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:

  • Marketing, outreach, and application review for the 2022 – 2023 (AY)  Bass Digital Education Fellows Program.
  • Announced Summer Course Development Grants w/ Interdisciplinary Studies and Undergrad Education.
  • Plan a second cohort of Collaborative Project Course Fellowship, in partnership with Bass Connections (read about the first one here).
  • Plan Spring and Summer 2022 graduate student pedagogical development offerings:
  • 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)
  • Faculty/program consultations including:
    • Support curriculum planning and competency-based course redesigns to enhance the Duke Masters in Management in Clinical Informatics through a consultative process in Spring 2022.
  • With DLI’s Communications Strategist, incorporate valuable content from Flexible Teaching website into DLI’s website, and reorganize faculty development content on DLI’s site to better support faculty.
  • Collaborate with the Duke Kunshan University Center for Teaching and Learning to plan sixth annual DKU Learning Innovation Fellows program, a teaching development and orientation program for new DKU faculty.
  • Conduct workshop on Effective Multiple Choice Questions for Duke Kunshan University’s faculty.
  • Upgrade to Gradescope’s LTI in December 2021 to better integrate Gradescope and Sakai.
  • Serve on review committee for Duke Graduate School’s Dean’s Award for Excellence in Teaching.


  • Serve on DKU Center for Teaching and Learning search committee for Educational Consultant for Sciences.
  • Serve on Rubenstein Library search committee for Research Services Librarian.
  • In partnership with other DLI teams, offer workshops and short faculty development programs for faculty during back-to-school and during the fall semester.
  • Holding regular meetings 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.
  • With DLI’s Communications Strategist, launch 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.
  • 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.
  • Support 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.
  • Manage the digital projects of six 2021-22 Bass Digital Education Fellows across multiple disciplines.
  • Collaborate with the Graduate School on planning and implementation of several other Graduate Student pedagogical development offerings, including the Spring 2022 courses GS762 and GS772, and the evolution of the Graduate Academy series of summer short courses for summer 2022.
  • Represent DLI and Duke as a member of the national Learning Technology Consortium.

Recently completed:

Learning Technologies

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

Up next:

  • Planning Sakai update V21
  • 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 edtech integrations working group with OIT, SISS, and others.
  • Lead professional education tech stack 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. 
  • Piloting Hypothes.isHypothes.is is a tool that lets you collaboratively annotate and discuss webpages and documents.
  • Supporting Gradescope with faculty consultation and training and vendor liaison activities.
  • Developing Sakai UI/UX.
  • Providing ongoing support, communication and documentation of changes and features in tools that support Flexible Teaching — ex: Zoom, PlayPosIt, etc. 
  • Migrating Coursera courses using Microsoft Azure to new Coursera infrastructure.

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
  • 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. Read about the previous PPRS in our 2020 Annual Report
  • 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.
  • https://learninginnovation.duke.edu/resources/art-and-science-of-teaching/creating-an-inclusive-and-equitable-course/inclusive-teaching-quick-start-guide/
  • Promote participatory course and program evaluation methods and data collection instruments that prioritize equity and inclusion:
    • We are providing recommended wording for socio-demographic questions to promote inclusion.
    • We are developing SoTL resources for PIs to support equity and inclusion in research on teaching and learning.
    • We are creating evaluation and assessment tools that departments can use to collect data on diversity, equity, and inclusion.


  • Curating a repository of commonly-used instruments to measure outcomes that are broadly applicable to different types of teaching and learning research including survey templates for student feedback, program and course evaluation, and assessment of learning outcomes.
  • Creating an Inclusive and Equitable Course – continuing to add new resources to this guide as we help faculty consider how they will actively work to create an equitable, accessible and inclusive environment for students and instructional teams. 
  • 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.
  • 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 faculty-led research projects related to teaching and learning:
    • Lori Mauger’s research seeks to understand how the implementation of an ant-based CURE influences student understanding of the nature of sciences and its associated skills, their attitudes toward the environment, and their learning of associated content knowledge.
    • Eliana Schonberg, Ann Saterbak and Liz Paley’s research examines the impact of introducing a peer writing consultant on the writing abilities and/or students’ relationship to writing in a first-year engineering design class that is writing-intensive in nature.
    • Ann Saterbak is also leading research examining the impact of an early in-class problem-based learning module on the development of student preparedness, skills and confidence when developing mathematical models of biomedical systems.
    • Tina Davenport’s research evaluates the effectiveness of online modules to teach biostatistics to medical residents.
    • Joan Clifford and Deb Reisinger’s research examines which modes of communication trigger transformative learning in world language undergraduate students.
  • Working with staff at the Duke Center for Sexual and Gender Diversity to create online workshops and resources for the Duke community.
  • Collaborating with other Learning Innovation teams to research and develop Nudge, an SMS-based tool to help students remember lecture content longer.
  • Supporting Duke Kunshan University’s efforts to create a team to promote faculty research on teaching and learning.
  • 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.

Recently completed:

  • Led several data collection efforts throughout the Fall to assess faculty needs around flexible teaching and collected feedback.
  • Supported research in Pratt School of Engineering to examine the role that 3D printing maker spaces play in attracting women to engineering majors.
    • This research project is a mixed-method design involving both surveys with Pratt undergraduates and in-depth interviews with students who have engaged with the 3D printing spaces on campus.

Recent Publications

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 learnersAnnals of Global Health, 87(1):  33, 1–14. doi: https://doi.org/10.5334/aogh.3178

De 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 analysisJMIR Medical Education, 7(2), e27736. https://doi.org/10.2196/27736