What Are House Courses?
House Courses provide an intellectual experience that is not available in regular course offerings. Such courses are developed in response to student interests and concerns and serve as a bridge between the academic and residential life of students. They enhance intellectual life in the residence halls where they are taught, hence the name "House Course." These courses are open to all undergraduates.
Quick Facts
- House Courses are free-standing courses of 18 or fewer students.
- House Courses do not have prerequisites, corequisites, or required permission.
- House Courses carry 0.5 semester course credit and are offered only on a satisfactory/unsatisfactory grading basis.
- House Courses do not carry any curriculum codes and do not satisfy Small Group Learning requirements.
- A maximum of two (2) House Courses, for a total of 1.0 course credits, may count towards graduation.
Examples:
- Silly Little Conspiracies
- Transforming US Healthcare
- Intro to Impact Investing
- Intro to Energy and Climate Entrepreneurship
- Deconstructing the American West
- The Art of Conversation
Please check DukeHub for all House Courses approved for the upcoming semester.
You can view a more extensive list of current House Courses as a pdf document or on DukeHub:
Please note that the table below is just a sample of the House Courses offered. Please check Duke Hub for all House Courses approved for the upcoming semester.
| Course Name | Course Description |
|---|---|
| Basketballogy | Just about any Duke Basketball fan knows to cheer for a highlight Cooper Flagg dunk or a clutch Ashlon Jackson three-point shot, but knowing how the player got open to score, for example, takes a more keen and practiced eye. For Cameron Crazies interested in expanding their basketball knowledge, with a focus on tactics and analytics, this course offers the opportunity to learn to watch basketball like a professional. Our deep dive into the strategies that contribute to Duke's success on the basketball court is a unique opportunity for students who find themselves camping in K-ville every January or watching away games on the ACC Network instead of studying for midterms to expand their understanding of the intricacies of the game. |
| Bull City Scholars DPS Middle School Outreach | What constitutes a “good education” and who gets access? Why does it matter? How has public education in the city of Durham evolved over time and how has it impacted the community? Middle school is a particularly crucial time that is often overlooked. What makes this stage of education particularly fraught… or exciting? There is nothing more critical to college students than understanding how children in our own community learn and the challenges they face, which impacts the trajectory of the rest of their lives, from whether or not they go to college to the kinds of jobs they get and how much they can earn. This course follows the model of Community-Engaged Learning and “offer[s] enriching aspects of working in the community and opportunity for critical reflection on ethical service experiences.” It will prepare undergraduates who are interested in tutoring and mentoring at Neal Middle School with the Bull City Scholars organization, or other outreach opportunities with Durham Public Schools. By engaging with readings, class discussions, guest speakers, and films, students will begin to understand the history of public education in the city of Durham, the demographic and infrastructural shifts that have impacted the community over the past 20 years, and the particular challenges to college access that students from socioeconomically disadvantaged backgrounds face. |
| Disability Narratives: Justice and Activism | This course aims to focus on disability studies through the narratives of individuals with disabilities. Students will gain a deeper understanding of the nuances of disability justice, activism, and allyship through analyzing and discussing various writings, art pieces, performances, and films throughout the semester. This course is especially critical at Duke University, where the disability field is not supported by an academic department and no formal academic track is offered to students interested in this field. Students are encouraged to challenge the various cultural understandings of bodily differences and how they manifest in popular media and common stigmas surrounding disability. In an ableist society where individuals are often pathologized, we also plan to study how these social, cultural, and political structures create day-to-day struggles in the disabled lived experience. Throughout this course, we will read, discuss, and learn from disability narrative stories. The course will explore the following: ableism and the power of language, history of disability justice, accessibility, intersectionality, representation in media, and global perspectives. This course will primarily consist of interactive lectures, group discussion, guest speakers, and more. We hope that this course serves as a gateway for students to become more involved or continue their involvement in disability activism efforts on campus and to explore other forms of scholarship on campus. |
| Duke Players | Students will research, design, rehearse, and perform in Lauren Yee’s play In a Word. Public performances will run in Brody Theater March 26-29, 2026. Leading up to the performance, students will delve into the play's analysis, rehearsal process, and production. Anyone who wishes to sign up for the house course is welcome, and roles within the production, including acting, directing, dramaturgy, and management, will be assigned by the instructor and align with each student’s individual interest. Every student in the class will have the opportunity to study the play and actively contribute to the production in a significant role. |
You can also view the information below as a Word document:
| Course Name | Course Description |
|---|---|
| Badass Organic Chemistry | Instructors: Miguel Cohen Suarez & Dolce Feenaghty Faculty Sponsor: Ross A. Widenhoefer This course explores the interesting and intricate world of organic chemistry through representative reactions and their mechanisms. Builds heavily on Chem 201 and Chem 202. |
| Culinary Medicine | Instructor(s): Moayad Shehadeh Faculty Sponsor: Dr. Pao-Hwa Lin Where the art of cooking meets the science of medicine, Culinary Medicine is a vital skill set for many people whether or not you are looking to work in medicine. This course will focus on practical knowledge of different food groups and how it ties to nutrition and patient's health. No previous chemistry knowledge is required. A brief overview of chemistry, as it relates to food, will be discussed during the first class period. Emphasis will be on the nutritional and clinical correlations to food, with biochemistry as a foundation. This course will support students in developing an understanding and appreciation for chemistry in culinary applications. |
