Hugh Crumley

My teaching emphasizes reflection, community, and inclusive, evidence-informed practice. I create spaces where graduate students and postdoctoral scholars explore teaching not as a fixed method, but as a dynamic, collaborative process shaped by inquiry and peer dialogue.

I lead the long-running Teaching Triangles module, which introduces participants to structured peer observation and reflection. This model, now formalized as GS798, has influenced pedagogical culture across disciplines and is expanding into GS798A, a supervised teaching internship supporting graduate students who teach at partner institutions beyond Duke. These expansions reflect my belief that teaching development should be context-sensitive, relational, and rooted in authentic practice.

My approach also includes facilitating faculty learning-community models, including GS780S, which supports instructors of record through peer discussion, material sharing, and pedagogical mentoring. These learning communities help normalize dialogue about teaching and reinforce the value of shared inquiry in academic growth.

In 2024, I initiated Duke’s first institutional pathway to Advance HE Fellowship recognition. Following a successful pilot over the summer, I am expanding this work by supporting staff and postgraduate researchers in pursuing AFHEA and FHEA. This effort engages the UK Professional Standards Framework and reflects a broader goal of embedding reflective, internationally recognized academic-development practice across the university.