Undergraduate students can choose from over 100 courses offered at Duke University in Summer Sessions I and II. (Travis Stanley/Trinity Communications)
Summer, Reimagined: The Benefits of Duke Summer Sessions
Summer at Duke doesn’t have to mean putting academics on pause. For students who stay on campus, May through August offers something the academic year might not: the freedom to focus on fewer courses, dive into new subjects and make room for experiences that can be tough to fit into a packed schedule.
Trinity College’s Summer Session lets students earn academic credit without taking on a full semester’s course load. With smaller classes, closer faculty interaction and new experiential learning opportunities, students can dig deeper into one or two subjects while shaping their summer — and their Duke experience — on their own terms.
“Summer on campus can offer a welcome break from the hectic academic year,” says Andrea Marritt-Pabalate, senior associate dean of Trinity College Undergraduate Education. “Instead of juggling five courses, extracurriculars and packed calendars, students can work on a challenging prerequisite, fulfill core curriculum requirements or get ahead on coursework to free up future semesters for study abroad, internships or research.”
While Duke undergraduates make up the majority of enrollment, Summer Session welcomes a variety of learners: from high school students looking to get a jump on college-level coursework to students who are home for the summer from other institutions to working professionals wanting to add new skills or credentials.
With roughly 80 undergraduate classes typically offered during Summer Session I in May and June, and more than 50 for Summer Session II in July and August, class sizes remain intentionally small to give students greater access to faculty and more opportunities to participate.
“Students who might hesitate to ask questions in a large lecture hall really benefit from the lower faculty-to-student ratio, and the summer schedule can allow for courses they might not have room for during the academic year,” Marritt-Pabalate explains.
Summer foundations
For Len White, summer offers more than a way to earn academic credit.
The associate director of the Duke Institute for Brain Science, who is also an associate professor of Neurology and director of undergraduate studies in the Department of Psychology & Neuroscience, taught NEUROSCI 202: Medical Neuroscience: Foundations for the Neurological Sciences. He sees this Summer Session II course as an opportunity for the department to help students progress through the major while experiencing the curriculum in a different way.
White explains that, for Neuroscience, summer courses serve two purposes: expanding access to foundational courses and creating opportunities that aren’t possible during the academic year. By offering foundational classes in Neuroscience during the summer, the department gives students a different pathway to stay on track when they can’t enroll in a required course during the fall or spring.
"Our department considers summer to be a mission-critical time,” he says. “Our students are trying to put the pieces of their Duke puzzle together in ways that make academic progression possible, and we understand that progression looks different for every one of them.”
Summer exploration
For instructor Bren Vienrich-Felling, that freedom to explore can be seen in the AAHVS Summer Session II course CINE 357S: Editing for Film and Video, where students with varying levels of experience learned how films are made.
The class brought together an eclectic mix of students, many of whom have never edited before. Some were interested in filmmaking, while others were taking the course to fulfill a requirement or simply explore something new.
“The skills students learned in the course weren’t limited to those pursuing careers in film. For some, the course offered a chance to learn how video can become a tool in an entirely different profession,” Vienrich-Felling shares. “For example, we had an Anthropology major who took the course to learn how to document his archaeological digs with the video he shoots and edits himself.”
Students held a lively discussion in Bren Vienrich-Felling's film class after presenting their video essays on their favorite films. (Travis Stanley/Trinity Communications)
Evelyn Zhang T'29 took part in TRI-PATH this summer, working with Professor of Medicine Benny Chen. (Travis Stanley/Trinity Communications)
Summer reimagined
That mix of exploration and connection is part of what makes summer courses hit differently. The experience can be both focused and expansive, bringing opportunities to learn something new while meeting people outside the usual social and academic circles.
This year’s Summer Session also marked the launch of two Summer Impact Experiences designed to build a community atmosphere.
Blending coursework with experiential learning, the Prehealth Summer Impact Experience is a cohort-based program that gives students a broad introduction to health and health care. Students select two to four courses from more than 25 offerings and can take part in experiences ranging from MCAT preparation workshops to tours of the School of Medicine.
TRI-PATH provides rising sophomores with an early introduction to research while helping them develop essential skills, gain confidence and connect with a community of fellow scholars. Its three-part structure pairs a credit-bearing summer course with a faculty-mentored research experience supported by a $3,000 fellowship, along with activities designed to foster connections across the cohort.
Whether they are completing foundational courses or exploring new interests, Summer Session allows students to combine classes with research opportunities on campus, as well as balance internships, athletics or professional careers while continuing their education.
Rather than giving up part of their summer, students enrolled in Summer Session take full advantage of what Duke has to offer. Marritt-Pabalate encourages students to think beyond simply checking a requirement off a degree plan and look at Summer Session as another way to build their Duke experience.
“Students shouldn’t think of Summer Session as their Plan D,” she says. “They can really be intentional about using this time to shape and plan their four years at Duke.”