| Deconstructing the History of the American West | Instructors: Jerry Zou Faculty Sponsor: Dr. Juliana Barr, Associate Professor of History In U.S. media past and present, the American West has been a symbol of romanticization and individualism. This skewed representation in film, literature, news, and popular culture shadows the American West as a network of complex and multi-lateral interaction among racial, political, economic, industrial, environmental, colonial, urban, and scientific factors. Where was - or is - the West. How much did the Louisiana Purchase actually cost? What was the real motivation when the U.S. and Mexican governments mentioned Native American communities in the Treaty of Guadalupe-Hidalgo? What industries hide behind the theater stages of California's Hollywood? This course reexamines the ways well-known narratives have been taught and told in classrooms and media to peel back the sugarcoats that have engulfed the intricate past of the American West that still affects our communities today. |
| Disability Narratives: Justice and Activism | Instructors: Jaden Sacks & Miranda Harris Faculty Sponsor: Dr. Jehanne Gheit This course aims to focus on disability studies through the narratives of individuals with disabilities. Students will gain a deeper understanding of the nuances of disability justice, activism, and allyship through analyzing and discussing various writings, art pieces, performances, and films throughout the semester. This course is especially critical at Duke University, where the disability field is not supported by an academic department and no formal academic track is offered to students interested in this field. Students are encouraged to challenge the various cultural understandings of bodily differences and how they manifest in popular media and common stigmas surrounding disability. |
| Disciplinary Approached to Cognitive Neurosciences | Instructors: Cynthia Ding & Kareen Kaur Faculty Sponsor: Dr. Edna Andrews, Professor and Chair, LIN/SES This course is an exploration of the neuroscience discipline from various perspectives. Topics are chosen by students with consultation with faculty. Specific attention is given to topics such as language and the brain, multilingualism, neurodiversity, neuroimaging, and aging. |
| FROSH101: The Freshmen Experience - What We Wish We Knew | Instructors: Citalli Alaniz, Austin Rios, & Kaitlyn Williams Faculty Supervisor: Greg Victory, Assistant Vice President of Student Affairs and Fannie Mitchell Executive Director, Duke Career Center FROSH101 is a newly designed House Course to help first-semester freshmen navigate the start to their Duke experience while building meaningful community. An extension of Experiential Orientation, this low-stress course will expose students to the wide variety of resources Duke has to offer with the guidance of upperclassmen instructors and faculty. FROSH101 aims to give students the opportunity to reflect on their new experiences at college, ask for advice, and develop meaningful relationships with their peers. |
| How to Save a Life: An Introduction to Emergency Medicine | Instructors: Caroline Metz Faculty Sponsor: Nathan Boucher A house course dedicated to developing an in-depth understanding of the management of medical emergencies. Taught by members of Duke University EMS, students will gain an introduction to emergency medicine with applications to real world situations, particularly within the Duke and Durham community. Covered topics include how to react if someone goes into cardiac arrest, how to help choking victims, how to care for burns, how to bandage wounds, how to splint injuries, and much more. Beyond that, the course will delve into modern advancements in emergency medicine, as well as many of the issues which medics and emergency department physicians still face today. No prior medical experience is necessary, but the course aims to provide valuable medical knowledge. Skills will be taught, but a large emphasis will be placed on the importance of emergency interventions and how improvements can/have been made to emergency medical systems. Students will also be introduced to more ways they can become involved with emergency medicine in the Duke and Durham community if they choose to pursue them. |
| The Imperial Struggle: A History of the Ming Dynasty | Instructor: Krystal Liu Faculty Sponsor: Carlos Rojas, Asian and Middle Eastern Studies The emergence of Western capitalism began in the 14th–16th centuries, marked by the opening of new trade routes, early colonial expansion, the Renaissance, and Religious Reformation, which laid foundations for cultural, institutional, and economic modernization. During the same period, the Ming Dynasty demonstrated remarkable achievements in maritime technology (such as Zheng He’s voyages), the development of Jiangnan’s handicraft industry, and scientific advancements. However, it did not follow the same path toward modern industrialization as the West. This course follows the historical timeline from the establishment of the Ming Dynasty in 1368 to its fall in 1644, examining the political institutions, socio-economic structures, intellectual and cultural developments, and foreign relations of Ming China. Adopting the perspective of “tradition and transformation” and integrating approaches from institutional history, social history, and global history, the course analyzes the Ming Dynasty’s transitional role in the late imperial period and its unique position in the early modernization process in a global context. |
| Intro to Energy and Climate Entrepreneurship | lnstructor(s): Tejus Agrawal, Matthew Koh & Tyler Ratcliffe Faculty Sponsor: Chris Wedding, Fuqua School of Business Intro to Energy and Climate Entrepreneurship provides students with a unique lens on innovation and entrepreneurship within energy transition and climate tech, primarily from the perspective of founders and entrepreneurs. The course focuses on early stage start-ups, but will also include perspectives from more mature companies, as well as from alumni no longer serving in founder roles and from investor/advisors. Students will learn the basics of entrepreneurship and company-building, dive into the specific challenges of innovation within energy and climate, and apply their knowledge through a practical final project evaluated by real entrepreneurs and investors. "Intro to Energy and Climate Entrepreneurship" has been developed in close collaboration with Daniel Ketyer '16, founder of the Duke Energy and Climate Club, with generous assistance from Brian Murray and Bryan Koen from the Nicholas Institute, as well as support from the Energy and Climate Club. The course will center around a series of guest lectures delivered by speakers with relevant backgrounds. |
