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 for 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. 


Support for the Exploration of Generative AI at Duke

Our AI Jump Start Grants provide funding to Duke faculty incorporating generative AI into existing courses.

In support of the Duke 2030 goals and ambitions to transform teaching and learning at Duke, we are funding up to six proposals for faculty who plan to incorporate generative AI into an aspect of their existing 2024-25 courses. Proposal review begins July 1, 2024.


Advance Emerging Pedagogies

We advocate a forward-looking vision for education that embraces all learners and learning anytime, anywhere.

We aim to elevate the national and global conversations about innovative and emerging pedagogies. Our goal is not only to raise awareness of new teaching and learning ideas and practices, but also generate ideas and interest for applied research in emerging pedagogies.


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

Clayton, A.B., Worsham, R.E., & Reavis, G. (2022). Summer Melt and Delayed Enrollment: Unpacking High School Seniors’ College Intentions and Later Decisions. Journal of The First-Year Experience & Students in Transition, 34(1): 61-78.

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

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

Hall, M. M., Worsham, R. E., & Reavis, G. (2021). The effects of offering proactive studentsuccess coaching on community college students’ academic performance and persistence. Community College Review49(2):202–237. doi:10.1177/0091552120982030

Maconaldo, L. G., Reavis, G. & Johnson, K. R. (2021). Effectively communicating survey results. In Luchanga, U. & Harbaugh, G. A. (eds.), Basic Elements of Survey Research in Education: Addressing the Problems Your Advisor Never Told You About (pp. 579-606). Charlotte: Information Age Publishing.

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/

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.

Acknowledgements

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.