Duke Globally Taught Courses
Applications are now closed.
The Duke Globally Taught Courses program supports faculty wishing to collaborate with peers at institutions abroad to co-create graduate courses or course modules delivered virtually via online technology.
Globally Taught Courses (GTCs), 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. GTCs 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.
GTCs should foster partnerships with institutions located outside of the United States. Preference will be given to collaborations with institutions located in the Global South where Duke already has an existing footprint. Preferred locations include: Brazil, Ghana, India, Kenya, Peru, South Africa, Tanzania and Uganda. Proposed partnerships with institutions in other countries will still be considered.
Applications are now closed.
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 2023 – Fall semester 2024
Duke Globally Taught 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;
- 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).
Preference will be given to course proposals that include the following:
- One or more course learning objectives focused on integrating global perspectives and addressing global racial inequities;
- 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
- Innovative teaching practices, such as: virtual field trips, labs, or performances, collaborative group work across institutions, class chat or discussion boards, community-building activities, student projects, and student-led group discussions.
GTCs 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 globally taught 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 GTC for both iterations during the grant period.
- Letter of support from Duke University department chair confirming a two-semester 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 using the embedded form below:
Applications are now closed.
Grant recipients will join a collaborative cohort of Duke GTC faculty to share ideas, discuss best practices and reflect on their experiences in teaching GTCs. Grant recipients commit to:
- Teach the proposed course once 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 global inequities and incorporates multiple perspectives into the proposed subject matter.
- Specificity and viability of plans for student interaction.
- Degree to which plan integrates interdisciplinary project-based learning or team-based projects that require substantial collaborative research, communication, or creative output.
- 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.
- 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).
PROCESS AND TIMELINE
- Grant deadline: March 15, 2022
- Grant start date: Spring semester, 2023
- Grant period end date: Fall semester, 2024
For additional information about the GTC program, contact Eve Duffy, Associate Vice Provost for Global Affairs at email@example.com.