| Intro to Energy and Climate Venture Investing | lnstructor(s): Pia Visaria & Senou Kounouho Faculty Sponsor: Brian C Murray, Nicholas Institute of Energy and Intro to Energy and Climate Venture Investing provides students with a high-level introduction to investing in energy transition and climate solutions, primarily from the perspective of the investor. The course centers on venture capital, but will also incorporate perspectives from further up the capital stack, as well as from founders. Students will explore the history and purpose of energy and climate investing, learn about the key questions that investors ask, and apply their knowledge through a practical final project evaluated by real investors. |
| Introduction to Impact Investing | Instructors: Raiyan Choudhury Faculty Sponsor: Ben Thomason In a world dominated by a desire for growth, sustainable and empowering impact has become inextricably tied with financial well-being, ranging from proper external investment strategy to appropriate internal allocation policies. To successfully innovate in the contemporary world, there will always be a requirement to understand the fascinating flows of money, the increasingly interconnected webs of wealth, not only to fund ideas but also to establish impact. This course aims to bring attention to Impact Investing, a multifaceted field with roots in corporate social responsibility, social entrepreneurship, development economics, and financial services. We will explore impact investing at the intersection of these usually distinct industries. By the end of this course, we will not only understand why impact investing is widely regarded as the most applicable pathway to social impact at scale, but also have developed the skill set necessary to implement and manage impact investment funds. |
| Life Beyond Capitalism: Economics for the People & Planet | Instructors: Ana Ramirez & Aaron Lam Faculty Sponsor: Dirk Philipsen, Sanford School of Public Policy Creating something new with the tools of the old does not work. We cannot build communities focused on wellbeing, reciprocity, safety, and justice within an economic system geared almost exclusively toward profit and growth. This course is for students who sense that something fundamental is wrong about the system in which we live-and that we study to become part of. Too often, we sit in the comfort of our classrooms and identify challenges without proactively discussing solutions. This course confronts the premises we so often take for granted, and empowers students to think beyond neoliberal economics and envision something better. If yet another racial equity workshop or task force is not the answer to structural racism, then what is? If replacing fossil-powered cars with electric vehicles is not the solution to climate collapse, what is? If escalating work hours and screen-time are not the means to a meaningful life, what is? If new regulatory guidelines, triple bottom lines, and corporate social responsibility commitments barely make a dent in our pillaging of the planet, what would? In this course, students will break down the fundamental dynamics that make capitalism so destructive. Students will learn about alternative ways an economic system can be designed for the benefit of the people and the planet, and analyze examples of these new systems in action across the globe. Action-oriented, this house course hopes to help you identify the ways (small and large) you can plug into campaigns moving towards structural change. |
| Medicinal Chemistry and Other Chemical Applications | Instructor: Chinelo Agwuegbo & Miguel Cohen Suarez Faculty Sponsor: Charlie Cox Chemical interactions can be found everywhere around us, and pharmaceuticals are no exception. Chemistry plays a critical role in many pharmaceutical processes, from the mechanism of action to the research and optimization of modern pharmaceuticals. This course aims to elucidate the mechanisms of these drugs from a basic scientific viewpoint and review the history of the many seminal developments that have occurred in medicinal chemistry. No prior chemistry or biochemistry knowledge is necessary. Emphasis will be placed on developing insight into the creative applications of simple principles to achieve desired goals. This course will support students in developing an understanding and appreciation for chemistry in medicine. |
| Regenerating Our Food Systems: The Duke Campus Farm House Course | Instructors: Eddie Huang Faculty Sponsor: Saskia Cornes, DCF Director/Franklin Humanities Have you ever eaten food? This course aims to provide an overview of sustainable food systems and farming using initiatives at the Duke Campus Farm as a starting point, to ground our approach theory in a particular context and place. Students will explore crucial questions about food systems, equity, agroecology, and justice through critical analysis of assigned texts, interactions with guest speakers, and experiential learning on the farm. The course places an emphasis on how the North Carolina Piedmont fits into the American South in the context of climate change and community resilience. This course is open and welcome to any level of experience (or no experience!) with food systems work. No affiliation with the Duke Campus Farm is required. |
| Silly Little Conspiracies | Instructor: Hanna Elks Smith Faculty Sponsor: Dr. Gabe Whitbread From debates about moon landings to discussions on deep-state influence, conspiracy theories have long shaped public discourse. But why do people believe in them, and what role do they play in society? This discussion-based seminar will explore the psychology, history, and political impact of various conspiracy theories, examining how they form, spread, and influence both individuals and institutions. Specific topics will be the moon landing, chemtrails, and the HAARP system, the Titanic, old civilizations, the CIA, and conspiracy theories abroad. Additionally, we will look into the appeal of secret knowledge, the role of the internet in fueling modem conspiracy culture, historical conspiracy narratives, government secrecy and distrust, the intersection of conspiracy theories and populism, media manipulation, and the blurred lines between skepticism and paranoia. Some of the topics we discuss in this class will be challenging and, at times, controversial. Our goal will be to foster critical thinking, respectful dialogue, and an open-minded exploration of why people believe what they believe while building a community of trust amid differing perspectives. |
