We support research and development on teaching and learning across the Duke community with an emphasis on experimental and translational learning research. We help faculty evaluate their teaching, apply learning science research, and use reliable, valid approaches to assess student learning. We also evaluate the projects we support in order to benchmark effectiveness. Through these efforts, we help identify and promote best practices in teaching and learning and provide all Duke students with exceptional learning experiences.

Design & Support Teaching & Learning Research at Duke

We provide comprehensive support and consultation to design and collaborate on research.

Closeup of hands writing near book and computer.

Faculty research partners receive comprehensive support and consultation to design and collaborate on research including IRB management, data collection and preparation, and co-authoring manuscripts. 

Try New Learning Technologies

We help Duke instructors and departments experiment with and pilot new teaching and learning technologies.

A woman uses a Light Board to teach chemistry.

The RED team and Learning Technologies team collaborate to identify and develop learning technology pilots. Contact us if you would like to try a new tool in your course.

Publish & Disseminate Teaching & Learning Research

We contribute to and keep up with latest developments in teaching and learning research.

As we explore new learning technologies and pedagogical practices, we publish and disseminate research to keep you up-to-date on the latest best practices in teaching.

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


Azizi, Y., Hession, J., & Newpher, T. M. (2023). Comparing Student Performance in Emergency Remote and Face-to-Face. The Journal of Undergraduate Neuroscience Education, 22(2): A117-A125. doi: https://doi.org/10.5939/JVIC5712.