybrid Curriculum to Train New Investigators in Collaborative Research”, Journal of Clinical and Translational Science, forthcoming.

Reavis, G., Antonicci, N. & Manturuk, K. (2021). “A lot has become muted:” Supporting LGBTQ+ students living at home during the covid-19 pandemic. In K. Bista, K., Allen, R. M., & Chan, R. Y.  (eds.), Impacts of COVID-19 on International Students and the Future of Student Mobility (pp. 91-103). Routledge.

Manturuk, K. & Reavis, G. (2021).  Pedagogical implications of covid-19: A case study of what faculty learned about teaching well by teaching remotely during the covid-19 pandemic. In Bista, K., Allen, R. M., & Chan, R. Y.  (eds.),The Impacts of COVID-19 on Higher Education: Global Perspectives (pp. 154-166). STAR Scholars. https://starscholars.org/product/global-education/

Fitzgerald, T.N., Muma, N. J. K., Gallis, J.A., Reavis, G., Ukachukwu, A., Smith, E.R., Ogbuoji, O., Rice, H.E. (2021). Development of an interactive global surgery course for interdisciplinary learners. Annals of Global Health, 87(1):  33, 1–14. doi: https://doi.org/10.5334/aogh.3178De Gagne, J. C., Koppel, P. D., Park, H. K., Cadavero, A., Cho, E., Rushton, S., Yamane, S. S., Manturuk, K., & Jung, D. (2021). Nursing students’ perceptions about effective pedagogy: Netnographic analysis. JMIR Medical Education, 7(2), e27736. https://doi.org/10.2196/27736