| The Art of Conversation | Instructor: Chloe Young Faculty Sponsor: Cary Moskovitz Is there any 21st-century skill more important than being able to sustain confident, meaningful conversation? From professional networking to flirting to chatting on the Cl, conversation is not only powerful, but required. This course will give you the tools you need to be a better interviewer, storyteller, friend, and overall communicator. Interact with guest speakers including journalists, conflict mediators, relationship specialists, entrepreneurs, and other expert conversationalists. We will explore the value of questions, how to share humanity with any person you meet, the skill of active listening, and the service of silence. Aren't you tired of having the same stale conversations? |
| Transforming the US Healthcare System | Instructors: Julian Diaz-Ayala & Amanda Li Faculty Sponsor: Dr. Ralph Snyderman, James B. Duke Professor of Medicine Chancellor Emeritus of Duke University, Director of the Center for Personalized Health Care at Duke University The US healthcare system is the most expensive in the world, yet lags behind those of other high-income countries on benchmarks of quality and access. Increasingly, American healthcare systems and governments are moving towards more personalized, preventive, and predictive delivery models while looking for solutions to address the rising cost of care. Factors like technology, biomedical innovation, and payment reform are shaping major paradigm shifts in healthcare delivery today. This course will be a broad survey of some of the most pressing and relevant movements happening in healthcare delivery reform. We begin the semester with an overview of the US healthcare system and then delve deeply into issues like chronic disease burden, the intersection of Big Pharma and medicine in its relation to drug development and pricing, and misaligned financial incentives for providers and payers. At the end of the semester, we will analyze the healthcare industry through a policy lens, mapping out the political landscape of healthcare and understanding how ideas become legal realities. |
| Urban Studies 101: Breaking the Duke Bubble | Instructors: Tate Kahalas & Nathan Hertzberg Faculty Sponsor: Dr. Edward Balleisen, Vice Provost for Interdisciplinary Studies, Professor of History, and Professor in the Sanford School of Public Policy This course engages with urban studies in two distinct contexts: academic and creative. The former exposes students to the variety of subject areas that constitute urban studies, and encourages them to consider their role in an urban world. This is subsequently used to introduce students to the latter, asking (and attempting to answer!) the question: How can we design and build spaces that are fundamentally good for our health and well-being, economy, safety, and social structure? Course readings introduce students to the multiple subject areas that make up the field of urban studies, namely urban humanities (sociology, cultural anthropology, history, etc), economics, policy, science, design and engineering, arts, and ethics. Urban design, innovation, and planning principles are embedded within these readings to present the practical, optimistic vision of creating high-quality urban environments. Each class is intentionally designed to expose you to a diverse array of global cities, and engage with interdisciplinary themes that are complementary to existing academic programs at Duke. Pre-class readings prepare students for in-class discussions on a number of topics. The course is organized around pre-class readings and in-class discussion, and in the second half of the course, students will conduct a case study on a particular urban-centered subject area that intrigues them. Course instructors will meet with students working individually or in teams to discuss potential resources and project expectations. End products are deliberately left to student creativity; they could range from a photo ethnography of a Bangkok wet market to an op-ed supporting the GoTriangle Light Rail proposal. This course syllabus is reflective of a living, iterative educational process that seeks to deliver the most accurate and up-to-date knowledge on cities around the world. Pre-course materials and assignments are subject to change as new information and feedback are taken into consideration-we welcome your input on the course throughout the semester, and will have several opportunities for formal and informal feedback collection to better support the co-creation of knowledge. |
| Visions of Freedom: Political Discourses | Instructor: Marko Jakovljevic & Mandy Lin Faculty Sponsor: Michael Gillespie Since Plato, thinkers have grappled with political philosophy and ethical dilemmas. Taking inspiration from philosophical dialogues, both ancient and modem, this course invites students into a discourse on liberty, justice, power, and morality. We will explore a number of fundamental questions: Does freedom have limits? Are tyrants really happy? What is justice?And so on. Through open and active discussion, we welcome diverse perspectives, challenging assumptions and refining our own understandings. We may not come to definitive answers, but we will be prepared to think more critically and engage meaningfully with these enduring debates. |
Who Teaches House Courses?
House Courses may be taught by current Duke undergraduates, who must be supervised by a member of the Trinity College faculty teaching on campus in the semester during which the course is offered. House Courses may also be taught by faculty in a recognized school, department, or academic program at Duke.
Undergraduate student instructors of House Courses do not receive course credit for teaching and may not enroll in their own courses.
If you are interested in organizing and teaching a House Course, please visit our Applying to Teach a House Course section below.
House Course Instructor Awards
Every semester, House Course instructors can be nominated to be recognized for exceptional teaching through their impactful courses. Learn more about past winners of the House Course Instructor Awards in the tab below:
Taylor Reasin, Jack Hirsch, and Jude Reece
Course Name: Family Ties: The Ethics of Community in a Complicated World
Faculty Sponsor: Ada Gregory
Nomination Letter:
“I was floored by this open environment that they created in the classroom to encourage their peers to dig into the assigned texts and to consider them in the context of their lives and the world. Every week they broke the larger class into smaller groups that they curated to mix up who interacted each week to consider thoughtfully prepared discussion questions or work on a creative activity that applied a concept in an ingenious way. For example, when discussing misinformation and politics just before the election, students were asked to work in pairs to create their own misinformation social media posts - the process and the results were insightful, clever, and sometimes humorous, teaching students in ways that almost sneak up on them. A rare talent in the most seasoned educators.”
