Beyond incremental change: Building inclusive peer-learning communities for early-career educators.

How can peer observation move from compliance to community? This session shares practical lessons from a long-running, evidence-based programme that supports doctoral and postdoctoral teachers through inclusive, interdisciplinary peer learning. Drawing on Duke University’s Teaching Triangles model—comparable to UK GTA and PGR development schemes—the presenters distil a decade of evaluation into three design principles any institution can adapt: create psychological safety, mix disciplines intentionally, and sustain reflection beyond the event. Delegates will leave with simple, transferable strategies to embed reflective, low-cost academic-development practice in their own institutions.

Duke Scholars

Author Hugh Crumley