The Duke Global Course Development Program supports faculty wishing to collaborate with peers at institutions abroad to co-create graduate courses or course modules delivered virtually via online technology.
Global Virtual Courses (GVCs), allow graduate students to participate in interactive learning, provide vehicles for international project and problem-based activities and foster a context for cross-cultural interaction to enhance global competency. GVCs contribute to Duke University’s aim to integrate global perspectives and introduce new teaching practices into the curriculum, as well as address global racial inequities.
Awards foster partnerships with institutions in countries in the Global South. Preference will be given to countries where Duke already has an existing footprint, namely: Brazil, Ghana, India, Kenya, Peru, Singapore, South Africa, Tanzania and Uganda. Faculty proposing partnerships with institutions in other countries in the Global South should contact the Office of Global Affairs to review eligibility and sustainability.
For ease of planning, course proposals for spring 2021 should be for graduate courses.
NEW DEADLINE: Please submit applications by September 25, 2020.
Tenure-track and regular rank faculty who are members of the Graduate Faculty, with a minimum of a half-time appointment at the time of application, are eligible to apply. Collaboration between faculty and graduate students is allowable if the eligible faculty member is the principal applicant and the instructor of record.
Funding and Activities
Supported grants of up to $5,000 will be awarded. Allowable costs include faculty stipend/honorarium, technology (such as webcams, audio equipment or software), graduate assistant support and educational resources.
Spring semester 2021 – Fall semester 2022
Duke Global Course Development grants are applicable to new graduate courses. They can be applied to an entire semester course or modules within a semester course. Students earn credit and receive grades from their home university. Virtual exchange courses must include the following:
- Collaboration with one (or more) colleagues at one or more institutions of higher education abroad;
- One or more course learning objectives focused on integrating global perspectives and addressing global racial inequities;
- A minimum of eight synchronous class sessions in addition to any asynchronous learning, with expected coverage of how to use appropriate digital technologies for teaching and learning in a global context;
- Course activities demonstrably selected in alignment with course learning objectives;
- Project or problem-based learning, ideally requiring an authentic product;
- Plans to actively engage all students during all course activities using inclusive teaching practices.
- Duke courses must be led by a Duke faculty member who is responsible for evaluation and giving a grade;
- Duke courses must be delivered in a hybrid model (e.g., discussion section).
Course activities should introduce new teaching practices into the curriculum, and can include (but are not limited to):
- Participatory, interactive lectures,
- Structured asynchronous or synchronous group discussions lead by students or instructors,
- Virtual field trips, labs, or performances, potentially organized and lead by students,
- Group work (collaborative across institutions),
- Collaborative compilation and annotation of collections of course resources and materials,
- Class chat and/or discussion boards to build community between scheduled class sessions,
- Student projects incorporating peer feedback.
Funded Duke faculty and their peer collaborator(s) abroad will be expected to teach the Global Virtual Course twice during the grant period. The grantee assumes all responsibility for obtaining course approvals as well as classroom space (if applicable).
GVCs must be credit bearing, include eight synchronous sessions and have a minimum enrollment of 10 students.
Application Process and Materials
Proposal Narrative (2-5 pages)
- Project abstract: Identify the course, your international partner and explain why it makes sense to teach the course as a global virtual course.
- Intellectual rationale: Explain how the proposed course and collaborative online international learning experience will enhance students’ understanding of the subject matter and expand global competencies at both institutions. Share examples of activities that you consider particularly well-suited for this learning environment. What do you expect to gain from this collaborative transnational teaching experience?
- Detail the student-to-student exchange, including how you and your peer collaborator(s) will facilitate the proposed project-based learning and any additional learning activities. Indicate how you will incorporate at least eight synchronous sessions throughout the semester.
- Identify your peer collaborator abroad and explain why this partnership will yield a successful Global course. If you do not have a peer collaborator but you have identified a partner institution, provide evidence that you have established contact with the institution, and there is interest in matching you with a faculty member at that institution.
- Outline your sustainability plan for how the proposed virtual exchange will continue or expand beyond the grant period. Explain the potential impact of the virtual exchange for your students, your partner, their institution and their students, your department and/or your school.
Required Documents - Course Content
- Submit a proposed timeline of course development.
- Include a preliminary course syllabus and highlight the planned virtual exchange activities, including the project-based learning.
Letters of Support
- Letter of support from the international partner expressing commitment to co-develop and teach the GVC for both iterations during the grant period.
- Letter of support from Duke University department chair confirming a two-year commitment for the proposed course to be taught. Ideally, the goal should be to continue teaching this course after the grant period has ended.
Submit a complete application along with all required documents via email to firstname.lastname@example.org.
Grant recipients will join a collaborative cohort of Duke GVC faculty to share ideas, discuss best practices and reflect on their experiences in teaching Duke Global courses. Grant recipients commit to:
- Teach the proposed course twice during the grant period.
- Collaborate with Office of Global Affairs staff to help promote the overall exchange and individual faculty efforts through Duke communications channels; and
- Complete assessment requirements including faculty surveys and submitting a final report.
The following criteria will be used in evaluating each proposal:
- Clarity about how inclusion of virtual exchange enlivens teaching methods and course design.
- Extent to which course addresses multiple perspectives and incorporates intercultural context into the proposed subject matter.
- Specificity of plans for student interaction.
- Degree to which plan integrates project-based learning or team-based projects that require substantial collaborative research, communication, or creative output.
- Extent of established working relationship between the Duke faculty and peer collaborator. If the faculty relationship is new, evidence of international partnership is addressed along with its relevance to course goals and benefit to the students of both institutions.
- Complementarity of faculty partners’ research/teaching strengths.
- Degree to which proposal will mutually benefit students of both universities
- Strength of letters of endorsement and institutional commitment to global virtual exchange.
- Departmental support to teach future iterations, whether with the same or a different instructor.
- Impact on Duke University community. For example, course will advance campus internationalization in broader curricula, co-curricular activities or in directly increasing future international opportunities for students (such as language acquisition, study away or international internships).
- Engagement with global racial inequalities.
Process and Timeline
- Grant deadline: September 25, 2020 (5:00pm EST)
- Grant start date: Spring semester, 2021
- Grant period end date: Fall semester, 2022
For additional information about the GVC program, contact Eve Duffy, AVP for Global Affairs, email@example.com.