Jacqueline Cole
Introduction to Bridge
Faculty Sponsor: Bill Adair
Nomination Letter:
“Every week Jackie came to class with a compelling lesson that got the students excited about the card game. It is game that is hard than it looks and filled with opportunities for strategy. Jackie taught the students the basics and throughout the semester helped them sharpen their skills to become more advanced. Jackie was a remarkable teacher (I referred to her throughout the semester as “Professor Cole”) because she is good at explaining complex things, making them digestible and often funny and being patient with the occasional student who was slower to learn.”
Course Evaluations:
“When I started this class, attempting to learn a game I had very little experience with, I was convinced I’d leave only marginally better. I was so wrong. Jac, a brilliant bridge player in her own right, somehow transformed one of the most complicated card games into something palatable for everyone to learn. She taught me to unlearn the basics I thought I already knew about bridge and cards, simplify complex concepts by thinking through them logically, and get comfy failing fast until I improved.”
Danica Bajaj and Sophia Lehrman
Course Name: The Gratitude Equation
Faculty Sponsor: Sheryl Welte Emch
Nomination Letter:
“The class was transformative for the students and Danica, as she listened, and encouraged others to listen, to what others were sharing and did her best to understand their thoughts and feelings from their perspective without judgment … Danica was instrumental to the success of the class discussions about significant and sometimes profoundly personal topics related to students’ struggles to find happiness, purpose, and well-being.”
Course Evaluations:
“There are few classes I have taken at Duke that have not only been my favorites during a semester but are ones I know I will cherish for the rest of my life. The Gratitude Equation absolutely falls into that bucket. The class environment was so special, and frankly, something I have never experienced before. I learned so much and it helped me to become a better and more grateful person. I am truly grateful for this incredible opportunity.”
“This is hands down the BEST class I have taken at Duke. I have made new friends, I have changed the way I look at the world, and when I am in tough situations, I genuinely think of tools we have developed in this course.”
Tyler Radcliffe, Abby Finkle, and Mudrit Agawal
Course Name: Intro to Energy and Climate Venture Investing
Faculty Sponsor: Brian Murray
Course Evaluations:
“The way the course was structured allowed me to strengthen my knowledge on climate technologies, economics, and entrepreneurship. Through guest speakers, readings, reflections, and projects, I feel as though this course made me more career ready and inspired me to ideate within the climate tech space and aspire to enter into venture capital investing. Truly inspirational and well run”
“The way the course instructors could facilitate conversations and add relevant information to boil down a message and make it accessible to everyone in the class was incredible. On multiple occasions the instructors would find ways to present guest speaker's complex talks into a synthesized summary while flawlessly moving to the next topic. This allowed the whole class to follow and learn and made my experience exceptional in this class”
Miguel Cohen-Suarez and Chinelo Agwuegbo
Course Name: Medicinal Chemistry
Faculty Sponsor: Charlie Cox
Course Evaluations:
“They engaged with the class ensuring everyone understood the material they were covering”
“Interesting and broad variety of topics were covered!”
“The student teachers were very helpful and always tried to get the whole class engaged”
Jerry Zou
Course Name: Deconstructing the American West
Faculty Sponsor: Juliana Bar
Course Evaluations:
“The variety of styles of content (articles, videos, maps, etc) made each day different”
“The topics were very interesting and all contained almost a mystery component which made discussing it even better”
“Jerry made class super inclusive”
Applying to Teach a House Course
Fall 2026 Application Deadline: March 6
Important Disclaimers:
- Application deadlines follow the standard semester registration timeline; all applications require a minimum two-week processing period.
- Ex. If student course registration begins on October 30, then the deadline for completed applications is around October 15.
- Applications are reviewed on a first-come, first-served basis; earlier submissions receive priority consideration.
- Applications submitted close to the deadline may have limited classroom availability for preferred days and times.
- Applications submitted after the registration deadlines will not be approved.
Application Instructions
Please read the sections below for specific instructions on what you will need to apply to teach a house course.
How to Navigate the Sections:
- Make sure you have met the requirements laid out in the tab below titled Required Instructor Training.
- Go to the section How to Apply to Teach a House Course below and complete the Intent to Teach Form so you can get your own personal link to the application.
- Read through the other tabs to ensure your application components meet requirements (ex. faculty/sponsorship, syllabi requirements).
All new House Course instructors are required to enroll in ARTS&SCI 102 (Introduction to College Teaching) to be eligible to teach a House Course. The course is offered Fall and Spring.
- Course Description: This 0.5 credit course (taken on an S/U basis) will teach students how to design syllabi, create effective assignments/assessments, provide high-quality feedback as well as teaching them how to implement active learning strategies in the classroom. Furthermore, students will learn to design and implement foster inclusivity and equity in the classroom. Once you've taken the course, you remain qualified to teach a House course for the remainder of your time at Duke.
- Spring 2026: The ARTS&SCI prerequisite is offered on Tuesdays, from 3:05p-4:20p. Register on DukeHub.
All instructors, including returning instructors, must complete all modules for the Duke Responsible Conduct for Community Certificate (see below for instructions), verified by uploading your Coursera completion certificate badge as part of the application.
Our house course policy requires all new instructors to complete the Responsible Conduct for Duke Community Engagement certificate.
