Teaching and Observation Requirements

Teaching Experience Requirement

CCT participants should have at least one semester in a formal teaching role that takes place after enrolling in the CCT program (i.e., previous teaching experience is not applicable). Teaching and observations should be completed in the same term to fulfill program requirements.

A formal instructional role, defined as one that involves regular, independent facilitation of instruction, can include the following:

• Being the instructor of record of a class
• Being an officially designated TA who leads a discussion, lab or recitation section that meets regularly (at least four times) throughout the semester with you as the primary leader/facilitator of those meetings
• Being a guest lecturer on at least four separate sessions, each at least an hour long, in the same term or semester and working with that course's instructor of record
• Other types of teaching experience approved by the CCT program director before the term in which it occurs.

Teaching experience should be documented with the Teaching Experience Form (PDF).

What does not count as a formal instructional role:

• Substituting once or twice for an advisor while they’re at a conference
• Leading an orientation session or one-off workshop
• Grading, attending class, or holding office hours without leading/facilitating instruction
• Any teaching that occurred in a prior term (even if it was extensive or excellent)

Although the program director can help identify opportunities, students in the CCT are responsible for securing their own teaching or TAing experience to meet program requirements described here. Given the varying TAing and teaching expectations for graduate students across departments at Duke, please explore your options early. For example, two paths beyond a TAship in your home program might be the Bass Instructional Fellowships or being an IOR at Durham Tech.

Teaching Triangles

Teaching Triangles is a semester-long, reciprocal peer-observation program for graduate students and postdocs who are teaching or TAing. In groups of three, participants observe one another’s classes, exchange feedback, and reflect on what they notice about teaching and learning. The program is developmental rather than evaluative.

When completed in the same term as a qualifying teaching experience, Teaching Triangles fulfills the CCT teaching and observation requirement.

How Teaching Triangles Works

Each semester begins with a one-time, 90-minute, in-person workshop, typically held right after drop-add ends. Participants learn how to conduct peer observations, gain access to Canvas materials, and form their groups of three. Triangles then schedule and complete their observations, feedback conversations, and reflections independently during the term. Required observation and reflection materials are due by the last day of classes, before finals begin. The commitment is designed to fit alongside research, dissertation, and teaching work.

Eligibility and Registration

Register for a Teaching Triangles workshop in a semester when you will teach or TA; watch for an announcement on the CCT listserv or see the professional development calendar for scheduled sessions. Participants must have completed—or be concurrently enrolled in—a college-teaching course or departmental training, or have prior teaching or TA experience.

Solo Pathway

With prior approval from the CCT Director, students may complete the observation requirement outside Teaching Triangles through the Solo Pathway. This involves at least two observations of the student’s own teaching by approved observers—faculty, staff, or experienced graduate students—who provide written feedback. Students also observe two teaching sessions led by others and meet briefly with each instructor afterward. Contact the CCT Director to propose a Solo Pathway.