To access the modules, follow these steps:
- Go to: https://canvas.duke.edu/enroll/XKBWBB to access this course.
- Log in to Canvas with your NetID.
- After successfully passing the course, you’ll receive a certificate of completion. Download this and hold onto it. You will need it to upload as part of your application to teach a House course once applications formally open on the first day of classes.
Step 1: Complete the Intent to Teach form to get your personal link to the application
Intent to Teach Form Link: https://duke.qualtrics.com/jfe/form/SV_bejLXYxwPNcgDt4
Step 2: Complete the House Course application using the personal link
After submitting the Intent to Teach form, you will receive a personal application link at the email address you provided. This link allows you to save your progress and return to your application multiple times without restarting it. To continue working on an incomplete application, simply click the link sent to your email.
A complete application includes FIVE required elements:
- Faculty Sponsor Signature Sheet
The first step is to obtain a completed Faculty Sponsor Signature Sheet (see pdf download link below). This form must include signatures from:- All instructors
- The faculty sponsor
- The Director of Undergraduate Studies (DUS)
The Chair of the faculty sponsor’s department
Upload the completed and signed form to the first section of the application.
You will not be able to proceed with the remainder of the application until this document is uploaded.
- Updated Syllabus
You must submit a complete and updated syllabus developed in collaboration with your faculty sponsor. Please review the Syllabi Requirements tab for detailed guidance on required content.- If the syllabus does not meet these requirements, revisions will be requested.
- Requested revisions may delay the publication of your course in DukeHub.
- Letter of Recommendation (New Instructors Only)
One letter of recommendation from the course’s faculty sponsor is required for all new instructors.- If multiple instructors are applying together, the faculty sponsor may submit a single combined letter.
- Letters must be uploaded directly to the application.
- Instructors who have previously taught the House Course do not need to submit a new letter.
- Duke Responsible Conduct for Community Certificate (New Instructors Only)
New instructors must submit a Duke Responsible Conduct for Community certificate. Instructions for obtaining the Canvas certificate are provided in the previous section on Required Instructor Training.- Instructors who previously completed a TA certificate do not need to complete a new one.
- Current Resume(s)
Submit a current resume for each House Course instructor listed on the application.
Additional Requirement (If Applicable): Field Trips
If your course includes travel or field trips, a Customized Field Trip Waiver of Liability and field trip details must be submitted.
- Instructors must contact Corporate Risk Management at corprisk@duke.edu well in advance of any field trips and submit a Waiver of Liability form to them.
- A Waiver of Liability form is required for:
- Durham field trips that include group transportation for students
- Any field trips outside of Durham
- A sample waiver form is provided below for reference. Customize the template as needed for your course and submit it to Corporate Risk Management for approval.
- Field trips must be optional and may not require additional student payment.
Students are highly encouraged to review all application reference materials and the House Course Policies tab before beginning the Qualtrics submissions form, as incomplete applications may delay approval and publication in DukeHub.
Applicants can find a preview of the application form in the reference materials listed below.
Forms and Waivers
Faculty Sponsor Signature Sheet:
Field Trip Waiver of Liability:
Syllabi and Academic Rigor
The Courses Committee expects House Courses to engage their subject matter in a critical, evaluative, historical, and/or analytical manner. House Courses should not primarily focus on skill-based instruction.
Instructors must work closely with their faculty sponsors to develop the course syllabus. Once a House Course is approved, the syllabus may not be revised without prior approval from the Courses Committee. If the Committee requests revisions during the review process, the final syllabus must be submitted as a Word document to courserequests@duke.edu.
The syllabus must include all required components listed below. Any syllabus missing one or more requirements will be returned for revision, which may delay course approval and publication in DukeHub.
1. Course Information
The syllabus must include:
- Names and contact information for all student instructors and the faculty sponsor
- A brief course description
- Clearly stated student learning outcomes
- A schedule of course meetings, including dates
- A minimum of twelve class meetings is required
- An attendance policy stating that students must attend at least eleven class sessions to earn credit
- Identification of the dates the faculty sponsor will attend class (minimum of two sessions), with at least one visit during the first three weeks of the semester
- Names and credentials of any guest or outside speakers
- A basis for grading statement
- Example: "A grade of Satisfactory in this course requires satisfactory completion of all course assignments, including written and oral work, attendance, and any additional course-specific requirements."
2. Assignments
The syllabus must also include:
- A description of each class session, including topics and planned activities
- Weekly assignments, specifying:
- Total pages of reading
- Minutes of video content
- Estimated time to complete homework or other assignments.
- Duke’s accreditation requirements specify that students must complete a minimum of four hours of work outside of class per week to earn academic credit. This workload may be averaged over the semester, including time spent on papers or projects.
- Page references for all required readings for each class meeting
A final assignment that results in one or more rigorous academic products appropriate to the course material, as evaluated by the Courses Committee. Acceptable examples include (but are not limited to):
- A traditional academic paper
- A video or slide presentation
- A set of lesson plans
- A fiction or journalistic piece
- A pitch, app, or program supplemented by written analysis
The final assignment must be a serious analytical project with clear directions or prompts directly tied to course readings or research.
- Reaction, response, or reflective journals do not satisfy this requirement.
- The scope of the final assignment should be equivalent to a 1,500-word academic paper.
- Prompts for all required written assignments
To maintain suitable academic standards for House Courses, the following conditions must be met.
1. Faculty Supervision
Each House Course must be supervised by a Trinity College faculty member, who may also serve as the instructor of record. The following guidelines apply:
- The faculty supervisor must be able to demonstrate expertise in the course topic or discipline.
- The supervisor must provide direct input on course design, including:
- Structuring assignments
- Developing grading criteria
- Advising on pedagogical approaches appropriate to the material
- The supervisor must attend at least two class sessions in person.
- The supervisor and student instructor(s) must meet at least four times outside of class during the semester to:
- Review course progress
- Reiterate course goals
- Address challenges or concerns
In most cases, the faculty supervisor’s department will serve as the sponsoring department. If the faculty supervisor does not hold an appointment in Trinity, a Trinity department must serve as the sponsoring department.
As the instructor of record, the faculty sponsor is responsible for:
- Administrative oversight and grading (in consultation with the student instructors), including submission of midterm and final grades as required
- Facilitating access to course materials
- Assigning permission numbers during drop/add periods, as needed
Note: If a course has more than one faculty supervisor, each supervisor must:
- Attend at least two class sessions
- Participate fully in the administrative responsibilities outlined above
2. Limits on Teaching and Sponsorship
All courses must be approved and sponsored by a Trinity College Arts and Sciences department AND approved by the Committee on Courses. An individual may sponsor or teach only one House Course per term.
3. Academic Content
House Courses must have substantial academic content. The Courses Committee expects course material to be treated in a critical, evaluative, historical, and/or analytical manner.
- House Courses should not primarily focus on skill-based instruction, nor should they act as a required training class for subsequent courses or activities.
Please refer to the Syllabi Requirements tab for the full list of academic expectations.
4. Attendance Requirement
Each House Course syllabus must require students to attend at least eleven class sessions in order to earn credit.
5. Course Location
House Courses should be held in a university residence hall. Student instructors should make every effort to host the course in their own residence hall common room.
If this is not possible, a request for an alternative location may be submitted as part of the application.
6. Course Start Date
The first class meeting of a House Course must occur on or before the last day of the Drop/Add period.
7. Changes After Approval
Once approved, House Courses may not change their syllabus, meeting time, or meeting location without prior approval from the Courses Committee.
Meeting times and locations may not be changed after submission to the Registrar.
8. Open Enrollment for Undergraduates
House Courses must be open to all Duke undergraduates. Instructors and faculty sponsors may not:
- Restrict enrollment to specific student groups
- Ask enrolled students to withdraw from a House Course
Instructors and sponsors should design courses with open undergraduate enrollment in mind.
Courses may be designed to appeal to particular student interests (e.g., Computer Science), but may not be restricted to those groups.
In limited cases, priority registration may be offered to students residing in the house whose commons hosts the course. Please contact courserequests@duke.edu to discuss these arrangements.
9. Instructor Enrollment and Credit
Student instructors may not receive academic credit for teaching a House Course and may not enroll in their own course.
10. Enrollment Cap
Enrollment in House Courses is limited to a maximum of 18 students. Fewer than 18 students may enroll.
Downloads
Download Syllabus Template (docx - 26.54 KB)
Download Field Trip Waiver (doc - 31.5 KB)
For Faculty Sponsors
Student instructors are responsible for initiating contact with their faculty sponsors to arrange the academic and administrative support outlined below. By agreeing to serve as a faculty sponsor, you accept the following responsibilities:
- Serve as the instructor of record for the House Course in DukeHub
- Sponsor no more than one House Course per term
- Meet with student instructor(s) during the semester prior to the course to provide feedback on course design and the syllabus
- Attend at least two class meetings during the semester, with one visit occurring within the first three weeks of class
- Meet with student instructor(s) at least four times outside of class during the semester to:
- Review course progress
- Reinforce course goals
- Address challenges or setbacks
- Create the course Canvas site and provide student instructors with access
- Provide student instructors with the official class roster
- Manage the distribution of permission numbers and ensure enrollment does not exceed the 18-student cap
- Submit midterm and final grades
- Student instructors should consult with you regarding grades
- As instructor of record, the faculty sponsor is solely responsible for submitting grades
Note: For questions related to Canvas, Sakai, or other technical or administrative systems, please contact the Learning Innovations Office and/or OIT. The House Course coordinator does not provide technical or administrative support for individual courses.
For Student Instructors
Rosters, Canvas, and Permission Numbers
You are responsible for maintaining communication with your faculty sponsor to ensure they fulfill the commitments made on the House Course application. This includes requesting that your sponsor:
- Set up the Canvas course site
- Provide access to the class roster
- Issue permission numbers as needed
Attendance Requirement
House Course instructors must emphasize the importance of attendance at the beginning of the semester and remind students that attendance at a minimum of eleven class sessions is required to earn credit. If attendance issues arise, consult your faculty sponsor.
Drop/Add Deadlines
House Courses follow the same Drop/Add deadlines as full-credit departmental courses (see the Bulletin). After the Drop/Add period, students seeking to change their enrollment should be referred to their academic dean.
Mentorship and Teaching Support
For questions related to teaching, pedagogy, or classroom management, contact your faculty sponsor, who can assist with instructional development and resolving course-related issues.
Incurred Costs
No funding is available to support House Courses. However, if you need one or two copies of a course pack for use by the instructor(s) or faculty sponsor, these may be provided upon request.
Space Use
Student instructors—not the sponsoring academic departments—are responsible for:
- Room setup and cleanup
- Any damage incurred in the space where the House Course is held
Mid-Semester Grade Reports
Important: University policy requires midterm grades to be reported for:
- All first-year students
- Upperclass students performing unsatisfactory work
Only faculty members may submit grades. Coordinate with your faculty sponsor to ensure grades are submitted electronically and on time.
Final Grade Reports
Important: During the final weeks of the semester, you should meet with your faculty sponsor early in the last week of classes to review final grades. The faculty sponsor will submit final grades electronically.
Final grades for House Courses should be submitted by the last day of classes. Missing or late grades may have serious implications for a student’s academic standing, including graduation or continuation.
Do I get credit for taking a House Course?
Yes. House Courses are half credit courses.
May I audit a House Course?
Yes.
How are House Courses graded?
House Courses are graded on the satisfactory/unsatisfactory (S/U) basis. House Courses do not fulfill any curriculum requirements but may count toward graduation. No more than two House Courses may count toward graduation.
Can House Course instructors limit their enrollment to students who have certain backgrounds or interests?
No. House Course instructors or sponsors are not permitted to limit enrollment to particular types of students or to those with certain backgrounds related to course content or sponsor interests. House Courses must be open to all undergraduates.
Can I get House Course credit for doing something related to past House Course class content in a subsequent semester?
No. The only way to receive credit for a House Course is to be enrolled in a House Course during a semester in which it is offered. Students cannot receive credit for completed projects outside of House Courses in subject matter related to House Course topics.
I taught a House Course in the Fall, does this mean my House Course will be automatically “rolled over” and offered again in the Spring?
No. You must reapply each semester. House Courses are never scheduled without an application, no matter how many times the course has been offered in the past.
Does my House Course have to be held in a residential hall?
No. While it is preferred that House Courses are held in residential halls, you may hold them elsewhere. Angel Martinez (under Contact Us) will help students reserve a classroom when their course is approved. Otherwise, you may contact courserequests@duke.edu well in advance of submitting your application should you have a question about the appropriateness of a location for your House Course.
Who is the departmental chair? The departmental Director of Undergraduate Studies (DUS)? Where do I go to obtain their signatures?
You must obtain BOTH signatures from your House Course's sponsoring department's chair and DUS on the requisite form for your application for it to be considered complete. Contact the department at which your faculty sponsor teaches for assistance obtaining signatures from the departmental DUS and chair. (Names available on their department's websites.) Missing signatures will constitute an incomplete application which cannot be processed. Please be proactive and contact academic departments well in advance of House Course deadlines, to allow sufficient time for DUSs and the department chair to sign your forms.
How do I reserve a common room?
Please use Space Finder to reserve a common room. After the request is confirmed, email proof of confirmation to courserequests@duke.edu.
If I have taught a House Course in the past, do I still need to submit a letter of recommendation?
No. Please note the semester and year you previously taught a house course on the House Course application. If you are co-teaching the course with a new instructor, your co-instructor must still submit a letter of recommendation from the House Course's faculty sponsor.
If I am co-teaching a House Course with one or two other instructors, and we have not taught House Courses before, do we each need to submit separate letters of recommendation?
No. Please submit one combined recommendation letter from the House Course's faculty sponsor.
I'm applying to teach with a co-instructor. Can we submit separate online applications?
No. Only one application should be submitted per course. Please determine in advance who will submit the application on behalf of the group. This person should collect materials and application information from the other instructors.
Can I have an extension on the House Course application?
No. If you do not make the deadline, we invite you to resubmit your application for the following semester. Late applications cannot be accepted. Applications missing components and/or required signatures are incomplete and cannot be accepted or processed.
When and how will I find out if my House Course has been approved?
We will notify you via email, usually within a few weeks of the House Course application deadline.
What do I need to do as a House Course instructor after my House Course is approved?
Before the semester starts, you should contact your faculty instructor to set up Canvas. For a full list of guidelines for House Course student instructors, see the tab "Guidelines for Current Student Instructors and Faculty Advisors" above.
I need someone to set up my Canvas or give me my class roster.
Please contact your faculty advisor and ask them to send you the roster and/or to create the Canvas and add you in a TA non-grading role. If your faculty advisor needs technical support, they should visit Canvas Guides or contact OIT Learning Innovations.
Registration has started, is it too late to change the time or day of my course?
There is no flexibility to change course times once students are enrolled and/or courses have started. You may not change the meeting schedule.
How many students may enroll in my House Course?
No more than 18 students may enroll in a House Course. There are no exceptions. Please do not give out course permission numbers when your course is full; if this happens, the Registrar will unenroll students from the class.
My house course has very low enrollment and I’d like to cancel it, how does that work?
There is no minimum number of enrolled students required for a House Course to run. However, if you feel the number is too low, consult with your faculty advisor and then notify all the students in your course of the cancellation. After students have been notified, please email class-scheduling@duke.edu with the subject “HOUSECS 59-N + Course Title + Cancellation. Copy your faculty advisor and courserequests@duke.edu to this email.
When can students start signing up for House Courses on DukeHub?
The list is usually posted on DukeHub in the beginning of May (for the fall term) and December (for the spring term). Students may register from that time until the end of Drop/Add.
Can I be reimbursed for related course expenses?
No. However, if you need one or two copies made of a course pack for either the instructor(s) or faculty sponsor, please email courserequests@duke.edu to arrange to have this done.